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slide 38
Dan J. Kim, Ph.D.University of North Texas
UNDERSTANDING WORKFORCE ATTRIBUTES BY EXPLORING EMPIRICAL CAREER PATHWAYS OF
CYBERSECURITY PROFESSIONALS
Information Technology and Decision SciencesNovember 8, 2018
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Need for Cybersecurity Workforce
• The 2018 Global Risk Report by the World Economic Forum has listed cybersecurity attacks as the second most likely cause of global instability behind environmental disaster.
• Cybersecurity workforce participation will grow at 10% annually from 2015 to 2020, and that annual spending on cybersecurity will reach $170 billion (Morgan, 2015).
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Career Paths of Cybersecurity Professionals
• There are many opportunities for cybersecurity workforce
• There are many career paths with different workforce attributes (factors)
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Factors Affecting Career Path
Leadership,KnowledgeSkills, AbilityCredentials,Experience,Citizenship, Security Clearance, etc. Technician
Director
Analyst/ Consultant
InfoSecurityManager
CISO
Architect/ Auditor
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Not easy to see a big picture
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Review on Previous Relevant Work
Existing Industry Frameworks• Cybersecurity Career Pathway by CyberSeek(www.cyberseek.org)
• CompTIA Cybersecurity Career Pathway (certification.comptia.org/certifications)
• EC‐Council Career Path by CAST (Center for Advanced Security Training)
• SANS training/certification roadmap (www.giac.org/certifications/get‐certified/roadmap)
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(Source: www.cyberseek.org)
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Issues and Our Approach
Drawbacks of existing industry frameworks• Categorized by own products/types (e.g., certifications, training courses, job demands, etc.)
• A Priori (i.e., top‐down) approach
Our approach,• Take a posteriori (i.e., bottom‐up) approach • Map career progressions through job transitions
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Research Purpose
• Develop a cybersecurity career path map – To show career progressions through work role transitions with detailed required elements (e.g., credentials, skillsets, knowledge, experience) associated with each role
– To find key jobs within cybersecurity and common transition opportunities
– Identify current empirical trends in experience and education preferences
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Methodology
• Dataset: Over 1,000 CVs of cybersecurity professionals from “indeed.com” containing cybersecurity work roles
• Capturing:work role transitions and key elements
• Data Coding:Work role level/type, education time/type, location, certification type/#, skillsets, experience, military service, security clearance, etc.
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Previous Job Title (Pn‐1)
Administrator Analyst Architect Auditor Consultant Director EngineerManager Other Other (Security) Specialist Technician
Current Job Title(Pn)
Administrator 1%
Analyst 39% 26% 22% 13% 17% 21% 30% 33%
Architect 2% 1% 5%
Auditor 17% 4% 1%
Consultant 4% 16% 4% 2% 2% 4%
Director 2% 43% 16% 33% 1% 5%
Engineer 13% 5% 8% 30% 8% 8% 7%
Manager 5% 29% 33% 11% 7% 21% 1% 7%
Other 26% 29% 17% 16% 33% 9% 38% 58% 40% 33% 33%
Other (Security) 50% 6% 33% 25% 7% 21% 6% 14% 7%
Specialist 50% 5% 11% 15% 4% 26% 33%
Technician 1% 0%
CYBERSECURITY PROFESSIONAL JOB TRANSITIONS
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Administrator
ManagerArchitect
Engineer
Consultant
Auditor
AnalystSpecialist / Technician Director
4%
0%
0%15%
13%
0%
0%
0%
2%
29% 0%
12%
5%
5%
CYBERSECURITY PROFESSIONAL JOB TRANSITION MAP
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Expected ContributionsWe can possibly answer following questions.• What are the most common entry‐level jobs in
cybersecurity? • What types of knowledge, skills, and educational
credentials are needed to start a cybersecurity career? • What types of knowledge, skills, and certifications are
needed for a specific cybersecurity role? • What cybersecurity certifications are most in demand in
mid‐level and advanced‐level roles?• What critical elements (e.g., education levels, certifications,
experiences, etc.) do require to be executive‐level cybersecurity professionals?
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Relevant Literature
• Radziwill, N. & Benton, M. (2017). Cost of quality: Managing the costs of cybersecurity risk management. Administrative Science Quarterly. Vol. 19(4).
• Carnevale, A., Smith, N., & Strohl, J. ( 2010 ). Help wanted: Projections of jobs and education requirements through 2018. Washington, DC : Georgetown University Center on Education and the Workforce.
• Harris, M., Patten, K. (2015). Using Bloom and Webb’s taxonomies to integrate emerging cybersecurity topics into a computing curriculum. Journal of Information Systems Education. Vol 26 (3).
• Knapp, K. J., Maurer, C., & Plachkinova, M. (2017). Maintaining a cybersecurity curriculum: Professional certifications as valuable guidance. Journal of Information Systems Education, 28(2), 101‐113.
• Schwartz, R. (2016). The career pathways movement: Strategy for increasing opportunity and mobility. Journal of Social Issues. Vol. 72(4).
• Wilbanks, L. (2011) Other duties as assigned?. IT Pro. IEEE Computer Society.• National Initiative for Cybersecurity Education, National Cybersecurity Workforce Framework, ver.
2.0, https://www.nist.gov/file/359261• U.S. Department of Homeland Security, Cybersecurity Workforce Development Toolkit (CWDT),
https://niccs.us‐cert.gov/workforce‐development/cybersecurity‐workforce‐development‐toolkit