Barta / Hung / Cox Software Engineering Education

Proceedings of the IFIP WG3.4/SEARCC (SRIG on Education and Training) Working Conference, Hong Kong, 28 September - 2 October, 1993
1. Auflage 2013
ISBN: 978-1-4832-9325-7
Verlag: Elsevier Science & Techn.
Format: PDF
Kopierschutz: 1 - PDF Watermark

E-Book, Englisch, Band Volume 40, 356 Seiten, Web PDF

Reihe: IFIP Transactions A: Computer Science and Technology

Software engineering education is an important, often controversial, issue in the education of Information Technology professionals. It is of concern at all levels of education, whether undergraduate, post-graduate or during the working life of professionals in the field. This publication gives perspectives from academic institutions, industry and education bodies from many different countries. Several papers provide actual curricula based on innovative ideas and modern programming paradigms. Various aspects of project work, as an important component of the educational process, are also covered and the uses of software tools in the software industry and education are discussed. The book provides a valuable source of information for all those interested and involved in software engineering education.

Autoren/Hrsg.

Barta, B. Z.

Hung, S. L.

Cox, K. R.

Inhaltsverzeichnis

1;Front Cover;1
2;Software Engineering Education;4
3;Copyright Page;5
4;Table of Contents;13
5;PREFACE;6
6;LIST OF PARTICIPANTS;9
7;PART I: SOFTWARE ENGINEERING CURRICULA;16
7.1;Chapter 1. University Curricula in Software Technology;20
7.1.1;1 Introduction;20
7.1.2;2 Computing Systems Development;21
7.1.3;3 Computing System Disciplines;24
7.1.4;4 Mathematics;26
7.1.5;5 Theoretical Computer Science;26
7.1.6;6 Curriculum Development;26
7.1.7;7 Discussion;29
7.1.8;8 Conclusion;30
7.1.9;9 Bibliographical Notes;30
7.1.10;References;31
7.2;Chapter 2. Exploring the Interaction between Software and Knowledge Engineering using a Computer Game-Playing Lab;32
7.2.1;1. SOFTWARE AND KNOWLEDGE ENGINEERING: THEORY, PRACTICE, EDUCATION;32
7.2.2;2. A COURSE ON "HEURISTIC KNOWLEDGE AND SEARCH": MOTIVATION AND CONTENTS;33
7.2.3;3. THE NATURE OF HEURISTIC COMPUTATION, AND ITS IMPACT ON SOFTWARE DEVELOPMENT;36
7.2.4;4. EXPLORATORY SOFTWARE DEVELOPMENT: UNCERTAIN RESOURCES, OPEN-ENDED GOALS;37
7.2.5;5. THE UNPREDICTABLE COMPLEXITY OF KNOWLEDGE FORMALIZATION;39
7.2.6;6. EXPERIENCE: HOW GENERAL AND PORTABLE IS THIS MODEL?;42
7.2.7;REFERENCES;42
8;PART II: ACADEMIC CURRICULA;44
8.1;Chapter 3. The Role of Software Engineering in a Computer Technology Program;46
8.1.1;1. INTRODUCTION;46
8.1.2;2. THE COMPUTER TECHNOLOGY PROGRAM;47
8.1.3;3. THE SOFTWARE ENGINEERING COURSE;47
8.1.4;4. RELATIONSHIP WITH OTHER PARTS OF THE PROGRAM;49
8.1.5;5. THE SOFTWARE ENGINEERING PROJECT AND THE USE OF CASE TOOLS;51
8.1.6;6. CONCLUSION;52
8.1.7;REFERENCES;52
8.2;Chapter 4. Putting Software Engineering Education in Its Place;54
8.2.1;1. DEFINITION OF SOFTWARE ENGINEERING;54
8.2.2;2. STATUS OF SOFTWARE ENGINEERING EDUCATION;56
8.2.3;3. INITIATIVES BETWEEN HIGHER EDUCATION AND BUSINESS AND GOVERNMENTAL ORGANIZATIONS;59
8.2.4;4. EMERGENCE OF SYSTEMS ENGINEERING AS A PROFESSION AND DISCIPLINE;60
8.2.5;5. PREDICTION ABOUT THE FUTURE OF SOFTWARE ENGINEERING EDUCATION IN THE UNITED STATES;61
8.2.6;REFERENCES;61
8.3;Chapter 5. The Education of Software Engineers. Where are we now?;62
8.3.1;1. INTRODUCTION;62
8.3.2;2. CORE CURRICULUM;63
8.3.3;3. THE ROLE OF DESIGN IN THE EDUCATION OF SOFTWARE ENGINEERS;64
8.3.4;4. THE PRODUCT AND THE LEARNING PROCESS;66
8.3.5;5. THE ENGINEERING ETHOS;67
8.3.6;6. CONCLUSION;68
8.3.7;REFERENCES;69
8.4;Chapter 6. An Innovative Two-Phase Undergraduate Program in Software Engineering Education;70
8.4.1;1. INTRODUCTION;70
8.4.2;2. THE TWO-PHASE SOFTWARE ENGINEERING EDUCATION PROGRAM AT HONG KONG BAPTIST COLLEGE;71
8.4.3;3. IMPLEMENTATION OF THE TWO-PHASE PROGRAM;74
8.4.4;4. CONCLUDING REMARKS;77
8.4.5;REFERENCES;77
8.5;Chapter 7. Modern Programming Paradigms as the Step Towards a New Technology;78
8.5.1;1. INTRODUCTION;78
8.5.2;2. BASIC CONCEPTS;79
8.5.3;3. OUR PERSPECTIVE OF SOFTWARE ENGINEERING;82
8.5.4;4. THE IMPORTANCE OF VARIOUS PARADIGMS FOR SOFTWARE ENGINEERING;82
8.5.5;5. TEACHING METHODS;83
8.5.6;6. CONCLUSIONS;83
8.5.7;REFERENCES;84
8.6;Chapter 8. Software Engineering Teaching Within Business Computing Courses;86
8.6.1;1. INTRODUCTION;86
8.6.2;2. SOFTWARE ENGINEERING PRACTICES WITHIN THE UNITED KINGDOM;87
8.6.3;3. CONCLUSIONS FROM THE SURVEYS;88
8.6.4;4. COURSES AT SUNDERLAND;90
8.6.5;5. CONCLUSIONS;92
8.6.6;REFERENCES;92
8.7;Chapter 9. A conceptual framework for developing a software engineering education programme;94
8.7.1;1. SOFTWARE ENGINEERING EDUCATION;94
8.7.2;2. THE SOFTWARE PROCESS SYSTEM;95
8.7.3;3. A CONCEPTUAL FRAMEWORK FOR SE EDUCATION;99
8.7.4;4. THE SE PROGRAMME AT GRIFFITH UNIVERSITY;101
8.7.5;5. CONCLUSION;102
8.7.6;REFERENCE;102
9;PART III: INDUSTRY CURRICULA;104
9.1;Chapter 10. Software Engineering Training in Industry;106
9.1.1;1. INTRODUCTION;106
9.1.2;2. TRAINING CURRICULUM;107
9.1.3;3. IMPLEMENTATION;108
9.1.4;4. CONCLUSION;108
9.2;Chapter 11. Challenge to Software Hut Education : The Effectiveness of Software Engineering Project Education;114
9.2.1;1. INTRODUCTION;114
9.2.2;2. AIMS OF SEP AND CURRICULA;115
9.2.3;3. TRAINING METHODS OF 'SOFTWARE HUT;119
9.2.4;4. EVALUATION;121
9.2.5;5. CONCLUSION;122
9.2.6;6. ACKNOWLEDGEMENTS;123
9.2.7;REFERENCES;123
9.3;Chapter 12. Professional Updating in Developing Countries;124
9.3.1;1. INTRODUCTION;124
9.3.2;2. DIFFERENTIAL NEEDS;126
9.3.3;3. PRESENTATION OF UPDATING COURSES;128
9.3.4;4. CONTINUING OPERATION;129
9.3.5;5. SUMMARY;130
9.3.6;REFERENCES;130
10;PART IV: IMPLEMENTATION ASPECTS;132
10.1;Chapter 13. Integrating Use of VDM and Z;134
10.1.1;1. INTRODUCTION;134
10.1.2;2. SIMILARITIES BETWEEN VDM AND Z;135
10.1.3;3. DIFFERENCES BETWEEN VDM AND Z;136
10.1.4;4. SUGGESTED EXTENSION ON VDM AND Z;139
10.1.5;5. SUGGESTED UNIFICATION OF VDM AND Z;140
10.1.6;6. CONCLUSION;142
10.1.7;REFERENCES;143
10.2;Chapter 14. Teaching Software Engineering for the Development of Paraguay;144
10.2.1;1. INTRODUCTION;144
10.2.2;2. SOFTWARE ENGINEERING IN PARAGUAY;145
10.2.3;3. TEACHING EXPERIENCE AT CATHOLIC UNIVERSITY;146
10.2.4;4. RESULTS;149
10.2.5;ACKNOWLEDGEMENTS;149
10.2.6;REFERENCES;149
10.3;Chapter 15. Quality Control for Information Systems Development;150
10.3.1;1. INTRODUCTION;150
10.3.2;2. WHAT IS QUALITY?;150
10.3.3;3. QUALITY MODELS;151
10.3.4;4. METRICS FOR MEASURING SOFTWARE QUALITY;153
10.3.5;5. STANDARDS FOR QUALITY CONTROL;154
10.3.6;6. TEACHING AND ASSESSING QUALITY CONTROL;154
10.3.7;7. CONCLUSION;155
10.3.8;REFERENCES;155
10.4;Chapter 16. Statistical Analysis of ITEE Exam Questions;158
10.4.1;1. INTRODUCTION;158
10.4.2;2. OBJECTIVES;159
10.4.3;3. EVALUATION METHODS;159
10.4.4;4. EXAMINATION DATA;159
10.4.5;5. RESULTS OF ANALYSES;160
10.4.6;6. CONCLUSION;161
10.4.7;REFERENCES;162
10.5;Chapter 17. The Discipline of Software Engineering in Information Systems Research and Education;166
10.5.1;1. INTRODUCTION;166
10.5.2;2. FIRST DEGREE CURRICULA IN INFORMATION SYSTEMS;167
10.5.3;3. RESEARCH STRANDS IN INFORMATION SYSTEMS;171
10.5.4;4. CONCLUSIONS;172
10.5.5;ACKNOWLEDGEMENT;173
10.5.6;REFERENCES;173
11;PART V: ISSUES AND APPROACHES IN SOFTWARE ENGINEERING;176
11.1;Chapter 18. Software Engineering Research and Practice - Implications for Education;178
11.1.1;1. THE NATURE AND EXTENT OF SOFTWARE ENGINEERING;178
11.1.2;2. THE STATE OF SOFTWARE ENGINEERING RESEARCH;179
11.1.3;3. THE STATE OF SOFTWARE ENGINEERING PRACTICE;180
11.1.4;4. KEY ISSUES IN CURRENT PRACTICE;181
11.1.5;5. SOFTWARE ENGINEERING EDUCATION;182
11.1.6;6. A MAJOR PROBLEM - THE GROWING GAP BETWEEN RESEARCH AND PRACTICE;183
11.1.7;7. PROFESSIONAL ACCREDITATION AND MONITORING;184
11.1.8;8. SOME GENERAL EDUCATIONAL CONSIDERATIONS RELATING TO SOFTWARE ENGINEERING;184
11.1.9;9. SOME RECOMMENDATIONS;186
11.1.10;10. CONCLUSIONS;188
11.1.11;REFERENCES;188
11.2;Chapter 19. Causal Modelling in Software Engineering Design;190
11.2.1;1. INTRODUCTION;190
11.2.2;2. MODELLING AND SOFTWARE ENGINEERING;191
11.2.3;3. CAUSAL MODELS;192
11.2.4;4. CAUSAL AGENCY FOR SOFTWARE ENGINEERING;194
11.2.5;5. EXAMPLES;195
11.2.6;6. IMPLEMENTATION OF CAUSAL AGENTS;196
11.2.7;7. CONCLUSIONS;201
11.2.8;REFERENCES;202
11.3;Chapter 20. Formal or Informal, Practical or Impractical: Towards Integrating Formal Methods with Informal Practices in Software Engineering Education;204
11.3.1;1. INTRODUCTION;204
11.3.2;2. THE N E E D FOR EDUCATION ON FORMAL METHODS;205
11.3.3;3. PROBLEMS WITH FORMAL METHODS;207
11.3.4;4. RECOMMENDATIONS;208
11.3.5;5. CONCLUSION;210
11.3.6;REFERENCES;210
11.4;Chapter 21. Geomatics: the influence of informatics on spatial information processing;214
11.4.1;1. INTRODUCTION;214
11.4.2;2. A GLOBAL RESEARCH AGENDA FOR GEOMATICS;215
11.4.3;3. HISTORY OF DEVELOPMENT;216
11.4.4;4. CURRENT DEVELOPMENTS;217
11.4.5;5. NATIONAL PROGRAMS;217
11.4.6;6. TOWARD A STRATEGY;219
11.4.7;7. THE TOOL AND THE USERS;220
11.4.8;8. NATIONAL AGENDA;222
11.4.9;9. TOWARD AN IT STRATEGY FOR GEOMATICS;222
11.4.10;10. CONCLUSION;223
11.4.11;REFERENCES;223
11.5;Chapter 22. 'Software and "Engineering : Synergism Possible? Information - The Missing Link? Educational Implications?;224
11.5.1;1. INITIAL DOUBTS EXPRESSED BY DUSKTRA ON SOFTWARE ENGINEERING;224
11.5.2;2. THOUGHTS ON COMPUTER SCIENCE AND SOFTWARE ENGINEERING;225
11.5.3;3. SOFTWARE AS AN ENGINEERING DISCIPLINE?;226
11.5.4;4. SOFTWARE ENGINEERING PERSPECTIVES;227
11.5.5;5. SOME FUNDAMENTAL PROBLEMS WITH SOFTWARE : ERRORS AND RELIABILITY;228
11.5.6;6. COMPUTERS: HARDWARE AND SOFTWARE ENGINEERING;228
11.5.7;7. IS THE MISSING LINK - INFORMATION?;229
11.5.8;8. IMPACTS OF INFORMATION;229
11.5.9;9. CONCLUSIONS;231
11.5.10;REFERENCES;232
12;PART VI: SOFTWARE TOOLS AND SUPPORT;234
12.1;Chapter 23. An integrated software environment for the development of distributed systems;236
12.1.1;1. INTRODUCTION;236
12.1.2;2. REPRESENTATIONS OF LOTOS BY UO-GLOTOS AND PETRI-NETS;238
12.1.3;3. DESCRIPTION OF THE INTEGRATED SOFTWARE ENVIRONMENT;241
12.1.4;4. SOME EXPERIENCE AND CONCLUSION;246
12.1.5;REFERENCES;246
12.2;Chapter 24. New Metrics for Automated Programming Assessment;248
12.2.1;1. INTRODUCTION;248
12.2.2;2. EXTENSIONS OF SOFTWARE METRICS;250
12.2.3;3. AUTOMATED ASSESSMENT TOOL;251
12.2.4;4. AUTOMATIC ASSESSMENT METHOD;253
12.2.5;5. RESULTS;254
12.2.6;6. CONCLUSION;257
12.2.7;REFERENCE;257
12.3;Chapter 25. Software Education Should Go from Synthesis to Analysis by a Measurement Environment;260
12.3.1;1. INTRODUCTION;260
12.3.2;2. THE CURRENT STATE OF SOFTWARE ENGINEERING EDUCATION IN JAPAN;261
12.3.3;3. MEASUREMENT AND TOOLS;261
12.3.4;4. MEASUREMENT ENVIRONMENT: GINGER;262
12.3.5;5. APPLICATIONS OF GINGER;264
12.3.6;6. CONCLUSION;267
12.3.7;REFERENCES;267
12.4;Chapter 26. Visual and Collaborative Tools for Software Engineering Education +;270
12.4.1;1. INTRODUCTION;270
12.4.2;2. VISUAL TOOLS;271
12.4.3;3. COLLABORATIVE TOOLS;272
12.4.4;4. EDUCATIONAL EXPERIENCES;274
12.4.5;5. POTENTIAL USAGE;275
12.4.6;REFERENCES;275
12.5;Chapter 27. CASE Tools in the Basic Training of IT Professionals in Israeli High- Schools;278
12.5.1;1. INTRODUCTION;278
12.5.2;2. THE IT PROGRAM;278
12.5.3;3. THE IT CURRICULUM;279
12.5.4;4. THE RATIONALE FOR INCLUDING CASE TOOLS IN THE CURRICULA;280
12.5.5;5. THE SOFTWARE SELECTION PROCESS;280
12.5.6;6. EDUCATIONAL INFRASTRUCTURE;281
12.5.7;7. IMPLEMENTATION ASPECTS;282
12.5.8;8. OUTCOMES AND FUTURE DEVELOPMENT;283
12.5.9;9. ACKNOWLEDGMENTS;284
12.5.10;REFERENCES;284
13;PART VII: SOFTWARE ENGINEERING PROJECT WORK;286
13.1;Chapter 28. Model-Based Software Engineering in Larger Scale Project Courses;288
13.1.1;1. INTRODUCTION;288
13.1.2;2. EXPERIENCE WITH SYSTEM MODELING;290
13.1.3;3. CHALLENGES AND NEW DIRECTIONS;293
13.1.4;4. TOWARDS ARTIFACT MODELING;295
13.1.5;5. TOWARDS GENERALIZED MODELING;298
13.1.6;6. CONCLUSION;300
13.1.7;BIBLIOGRAPHY;301
13.2;Chapter 29. Integrating Research and Teaching;304
13.2.1;1. INTRODUCTION;304
13.2.2;2 . RESOURCE SPECTRUM;305
13.2.3;3. THE TELECOM VISION;306
13.2.4;4. IMPLEMENTATION;307
13.2.5;5. RESULTS;308
13.2.6;6. FUTURES;308
13.2.7;7. SUMMARY;309
13.3;Chapter 30. Group Work in Software Engineering Classes;310
13.3.1;1. WORKING IN GROUPS;310
13.3.2;2. BUILD UP OF PROBLEM;312
13.3.3;3. PRESENTATION OF CASE TOOL;313
13.3.4;BIBLIOGRAPHY;314
13.4;Chapter 31. Project Organisation in M.Eng Degree Schemes;316
13.4.1;1. M.ENG DEGREES;316
13.4.2;2. GENERAL PROJECT CHARACTERISTICS;317
13.4.3;3. PROJECT ORGANISATION;318
13.4.4;4. ASSESSMENT;320
13.4.5;5. OTHER ISSUES;322
13.4.6;6. CONCLUSIONS;322
13.4.7;REFERENCES;322
13.5;Chapter 32. Experiences with the Organization and Assessment of Group Software Development Projects;324
13.5.1;1. INTRODUCTION;324
13.5.2;2. BACKGROUND OF THE STUDENTS;325
13.5.3;3. PROJECT SELECTION;325
13.5.4;4. ORGANIZATION OF THE GROUPS;326
13.5.5;5. PROJECT ORGANIZATION;327
13.5.6;6. ASSESSMENT APPROACHES;328
13.5.7;7. FEEDBACK;329
13.5.8;8. OBSERVATIONS AND CONCLUSIONS;330
13.5.9;REFERENCES;330
14;PART VIII: DISCUSSION SUMMARIES;332
14.1;Chapter 33. CASE Tools in Software Engineering Education;334
14.1.1;1. INTRODUCTION;334
14.1.2;2. OPENING STATEMENTS;334
14.1.3;3. ISSUES OF SPECIFIC INTEREST TO THE TEACHING COMMUNITY;335
14.1.4;4. OVERALL CONCLUSIONS;336
14.2;Chapter 34. Project Work in Software Engineering;338
14.2.1;INTRODUCTION;338
14.2.2;1. THESE TASK.;339
14.2.3;2. THE STRUCTURE OF STUDENT PARTICIPATION.;340
14.2.4;3. PEDAGOGIC ISSUES - TEACHING STAFF PARTICIPATION;340
14.2.5;4. TOOLS AND TECHNIQUES.;341
14.2.6;5. SE PROCESS ISSUES.;342
14.2.7;REFERENCES;342
14.3;Chapter 35. Software Engineering for Industry;344
14.3.1;1. INTRODUCTION;344
14.3.2;2. THE UNIVERSITY ROLE;344
14.3.3;3. THE ROLE OF INDUSTRY;345
14.3.4;4. CONTINUING EDUCATION;345
14.3.5;5. GENERAL;345
14.3.6;6. SUMMARY;345
14.4;Chapter 36. Software Engineering Curricula;346
14.4.1;INTRODUCTION;346
14.4.2;PROJECT COURSES;347
14.4.3;REUSE OF PROJECTS;348
14.4.4;SUMMARY;349
14.4.5;ACKNOWLEDGMENTS;349
14.4.6;REFERENCES;350