Complete thesis - Murdoch University

2.5.1 RE in model curricula and textsThe work of Iivari (1991) and Checkland and Holwell (1998) suggest that introductory, tertiarystudies level texts provide both an account of the field in a straightforward way anda condensed presentation of the body of accepted theory. The texts, therefore, as a primevehicle for disseminating the wisdom of a discipline, should mirror these competencies.The breakdown of RE described in model curricula is seen to cover the areas discussed inRequirements Engineering texts and standards:derived from these and other sources to reflect a consensus, and mirror the matureand stable concepts in Requirements Engineering(Sawyer and Kotonya, 2000, p 21)This is confirmed by the work of Minor (2004) who, in a comparison of the major modelcurricula, and an examination of representative tertiary level texts in the three core ITrelated disciplines shows that parallels exist, and, in general terms, the base case of REknowledge assumed by practitioners is covered in models used in university programmes toan ‘application’ level of competence. Table 2.18 provides a summary of his findings. Whatis implied by this cycle of curriculum development/textbook publishing is a process of reengineering:the discipline as defined in the curricula is to some extent a composite of thecontent of prescribed texts.Table 2.18: Minor: curricula match to perceived industry needsTopics CC-CS CC-IS CC-SERE Process o - oFeasibility Study - o -Elicitation + + +Analysis + + +Documentation + + +Verification + - +Requirements Management - o oOther Software TopicsProcess Standards + + +Project Management + + +Programming Languages + + +Generic SkillsCommunication Skills + + +Team Skills + + +Legend: + extensive coverage; o partial coverage; - minimal or no coverageAn alternate view of such texts is that they are enforce arbitrary boundaries: Watson et al(2002) suggest that the scope and depth of learner engagement in a discipline are determined,78