Ideologies and Issues for Teaching Blockchain Cybersecurity in Management and Computer Science
In this chapter, we explored the need for cybersecurity in higher education, why it is needed, what is needed, and what ideologies universities are applying in the management science and computer science disciplines. Based on a contemporary literature rev
- PDF / 322,678 Bytes
- 18 Pages / 439.36 x 666.15 pts Page_size
- 15 Downloads / 159 Views
1 Introduction Cybersecurity has become a high-demand topic in management science and computer science higher education at universities around the world. The demand stems from the workforce need to educate and train managers and cybersecurity professionals about risk management and decision-making, especially in the cybersecurity domain. Additionally, the demand also emanates from technology companies and government departments, who need specialists trained to design, program, and debug contemporary cybersecurity systems. There is an increasing demand for cybersecurity professionals with a steady yearly growth rate of more than 6% expected until 2020 [1]. The demand for cybersecurity professionals across various domains, including accounting, finance, and logistics, is also in the rise apart from the core computing and information systems disciplines. Close to 70,000 cybersecurity incidents were reported in 2014, and a consistent increase of 10% was observed over the next fiscal year as well [2]. A shortage of two million cybersecurity professionals was forecasted for the 2019–2020 fiscal year [2]. The demand for cybersecurity education is increasing in developed as well as emerging nations. The reasons for the growing demand in cybersecurity education is connected to the fact that many countries are engaged with global trade and with the advances in telecommunication a significant proportion of global trade is increasingly conducted via the Internet [3]. Furthermore, most of these countries have a growing young-aged middle class with money to spend on computer science
K. D. Strang APCC Research, Long Island, NY, USA F. Che · N. R. Vajjhala () American University of Nigeria, Yola, Nigeria e-mail: [email protected]; [email protected] © Springer Nature Switzerland AG 2020 K. Daimi, G. Francia III (eds.), Innovations in Cybersecurity Education, https://doi.org/10.1007/978-3-030-50244-7_7
109
110
K. D. Strang et al.
and management science education [3]. Igonor et al. [4] state that higher education institutions are not meeting the industry needs in the context of cybersecurity education and training. Igonor et al. [4] point out there is a lack of emphasis on the psychological aspects in the current cybersecurity curricula and also the students are not adequately trained with the required technical and soft skills. A primary reason that the demand for cybersecurity education has increased is due to global cybersecurity breaches. Cybersecurity breaches have made it imperative to update and enhance the protection methods to address the new developments in technology [5]. In March 2019, a database containing over 2.4 million identity records on government officials and politicians from every country was leaked online [6]. In the same month, Facebook admitted that it had not properly secured over 600 million users’ passwords since 2012 and that the sensitive data had been accessed by its employees [6]. In the very next month, April 2019, it was discovered that two third-party applications that hold
Data Loading...
