Identifying Core Concepts of Cybersecurity: Results of Two Delphi Processes
Identifying Core Concepts of Cybersecurity: Results of Two Delphi Processes
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DOI：
10.1109/te.2017.2715174
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发表时间：
2018-02-01
影响因子：
2.6
通讯作者：
Sherman, Alan T.
中科院分区：
文献类型：
--
作者：
Parekh, Geet;DeLatte, David;Sherman, Alan T.
本文介绍并分析了两个德尔菲过程的结果，调查网络安全专家对网络安全主题的重要性，难度和永恒性的基础上。这些评级可以用来识别核心概念，即连接学科知识的交叉思想。第一个德尔菲过程确定了在任何网络安全的第一门课程中应该学习的核心概念。第二个确定了任何网络安全专业人员在大学毕业时都应该知道的核心概念。尽管对网络安全专业人员的需求迅速增长，但目前尚不清楚基础网络安全知识的定义。来自德尔菲过程的初始数据为定义该领域的核心概念奠定了基础，因此，为加速严格的网络安全教育实践的发展提供了一个共同的起点。这些结果为开发循证教育网络安全评估工具提供了基础，这些工具将确定和衡量网络安全教学的有效方法。德尔菲的结果也可以用来通知课程，学习练习，和其他教育材料和政策的发展。
This paper presents and analyzes results of two Delphi processes that polled cybersecurity experts to rate cybersecurity topics based on importance, difficulty, and timelessness. These ratings can be used to identify core concepts-cross-cutting ideas that connect knowledge in the discipline. The first Delphi process identified core concepts that should be learned in any first course on cybersecurity. The second identified core concepts that any cybersecurity professional should know upon graduating from college. Despite the rapidly growing demand for cybersecurity professionals, it is not clear what defines foundational cybersecurity knowledge. Initial data from the Delphi processes lay a foundation for defining the core concepts of the field and, consequently, provide a common starting point to accelerate the development of rigorous cybersecurity education practices. These results provide a foundation for developing evidence-based educational cybersecurity assessment tools that will identify and measure effective methods for teaching cybersecurity. The Delphi results can also be used to inform the development of curricula, learning exercises, and other educational materials and policies.