Theses and Dissertations

ORCID

https://orcid.org/0000-0002-6697-2377

Advisor

Strawderman, Lesley

Committee Member

Lee, Sarah B.

Committee Member

Moyen, Eric

Committee Member

Mohammadi-Aragh, Jean

Committee Member

Trawick, George

Date of Degree

5-16-2025

Original embargo terms

Immediate Worldwide Access

Document Type

Dissertation - Open Access

Major

Engineering (Engineering Education)

Degree Name

Doctor of Philosophy (Ph.D.)

College

James Worth Bagley College of Engineering

Department

James Worth Bagley College of Engineering

Abstract

Cybersecurity awareness and preparedness are critical competencies for individuals across academic disciplines and professional sectors. However, undergraduate students often lack sufficient knowledge and skills to recognize and mitigate cybersecurity threats. This dissertation examines cybersecurity threat recognition and preparedness among undergraduate students through a three-phase research approach. Study 1 explores faculty perspectives on students' cybersecurity awareness, identifying gaps in knowledge and preparedness across various fields of study. Study 2 investigates industry professionals' perceptions of new hires’ cybersecurity readiness, assessing the alignment between academic training and industry expectations. Study 3 evaluates the effectiveness of an online intervention designed to enhance students' cybersecurity awareness through video-based training. This research is grounded in Protection Motivation Theory (PMT), which examines how individuals assess threats and adopt protective behaviors. Findings indicate that students in technical disciplines exhibit greater cybersecurity competence, while those in non-technical fields demonstrate limited awareness of security best practices. Faculty members emphasize the need for foundational cybersecurity education across disciplines, and industry professionals highlight the importance of applied cybersecurity training in workforce preparation. The intervention study demonstrates that structured cybersecurity education significantly enhances students’ ability to recognize and respond to threats. The results underscore the need for interdisciplinary cybersecurity education, targeted training programs, and institutional policy reforms to ensure that all students, regardless of major, develop fundamental cybersecurity competencies.

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