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A Study of the UK Undergraduate Computer Science Curriculum: A Vision of Cybersecurity


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Abstract: When the content is not written in the discipline syllabus, it is possible that it will not be taught. In this work, the author has investigated 100 computer science undergraduate courses in the UK, to assess the capability of the software developers in the Country to create secure pieces of software. Besides that, to evaluate to which extent the UK Engineering and System Design students are being taught about the relevance of considering security issues when developing software or if this subject is treated as just an optional element at the end of their professional education. Keywords: Cybersecurity; Computer Science; Undergraduate; Human Factors; Teaching; I.T. Education.
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A Study of the UK Undergraduate Computer
Science Curriculum: A Vision of Cybersecurity
Rodrigo Ruiz[0000-0003-1644-3933]
CTI Renato Archer, Rodovia Dom Pedro I (SP-65), Km 143,6 - Campinas, SP, Brazil - ZIP 13069-901
Abstract: When the content is not written in the discipline
syllabus, it is possible that it will not be taught. In this work, the
author has investigated 100 computer science undergraduate
courses in the UK, to assess the capability of the software
developers in the Country to create secure pieces of software.
Besides that, to evaluate to which extent the UK Engineering
and System Design students are being taught about the
relevance of considering security issues when developing
software or if this subject is treated as just an optional element
at the end of their professional education.
Keywords: Cybersecurity; Computer Science;
Undergraduate; Human Factors; Teaching; I.T. Education.
According to the Global Risk Report 2018 [1], for the
first time in a decade, we have two technological features
threatening the global economy: cyberattacks and data fraud
being the top five most likely global risks, abreast with
natural disasters, extreme climate events and the failure to
mitigate climate change. Recognizing such technological
threats is important and represents the first step towards
improving security in cyberspace.
Considering that people develop all technology, human
factors are the principal issue in the context of abusive
communications and faulty software since the 1970s.
Moreover, the technology is not the main cause of data
leakage. Sometimes, users are influenced by sophisticated
marketing campaigns, that reaffirm the quality of products
and services.
If cybersecurity is on the international agenda, it makes
sense to ask whether our people are prepared to tackle this
topic. According to HESA [2], there were 79,480 students
enrolled on Computer Science courses in the UK in 2016/17.
This work investigates whether UK graduate students are
being prepared to develop secure programs for the society.
In order to do this, the author has analysed the curricula of
UK computer science courses.
It´s worth mentioning that this work is not looking
specifically at cybersecurity courses. Professionals working
in this field are rather as firefighters who extinguish flames
in buildings (or, in this case, into the cyberspace) made
according to security standards. Rather, this work analyses
the education of UK students who are responsible for
developing software based on cybersecurity standards.
Some years ago, computers were operated by highly
specialized people in data processing offices. Today, many
educators and politicians think that all of our children need to
know computer programming. A list of countries that plan to
include compulsory learning on Computer Science in
secondary education or under, highlight how the
encompassed disciplines are being taught at an increasingly
earlier age. This list includes Austria, Australia, Finland,
France, Germany, Ireland, Italy, Japan, Lithuania, Portugal,
Republic of Korea, South Africa and Spain [3].
When one thinks about teaching computer programming
to children and adults he/she must consider how they will be
educated to develop secure software. The European
Commission has published a report that proposes levels of
knowledge about cybersecurity, suggesting what each
student needs to know in three phases: beginner,
intermediate and advanced levels [4].
If the aim is to teach secure programming to the
youngsters, it´s necessary to make sure the future teachers of
Computer Science are being prepared during their
undergraduate courses to learn how to teach their future
pupils about secure software development. It´s to say, how
one can design a piece of software, taking into account since
the very beginning, security concerns.
According to Professors Moufida Sadok and Peter
Bednar, an excessively technical focus is one of the main
reasons why there are deficiencies in cybersecurity [5]. If
technology is only a part of the problem, why does society
pay only and too much attention to the technical side of the
“While information security risks have
involved and financial costs of cybercrime
have increased, security practices and
strategies have not adequately kept up with
dynamic and challenging attacks that are
highly complex and difficult to detect.” [5]
Conversely, are security problems caused by the high
costs of maintaining security?
Human factors are discussed by [6] and they work present
two cases on security incidents caused by human factors in
two financial organizations, also mentioning the relevance
of education in information security. [6]
A careful assessment of the current actual privacy and
cybersecurity issues and the pleaded/alleged solutions
offered by software vendors, [7] [8] [9] [10] raises doubts
about vendors’ promises. The privacy as advertised is not
provided. Typically, they recommend the developers to
explicitly alert the users of their products about the
limitations of private browsing functionality.
Moreover, cybercriminals are capable enough toclone
passwords from Internet users. A survey conducted by
Insight Express and Cisco [11] draws attention of the IT
professional’ perceptions about data loss incidents in
companies and gives solid supporting arguments reinforcing
the importance of protecting companies’ sensitive
“70% of IT professionals believe the use of
unauthorized programs responds for as many
as half of their companies ‘data loss
incidents’.” [11]
“44% of employees share work devices
with others without supervision.” [11]
“39% of IT professionals said they have
dealt with an employee accessing
unauthorized parts of a company’s network or
facility.” [11]
“46% of employees admitted to transferring
files between work and personal computers
when working from home.” [11]
“18% of employees share passwords with
co-workers. That rate jumps to 25% in China,
India, and Italy.” [11]
Those figures testify how relevant is the human factor as
the big problem in cybersecurity. Surveys like this one
carried out by the DSS Company [12] are very common and
normally high lighten special product features. The
aforementioned research reveals the existence of an
environment that is dark and uncertain. Moreover,
manufacturers often exaggerate with promises of highly
efficient protection, sometimes beyond the scope of real
security. Under certain circumstances, this assurance can
hide threats, it´s to say, are misleading. Some faults are
difficult to detect, such as enabling revoked users in crypto
systems. Also, research institutes are attacked by hackers
due to the nature of this activity.
According to statistics from the Russian information
security certification system, about one third of the pieces of
software tested exhibited vulnerabilities during a two-year
study. [13] Recent publications about failures in many
cryptographic application systems expose the level of access
to private data. According to [14], [15] and [16] it´s not
known how failures can compromise information security
and people’s privacy.
It is possible to confirm that attackers can gain full access
to encrypted files, enabling credentials to be revoked. For
that purpose,, a wide range of cryptographic software has
been tested, including TrueCrypt [17], VeraCrypt [18],
GhostCrypt [19] and PGP Symantec Encryption Desktop
[20]. All TrueCrypt deviants provide a unique password that
grant user access to data. The problem, however, is that it
doesn’t matter how many times the user changes the
password, for each one always open the container and
expose the data.
When a trainee configures TrueCrypt or similar software
for a business person, politician, high-ranking military or for
a researcher, installing the piece of software with the
password “123”, the user is advised to change it to a “strong
password”. As this procedure is commonplace [21] [22]
[23], billions of dollars’ worth of data may be in the hands
of the trainee. The way to gain access to the new data with
the old password is to change the values in the reader of the
container file. Similar problems have been identified by
Symantec Encryption Desktop [16].
The typical Internet user enters his/her credentials many
times a day. Logging into social media at the same time for
maintenance purposes exposes their daily routine. The same
is true when using an intranet and other web-based private
systems in the workplace. Personal credentials enter the e-
commerce domain when a user buys flowers, food, vehicles
and company shares on the New York Stock Exchange, or
takes part in home banking to pay bills and/or to make other
bank transactions.
When all common users are affected, the bulks gain
global proportions. The research in this field focuses on the
treatment of user login information (usernames and
passwords) by major service provider websites, such as
search sites, home banking, e-mail and e-commerce, in
which clients input important personal details), and on how
these websites manage their users’ passwords. Many
different bank and retail websites have been tested and
found to be vulnerable to password leakage.
As far as authentication problems are concerned, [24] it’s
worth consider three categories of attack. In the first one,
known as existential forgery, an attacker can forge an
authenticator for some unspecified user, which means that
he/she cannot target one specific user. In the second, known
as selective forgery, a specific user can be targeted. In the
third and final category, known as total break, an attacker is
able to recover the user key and can therefore build valid
authenticators at his/her will.
In addition, [25] It´s also important to analyse a vast class
of information about the navigation activities that browsers
save onto the hard-disk. Credentials were found in the form
of clear text in non-volatile memory. When the respective
site failed to hide its login data, it’s possible to extract the
password. This occurred with all browsers tested by the
author of the present paper, which means that, independently
of the browser, Gmail, Amazon, eBay, Hotmail, and the
Santander, Caixa and Citibank websites showed the same
vulnerability [26].
Investigations into cryptographic programs, web browsers
and web credentials have shown that the credential
management, security and privacy protection measures are
currently at a poor level. Meanwhile, investigations in to
“in-private navigation” shows that the “privacy software”
does not, in fact, gives the adequate privacy to the user.
Many researchers have focused on the technologic aspects
of those cases, such as flaws in the code written or project
errors. Some studies the environment found in companies
and governments, while others point out that the process can
be corrupted. While all of them are correct in their
conclusions, it is necessary to find the common factor in all
these situations.
The technology already promises quantum cryptography;
but, if vendors and users continue to manage credentials
they are doing today, it will be like a locked car with the car
key forgotten in its door lock. What can one expect from
cybersecurity and privacy when our universities are
encouraging the sharing of our credentials?
“We use TrueCrypt in a
corporate/enterprise environment. Is there a
way for an administrator to reset a volume
password or pre-boot authentication password
when a user forgets it (or loses a key file)?
Yes. Note that there is no ‘back door’
implemented in TrueCrypt. However, there is
a way to ‘reset’ volume passwords/key files
and pre-boot authentication passwords.” [23]
“If someone needs to access an encrypted
file or a shared encrypted laptop, the
encryption password will need to be shared,
unlike your University password which should
always be kept private. If you forget the
encryption password for a file or USB stick,
then the data will be inaccessible. In the case
of laptops encrypted by the University, IT
Services will store a recovery disk that will
enable the laptop password to be reset.” [21]
In the same way that universities orient their users
towards using “in-private” navigation, one has to stand still
and review what is being taught about security and privacy.
[27] [28].
[29] Classifies cybersecurity according to four categories:
public, infrastructure, business and general. The basic
message is to transform cybersecurity courses in a
multidisciplinary direction. While this is laudable,
broadening the knowledge of security experts does not solve
the issue.
“From a socio-technical perspective, it is
claimed that a viable system would be more
user-centric by accommodating and balancing
human process rather than entertaining an
expectation of a one-sided change of
behaviour of the end user.” [5].
“Two reasons could potentially explain the
poor effectiveness of the implemented security
solutions and procedures: the boundary
problem of risk analysis scope and the
background of involved actors in risk
assessment and in security policy design.” [5]
Agreeing with Sadok and Bednar, this author considers
human-centricity as the best approach for address the
cybersecurity problem. It´s necessary to adjust the whole
background, specifically, the way cybersecurity and privacy
are explained to the students and I.T. professionals.
Gal-Ezer et al. proposed five units to teach High School
programming courses in Israel: fundamentals, advanced
programming, second paradigm, applications and theory.
Likewise, [30] declared that security is among the key
aspects in the field of computing.
Twenty-two years after the latter study, an interesting
piece of research carried out in the US about teaching
Computer Science in High School has suggested a new
curriculum for teaching programming to teenagers [31].
Unfortunately, no security or privacy aspects have been
considered so far.
In New Zealand, there have also been discussions about
Computer Science on the High School curriculum, without
taking cybersecurity and privacy into account [32].
In the UK, researchers have been concerned with
teaching Computer Science to produce more and more
programming from the secondary level onwards [33] [34]
“The challenge of introducing security in a
sensible and useful manner can be addressed
by considering the contextual perspectives”.
In this way, the basis of cybersecurity must be introduced
in the early education, according to the Joint Task Force on
Cybersecurity Education [36]. While this report provides
guidelines for delivering cybersecurity education, all
managers of technological courses could benefit from
reading it.
From the perspective that everything has a human
element, the author has gathered information to understand
what UK universities are thinking about cybersecurity and
how its people are being trained. For this, it is necessary to
analyse the curricula of the offered courses. For that, one
needs to study the common basis of those courses,
disregarding cybersecurity specific courses. The intention
here is not to evaluate cybersecurity as a specialist; but
rather, to understand the impact rendered by the lack of
study on security disciplines, in the context of Computer
Science knowledge.
For this purpose, the author has considered the discipline
components of 100 UK G400 Computer Science courses
[37] or similar, from the top 100 UK universities offering
such courses. The ranking used was the one prepared by the
“Webometrics Ranking of World Universities”, which is an
initiative of the Cybermetrics Lab, a research group
belonging to the Consejo Superior de Investigaciones
Científicas (CSIC), the largest public research body in Spain
[38]. This ranking includes 280 UK universities. This study
considers that the first 100 UK universities represent a
relevant sampling in the universe of UK universities in order
to analyse the situation of cybersecurity disciplines on G400
courses in the UK. Computer Science courses focused in
Cyber Security is discarded.
The title of the module or discipline and the content of
the discipline as see on Fig.1, Fig.2 and Fig3., when
available online, were manually read line by line to identify
cybersecurity content keywords as security, privacy, cyber
security, risk management, forensics, cryptography, safe
software, safe programming, cybercrime, data protection,
credential management and others security terms or
expressions, or other contextualized elements that refer to
cybersecurity enforcement. The main focus was on
identifying security elements for software development.
Fig. 1 One of the best module descriptions founded.
Fig. 2 Security content in the module description.
Fig. 3 Security content in the module title.
If a word or expression linked to security was found
during the reading of a discipline’s menu, the totals are
summarized in Table 1.
Annotations have been also made by the author also made
to identify at which point in time the safety element was
addressed, as well as whether the subject discipine was
mandatory or optional.
Table 1-Collected data extracted by reading course descriptions provided by
each institution on their own website.
Total of Amount
courses 100
security content 189
optional security content 81
mandatory security content 108
courses without security content 13
courses without mandatory security content 39
security content in the year 1 of courses 32
security content in the year 2 of courses 43
Total security content in the year 3 or later of courses 114
The absence of anything about security and privacy in the
curricula says a lot about the relevance of this theme on the
courses in question.
After the analysis of course grades, if the curriculum has
one or more explicit citations about cybersecurity or privacy,
a value of 1 was given, or 0, otherwise:
6% of security content in the UK G400 have no
references to cybersecurity, privacy, secure programming
or other cybersecurity content during the course, Fig. 4;
39% of G400 UK courses do not offer mandatory
cybersecurity content, Fig 5;
17% of courses offer cybersecurity content in the first
year of the course, Fog 6;
13 Computer Science Courses do not have any security
content explicated in the curriculum Table 1;
For those analyses, It´s straightforward to notice that a
total of 118 content areas identified in 100 Computer
Science courses, some of those present more than one
content area. Fig. 4 shows the proportion of mandatory
cybersecurity content on Computer Science courses in the
U.K, while Fig. 5 shows the proportion of any kind of
cybersecurity content on these courses. Besides the
importance of having security content included in the course
curricula, it’s necessary to analyse the disposition of this
content across all the years of the course. This distribution is
presented in Fig. 6. Our people learn to program without
information on security issues.
Fig. 4 Considering the total contents 189 under 100 Computer Science
Courses, Security as a mandatory discipline or an element of other
disciplines on UK computer science courses. 6% of courses have no
security content on the curriculum and 54% of courses have mandatory
cybersecurity elements on the curriculum and 40% have optional security
content. Source: Table 1.
Fig. 5 Considering 100 Computer Science Courses, Security as an optional
discipline or an element of others disciplines on UK computer science
courses. 61% have security on the curriculum and 39% have no security on
the curriculum. Source: Table 1.
Fig. 6 Considering the total 189 security content, Security discipline’s
distribution by year on UK computer science courses. 17% focus on
security content in the first year, 23% in the second year, 60% in the third
year or later. Source: Table 1.
The data analysis indicates that more than one third of
G400 courses in the U.K leave cybersecurity out of their
mandatory curricula, while cybersecurity is an optional
discipline, which is relegated to the end of the course in the
case of the other two thirds.
According to the author of reference [6], people are at the
centre of any technological design and for the author of
reference [39], the education of cybersecurity content are
failing to attend industry demands.
Forensic concept is not just a police issue. According to
the author of reference [40], it is incorporated by the
companies and that is time for Government and universities
include its concepts into computer science courses taught.
One of principal challenges concerning digital privacy
and security is the management of credentials. Credentials
are literally “the key” and one need to encourage U.K users
to keep safe the key. Meanwhile, developers need to design
security systems without critical failures and breaches from
the first line of code onwards. The existence and massive
use of password-based authentication and their limitations
and risk are explored by [41].
According to the National Academies Press, seven
principles need to be observed concerning people learning
and understanding of any subject/discipline. Some of those
principles are highly relevant to this work:
Firstly, it is easier for students when they establish a firm
foundation before adding new knowledge. All new
knowledge is influenced by previous experience. 17% of
exposition in cybersecurity concepts at the year 1 for
Computer Science courses, including mandatory and
optional content, is too little. When one learns how to cross
a road, it is more difficult to adapt to the concept of a formal
road crossing because the person always is influenced by
his/her previous experience. Practising cybersecurity and
privacy every day while on a Computer Science course will
foster security mind-set, way of thinking and attitudes. [42]
To teach at the end of course and leave it optional is the
biggest problem that this work likes to expose.
The first stage in the process of acquiring knowledge is to
“remember” [43]. To remember something, one needs to be
exposed to something new. In this work, it´s important to
examine whether U.K students are being exposed to
How then one can make cyberspace safer? It´s necessary
to teach cybersecurity to Computer Science students since
the very first year of school.
An ERP computer program or a website into which input
the necessary credentials to get access to one’s bank account
is normally developed with totally blind faith using the piece
of software above mentioned. If an OS project fails, this is
ignored by other actors because they know that the OS will
save all data in the physical memory. The author is quite
aware of browser developers who ignore the fact that false
“in-private navigation” exists. One can have an SDK that
offers a password field without any security requirements, if
the preceding steps fail. Furthermore, this field can be
dragged and dropped by the website developer.
The UK National Cyber Security Strategy 2016-2021
[44], in 7.1.1, states that directing efforts to invest in an
increasing number cybersecurity specialists is misplaced,
while quietly citing the precariousness of exposing
cybernetic concepts to all computer-related courses only
offers a thread of hope.
There is no point in continuing to create more and more
courses for cybersecurity experts. Today, these professionals
are involved in repairing programs with little notion of
cybersecurity. At the same time, the vast majority of IT
practitioners are not being properly trained to develop secure
applications from the first line of code.
The world will have secure systems only when the first
line of the first algorithm has been written under the
mandatory cybersecurity premises, concepts and techniques.
In the meantime, education and training are the more
accessible ways to prevent and to fix cybersecurity
Even with a large capacity of trained personnel pointed
out in [45], a percentage that does not reach 10% of security
content was offered until 2016 in the programs of Computer
Science in the USA.
Cybercrimes are classified in seven categories according
to [46], Phishing, Spam, Hacking, Cyber Harassment or
Bullying; Identity Theft, Plastic Card Fraud and Internet
Auction Fraud. To improve security in software
development and increase difficult to cybercriminals, it’s
necessary to reconfigure Computer Science courses. This
work proposes a change in the teaching paradigm by
including cybersecurity as a mandatory and explicit content
throughout the duration of undergraduate Computer Science
and software design courses and disciplines, so students will
become proficient enough to develop secure pieces of
software. Cybersecurity content must be formal and explicit
in the programming disciplines.
Unfortunately, security requirements use to be considered
just after the ‘conclusion’ of the design efforts of a given
piece of software [47]; it’s to say, non-rarely seldom, after
already being totally written.
As long as cybersecurity content is not written into the
discipline’s syllabus, it is likely that it won’t not be taught at
all the consequences of that being potentially disastrous,
costing millions of pounds.
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... In line with Higher Education Statistics Agency (HESA) [4], there were 79,480 students enrolled on Computer Science courses in the UK in 2016/17. Whether UK undergraduate students are being prepared to develop cyber secure programs for the society was investigated in [5]. To do this, the authors analysed the curricula of UK computer science courses. ...
... Based on our novel IRCS index for the sourced dataset, we concur to [46] [5] [44] in the sense that the best manner to make cyberspace safer is to teach cybersecurity to Computer Science students from the first year of the University as a mandatory content. ...
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This work proposes the creation of an index to classify UK Universities by the relevance that each institution teaches cybersecurity content based on cybersecurity standards in G400 courses. The results show that 1 and 2 Stars represents 80% of analised G400. The aim of this work is to raise awareness among British universities to pay more attention to teaching information security in computer science courses. We must teach cybersecurity at the base. It is better that most people know how to use a match than to train a large number of firefighters.
... In a hit attack, the loss to the victim (the metropolis and its citizens) and the advantage to the hacker may be notably asymmetric, with the loss in large part exceeding the advantage [15]. According to records from the Russian facts protection certification system, approximately one 1/3 of the portions of the software program examined exhibited vulnerabilities at some stage in a two-12 months study [16]. The vulnerability might be a code flaw this is intentional or unintended and won't appear to be malicious code [17]. ...
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Security is the protection from various kinds of threats and most organizations engage in the challenge of security especially cyber-attacks. The attacks are increasing rapidly, due to which cyber security does not now change on supervised and pattern-based detection algorithms which assure continuous security observing. There are many kinds of problems in vendor organizations like cyber theft, which is the most common attack in cyberspace. This research study is developing a Cyber Security Challenges Model (CSCM) that will facilitate vendors’ organizations to identify challenges of cyber security during the development of software in a vendor organization. To find cyber security issues/challenges, a Systematic Literature Review (SLR) is conducted on 44 relevant research publications by developing a search string based on research questions. As the final selected research publications were less in number and did not complete our aim, therefore, snow bowling technique is applied to 67 relevant research publications. This relevant data was comprised of different databases/sources e.g., Google Scholar, IEEE Explore, SpringerLink, ACM Digital Library, anFffid ScienceDirect. Furthermore, for the distinctive literature review, we’ve carried out all of the steps in SLR, for example, improvement of SLR protocol, initials, and a very last collection of the applicable information, data extraction, data quality assessment, and data synthesis. Thirteen (13) critical cyber security challenges are identified which are; “Security issues/Access of Cyberattacks”, “Lack of Right Knowledge”, “Framework”, “Lack of Technical Support”, “Disaster Issues”, “Cost Security issues”, “Lack of Confidentiality and Trust”, “Lack of Management”, “Unauthorized Access issues”, “Lack of Resources”, “Lack of Metrics”, “Administrative Mistakes during Development” and “Lack of Quality, Liability, and Reliability”. The findings of our analysis study signify the similarities and dissimilarities in the recognized cybersecurity challenges in different decades, companies/firms, continents, databases, and methodologies.
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Recruiting, retaining, and maintaining sufficient numbers of cybersecurity professionals in the workplace is a constant battle, not only for the technical side of cybersecurity, but also for the overlooked area of non-technical, managerial-related jobs in the cyber sector. The problem is the lack of cybersecurity skills in the European labour force. This paper presents the results of a study carried out with the aim to identify how much the cybersecurity education system within the high-level educational institutions and the industrial sector meets the needs for graduate students to gain the required cybersecurity skills. The method applied in the study is based on data collected from surveys carried out by the European competence centres on cybersecurity and the European Cybersecurity organisation. The problem of common educational program accreditation in Europe is highlighted and discussed. The actions undertaken to improve the education in both sectors are described and the emerging educational landscape is commented. The main cybersecurity knowledge specified by the industrial needs is presented in the form of five knowledge pillars. The study’s findings show that there are missing topics in high-level institution’s cybersecurity programs and that that there is a need to re-shape the content of the courses provided by the professional education providers.
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This paper presents a national case study-based analysis of the numerous dimensions to cybersecurity education and how they are 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 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 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 the US, we demonstrate the positive effect that national accreditation requirements can have, and give some recommendations both for future research and curriculum developments.
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The paper discusses practical aspects of introduction of the methods to detect software vulnerability in the day-to-day activities of the accredited testing laboratory. It presents the approval results of the vulnerability detection methods as part of the study of the open source software and the software that is a test object of the certification tests under information security requirements, including software for communication networks. Results of the study showing the allocation of identified vulnerabilities by types of attacks, country of origin, programming languages used in the development, methods for detecting vulnerability, etc. are given. The experience of foreign information security certification systems related to the detection of certified software vulnerabilities is analyzed. The main conclusion based on the study is the need to implement practices for developing secure software in the development life cycle processes. The conclusions and recommendations for the testing laboratories on the implementation of the vulnerability analysis methods are laid down.
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E-banking systems rely on browsers and other financial applications to provide a secure service. As this paper shows, however, many e-banking systems fail to provide the requisite level of confidentiality. This paper focuses on vulnerabilities related to the leakage of login information from the client side. It demonstrates that by using forensic techniques and tools, it was possible to acquire login-related data from a number of websites. This proves that important authentication data used in navigation activities remain on disk, posing a clear threat to confidentiality.
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This article describes a pilot programming course in which high school students were introduced, through the visual programming language of live sequence charts (LSC), to a new paradigm termed scenario-based programming. The rationale underlying this course was teaching high school students a second, very different programming paradigm. Using LSC for this purpose has other advantages, such as exposing students to high-level programming, dealing with nondeterminism and concurrency, and referring to human-computer interaction (HCI) issues. This work also contributes to the discussion about guiding principles for curriculum development. It highlights an important principle: the educational objective of a course should include more than mere knowledge enhancement. A course should be examined and justified through its contribution to learning fundamental ideas and forming useful habits of mind.
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Cyber security was historically a technical subfield of computer science. However, pervasive computing technology has recently made security a significant concern for management and policy. In this thesis, I review the academic literature of cyber security, and argue that security as a field comprises four different subdisciplines: policy, computer science, management, and social science. Furthermore, collaboration and communication between these fields is lacking, as evidenced by differing terminology between these fields and few interdisciplinary journal publications. The remainder of this thesis is devoted to answering the question “How can cyber security professionals, including academic researchers, better approach cyber security as an interdisciplinary field; and what are the benefits of doing so?” This thesis recommends two steps the cyber security community can take towards becoming more interdisciplinary: undergraduate multi-departmental education; and harmonizing terminology between subdisciplines. To the first step, I present a novel curriculum design: an interdisciplinary minor in cyber security, which would equip non-security professionals with basic knowledge of security, and equip security professionals with skills for approaching security with an interdisciplinary mindset. I create a balanced curriculum design based on the findings from my literature review regarding the four subdisciplines of security. MIT’s entire subject catalog was sourced for classes, to design a model curriculum. While this curriculum proposal was developed for MIT, the design is institution-agnostic, and I discuss how to apply it to other universities. Second, to facilitate cross-disciplinary communication, I recommend instituting change at the higher, professional level. To achieve this, I recommend authors harmonize their jargon usage. This change would improve idea flow between authors from different disciplines, who work towards potentially mutually beneficial solutions, but who write for separate audiences in their publications. To identify areas in need of harmonization, I first examine the extent of differences in keyword usage in articles from each the four security subdisciplines. I also analyze time-series trends of terminology usage in cyber security journal articles, and I develop a methodology for authors or standards bodies to use when deciding whether a word or phrase is appropriately interdisciplinary, or has been accepted by the general cyber security community.
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The cybersecurity is the issue on the international agenda. The abuse of communication and faulty software is a common practice that brings the decade of 70. Invariably technology is the great protagonist of data leakage and loss of privacy. However, issues related to cybersecurity are founded on sociotechni-cal approach: technology, people, processes and environment, which interact indistinctly in a sensitive relationship. In this intricate sociotechnical environment of cybersecurity, this paper discloses a flaw in Symantec Encryption Desktop (SED), which can allow the leakage of sensitive information from governments, military and research centers around the world. In this context, as an example, the National Aeronautics and Space Administration (NASA) uses the Symantec Pretty Good Privacy (PGP) Encryption Desktop (SED). The Technology is not the main culprit for data leakage. Sometimes, the users are influenced by sophisticated marketing campaigns, which reaffirms the quality of products and services. In practice, this work is focused in the design errors and past vulnerabilities which are still present in recent technological solutions and allow data leakage and loss of privacy in a general way.
Cloud computing has emerged to address the needs of businesses and to improve the quantity and quality of data that we can collect and analyse from multiple sources and devices. Cloud computing has also revolutionised the software paradigm by changing into a service-oriented paradigm where cloud resources and software are offered as a service. This service archetype has changed the way we have been thinking when producing a cloud service. This chapter provides an outline of the underpinning definition, principles and concepts which currently lack in the literature. This chapter will also outline the foundations of cloud computing and then endeavours to draft the emerging trends and evolution of cloud applications. The emerging trends will include new services, federations of cloud paradigm, smart cities, big data, IoT and mobile cloud.
Legal requirement for cloud forensics is currently uncertain and presents a challenge for the legal system. These challenges arises from the fact that cloud environment consists of distributed shared storages so there is a level of necessary interactions forensic examiners and law enforcement officers require from the cloud provider in order to conduct their investigations. Cloud computing has generated significant interest in both academia and industry, but it is still an evolving paradigm. Cloud computing services are also, a popular target for malicious activities; resulting to the exponential increase of cyber-attacks. Digital evidence is the evidence that is collected from the suspect’s workstations or electronic medium that could be used in order to assist computer forensics investigations. Cloud forensics involves digital evidence collection in the cloud environment. The current established forensic procedures and process models require major changes in order to be acceptable in cloud environment. This chapter aims to assess challenges that forensic examiners face in tracking down and using digital information stored in the cloud and discuss the importance of education and training to handle, manage and investigate computer evidence.
With the increasing demand for cybersecurity professionals, the authors examined how business schools are meeting that demand, specifically the core requirements of their cybersecurity curricula related to information systems programs. They examined 518 Association to Advance Collegiate Schools of Business–accredited business schools in the United States and identified 278 schools that offered undergraduate information systems (IS) and information technology (IT) programs, of which 27 had cybersecurity programs. Both the IS 2010 curriculum model and Centers of Academic Excellence knowledge units are used to guide data collection. The top three security-related courses required are IT security, IT risk management/managerial issues, and digital forensics. A descriptive cybersecurity curriculum model is developed based on the results, which can also serve as baselines for future studies on business-school cybersecurity programs.