Requirements engineering (RE) is traditionally taught in academia using an RE process which starts from a well-defined problem. Our approach focuses on the early stages of requirements discovery where students have to learn both about the application domain and about what stakeholders feel is the problem. The approach comprises all the basic elements of requirements, and ways to discover them using many small discovery cycles. In this position paper we outline the rationale for our approach and reflect on our initial experiences with teaching undergraduate RE module using this approach
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