Delivering Cybersecurity Education Effectively

2022 ◽  
pp. 455-476
Author(s):  
Alastair Irons
Keyword(s):  
Higher Education ◽  
Government Policy ◽  
Best Practice ◽  
Approaches To Teaching

This chapter draws on current research and best practice into teaching in cybersecurity in higher education. The chapter provides a theoretical and pedagogical foundation for helping tutors make decisions about what topics to include and approaches to teaching and assessing the cybersecurity curriculum. There are of course a range of potential stakeholders in cybersecurity education ranging from government, policy, and law makers to all members of society. However, for the purposes of brevity, this chapter will focus on learners and those creating and delivering cybersecurity education in the higher education (HE) sector.

Delivering Cybersecurity Education Effectively

2019 ◽  
pp. 135-157
Author(s):  
Alastair Irons
Keyword(s):  
Higher Education ◽  
Government Policy ◽  
Best Practice ◽  
Approaches To Teaching

This chapter draws on current research and best practice into teaching in cybersecurity in higher education. The chapter provides a theoretical and pedagogical foundation for helping tutors make decisions about what topics to include and approaches to teaching and assessing the cybersecurity curriculum. There are of course a range of potential stakeholders in cybersecurity education ranging from government, policy, and law makers to all members of society. However, for the purposes of brevity, this chapter will focus on learners and those creating and delivering cybersecurity education in the higher education (HE) sector.

A comparative study of formal coaching and mentoring programmes in higher education

2022 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Jenni Jones ◽  
Helen A. Smith
Keyword(s):  
Higher Education ◽  
Undergraduate Students ◽  
Business School ◽  
Best Practice ◽  
Application Process ◽  
Content Type ◽  
Record Keeping ◽  
Practice Recommendations ◽  
Matching Process ◽  
Two Phases

PurposeThe purpose of this paper is to evaluate two coaching and mentoring programmes focused on the ever-increasingly important aim of enhancing the chances of professional level employment for undergraduate students, at two UK universities. In addition, to offer recommendations to enhance coaching and mentoring success within higher education (HE).Design/methodology/approachTwo similar programmes are compared; the first study is a coaching programme delivered in two phases involving over 1,500 students within the business school. The second study is a mentoring programme involving over 250 students over a ten-year period within the business school at a different institution.FindingsThe two programmes have been compared against the key success criteria from the literature, endorsed by coaching and mentoring experts. The results highlight the importance of integrating with other initiatives, senior management commitment, budget, an application process, clear matching process, trained coaches and mentors, induction for both parties, supportive material, ongoing supervision and robust evaluation and record keeping.Research limitations/implicationsThe research focuses on two similar institutions, with comparable student demographics. It would have been useful to dig deeper into the effect of the diverse characteristics of coach/mentor and coachee/mentee on the effectiveness of their relationships. In addition, to test the assumptions and recommendations beyond these two institutions, and to validate the reach and application of these best practice recommendations further afield.Practical implicationsThe results identify a number of best practice recommendations to guide HE institutions when offering coaching and mentoring interventions to support career progression of their students.Originality/valueThere are limited comparison studies between universities with undergraduate career-related coaching and mentoring programmes and limited research offering best practice recommendations for coaching and mentoring programmes in HE. The top ten factors offered here to take away will add value to those thinking of running similar programmes within HE.

scholarly journals Mexico’s Strong and Sustained Private Growth: What Is Government’s Role?

2018 ◽  
Vol 2 (93) ◽  
pp. 21
Author(s):  
Jorge Arenas ◽  
Daniel C. Levy
Keyword(s):  
Higher Education ◽  
Government Policy ◽  
Private Higher Education

Mexican private higher education (PHE) enrollment now approaches one million students, though government's role in this increase is complex. This article explores drivers of growth and associated government policy (or lack thereof).

scholarly journals Gap Analysis of Higher Agricultural Education Competencies among the Students for Industrial and Farmers’ Needs

2020 ◽  
pp. 75-83
Author(s):  
Manmeet Kaur ◽  
Anupam Anand
Keyword(s):  
Higher Education ◽  
Government Policy ◽  
Agricultural Education ◽  
Gap Analysis ◽  
Market Place ◽  
Initial Attempt ◽  
Policy Communication ◽  
Managerial Competency ◽  
Agriculture Curriculum ◽  
Insight Into

The study was conducted to outline competencies relevant to the need of farmers and industries present in an agriculture graduate for carrying out their assigned duties. As inferred by mean score of the desired status, the managerial competency was identified to be the most needed one among the agricultural graduates as perceived by the students followed by entrepreneurial, extension skills, technical, market/understanding government policy, communication/ICT and personal competency. The findings of the study will aid higher education planners in India to develop curriculum to prepare and train future agricultural graduates to educate, inform and entertain farmers in an efficient way and fulfil the requirements of the job as required by the industries in an agriculture graduates. Specifically, the research sought to determine students and farmers perceptions of essential competencies needed by agri-graduates enrolled in the agriculture curriculum. The study provides for an initial attempt to gain insight into how higher agricultural education institutions can revitalize their curricula to better prepare their students for the market place and to keep pace with the changing nature of the environment around them.

scholarly journals Developing Best Practice in Linking and Sharing Administrative Data – A Comparison of Views in Health and Higher Education

2020 ◽  
Vol 5 (5) ◽  
Author(s):  
Jackie Street ◽  
Annette Braunack-Mayer ◽  
Stacy Carter ◽  
Tam Ha ◽  
Xiaoqi Feng ◽  
...  
Keyword(s):  
Higher Education ◽  
Administrative Data ◽  
Policy Development ◽  
Best Practice ◽  
Ethical Issues ◽  
Health Sector ◽  
Clear Understanding ◽  
Data Governance ◽  
Sensitive Data ◽  
Wide Range

IntroductionLarge administrative datasets are now being used for secondary purposes across a wide range of public sector organisations, including in health and higher education. However, governance, regulation and policy surrounding the use of these datasets are at different stages of development in these sectors. Our aim was to explore similarities and differences in the use of administrative data between the health and higher education sectors to inform policy development. Objectives and ApproachWe investigated views on the use of administrative data in both the health and higher education sectors. We conducted 18 qualitative in-depth interviews with key stakeholders, to provide insight into the ethical, social and legal issues associated with the use of big data in these settings. The interviews were transcribed and thematically coded. ResultsParticipants indicated the rapid pace of technological change and large volume of potentially sensitive data collected raises governance, infrastructure and ethical issues in both settings. Common challenges include communication, staff capabilities, delays in access, multiple policies and governance committees, and technical and operational issues. In the health sector, there was clear understanding of the issues and governance structures to address these issues, whereas this understanding was more variable in the higher education sector. Trust in government (to use responsibly and store securely) was raised in the health sector but not in universities. Conclusion / ImplicationsUnderstanding and use of administrative data are at quite different levels of development in the higher education and health sectors. Higher education needs policy and ethical guidance and higher level governance and greater consultation across the sector. Both sectors would benefit from a national approach to data governance.

The skill needs of the manufacturing industry: can higher education keep up?

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Oran Doherty ◽  
Simon Stephens
Keyword(s):  
Higher Education ◽  
Best Practice ◽  
Manufacturing Industry ◽  
Manufacturing Sector ◽  
Rapid Development ◽  
Time Frame ◽  
Manufacturing Companies ◽  
Senior Managers ◽  
Experiential Training ◽  
Content Type

PurposeThis paper explores the implications for higher education of the rapid development in technology used by the manufacturing sector. Higher education programmes change or new courses are introduced in attempts to match labour market demands. However, the pace of change in the manufacturing industry challenges the authors to reconceive how programmes and modules can and should be designed and delivered.Design/methodology/approachThis study is based on interviews with 26 senior management representatives from manufacturing companies in Ireland. The 26 senior managers and their companies represent the wide diversity of Ireland's manufacturing sector. All the interviews were face to face, complimented by a short questionnaire. Follow-up interviews focussed on the emergent findings were carried out to aid the writing of recommendations for the best practice in programme design and delivery.FindingsWhat emerges from this study is that the manufacturing industry needs skills at three distinct levels. The authors define and classify the skill requirements at entry, competent and expert level. The authors place an emphasis on upskilling as an aid to movement between the three levels. In addition, and significantly, the desired time frame for delivery of these skills and/or upskilling is very short.Originality/valueAccelerated reskilling programmes with faster, shorter bursts of work-based learning (WBL) and experiential training are required. With a growing demand for those at competent and expert level, it is necessary to promote WBL to facilitate the upskilling of those employed in manufacturing roles, particularly in small and medium-sized enterprises (SMEs).

How are we to understand the ‘intercultural dimension’?

2007 ◽  
Vol 30 (1) ◽  
pp. 4.1-4.21 ◽  
Author(s):  
Jonathan Crichton ◽  
Angela Scarino
Keyword(s):  
Higher Education ◽  
Strategic Planning ◽  
Government Policy ◽  
Teaching And Learning ◽  
Student Mobility ◽  
South Australia ◽  
Educational Quality ◽  
Major Focus ◽  
Language And Culture ◽  
The University

The internationalisation of education has become a major focus of international, national and institutional attention, reflected in a substantial and expanding literature on how internationalisation is manifested, how it might be promoted, its implications for areas such as government policy, strategic planning and management, educational quality, student mobility, teaching and learning, and the place of language and culture in teaching and learning. There is also general agreement in the literature on the need for internationalisation to include an ‘intercultural dimension’. In this paper, we examine how we are to understand the ‘intercultural dimension’ in higher education. Our approach is based on an analysis of current constructions of this dimension, to argue that these constructions are neither individually nor in combination capable of meeting the challenge of internationalisation. Drawing on recent studies undertaken at the University of South Australia, we propose culture as ‘intercultural’ as an alternative construction.

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