Complete thesis - Murdoch University

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components examinedQuestion 1 What degree of alignment or dissonance is there between practice and educationfor Requirements Engineering?Question 2 What (educational) strategies will address the missing competencies practitionershave identified?As has been noted, while the bulk of the background literature is located in these two chapters,as a mechanism for ease of reading, in reality the literature, as with the methodology, wasemergent. For this reason, some detail that could be considered background is still locatedwithin the appropriate chapter.Chapter four discusses the research design and approaches this from the perspectives of researchin education and research in IT disciplines. The methodology chosen, Action Research,is informed by the style described as the ‘Deakin’ (Carr and Kemmis, 1986; Kemmis and Mc-Taggert, 1988) approach. This has merit in being adopted for studies in educational contexts(Zuber-Skerritt, 1982, 1995). Strategies for data collection and analysis are emergent, thereforea variety is discussed, and a summary of the approaches taken provided.Chapter five syn<strong>thesis</strong>es the knowledge gained from the previous chapters in order to developand present a framework for the Action Research study undertaken. The framework is basedon the integration of several models, each addressing a specific aspect of the study: a modelfor Action Research in an educational setting (Borg et al, 1993), a model of organisationalculture that reflects the educational context of the study (Rogers, 2002), and a model ofreflection that incorporates the necessity for engaging in double-loop learning in order toachieve professional development (Hatten, 1997).The next three chapters describe the individual cycles undertaken, following the narrativetradition of a chronological account (hence the journey metaphor). Chapter six looks atthe Cognitive Apprenticeship model for RE education as a mechanism for enabling authenticlearning and facilitating knowledge transfer. Chapter seven explores Problem-based Learning(PBL) as a model that focusses on students dealing with ill-structured problems in ‘wicked’domains by taking control of their learning. The model developed and applied in this cyclealso addresses issues of enabling creativity within a supportive learning environment. Chaptereight examines a hybrid model developed on the basis of reflection on the interventions ofthe previous two cycles. This model is applied, and students followed into the subsequentunit. The focus here is on the longer term success of the learning strategies identified asappropriate for RE education.The final chapter, Chapter nine, provides an overview of the findings of each cycle, both ata conceptual level and in practical terms, discusses the value of these and indicates what17
possibilities arise as outcomes of the research. This final chapter also addresses issues ofevaluation of this Action Research project, based on the framework established in Chapterfive. The <strong>thesis</strong> concludes with a suggestion for the future of education in the discipline ofRE.18
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 and 12: 8.24 RoLI results for Vaughn . . .
Page 13 and 14: 2.25 RE specific competencies for s
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: The outcome of this study is an und
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
Page 63 and 64: to technical problems that resemble
Page 65 and 66: positivism, situated along the cont
Page 67 and 68: and Scholes, 1990; Bulow, 1989). Th
Page 69 and 70: and to explore and describe require
Page 71 and 72: Figure 2.4: The catastrophe-cycle R
Page 73 and 74: meaning and a shared sense of parti
Page 75 and 76: assembled into a model bit by bit.
Page 77 and 78: 4 May ...I doubt that they’re str
Page 79 and 80: The characteristics noted above pos
Page 81 and 82: • the evolution of a discipline t
Page 83 and 84: expertise - intuitive situational r
Page 85 and 86: 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)
Page 471 and 472:
Watson H J, Young D, Miranda S, Rob
Page 473 and 474:
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
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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