Complete thesis - Murdoch University

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Wood-Harper T (1985) “Research methods in Information Systems: using action research”,in Mumford et al (1985), pp 169–191Woods D R (1996a) Problem-based Learning: helping your students gainthe most from PBL, Waterdown (Ontario): McMaster University, 3rd ed,http://www.chemeng.mcmaster.ca/pbl/chap1.pdfWoods D R (1996b) Problem-based Learning: helping your students gain the mostfrom PBL (for teachers), Waterdown (Ontario): McMaster University, 3rd ed,http://www.chemeng.mcmaster.ca/pbl/chap1.pdfWortley S (2000) “Business as usual or action researh in practice”, Action Researcher E-Report, 6, http://www.cchs.usyd.edu.au/arow/arer/006.htmWright J v (1992) “Reflections on reflection”, Learning and Instruction, 2, pp 59–68Xia F (1998) “What’s wrong with software engineering research methodology”, ACM SIG-SOFT Software Engineering Notes, 23(1), pp 62–65Zeldin T (1998) Conversation: how talk can change our lives, Mahwah (NJ): HiddenSpringZimitat C and Alexander H (1999) “The 4 Step Assessment Task (4SAT)”, Integrity, Innovationand Integration, 4, pp 692–697Zmud R W (1998) “Conducting and publishing practice-driven research”, in Larsen T J,Levine L and DeGross J I (eds) “Proceedings of IFIP WG8.2 and WG8.6 joint workingconference on Information Systems: Current Issues and Future Changes”, Helsinki,http://www.bi.no/dep2/infomgt/wg82-86/proceedings/zmud.pdfZowghi D (2004) “Bottom-up RE methods”,/re-archive/http://research.it.uts.edu.au/reZowghi D, Damian D and Offen R (2001) “Field studies of Requirements Engineering in amulti-site software development organisation: research in progress”, in “6th AustralianWorkshop on Requirements Engineering (AWRE’01)”, SydneyZuber-Skerritt O (1982) Action Research in Higher Education, London: Kogan PageZuber-Skerritt O (1995) “Models for action research”, in Pinchen S and Passfield R (eds)“Moving On: creative applications of action learning and action research”, Mt Gravatt(Qld): Action Learning, Action Research and Process Management Assn, Inc, pp 3–29Zywno M and Waalen J (2001) “The effect of hypermedia instruction on achievement andattitudes of students with different learning styles”, in “Proceedings of the 2001 AmericanSociety for Engineering Education Annual conference and Exposition Session 1330”,http://www.asee.org/conferences/search/00287 2001.PDF453
Appendix AThe Murdoch contextAs noted in Chapter 5, the context of the study was a specific educational environment,within the School of Engineering at Murdoch University. The aim of this appendix is toprovide a more detailed description of the environment in which the study was conducted.Murdoch University’s School of Engineering Science has, since 1995, provided a suite ofprogrammes in Software Engineering (SE) from a 4-year undergraduate degree in Engineering,through post-graduate and masters programmes to a PhD in Software Engineering.Murdoch’s Bachelor of Engineering (Software Engineering) (BE(SE)) was the second programmein Australia to receive full accreditation from the Institution of Engineers, Australia(EA). This means that our graduands are fully accredited professional engineers, with allthat implies.From a curriculum point of view, this also means that the program must conform to EA’srequirements as well as those of the Australian Computer Society (which has also accreditedthe programme).The teaching objectives are focused on producing engineers with a special skill in software.We expect graduates from our BE(SE) to find career opportunities in both professional engineeringindustries that have a strong interest in software as well as the full range of ITdisciplines where the design and implementation of quality software is considered a priority.Pursuing these objectives has meant a gradual shift from more traditional engineering learning,in particular how the learning is undertaken, as we address characteristics specific toSE.454
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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
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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
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 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: Watson H J, Young D, Miranda S, Rob
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
Page 509 and 510: Non-profit associationOther, please
Page 511 and 512: managementprocessquality andimprove
Page 513 and 514: teststhroughRequirementsManagementc
Page 515 and 516: 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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