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an approach is that the discrepancy between what people say and what people do can beaddressed.In conclusion, accepting the view that RE is a ill-structured ‘wicked’ domain, the interventionsundertaken in this research examine differing modes of inquiry and exploration in order tocreate a learning environment that supports the gaining of competency in RE, and moreclosely aligns with practitioner requirements of novice REs.The next chapter describes the framework developed for the research and describes the contextin which it is undertaken.211
Chapter 5Developing an Action Research modelfor RE educationAs discussed in Chapter 4, Action Research is a methodology that addresses the requirementsand outcomes of both ‘action’ and ‘research’. Within an educational setting, it is valuableas a mechanism to inform practice and enable practice to refine theory. As Zuber-Skerritt(1982) concludes, systematic, controlled Action Research in education can lead to practitionercontributions to the advancement of knowledge in higher education. Action Research is alsovaluable in an environment involving distance between espoused and applied theory. Here aconfrontation between theory and practice act as trigger for the research undertaken, with agoal of enabling critical change of the environment.Action Research therefore is the most appropriate research method in the context of thestudy:• it is a field-based study of a social practice, involving the participants themselves intheir natural setting and exploiting the biases inherent in such an environment. Ineducation Action Research places the researcher in the dual position of producer ofeducation theory/policy and user of that theory through practice• it is interventionist – the change in existing practice implicit in Action Research seesthe researcher act as agent of change while acknowledging that the changes that occurare not solely due to the actions taken• it is flexible enough to adopt any methods that satisfy its raison d’être. With thepotential to provide feedback holistically, the research ideas are allowed to evolve andemerge as part of an ongoing learning and reflection process.In order to address concerns raised against Action Research (eg Orlikowski and Baroudi212
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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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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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Page 181 and 182: student needs to do, or they passiv
Page 183 and 184: taxonomy (Barrows and Tamblyn, 1980
Page 185 and 186: students are seen to be able to art
Page 187 and 188: development of abstract artefacts t
Page 189 and 190: through the traversal of layers, co
Page 191 and 192: • internal mental model - the acc
Page 193 and 194: • opportunity to develop cognitiv
Page 195 and 196: Chapter 4The research designThis ch
Page 197 and 198: 4.1 Research in Education and ITEdu
Page 199 and 200: choice continue to be drawn from th
Page 201 and 202: • the increased importance of the
Page 203 and 204: intervene in some setting, or to en
Page 205 and 206: Owen (1997, p 37) presents a genera
Page 207 and 208: Design Research in ITThe new millen
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Page 211 and 212: Figure 4.1: Lewin’s spiral of Act
Page 213 and 214: outcomes - an action outcome whereb
Page 215 and 216: • it applies multiple techniques
Page 217 and 218: In conclusion, Action Research, as
Page 219 and 220: emphasise the importance of partici
Page 221 and 222: 4.2.2 Mixed methodsSome researchers
Page 223 and 224: derived/validated measures that, in
Page 225 and 226: Table 4.4: Reflection in the Schola
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Page 229: theory and user of that theory, the
Page 233 and 234: a model of organisational culture T
Page 235 and 236: context. Elliott (1982) refers to t
Page 237 and 238: disciplines. The continuing challen
Page 239 and 240: tionary cycles in 2002, 2003 and 20
Page 241 and 242: Figure 5.5: Education for RE - Acti
Page 243 and 244: Figure 5.6: Education for RE - Acti
Page 245 and 246: Students enrolled in ENG260 during
Page 247 and 248: year. This removed some inclination
Page 249 and 250: 5.3.1 Diagnostic devicesThese inclu
Page 251 and 252: crete experience (CE) / abstract co
Page 253 and 254: Myers-Briggs Type Indicator (MBTI)/
Page 255 and 256: affects the individual: it is hard
Page 257 and 258: personal learning ‘profile’. Al
Page 259 and 260: also examined. Reports from this ac
Page 261 and 262: Figure 5.9: Pedagogical dimensions
Page 263 and 264: cultural sensitivity - allow for cu
Page 265 and 266: esearch, others triggered by changi
Page 267 and 268: discipline, at this point based pri
Page 269 and 270: Sorter (Keirsey and Bates, 1984) wa
Page 271 and 272: ing: they respond to information pr
Page 273 and 274: Student example mind maps is shown
Page 275 and 276: or with assistance from group peers
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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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