Developing an undergraduate software engineering degree

As those who have done it can attest, developing an undergraduate degree in software engineering is a daunting and challenging task, and there have been instances where a department has tried, but failed to get its program approved. A strong desire to develop a program in software engineering together with interested faculty may not be enough to build a credible degree, let alone a curriculum that will be approved by all the administrative and State organizations who may have a say in it .This panel brings together a group whose experience in developing software engineering degrees at their respective institutions may be helpful to those thinking about doing so. Each member of the group will describe his/her experiences in developing an undergraduate program in software engineering and address key issues and problems that should be considered in any such effort. There will also be ample opportunity for interaction among the participants

Open educational resources : conversations in cyberspace

172 p. : ill. ; 25 cm.Libro ElectrónicoEducation systems today face two major challenges: expanding the reach of education and improving its quality. Traditional solutions will not suffice, especially in the context of today's knowledge-intensive societies. The Open Educational Resources movement offers one solution for extending the reach of education and expanding learning opportunities. The goal of the movement is to equalize access to knowledge worldwide through openly and freely available online high-quality content. Over the course of two years, the international community came together in a series of online discussion forums to discuss the concept of Open Educational Resources and its potential. This publication makes the background papers and reports from those discussions available in print.--Publisher's description.A first forum : presenting the open educational resources (OER) movement. Open educational resources : an introductory note / Sally Johnstone -- Providing OER and related issues : an introductory note / Anne Margulies, ... [et al.] -- Using OER and related issues : in introductory note / Mohammed-Nabil Sabry, ... [et al.] -- Discussion highlights / Paul Albright -- Ongoing discussion. A research agenda for OER : discussion highlights / Kim Tucker and Peter Bateman -- A 'do-it-yourself' resource for OER : discussion highlights / Boris Vukovic -- Free and open source software (FOSS) and OER -- A second forum : discussing the OECD study of OER. Mapping procedures and users / Jan Hylén -- Why individuals and institutions share and use OER / Jan Hylén -- Discussion highlights / Alexa Joyce -- Priorities for action. Open educational resources : the way forward / Susan D'Antoni

African Universities: Stories of Change

Profiles successful foundation initiatives in Ghana, Kenya, Mozambique, Nigeria, South Africa, Tanzania, and Uganda that are reforming the higher education landscape in Africa

What Do We Do When We Teach Software Engineering?

Many UK higher education institutions offer software engineering programmes, but the purpose and relevance of these programmes within computing science departments is not always obvious. The reality is that while advanced economies require many more skilled software engineers, universities are not delivering them. This is at least true in the context of the United Kingdom, where there are high numbers of software engineering vacancies and unemployed software engineering graduates. A possible explanation could be that curriculum content of software engineering programmes in universities needs to be reconsidered to meet the needs of industry. However, reconsidering curriculum content alone is unlikely to be transformative as there is little to be gained from changing to an emerging methodology, language or framework. Instead, an alternative direction could be to reconsider curriculum delivery and the identity of software engineering within computing science itself. In this paper, we contextualise the challenge by considering the history of software engineering education and some of its key developments. We then consider some of the alternative delivery approaches, before arguing cooperative programmes provide a opportunity for institutions to reconsider software engineering education

The organisational impact of open educational resources

The open educational resource (OER) movement has been growing rapidly since 2001, stimulated by funding from benefactors such as the Hewlett Foundation and UNESCO, and providing educational content freely to institutions and learners across the World. Individuals and organisations are motivated by a variety of drivers to produce OERs, both altruistic and self-interested. There are parallels with the open source movement where authors and others combine their efforts to provide a product which they and others can use freely and adapt to their own purposes. There are many different ways in which OER initiatives are organised and an infinite range of possibilities for how the OERs themselves are constituted. If institutions are to develop sustainable OER initiatives they need to build successful change management initiatives, developing models for the production and quality assurance of OERs, licensing them through appropriate mechanisms such as the Creative Commons, and considering how the resources will be discovered and used by learners

Achieving business excellence in software quality management

Many companies have had difficulties in achieving success with software process improvement initiatives or have had adverse experiences in implementing quality systems. With a plethora of standards available and the numerous frameworks to apply best practice, none appears to act as a panacea to guarantee fulfilment or realise a true Return-on-Investment. This paper proposes a holistic approach to software process improvement, describing a range of supporting tools and methods highlighting a true understanding of the customer base and associated cultures. The research aim was to develop and evaluate a demonstrably effective and efficient software quality management methodology suitable for a technical company. To be effective the methodology must deliver real process improvement conformance to the best practice quality standards. To be efficient the methodology must deliver a real Return-on-Investment. A range of case studies are described including audits, self-assessment, training, system design, marketing, and the people skills associated with a consultation process are all examined in detail. Each case study provided a further opportunity to measure and analyse the success or otherwise of that method for further refinement. The research methodology has demonstrated its success as the data collected during these case studies show that steady improvement in implementing the software quality system has occurred year on year. This success has been validated by third party ISO 9001 assessments and has led to an enhancement in reputation. The approach has overcome cultural resistance and changed working practices. With a philosophy of customer care, consultation, and active engagement, practitioners adopt best-practice quality management principles. The cost effectiveness of this methodology means its adoption could be considered by any organisation whether large or small

On the engineering of systems of systems: key challenges for the requirements engineering community!

Software intensive systems of the future will be ultra large-scale systems of systems. Systems of Systems Engineering focuses on the interoperation of many independent, self-contained constituent systems to achieve a global need. The scale and complexity of systems of systems possess unique challenges for the Requirements Engineering community. Current requirements engineering techniques are inadequate in addressing these challenges and new concepts, methods, techniques, tools and processes are required. This paper identifies some immediate key challenges for the Requirements Engineering community that need to be scoped and describes some road-mapping activities that aim to address these challenges

DIDET: Digital libraries for distributed, innovative design education and teamwork. Final project report

The central goal of the DIDET Project was to enhance student learning opportunities by enabling them to partake in global, team based design engineering projects, in which they directly experience different cultural contexts and access a variety of digital information sources via a range of appropriate technology. To achieve this overall project goal, the project delivered on the following objectives: 1. Teach engineering information retrieval, manipulation, and archiving skills to students studying on engineering degree programs. 2. Measure the use of those skills in design projects in all years of an undergraduate degree program. 3. Measure the learning performance in engineering design courses affected by the provision of access to information that would have been otherwise difficult to access. 4. Measure student learning performance in different cultural contexts that influence the use of alternative sources of information and varying forms of Information and Communications Technology. 5. Develop and provide workshops for staff development. 6. Use the measurement results to annually redesign course content and the digital libraries technology. The overall DIDET Project approach was to develop, implement, use and evaluate a testbed to improve the teaching and learning of students partaking in global team based design projects. The use of digital libraries and virtual design studios was used to fundamentally change the way design engineering is taught at the collaborating institutions. This was done by implementing a digital library at the partner institutions to improve learning in the field of Design Engineering and by developing a Global Team Design Project run as part of assessed classes at Strathclyde, Stanford and Olin. Evaluation was carried out on an ongoing basis and fed back into project development, both on the class teaching model and the LauLima system developed at Strathclyde to support teaching and learning. Major findings include the requirement to overcome technological, pedagogical and cultural issues for successful elearning implementations. A need for strong leadership has been identified, particularly to exploit the benefits of cross-discipline team working. One major project output still being developed is a DIDET Project Framework for Distributed Innovative Design, Education and Teamwork to encapsulate all project findings and outputs. The project achieved its goal of embedding major change to the teaching of Design Engineering and Strathclyde's new Global Design class has been both successful and popular with students

Romania as a project-oriented society

Projects and project management play an increasing role in the global economy. In a context marked by the evolution of project management from a technical function to an organizational methodology that can be embraced successfully by communities, associations, government agencies, big companies, and even by the society as a whole, the concept of “project-oriented society” gains ground. Not only is the concept on the rise, but also research on measuring the maturity level of the project-oriented society. The main assumption underlying this paper is that there is a correlation between the maturity of project orientation and the managerial competitiveness of each society. The paper explores this correlation by presenting in detail the research study “Project Orientation Romania”, which focused on the main measurable dimensions of a project-oriented society.project management, maturity, society, education, research