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Lee J and Truex D P (2000) “Exploring the impact of formal training in ISD methods onthe cognitive structure of novice information systems developers”, Information SystemsJournal, 10, pp 347–367Lee M and Kim D (2005) “The effects of the Collaborative Representation Supporting Tool onproblem-solving processes and outcomes in web-based collaborative Problem-Based Learning(PBL) environments”, Journal of Interactive Learning Research, 16(3), pp 273–293Leite J C S P (2000) “Is there a gap between RE research and RE practice?”, in “Fourth InternationalConference on Requirement Engineering”, Los Alamitos (CA): IEEE ComputerSociety, pp 73–74, in IEEE (2000)Leitheiser (1992) “MIS skills for the 1990s: a survey of MIS managers’ perceptions”, Journalof Management Information Systems, 9(1), pp 69–91Lepper M R, Woolverton M, Mumme D L and Gurtner J L (1993) “Motivational Techniquesof Expert Human Tutors: lessons for the design of computer-based tutors”, in Lajoie S Pand Derry S J (eds) “Computers as cognitive tools”, Hillsdale (NJ): Erlbaum, pp 75–105Lethbridge T C (1999) The relevance of education to software practitioners: data from the1998 survey, Computer Science Technical Report TR-99-05, School of Information Technologyand Engineering, <strong>University</strong> of Ottowa, CanadaLethbridge T C (2000) “What knowledge is important to a software professional?”, Computer,33(5), pp 44–50Levy A (1986) “Second order planned change: definition and conceptualisation”, OrganisationalDynamics, 15, pp 5–20Lewin K (1946) “Action research and minority problems”, Journal of Social Issues, 2, pp34–46Lewin K (1952) “Group decision and social change”, in Swanson G E, Newcomb T M andHartley F E (eds) “Readings in Social Psychology”, New York: Holt, pp 459–473Lidtke D, Stokes G E, Haines J and Mulder M C (eds) (1999) An Information Systems-centricCurriculum ‘99: program guideleines for educating the next generation of information systemsspecialists, in collaboration with industry, http://www.iscc.unomaha.eduLincoln Y S (1985) “The substance of the emergent paradigm: implications for researchers”,in “Organisational Theory and Inquiry: the paradigm revolution”, pp 137–157, cited inGrover and Greer (1991)Lindblom-Ylänne S (2004) “Raising students awareness of their approaches to study”, Innovationsin Education and Teaching International, 41(4), pp 405–421Litecky C R, Arnett K P and Prabhakar B (2004) “The paradox of soft skills versus technicalskills in IS hiring”, Journal of Computer Information Systems, 45(1), pp 69–76Loucopoulos P and Karakostas V (1995) System Requirements Engineering,McGraw-HillLondon:Lowry G and Turner R (2005) “Information Systems Education for the 21st Century: aligningcurriculum content and delivery with the professional workplace”, in Carbonara D (ed)“Technology Literacy Applications in Learning Environments”, Hershey (PA): IRM Press,pp 171–202Lowry G and Turner R (eds) (in press) Information Systems and Technology Education: fromthe university to the workplace, Hershey (PA): Idea Group439
Lubars M, Potts C and Richer C (1993) “A review of the state of the practice in requirementsmodeling”, in IEEE (a), pp 2–14, in IEEE (1993)Lucas U and Meyer J H F (2004) “Supporting student awareness: understanding student preconceptionsof their subject matter within introductory courses”, Innovations in Educationand Teaching International, 41(4), pp 459–471Lumsdaine E, Shelnutt J and Lumsdaine M (1999) “Integrating creative problem solving andengineering design”, http://www.succeed.ufl.edu/papers/99/00294.pdfLumsdaine M and Lumsdaine E (1995) “Thinking preferences of engineering students: implicationsfor curriculum restructuring”, Journal of Engineering Education, 84(2), pp 193–204Macauley L and Mylopoulos J (1995a) “Requirements Engineering: an educational dilemma”,Automated Software Engineering, 2(4), pp 343–351Macauley L and Mylopoulos J (1995b) “Requirements Engineering: an educationaldilemma”, Forum for Academic Software Engineering, 5(22),http://www.cs.ttu.edu/fase/v5n22.txtMaccoby M, Jurgen R K, Perry T S and Watson G F (1991) “Innovative genius: the innovativemind at work”, IEEE Spectrum, 28(12), pp 23–35Madison G B (1988) The Heurmeneutics of Postmodernity: figures and themes, Bloomfield(IN): Indiana <strong>University</strong> PressMaiden N and Gizikis A (2001) “Where do requirements come from?”, IEEE Software, 18(5),pp 10–12Maiden N A M and Sutcliffe A G (1992) “Exploiting reusable specifications through analogy”,Communications of the ACM, 34(5), pp 55–64Malhotra A, Thomas J C, Carroll J M and Miller L A (1980) “Cognitive processes in design”,International Journal of Man-Machine Studies, 12, pp 119–140Mansell G (1991) “Action research in information science development”, Journal of InformationSystems, 1, pp 29–40March J G and Simon H A (1958) Organisations, New York: WileyMarch S and Smith G (1995) “Design and natural science research on information technology”,Decision Support Systems, 15, pp 251 – 266de Marco T and Lister T (1999) Peopleware: product projects and teams, New York: DorsetHouse, 2nd edMarcos E (2005) “Software engineering research versus software development”, ACM SIG-SOFT Software Engineering Notes, 30(4), pp 1–7Marini A and Genereux R (1995) “The challenge of teaching for transfer”, Hillsdale (NJ):Erlbaum, pp 1–19Martin R, Maytham B, Case J and Fraser D (2005) “Engineering graduates’ perceptionof how well they were prepared for work in industry”, European Journal of EngineeringEducation, 30(2), pp 167–180Marton F and Saljo R (1976) “On qualitative differences in learning I - outcomes and processes”,British Journal of Educational Psychology, 46, pp 4–11440
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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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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
Page 407 and 408: Chapter 9Conclusions26 April 2006 -
Page 409 and 410: The lack of alignment between the a
Page 411 and 412: a learning dialogue (Laurillard, 19
Page 413 and 414: and Intellectual Capability. Stance
Page 415 and 416: These feedback cycles of interventi
Page 417 and 418: socially through negotiation (Jonas
Page 419 and 420: Figure 9.2: A conceptual framework
Page 421 and 422: Table 9.4: Principles for the evalu
Page 423 and 424: Credibility Guba and Lincoln (1994)
Page 425 and 426: comment from the accreditation pane
Page 427 and 428: as a skill to be continually adapte
Page 429 and 430: for the landscape is SE 3 . As note
Page 431 and 432: individual preferred learning style
Page 433 and 434: in the learning theory behind the m
Page 435 and 436: The Studio Learning model provides
Page 437 and 438: BibliographyAdams-Price C E (ed) (1
Page 439 and 440: Aurum A, Handzic M and Gardiner A (
Page 441 and 442: 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: Lave J, Smith S and Butler M (1988)
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
Page 475 and 476: components.These are common to all
Page 477 and 478: Table A.1: Kolb Learning Style Inve
Page 479 and 480: a strong and important minority: th
Page 481 and 482: sections. Once authenticated as a m
Page 483 and 484: help and underlying manuals. The fo
Page 485 and 486: Appendix BInstrumentsAlthough most
Page 487 and 488: 3. How useful have the details of t
Page 489 and 490: B.2 School of Engineering Year Surv
Page 491 and 492: B.3 Student Surveys of UnitsUnivers
Page 493 and 494: B.4 Attachment 1: Educational Relev
Page 495 and 496: Systems Theoryand PracticeRequireme
Page 497 and 498: Fundamentals ofDesignHuman Computer
Page 499 and 500: numbers (e.g. 2.5,4.5). The scales
Page 501 and 502: Topics not specifiedabove:Topic:Top
Page 503 and 504: Creativityinstead (eg RE Topicsinst
Page 505 and 506: analysis,interpretation anddecision
Page 507 and 508: following activities during the las
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Non-profit associationOther, please
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managementprocessquality andimprove
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teststhroughRequirementsManagementc
Page 515 and 516:
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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