67,702 research outputs found
Information Systems Skills Differences between High-Wage and Low-Wage Regions: Implications for Global Sourcing
Developing Information Systems (IS) skills for a company’s workforce has always been challenging, but global sourcing growth has caused the determination of needed IS skills to be more complex. The increased use of outsourcing to an IS service provider and from high-wage regions to low-wage regions has affected what IS skills are required globally and how to distribute the workforce to meet these needs. To understand what skills are needed in locations that seek and those that provide outsourcing, we surveyed IS service provider managers in global locations. Results from 126 reporting units provide empirical evidence that provider units in low-wage regions value technical skills more than those in high-wage regions. Despite the emphasis on commodity skills in low-wage areas, high- and low-wage providers value project management skills. Low-wage regions note global and virtual teamwork more than high-wage regions do. The mix of skills and the variation by region have implications for domestic and offshore sourcing. Service providers can vary their staffing models in global regions which has consequences for recruiting, corporate training, and curriculum
Detecting Coordination Problems in Collaborative Software Development Environments
Software development is rarely an individual effort and generally involves teams of developers collaborating to generate good reliable code. Among the software code there exist technical dependencies that arise from software components using services from other components. The different ways of assigning the design, development, and testing of these software modules to people can cause various coordination problems among them. We claim\ud
that the collaboration of the developers, designers and testers must be related to and governed by the technical task structure. These collaboration practices are handled in what we call Socio-Technical Patterns.\ud
The TESNA project (Technical Social Network Analysis) we report on in this paper addresses this issue. We propose a method and a tool that a project manager can use in order to detect the socio-technical coordination problems. We test the method and tool in a case study of a small and innovative software product company
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"We think that’s the future": curriculum reform initiatives in higher education
This research report, considering curriculum reform initiatives in higher education, explores the nature of whole institutional curriculum reform undertaken by universities in the UK, and beyond, in response to the globalised world and global economy of the 21st Century.
The key questions addressed in the report considered:
What self-scrutiny, strategies, planning and processes do universities who have successfully reformed the curriculum undertake?
How do these universities measure and evaluate the impact of whole curriculum reform in relation to learning and teaching and the student experience?
Eighteen universities expressed interest in the research and provided details of their reforms. Each university judged their reforms as successful against their own expectations. An initial in-depth interview took place with ten of these universities and follow-up case study research took place at three universities: Kingston University, London; Curtin University, Perth, Australia and the Royal Conservatoire of Scotland.
The thematic analysis focusses on higher educational leadership, the process and evaluation of curriculum reform initiatives and explores staff and student engagement with curriculum change in higher education. The research concludes that these initiatives can lead to a realignment of the curriculum with a clearly articulated mission for the individual universities taking part in such activities
Emerging cad and bim trends in the aec education: An analysis from students\u27 perspective
As the construction industry is moving towards collaborative design and construction practices globally, training the architecture, engineering, and construction (AEC) students professionally related to CAD and BIM became a necessity rather than an option. The advancement in the industry has led to collaborative modelling environments, such as building information modelling (BIM), as an alternative to computer-aided design (CAD) drafting. Educators have shown interest in integrating BIM into the AEC curriculum, where teaching CAD and BIM simultaneously became a challenge due to the differences of two systems. One of the major challenges was to find the appropriate teaching techniques, as educators were unaware of the AEC students’ learning path in CAD and BIM. In order to make sure students learn and benefit from both CAD and BIM, the learning path should be revealed from students’ perspective. This paper summarizes the background and differences of CAD and BIM education, and how the transition from CAD to BIM can be achieved for collaborative working practices. The analysis was performed on freshman and junior level courses to learn the perception of students about CAD and BIM education. A dual-track survey was used to collect responses from AEC students in four consecutive years. The results showed that students prefer BIM to CAD in terms of the friendliness of the user-interface, help functions, and self-detection of mistakes. The survey also revealed that most of the students believed in the need for a BIM specialty course with Construction Management (CM), Structure, and Mechanical-Electrical-Plumbing (MEP) areas. The benefits and challenges of both CAD and BIM-based software from students’ perspectives helps to improve the learning outcomes of CAD/BIM courses to better help students in their learning process, and works as a guideline for educators on how to design and teach CAD/BIM courses simultaneously by considering the learning process and perspectives of students. © 2018 The autho
Coordinating Knowledge Work in Multi-Team Programs: Findings from a Large-Scale Agile Development Program
Software development projects have undergone remarkable changes with the
arrival of agile development methods. While intended for small, self-managing
teams, these methods are increasingly used also for large development programs.
A major challenge in programs is to coordinate the work of many teams, due to
high uncertainty in tasks, a high degree of interdependence between tasks and
because of the large number of people involved. This revelatory case study
focuses on how knowledge work is coordinated in large-scale agile development
programs by providing a rich description of the coordination practices used and
how these practices change over time in a four year development program with 12
development teams. The main findings highlight the role of coordination modes
based on feedback, the use of a number of mechanisms far beyond what is
described in practitioner advice, and finally how coordination practices change
over time. The findings are important to improve the outcome of large
knowledge-based development programs by tailoring coordination practices to
needs and ensuring adjustment over time.Comment: To appear in Project Management Journa
Naming the Pain in Requirements Engineering: A Design for a Global Family of Surveys and First Results from Germany
For many years, we have observed industry struggling in defining a high
quality requirements engineering (RE) and researchers trying to understand
industrial expectations and problems. Although we are investigating the
discipline with a plethora of empirical studies, they still do not allow for
empirical generalisations. To lay an empirical and externally valid foundation
about the state of the practice in RE, we aim at a series of open and
reproducible surveys that allow us to steer future research in a problem-driven
manner. We designed a globally distributed family of surveys in joint
collaborations with different researchers and completed the first run in
Germany. The instrument is based on a theory in the form of a set of hypotheses
inferred from our experiences and available studies. We test each hypothesis in
our theory and identify further candidates to extend the theory by correlation
and Grounded Theory analysis. In this article, we report on the design of the
family of surveys, its underlying theory, and the full results obtained from
Germany with participants from 58 companies. The results reveal, for example, a
tendency to improve RE via internally defined qualitative methods rather than
relying on normative approaches like CMMI. We also discovered various RE
problems that are statistically significant in practice. For instance, we could
corroborate communication flaws or moving targets as problems in practice. Our
results are not yet fully representative but already give first insights into
current practices and problems in RE, and they allow us to draw lessons learnt
for future replications. Our results obtained from this first run in Germany
make us confident that the survey design and instrument are well-suited to be
replicated and, thereby, to create a generalisable empirical basis of RE in
practice
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The digital transformation of business models in the creative industries: A holistic framework and emerging trends
This paper examines how digital technologies facilitate business model innovations in the creative industries. Through a systematic literature review, a holistic business model framework is developed, which is then used to analyse the empirical evidence from the creative industries. The research found that digital technologies have facilitated pervasive changes in business models, and some significant trends have emerged. However, the reconfigured business models are often not ‘new’ in the unprecedented sense. Business model innovations are primarily reflected in using digital technologies to enable the deployment of a wider range of business models than previously available to a firm. A significant emerging trend is the increasing adoption of multiple business models as a portfolio within one firm. This is happening in firms of all sizes, when one firm uses multiple business models to servedifferent markets segments, sell different products, or engage with multi-sided markets, or to use different business models over time. The holistic business model framework is refined and extended through a recursive learning process, which can serve both as a cognitive instrument for understanding business models and a planning tool for business model innovations. The paper contributes to our understanding of the theory of business models and how digital technologies facilitate business model innovations in the creative industries. Three new themes for future research are highlighted
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