Complete thesis - Murdoch University

The description in this section is taken from CC-SE, the Computing Curricula – SoftwareEngineering (LeBlanc and Sobel, 2004). This volume does not provide prescriptive modelcurricula – rather it identifies a minimal coreconsisting of the essential material that professionals teaching software engineeringagree is necessary for anyone to obtain an undergraduate degree in this field.By insisting on a broad consensus in the definition of the core, it is hoped the corewill be as small as possible, giving institutions the freedom to tailor the electivecomponents of the curriculum in ways that meet their individual needs. [...] Everyundergraduate program will include additional units, both within and outsidethe software engineering body of knowledge, which this document does not attemptaddress.(LeBlanc and Sobel, 2004, p 18)Therefore, in a move away from a prescriptive approach to model curricula, a set of studentoutcomes has been identified, intended as a generic list that could be adapted to a variety ofsoftware engineering programme implementations. Those relevant to RE include:• show mastery of the software engineering knowledge and skills necessary to begin practiceas a software engineer• work as an individual and as part of a team to develop and deliver executable artefacts• reconcile conflicting project objectives, finding acceptable compromises within limitationsof cost, time, knowledge, existing systems, and organizations• understand the process of determining client needs and translating them to softwarerequirements• demonstrate an understanding and appreciation for the importance of negotiation, effectivework habits, leadership, and good communication with stakeholders in a typicalsoftware development environment• learn new models, techniques, and technologies as they emerge and appreciate thenecessity of such continuing professional development.(LeBlanc and Sobel, 2004)Curriculum design and delivery is based on a set of eighteen guidelines that should be consideredby those developing an undergraduate SE curriculum, and by those teaching individualSE units. These guidelines, in general, transcend the content if any specific curriculum. Theyprovide an underpinning on how the content should be taught. As some examples:81