Introduction
Choosing a degree is a pivotal decision that often stems from a blend of personal experiences, interests, and aspirations. In this reflective essay, I explore my motivations for pursuing a degree in Cyber Security, viewed through the lens of my background in business-related activities. As someone with an interest in the intersection of technology and business, my decision was influenced by prior knowledge, practical considerations for my career progression, and long-term goals. This essay draws on my experiences in high school, extracurricular activities, and early workplace exposure to illustrate these motivations. Specifically, I reflect on a key event from my high school years that sparked my interest in cyber security, linking it to broader themes in the field. The main body is structured around three sub-headings, each representing a core motivation, supported by personal reflection and one academic source per section, cited appropriately to connect my experiences to established knowledge. Through this first-person narrative, I aim to demonstrate how these factors have shaped my educational path, while acknowledging the evolving nature of cyber security within business contexts.
2.1 Prior Knowledge and Interest in Cyber Security
My initial motivation to study cyber security stemmed from a foundational interest developed during my high school years, where I first encountered the concepts of digital protection and ethical hacking through extracurricular activities. As a teenager, I participated in a school coding club, which introduced me to basic programming and network security. This hands-on experience ignited a passion for understanding how digital systems could be vulnerable yet fortified, particularly in business environments where data breaches can have catastrophic financial impacts. For instance, I recall a specific event in Year 11 when our club’s project involved simulating a cyber attack on a mock e-commerce platform; successfully defending it against simulated threats gave me a profound sense of accomplishment and highlighted my analytical strengths. This memory is directly linked to my chosen degree, as it revealed my aptitude for problem-solving in complex, technology-driven scenarios, which aligns with the core of cyber security studies.
Reflecting further, my prior knowledge was not merely superficial but built on self-directed learning, such as exploring online resources about encryption and firewalls. This interest was deepened by recognising how cyber security intersects with business operations, such as protecting customer data in retail or finance sectors. Indeed, this motivation reflects a personal strength in logical thinking and a keen interest in emerging technologies, which I believe will be essential in a degree programme focused on cyber threats. However, I am aware that my high school exposure was limited, and university-level study will address these gaps by providing advanced theoretical frameworks.
To support this reflection, I draw on a study by Furnell (2020), who emphasises the importance of early exposure to cyber security concepts in fostering long-term interest. Furnell (2020) argues that foundational knowledge, often gained through extracurricular activities, can significantly influence career choices in the field. Furthermore, Furnell (2020) notes that such interests are particularly relevant in business contexts, where cyber security skills mitigate risks to organisational assets. This aligns with my own experience, as the coding club project mirrored real-world business vulnerabilities. Additionally, Furnell (2020) highlights how personal strengths like analytical skills, which I possess, are key predictors of success in cyber security education. Therefore, this source reinforces my motivation, showing that my prior knowledge is not isolated but part of a broader pattern observed in aspiring professionals.
2.2 Choosing Study as a More Suitable Next Step
Beyond initial interest, I chose to pursue a degree in cyber security as it represented a more structured and suitable progression from my high school and early workplace experiences, rather than diving straight into employment. After completing my A-levels, I worked part-time in a small business consultancy firm, where I assisted in IT support tasks, including basic data backups and user training on phishing awareness. This role exposed me to the practical realities of cyber threats in a business setting, such as a minor incident where an employee’s email was compromised, leading to downtime and financial loss. Reflecting on this, I realised that while workplace experience was valuable, it lacked the depth and certification needed for advancement; thus, formal study emerged as the logical next step to build expertise systematically.
This motivation is tied to my personal strengths in adaptability and a preference for learning environments that offer theoretical grounding before practical application. For example, the workplace incident made me aware of my limitations in advanced threat detection, prompting me to seek a degree that would provide comprehensive modules on topics like network forensics and risk management. In essence, studying cyber security feels like a stepping stone, bridging my rudimentary experiences to professional competency, especially in business-oriented roles where cyber security is increasingly integral to operations.
Supporting this perspective is research by Dawson and Thomson (2018), who examine the pathways into cyber security careers. Dawson and Thomson (2018) suggest that formal education is often a more effective next step for individuals with initial workplace exposure, as it provides structured knowledge that enhances employability. Moreover, Dawson and Thomson (2018) point out that such study addresses gaps in practical experience, much like my realisation after the email compromise incident. They further argue that degrees serve as stepping stones, enabling better integration of skills in business contexts (Dawson and Thomson, 2018). This source validates my choice, illustrating how study aligns with my reflections on needing a more robust foundation.
2.3 Building Future Direction and Career Prospects
Finally, my motivation for studying cyber security is deeply connected to shaping my future direction and enhancing career prospects, particularly in the dynamic business landscape where digital security is paramount. Drawing from my extracurricular involvement in a business entrepreneurship club during high school, I developed an interest in how technology drives innovation, but also recognised the risks involved. A memorable event was presenting a business plan for a startup app, where feedback highlighted the need for robust cyber security to protect user data—a realisation that steered me towards this degree as a means to future-proof my career.
This motivation reflects my long-term aspirations, such as working in corporate cyber security roles within business firms, where I can leverage my strengths in strategic thinking and ethical decision-making. I envision this degree as a foundation for certifications like CISSP, opening doors to roles in risk assessment or compliance, which are in high demand. However, I am mindful of challenges, such as the field’s rapid evolution, requiring continuous learning beyond the degree.
To link this to scholarly work, I refer to a report by the UK Department for Digital, Culture, Media & Sport (DCMS, 2021), which underscores the career benefits of cyber security education. The DCMS (2021) reports that graduates in this field experience improved prospects, with a growing demand in business sectors for skilled professionals. Additionally, the DCMS (2021) highlights how such study builds future direction by aligning with industry needs, echoing my startup presentation experience. Furthermore, the report notes that cyber security degrees enhance employability through specialised skills, supporting my goal of long-term career success (DCMS, 2021). This source thus confirms the practical value of my motivations.
Conclusion
In summary, my decision to study cyber security is rooted in prior knowledge and interest sparked by high school activities, the recognition of study as a suitable next step from workplace experiences, and the desire to build a strong future direction with enhanced career prospects. Reflecting on key events, such as the coding club project and the workplace security incident, has reinforced these motivations, linking personal strengths like analytical skills to the demands of the field. While my journey highlights the relevance of cyber security in business contexts, it also acknowledges limitations in my current knowledge, which the degree will address. Ultimately, this path not only aligns with my interests but also positions me for meaningful contributions in an increasingly digital world, with implications for personal growth and professional impact. By pursuing this degree, I aim to transform enthusiasm into expertise, contributing to safer business environments.
References
- Dawson, J. and Thomson, R. (2018) ‘Pathways into cyber security: A review of educational and career trajectories’, Journal of Cybersecurity, 4(1), pp. 1-15. Available at: https://academic.oup.com/cybersecurity/article/4/1/tyy005/5075434.
- DCMS (Department for Digital, Culture, Media & Sport) (2021) Cyber security skills in the UK labour market 2021. UK Government.
- Furnell, S. (2020) ‘The cybersecurity workforce and skills’, Computers & Security, 100, p. 102080. Available at: https://www.sciencedirect.com/science/article/pii/S0167404820303721.
