Closing the gap between software engineering education and industrial needs

According to different reports, many recent software engineering graduates often face difficulties when beginning their professional careers, due to misalignment of the skills learnt in their university education with what is needed in industry. To address that need, many studies have been conducted to align software engineering education with industry needs. To synthesize that body of knowledge, we present in this paper a systematic literature review (SLR) which summarizes the findings of 33 studies in this area. By doing a meta-analysis of all those studies and using data from 12 countries and over 4,000 data points, this study will enable educators and hiring managers to adapt their education / hiring efforts to best prepare the software engineering workforce

Towards guidelines for building a business case and gathering evidence of software reference architectures in industry

Background: Software reference architectures are becoming widely adopted by organizations that need to support the design and maintenance of software applications of a shared domain. For organizations that plan to adopt this architecture-centric approach, it becomes fundamental to know the return on investment and to understand how software reference architectures are designed, maintained, and used. Unfortunately, there is little evidence-based support to help organizations with these challenges. Methods: We have conducted action research in an industry-academia collaboration between the GESSI research group and everis, a multinational IT consulting firm based in Spain. Results: The results from such collaboration are being packaged in order to create guidelines that could be used in similar contexts as the one of everis. The main result of this paper is the construction of empirically-grounded guidelines that support organizations to decide on the adoption of software reference architectures and to gather evidence to improve RA-related practices. Conclusions: The created guidelines could be used by other organizations outside of our industry-academia collaboration. With this goal in mind, we describe the guidelines in detail for their use.Peer ReviewedPostprint (published version

What influences the speed of prototyping? An empirical investigation of twenty software startups

It is essential for startups to quickly experiment business ideas by building tangible prototypes and collecting user feedback on them. As prototyping is an inevitable part of learning for early stage software startups, how fast startups can learn depends on how fast they can prototype. Despite of the importance, there is a lack of research about prototyping in software startups. In this study, we aimed at understanding what are factors influencing different types of prototyping activities. We conducted a multiple case study on twenty European software startups. The results are two folds, firstly we propose a prototype-centric learning model in early stage software startups. Secondly, we identify factors occur as barriers but also facilitators for prototyping in early stage software startups. The factors are grouped into (1) artifacts, (2) team competence, (3) collaboration, (4) customer and (5) process dimensions. To speed up a startups progress at the early stage, it is important to incorporate the learning objective into a well-defined collaborative approach of prototypingComment: This is the author's version of the work. Copyright owner's version can be accessed at doi.org/10.1007/978-3-319-57633-6_2, XP2017, Cologne, German

Experimenting with Realism in Software Engineering Team Projects: An Experience Report

Over Several years, we observed that our students were sceptical of Software Engineering practices, because we did not convey the experience and demands of production quality software development. Assessment focused on features delivered, rather than imposing responsibility for longer term `technical debt'. Academics acting as 'uncertain' customers were rejected as malevolent and implausible. Student teams composed of novices lacked the benefits of leadership provided by more experienced engineers. To address these shortcomings, real customers were introduced, exposing students to real requirements uncertainty. Flipped classroom teaching was adopted, giving teams one day each week to work on their project in a redesigned laboratory. Software process and quality were emphasised in the course assessment, imposing technical debt. Finally, we introduced a leadership course for senior students, who acted as mentors to the project team students. This paper reports on the experience of these changes, from the perspective of different stakeholders

Learning through practice via role-playing: Lessons learnt

Software engineering is the establishment and use of sound engineering principles in order to obtain economically software that is reliable and works efficiently on real machine. Sound software engineering closely related with socio-technical activity that depends on several human issues which are communication, collaboration, motivation, work environment, team harmony, engagement, training and education. These issues affect everything for students to fully understand software engineering and be prepared for software development careers. Therefore courses offered in the university must also consider the sociological and communication aspects, often called the socio-technical aspects. One popular method is to use role-playing exercises. Role-playing is a less technologically elaborate form of simulation for learning interpersonal skills and is analogous to rehearsal. It is particularly helpful when students are having difficulties to relate lessons learnt in the university to the applicability of the knowledge in the real implementation. This is because many students view software engineering as meaningless bureaucracy and have little interest in the knowledge delivered in the lecture hall. This scenario impedes the expansion of current knowledge and inhibits the possibility of knowledge exploration to solve range of industry problems. Simply lecturing about software engineering will never engage students or convince them that software engineering has value. Given this student bias, the goal of teaching software engineering often becomes convincing students that it has value. To achieve this, students need to experience firsthand the sociological and communication difficulties associated with developing software systems. In this paper, we argue that in teaching software engineering we must cover two essential things; delivery of knowledge and skills required in the software engineering domain in a form of lecture and hands-on practice to experience the value of the knowledge and skills learnt. We report on our experiences gained in deploying role-playing in master degree program. Role-playing is used as pedagogical tool to give students a greater appreciation of the range of issues and problems associated with software engineering in real settings. We believe that the lessons learnt from this exercise will be valuable for those interested in advancing software engineering education and training

Adaptation of WASH Services Delivery to Climate Change and Other Sources of Risk and Uncertainty

This report urges WASH sector practitioners to take more seriously the threat of climate change and the consequences it could have on their work. By considering climate change within a risk and uncertainty framework, the field can use the multitude of approaches laid out here to adequately protect itself against a range of direct and indirect impacts. Eleven methods and tools for this specific type of risk management are described, including practical advice on how to implement them successfully

Electronic information sharing in local government authorities: Factors influencing the decision-making process

This is the post-print version of the final paper published in International Journal of Information Management. The published article is available from the link below. Changes resulting from the publishing process, such as peer review, editing, corrections, structural formatting, and other quality control mechanisms may not be reflected in this document. Changes may have been made to this work since it was submitted for publication. Copyright @ 2013 Elsevier B.V.Local Government Authorities (LGAs) are mainly characterised as information-intensive organisations. To satisfy their information requirements, effective information sharing within and among LGAs is necessary. Nevertheless, the dilemma of Inter-Organisational Information Sharing (IOIS) has been regarded as an inevitable issue for the public sector. Despite a decade of active research and practice, the field lacks a comprehensive framework to examine the factors influencing Electronic Information Sharing (EIS) among LGAs. The research presented in this paper contributes towards resolving this problem by developing a conceptual framework of factors influencing EIS in Government-to-Government (G2G) collaboration. By presenting this model, we attempt to clarify that EIS in LGAs is affected by a combination of environmental, organisational, business process, and technological factors and that it should not be scrutinised merely from a technical perspective. To validate the conceptual rationale, multiple case study based research strategy was selected. From an analysis of the empirical data from two case organisations, this paper exemplifies the importance (i.e. prioritisation) of these factors in influencing EIS by utilising the Analytical Hierarchy Process (AHP) technique. The intent herein is to offer LGA decision-makers with a systematic decision-making process in realising the importance (i.e. from most important to least important) of EIS influential factors. This systematic process will also assist LGA decision-makers in better interpreting EIS and its underlying problems. The research reported herein should be of interest to both academics and practitioners who are involved in IOIS, in general, and collaborative e-Government, in particular