The role of mathematics in information security education

There exists a disconnect between the expectations of students of information security and the requirements imposed on their mathematical abilities and maturity at both the M.Sc. and Ph.D. levels. In this paper we discuss efforts at \GUC, Norway, to bridge this gap on one hand by providing a targeted curriculum component intended to provide the necessary mathematical tools for conducting research at the doctoral level. On the other hand we are critically examining the curricular dependencies and requirements at the M.Sc. level where two factors are becoming evident. First, not all students at this level have adequate mathematical backgrounds to be able to profit fully from the program even though they may meet all formal prerequisites. Second, there may exist areas where the depth and rigor of the mathematical foundations currently in place in the curriculum is not be strictly necessary. Both of these factors can impede access and subsequent success of graduate programs and must therefore be addressed carefully with the aim of striking a balance between these competing objectives.