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Sharing Resources in Cyber Security Education

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THE CHALLENGE

How do we collaboratively design, create, share and validate cyber security education resources in higher education, where resources are state-of-the-art, openly accessible, and industry relevant?


MOTIVATION

On the 16th of November 2022, CISSE UK conducted a survey of attendees at an online Cyber Security Education and Employability Forum. Participants were asked to reorder 8 statements according to their personal cyber employability concerns, interests and priorities. The results were as follows:


 

1) How can we ensure that more students get access to work experience?

 

2) How do we improve the quality and relevance of cyber security learning resources in academia?

 

3) How do we get more cyber security lecturers into academia?

 

4) What are the alternatives to placements and internships?

 

5) What are the alternatives to CVs?

 

6) If cyber education had a "problem-book" what are the top 10 problems that should be on it?

 

7) How can job descriptions be improved?

 

8) What are the benefits of cyber learning hubs between academic institutions (schools, colleges, universities)?

 

The survey was completed by a total of 33 participants, 19 of which were students. The 2nd placed entry was considered surprising due to the proportionately high number of students that completed the survey. It was subsequently used as inspiration for this problem domain.


INDICATIVE AIM(S) The aim of this problem group is to explore ways in which collaborators between institutions can proactively impact the quality and relevance of CSE resources, on a national scale, across UK HE institutions.


INDICATIVE OBJECTIVES

Share current experiences and any examples of existing initiatives.

 

Establish and sustain opportunities to collaborate in this problem domain.

 

Create, validate and share an agreed set of resources that can be used as an exemplar for proving practices and processes.

 

PROBLEM BOOK DOMAIN

Learning and Teaching in Cyber Security


SUBMITTED BY

Dr Charles Clarke University of Roehampton


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  • December 1, 2022

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  • Charles Clarke

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