Using SWEBOK for education programs in industry and academia

Frailey, Dennis J.; Mason, James David

doi:10.1109/csee.2002.995193

Cited by 4 publications

(2 citation statements)

References 2 publications

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“…They can also add themselves as reviewers for others' contribution. This structure helps to improve the quality and information for future students [37], [38].…”

Section: B Bok -Bodies Of Knowledgementioning

confidence: 99%

Blended Learning Models, Curricula, and Gamification in Project Management Education

et al. 2022

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Project management learning involves realization of the project management's knowledge areas, familiarity with advanced tools as well as developing abilities like critical thinking and decision-making. The majority of inexperienced project managers struggle to achieve these essential skills. Teaching project management is sometimes difficult due to the involvement of practical implementation along with delivering the theoretical concepts. The subject has been explored in a variety of ways by the research community covering the improvisations in teaching methodologies and curricula as well as the applications of alternative approaches such as blended learning and gamification. This article presents the review of the state-of-the-art research in project management education by carefully reviewing the selected research articles published between 2015 and 2022. The primary goal of this study is to summarize the impact of blended learning, curriculum and gamification in project management education by examining the empirically verified research. The key findings represent that "evaluation research" and "solution proposal" are the two most used research categories. Furthermore, this study proposes a taxonomy, which is designed to summarize the fundamental components of blended learning along with their advantages. Moreover, the challenges and gaps as open issues are also presented in the area of project management education. Additionally, this research suggests a project centric model to enhance the learning outcomes of project management courses and provides guidelines for instructors to improve the blended learning and gamification experience for students of project management courses. Finally, the prospects of future research have been offered to the fellow researchers and practitioners engaged in project management education.

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“…They can also add themselves as reviewers for others' contribution. This structure helps to improve the quality and information for future students [37], [38].…”

Section: B Bok -Bodies Of Knowledgementioning

confidence: 99%

Blended Learning Models, Curricula, and Gamification in Project Management Education

et al. 2022

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“…In order to assess the effectiveness of the current FOCUS curriculum and There are many accounts [10], mainly in academic contexts, of how a SWEBOK based curriculum has been adopted, for example, [19]. There are also some reports on experiences with using SWEBOK for training industry professionals [7], [15]. However, our study of the publicly available data and publications has revealed that there are very few software organizations who have adopted a SWE-BOK based curriculum on such a large scale as CT DC IN.…”

Section: Introductionmentioning

confidence: 99%

FOCUS: An adaptation of a SWEBOK-based curriculum for industry requirements

Samarthyam¹,

Suryanarayana²,

Gupta

et al. 2012

2012 34th International Conference on Software Engineering (ICSE)

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Siemens Corporate Development Center India (CT DC IN) develops software applications for the industry, energy, health-care, and infrastructure & cities sectors of Siemens. These applications are typically critical in nature and require software practitioners who have considerable competency in the area of software engineering. To enhance the competency of engineers, CT DC IN has introduced an internal curriculum titled "FOundation CUrriculum for Software engineers" (FOCUS) which is an adapted version of IEEE's SWEBOK curriculum. The FOCUS program has been used to train more than 500 engineers in the last three years. In this experience report, we describe the motivation for FOCUS, how it was structured to address the specific needs of CT DC IN, and how the FOCUS program was rolled out within the organization. We also provide results obtained from a survey of the FOCUS participants, their managers, and FOCUS trainers that was conducted to throw light on the effectiveness of the program. We believe the insights from the survey results provide useful pointers to other organizations and academic institutions that are planning to adopt a SWEBOK-based curriculum.

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Aligning workforce development & software process improvement strategy for accelerated adoption of software engineering capability

Mason¹

Proceedings 16th Conference on Software Engineering Education and Training, 2003. (CSEE&T 2003).

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Using SWEBOK for education programs in industry and academia

Cited by 4 publications

References 2 publications

Blended Learning Models, Curricula, and Gamification in Project Management Education

Blended Learning Models, Curricula, and Gamification in Project Management Education

FOCUS: An adaptation of a SWEBOK-based curriculum for industry requirements

Aligning workforce development & software process improvement strategy for accelerated adoption of software engineering capability

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