Security Education

Teaching Competitive Intelligence and Cyberwarfare in a Business Context


Competitive intelligence has risen in profile over the past decade to become a key contributor to the survival of organizations operating in highly competitive environments. It is seen as an essential management tool in the current global marketplace. Several authors claim there is a need for the inclusion of competitive intelligence in Masters level studies however the area is rarely included in educational programs offered by tertiary institutions. This paper describes a course in competitive intelligence and cyberwarfare offered within IT-related Masters programs at Curtin University. The dominant teaching tool used is scenario work simulating realistic organizational situations incorporating competitive intelligence and cyberwarfare activities.

Teaching Hands-On Network Security: Testbeds and Live Exercises


Teaching practical network security requires the use of tools and techniques to support the educational process and to evaluate the students’ newly achieved skills. Two fundamental tools that support a hands-on approach to network security are testbed networks and live exercises. Testbed networks provide a safe environment where the students can experiment with the techniques and security tools that they learn about. Live exercises represent a valuable tool to test the students’ newly acquired skills and to teach the students the dynamics of network-based attack and defense techniques. 

Certification and Accreditation: A Program for Practitioner Education


Large complex systems need to be analyzed prior to operation so that those depending upon them for the protection of their information have a well-defined understanding of the measures that have been taken to achieve security and the residual risk the system owner assumes during its operation. The U.S. military calls this analysis and vetting process certification and accreditation. Today there is a large, unsatisfied need for personnel qualified to conduct system certifications. An educational program to address those needs is described.

Enhancing Information Warfare Education Through the Use of Virtual and Isolated Networks


The Information Analysis and Research (IWAR) laboratory at the United States Military Academy (USMA) has proven to be an exceptional and necessary resource for educating our cadets and faculty studying information warfare. The laboratory has also been successful in motivating the need for continued education and training in this area on a much larger scope that touches the highest levels of our military and government. This paper justifies why information warfare laboratories are necessary, explains the laboratories design and organization, and describes the phenomenon that is occurring as a result of the IWAR laboratory.

Design and Implementation of an Information Security Laboratory


It has been recognized for some time now that education in information security is better served by a laboratory component that reinforces principle and theoretical analysis learnt in the class room with a follow-up hands-on component performed in an appropriate laboratory. In this paper we present the design of a highly reconfigurable laboratory for information security education. The design has been implemented successfully in ISIS - The Information Systems and Internet Security Laboratory at Polytechnic University. We also describe the rationale for our design and give examples of a few typical assignments that the laboratory facilitates.

Teaching Coursework Master – Computer Forensics


This paper discusses aspects of the computer forensic course taught in a Masters degree at Curtin University, Western Australia. Computer forensics is important to both the business and law enforcement environments. Along the path from the enactment of a crime through to the due process of courtroom litigation there are numerous obstacles that may challenge law enforcement and or security practitioners. This paper discusses teaching computer forensics as one of the roles that academia may play in assisting security practitioners and law enforcement agencies investigating computer related crime. It recognizes industry requirements and addresses an academic response for the need for computer forensic training and education by providing an overview of the computer forensic course taught in a Masters degree at Curtin University.

A Tutoring System for IT Security Education


The Institute for Telematics of the University of Trier is currently developing a tutoring system that teaches knowledge of IT security. In contrast to other tutoring systems, exercises are not made in a restricted simulation environment but on a real Linux system. This approach allows the learner to apply his or her skills easily in practice. Depending on the type of user (e.g., end user or administrator), different lectures are provided. Interaction takes place via a web browser-based interface. It provides the user with various navigation facilities, help assistance, and statistics on the current status of processing.

Using Outcomes-based Assessment as an Assurance Tool for Assurance Education


We discuss our efforts to deliver a graduate-level assurance curriculum with a strong emphasis on logic and formal methods. Specifically, we describe what we are teaching in two of our foundational courses, as well as what our students are learning. We also advocate the use of an outcomes-based approach when developing IA courses and curricula. We have found that focusing on the desired educational outcomes from the outset has made it easier to identify what is working and what is not, and we wish to share our experiences.

Building an Improved Taxonomy for IA Education Resources in PRISM


To address a perceived lack of availability of educational resources for students and educators in the field of information assurance, Regis University and the United States Air Force Academy (USAFA) have begun development of a web portal to store and make available to the public information security-related educational materials.  The portal is named the Public Repository for Information Security Materials (PRISM).  In this paper, we begin with a review of the initial vision for PRISM.  We then discuss the development and maintenance of a deterministic discipline-specific vocabulary, along with the results of mapping curricular content to our initial set of terms.  Out of the eight material descriptions used in our evaluation, five could be clearly mapped to the initial vocabulary, one could partially be mapped, and three did not contain any clearly mappable terms.   

Journal of Information Warfare

The definitive publication for the best and latest research and analysis on information warfare, information operations, and cyber crime. Available in traditional hard copy or online.















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The definitive publication for the best and latest research and analysis on information warfare, information operations, and cyber crime. Available in traditional hard copy or online.


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