Complete thesis - Murdoch University

2.1 Practitioner perspectivesIn his Point/Counterpoint discussion, Bach stated that one reason Software Engineering isnot more seriously studied is the common industry belief that most of the books and classesthat teach it are impractical (Bach, 1997). An overview of the studies undertaken to gain apractitioner perspective indicates that such an indictment is not too far from the mark withregards to Requirements Engineering.2.1.1 Studies addressing the global perspectiveMost of the studies described below address RE activities in relatively general terms only:they addresses skills and knowledge required for software development activities, of whichRE is acknowledged as one (perhaps core) component. However, as Minor (2004) notes, theyonly examine the general importance of specific topics, as perceived by different stakeholders.Some of these studies examine whether the skills and knowledge needed for the activitiesnecessary to perform RE in detail are reflected in the respective model curricula, otherslook to practitioner perception of their formal education to map the relationship. However,since different approaches are taken in gaining this knowledge from different target groups:surveys, focus groups, fora or interviews applied to experienced practitioners, managers,recruitment staff, students and recent graduates, as well as examination of job advertisementsover the disciplines of IS, CS and Engineering, some insight into the practitioner perspectiveis possible.IS practitioner perspectivesSummarising his work of the previous decade on the knowledge requirements and professionaldevelopment of young IS workers Lee (1999b) refers to:• Trauth et al (1993) which found significant gaps between what industry expects ISworkers to know versus what universities teach IS students• Lee et al (1995) which examined the expectations of graduates of IS, both at the timeof the study and extrapolated, based on expected future developments. Their conclusionwas that the knowledge and skills required change, so that that the ability tolearn quickly on the job was critical to IS workers. In addition to technical skills andknowledge, the study identifies a wider range of non-technical skills, such as businessfunctional knowledge, interpersonal and management skills, and technology managementskills as important to IS professionals22