Complete thesis - Murdoch University

alignment between the learner and the (discipline-aligned) learning model enhances studentlearning of that discipline.At this point in the development of the IT discipline, there is no formal education programmesthat specifically address RE: as the model curricula show, this key area of knowledge forsoftware development is addressed to a lesser rather than greater extent within suggestedprogrammes of study.The suggestion can be made, drawn from the findings of this research, that this state ofaffairs should not be acceptable while activities within the RE discipline continue to bemajor issues in the development of useful software systems. What is needed is a concertedeffort to augment appropriate RE skills within the software development community.In the first instance, and acknowledging the importance of learner maturity (intellectual,epistemological and experiential) the development of post-undergraduate programmes in REcould address the gap in knowledge identifies by practitioners as existing.This research also hints that not every IT professional would make a competent RE practitioner– certain personality and learning traits indicate an enhanced potential for success.Therefore the development of diagnostic instruments that specifically address such traits, andthe application of these to select students for RE (in the first instance for the post-graduateprogramme) goes even further in addressing the practitioner gaps identified.Industry requires RE professionals who integrate into the organisational structure, and havethe ability to adapt models, skills and analytical techniques quickly. In the longer term, therefore,in the same way that students may designate themselves, at the end of an undergraduatedegree, as an graduate of CS, IS or SE, it should be possible to proclaimI am a Requirements Engineer.417