Industry-University Collaboration: An Educational Program with Automotive Industry

Morano-Okuno, Héctor; Sandoval-Benitez, Guillermo; Caltenco-Castillo, Rafael; Esqueda-Merino, Donovan; Garcia-Moran, Emmanuel; García-García, Andrés

doi:10.1109/tale48000.2019.9226013

Cited by 4 publications

(1 citation statement)

References 16 publications

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“…Several of the above-mentioned factors could be mitigated by increasing communications and collaborations between educational institutions and the industry. The collaboration between cybersecurity educational institutions and industry has been researched before, see for example [19], [20]. However, to the best of our knowledge, most universities have not yet implemented an active collaboration with the industrial sector.…”

Section: A Cybersecurity Professional Deficiencymentioning

confidence: 99%

Cybersecurity Education in Universities: A Comprehensive Guide to Curriculum Development

Ramezanian,

Niemi

2024

IEEE Access

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The widespread deployment of digital technologies has made the globe an interconnected world. Among other necessities of the digitalized world, cybersecurity is a crucial component. Therefore, education and proper training of the cybersecurity workforce are essential for building a strong national and global community. However, a significant shortage of proficient cybersecurity experts is reported worldwide. In this study, we present a comprehensive guideline for university-level cybersecurity curriculum development with respect to workforce training. Our curriculum guideline is based on consulting various globally well-known documents, reports, and frameworks that are specifically designed for cybersecurity. Namely, to conduct our research we utilize Cybersecurity Curricula 2017 (CSEC2017) by the Joint Task Force on Cybersecurity Education [1], National Initiative for Cybersecurity Education (NICE) cybersecurity workforce framework by the National Institute of Standards and Technology (NIST) [2], and the Development Needs in Cybersecurity Education: Final report of the project by Lehto et al. at the University of Jyväskylä in Finland [3]. The significance of our work also relies on the fact that the previous efforts to establish a link between the NICE workforce framework [2] and the CSEC2017 curriculum [1] have fallen short, and to the best of our knowledge, this work is the first successful attempt on the matter. In particular, we map every knowledge requirement in each work role of [2] to one or several knowledge areas of CSEC2017 curriculum [1]. We define a measurement system to assign a numeric value to each knowledge area of [1]. Our goal is to determine the significance of a cybersecurity knowledge area in workforce training. Moreover, we identify the shortcomings of the Cybersecurity Curricula that is defined in [1], i.e., we recognize the knowledge areas that are missing from the curriculum of [1]. We also discuss about the shortcomings of NICE framework in terms of defining the proper required knowledge in the work roles. Based on our findings, we present a comprehensive guideline for cybersecurity curriculum development for higher educational institutions. Finally, we propose a curriculum roadmap to the job categories of [2]. INDEX TERMS Curriculum development, cybersecurity, cybersecurity curricula 2017 by JTF, higher education, NICE workforce framework, workforce training.

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Section: A Cybersecurity Professional Deficiencymentioning

confidence: 99%

Cybersecurity Education in Universities: A Comprehensive Guide to Curriculum Development

Ramezanian,

Niemi

2024

IEEE Access

View full text Add to dashboard Cite

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Enhancing Student Learning Through Multi-case Collaboration Industry Partnerships for Product Design Education

Esqueda-Merino,

Bargalló-Rocha,

García-García

et al. 2024

Transactions on Computer Systems and Networks

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Smart Automotive E-Mobility—A Proposal for a New Curricula for Engineering Education

et al. 2022

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Automotive engineering is an area of great value and development. Lately, it has evolved rapidly because of autonomous vehicles. The development of smart mobility will be crucial in the coming years. Related research and companies related to intelligent transportation require trained and capable engineers. It is essential to generate an updated and specialized academic program that provides state-of-the-art technologies and related areas with smart mobility. This paper presents a novel two-year graduate academic program focused on smart electromobility. Programs around the globe were analyzed to find opportunity areas related to autonomous and electric vehicles, and smart mobility. Multi- and transdisciplinary courses were designed, according to the findings, on areas related to computer science, mechanical and electric engineering, law, marketing, and public policy. The proposed program fulfills the needs of a graduate student who will later work in a smart electromobility environment. The program offers a balanced curriculum that includes technical, business and social courses. Virtual and physical labs are proposed to develop a high-quality educational experience. This proposal can be used as a model for upcoming and related programs in other universities.

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Industry-University Collaboration: An Educational Program with Automotive Industry

Cited by 4 publications

References 16 publications

Cybersecurity Education in Universities: A Comprehensive Guide to Curriculum Development

Cybersecurity Education in Universities: A Comprehensive Guide to Curriculum Development

Enhancing Student Learning Through Multi-case Collaboration Industry Partnerships for Product Design Education

Smart Automotive E-Mobility—A Proposal for a New Curricula for Engineering Education

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