Complete thesis - Murdoch University

Specifically, the normative professional education model with its strict adherence to methodologiesderived from a ‘deterministic instrumental rationality in modern science’ (Truex andKlein, 1991; Introna, 1996) hampers the creativity of the RE process (Lubars et al, 1993;Maiden and Sutcliffe, 1992; Maiden and Gizikis, 2001). It:• restricts the essential characteristics of the process (such as opportunism (Guindon,1989) and creativity (Budgen, 1999))• assists in adding accidental complexity through attempts to control the RE’s professionalpractice (Sutcliffe and Maiden (1992) suggest strict adherence to method proceduresmay restrict natural problem-solving)• imposes a plan at odds to the RE’s cognitive planning mechanisms and hence interferingwith the management of knowledge (Visser (1990) suggests in practice, a plan is followedonly as it is cognitively cost-effective), and• implies a lack of confidence in domain knowledge (Adelson and Soloway (1985) suggestsdesign method practices are used as a mechanism for transferring knowledge rather thangenerating a solution).As the name Requirements Engineering implies, one view of the system/software analysisprocess grounds it in the implications of the term engineering. While there are domainsof specialisation within a discipline, the expectation is that they are very similar and requireidentical sets of cognitive processes. For example, all engineering tasks emphasiseproblem-solving, reasoning, creativity and team playing while requiring a good knowledge ofmathematics (Kearsley, 2000). In addition, being a critical thinker (one who has an inquiringmind, knows how to ask good questions and uses their answers to make meaning (King,1994)) is a pre requisite to effective engineering design. This assumes an ability to use highercognitive skills. However, issues in these areas are raised in discussions regarding appropriateeducation for engineering, with creativity a particular focus (Cropley and Cropley, 2000).Alternatively, Requirements Engineering may be placed within knowledge work. It is describedas having the following characteristics: information and knowledge is produced andreproduced; it is cerebral and involves the manipulation of abstractions and symbols thatboth represent the world and are objects in the world; it defies routinisation and requires theuse of creativity in order to produce idiosyncratic, esoteric knowledge; and requires a formaleducation which includes abstract, technical and theoretical knowledge (a list compiled bySchultze (2000) from numerous sources). Knowledge workers form a special class of whitecollarworker and include professionals, consultants, scientists, intellectuals and managers.153