Abstract:In this paper we posit that current investigative techniques-particularly as deployed by law enforcement, are becoming unsuitable for most types of crime investigation. The growth in cybercrime and the complexities of the types of the cybercrime coupled with the limitations in time and resources, both computational and human, in addressing cybercrime put an increasing strain on the ability of digital investigators to apply the processes of digital forensics and digital investigations to obtain timely results. In order to combat the problems, there is a need to enhance the use of the resources available and move beyond the capabilities and constraints of the forensic tools that are in current use. We argue that more intelligent techniques are necessary and should be used proactively. The paper makes the case for the need for such tools and techniques, and investigates and discusses the opportunities afforded by applying principles and procedures of artificial intelligence to digital forensics intelligence and to intelligent forensics and suggests that by applying new techniques to digital investigations there is the opportunity to address the challenges of the larger and more complex domains in which cybercrimes are taking place.
This paper presents a national case study-based analysis of the numerous dimensions to cybersecurity education and how they are prioritised, implemented and accredited; from understanding the interaction of hardware and software, moving from theory to practice (and vice versa), to human factors, policy and politics (as well as various other important facets). A multitude of model curricula and recommendations have been presented and discussed in international fora in recent years, with varying levels of impact on education, policy and practice. This paper address three key questions: i) what is taught and what should be taught for cybersecurity to general computer science students; ii) should cybersecurity be taught stand-alone or in an integrated manner to general computer science students; and iii) can accreditation by national professional, statutory and regulatory bodies enhance the provision of cybersecurity within a body's jurisdiction?Evaluating how cybersecurity is taught in all aspects of computer science is clearly a task of considerable size, one that is beyond the scope of this paper. Instead a case study-based research approach -primarily focusing on the UK -has been adopted to evaluate the evidence of the teaching of cybersecurity within general computer science to university-level students. Thus, in the context of widespread international computer science/engineering curriculum reform, what does this need to embed cybersecurity knowledge and skills mean more generally for institutions and educators, and how can we teach this subject more effectively? Through this UK case study, and by contrasting with related initiatives in the US, we demonstrate the positive effect that national accreditation requirements can have, and offer some recommendations both for future research and curriculum developments.
The assurance of quality through degree accreditation by Professional, Statutory and Regulatory Bodies (PSRBs) is very much a feature of higher education in the UK. In this dynamic and emerging UK educational, economic and policy environment, there still remains a need for accreditation regimes to evolve in order to maximise the value they provide to higher education institutions, as well as to industry and society as a whole.The Shadbolt review, an independent review of computer science degree accreditation and graduate employability conducted in 2016, focused on the purpose and role of degree accreditation, how the system can support the skills requirements of employers, and how the system can improve graduate employability. This paper provides an update in the context of one professional body -BCS, The Chartered Institute for IT -of what has happened in response to the recommendations of the Shadbolt review, focusing on ongoing enhancement projects, as well as commentary and recommendations for future activities and initiatives.
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