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(Leadership and Negotiation ranked third and fourth, and Data Acquisition ranked seventh).Unfortunately, many of these appear to have been learnt on the job (eg Requirements Gathering& Analysis ranks 6th for mostly learnt on the job, and 4th for very high on-the-joblearning). This topic is also highlighted as having a gap in training (inadequate knowledgebased on importance), with a 60 % difference noted between formal education and overallimportance (Lethbridge, 1999) (see Table 2.6). Although the relative youth of undergraduateSE programmes is potentially one explanation for the high differences exhibited in professionspecifictopics, model curricula and BoKs indicate such RE-related topics have usually beenincluded. Therefore, at least in this case it would seem that teaching does not reflect theneeds of the practice.Table 2.6: Lethbridge rankings: lag between formal learning and importanceRank Topic % Lag1 Negotiation 842 Configuration & Release Management 833 Leadership 734 Maintenance, Re engineering & Reverse Engineering 725 HCI / User Interfaces 676 Software Reliability & Fault Tolerance 647 Ethics and Professionalism 63Project Management 639 Management 6110 Requirements Gathering & Analysis 6011 Testing, Verification & Quality Assurance 5912 Object Oriented Concepts & Tech 5813 Giving Presentations to an Audience 5214 Software Design and Patterns 48Technical Writing 4816 Analysis & Design Methods 4417 Software Architecture 4318 Systems Programming 4219 Data Transmission & Networks 4220 Network Architecture & Data Transmission 40Of relevance to our consideration, Lethbridge computed overall importance of topics, based onthe average of both importance of details and influence. Table 2.7 provides the top rankings.Again RE topics rate highly (in italics).Meanwhile, managers rate both RE topics and more generic skills higher than developersat large (see Table 2.8). This is consistent with other studies that show a broader focus atmanagerial level.Lee also looked at the long term professional development of young engineers as technolo-27
Table 2.7: Lethbridge rankings: most importantRank Topic1 Specific Programming Languages2 Data Structures3 Software Design & Patterns4 Software Architecture5 Requirements Gathering & Analysis6 HCI / User Interfaces7 Object Oriented Concepts & Techniques8 Ethics and Professionalism9 Analysis & Design Methods10 Giving Presentations to an Audience11 Project Management12 Testing, Verification & Quality Assurance13 Design of Algorithms14 Technical Writing15 Operating Systems16 Databases17 Leadership18 Configuration & Release Management19 Data Transmission & Networks20 ManagementTable 2.8: Lethbridge rankings: most important for managersRank Topic1 Project Management2 Requirements Gathering & Analysis3 Giving Presentations to an Audience4 Management5 Ethics and Professionalism6 Analysis & Design Methods7 Software Architecture8 Leadership9 Testing, Verification & Quality Assurance10 Technical Writing11 Negotiation12 Network Architecture & Data Transmission13 Data Transmission & Networks14 Software Cost Estimation15 Process Standards (eg CMM / ISO 9000)16 Software Metrics17 File Management18 Performance Measurement & Analysis19 Maintenance, Reengineering & Reverse Engineering20 Probability and Statistics28
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 and 36: The outcome of this study is an und
Page 37 and 38: possibilities arise as outcomes of
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: tencies are reinforced. He conclude
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
Page 87 and 88: to undertake Requirements Engineeri
Page 89 and 90: equirements analysis - the process
Page 91 and 92: Table 2.16: SEEK topicsTopic Bloom
Page 93 and 94: Topic Bloom Category HoursRequireme
Page 95 and 96: 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
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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
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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)
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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
Page 519 and 520:
DermotWeek 10This week has been goo
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