Rising to the Challenge: Using Business-Oriented Case Studies in Software Engineering Education

Burge, Janet E.; Troy, Douglas

doi:10.1109/cseet.2006.29

Cited by 12 publications

(6 citation statements)

References 6 publications

(4 reference statements)

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“…References [23]- [25] discuss the case-study approach in its various forms. Our own work [16] describes how a case study may be efficiently developed.…”

Section: Related Researchmentioning

confidence: 99%

Providing end-to-end perspectives in software engineering

Herold

Bolinger

Ramnath

et al. 2011

2011 Frontiers in Education Conference (FIE)

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In order to better prepare students for professional practice, we have created a software engineering curriculum that provides an end-to-end perspective that begins with the business context of software, and goes all the way to the ongoing management of software services after deployment. This paper examines how the theoretical aspects of this broad-based curriculum may be effectively delivered through a single course within a traditional computer science program. This curriculum is under a diverse set of constraints and requirements, such as the need for pedagogical consistency, faculty development, consideration of the learning style of computer science students, and a need for an effective continuous improvement process. Our approach uses "engineeringoriented" analysis frameworks such as Porter's Five Forces model for the business aspects, and attributedriven design for software architectures, an "inverted" classroom mode of teaching where lectures are delivered on line with interactions and exercises that promote active learning reserved for the classroom, case studies developed from real projects to serve as concrete examples, open discussion boards and weekly short quizzes for concept refinement and retention, and a paper-based project where students apply the concepts learned. Faculty development and replication outside the current site are also discussed.

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“…References [23]- [25] discuss the case-study approach in its various forms. Our own work [16] describes how a case study may be efficiently developed.…”

Section: Related Researchmentioning

confidence: 99%

Providing end-to-end perspectives in software engineering

Herold

Bolinger

Ramnath

et al. 2011

2011 Frontiers in Education Conference (FIE)

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“…Several papers suggested solutions to intertwine engineering and business. One solution is to use case competitions, as presented by Burge and Troy [16]. They reported having partner companies providing business-oriented SE cases, and using the partners in a final jury.…”

Section: Related Workmentioning

confidence: 99%

Making Lab Sessions Mandatory — on Student Work Distribution in a Gamified Project Course on Market-Driven Software Engineering

Borg

2020

2020 IEEE 32nd Conference on Software Engineering Education and Training (CSEE&T)

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Unfair work distribution in student teams is a common issue in project-based learning. One contributing factor is that students are differently skilled developers. In a course with group work intertwining engineering and business aspects, we designed an intervention to help novice programmers, i.e., we introduced mandatory programming lab sessions. However, the intervention did not affect the work distribution, showing that more is needed to balance the workload. Contrary to our goal, the intervention was very well received among experienced students, but unpopular with students weak at programming.

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“…Real client: The existence of a real client, who interacts with, gathers and receives students in his organization, promotes in students the ability to feel, in practice, the difficulty of organizational software development with incomplete information and systematic doubts from the client, but with explicit business support needs (Trendowicz, Heidrich, & Shintani, 2011). It also allows students to understand how the customer thinks and evaluates the effort put into the development of the solution (Burge & Troy, 2006). 2.…”

Section: Our Project Based Learning Approachmentioning

confidence: 99%

Project-Based Learning

Alves

Ribeiro

2014

Overcoming Challenges in Software Engineering Education

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The lack of preparation of Software Engineering (SE) graduates for a professional career is a common complaint raised by industry practitioners. One approach to solving, or at least mitigating, this problem is the adoption of the Project-Based Learning (PBL) training methodology. Additionally, the involvement of students in real industrial projects, incorporated as a part of the formal curriculum, is a well-accepted means for preparing students for their professional careers. The authors involve students from BSc, MSc, and PhD degrees in Computing in developing a software project required by a real client. This chapter explains the educational approach to training students for industry by involving them with real clients within the development of software projects. The educational approach is mainly based on PBL principles. With the approach, the teaching staff is responsible for creating an environment that enhances communications, teamwork, management, and engineering skills in the students involved.

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Rising to the Challenge: Using Business-Oriented Case Studies in Software Engineering Education

Cited by 12 publications

References 6 publications

Providing end-to-end perspectives in software engineering

Providing end-to-end perspectives in software engineering

Making Lab Sessions Mandatory — on Student Work Distribution in a Gamified Project Course on Market-Driven Software Engineering

Project-Based Learning

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