Details
| Original language | English |
|---|---|
| Title of host publication | Proceedings - 2019 IEEE/ACM 41st International Conference on Software Engineering |
| Subtitle of host publication | Software Engineering Education and Training, ICSE-SEET 2019 |
| Pages | 1-11 |
| Number of pages | 11 |
| ISBN (electronic) | 978-1-7281-1000-4 |
| Publication status | Published - May 2019 |
| Event | 41st IEEE/ACM International Conference on Software Engineering, ICSE 2019 - Montreal, Canada Duration: 25 May 2019 → 31 May 2019 |
Abstract
Software engineering educators are continually challenged by rapidly evolving concepts, technologies, and industry demands. Due to the omnipresence of software in a digitalized society, higher education institutions (HEIs) have to educate the students such that they learn how to learn, and that they are equipped with a profound basic knowledge and with latest knowledge about modern software and system development. Since industry demands change constantly, HEIs are challenged in meeting such current and future demands in a timely manner. This paper analyzes the current state of practice in software engineering education. Specifically, we want to compare contemporary education with industrial practice to understand if frameworks, methods and practices for software and system development taught at HEIs reflect industrial practice. For this, we conducted an online survey and collected information about 67 software engineering courses. Our findings show that development approaches taught at HEIs quite closely reflect industrial practice. We also found that the choice of what process to teach is sometimes driven by the wish to make a course successful. Especially when this happens for project courses, it could be beneficial to put more emphasis on building learning sequences with other courses.
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Proceedings - 2019 IEEE/ACM 41st International Conference on Software Engineering: Software Engineering Education and Training, ICSE-SEET 2019. 2019. p. 1-11 8802103.
Research output: Chapter in book/report/conference proceeding › Conference contribution › Research › peer review
}
TY - GEN
T1 - Walking through the method zoo
T2 - 41st IEEE/ACM International Conference on Software Engineering, ICSE 2019
AU - Kuhrmann, Marco
AU - Nakatumba-Nabende, Joyce
AU - Pfeiffer, Rolf-Helge
AU - Tell, Paolo
AU - Klünder, Jil
AU - Conte, Tayana
AU - MacDonell, Stephen G.
AU - Hebig, Regina
N1 - Funding information: We want to thank all participants of the study, who shared the information about their courses. Tayana Conte is supported by CNPq (311494/2017-0). Joyce Nakatumba-Nabende was supported by the Sida/BRIGHT project 317 under the Makerere-Swedish bilateral research programme 2015-2020.
PY - 2019/5
Y1 - 2019/5
N2 - Software engineering educators are continually challenged by rapidly evolving concepts, technologies, and industry demands. Due to the omnipresence of software in a digitalized society, higher education institutions (HEIs) have to educate the students such that they learn how to learn, and that they are equipped with a profound basic knowledge and with latest knowledge about modern software and system development. Since industry demands change constantly, HEIs are challenged in meeting such current and future demands in a timely manner. This paper analyzes the current state of practice in software engineering education. Specifically, we want to compare contemporary education with industrial practice to understand if frameworks, methods and practices for software and system development taught at HEIs reflect industrial practice. For this, we conducted an online survey and collected information about 67 software engineering courses. Our findings show that development approaches taught at HEIs quite closely reflect industrial practice. We also found that the choice of what process to teach is sometimes driven by the wish to make a course successful. Especially when this happens for project courses, it could be beneficial to put more emphasis on building learning sequences with other courses.
AB - Software engineering educators are continually challenged by rapidly evolving concepts, technologies, and industry demands. Due to the omnipresence of software in a digitalized society, higher education institutions (HEIs) have to educate the students such that they learn how to learn, and that they are equipped with a profound basic knowledge and with latest knowledge about modern software and system development. Since industry demands change constantly, HEIs are challenged in meeting such current and future demands in a timely manner. This paper analyzes the current state of practice in software engineering education. Specifically, we want to compare contemporary education with industrial practice to understand if frameworks, methods and practices for software and system development taught at HEIs reflect industrial practice. For this, we conducted an online survey and collected information about 67 software engineering courses. Our findings show that development approaches taught at HEIs quite closely reflect industrial practice. We also found that the choice of what process to teach is sometimes driven by the wish to make a course successful. Especially when this happens for project courses, it could be beneficial to put more emphasis on building learning sequences with other courses.
KW - Education
KW - Hybrid methods
KW - Software development
KW - Software process
KW - Survey research
UR - http://www.scopus.com/inward/record.url?scp=85072106054&partnerID=8YFLogxK
U2 - https://doi.org/10.48550/arXiv.2101.08432
DO - https://doi.org/10.48550/arXiv.2101.08432
M3 - Conference contribution
SN - 978-1-7281-1001-1
SP - 1
EP - 11
BT - Proceedings - 2019 IEEE/ACM 41st International Conference on Software Engineering
Y2 - 25 May 2019 through 31 May 2019
ER -