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Software Engineering Education KnowledgeThe Software Engineering Education Knowledge (SEEK) defines and documents an SE educationBoK appropriate for guiding the development of undergraduate SE curricula. Itdescribes a set of desired curriculum outcomes and a statement of what every SE graduateshould know. Originally based on the SWEBOK knowledge areas and multiple discussionswith dozens of SEEK area volunteers, SEEK extended that work through its emphasis on theacademic discipline of SE. Once the content of the education knowledge areas were stabilised,topics were identified to be core or elective, and labelled with one of Bloom’s taxonomy levelsas educational objectives. However, only the lower three (ie foundational) levels of learningwere chosen, since they representwhat knowledge may be reasonably learned during an undergraduate education.(Sobel, 2003, p 6)This document was specially designed to support the development of undergraduate SoftwareEngineering curricula, and therefore, is considered a subset of the more generalised BoKrepresentation. One of the ten SEEK knowledge areas is focussed on RE. All except onetopic in this knowledge area are considered either essential or desirable inclusions in curricula,emphasising the importance given to the requirements stage of the software developmentprocess, with 53 core hours from a total of 494 (10.7%) dedicated to it (see Table 2.16).However, the SEEK does not represent the curriculum, but rather provides the foundationfor the design, implementation and delivery of the educational units that make up a softwareengineering curriculum (LeBlanc and Sobel, 2004).Of interest to this discussion is the section describing Software Modeling and Analysis(MAA). The following is quoted from the SEEK:Modeling and analysis can be considered core concepts in any engineering disciplinesince they are essential to documenting and evaluating design decisionsand alternatives. Modeling and analysis is first applied to the analysis, specification,and validation of requirements. Requirements represent the real world needsof users, customers and other stakeholders affected by the system and the capabilitiesand opportunities afforded by software and computing technologies. Theconstruction of requirements includes an analysis of the feasibility of the desiredsystem, elicitation and analysis of stakeholders’ needs, the creation of a precisedescription of what the system should and should not do along with any constraints71
Table 2.16: SEEK topicsTopic Bloom Category HoursSoftware Modelling and Analysis 53Modelling foundations 19Modelling principles (e.g. decomposition,a Eabstraction, generalization, pro-jection/views, explicitness, use of formalapproaches, etc.)Pre and post conditions, invariants c EIntroduction to mathematical models c Eand specification languages (Z, VDM,etc.)Properties of modelling languages k ESyntax vs. semantics (understanding c Emodel representations)Explicitness (make no assumptions, or k Estate all assumptions)Types of models 12Information modelling (e.g. entityrelationshipa Emodelling, class diagrams,etc.)Behavioural modelling (e.g. structureda Eanalysis, state diagrams, use caseanalysis,interaction diagrams, failuremodes and effects analysis, fault treeanalysis etc.)Structure modelling (e.g. architectural, c Eetc.)Domain modelling (e.g. domain engineeringk Eapproaches, etc.)Functional modelling (e.g. component c Ediagrams, etc.)Enterprise modelling (e.g. businessDprocesses, organizations, goals, etc.)Modelling embedded systems (e.g.Dreal-time schedulability analysis, externalinterface analysis, etc.)Requirements interaction analysis (e.g.Dfeature interaction, house of quality,viewpoint analysis, etc.)Analysis Patterns (e.g. problemDframes, specification re-use, etc.)Analysis fundamentals 6Analysing well-formedness (e.g. completeness,a Econsistency, robustness,etc.)72
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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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Page 41 and 42: 2.1 Practitioner perspectivesIn his
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Page 47 and 48: Table 2.7: Lethbridge rankings: mos
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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
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Page 65 and 66: positivism, situated along the cont
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Page 71 and 72: Figure 2.4: The catastrophe-cycle R
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Page 79 and 80: The characteristics noted above pos
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Page 85 and 86: Table 2.14: Levels of competenceJon
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Page 93 and 94: Topic Bloom Category HoursRequireme
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Page 97 and 98: 2.5.1 RE in model curricula and tex
Page 99 and 100: Figure 2.8: The computing space occ
Page 101 and 102: Guideline 11 the underlying and end
Page 103 and 104: Table 2.20: SE component of CC-CSSE
Page 105 and 106: Table 2.22: IS 2002.7 analysis and
Page 107 and 108: Representative exit characteristics
Page 109 and 110: • focused on the needs of the wor
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Page 113 and 114: overview of informatics, especially
Page 115 and 116: Improvement Collaboration). In 1996
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Page 119 and 120: • problem-solving practice• cor
Page 121 and 122: Chapter 3A framework for learning R
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Page 125 and 126: in order to eliminate deviations or
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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
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Conklin J (2005) “Wicked problems
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Diaz-Herrera J L and Hilburn T B (e
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Ezzy D (2002) Qualitative Analysis:
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Glass R L (1995) “A theory about
Page 453 and 454:
Hatten R A (1997) Guidelines for Ef
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Jonassen D H (2000) “Towards a de
Page 457 and 458:
Lave J, Smith S and Butler M (1988)
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Lubars M, Potts C and Richer C (199
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Meyer J H F and Boulton-Lewis G M (
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Norton L S, Owens T and Clark L (20
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Reeves T C (1994) “Evaluating wha
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Scott G and Wilson D N (2002) “Tr
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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
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DermotWeek 10This week has been goo
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