Hilde Bakke

Master in Information Security

Sule Yildirim Yayilgan

Gjør alt mulig for å unngå bestått/ikke bestått på eksamen, noe som forårsaker stor skuffelse blant studentene og reduserer tillit til fagmiljøet og administrasjonen --&gt; This is work in progress. The teachers are informed about student expectations and we are going back to the before Covid routines. Opptaksprosessen skal innblande også MIS/MISD fagmiljøet, ikke bare Opptakskontoret --&gt; We did not set a deadline for this which is work in progress. Stimuler bruk av avanserte utstyr i undervisning/øving --&gt; We bring up the point in our teachers' meetings Fortsett med heving teoretisk+praktisk kompetanse av studentene -&gt; We are addressing that physical labs should be carried out for the teaching. Socializing students: to make sure that there are meeting points. --&gt; This is work in progress.

Opptak og studiestart: <ul><li>Hvordan har søkertall, møttall og nivået på søkerne utviklet seg over de siste årene? Hva betyr dette for studieprogrammet?</li></ul>			The number of students since 2017, vary over the years however there is a tendency to have more than 30 students in the MIS and for MISD the numbers vary. Around or more than 30 students over the last 4 years for MISD who starts our programs. Consequently we announced 30-30 intakes for MIS and MISD respectively for the coming education year.	<ul><li>Hvordan fungerer rekrutteringen til studieprogrammet?</li></ul>			Based on the intake data from previous years, the number of students starting our programs can be increased. <ul><li>Hvordan tilrettelegges det for en god studiestart i studieprogrammet?</li></ul>Læringsmiljø (fysisk, psykososialt, organisatorisk, digitalt, pedagogisk): The students are met by the discipline leader, SPLs, and the faculty at the start of the program. We arrange diffierent activities for student involvement such as inviting student organizations, inviting staff from international office to give talks. Also each faculty gets the possibility to meet and have a session to talk to the students about their courses, master project topics etc. All students are expected to meet physically either from MIS or MISD. 	 <ul><li>Hvordan opplever studentene læringsmiljøet i studieprogrammet?</li></ul>			The studiebarometer just closed yesterday evening and we can draw better conclusions from it after examining the results from them. <ul><li>Hvilke av dimensjonene knyttet til læringsmiljø har dere jobbet særlig med det siste studieåret, og hvor bør innsatsen eventuelt økes det kommende studieåret?</li></ul>Sammenheng og progresjon: We are moving courses from pass and no pass to character grading. Also, we are looking into solutions for how to increase the number of students joining the lectures synchronously (either physical or online) <ul><li>Gir tallene på gjennomføring, strykprosent og frafall noen indikasjon på utfordringer i studieprogrammet?</li></ul>			The numbers from MISD indicates frafall from the study programme occurs earlier in study program while this occurs later in the MIS. <ul><li>Hvordan opplever studentene progresjonen, tidsbruken og arbeidsbelastningen i studieprogrammet?</li></ul>	 Should be infered from the studiebarometer for the latest results.<ul><li>Ut ifra emnerapportene og studenttilbakemeldingene, hvordan vurderer dere sammenhengen mellom emnene i studieprogrammet? Er det avdekket utfordringer i noen emner?</li></ul>Relevans:	 The students find the courses they are taking relevant for their goals, work. <ul><li>Hvordan formidles studieprogrammets arbeidslivsrelevans til studentene?</li></ul> Teachers are talking about this in their individual courses. Besides, the study programs are closely linked to Norwegian Security industry where we receive proposals for MSc thesis from them. The students have the opportunity to experience the industry from the first hand. <ul><li>Hvilke arenaer for kontakt og samarbeid har dere i studieprogrammet? (stikkord: praksis, gjesteforelesere, studentprosjekter i samarbeid med arbeidsliv osv.)</li></ul>Internasjonal orientering	 This is individual for courses. However since we have strong international collaboration for research with universities and industry, this leads to collaboration particularly in terms of guest lectures for our students from international actors. <ul><li>Hvordan tilrettelegges det for utvekslingsopphold i utlandet, og hvordan kommuniseres dette til studentene?</li></ul>			This is a point we stressed specially at the beginning of the semester. There are now a few students who are making international trips to other institutions for a semester. 	<ul><li>Hvordan jobbes det i studieprogrammet for å introdusere studentene til den internasjonale dimensjonen innenfor fagfeltet?</li></ul>		This is mostly in the form of guest lectures and also the topics for MSc thesis may come from international projects.

Ut ifra din skjønnsmessige vurdering, mener du som studieprogramleder at fagmiljøet tilknyttet studieprogrammets har: <ul><li>en størrelse som står i forhold til antall studenter og studiets egenart? Yes</li><li>kompetansemessig stabilitet over tid? Yes</li><li>en sammensetning som dekker emnenes innhold? Yes</li></ul> Please note that our teachers are also researchers and hence we maybe in need of additional teaching resources for new courses or for updates in the current courses.

Currently our main focus is to increase the synchronous attendance by students to our teaching activities. This has been discussed in one IIK Information Security discipline meeting, one department meeting (21-22 Nov. Dombås) and in two previous teachers' meeting. The reflections of the discussions and sessions will be found it periodic evaluation of the programmes document.

. Improving læringsmiljø for students. Ensuring the use of digitale verktøy in teaching. Ensuring students get the understanding for how they can use their own competence obtained within arbeidsliv

Tiltak

Oppfølginsplan

NTNU:TIA:REST

Faculty of Information Technology and Electrical Engineering

Fakultet for informasjonsteknologi og elektroteknikk

The recommendations for the 2022-2023 education year have been addressed as follows:&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;·&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;Utilize the &nbsp;well equipped teaching rooms and provide training to the teachers to utilize the rooms at most functionality -&gt; Ongoing work·&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;The functionally of the equipment should be maintained regularly. -&gt; Ongoing work·&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;Tools such as Menti, Kahoot etc. help to obtain more interaction with the student. -&gt; As SPL, i am meeting the students 2-3 times per semester and receiving feedback from them using the tool Menti. I have 3 meetings per semester with our teachers and the results of the student meetings based on data collected from our students are shared with MIS teachers, and actions are taken by me and our teachers accordingly. Also, the student representatives for MIS program are made operational in Fall 2023 and they are taking part in our teacher's meetings and also they take part in meetings with students. ·&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;Increase interaction among students and assess interaction in order to provide incentives such as points which will be part of the work assessment -&gt; Making students more interactive during lectures is a concern raised by our teachers. I have brought up this issue to the students and while providing incentives while assessing the student performance was welcomed by some students, some students reacted to it. For that reason, making incentives part of student performance assessment to increase student productivity is not an act we will proceed with. &nbsp;·&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;Identify the Industry expectations about the skills and qualifications of our graduates. -&gt; Ongoing work·&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;Offer weekly labs students for full time students and offer hybrid lectures. Off campus students can be offered digital teaching. -&gt; Our teachers are encouraged to offer labs more often to improve physical student attendance to classes. In 2023, there are considerably more students on campus than previous year. We keep recording lectures and provide the recordings to our students. The lectures are offered both online and physical mode to our students. Still the attendance to the classes, even though there are more students on campus, is a challenge. ·&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;For off campus students, give remote access to labs. -&gt; Ongoing work·&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;Use Norwegian Cyber Range as a means for providing relevant and involving labs and exercises to students. -&gt; Ongoing work·&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;Make sustainability as part of the programmes. -&gt; Sustainability issue is discussed quite a number of times with our teachers and we are planning to offer an 2.5 ECTS module to our students on this topic. ·&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;In order to increase student motivation, innovation and entrepreneurship modules can be introduced in the teachings. -&gt; Ongoing work·&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;The number of females attending the programmes can be increased. -&gt; Ongoing work

Opptak og studiestart: <ul><li>Hvordan har søkertall, møttall og nivået på søkerne utviklet seg over de siste årene? Hva betyr dette for studieprogrammet? There is a considerable increase in Høst 2023 (76 fått tilbud og møt per plass: %88) compared to Høst 2022 (49 fått tilbud og møt per plass: %88). We have provided 30 seats for MIS and it is filled. This gives indication for increasing the number of seats for the next education year.</li><li>Hvordan fungerer rekrutteringen til studieprogrammet? For Høst 2023, it is good and it can be better for Høst 2024.</li><li>Hvordan tilrettelegges det for en god studiestart i studieprogrammet? We organized a full day program for the opening of MIS\D programs. We introduced our programs to our new students, we introduced our faculty and their courses and research. We invited a talk from industry. We also carried out a mega cybersecurity game with our students, to engage them into the cybersecurity field from the first day.</li></ul> Læringsmiljø (fysisk, psykososialt, organisatorisk, digitalt, pedagogisk): <ul><li>Hvordan opplever studentene læringsmiljøet i studieprogrammet? The only point student scored below 3.00 in the studiebarometeret is the læringsmiljø point. 'det faglige miljæ blant studentene' is scored 2.6 and 'det sosiale miljøet blant studentene' is scored as 2.1. However, miljøet mellom studentene og de faglig ansatte' is scored as 3.2. the first two points needs improvement.</li><li>Hvilke av dimensjonene knyttet til læringsmiljø har dere jobbet særlig med det siste studieåret, og hvor bør innsatsen eventuelt økes det kommende studieåret? We worked towards specially the social dimension of the study program. We make student representatives more active and involve them into our meetings with students and teachers. Also, there is one student representative who started friday lunch meetings for 1st year students, weekly. As another initiative, we started the activity monthly INF-research lunch for our MSc students where students and teachers can meet and listen to two research presentations from IIK research groups while eating lunch. Hence. we provide new means to the students such that they can create possibilities to meet with each other and the teachers.</li></ul> Sammenheng og progresjon: <ul><li>Gir tallene på gjennomføring, strykprosent og frafall noen indikasjon på utfordringer i studieprogrammet? The strykprosent has dropped considerable since 2021 (%12.3), 2022 (%11.6) and 2023 (%9.7). Reducing strykprosent is one of the challenges for the study program and it is positive to observe that it is reducing considerably.</li><li>Hvordan opplever studentene progresjonen, tidsbruken og arbeidsbelastningen i studieprogrammet? Students use 27.90 hours per week which is more than in 2021. The students take less number of hours in activities organized by the institution compared to the last two years. The students use considerably more hours for paid job weekly.</li><li>Ut ifra emnerapportene og studenttilbakemeldingene, hvordan vurderer dere sammenhengen mellom emnene i studieprogrammet? Er det avdekket utfordringer i noen emner? The student feedback and course reports are observed and the students find the program relevant for their existing or planned worklife. The courses offered are complementary to each other. Students are open about the challenges they may have in courses and these challenges are resolved in cooperation with the students and the teachers.</li></ul> Relevans: <ul><li>Hvordan formidles studieprogrammets arbeidslivsrelevans til studentene? The students are offered lectures where arbeidsliv representatives lecture. Some MSc thesis topics come from arbeidsliv and the students get the understand the challenges and interests of arbeidsliv in the field of security. We also host CCIS where there are quite a number of arbeidsliv partners. This strengthens the connection between the teaching staff and the arbeidslive which have reflections on the students during supervision of MSc thesis and in teaching. In studiebarometeret, students scored above 3.00 for the arbeidsrelevants points except for getting knowledge on how to convey own competence til potential arbeidsgivere. We will take this point in one of our teachers' meetings and will work on methods for making this part of our lectures.</li><li>Hvilke arenaer for kontakt og samarbeid har dere i studieprogrammet? (stikkord: praksis, gjesteforelesere, studentprosjekter i samarbeid med arbeidsliv osv.) As mentioned in the previous point Center for Cyber and Information Security (CCIS) provides us with the source for arbeidsliv partners. Also, many of our students are already in arbeidsliv. Each teacher has national and international contacts also due to the research and educational projects. All these sources for guest lecturers, MSc thesis topics together with arbeids liv.</li></ul> Internasjonal orientering <ul><li>Hvordan tilrettelegges det for utvekslingsopphold i utlandet, og hvordan kommuniseres dette til studentene? At the opening of the study year and when we meet with our students, we inform them and encourage them to do exchanges. Each year several students are interested to do the exchanges and we have standard procedures to approve the exchanges where students inform about when\where they want to do an exchange, which courses to take at the exchange institution and replace from IIK, the duration of the exchange, the amount of ECTS to exchange. The international office is also involved in that work.</li><li>Hvordan jobbes det i studieprogrammet for å introdusere studentene til den internasjonale dimensjonen innenfor fagfeltet? Our teachers are also researchers who also have international research partners. The ways to introduce the international dimension 1) Include latest own research results into teaching (research based teaching) including the international dimension 2) propose MSc thesis topics with international co-supervisors 3) by involving the MSc students into the topics\activities of research groups while doing their MSc thesis helps introduce the international dimension 4) encouraging the students to write article about their MSc thesis results and present them in international conferences and platforms 5) bringing up the internationalisation aspect of the study program in our meetings with teachers and students.</li></ul>

Ut ifra din&nbsp;skjønnsmessige vurdering, mener du som studieprogramleder at fagmiljøet tilknyttet studieprogrammets har: <ul><li>en størrelse som står i forhold til antall studenter og studiets egenart? yes</li><li>kompetansemessig stabilitet over tid? yes, there is stability and massive and variety of competence related to the MIS program.</li><li>en sammensetning som dekker emnenes innhold? yes, the courses offered are relevant and complementary in the MIS program.</li></ul>Hvilke mangler er evt. identifisert og hvilke tiltak anbefales?. We are in the progress of identifying the themes that is part of our research and that can become part of MIS offering.

Master in Information Security - MIS