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BSc (Hons) Digital and Technology Solutions (Cyber Security Analyst)


Institution code	H36
School of study	School of Physics, Engineering and Computer Science
Course length	Part Time, 5 Years
Location	University of Hertfordshire, Hatfield

Entry requirements

UCAS points A Level BTEC
104 BCC DMM

Additional requirements

All candidates must be employed in a role related to the subject matter of the Degree Apprenticeship and be sponsored by their employer. Applications can only be made through the sponsoring employer. The university will consider all such applications and will have the final decision whether to accept the candidate for entry to the programme.
GCSE: Grade 4/C in English Language and 4/C in Mathematics.
Applications are welcomed from those with qualifications equivalent to the above, for instance from Access Certificate courses.
All students originally from non-majority English speaking countries require proof of English language proficiency. The following qualifications and grades will be considered:
- GCSE English language grade A-C
- IELTS 6.0 (with no less than 5.5 in any band)
It is not necessary to have A-level or equivalent in Maths, Computer Science or ICT.
Direct Entry at Levels 5 and 6
For direct entry to Level 5, candidates must be able to demonstrate that they have met all the Learning Outcomes of the Apprenticeship Standard that are covered in the programme at Level 4. They must also have been employed at an appropriate professional level and in an appropriate role for at least 12 months and hence have similar experience of work to apprentices who have completed level 4 of the programme.
For direct entry to Level 6, candidates must be able to demonstrate that they have met all the Learning Outcomes of the Apprenticeship Standard that are covered in the programme at Levels 4 and 5. They must also have been employed at an appropriate professional level and in an appropriate role for at least 24 months and hence have similar experience of work to apprentices who have completed level 5 of the programme.
Account will be taken of APCL and APEL as described in the previous section.
The programme is subject to the University's Principles, Policies and Regulations for the Admission of Students to Undergraduate and Taught Postgraduate Programmes (in UPR SA03), along with associated procedures. These will take account of University policy and guidelines for assessing accredited prior certificated learning (APCL) and accredited prior experiential learning (APEL).

UCAS points	A Level	BTEC
104	BCC	DMM

About the course

Apprenticeship Standard: Digital & Technology Solutions Professional

Final Award: BSc (Hons) Digital & Technology Solutions (Cyber Security Analyst)

The Degree Apprenticeship programme in Digital and Technology Solutions at the University of Hertfordshire leads to a BSc (Honours) in Digital and Technology Solutions. The programme is designed upon the Apprenticeship Standard of reference and is constantly reviewed in consultation with local employers and endorsed by TechSkills so as to meet the Standard and Assessment Plan.

Built with an intent to provide learners with the best of both worlds of rigorous academic studies and sound work-based training proper of industry, the programme consists of “core” content taken by all apprentices, which amounts to approximately 70% of the total, and “specialist” content that amounts to the remaining 30%.

Teaching is delivered by means of dedicated modules and sessions, designed and managed to exploit facilities and opportunities available on campus, online and at learners’ place of work.

As a degree apprenticeship, learners are constantly facilitated and encouraged to successfully obtain the knowledge, skills and behaviours (KSBs) as identified by the standard, to keep a record of their achievements (by means of an e-portfolio and other resources) and to exploit these along the learning journey of studying for an academic award and towards the occupational competency as expected by the Standard, their employer and the market.

In addition to academic development, the programme also recognises the importance of developing students’ professional and civic character, as articulated through the University’s Graduate Attributes and in reference to British Values.

Each learner is enrolled on a course learning to one of three specialist awards. Each of the specialisms is also introduced as part of the core and, if this is considered, the split is nearer to 60% “core” and 40% “specialism”

Cyber Security Analyst

A cyber security analyst is responsible for ensuring that security technologies and practices operate in accordance with the organisation’s policies and standards to provide continued protection. They require a broad understanding of network infrastructure, software and data to identify where threats and hazards can occur. They are responsible for performing periodic vulnerability assessments to evaluate the organisation’s ongoing security posture and respond to security incidents and implement resolution activities across the organisation.

Other specialisms available are:

Why choose this course?

The DTS degree apprenticeship programme has been developed to cover topics that aim to not only meet but also exceed the learning outcomes as stated by the Standard and is continuously reviewed with local employers leading its innovation agenda. This is to ensure learners are equipped suitably for exploiting the new opportunities the Digital industry is providing business and society almost daily.
After five years of offering this programme, it’s challengingness and the extent learners are expected to engage with their learning journey has been fine-tuned, without overburdening them. The programme is highly demanding but is exceptionally rewarding for both learners and employers.
This programme comprises a coherent blend of modules specially designed to meet the Apprenticeship Standard. The new DTS-specific modules have been adapted from existing tried-and-tested degree programmes, and the specialist modules are co-taught with other students. This academically rigorous programme also supports learners and expects them to fully develop both expertise and proficiency, and the Graduates Attributes.
This programme delivers a mix of day and block release with work-based learning, designed specifically to meet the needs of apprentices and their employers.

What will I study?

The first year of the course, (Level 4), is the same for all DTS learners. It provides a general and pedagogical foundation with a clear reference to the Standard and an emphasis on content that is relevant to all specialisms offered at UH. Learners are mostly taught through traditional lectures and tutorials about principles of computing and essential facts, theories and technologies relevant to the engineering of digital solutions. A first exposure to principles and practice of work-based learning is supported and encouraged.

At Level 5, which takes two years, there are five core modules taken by all DTS learners and two that depend on the specialism. As apprentices develop professional and study skills, there is an increasing shift towards work-based learning and other forms of independent study. At this level, additional topics and specialist modules are introduced, providing learners with opportunities to gather a deeper understanding of real-world solutions and more advanced features in several domains as well as to validate consolidated and new KSBs through more structured application processes;, both at UH and with their employer.

At Level 6, which can take one or two years, there are three taught core modules taken by everybody, which comprise of two taught specialist modules and a 45 credit, synoptic, specialist project that is, generally carried out in the workplace with support from the University. At this level, significant learning would occur through work-based learning and independent study., However , for Level 4 and 5, teaching and supported practical sessions are still regularly offered all throughout the year. Learners are expected to demonstrate the full achievement of all KSBs into confident professional practices, aiming at developing complex solutions to problems and/or projects of real value to their employer. Evidence for this is eventually provided at the end-point of assessment as the conclusion of their final synoptic project.

Level 4

Module	Credits	Compulsory/optional
Programming (DTS)	30 Credits	Compulsory
This module is primarily concerned with developing basic skills necessary to produce computer-based solutions to simple problems in high level languages. The emphasis is on problem solving, problem solving strategies; fundamental constructs such as structure, syntax and semantics; variables and data types, operations and the evaluation of expressions, control structures, and modularisation, data structures and recursion. Program code will be expected to perform according to specification, be readable, maintainable and well designed. Although the given problems will initially be relatively simple, there will also be an appreciation of how simple solutions can be used in the solution of more complex problems.
Models and Methods in Computing (DTS)	30 Credits	Compulsory
This module introduces a number of principles that underlie computation and computer-based systems, and how they may be modelled. Both the static and dynamic aspects of computing systems are considered, with computation being viewed both in functional terms, and as a series of state transitions defined over abstract or virtual machines. The module provides a clear concept of modelling and specification of computational systems. The module illustrates some of the ways in which the use of formalisms in modelling and specification can aid those involved in the design, development and operation of computer-based systems.
Platforms for Computing (DTS)	15 Credits	Compulsory
This module introduces the notion of the computing platform in the organisation and function of modern computing systems. The computer and network hardware are platforms that support the operating system. The operating system is a platform that supports the application software and programming environment; The programming environment is a platform that supports the development of application software; The application software is a platform that supports the user experience. The organisation and combination of these platforms is illustrated by a historical succession of examples, culminating in the smartphone, a modern mobile computing device. The module also introduces the nature of data used by computing platforms, the form that data might take, the communication of that data, and constraints placed on that data by the choice of platform.
Human Dimensions of Computing (DTS)	30 Credits	Compulsory
This module introduces the history and major accomplishments of computer science and information technology, and their impact on modern life. Technology is only one part of the overall process of software development for business, and the human and social dimension of computing, including good design and UX (User Experience), is just as important and relevant to the professional. You will be led to understand how the human dimension must be a crucial factor to consider - in any decision-making process you will engage in as a professional - alongside the software development life-cycle. You will also learn to appreciate what an important role it plays in business-related environments and elsewhere. The module will also act as a subject matter vehicle for instruction and practice of academic skills (e.g. critical reading, writing précis, essays, reviews, design proposals, research design, technical reports; how to use information sources; how to successfully manage and perform reasoning and calculations involving probability and basic statistics).
System Requirements and Analysis (DTS)	15 Credits	Compulsory
This module focuses on the rationale, processes and outputs of software system analysis and requirements engineering activities. This requires you to focus on how organisations ensure that systems meet the requirements of all their stakeholders by using appropriate techniques. This approach will be used to cover the various processes such as eliciting, modelling, and validating requirements. At the elicitation stage this could include individual techniques such as benchmarking and interviewing.  Other techniques such as the use of prototypes, UML and user stories will be considered in the context of multiple processes, for example their use in both modelling and validating requirements.

Careers

Learners will develop the occupational competency for the role of Cyber Security Analyst. Though this role is quite broad and actual job titles may differ. Because of the core plus specialism model, graduates will be equipped for a broad range of careers in related occupations within the Digital Industries such as the IT industry or within IT departments.

In some cases, typical job titles can be different than the specialism. For example, Cyber security analyst apprentices may go on to take on roles such as IT Manager, Security manager, Database specialist, Data analyst, Digital Media Technology practitioner, Systems designer.

Course fact sheets
BSc (Hons) Digital and Technology Solutions (Cyber Security Analyst)	Download

Programme specifications
BSc (Hons) Digital and Technology Solutions Professional (Degree Apprenticeship)	Download

Additional information
Sandwich placement or study abroad year	n/a
Applications open to international and EU students	No

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