How Can We Find Out What Makes a Good Requirements Engineer in the Age of Digitalization?

Sedelmaier, Yvonne; Landes, Dieter

doi:10.3991/ijep.v7i3.7424

Cited by 4 publications

(4 citation statements)

References 15 publications

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“…Sedelmaier and Landes [15] investigated the skills needed by requirements engineers at present and propose a set of competencies as a basis for the development of learning situations, which could also be of interest in the entrepreneurship education at the Gruendungsgarage. With entrepreneurship education as a cornerstone in engineering education, Holzmann et al [16] provide insights from the Entrepreneurial Campus Villach, which could be considered as a case to elaborate on similarities and differences comparing it to the programs already offered in Graz.…”

Section: Discussionmentioning

confidence: 99%

Towards Digitalization in Academic Start-ups - An Attempt to Classify Start-up Projects of the Gruendungsgarage

Poandl

2019

Int. J. Eng. Ped.

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Founded in 2013 as a playground for implementation-oriented start-up ideas, the Gruendungsgarage is now an established academic start-up accelerator and an integral part of the regional start-up scene. Starting with a brief in-troduction to the program of the Gruendungsgarage as a best practice example with five years of experience in academic entrepreneurial education, a model with a practical-oriented focus for classifying the degree of digitalization in start-up projects is presented. Successful start-ups and promising start-up projects from the Gruendungsgarage are classified according to their degree of digitalization and illustrated by examples. Finally, implications for the practice in engineering education on entrepreneurship are derived and suggestions for future research are identified.

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Section: Discussionmentioning

confidence: 99%

Towards Digitalization in Academic Start-ups - An Attempt to Classify Start-up Projects of the Gruendungsgarage

Poandl

2019

Int. J. Eng. Ped.

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“…The engineering sector has been making an invaluable contribution in today's technologically focused and digitalized society. This is also true with any individual's daily routine [1]. Engineering shapes, now more than ever, people's present and future by referring to fundamental objectives of their lives such as safety, prosperity and protection.…”

Section: Engineering Ethics In Higher Educationmentioning

confidence: 97%

Teaching Professional Integrity: An Empirical Study on Engineering Students

Stelios

Christodoulou²

2020

Int. J. Eng. Ped.

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In higher education there seems to be a ‘gap’ between the levels of undergraduate student expectation of being confronted by ethical issues in engineering work, and the amount of effective ethics education. Within this context, the purpose of this empirical research is to investigate engineering students’ views on two issues: a) How vital professional ethics are in their field, and b) whether they believe that professional ethics must be a part of the syllabus in their School. Findings indicate that teachers should make special reference to and strongly emphasize in class the value of an engineer's ethical responsibility. Furthermore, they need to spend a number of teaching hours on tackling problems in professional ethics as well as organize conferences, workshops, lectures and discussions, where the main speakers would be experienced engineers and academics. This way the technical and technological education incorporates more the responsibility of building professional integrity that can guarantee the much needed social goods of progress and prosperity, along with safety.

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“…and the second tour (April-May 2020). The rst cohort of students from VolgaTech was a numerous one but later in the second semester only highly-motivated students (12) wishing to further develop their complex communication competency continued their online intercultural interaction. Hence, Figures 3-6 compare the answers of the rst cohort and the second cohort respectively to the questions on whether they liked their partners and if this experience of online intercultural communication sessions was worthwhile both personally and professionally.…”

Section: Stage 5 Implementing the Online Coursementioning

confidence: 99%

Online communication in EFL classes to foster prospective global engineers’ complex e-intercultural communication competence

Golikova

Tarasova

2023

Preprint

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Apart from core technical skills that should be envisaged by engineering program providers, the outcomes of such programs should project that upon their completion engineering and technology students are emboldened to get intelligence and be able to design technological and digital solution to meet global needs considering public healthcare systems, economic security, and well-being. Moreover, these should be amplified by a set of soft skills, including communicating effectively in a foreign language with a variety of audiences, perceiving ethical and professional responsibilities in engineering critical circumstances in order to make abreast conclusions. While the described above outcomes are crucial in building truly global engineers, they are repeatedly neglected by engineering programs’ developers, that is why when moving to the workplace young engineers might find it burdensome to deal with dynamic settings. Objective: Our objective is to explore the dimensions that might contribute to the development of global engineers’ complex e-intercultural communication competence through intercultural online interaction in EFL classes. The paper presents the results of a year's observation and surveying of two cohorts of B.S. students in IT from Volga State University of Technology (Yoshkar-Ola, Russia) and IMT Mines Albi students (Albi, France). Method: To synthesize the body of knowledge, we performed a systematic literature review (SLR), in which we selected a pool of 30 studies and then conducted a meta-analysis using data extracted from those studies. Thus, the literature reviewed showed the gap of the proper definition for the term complex e-intercultural communication competence, that was afterwards offered and deliberately described/explained by the authors. The authors suggest the following methodology to evaluate the online interaction program’s efficiency organized for VolgaTech and IMT students that would foster students’ complex e-intercultural communication competence by addressing all the dimensions. Firstly, the program for online interaction focusing on personal, professional and global issues in English language classes includes pre- and post - surveys to identify students’ complex communication competence, and to assess their English level proficiency. Secondly, while implementing the program the students discuss common and specific trends vivid for international communities, specifically, Higher Education, social and cultural issues of concern relevant to their countries. Thirdly, students prepare final in-depth reports reflecting on the experiences of communication with their foreign partners. Totally, forty-eight B.S. students in IT from VolgaTech and twenty-five IMT Mines Albi students took part in five video conferencing sessions during the 2019-2020 academic year. Results: Via a meta-analysis and using data from 48 pre and post-surveys and final reports and over 1700 data responses assessing the targeted dimensions that influence the development of the complex e-intercultural competence the authors grouped: (1) language proficiency and intercultural communication skills mastered; (2) use of software applications facilitated both synchronous and asynchronous e-communication; (3) the experience contributes to the growing respect towards each other tolerating cultural, personal, professional differences addressing all the targeted issues. Conclusion: Overall, the feedback about the English course which included online interaction was positive. The second cohort of the VolgaTech and IMT students had their sessions during the Spring term 2020 during the Covid-19 pandemic. Those sessions made the students feel less lonely and frustrated, giving them extra issues to talk about finding common and specific governmental decisions of social affairs (norms and regulations) in their respective countries and worldwide. Having analyzed the feedback among the obstacles for effective communication that might occur we found out that the majority of students listed the language barrier, technical issues (e.g. low internet connection, problems of the bandwidth). However, not a single student referred to personal limitations, such as being shy, not enough motivated and prepared to talk about issues under discussion. The authors conclude that the developed and implemented program for online communication is efficient for training digital engineering specialists that the globalized environment requires.

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How Can We Find Out What Makes a Good Requirements Engineer in the Age of Digitalization?

Cited by 4 publications

References 15 publications

Towards Digitalization in Academic Start-ups - An Attempt to Classify Start-up Projects of the Gruendungsgarage

Towards Digitalization in Academic Start-ups - An Attempt to Classify Start-up Projects of the Gruendungsgarage

Teaching Professional Integrity: An Empirical Study on Engineering Students

Online communication in EFL classes to foster prospective global engineers’ complex e-intercultural communication competence

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