The Core Cyber-Defense Knowledge, Skills, and Abilities That Cybersecurity Students Should Learn in School

Jones, Keith S.; Namin, Akbar Siami; Armstrong, Miriam

doi:10.1145/3152893

Cited by 47 publications

(41 citation statements)

References 15 publications

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“…The interview notes can potentially help greatly with choosing the right candidate, especially helpful while comparing multiple candidates. 4.2 Approach to following the strategy behind the process One approach to following the model of the newly developed hiring process is thoroughly discussed in [12]. The approach uses multiple important points:…”

Section: Model Of a Clear Path Of The Hiring Processmentioning

confidence: 99%

“…A part of statical data which is provided in [12] is shown above. The data describes the results of a ques-tionnaire about how important certain technological skills are and when the skills were learned by the potential employers.…”

Section: Model Of a Clear Path Of The Hiring Processmentioning

confidence: 99%

“…3. Results of a questionnaire, answered by hiring candidates [12] The total number of participants who took part in this KSA study was forty-four cyber security professionals. It is seen that that number n can change depending on whether each and every one of the professionals chose to answer each question.…”

Section: Model Of a Clear Path Of The Hiring Processmentioning

confidence: 99%

See 2 more Smart Citations

A Model of Technologically Choosing Employees in an Aerospace Industry Project

Rachenko

Доценко

2021

MEC

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Section: Model Of a Clear Path Of The Hiring Processmentioning

confidence: 99%

Section: Model Of a Clear Path Of The Hiring Processmentioning

confidence: 99%

See 1 more Smart Citation

A Model of Technologically Choosing Employees in an Aerospace Industry Project

Rachenko

Доценко

2021

MEC

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“…Questions on the survey asked what medium of instruction was most beneficial to their learning; so multiple forms of learning for the same KSA could apply. The only KSA associated with programming logic and structures did participants rate a school environment as being most beneficial to their learning for exercising job performance [14].…”

Section: Needs Of Cyber Workforcementioning

confidence: 99%

“…The shifting landscape means that materials must undergo improvement cycles for relevance in real world scenarios. Individuals cannot expect to come prepared to the field of cyber for each and every scenario that may occur; instead educators must focus on the bestowing relevant skills needed to excel in the field from both hard and soft skill points of view [14]. Further research shows that hands-on exercises and case studies can be very beneficial to improving understanding and retention of cyber trainings in general.…”

Section: Cyber Curriculum Developmentmentioning

confidence: 99%

Exploring Open Educational Resources in Cyber Training

Stines¹,

Kettani²

2019

IJCH

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Using tools in cyber practices is a big part of performing job duties; but practitioners cannot be reliant on just using tools alone. Technical skills complement analytical skills to build a well-rounded cyber professional. The field requires skills that go deeper into researching how attacks happen and creating mitigations that prevent their success. This often requires problem-solving skills in addition to highly technical skills like programming to create new tools in this shifting environment. Educators should strive to not focus on teaching specific tools for techniques in identifying and preventing cyber threats; but instead try to bestow a more investigative and operations standpoint to learning cyber operations practices [3]. While efforts continue, there is a gap in to deliver qualified students to meet the needs of the evolving workforce [4]. Equipping students with knowledge, skills, and abilities to succeed in the workforce continues to evolve. In addition to preventing and mitigating attacks, professionals must create resilient systems and practices for recovering from cyber events [5]. Knowledge of programming structures and logic presents major core literacies in development of cyber professional skills. Forging new pathways in education to elevate computer literacy to that of reading, writing, and mathematical literacy is pivotal in preparing individuals in the digital age [6]. A recent survey from the Organisation for Economic Cooperation and Development (OECD) found that individuals with higher literacy and problem-solving skills in technology-rich environments are more employable and tend to have higher wages. The outlook on the labor force also shows in increase in demand for individuals to enter the workforce computer skills and problem-solving competencies [7]. Research into the digital divide, those with skills and access to technology and those without, covers how individuals interact with Internet and Communication Technologies (ICT). Although taking many forms, the digital divide creates a bottleneck for many individuals to learn new skills and problem-solving abilities in ICT environments [8]. Open educational materials provide a unique opportunity for individuals in reducing barriers to educational endeavors. No cost materials, cheap distributions methods like the Internet and diversity of topics available is transforming learning for individuals across the globe [9]. In particular, open materials availability on mobile devices is becoming increasingly popular for accessing information [10]. Individuals seeking to transform the landscape of cybersecurity education can create and find resources to shape technical, analytical and problem-solving skills needed for the cyber workforce. This paper surveys the literature to discover the benefits, drawbacks, and considerations developers and adopters of Open Educational Resources (OER) may have when dealing with cybersecurity topics.

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A Reference Point for Designing a Cybersecurity Curriculum for Universities

Veiga

Ochola

Mujinga

et al. 2021

Human Aspects of Information Security and Assurance

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The objective of this study is to propose a cybersecurity curriculum from a best practice perspective for universities and other higher educational institutions. Cybersecurity is a fast-growing part of the overall job market and cybersecurity skills shortage is a factor that needs attention worldwide. An updated approach is needed to build the cybersecurity labour force. A scoping literature review was applied on academic databases for proposed cybersecurity skills curricula. It was also applied on cybersecurity curricula offered by top universities as well as by studying cybersecurity curriculum frameworks and guidelines. The knowledge, skills, abilities and modules from the aforementioned were integrated to compile a holistic reference point for a cybersecurity curriculum. The study found that there is a global need for cybersecurity degrees and specifically for African countries like South African. More cybersecurity professionals need to be trained in the necessary technical abilities, combined by the necessary soft skills to be productive and fill the gaps in industry. This is possible by concentrating on this study's proposal namely a reference point for cybersecurity modules to be included in a cybersecurity curriculum.

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The Core Cyber-Defense Knowledge, Skills, and Abilities That Cybersecurity Students Should Learn in School

Cited by 47 publications

References 15 publications

A Model of Technologically Choosing Employees in an Aerospace Industry Project

A Model of Technologically Choosing Employees in an Aerospace Industry Project

Exploring Open Educational Resources in Cyber Training

A Reference Point for Designing a Cybersecurity Curriculum for Universities

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