Complete thesis - Murdoch University

Figure 2.9: The computing space occupied by RE (after Shackelford (2005))Exploration of the validity of this model should be attempted in the future. The spaceshould also be ‘expanded’ to encompass the soft and cognitive skills identified in this chapteras requisite for competent RE practice.2.6 Factors against successmy perception of someone who is successful is not someone that knows the most,it is someone who can use the knowledge they do have the bestengineer in study by Turley (1991, p 119)The review of model curricula described in this chapter indicates that, in general terms, thebase case of RE knowledge identified in practitioner studies is covered in models used byformal tertiary education. A look at generic IT (as opposed to specific RE) suggests Minor(2004)’s conclusion can be extrapolated - most BoKs and model curricula address specialisationcontent comprehensively (though obviously how the discipline is viewed ideologicallyhas some bearing). It can be stated that, in many cases, the emphasis placed by differentmodel curricula reflects, at a fundamental level, the base assumptions made on, for example,the nature of the system, the importance of its context, and the nature of knowledge required97