Project Type
Faculty Scholarship
Scholarship Domain(s)
Scholarship of Teaching and Learning
Presentation Type
Presentation
Abstract
There exists a significant shortage of cybersecurity specialists in the workforce. Universities should endeavor to keep cybersecurity students engaged if they desire to be competitive and contribute graduates to the remediation efforts of this cybersecurity deficit. Instructors significantly contribute to student engagement and there is a correlation between student engagement and student retention. The purpose of this regional qualitative exploratory study was to identify attributes that Generation Z collegiate cybersecurity learners felt kept them engaged in their cybersecurity courses. The sample comprised 10 individuals identified as GenZ and used purposeful and snowball sampling to select participants. A semi-structured interview strategy was selected to collect data. Two overarching instructor attribute categories emerged: Instructor Qualities and Coursework/Learning Experiences. The major themes that emerged in the Instructor Qualities category were relational, engaging, and personable. Major themes emerging from the category of Coursework and Learning Experiences were real and relevant. This research can impact cybersecurity instruction by providing insight into the learning desires of Generation Z cyber learners and the attributes they identified as being important for maintaining engagement in their cybersecurity courses.
Permission Type
This work is licensed under a Creative Commons Attribution 4.0 License.
Included in
Generation Z Cybersecurity Learners: The Identification of Cybersecurity Instructor Strategies And Attributes That Maximize Student Engagement
Fishbowl
There exists a significant shortage of cybersecurity specialists in the workforce. Universities should endeavor to keep cybersecurity students engaged if they desire to be competitive and contribute graduates to the remediation efforts of this cybersecurity deficit. Instructors significantly contribute to student engagement and there is a correlation between student engagement and student retention. The purpose of this regional qualitative exploratory study was to identify attributes that Generation Z collegiate cybersecurity learners felt kept them engaged in their cybersecurity courses. The sample comprised 10 individuals identified as GenZ and used purposeful and snowball sampling to select participants. A semi-structured interview strategy was selected to collect data. Two overarching instructor attribute categories emerged: Instructor Qualities and Coursework/Learning Experiences. The major themes that emerged in the Instructor Qualities category were relational, engaging, and personable. Major themes emerging from the category of Coursework and Learning Experiences were real and relevant. This research can impact cybersecurity instruction by providing insight into the learning desires of Generation Z cyber learners and the attributes they identified as being important for maintaining engagement in their cybersecurity courses.