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Educating the physical security professional: developing a science-based curriculum

机译：教育物理安全专业人员：制定基于科学的课程

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Within the security stratum is the jurisdictional practice of physical security; however, physical security is not currently a recognised professional undertaking. Professional standing is a social recognition, designated by the public and legal arenas. Yet the physical security practitioner is instrumental in addressing security concerns. Therefore, this study extends a recent article by Coole et al. (Secur J 1-29, 2016) to articulate educational learning objectives within a formal knowledge structure. The study applied a cultural domain analysis, using security expert focus groups to develop a physical security knowledge system. Findings indicated that knowledge subjects should be aligned in order to diagnose the security problem, inference an optimal resolution and identify treatment strategies. The study articulated the overarching physical security learning objectives, using a top-down structure and underpinned by subject learning objectives. The adoption of standardised learning objectives, based on clear content requisites, would represent a significant step forward in the professionalisation of the physical security professional.
机译：安全阶层内部是物理安全的管辖实践;但是，物理安全目前不是公认的专业事业。专业的身份是社会认可，由公共和法律竞技场指定。然而，物理安全从业者在解决安全问题方面是有关的。因此，本研究延伸了Coole等人的最新文章。 （Secur J 1-29,2016）在正式的知识结构中阐明教育学习目标。该研究应用了文化领域分析，使用安全专家焦点小组开发了物理安全知识系统。调查结果表明，应对知识受试者进行对齐，以诊断安全问题，推论最佳分辨率和识别治疗策略。该研究阐述了使用自上而下的结构和受试者学习目标支撑的总体的物理安全学习目标。根据明确的内容要求，采用标准化的学习目标将在实体安全专业人员的推行中表示一步。

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