Complete thesis - Murdoch University

The characteristics noted above pose problems for Requirements Engineering, summarised as‘wicked’ (Bubenko, 1995). Based on the nature of RE problems, the view is taken that manyof the software practices and tools are developed as attempts to deal with the conceptualcomplexity of the tasks undertaken. Practitioners, and students, are seen to need conceptualknowledge in several overlapping domains in order to perform Requirements Engineeringtasks successfully.The physical domain encountered by the RE is modelled, and then manipulated by meansof this model. The implication of this process is that RE may be classed as a second orderdomain – practitioners work with concepts that are abstracted. Such domains require greatemphasis on cognitive skills. Research has shown that some learning is detrimental to theability to deal with characteristics of second order domains: Lee and Truex (2000) show thatlearning that simplifies the cognitive structures of the novice (for example the learning ofdevelopment methods) is detrimental in enabling the learner to deal with complex conditionsand a high level of uncertainty. Where the domain is difficult to grasp, frequently learners intraditional educational settings are found to underachieve (Patel et al, 2000).Therefore characteristics of RE suggest that student REs require enhanced understanding oflearning processes, including reflection and critical thinking in order to model the behaviourof practitioners.Hence the problem faced by RE education can be summarised as one of grappling with a‘wicked’ problem as well, where:• complexity is augmented rather than reduced with increased understanding of the initialproblem• metacognitive strategies are fundamental to the process• problem-solving needs a rich background of knowledge and intuition to operate effectively• a breadth of experience is necessary so that similarities and differences with past strategiesare used to deal with new situations.The nature of RE problems supports the view that a great deal of specialised knowledge isbrought to structure and tame the complexity of tasks undertaken (without overly simplifyingthem), while creativity and judgement are critical for the solution of wicked problems. Thus,although the work of Argyris and Schön cited earlier is directed at organisational change, thefocus of the approach, and the double loop learning theory that aims at bringing espousedtheory and theory-in-use into congruence, has value in a discipline that deals with complex,60