Software engineering body of skills (SWEBOS)
03 Apr 2014-pp 395-401
TL;DR: A body of skills (SWEBOS) for software engineering is proposed that guarantees that skills are not just characterized in a broad and general manner, but rather they are specifically adapted to the domain of software engineering.
Abstract: The development of complex software systems requires a mixture of various technical and non-technical competencies. While there are some guidelines what technical knowledge is required to make a good software engineer, there is a lack of insight as to which non-technical or soft skills are required to master complex software projects. This paper proposes a body of skills (SWEBOS) for software engineering. The collection of necessary skills is developed on the basis of a clear, data-driven research design. The resulting required soft skills for software engineering are described precisely and semantically rich in a three-level structure. This approach guarantees that skills are not just characterized in a broad and general manner, but rather they are specifically adapted to the domain of software engineering.
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TL;DR: A formative monitoring method, reflexive weekly monitoring (RWM), is proposed for use in project courses that involve disciplined software processes and loosely coupled work, and indicates that RWM was effective in enhancing the learning experience in the instructional scenario studied.
Abstract: Carrying out real-world software projects in their academic studies helps students to understand what they will face in industry, and to experience first-hand the challenges involved when working collaboratively. Most of the instructional strategies used to help students take advantage of these activities focus on supporting agile programming, which is appropriate for capstone courses. This is not always recommended in initial software engineering project courses, however, where novice developers run projects in teams while simultaneously taking other courses. To enhance the learning and teamwork experience in this latter instructional scenario, this paper proposes a formative monitoring method, reflexive weekly monitoring (RWM), for use in project courses that involve disciplined software processes and loosely coupled work. RWM uses self-reflection and collaborative learning practices to help students be aware of their individual and team performance. RWM was applied in a case study over nine consecutive semesters. The results obtained indicate that RWM was effective in enhancing the learning experience in the instructional scenario studied. While students in the monitored teams were more effective and coordinated, and experienced a higher sense of team belonging and satisfaction, little evidence was found of them being more productive than students working in non-monitored teams.
66 citations
Cites background from "Software engineering body of skills..."
...Both strategies have shown positive results [11], [12], [14], but have different purposes and requirements....
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01 Oct 2014
TL;DR: This paper presents SECAT, an approach to assess competencies, and particularly those needed for proper software engineering, which builds on Rauner's approach for competency assessment in vocational education.
Abstract: Education invariably aims at developing competencies, technical as well as non-technical ones. As a consequence, there is also a need for methods that can be used to assess the quality of education faithfully. One possible approach is an assessment of whether intended learning outcomes are achieved, i.e. an investigation if the target audience possesses the desired competencies. Assessment of competencies, however, is tricky since competencies are often only vaguely defined. This paper presents SECAT, an approach to assess competencies, and particularly those needed for proper software engineering. To that end, SECAT builds on Rauner's approach for competency assessment in vocational education. Rauner's approach uses nine competency criteria, which are further refined by suitable issues that indicate to which extent a competency is, or should be, present. The main contribution of this paper lies in the adaptation and enhancement of this framework in order to make it useable in software engineering education. Adaptation and enhancements encompass issues such as team and individual assessments, integration of multiple perspectives from various groups of stakeholders, and product- and process-orientation. The paper also presents first insights from using SECAT in a pilot university course in software engineering.
29 citations
Cites background or methods from "Software engineering body of skills..."
...In addition to fundamental technical expertise and methodological knowledge, software engineers need to possess lots of personal and inter-personal skills, such as the ability to work in a team, individual working techniques, and the ability to structure abstract and complex issues before deciding on a possible solution [7]....
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...Students are capable of finding an appropriate solution, of planning their time realistically, and of setting goals for themselves (SWEBOS S) [7]....
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...various non-technical competencies [7] in addition to technical knowledge....
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...Criteria in SECAT are based on our intended learning outcomes for software engineering which are detailed in [7]....
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...This competence encompasses several interpersonal skills such as the competence for professional collaboration with others as described in [7], including aspects of teamwork and social interaction with stakeholders....
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16 May 2015
TL;DR: An approach which allows students to better understand why software engineering and several of its core methods and techniques are needed is described, thus preparing them better for their professional life.
Abstract: If software engineering education is done in a traditional lecture-oriented style students have no other choice than believing that the solutions they are told actually work for a problem that they never encountered themselves. In order to overcome this problem, this paper describes an approach which allows students to better understand why software engineering and several of its core methods and techniques are needed, thus preparing them better for their professional life. This approach builds on active and inductive learning. Exercises that make students actively discover relevant software engineering issues are described in detail together with their pedagogical underpinning.
21 citations
01 Jan 2014
17 citations
References
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12 Oct 2017
TL;DR: The Discovery of Grounded Theory as mentioned in this paper is a book about the discovery of grounded theories from data, both substantive and formal, which is a major task confronting sociologists and is understandable to both experts and laymen.
Abstract: Most writing on sociological method has been concerned with how accurate facts can be obtained and how theory can thereby be more rigorously tested. In The Discovery of Grounded Theory, Barney Glaser and Anselm Strauss address the equally Important enterprise of how the discovery of theory from data--systematically obtained and analyzed in social research--can be furthered. The discovery of theory from data--grounded theory--is a major task confronting sociology, for such a theory fits empirical situations, and is understandable to sociologists and laymen alike. Most important, it provides relevant predictions, explanations, interpretations, and applications. In Part I of the book, "Generation Theory by Comparative Analysis," the authors present a strategy whereby sociologists can facilitate the discovery of grounded theory, both substantive and formal. This strategy involves the systematic choice and study of several comparison groups. In Part II, The Flexible Use of Data," the generation of theory from qualitative, especially documentary, and quantitative data Is considered. In Part III, "Implications of Grounded Theory," Glaser and Strauss examine the credibility of grounded theory. The Discovery of Grounded Theory is directed toward improving social scientists' capacity for generating theory that will be relevant to their research. While aimed primarily at sociologists, it will be useful to anyone Interested In studying social phenomena--political, educational, economic, industrial-- especially If their studies are based on qualitative data.
53,267 citations
"Software engineering body of skills..." refers methods in this paper
...Grounded Theory seems to be an adequate research design for understanding desired competencies in software engineering....
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...To achieve these goals, Grounded Theory [5] seems to be an appropriate research methodology as it is based on data....
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...In order to fill this framework with contents, we rely on a data-driven approach which is based on Grounded Theory....
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...The research method for the development of SWEBOS is a data-driven approach based on Grounded Theory....
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...Based on Grounded Theory, we currently follow a qualitative research design which consists of two main data collection activities (see Fig....
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TL;DR: Using Bloom's Taxonomy to Write Effective Learning Objectives: The Abcds of Writing Learning ObjectIVES: A Basic Guide.
11,097 citations
"Software engineering body of skills..." refers background in this paper
...Furthermore, the required level of competencies is sketched on the basis of Bloom’s taxonomy [3]....
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01 Jan 1975
TL;DR: In this paper, the impact of the concept of culture on the concepts of man and the evolution of mind in Bali has been discussed in the context of an interpretive theory of culture.
Abstract: Part I * Thick Description: Toward an Interpretive Theory of Culture Part II * The Impact of the Concept of Culture on the Concept of Man * The Growth of Culture and the Evolution of Mind Part III * Religion As a Cultural System * Ethos, World View, and the Analysis of Sacred Symbols * Ritual and Social Change: A Javanese Example * Internal Conversion in Contemporary Bali Part IV * Ideology As a Cultural System * After the Revolution: The Fate of Nationalism in the New States * The Integrative Revolution: Primordial Sentiments and Civil Politics in the New States * The Politics of Meaning * Politics Past, Politics Present: Some Notes on the Uses of Anthropology in Understanding the New States PART V * The Cerebral Savage: On the Work of Claude Lvi-Strauss * Person, Time, and Conduct in Bali * Deep Play: Notes on the Balinese Cockfight
9,103 citations
"Software engineering body of skills..." refers background in this paper
...These layers should not be considered in isolation, but as one rich, thick description as it is used in qualitative social sciences [10], [4], [6], [7]....
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01 Jan 1985
5,697 citations
"Software engineering body of skills..." refers background in this paper
...These layers should not be considered in isolation, but as one rich, thick description as it is used in qualitative social sciences [10], [4], [6], [7]....
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Book•
01 Jan 2002
TL;DR: In this article, the authors discuss the nature of qualitative research for discussion and analysis, and discuss the importance of self-reflection as an essential quality for qualitative research in the field of research.
Abstract: Preface. The Editor. The Contributors. Part One: The Nature of Qualitative Inquiry. 1. Introduction to Qualitative Research (Sharan B. Merriam).2. Assessing and Evaluating Qualitative Research (Sharan B. Merriam).Part Two: Examples of Qualitative Research for Discussion and Analysis. BASIC INTERPRETIVE QUALITATIVE RESEARCH. 3. How Cultural Values Shape Learning in Older Adulthood: The Case of Malaysia (Sharan B. Merriam, Mazanah Muhamad).Do All These People Have To Be Here? Reflections on Collecting Data in Another Culture (Sharan B. Merriam). 4. Spirituality and Emancipatory Adult Education in Women Adult Educators for Social Change (Elizabeth J. Tisdell).Researching One's Passions: The Perils and Possibilities (Elizabeth J. Tisdell). PHENOMENOLOGICAL RESEARCH. 5. A Phenomenological Study of In Church and Televised Worship (Richard F. Wolff).Self Reflection: An Essential Quality for Phenomenological Researchers (Richard F. Wolff). 6. A Phenomenological Investigation of A"GoodA" Supervision Events (Vaughn E. Worthen, Brian W. McNeill).Phenomenological Research and the Making of Meaning (Vaughn E. Worthen). GROUNDED THEORY. 7. Development of Professional School Counselor Identity: A Grounded Theory (Pamelia E. Brott, Jane E. Myers).My Journey with Grounded Theory Research (Pamelia E. Brott).8. A Conceptual Model of Multiple Dimensions of Identity (Susan R. Jones, Marylu K. McEwen).Becoming Grounded in Grounded Theory Methodology (Susan R. Jones). CASE STUDY. 9. The Role of the School in the Assimilation of Immigrant Children: A Case Study of Arab Americans (Ernestine K. Enomoto, Mary Antony Bair).Reflections of Our Own Inner Lives (Ernestine K. Enomoto, Mary Antony Bair). 10. Jermaine: A Critical Case Study of a Gifted Black Child Living in Rural Poverty (Thomas P. Hebert, Teresa M. Beardsley).Reflections on My Research Experience with Jermaine and His Community (Thomas P. Hebert). ETHNOGRAPHY. 11. The Ethnography of an Electronic Bar: The Lesbian Cafe (Shelley J. Correll).Reflections of a Novice Researcher (Shelley J. Correll). 12. Hard and Heavy: Gender and Power in a Heavy Metal Music Subculture (Leigh Krenske, Jim McKay).A"You're Researching What?A" The Importance of Self in Ethnographic Research (Leigh Krenske). NARRATIVE ANALYSIS. 13. Stories of One's Own: Nonunitary Subjectivity in Narrative Representation (Leslie Rebecca Bloom).From Self to Society: Reflections on the Power of Narrative Inquiry (Leslie Rebecca Bloom). 14. Cathy: The Wrong Side of the Tank (Juanita Johnson Bailey).Dancing Between the Swords: My Foray into Constructing Narratives (Juanita Johnson Bailey). CRITICAL RESEARCH. 15. Tootle: A Parable of Schooling and Destiny (Nicholas C. Burbules).Tootle Revisited: Fifteen Years Down the Track (Nicholas C. Burbules). 16. The Politics of Consumer Education Materials Used in Adult Literacy Classrooms (Jennifer A. Sandlin).Structure and Subjectivity: Reflections on Critical Research (Jennifer A. Sandlin). POSTMODERN RESEARCH. 17. Exposed Methodology: The Body as a Deconstructive Practice (Wanda S. Pillow).Looking Back to Move Forward: Reflections on How I Did Research Impacts What I Know Now (Wanda S. Pillow). 18. Methodology in the Fold and the Irruption of Transgressive Data (Elizabeth A. St. Pierre).Troubling the Categories of Qualitative Inquiry (Elizabeth A. St. Pierre).19. Reflections on Doing Qualitative Research (Sharan B. Merriam).Name Index.Subject Index.
4,241 citations
"Software engineering body of skills..." refers background in this paper
...It should be a clearly organized tool that nevertheless contains rich descriptions [9] [10] of various competencies....
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...On this basis, the code-system led to semantically rich, thick descriptions [10] of required competencies in software engineering....
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...These layers should not be considered in isolation, but as one rich, thick description as it is used in qualitative social sciences [10], [4], [6], [7]....
[...]