Complete thesis - Murdoch University

only to differing education systems (an international context, a computer science or engineeringschool context, an SE start in the first year or second year, a two semesters or threequarters academic year) but also to alternate environments (teaching and institutional).CC-CSThe CC-SE described above draws heavily on the Computer Science volume (CC-CS) of theComputing Curricula (Engel and Roberts, 2001). This section describes the final report forComputer Science, endorsed by both organisations at the end of 2001.Core topics within the curriculum are drawn from the CSBoK, and define a minimal, essentialcomponent of an undergraduate CS curriculum, to be extended by electives from the BoK.While a number of core topics are introductory, others assume prior knowledge.The units described are divided into three categories according to the level at which theyoccur in the curriculum. Those designated as introductory are typically entry-level unitsoffered in the first or second year. Units listed as intermediate are usually second- or thirdyearand build a foundation for further study in the field. Those designated as advanced aretaken in later years and focus on those topics that require significant preparation in termsof earlier coursework. The point of establishing the distinction between units is to providenatural boundaries for selecting implementation strategies.Several implementations of the model curricula are provided, based on the approach (egimperative-first, algorithm-first, breadth-first etc) advocated. In each of these, the RE componentis considered at intermediate level (though the introductory-level curriculum notesthe importance of specification in the software process). Of the 280 hours of core materialin the CSBoK, the cognitive capability in requirements expected of a CS graduate (establishedthrough completion of the RE component of the SE area) consumes 4, although someapproaches including an additional hour in an introductory unit.As can be seen from Table 2.20, CC-CS addresses the needs of RE only minimally within thetechnical component of the curriculum.While the unit SE5 includes the bulk of RE-related topics, others are included in SE1 (ObjectorientedAnalysis), SE3 (Requirements Analysis and Design Modelling tools), SE8 (SoftwareMeasurement and Estimation Techniques) and SE10 (Formal Methods). Table 2.21 indicatesthe learning objectives identified for SE5, and the competency levels applied to these.Despite the paucity of RE-related topics, the list of capabilities and skills for CS graduatesaddresses some which could be considered transferable to RE. These include:Modelling use technical knowledge and understanding in the modelling and design of sys-83