Integrating Andragogy Theory into a Multidisciplinary Curriculum to Achieve a Connected Program for a Doctorate in Cybersecurity

This Innovative Practice Full Paper presents a case study on constructing and implementing a connected program in the Doctor of Science (D.Sc.) in Cybersecurity at Marymount University. We adapted a connected curriculum framework to this professional doctorate program based on two overarching pillars: andragogy theory and a multidisciplinary perspective. We use an andragogical instructional methodology that follows a learner-centered teaching philosophy to promote professional and adult learner engagement. Furthermore, the D.Sc. program takes a multidisciplinary approach to bridge and integrate domain-specific silos such as technology and its evolution, risk management, legal compliance, human factors, machine learning, business impact, and more. This integration helps enhance students' knowledge in multiple disciplinary specializations, focusing on problem-solving skills across the various domains important in cybersecurity. Building on these two pillars, our connected program model integrates five dimensions of connectivity to connect 1) academic learning and research with the workplace, 2) research activities and research-related curriculum over time, 3) various disciplines related to real-world cybersecurity challenges, 4) students with each other, across phases and with alumni, and 5) students with research and researchers across multiple domains. This paper's primary contribution is to demonstrate an innovative andrological and connected approach to tackle the ever-changing cybersecurity threats by cultivating the next generation of cybersecurity leaders with both advanced technical and refined management skills. We further showcase the potential of externalizing this framework in other settings and discuss future research work.