CHAPTER 76
EUROPEAN GRADUATE WORK IN INFORMATION ASSURANCE AND THE BOLOGNA DECLARATION1
Urs E. Gattiker
76.1 UNDERGRADUATE AND GRADUATE EDUCATION
76.2 CONVERGENCE OF EDUCATIONAL PROGRAMS
76.3 BACHELOR'S AND MASTER'S IN INFORMATION SECURITY
76.4 COMPUTER SCIENCE: DOES IT ENCOMPASS INFORMATION SECURITY, ASSURANCE, AND SECURITY ASSURANCE?
76.5 BOLOGNA BACHELOR'S DEGREE
76.6 MOVING FROM UNDERGRADUATE TO GRADUATE EDUCATION: BOLOGNA
76.7 EXECUTIVE AND SPECIALIZED MASTER'S DEGREES
76.8 SIMILARITIES AND DIFFERENCES: ARTS AND SCIENCE
76.9 WHAT DO PROGRAMS IN INFORMATION SECURITY TEACH STUDENTS?
76.10 UNDERGRADUATE EDUCATION: POLYTECHNICS AND UNIVERSITY
76.11 INFORMATION ASSURANCE: DEFINING THE TERRITORY
76.12 TEACHING INFORMATION SECURITY: THE MALWARE EXAMPLE
76.13 CONCLUSION OF EUROPEAN INITIATIVES OVERVIEW
76.14 IMPLICATIONS FOR EDUCATION
76.15 IMPLICATIONS FOR MANAGERS
A fundamental fact in computer, information, and network security2 is the impossibility of 100 percent assurance that a computer system is trusted.3 How education can help in achieving the required level of trust considering various stakeholders (e.g., society, consumers, shareholders, and suppliers) is open to discussion. Some have suggested that certification is the answer; others support the notion that information assurance programs can fill the gap. In the latter case, advocates also hope that such programs will provide nations with the professionals required to reduce risks of possible disasters while ...
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