Information Systems Security Education: Redressing the Balance of Theory and Practice

Authors

Carol Hsu, London School of Economics and Political Science
James Backhouse, London School of Economics and Political Science

Abstract

One of the perennial concerns in education is the ability of students to apply what they have learnt in a real world context. To tackle this issue, this paper proposes the adoption of a situated learning strategy as a mechanism for linking theory and practice for delivering information systems security education. There are two areas of focus in the research presented. First, we offer an example of an information systems security course applying situated learning strategy. Second, we examine student feedback on this particular teaching design. The exploratory findings suggest that situated learning has potential for knowledge development as well as for balancing theory and practice. Thus we recommend our example of an information systems security course for use as model of practice for other educators in this field.

Recommended Citation

Hsu, Carol and Backhouse, James (2002) "Information Systems Security Education: Redressing the Balance of Theory and Practice," Journal of Information Systems Education: Vol. 13 : Iss. 3 , 211-218.
Available at: https://aisel.aisnet.org/jise/vol13/iss3/8