A Case for Software Engineering

Hilburn, Thomas B.; Towhidnejad, Massood

doi:10.1109/cseet.2007.5

Cited by 20 publications

(15 citation statements)

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“…Previous studies on CM in SE were either about case development (Hilburn & Towhidnejad, 2007;Razali, Zainal, & Chitsaz, 2012) or case usage in T&L SE (Garg & Varma, 2007Varma & Garg, 2005). For the www.ccsenet.org/ies International Education Studies Vol.…”

Section: Case Methods In Software Engineering Educationmentioning

confidence: 99%

“…Cases should contain realism which means it is based on real events, experiences and scenarios. Real scenario in a case makes students engaged in solving the case (Hilburn & Towhidnejad, 2007). Cases should contain local elements, appealing to students, timely, adhere to curriculum contents, format and course objectives.…”

Section: Case Methods In Software Engineering Educationmentioning

confidence: 99%

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A Guideline of Using Case Method in Software Engineering Courses

Zainal¹,

Razali²,

Shukur³

2014

IES

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Software Engineering (SE) education has been reported to fall short in producing high quality software engineers. In seeking alternative solutions, Case Method (CM) is regarded as having potential to solve the issue. CM is a teaching and learning (T&L) method that has been found to be effective in Social Science education. In principle, instructors should be guided appropriately in order to adopt CM in T&L. SE education however lacks of such guidelines. This paper addresses this concern by identifying the factors and their corresponding elements and conditions that contribute to the effective use of CM in T&L SE courses. The factors, elements and conditions were then collated as a framework in the form of a guideline. The factors, elements and conditions were gathered through a series of studies, namely a theoretical study, two surveys and two expert reviews. The theoretical study involved reviewing previous research, while the surveys were performed with five groups of students who experienced CM in learning SE courses. The students were from various education and work backgrounds. Two types of survey instruments were employed, which are questionnaire and group interviews. To form the guideline, the gathered data were analysed qualitatively using contents analysis. The guideline was then validated by two experts through expert reviews. There are four main factors that constitute the guideline of using CM in T&L SE courses: Case, Instructor, Student and Infrastructure. Each factor has its corresponding elements and conditions. The guideline is useful for SE instructors to adopt CM in T&L SE courses at their institutions.

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Section: Case Methods In Software Engineering Educationmentioning

confidence: 99%

Section: Case Methods In Software Engineering Educationmentioning

confidence: 99%

A Guideline of Using Case Method in Software Engineering Courses

Zainal¹,

Razali²,

Shukur³

2014

IES

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“…The approach helped case contributors to explicitly and coherently share their experiences, provide examples, and highlight their creativity as case authors themselves. Hilburn and Towhidnejad (2007) developed a set of mini cases that covers the complete software development life cycle. This work was a continuation from an earlier study (Hilburn et al, 2006), when the authors first advocated the use of the case study approach in training and educating software engineers.…”

Section: Introductionmentioning

confidence: 99%

Developing Industrial Cases for Teaching Software Engineering – A Lesson Learned

Razali

Zainal²,

Chitsaz³

2012

ASS

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Software engineers are provided with an enormous choice of technology for improving the quality of software. Being intangible, software products tend to be more intricate to build than any other artifacts. The selection of technology can thus become a critical factor for the success of software development. Software engineers are expected to be well-versed in various technologies to enable them to decide the best one for a particular development project. Sensible decisions however require not only understanding but also active minds, which can be achieved through meaningful learning. Being a discussion-based learning approach that encourages students to exploit knowledge and understanding of the subject matter, the Case Method seems to be a practical teaching and learning option. This method entails developing specific cases that promote exploration and critical thinking. To ensure the developed cases are useful, they should be evaluated. This paper presents a practical methodology for developing as well as evaluating industrial cases for teaching software engineering through the Case Method. It also shares some important lessons learned from the process. These lessons act as a guideline for future case developers to compose useful cases and motivate software engineering instructors to use cases in teaching.

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“…TSP has been used by other academics to support a "case study" approach [8], and to implement "capstone" courses [9,10]. However, TSP is not widely used in software engineering courses and its effectiveness at teaching the Net Generation has not been explored.…”

Section: Introductionmentioning

confidence: 99%