Date of Award
2024
Document Type
Thesis
Publisher
Edith Cowan University
Degree Name
Doctor of Philosophy
School
School of Education
First Supervisor
Associate Professor Nicola Johnson
Second Supervisor
Dr Lynette Vernon
Third Supervisor
Professor Andrew Woodward
Abstract
Despite the escalating global impact of cybercrime, cyber security is an industry undergoing unparalleled expansion. The consequential surge in demand for cyber security professionals has propelled universities to augment their offerings in this domain, aiming to furnish a workforce adept in cyber security practices. However, this surge in program offerings has yet to be paralleled by a commensurate increase in research scrutinising the efficacy in producing work ready graduates for roles within the cyber industry. The principal objective of this research was to propose a work readiness model, informed by theories of capital, to guide universities in optimally preparing cyber security graduates for a successful transition into their professional careers, thereby maximising the returns on their educational investment.
This study employs a multiple-study, mixed-method approach focused on undergraduate cyber security programs across Australian universities. The research delineated the requisite 21st century skills and cyber security curriculum components essential for preparing graduates into work ready professionals by analysing diverse data sources encompassing student, employee and employer perspectives. Data collection methodologies encompassed student surveys, interviews with employers and employees and a comprehensive review of the curricula offered by Australian universities. The culmination of this endeavour resulted in the development of the Cyber Security Curriculum Work Readiness Model, designed to serve as a blueprint for universities in crafting curricula tailored to undergraduate cyber security degrees.
This model encapsulates the core principles necessary for nurturing a cadre of cyber security professionals primed to meet the demands of the contemporary workforce. By synthesising insights from various stakeholders and drawing upon theoretical frameworks rooted in capital theories, the model offers a systematic approach for universities to align their curriculum with the evolving cyber security landscape. It addresses the technical facets crucial for cyber security proficiency and integrates the 21st century skills and competencies imperative for success in the professional realm. Through delineating this model, this research contributes to bridging the gap between academia and industry, facilitating the cultivation of a workforce equipped to tackle the multifaceted challenges posed by cyber threats.
In essence, this research is a pivotal step towards enhancing the efficacy of cyber security education by providing universities with a structured framework to navigate the complexities inherent in curriculum design. As cyber security continues evolving with technological advancements and emerging threats, academia's need to adapt and innovate becomes increasingly pronounced. By embracing the insights from this research and integrating them into their educational offerings, iv universities can play a pivotal role in fortifying the cyber security workforce, thereby bolstering global resilience against cyber threats.
DOI
10.25958/3zby-g837
Access Note
Access to this thesis is embargoed until 22 August 2027
Recommended Citation
Griffin, A. J. (2024). Graduates' work readiness? Cyber security curriculum in Australian universities. Edith Cowan University. https://doi.org/10.25958/3zby-g837
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