Culture dimensions in software development industry: The effects of mentoring

Software development is a human centric and sociotechnical activity and like all human activities is influenced by cultural factors. However, software engineering is being further affected because of the globalization in software development. As a result, cultural diversity is influencing software development and its outcomes. The software engineering industry, a very intensive industry regarding human capital, is facing a new era in which software development personnel must adapt to multicultural work environments. Today, many organizations present a multicultural workforce which needs to be managed. This paper analyzes the influence of culture on mentoring relationships within the software engineering industry. Two interesting findings can be concluded from our study: (1) cultural differences affect both formal and informal mentoring, and (2) technical competences are not improved when implementing mentoring relationships

Integrating Culture in Designing Groupware Applications as Contribution to Intercultural Collaboration Technology

Many industries are now dealing with the issue of globalization and emphasized the need of the influence of a global marketplace. Globalization extends computing, information, and communication technologies across an increasing number of cultural boundaries, generating a corresponding need for cross-cultural partnerships. Due to globalization, global virtual teams with members from different cultures are an emerging trend. The use of collaborative projects is increasing and affects users’ approach to work in a collaboration application, so called groupware. Groupware is a collaboration application designed to support the work of groups. It can allow globalized industries and organizations greater coordination of activities, reducing and eliminating time and geography barriers, and speeding the decision making process. Groupware users are influenced by demographic, social, cultural, psychological and contextual factors, which complicate the understanding of groupware use. The different backgrounds of users may cause them to have different expectations and attitudes towards their acceptance of using groupware. In order for a specific technology application to be useful, applying technology appropriately to the needs of its users is very important. Groupware that only determines structures of communication, such as floor control, turn-taking, communication procedures, and so on may disadvantage and discourage people from different cultural communication styles. These factors should be considered by designers when designing such groupware application in order to be successful. A groupware targeted for multicultural users should have a flexible intercultural support which means can adaptively manage the cultural differences of its users. A great attention should be given for the cultural element in creating products and interfaces that are culture “fit” to its users. Understanding these social and cultural differences is very important in groupware to support cross-cultural collaboration. This dissertation offers solutions to the design issues in groupware for multicultural user to avoid a failed system. Most software engineers when designing applications focuses only on the technical issues and fail to include the social factors that are very important in developing technologies that serves as social applications. Therefore in this dissertation, two extension layers are introduced extending the well know 7-layers OSI model. These two extension layers of ISO/OSI layer model mainly focus on the end-user of the applications consisting of social layer as the 8th layer and cultural layer as the 9th layer, used to link applications to human needs. The social layer representing the support of groups and the cultural layer representing the communication as it is influenced through different cultural backgrounds of users using the tools. These extension layers help software engineers to develop applications within a socio-cultural deployment context. The Technology Acceptance Model (TAM) is extended in this dissertation to understand the mechanism by which cultural differences could explain users’ behaviors toward the acceptance of groupware applications as a remote collaboration tool for global virtual team. A new approach, called culture-centered design and cultural engineering as the anchor for groupware development in multicultural context is introduced to define the requirements, features and functions that should be included in groupware as an intercultural collaboration tool. An expert system to be embedded in groupware, called Intercultural Collaboration Environment Expert System (ICEES), is also developed in the context of a cross-cultural collaboration and is expected to support PASSENGER 2, a new innovative groupware that is currently under development at the Institute of Computer Engineering, University Duisburg-Essen. ICEES provide advice to the group in selecting the most suitable tools for enhancing the group discussion. This dissertation is expected to serve as a benchmark for future research on groupware design for multicultural users across different countries

COLLABORATIVE PORTAL MODEL FOR INTERCULTURAL TEAMS KNOWLEDGE MANAGEMENT

In the multinational organizations, more groups of individuals are being involved in the process of knowledge creation in a collaborative manner, of sharing knowledge and learning from it. These individuals can have heterogeneous cultures and they must use a common language. IT has created and is developing the infrastructure for cross-cultural communications and intercultural knowledge management. Nowadays, intercultural knowledge management can be realized with support of Collaborative Technologies and Knowledge Management Support Systems (KMSS). In this respect Collaborative Technologies and Intercultural Knowledge Management Support Systems (IKMSS) will be the appropriate way for supporting intercultural communication, learning and collaborative knowledge management in organizations. In this paper we present a conceptual model of a collaborative portal for Intercultural Team Knowledge Management as a powerful support for increasing team’s performance.: collaborative support, collaboration, knowledge management, intercultural teams, intercultural knowledge management, intercultural knowledge management portal

Performance measurement : challenges for tomorrow

This paper demonstrates that the context within which performance measurement is used is changing. The key questions posed are: Is performance measurement ready for the emerging context? What are the gaps in our knowledge? and Which lines of enquiry do we need to pursue? A literature synthesis conducted by a team of multidisciplinary researchers charts the evolution of the performance-measurement literature and identifies that the literature largely follows the emerging business and global trends. The ensuing discussion introduces the currently emerging and predicted future trends and explores how current knowledge on performance measurement may deal with the emerging context. This results in identification of specific challenges for performance measurement within a holistic systems-based framework. The principle limitation of the paper is that it covers a broad literature base without in-depth analysis of a particular aspect of performance measurement. However, this weakness is also the strength of the paper. What is perhaps most significant is that there is a need for rethinking how we research the field of performance measurement by taking a holistic systems-based approach, recognizing the integrated and concurrent nature of challenges that the practitioners, and consequently the field, face

Collaborative pedagogy and digital scholarship: a case study of 'Media Culture 2020'

This paper presents an educational case study of ‘Media Culture 2020’, an EU Erasmus Intensive Programme that utilised a range social media platforms and computer software to create open, virtual spaces where students from different countries and fields could explore and learn together. The multi-disciplinary project featured five universities from across Europe and was designed to develop new pedagogical frameworks to encourage collaborative approaches to teaching and learning in the arts. The main objective of the project was to break down classroom and campus walls by creating digital learning environments that facilitated new forms of production, transmission and representation of knowledge. Media Culture 2020 was designed to pilot a novel mode of ‘blended learning’, demonstrating a number of ways in which ‘Web 2.0’ networked technologies might be adopted by academics to encourage open and collaborative modes of practice. The project utilised a number of social media platforms (including Facebook, Twitter, Google+, Google Hangout, Google Docs and Blogger) to enhance the learning experiences of a diverse set of students from different cultural and international contexts. In doing so, Media Culture 2020 enabled participants with a diverse range skills and cultural experiences to develop new working practices that respond to the convergence of digital media and art, as well as the internationalisation of media production and business, through the use of open, interactive software

Introduction: migrating heritage - experiences of cultural networks and cultural dialogue in Europe

No abstract available

Media literacy at all levels: making the humanities more inclusive

The decline of the humanities, combined with the arrival of students focused on science, technology, engineering, and mathematics (STEM), represent an opportunity for the development of innovative approaches to teaching languages and literatures. Expanding the instructional focus from traditional humanities students, who are naturally more text-focused, to address the needs of more application-oriented STEM learners ensures that language instructors prepare all students to become analytical and critical consumers and producers of digital media. Training students to question motives both in their own and authentic media messages and to justify their own interpretations results in more sophisticated second language (L2) communication. Even where institutional structures impede comprehensive curriculum reform, individual instructors can integrate media literacy training into their own classes. Tis article demonstrates ways of reaching and retaining larger numbers of students at all levels—if necessary, one course at a time.Published versio

Innovative learning in action (ILIA) issue six: Innovative practice in assessment

Welcome to this, the sixth edition of Innovative Learning in Action (ILIA) which focuses our attention on the theme of innovative practice in assessment. On the face of it, innovative assessment may be regarded as any form of assessment which involves the application of a new technique, method or tool. However, to quote Graham Mohl (2007): ‘Innovative assessment is not just some trendy new technique dreamt-up purely to save on the amount of time teachers spend on marking, it is a genuine attempt to improve quality of learning in higher education. If we do save time in the process then all the better for our own learning.’ http://www.city.londonmet.ac.uk/deliberation s/assessment/mowl_index.html. The range of work in this edition of ILIA demonstrates how colleagues are readily embracing this fundamental principle. These papers and snapshots show us how contributors are actively exploring, reviewing and modifying their practice to address assessment principles and strategies helping to produce active learners who are reasoning, critical, highly motivated, capable of self-evaluation and equipped with transferable skills to enable them to flourish in the 21st century global economy. Whilst covering diverse and extensive territory both conceptually and practically, in their entirety these works share common ground in embracing the notion of ‘the redistribution of educational power’ (Heron, 1981). Assessment therefore becomes something which is not simply ‘done to’ students, but it is also ‘done by’ and ‘done with’ students (Harris and Bell, 1990) and is as much about enhancing the quality of their learning as it is about measuring their performance. Some of these works may challenge traditional positions and approaches and in so doing I hope they will provide you with a stimulating and thought-provoking opportunity to reflect on practice and student learning

Diverse virtual social networks: Implications for remote software testing teams

This paper evaluates offshore outsourcing in the IT testing industry and determines what conditions determine its success. There is particular focus on the influence of diversity in teams on group relationships. Two studies are described: the first, investigated the perceptions of professional software testers on the critical factors of offshore outsourcing; and the second study looked at the ability for diverse teams to form close working relationships through virtual networks. We find that overt diversity factors inhibit interaction across nationality boundaries. The limitations of virtual networks for fostering personal communications is apparent in preventing group members from overcoming the initial aversion to mix with out-group members, which could be achieved with closer and more personal communications between members with different diversity factors in normal face to face communications. Where software testing teams are outsourced globaly, and must rely on virtual communications, there seems potential for significant difficulties in developing close working relationships, which on the one hand, can be negative for group cohesion, but one the other hand, can be positive for encouraging imparitality

Innovate Magazine / Annual Review 2009-2010

https://scholarworks.sjsu.edu/innovate/1002/thumbnail.jp