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Table 2.25: RE specific competencies for systems engineersEngineering Levels: I II III IVManage Requirements 2 4 5 6Diagram the typical Requirements Management 2 4 5 6Process and explain the basic activitiesassociated with each stepDescribe the basic format for writing high quality 3 5 6 6requirements statementsList the most common techniques for identifying 3 5 6 6requirements creepExplain the use of version control for tracking 2 4 5 6requirements within the same specificationsdocumentsDefine the following documents and how requirements 2 5 5 6differ/are the same among them:Systems Specification (SS),Sub-System Specifications (SSS),Operations Concept Document(OPSCON),Functional Specification (FS),Interface Control Documents (ICDs)Explain how to track requirements among the 2 5 5 6various system specifications documents soa change to a requirements in one part of thesystem documentation will flow to (ripple through)the other companion specification documentsIdentify the most common COTS packages for 3 5 5 6tracking requirements and provide a trade-offmatrix comparing the advantages and disadvantagesamong them4. analysing, evaluating or breaking down the information5. ability to synthesize the information to form an original result6. applying the information in both expected and unforeseen situations.and conforms with other model curricula in assessing graduates to a maximum of Bloom’sLevel 3 competency. Table 2.25 describes RE-specific competencies throughout the stages ofan Engineer’s career.EIA/IS-731.1This final look at RE activities is not part of a model curriculum, but was developed in conjunctionwith concurrent attempts to develop a Systems Engineering Capability AssessmentModel (SECAM), supported by INCOSE, a Capability Maturity Model (CMM) for SystemsEngineering (SE-CMM) and an appraisal method, generated by EPIC (Enterprise Process95
Improvement Collaboration). In 1996 a merge of the current versions was initiated under theauspices of the EIA (Electronic Industries Association) G-47 (Systems Engineering) Committee.The result is EIA Systems Engineering Capability Model (SECM) and SECM AppraisalMethod, proposed as standard EIA/IS-731.1.Within the Technical Category three focus areas are most closely relate to RE activities:FA 1.1: Define Stakeholder and System Level Requirements; FA 1.2 Define Technical Problem;FA 1.3 Define Solution. Other, non-technical activities are defined in the Managementor Environment Categories (eg Management Category: FA 2.1 Plan and Organise; FA 2.2Monitor and Control; FA 2.3 Integrate Disciplines; ; FA 2.5 Manage Risk; 2.7 Manage Configurations;FA 2.8 Ensure Quality. Environment Category: FA 3.1 Define and Improve theSystems Engineering Process).Specific practices are generally defined up to level 3 (Defined: where activities are significantlyeffective and work products are of significant utility).The value of this document is the wide variety of industry input and the depth of decompositionof focus areas identified.2.5.2 Towards a REBoKWhat does a review of the BoKs and model curricula indicate with regards to technicalcompetence in RE?It would seem that no one source provides the coverage hinted at by practitioner studies.Hinted at because technical components are implicitly considered as ‘covered’. Practitionersare more concerned about the variety of techniques and strategies learnt than the particularsof a specific approach. This is in keeping with the acceptance of technical skills as a ‘filter’for employment, noted previously. Attachment 1 of Appendix B provides a summary listingof topics (with brief explanation) which may be considered fundamental to the practice ofRE technically. This listing is compiled for the purpose of surveying IT professional engagedin RE practice, and is drawn from the BoKs and model curricula discussed in this chapter.If we were to present a schematic of the computing space of RE (following Shackelford (2005)),the landscape may look like that shown in Figure 2.9. What this indicates is an extractionof components of the computing space of IS, CS and SE (at the least). The basis of thelandscape is the SE space, providing coverage from theory to applications. Some of themore theoretical components of CS are important (formal methods are one example). Whilethere is perhaps less need for theoretical aspects of application technologies, the IS focus onorganisational issues is vital.96
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Educating Requirements Engineers in
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2.5.2 Towards a REBoK . . . . . . .
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5.4 The Murdoch context . . . . . .
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A.1 Curriculum components . . . . .
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5.5 Education for RE - Action Resea
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8.24 RoLI results for Vaughn . . .
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2.25 RE specific competencies for s
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.AbstractIt is acknowledged within
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.DeclarationI declare that this the
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This leap, from one lecturer to all
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on a positivist perspective - throu
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ary process should also be regarded
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(Kamsties et al, 1998; Morris et al
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same items of knowledge to be prese
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in RE education. In particular, ins
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derived from these and other source
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this interpretation can never be co
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The outcome of this study is an und
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possibilities arise as outcomes of
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The first section examines the real
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2.1 Practitioner perspectivesIn his
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themselves what they needed to know
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tencies are reinforced. He conclude
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Table 2.7: Lethbridge rankings: mos
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sonal and group attributes are cons
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eing able to apply a high level of
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on the perceived soft skills of the
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The first two items indicate a bi-p
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Table 2.12: Scott & Yates: top Engi
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Table 2.13: Scott & Wilson: top IS
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If marketing can tell you what they
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Page 65 and 66: positivism, situated along the cont
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Page 79 and 80: The characteristics noted above pos
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Page 91 and 92: Table 2.16: SEEK topicsTopic Bloom
Page 93 and 94: Topic Bloom Category HoursRequireme
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Page 97 and 98: 2.5.1 RE in model curricula and tex
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Page 101 and 102: Guideline 11 the underlying and end
Page 103 and 104: Table 2.20: SE component of CC-CSSE
Page 105 and 106: Table 2.22: IS 2002.7 analysis and
Page 107 and 108: Representative exit characteristics
Page 109 and 110: • focused on the needs of the wor
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Page 113: overview of informatics, especially
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Page 119 and 120: • problem-solving practice• cor
Page 121 and 122: Chapter 3A framework for learning R
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Page 125 and 126: in order to eliminate deviations or
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Page 151 and 152: Given these, a moderate level of tr
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Page 155 and 156: The importance of dialogueLearning
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use knowledge as opposed to passive
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in a domain may be attained through
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chunks, poorly indexed (and therefo
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If we summarise the findings on eac
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The perspective that suggests that
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• the evaluation of learning and
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Level 5 (ages 17-19) metaknowledge
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• support the learner in developi
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student needs to do, or they passiv
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taxonomy (Barrows and Tamblyn, 1980
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students are seen to be able to art
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development of abstract artefacts t
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through the traversal of layers, co
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• internal mental model - the acc
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• opportunity to develop cognitiv
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Chapter 4The research designThis ch
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4.1 Research in Education and ITEdu
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choice continue to be drawn from th
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• the increased importance of the
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intervene in some setting, or to en
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Owen (1997, p 37) presents a genera
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Design Research in ITThe new millen
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(promoting more efficient and effec
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Figure 4.1: Lewin’s spiral of Act
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outcomes - an action outcome whereb
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• it applies multiple techniques
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In conclusion, Action Research, as
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emphasise the importance of partici
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4.2.2 Mixed methodsSome researchers
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derived/validated measures that, in
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Table 4.4: Reflection in the Schola
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has recourse to in order to achieve
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theory and user of that theory, the
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Chapter 5Developing an Action Resea
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a model of organisational culture T
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context. Elliott (1982) refers to t
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disciplines. The continuing challen
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tionary cycles in 2002, 2003 and 20
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Figure 5.5: Education for RE - Acti
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Figure 5.6: Education for RE - Acti
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Students enrolled in ENG260 during
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year. This removed some inclination
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5.3.1 Diagnostic devicesThese inclu
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crete experience (CE) / abstract co
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Myers-Briggs Type Indicator (MBTI)/
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affects the individual: it is hard
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personal learning ‘profile’. Al
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also examined. Reports from this ac
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Figure 5.9: Pedagogical dimensions
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cultural sensitivity - allow for cu
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esearch, others triggered by changi
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discipline, at this point based pri
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Sorter (Keirsey and Bates, 1984) wa
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ing: they respond to information pr
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Student example mind maps is shown
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or with assistance from group peers
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of the how do I do this? and what d
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• the ‘correct solution’ to e
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Table 6.2: Instruments applied to C
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• they expect a fundamentally com
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percentage of students were success
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students were comfortable in taking
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strategies on other units within SE
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Chapter 7Implementing a model for c
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This reflection on the outcomes of
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The next section describes changes
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visual where reading text is classe
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Teacher characteristicsThe results
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was well done. The implication of t
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7.2.1 Decoding the disciplineMajor
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necessary for the enhancement of cr
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• outcomes such as the developmen
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Figure 7.6: ENG260 learning objecti
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Table 7.4: Positive influences for
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• constraints are discovered that
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changing shared understanding withi
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Figure 7.9: Setting the scene MurSo
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• identification of the learning
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Figure 7.13: Self assessment suppor
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in the context of implementing Crea
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environment where the teacher was c
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and return to the classroom for the
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all the questions on the site (RM21
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the course) required exploration, s
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The formal assessment of the unit w
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Figure 7.17: Things to add/change/d
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Student E [best aspect]real world s
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the 41% with same or higher MO, 28.
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to set up meetings, discuss their a
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WEAKNESSES of the paper:The results
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paper!Software Engineers with an in
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neous to the tasks undertaken.As we
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ecome vital. Professional practitio
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programmes within Engineering, albe
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offerings at third and fourth year
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Although the strategy discussed and
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On reflectionA key component of the
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Figure 8.4: Positive comments made
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The profile of the student enrolled
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What the summary chart (see Figure
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Table 8.2 for a description of the
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Murdoch’s graduate attributes, to
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in effect a small collection of tex
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expectationstoo much learning too q
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Although the class sessions within
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understanding of how our assignment
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to ensure tasks were on schedule. T
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future design studios. [...] While
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eceived).Impact on student developm
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Simon In my opinion I learn more co
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Curriculum - changes to the RE comp
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equired them to either consult with
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‘whole of group’ work (which ma
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Table 8.8: Tasks and keys applied i
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Figure 8.19: Cumulative activity lo
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Alaina is the most focussed member
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interaction between students’ stu
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approach to the unit• Student 2 (
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As indicated previously (see Table
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Students preconceptions predispose
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cussed. When the unit is not aligne
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Chapter 9Conclusions26 April 2006 -
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The lack of alignment between the a
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a learning dialogue (Laurillard, 19
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and Intellectual Capability. Stance
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These feedback cycles of interventi
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socially through negotiation (Jonas
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Figure 9.2: A conceptual framework
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Table 9.4: Principles for the evalu
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Credibility Guba and Lincoln (1994)
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comment from the accreditation pane
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as a skill to be continually adapte
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for the landscape is SE 3 . As note
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individual preferred learning style
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in the learning theory behind the m
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The Studio Learning model provides
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BibliographyAdams-Price C E (ed) (1
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Aurum A, Handzic M and Gardiner A (
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Billett S (1996) “Towards a model
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Budgen D (2004) “Computing Curric
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Conklin J (2005) “Wicked problems
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Diaz-Herrera J L and Hilburn T B (e
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Ezzy D (2002) Qualitative Analysis:
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Glass R L (1995) “A theory about
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Hatten R A (1997) Guidelines for Ef
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Jonassen D H (2000) “Towards a de
Page 457 and 458:
Lave J, Smith S and Butler M (1988)
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Lubars M, Potts C and Richer C (199
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Meyer J H F and Boulton-Lewis G M (
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Norton L S, Owens T and Clark L (20
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Reeves T C (1994) “Evaluating wha
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Scott G and Wilson D N (2002) “Tr
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Suwa M, Gero J and Purcell T (2000)
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Watson H J, Young D, Miranda S, Rob
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Appendix AThe Murdoch contextAs not
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components.These are common to all
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Table A.1: Kolb Learning Style Inve
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a strong and important minority: th
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sections. Once authenticated as a m
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help and underlying manuals. The fo
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Appendix BInstrumentsAlthough most
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3. How useful have the details of t
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B.2 School of Engineering Year Surv
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B.3 Student Surveys of UnitsUnivers
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B.4 Attachment 1: Educational Relev
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Systems Theoryand PracticeRequireme
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Fundamentals ofDesignHuman Computer
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numbers (e.g. 2.5,4.5). The scales
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Topics not specifiedabove:Topic:Top
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Creativityinstead (eg RE Topicsinst
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analysis,interpretation anddecision
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following activities during the las
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Non-profit associationOther, please
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managementprocessquality andimprove
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teststhroughRequirementsManagementc
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Appendix CStudent Reflective Journa
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Alaina Week 3What did I achieve thi
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DermotWeek 10This week has been goo
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