Complete thesis - Murdoch University

List of Figures1.1 Influences on the learning environment for RE . . . . . . . . . . . . . . . . . . 111.2 Thesis chapters in support of the main proposition . . . . . . . . . . . . . . . 162.1 Influences on the Learning Environment for RE (2) . . . . . . . . . . . . . . . 192.2 Professional Capability Framework (Scott and Wilson, 2002) . . . . . . . . . . . . 392.3 Opportunism in requirements discovery (Guindon, 1990) . . . . . . . . . . . . . . 512.4 The catastrophe-cycle RE process(Nguyen and Swatman, 2000a) . . . . . . . . . . 522.5 The revised catastrophe-cycle process (as described in Raisey et al (2006)) . . . . . 532.6 Spiral model of the RE process (Sawyer and Kotonya, 2000) . . . . . . . . . . . . . 692.7 INCOSE RBoK static model . . . . . . . . . . . . . . . . . . . . . . . . . . . . 762.8 The computing space occupied by CS, IS and SE (Shackelford, 2005) . . . . . . . 802.9 The computing space occupied by RE (after Shackelford (2005)) . . . . . . . . . . 973.1 Influences on the learning environment for RE (3) . . . . . . . . . . . . . . . . 1023.2 Model-making in learning (Norman, 1983) . . . . . . . . . . . . . . . . . . . . . . 1283.3 Topography of approaches to active learning (Horvath et al, 2004) . . . . . . . . . 1343.4 Learning as a discourse (Laurillard, 1993) . . . . . . . . . . . . . . . . . . . . . . 1373.5 Derived education model . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1524.1 Lewin’s spiral of Action Research (Kemmis and McTaggert, 1988) . . . . . . . . . . 1925.1 Action Research in an educational context (based on Borg et al (1993) and Jacksonand Borden (n.d.)) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2145.2 Model for cognitive change (adapted from Rogers (2002)) . . . . . . . . . . . . . . 2175.3 A framework for double-loop learning (adapted from Hatten (1997)) . . . . . . . . 2185.4 A conceptual framework for Action Research in RE education . . . . . . . . . 219vii