2022-12-03-兰德-不断发展的运营领域教育_84页_888kb

Report Summary: Educating for Evolving Operational Domains

Introduction

This report examines the role of the Department of Defense's (DoD) graduate-level educational institutions in providing education on cyberspace and the information environment (IE). The focus, particularly for the College of Information and Cyberspace (CIC), includes understanding demand, supply, and future options in this domain (RR-A1548-1).

Cyber and Information Demand

• The FY 2021 NDAA mandated a report assessing DoD's needs for educated personnel in IE and cyberspace partly to influence closing plans for the CIC.
• Congress and DoD recognize the growing importance of cyberspace and IE for national security, moving beyond traditional warfare concepts.
• Demand originates from the evolution of these domains and departmental guidance emphasizing strategy, operations, and integration. Cyberspace offers both opportunities and threats, requiring skilled personnel.

DoD Educational Institutions

• DoD's educational ecosystem comprises 13 institutions offering education from generalist perspectives at the Joint Professional Military Education (JPME) Phase II and equivalent graduate levels, concentrating on strategy, management, and technical skills.
• CIC stands out by offering degrees and certificates spanning strategy and management for both joint warfighting and the cyber workforce, providing synergistic educational opportunities.
• Other institutions focus on technical degrees (AFIT, NPS), strategy (NDU schools, USAWC), military deception (JFSC), or intelligence (NIU), with varying levels of integration and only specific schools offering dedicated cyber/IE concentrations or certificates.

Demand and Supply Comparison (AY 2020-2021)

• Demand: Estimated personnel in key cyber and IE work roles (DCWF, IoT/IE functions) exceeds the supply.
• Supply: DoD education produces about 981 graduates per year in specialized cyber/IE fields. Roughly 600 are service personnel, 300 civilians. This is estimated to cover only about 62% of military personnel demand and 14-33% of civilian personnel demand (depending on assumptions).
• Imbalance: The technical focus dominates curricula, while strategy and management, stronger at CIC, may not be fully meeting staffing and acceleration needs. Demand for education in integration and joint planning is high.

Options/Recommendations

Based on findings, recommendations focus on enhancing CIC's capabilities and alignment:

1. Maintain Dual Mission: CIC provides distinct, necessary strategic and management education for both joint warfighters and cyber personnel, synergizing its multiple programs (master's, certificates). Elimination or reduction would remove valuable capabilities.
2. Increase Awareness and Advertise Programs: Improve outreach to DoD components and across the department to increase awareness and utilization of CIC's offerings, including targeting underserved communities.
3. Strengthen Governance Arrangements: Identify dedicated governance partners (e.g., relevant OSD components, USCYBERCOM, DoD CIO) with funding to sustain and enhance CIC's cyber workforce mission, clarifying roles and responsibilities.

Concluding Thoughts

CIC is a valuable and necessary component of the DoD educational ecosystem that brings value through its education, research, engagement, and service. Implementing the recommendations robustly will better position CIC and the DoD educational system to meet future national security priorities in cyberspace and the information domain.