The Role of Mathematics in Information Security Education
There exists a disconnect between the expectations of students of information security and the requirements imposed on their mathematical abilities and maturity at both the M.Sc. and Ph.D. levels. In this paper we discuss efforts at Gjøvik University College, Norway, to bridge this gap on one hand by providing a targeted curriculum component intended to provide the necessary mathematical tools for conducting research at the doctoral level. On the other hand we are critically examining the curricular dependencies and requirements at the M.Sc. level where two factors are becoming evident. First, not all students at this level have adequate mathematical backgrounds to be able to profit fully from the program even though they may meet all formal prerequisites. Second, there may exist areas where the depth and rigor of the mathematical foundations currently in place in the curriculum is not be strictly necessary. Both of these factors can impede access and subsequent success of graduate programs and must therefore be addressed carefully with the aim of striking a balance between these competing objectives.
- 1.HjeImås, E., Wolthusen, S.: Full-Spectrum Information Security Education: Integrating B.Sc, M.Sc, and Ph.D. Programs. In: Proceedings of the 3rd Annual Conference on Information Security Curriculum Development, Kennesaw, GA, USA, ACM, ACM Press (2006) 9–16Google Scholar
- 2.Hentea, M., Dhillon, H.S., Dhillon, M.: Towards Changes in Information Security Education. Journal of Information Technology Education 5 (2006) 221–233Google Scholar
- 3.Taylor, C, Shumba, R., Waiden, J.: Computer Security Education: Past, Present and Future. In: Proceedings of the Seventh Workshop on Education in Computer Security (WECS7). (2006) 67–78Google Scholar
- 4.Ciechanowicz, C., Martin, K.M., Piper, F., Robshaw, M.J.B.: Ten Years of Information Security Masters Programmes. In: World Conference on Information Security Education. (2003) 215–230Google Scholar