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List of Tables2.1 Minor: Bloom’s levels across model curricula . . . . . . . . . . . . . . . . . . . 212.2 Lee: Comparison of IS formal education and industry requirements . . . . . . 232.3 Noll: core IS skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 242.4 Turley rankings: competencies by participant category . . . . . . . . . . . . . 252.5 Lethbridge rankings: most and least learnt formally . . . . . . . . . . . . . . . 262.6 Lethbridge rankings: lag between formal learning and importance . . . . . . . 272.7 Lethbridge rankings: most important . . . . . . . . . . . . . . . . . . . . . . . 282.8 Lethbridge rankings: most important for managers . . . . . . . . . . . . . . . 282.9 Snoke: top IS generic competencies . . . . . . . . . . . . . . . . . . . . . . . . 302.10 RE topics learnt in formal education . . . . . . . . . . . . . . . . . . . . . . . 352.11 Other software topics learnt in formal education . . . . . . . . . . . . . . . . . 352.12 Scott & Yates: top Engineering capabilities . . . . . . . . . . . . . . . . . . . . 382.13 Scott & Wilson: top IS capabilities . . . . . . . . . . . . . . . . . . . . . . . . 402.14 Levels of competence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 662.15 BoK matches for RE-related topics . . . . . . . . . . . . . . . . . . . . . . . . 682.16 SEEK topics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 722.17 CSBOK: RE related topics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 752.18 Minor: curricula match to perceived industry needs . . . . . . . . . . . . . . . 782.19 RE component of CC-SE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 822.20 SE component of CC-CS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 842.21 Learning objectives of SE5 in CC-CS . . . . . . . . . . . . . . . . . . . . . . . 842.22 IS 2002.7 analysis and logical design . . . . . . . . . . . . . . . . . . . . . . . 862.23 Analytical and critical thinking . . . . . . . . . . . . . . . . . . . . . . . . . . 872.24 Industry perception of graduate attributes . . . . . . . . . . . . . . . . . . . . 91xi
2.25 RE specific competencies for systems engineers . . . . . . . . . . . . . . . . . . 953.1 Comparison of teacher- and student-centred learning environments (based onHirumi (2002)) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1614.1 Criteria for the validity of Action Research (based on Krefting (1991) and Guba andLincoln (1994)) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1984.2 Principles for the evaluation of Action Research (Anderson et al, 1994) . . . . . . 1984.3 Addressing possible weaknesses of non-positivist research (based on Krefting(1991) and Anderson et al (1994)) . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1994.4 Reflection in the Scholarship of Teaching model (Kreber, 1999) . . . . . . . . . . 2065.1 Tooling up for the Action Research project: instruments applied cycles (basedon Kember and Kelly (1993)) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2295.2 ASI Scales for Reproduction and Meaning Orientation (Richardson, 1990) . . . . 2376.1 Phases of Cognitive Apprenticeship model as implemented in ENG260 . . . . . 2566.2 Instruments applied to Cycle 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . 2626.3 Reflection in the Scholarship of Teaching model (Kreber, 1999) . . . . . . . . . . 2687.1 Learning style of undergraduate engineering students (percentages) . . . . . . 2777.2 RE 2003 students compared with the <strong>Murdoch</strong> profile (percentages) (based onKolb Learning Style Inventory) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2787.3 TSI categories (adapted from Dunn and Dunn (1993) by <strong>University</strong> of Toronto) . . . . . 2807.4 Positive influences for enhancing creative potential (Amabile, 1996) . . . . . . . . 2927.5 Creativity activities (Edmonds and Candy, 2002) . . . . . . . . . . . . . . . . . . . 2937.6 Instruments applied to Cycle 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . 3087.7 Issues in flexibility and creativity . . . . . . . . . . . . . . . . . . . . . . . . . 3127.8 Reflection in the Scholarship of Teaching model (Kreber, 1999) . . . . . . . . . . 3218.1 ATI Scales for Conceptual Change/Student Focus and Information Processing/TeacherFocus with their respective strategies (Prosser and Trigwell, 1999) . . 3438.2 Engineers Australia graduate attributes . . . . . . . . . . . . . . . . . . . . . . 3478.3 Excerpts from group minutes 2005 . . . . . . . . . . . . . . . . . . . . . . . . . 351xii
Page 1 and 2: Educating Requirements Engineers in
Page 3 and 4: 2.5.2 Towards a REBoK . . . . . . .
Page 5 and 6: 5.4 The Murdoch context . . . . . .
Page 7 and 8: A.1 Curriculum components . . . . .
Page 9 and 10: 5.5 Education for RE - Action Resea
Page 11: 8.24 RoLI results for Vaughn . . .
Page 15 and 16: .AbstractIt is acknowledged within
Page 17 and 18: .DeclarationI declare that this the
Page 19 and 20: This leap, from one lecturer to all
Page 21 and 22: on a positivist perspective - throu
Page 23 and 24: ary process should also be regarded
Page 25 and 26: (Kamsties et al, 1998; Morris et al
Page 27 and 28: same items of knowledge to be prese
Page 29 and 30: in RE education. In particular, ins
Page 31 and 32: derived from these and other source
Page 33 and 34: this interpretation can never be co
Page 35 and 36: The outcome of this study is an und
Page 37 and 38: possibilities arise as outcomes of
Page 39 and 40: The first section examines the real
Page 41 and 42: 2.1 Practitioner perspectivesIn his
Page 43 and 44: themselves what they needed to know
Page 45 and 46: tencies are reinforced. He conclude
Page 47 and 48: Table 2.7: Lethbridge rankings: mos
Page 49 and 50: sonal and group attributes are cons
Page 51 and 52: eing able to apply a high level of
Page 53 and 54: on the perceived soft skills of the
Page 55 and 56: The first two items indicate a bi-p
Page 57 and 58: Table 2.12: Scott & Yates: top Engi
Page 59 and 60: Table 2.13: Scott & Wilson: top IS
Page 61 and 62: If marketing can tell you what they
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to technical problems that resemble
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positivism, situated along the cont
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and Scholes, 1990; Bulow, 1989). Th
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and to explore and describe require
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Figure 2.4: The catastrophe-cycle R
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meaning and a shared sense of parti
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assembled into a model bit by bit.
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4 May ...I doubt that they’re str
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The characteristics noted above pos
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• the evolution of a discipline t
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expertise - intuitive situational r
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Table 2.14: Levels of competenceJon
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to undertake Requirements Engineeri
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equirements analysis - the process
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Table 2.16: SEEK topicsTopic Bloom
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Topic Bloom Category HoursRequireme
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5. translate into natural language
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2.5.1 RE in model curricula and tex
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Figure 2.8: The computing space occ
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Guideline 11 the underlying and end
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Table 2.20: SE component of CC-CSSE
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Table 2.22: IS 2002.7 analysis and
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Representative exit characteristics
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• focused on the needs of the wor
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trol and maintenance of available I
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overview of informatics, especially
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Improvement Collaboration). In 1996
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to undertake these activities. In g
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• problem-solving practice• cor
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Chapter 3A framework for learning R
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worldview do not align with the cha
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in order to eliminate deviations or
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egarding new information. Mental mo
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mental models and beliefs that the
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element of the definition of a prob
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hypothesis evaluation - testing and
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equired by the task is required. Ab
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An additional aspect of expertise r
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• that a process of reflection (b
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• preliminary assumptions and obs
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answer, being evaluated; working un
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inhibited by environments that enge
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While behaviourism and cognitivism
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• the importance of socialisation
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Given these, a moderate level of tr
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the activities: from a priority giv
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The importance of dialogueLearning
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(Gobet and Wood, 1999).learning pro
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ticipating in communities of authen
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Lave et al (1988) suggested that le
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assumption is that a certain minimu
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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
Page 443 and 444:
Budgen D (2004) “Computing Curric
Page 445 and 446:
Conklin J (2005) “Wicked problems
Page 447 and 448:
Diaz-Herrera J L and Hilburn T B (e
Page 449 and 450:
Ezzy D (2002) Qualitative Analysis:
Page 451 and 452:
Glass R L (1995) “A theory about
Page 453 and 454:
Hatten R A (1997) Guidelines for Ef
Page 455 and 456:
Jonassen D H (2000) “Towards a de
Page 457 and 458:
Lave J, Smith S and Butler M (1988)
Page 459 and 460:
Lubars M, Potts C and Richer C (199
Page 461 and 462:
Meyer J H F and Boulton-Lewis G M (
Page 463 and 464:
Norton L S, Owens T and Clark L (20
Page 465 and 466:
Reeves T C (1994) “Evaluating wha
Page 467 and 468:
Scott G and Wilson D N (2002) “Tr
Page 469 and 470:
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
Page 479 and 480:
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
Page 515 and 516:
Appendix CStudent Reflective Journa
Page 517 and 518:
Alaina Week 3What did I achieve thi
Page 519 and 520:
DermotWeek 10This week has been goo
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