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Sunderland Repository records the research produced by the University of Sunderland including practice-based research and theses.

A UK Case Study on Cybersecurity Education and Accreditation

Davenport, James, Crick, Thomas, Irons, Alastair and Prickett, Tom (2020) A UK Case Study on Cybersecurity Education and Accreditation. IEEE Frontiers in Education Conference, 2019. p. 1. ISSN 2377-634X

Item Type: Article


This paper presents a national case study-based analysis of the numerous dimensions to cybersecurity education and how they are prioritised, implemented and accredited; from understanding the interaction of hardware and software, moving from theory to practice (and vice versa), to human factors, policy and politics (as well as various other important facets). A multitude of model curricula and recommendations have been presented and discussed in international fora in recent years, with varying levels of impact on education, policy and practice. This paper address three key questions: i) what is taught and what should be taught for cybersecurity to general computer science students; ii) should cybersecurity be taught stand-alone or in an integrated manner to general computer science students; and iii) can accreditation by national professional, statutory and regulatory bodies enhance the provision of cybersecurity within a body's jurisdiction?

Evaluating how cybersecurity is taught in all aspects of computer science is clearly a task of considerable size, one that is beyond the scope of this paper. Instead a case study-based research approach -- primarily focusing on the UK -- has been adopted to evaluate the evidence of the teaching of cybersecurity within general computer science to university-level students. Thus, in the context of widespread international computer science/engineering curriculum reform, what does this need to embed cybersecurity knowledge and skills mean more generally for institutions and educators, and how can we teach this subject more effectively? Through this UK case study, and by contrasting with related initiatives in the US, we demonstrate the positive effect that national accreditation requirements can have, and offer some recommendations both for future research and curriculum developments.

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Additional Information: Frontiers in Education Conference 2019 - Cincinnati, USA United States Duration: 16 Oct 2019 → 19 Oct 2019
Related URLs:
Depositing User: Michelle Marshall


Item ID: 11264
Identification Number:
ISSN: 2377-634X
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Users with ORCIDS

ORCID for Alastair Irons: ORCID iD

Catalogue record

Date Deposited: 24 Oct 2019 12:27
Last Modified: 13 Oct 2020 16:15


Author: Alastair Irons ORCID iD
Author: James Davenport
Author: Thomas Crick
Author: Tom Prickett

University Divisions

Faculty of Technology


Computing > Cybersecurity

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