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SQL is taught in almost all university level database courses, yet SQL has received relatively little attention in educational research. In this study, we present a database management system independent categorization of SQL query errors that students make in an introductory database course. We base the categorization on previous literature, present a class of logical errors that has not been studied in detail, and review and complement these findings by analyzing over 33,000 SQL queries submitted by students. Our analysis verifies error findings presented in previous literature and reveals new types of errors, namely logical errors recurring in similar manners among different students. We present a listing of fundamental SQL query concepts we have identified and based our exercises on, a categorization of different errors and complications, and an operational model for designing SQL exercises.

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Software deficiencies are minimized by utilizing recommended software development and quality assurance practices. However, these recommended practices (i.e., quality practices) become ineffective if software professionals purposefully ignore them. Conducting a systematic literature review (n = 4,838), we discovered that only a small number of previous studies, within software engineering and information systems literature, have investigated the omission of quality practices. These studies explain the omission of quality practices mainly as a result of organizational decisions and trade-offs made under resource constraints or market pressure. However, our study indicates that different aspects of this phenomenon deserve further research. In particular, future research must investigate the conditions triggering the omission of quality practices and the processes through which this phenomenon occurs. Especially, since software development is a human-centric phenomenon, the psychological and behavioral aspects of this process deserve in-depth empirical investigation. In addition, futures research must clarify the social, organizational, and economical consequences of ignoring quality practices. Gaining in-depth theoretically sound and empirically grounded understandings about different aspects of this phenomenon enables research and practice to suggest interventions to overcome this issue.

Several approaches for and against the unauthorized copying of software have been proposed. These approaches can be divided into two categories: moral reasoning and solution. These categories of approaches to unauthorized copying of software are scrutinized in the light of Kohlberg's theory of Cognitive Moral Development. The results suggest that most approaches presenting solutions to unauthorized copying of software have focused attention on the lower levels of moral development, while approaches at the highest stage are few and far between. No single approach covers all the stages of moral development. The implications of this analysis for practice and research are discussed.