12 months expert tutor support / 24 hour access /Awarding body NCFE/
Fully accredited course /Online.
The Cybercrime Diploma is aimed at providing the learner with detailed knowledge on the different types of cyber-related crime.
The Diploma in Cybercrime opens the door to the world of crime that largely remains hidden behind misleading statistics and its many definitions, e.g. Criminal motivations, public and media fears and misperceived offenders. There is no doubt that ‘cyberspace’ appears to offer a vast range of new opportunities for criminal and deviant activities. It is a domain, with a brief history of barely three decades, which has been plagued with fears about its darker, border-free criminal activity, a fear felt by individuals and companies alike. Cybercrime offenders no longer require complex skills or techniques originally attributable to the first hackers. In the developing country context, in particular, sub-cultures of young engaged in computer-related financial fraud have emerged, many of whom begin involvement in cybercrime in later teenage years. Victims, however, are far-reaching, hence the fear. This is unsurprising given the range of offences which spread from online credit card fraud, identity and data theft, phishing, unauthorised access to an e-mail account, to child pornography, hate speech and post 9/11 concerns about global cyber terrorism.
This comprehensive Diploma contains a number of modules which tackle the considerable literature addressing issues such as the types of offences, the causes and motivations behind cyber-offending, the experiences of the victims of such crimes, the challenges facing investigative authorities, and the attempts at cybersecurity and how cybercrime is shaping the future development and use of the internet.
The initial modules provide an overview of cybercrime and the various types committed, from the most widespread offences such as hacking, identity theft and the use of viruses (considered cyber-dependent crime), to fraud, theft and sex offending (cyber-enabled crime). This includes descriptions and explanations of how the crimes are committed and possible motivations of the offenders. Particular attention is focused on subsequent modules dealing with more contemporary issues such as cyberstalking and bullying and how the development of social media has influenced the scale of such crimes. An overview of the challenges is also provided in later modules, as they relate to the investigation and prosecution of cybercrime.
After a summary of some of the investigative strategies undertaken by international and regional organisations in the fight against cybercrime, the course then continues with an analysis of different approaches with regard to international cooperation, the responsibility of Internet service providers and cybersecurity. Throughout the modules, learners are presented with case studies and assignments which require taking different disciplinary perspectives to answer essay questions and/or investigative perspectives in order to solve challenges or crimes.
This course will incorporate a variety of perspectives: psychology; criminological psychology; criminology; law; computer science; policing; security and intelligence services; government policy, etc. For this reason, there will be a multitude of terms and abbreviations which may be new to the learner. These include terms from the innocent sounding ‘vishing’ (as oppose to ‘smishing’) or ‘pharming’ or the scary sounding Carberp Trojan and Doxing (a favoured approach of hacktivists) to the more commonly-used terms such as cyber-espionage or Identity Theft.
Abbreviations which are frequently used in the cybercrime policy and support literature may also be relatively unknown even to learners who are computer and technology savvy – e.g. IC3, EMV, NFSA, SFA, PUK, etc. F