  Cyber security has become an issue of national concern in the UK, USA and
many other countries worldwide. Universities have reacted to this by launching
numerous cyber security degree programmes. In this paper we explore the
structure of these degrees and in particular highlight the challenges faced by
academics teaching on them. We explore the issues relating to student
expectations and the CSI effect in students entering cyber security. We
highlight the science vs tools debate to bring focus to some of the pedagogic
tensions between students/industry and the academics who teach on the degree
courses. Cyber security is subject to numerous ethical issues and nowhere is
this more so than in a university environment. We analyse some of the ethical
teaching related issues in cyber security. This paper will be of interest to
professionals in industry as well as academics interested in exploring the
shape, flavour and structure of cyber security related degree courses and also
the challenges presented to the academics that teach these degrees.
