Cybersecurity – a modern and progressive education
Åsa Ericson is a Professor and teacher in cybersecurity and here she shares insights on the programme content, about teaching and how inclusion is a key part of the learning environment. Read on to get to know Åsa and discover what the programme can offer you.
Hi Åsa, can you tell us a bit about yourself?
"My experience spans several universities in Scandinavia, but I have found my place in Luleå, where I continue to explore and drive innovation in cybersecurity. In my spare time, I love to explore the beautiful islands of the archipelago by boat in the summer and enjoy the snow-covered landscape by snowmobile or skis in the winter. I have a cottage where I can really get stuck into anything relaxing, like splitting wood for example."
Can you tell us a bit about your background?
"With a background as a Professor and long professional experience in service development and research in design and innovation, I have developed a deep understanding of both technology and human behaviour over the years. After completing my PhD in Computer Aided Engineering at Luleå University of Technology, I have specialised in information and cyber security for the last eight years. Despite diverse application areas, I have always been fascinated by human behaviour, teamwork and leadership, which I consider central to cybersecurity. I am passionate about integrating security directly into system design, making it easy for users to do the right thing."
What makes the programme content unique?
"The programme takes a holistic approach to cybersecurity, giving you the opportunity to pursue various careers in the field after graduation. The courses have a clear focus on technical skills based on modern technologies, but also ethical and strategic challenges in cybersecurity are practiced for example in the programme's project course. Elective courses allow you to tailor your education so that you can choose to immerse yourself in a specific topic or broaden your knowledge."
How do you ensure that the programme is relevant and up-to-date with the latest research findings in cybersecurity?
"Our programme has a dedicated Programme Council that meets regularly and consists of representatives from students, faculty, programme leaders and industry. A unique feature is our industry representatives, who ensure that the programme is both relevant and up-to-date for the labour market. All our teachers are also active researchers, which means that the latest research is quickly incorporated into teaching. Working with industry gives them the opportunity to test new ideas and techniques in a safe environment, and you as a student will gain insight into the very latest developments in cybersecurity."
What opportunities do students have to get involved in research projects and how can it contribute to their future careers?
"As a student, you will have the opportunity to get involved in real research projects that are conducted in collaboration with industry, the public sector and businesses. Already during the project course of the programme, you will work on challenges directly from these stakeholders, with representatives invited to guest lecture and participate in your presentations. The programme ends with a thesis project, usually in close collaboration with companies, giving you the chance to work on the ground and build valuable contacts. Whether you do your thesis with an organisation or through one of our research projects, it opens doors to a strong career in the global cybersecurity industry."
What is your teaching philosophy and how do you implement it in the cybersecurity programme?
"My teaching philosophy is based on active learning where students' learning processes should evolve over the study period, a kind of personal development for the student. Students are expected to take responsibility for their own learning by engaging in class, utilising university resources and collaborating with other students. My role as a teacher is to foster this collaboration and provide feedback that enhances learning. I design assignments that both encourage collaborative learning and promote individual knowledge. The goal is for students to have both a high level of professional competence and the personal skills that employers are looking for. I have received positive feedback from students about the creative and interesting dialogues we create together. Such dialogues are central to learning."
Can you describe how you work to create an inclusive learning environment for students from different backgrounds?
"As a new campus student in Skellefteå, you will receive a warm welcome, filled with social activities to quickly get to know your fellow students. We start with important formal information for your studies, but the focus is on creating an inclusive environment where everyone feels safe and heard. We encourage questions and discussions – daring to ask is part of learning. Our philosophy "fail fast forward" is about learning by testing and sometimes making mistakes. Here, curiosity and openness are key to an engaging and inclusive study environment. In addition, international campus students have the opportunity to participate in a beginner's course in Swedish, which can be valuable for those who are thinking of staying in Sweden after their studies."
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