Adapting agile practices in university contexts

Masood, Zainab; Hoda, Rashina; Blincoe, Kelly

doi:10.1016/j.jss.2018.07.011

Cited by 61 publications

(61 citation statements)

References 23 publications

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“…The development of the agile presented in the Manifesto for Agile Software Development published in 2001 resulted in unprecedented changes in software engineering (Boehm, 2002;Chuang et al, 2014). Agile research focuses on topics related to how to apply the idea of agile in organizations (Boehm, 2002;Nerur et al, 2005), effectiveness in achieving assumed goals (Williams et al, 2000), the impact of trust and communication on the concept of agile (Moe et al, 2009), the possibilities of its application in various organizations and the areas of their functioning (Erdogmus et al, 2005;Janzen and Saiedian, 2005;Chuang et al, 2014;Wells, 2014;Potdar et al, 2017;Masood et al, 2018;Hodgson and Briand, 2013). Attention also focused on the possibility of using the agile concept in public administration, emphasizing the positive effects of such thought as rapid identification of changes, anticipating their potential impact on public administration and its clients, modifying standard operating procedures (Mergel et al, 2018;Dobrowolski, 2019).…”

Section: The Agile Conceptmentioning

confidence: 99%

Are the Supreme Audit Institutions Agile? A Cognitive Orientation and Agility Measures

Dobrowolski¹

2021

ERSJ

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Purpose: Public organizations operate in a turbulent and increasingly less predictable environment. According to Wagner's law, they must meet better growing social needs, which increase as civilization progresses. Such a situation creates challenges for supreme audit institutions (SAIs), which are the most important public auditors. They must determine how the public organizations realized programs in the past and what factors may disrupt the realization of plans in the future. No one questions the public auditors' role in financial accountability and management. However, are the public auditors agile? This research aims to resolve this research question. Approach/Methodology/Design: The insights in this paper have emerged iteratively by considering both theory and the empirical case based on public auditors' database analysis and unstructured interviews with randomly selected Polish SAI auditors. Such methodology is consistent with an abductive approach. Findings: Based on available evidence, I offer the potentially radical generalization that SAI's current role is partially useless for society. Therefore, there is a need to implement an agile concept in SAI. Practical Implications: The article brings several valuable pieces of information that can be the base material and reference to further research. Study results can be a starting point of discussion and analysis on each auditor's agility, both from the public and private sectors. The twelve original and universal agile principles relating to the activity of auditors have been formulated. Originality/Value: There are several studies on SAIs; however, it is the first study, which aims to determine whether public auditors are agile, and first, where such agile principles of auditing were created.

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Section: The Agile Conceptmentioning

confidence: 99%

Are the Supreme Audit Institutions Agile? A Cognitive Orientation and Agility Measures

Dobrowolski¹

2021

ERSJ

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“…Masood et al [21] examined course constraints, adaptations that students made to Agile processes, and effects of those adaptations. They recommended all Agile processes to students and observed how students adapted processes due to course constraints.…”

Section: Related Workmentioning

confidence: 99%

“…Ideally, instructors want to teach students all XP processes that they may use as professionals [11,29]. However, with limited resources and various course constraints, instructors must decide which processes to include and how to adapt them for classrooms [4,11,21]. The decision should not be arbitrary; in this study, we choose as our main constraint that the selection of processes should be complete with respect to a well-established taxonomy.…”

Section: Introductionmentioning

confidence: 99%

What Agile Processes Should We Use in Software Engineering Course Projects?

Hemani

Dimitriadis

et al. 2020

Proceedings of the 51st ACM Technical Symposium on Computer Science Education

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While project-based software engineering courses aim to provide learning opportunities grounded in professional processes, it is not always possible to replicate every process in classrooms due to course constraints. Previous studies observed how students react to various processes and gave retroactive recommendations. In this study, we instead combine a field study on professional Agile (eXtreme Programming, XP) teams and an established team process taxonomy to proactively select team processes to incorporate in a project-based software engineering course. With collected knowledge from the field study, we choose three XP processes to augment the design of a mature software engineering project course. We choose processes that are 1) considered important by professionals, and 2) complete with respect to coverage of the taxonomy's main categories. We then compare the augmented course design with the original design in a case study. Our results suggest that 1) even without extra resources, adding these new processes does not interfere with learning opportunities for XP processes previously existing in the course design; 2) student teams experience similar benefits from these new processes as professional teams do, and students appreciate the usefulness and value of the processes. In other words, our approach allows instructors to make conscious choices of XP processes that improve student learning outcomes while exposing students to a more complete set of processes and thus preparing them better for professional careers. Course designers with limited resources are encouraged to use our methodology to evaluate and improve the designs of their own project-based courses.

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“…Such an approach to training allows students to be responsible for their actions, which leads to an increase in the quality of knowledge and to a reduction in the time for mastering educational material. Students are growing confidence in themselves and others, which contributes to their personal development [1].…”

Section: 18115 (2020) E3s Web Of Conferences Itse-2020mentioning

confidence: 99%

Interactive methods of teaching as a way of organizing educational activities in mathematics for students of various profiles at the level of general secondary education

et al. 2020

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At the present stage of the development of society, there is a need for new personnel ready for self-development and lifelong education. New social requests influenced the development of education, which led to the need to develop new, innovative approaches to the organization of educational activities of students. One of the areas of innovation has been the use of interactive methods in training. The purpose of the study described in the article is to determine the feasibility and advisability of using interactive methods to organize learning activities in mathematics for students of various profiles at the level of general secondary education.

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Adapting agile practices in university contexts

Cited by 61 publications

References 23 publications

Are the Supreme Audit Institutions Agile? A Cognitive Orientation and Agility Measures

Are the Supreme Audit Institutions Agile? A Cognitive Orientation and Agility Measures

What Agile Processes Should We Use in Software Engineering Course Projects?

Interactive methods of teaching as a way of organizing educational activities in mathematics for students of various profiles at the level of general secondary education

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