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Title [en]
Professional Master in Information Security (PROMIS)
Abstract [en]
Professional Master in Information Security (PROMIS) focuses on information, data and software intensive product and service development security as a field. The field’s criticality for Swedish industrial companies and organizations is central as security concerns as well as data and integrity protection, are prerequisites for the modern connected age.PROMIS is a joint project between Blekinge Institute of Technology (BTH) and several leading Swedish industrial companies and organizations. The goal is to supply customized, free courses in Information Security for professional engineers and software developers in the industry.
Publications (2 of 2) Show all publications
Bendler, D. & Felderer, M. (2023). Competency Models for Information Security and Cybersecurity Professionals: Analysis of Existing Work and a New Model. ACM Transactions on Computing Education, 23(2), Article ID 25.
Open this publication in new window or tab >>Competency Models for Information Security and Cybersecurity Professionals: Analysis of Existing Work and a New Model
2023 (English)In: ACM Transactions on Computing Education, E-ISSN 1946-6226, Vol. 23, no 2, article id 25Article in journal (Refereed) Published
Abstract [en]

Competency models are widely adopted frameworks that are used to improve human resource functions and education. However, the characteristics of competency models related to the information security and cybersecurity domains are not well understood. To bridge this gap, this study investigates the current state of competency models related to the security domain through qualitative content analysis. Additionally, based on the competency model analysis, an evidence-based competency model is proposed. Examining the content of 27 models, we found that the models can benefit target groups in many different ways, ranging from policymaking to performance management. Owing to their many uses, competency models can arguably help to narrow the skills gap from which the profession is suffering. Nonetheless, the models have their shortcomings. First, the models do not cover all of the topics specified by the Cybersecurity Body of Knowledge ( i.e., no model is complete). Second, by omitting social, personal, and methodological competencies, many models reduce the competency profile of a security expert to professional competencies. Addressing the limitations of previous work, the proposed competency model provides a holistic view of the competencies required by security professionals for job achievement and can potentially benefit both the education system and the labor market. To conclude, the implications of the competency model analysis and use cases of the proposed model are discussed.

Place, publisher, year, edition, pages
Association for Computing Machinery (ACM), 2023
Keywords
Cybersecurity education, competency model, competency, workforce development, skills gap
National Category
Information Systems
Identifiers
urn:nbn:se:bth-25261 (URN)10.1145/3573205 (DOI)001018474800009 ()
Projects
MIDISE
Funder
Knowledge Foundation, 20210026European Commission, 2019-1-LI01-KA203-000130
Available from: 2023-08-09 Created: 2023-08-09 Last updated: 2024-04-23Bibliographically approved
Nygren, Å., Alégroth, E., Eriksson, A. & Pettersson, E. (2023). Does Previous Experience with Online Platforms Matter? A Survey about Online Learning across Study Programs. Education Sciences, 13(2), Article ID 181.
Open this publication in new window or tab >>Does Previous Experience with Online Platforms Matter? A Survey about Online Learning across Study Programs
2023 (English)In: Education Sciences, E-ISSN 2227-7102, Vol. 13, no 2, article id 181Article in journal (Refereed) Published
Abstract [en]

The COVID-19 pandemic has had a dramatic effect on society, including teaching within higher education that was forced to adapt to online teaching. Research on this phenomenon has looked at pedagogical methods as well as student perceptions of this way of teaching. However, to the best of our knowledge, no studies have looked at the wider perspective, within the entire student populous of a university, what students’ perceptions are and how these correlate with the students’ previous experiences and habits with online platforms, e.g., online streaming or social media. In this study, we perform a questionnaire survey with 431 responses with students from 20 programs at Blekinge Institute of technology. The survey responses are analyzed using descriptive statistics and qualitative analysis to draw its conclusions. Results show that there is no correlation between previous habits and student experience with online platforms in relation to online learning. Instead, other factors, e.g., teacher engagement, is found central for student learning and therefore important to consider for future research and development of online teaching methodologies. © 2023 by the authors.

Place, publisher, year, edition, pages
MDPI, 2023
Keywords
COVID-19 pandemic, online learning, post-pandemic, student perception, survey
National Category
Pedagogy
Identifiers
urn:nbn:se:bth-24362 (URN)10.3390/educsci13020181 (DOI)000939006400001 ()2-s2.0-85148756113 (Scopus ID)
Funder
Knowledge Foundation, 20180010Knowledge Foundation, 20210026
Available from: 2023-03-09 Created: 2023-03-09 Last updated: 2024-03-28Bibliographically approved
Principal InvestigatorGorschek, Tony
Coordinating organisation
Blekinge Institute of Technology
Funder
Period
2021-09-01 - 2025-08-31
National Category
Software Engineering
Identifiers
DiVA, id: project:2935Project, id: 20210026

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PROMIS