Strategic managers and IS professionals who are responsible for specifying, acquiring and producing quality software products are not supported by the endless flow of new international standards, legislation and user requirements. In order to clarify the current situation for everybody concerned with software quality, and especially those interested in usability, there is a need for a new review and evaluation of the various strands that contribute to software quality. By way of review this paper recalls the original software quality factors which were defined twenty years ago by McCall et al. and presents a methodical analysis and synthesis of three modern strands which influence these factors. The three strands relate to software quality, statutory obligations and human-computer interaction. All three strands rely on well respected sources which include the European Council Directive on minimum safety and health requirements for work with display screen equipment, ISO/DIS 9241-10 (1993) and ISO/FDIS 9000-3 (1997). This synthesis produces a new set of quality factors, and the paper provides a new perspective of software usability by showing that the external quality factors in this new set are the usability attributes of a software product. New attributes like suitability, adaptability, functionality, installability and safety are identified and other attributes like usability and integrity are clarified within the three strands.

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It has become apparent that increasing numbers of students arriving into undergraduate computing and engineering degree programmes in Irish 3 rd-level institutions have prior experience of computer programming. As the extent of this prior exposure as well as its nature, origins, and usefulness is not known beyond anecdotal evidence, an annual survey of prior programming experience of freshman undergraduates who study programming as part of their degree has been designed and administered. This paper reports on the first two years of this survey in 2015 and 2016. It found that around one third had some prior experience of programming with nearly half of that group reporting a reasonable level of fluency in one or more languages. The authors expect that the effect of proposed changes to primary and 2 nd-level curricula alongside the increasing popularity of informal programming clubs will be increasingly felt in coming years and therefore plan to continue and extend the survey in order to clarify the effect of such developments. The results should be of interest to 3 rd-level educators in the planning of curriculum and teaching practice.

A software development process is a mechanism for problem solving to help software developers plan, design and structure the development of software to solve a problem. Without a process to guide the structured evolution of a solution, it is extremely likely that at least some aspect of the resulting software will be omitted or incorrectly implemented. Even though the importance of utilising a software process for solving problems is accepted in the business and academic communities, it is a topic that is addressed very lightly (if at all) in most freshman undergraduate computing courses with most courses focussing on programming procedures rather than the process of how to develop a solution. A consequence of this is that some students go on to develop maladaptive cognitive practices where they rush to implement solutions to problems with little planning. Typically these maladaptive practices involve surface practices such as coding by rote learning and cutting and pasting code from existing projects. Such practices can be very difficult to unlearn and can result in students lacking skills in planning and designing solutions to problems which can persist to graduation. Despite these issues, little active research has been found on the development of software processes aimed at freshman third level learners and consequently there are few approaches available to help freshman students through all stages of the software process. However, there is a wealth of current research into computational thinking (CT) as a mechanism to help solve computational problems. Even though CT is seen as a key practice of computer science, most of the research into CT (as a named area) is aimed at 1st and 2nd level education with CT being a more implicit part of third level computing courses. This suggests that there is an exciting opportunity to explicitly exploit the affordances and skills of CT into a software process aimed at freshman third level learners. This paper presents work which has been carried out as part of an ongoing research project into this issue in which the key skills associated with computational thinking are incorporated into a conceptual framework which will provide a structure for a software process aimed at freshman undergraduate computing students. This research is not tied to any particular programming paradigm but its use is assumed to be in the context of imperative, commercial programming languages. The framework is centred on declarative knowledge (in the form of threshold concepts) and procedural knowledge (in the form of CT skills) scaffolding freshman software development from initial planning through to final solution. The framework known as Computational Analysis and Design Engineered Thinking (CADET) once operationalised as a software process with an accompanying support tool-aims to support the structured development of both software and student self-efficacy in the topic.

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Historically programming has not been a subject studied at 2 nd level in Ireland, and degree programmes in Irish 3 rd level institutions have taken a 'From-scratch' approach to the teaching of programming. It has become apparent that increasing numbers of students arriving into undergraduate computing and engineering degree programmes in Irish 3 rd-level institutions have prior experience of computer programming, and the situation regarding the teaching of programming in the Irish School system is currently changing.

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