Details
| Original language | English |
|---|---|
| Title of host publication | 2013 IEEE Global Engineering Education Conference, EDUCON 2013 |
| Pages | 1276-1283 |
| Number of pages | 8 |
| Publication status | Published - 2013 |
| Event | IEEE Global Engineering Education Conference, EDUCON 2013 - Berlin, Germany Duration: 13 Mar 2013 → 15 Mar 2013 |
Publication series
| Name | IEEE Global Engineering Education Conference, EDUCON |
|---|---|
| ISSN (Print) | 2165-9559 |
| ISSN (electronic) | 2165-9567 |
Abstract
Students of software engineering need a mental model to guide their activities; this mental model should contain a concept of success. They should be able to contribute to that success criterion through their daily work. Although economic gain is a wide-spread measure of success, it cannot be fully controlled by developers or even project leaders. Inappropriate deadlines, political influences, and many other aspects are beyond the control of software engineers. A success criterion closer to the sphere of influence of software engineers could better guide decisions of students - and practicing software engineers as well. We introduce the concept of requirements compliance1, which measures the size of the intersection between stated and implemented requirements. Fulfilled requirements are considered a success. Both unfulfilled requirements and unsolicited features are considered indications of reduced success: The latter consume resources without meeting stated needs, while missing requirements ignore customer requests. In this paper, we motivate and introduce the core concept of requirements compliance. We show how it can be and has been used for different variants of software engineering education, including serious educational games. We go beyond this prior use by identifying ways of modeling, observing and controlling requirements compliance in a series of student projects. We discuss opportunities for using this concept in software engineering education - but also build on the mental model in research and in practice.
Keywords
- communication, project success, software requirements
ASJC Scopus subject areas
- Decision Sciences(all)
- Information Systems and Management
- Engineering(all)
- Social Sciences(all)
- Education
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2013 IEEE Global Engineering Education Conference, EDUCON 2013. 2013. p. 1276-1283 6530271 (IEEE Global Engineering Education Conference, EDUCON).
Research output: Chapter in book/report/conference proceeding › Conference contribution › Research › peer review
}
TY - GEN
T1 - Requirements compliance as a measure of project success
AU - Schneider, Kurt
AU - Liskin, Olga
AU - Paulsen, Hilko
AU - Kauffeld, Simone
PY - 2013
Y1 - 2013
N2 - Students of software engineering need a mental model to guide their activities; this mental model should contain a concept of success. They should be able to contribute to that success criterion through their daily work. Although economic gain is a wide-spread measure of success, it cannot be fully controlled by developers or even project leaders. Inappropriate deadlines, political influences, and many other aspects are beyond the control of software engineers. A success criterion closer to the sphere of influence of software engineers could better guide decisions of students - and practicing software engineers as well. We introduce the concept of requirements compliance1, which measures the size of the intersection between stated and implemented requirements. Fulfilled requirements are considered a success. Both unfulfilled requirements and unsolicited features are considered indications of reduced success: The latter consume resources without meeting stated needs, while missing requirements ignore customer requests. In this paper, we motivate and introduce the core concept of requirements compliance. We show how it can be and has been used for different variants of software engineering education, including serious educational games. We go beyond this prior use by identifying ways of modeling, observing and controlling requirements compliance in a series of student projects. We discuss opportunities for using this concept in software engineering education - but also build on the mental model in research and in practice.
AB - Students of software engineering need a mental model to guide their activities; this mental model should contain a concept of success. They should be able to contribute to that success criterion through their daily work. Although economic gain is a wide-spread measure of success, it cannot be fully controlled by developers or even project leaders. Inappropriate deadlines, political influences, and many other aspects are beyond the control of software engineers. A success criterion closer to the sphere of influence of software engineers could better guide decisions of students - and practicing software engineers as well. We introduce the concept of requirements compliance1, which measures the size of the intersection between stated and implemented requirements. Fulfilled requirements are considered a success. Both unfulfilled requirements and unsolicited features are considered indications of reduced success: The latter consume resources without meeting stated needs, while missing requirements ignore customer requests. In this paper, we motivate and introduce the core concept of requirements compliance. We show how it can be and has been used for different variants of software engineering education, including serious educational games. We go beyond this prior use by identifying ways of modeling, observing and controlling requirements compliance in a series of student projects. We discuss opportunities for using this concept in software engineering education - but also build on the mental model in research and in practice.
KW - communication
KW - project success
KW - software requirements
UR - http://www.scopus.com/inward/record.url?scp=84880969181&partnerID=8YFLogxK
U2 - 10.1109/EduCon.2013.6530271
DO - 10.1109/EduCon.2013.6530271
M3 - Conference contribution
AN - SCOPUS:84880969181
SN - 9781467361101
T3 - IEEE Global Engineering Education Conference, EDUCON
SP - 1276
EP - 1283
BT - 2013 IEEE Global Engineering Education Conference, EDUCON 2013
T2 - IEEE Global Engineering Education Conference, EDUCON 2013
Y2 - 13 March 2013 through 15 March 2013
ER -