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IBM - Cybersecurity education for the next generation
David Jarvison 7 June 2013
Transcript of IBM - Cybersecurity education for the next generation
They see security as the primary barrier to the adoption of social, mobile and cloud technologies
Less than 60% believe that their programs address the creation and development of IT security policies for these emerging areas Cybersecurity education for the next generation Advancing a collaborative approach In a world of increasing information security threats, academic initiatives focused on cybersecurity are proliferating – yet, there is still the danger of falling short in addressing the long-term threat. We wanted to understand more...
so we interviewed faculty members, department chairs and others from 15 programs in 6 different countries We confirmed that security is top of mind for:
educators Industry and government are currently facing a significant skills gap:
Over 50% of respondents in a (ISC)2 survey said that they had too few information security workers on staff
A UK government report said that it may take 20 years to address their current and future ICT and cyber security skills gap IBM Tech Trends Highlights To avoid becoming too focused on near-term issues, academic programs must be more collaborative across their own institutions, with industry, government and among the global academic community. Only by working in concert can we meet today’s demand while educating the next generation to create a more secure future. Academic programs are expected to provide more of everything to meet the demand for trained professionals “Similar to the observation that security must be built into systems from the start, security concepts also need to be covered in the computer science curriculum from the very beginning…this creates the challenge of making room for these concepts in courses that already have plenty of material in them.”
— Dr. Mustaque Ahamad
Professor, College of Computing, Georgia Institute of Technology Programs are addressing the challenges in different ways – taking different approaches to cybersecurity education, but still sharing common principles Some are specializing early and are more focused on application Others emphasize the fundamentals early and are more focused on theory Formal discipline
Theory and practice
To teach in an integrated fashion
Basic principles in all programs
Student interest groups
Government and industry collaboration
Strong faculty development These trends, challenges, issues and differing perspectives cannot be met by each academic program on its own – a set of leading practices is needed These challenges are straining organizational and technology resources Holistic
A broad spectrum of traditional and emerging technical areas
Covers security policy and management
Requires an ethics course
Offers courses in policy, management, public policy, international affairs, psychology, law, and economics
Joint programs with other schools
Most programs are focused at the graduate level, fewer have dedicated undergraduate programs
Concentrations or minors “Interdisciplinary education for cybersecurity is essential. It is not only about computer science and engineering. We are working to bring together multiple programs from our university – criminology, brain sciences, statistics, ethics, healthcare, informatics, economics and risk analysis – to truly develop a comprehensive approach to security thinking.”
— Dr. Bhavani Thuraisingham
Louis A. Beecherl Jr. Distinguished Professor, Department of Computer Science, Executive Director of the Cyber Security Research and Education Institute, The University of Texas at Dallas Hands-on
Extensive laboratory work and projects
Special interest groups, “grey hat” clubs and hacking competitions
Students as tech support or security operations for university
Industry advisory board
Business partners provide inputs on curriculum design
Fellowships and scholarships
Fund research, sponsor design projects, research centers
Send employees for training and advanced degrees “We take pride in our close association with industry in building our cybersecurity research and education programs. We can realign our research and curricular focus based on their exposure to the latest trends and needs in the market.” — Dr. Suku Nair
Professor and Chair, Department of Computer Science and Engineering, Director of SMU HACNet Labs, Southern Methodist University Research oriented
Formal research institute(s) that are cross-department
Single and multi university research initiatives with national governments
Students are the primary form of technology transfer
Most global collaborations aren’t formal
A need for a common language between scientists, industry and policy makers
Need the development of a foundation for the “science of security” “There is a significant need for a common language of information security, not within the technical discipline, but between government, academia and different industries – information security specialists need to be understood by engineers, policy makers and business leaders, and vice versa.” — Prof. Dr. Michael Waidner
Chair Professor for Security in Information Technology, Technical University of Darmstadt, Director of the Fraunhofer Institute for Secure Information Technology Recommendations Increase awareness and expertise
Treat security education as a global issue
Approach security comprehensively, linking technical to nontechnical fields
Seek innovative ways to fund labs and pursue real-world projects
Advance a “science of security” We uncovered a set of common trends across the academic programs This is leading to difficult challenges For more information visit: bit.ly/2013seced All agree that academic progams need...