Complete thesis - Murdoch University

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Of the ten courses which encompass the ISBOK, IS 2002.7 Analysis and Logical Designfocusses on the RE area:students with information technology skills will learn to analyse and design informationsystems. Students will practice project management during team orientedanalysis and design of a departmental level system.(Gorgone et al, 2002a, p 29)Only a high level breakdown and a list of learning unit goals are provided within the BoK.No attempt to assign competency levels is made – this is left to the model curricula.The CS Body of KnowledgeAppendix A of Engel and Roberts (2001) describes the Computer Science BoK in detail.It is organised hierarchically into three levels: an area represents a disciplinary subfieldbroken into units which represent individual thematic modules. Each of these is furthersubdivided into topics. The key unit which addresses RE is SE5 Software requirementsand specifications (see Table 2.17).Table 2.17: CSBOK: RE related topicsSE5 Software requirements and specifications [core]minimum core coverage time: 4 hoursRequirements elicitationRequirements analysis modeling techniquesFunctional and nonfunctional requirementsPrototypingBasic concepts of formal specification techniquesThis is designated a core element of any curriculum, requiring a minimum coverage time of4 in-class hours to address the following learning objectives (Engel and Roberts, 2001):1. apply key elements and common methods for elicitation and analysis to produce a setof software requirements for a medium-sized software system2. discuss the challenges of maintaining legacy software3. use a common, non-formal method to model and specify (in the form of a requirementsspecification document) the requirements for a medium-size software system4. conduct a review of a software requirements document using best practices to determinethe quality of the document75
5. translate into natural language a software requirements specification written in a commonlyused formal specification language.This would appear a big ask of 4 in-class hours, but is a strong indication of the (lack of)importance placed on RE topics.INCOSEFigure 2.7: INCOSE RBoK static modelThe International Council on Systems Engineering (INCOSE) supports RE research throughits Requirements Work Group (RWG). A current project of the group is a Requirements BoKModel (RBoKM) using UML notation (see Figure 2.7), of the types of entities (classes (egrequirement, stakeholder, elicitation method)) and activities (use cases (eg capture requirement,analyse requirement)) associated with RE. This model is related to other RWG andINCOSE work by means of a framework diagram. A draft of the model and the frameworkwere completed at the INCOSE 2002 International Workshop. The Model is a componentof the Systems Engineering BoK, to which is mapped a Systems Engineering Taxonomy ofskills. As a static model, the RBoKM addresses many of the elements identified in otherBoKs as a web of relationships centred around the concept of a requirement.76
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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
Page 43 and 44: themselves what they needed to know
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Page 47 and 48: Table 2.7: Lethbridge rankings: mos
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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
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Page 91 and 92: Table 2.16: SEEK topicsTopic Bloom
Page 93: Topic Bloom Category HoursRequireme
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
Page 117 and 118: to undertake these activities. In g
Page 119 and 120: • problem-solving practice• cor
Page 121 and 122: Chapter 3A framework for learning R
Page 123 and 124: worldview do not align with the cha
Page 125 and 126: in order to eliminate deviations or
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Page 129 and 130: mental models and beliefs that the
Page 131 and 132: element of the definition of a prob
Page 133 and 134: hypothesis evaluation - testing and
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Page 137 and 138: An additional aspect of expertise r
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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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