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long term behaviourial patterns and used a systems field theory model to characterise thesepatterns.In the Keirsey model, personality is divided into four temperaments, each with four subcategories.The following summaries are taken from Keirsey and Bates (1984):• Artisans – (SP) (35-40%) being concrete in communicating and utilitarian in implementinggoals, can become highly skilled in tactical variation. Thus their most practicedand developed intelligent operations are usually promoting and operating (SPTexpediting), or displaying and composing (SPF improvising). Subtypes include Composer,Performer, Crafter, Promoter. Artisans prefer jobs where they can troubleshoot,respond to crises and negotiate. They also enjoy identifying and responding to opportunities• Guardians – (SJs) (40-45%) being concrete in communicating and co operative in implementinggoals, can become highly skilled in logistics. Thus their most practiced anddeveloped intelligent operations are often supervising and inspecting (SJT administering),or supplying and protecting (SJF conserving) Subtypes include Inspector, Supervisor,Protector, Provider. Guardians prefer jobs that demand responsibility. Theyenjoy improving the efficiency of processes and setting up standardised procedures• Idealists – (NFs) (8-10%) being abstract in communicating and co-operative in implementinggoals, can become highly skilled in diplomatic integration. Thus their mostpracticed and developed intelligent operations are usually teaching and counselling(NFJ mentoring), or conferring and tutoring (NFP advocating). Subtypes includeHealer, Champion, Counsellor, Teacher. Idealists enjoy jobs that allow them to supportand encourage others. Their tendency to be enthusiastic can energise and improvethe morale of others• Rationals – (NTs) (5-7%) being abstract in communicating and utilitarian in implementinggoals, can become highly skilled in strategic analysis. Thus their most practicedand developed intelligent operations tend to be marshalling and planning (NTJorganising), or inventing and configuring (NTP engineering). Subtypes include Engineer,Inventor, Fieldmarshal and Mastermind. Rationals enjoy jobs that demand ahigh level of expertise and high standards of competence. They enjoy designing andunderstanding systems.The problem with both the Keirsey and Myers characterisation of personality for a particularindividual is both the complexity of the individual and the myriad of circumstances that235
affects the individual: it is hard to apply general descriptions to some specific examples.However, If undertaken ‘naively’ (ie not attempting to manipulate the results), personalitymodels are useful in providing some indications of behaviour that can be explored further.Information Processing ModelsWhile personality-centred models are considered a relatively stable indicator of how an individualinteracts with and responds to the learning environment, information-processingmodels capture students’ responses and adaptations to learning contexts. As well as beingdetermined, to some extent, by past experience, the choice of approach is also influenced bystudent perception of the nature of the unit they are studying. The work of Entwistle andRamsden (1983) confirms this, while that of Ramsden (1988) adds that the manifestation ofdeep and surface learning is also dependent on the discipline.Students may be inclined to approach their learning in one of several ways. Despite a widevariety of methodologies and descriptive terms, a clear consensus has emerged that studentsapproach learning with either a ‘surface’ or a ‘deep’ orientation, originally identified by Martonand Saljo (1976). These orientations are complemented by motives and strategies thatare dependant on a specific learning context.Those with a surface orientation tend to take an approach characterised as instrumental,reproductive and minimalist, relying on rote memorisation and mechanical formula substitutionand making little or no effort to understand the material being taught. Those with adeep orientation tend to adopt a meaningful approach, characterised as striving for meaningand understanding, probing and questioning and exploring the limits of applicability of newmaterial.There is a general consensus that a deep approach to learning is desirable in higher education.There is also research evidence to support an association between deep approaches and enhancedlearning outcomes: students using a deep approach appear more able to demonstratetheir understanding, develop their conceptions of material and report greater developmentof generic skills (see Wilson and Fowler (2005) for a discussion of the relevant studies).However, it is also shown that students of either orientation prefer teaching methods whichencourage those approaches to learning (Entwistle and Tait, 1990). The value of investigatinginformation-processing learning models is therefore to provide justification for educatorsseeking to influence students towards deeper approaches to learning.Approaches to Study Inventory (ASI)The Approaches to Study Inventory by Entwistle and Ramsden (1983), was developed toaddress a range of concepts, including motivation and study methods. It describes four236
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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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• 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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Page 221 and 222: 4.2.2 Mixed methodsSome researchers
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Page 225 and 226: Table 4.4: Reflection in the Schola
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Page 231 and 232: Chapter 5Developing an Action Resea
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Page 235 and 236: context. Elliott (1982) refers to t
Page 237 and 238: disciplines. The continuing challen
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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
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Page 253: Myers-Briggs Type Indicator (MBTI)/
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
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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
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Page 281 and 282: Table 6.2: Instruments applied to C
Page 283 and 284: • they expect a fundamentally com
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Page 287 and 288: students were comfortable in taking
Page 289 and 290: strategies on other units within SE
Page 291 and 292: Chapter 7Implementing a model for c
Page 293 and 294: This reflection on the outcomes of
Page 295 and 296: The next section describes changes
Page 297 and 298: visual where reading text is classe
Page 299 and 300: Teacher characteristicsThe results
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Page 303 and 304: 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
Page 453 and 454:
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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