The use of conceptual models to foster requirements engineering has been proposed and evaluated as beneficial for several decades. For instance, goal-oriented requirements engineering or the specification of scenarios are commonly done using conceptual models. Bringing such model-based requirements engineering approaches into industrial practice typically requires industrial training. In this paper, we report lessons learned from a training program for teaching industry professionals model-based requirements engineering. Particularly, we as educators and learners report experiences from designing the training program, conducting the actual training, and applying the instructed material in our day-to-day work. From these findings we provide guidelines for educators designing requirements engineering courses for industry professionals.
This paper describes our experience of delivery educational programs in academia and in industry on DevOps, compare the two approaches and sum-up the lessons learnt. We also propose a vision to implement a shift in the Software Engineering Higher Education curricula.
Diversity is an essential aspect of software development because technology influences almost every aspect of modern society, and if the software industry lacks diversity, software products might unintentionally constrain groups of individuals instead of promoting an equalitarian experience to all. In this study, we investigate the perspectives of transgender software professionals about a career in software engineering as one of the aspects of diversity in the software industry. Our findings demonstrate that, on the one hand, trans people choose careers in software engineering for two primary…
The teaching-learning process may require specific pedagogical approaches to establish a relationship with industry practices. Recently, some studies investigated the educators' perspectives and the undergraduate courses curriculum to identify potential weaknesses and solutions for the software testing teaching process. However, it is still unclear how the practitioners evaluate the acquisition of knowledge about software testing in undergraduate courses. This study carried out an expert survey with 68 newly graduated practitioners to determine what the industry expects from them and what they…
National University of Defense Technology（国防科技大学）；Shanxi Supercomputing Center（山西超级计算中心）；Taiyuan University of Technology（太原理工大学）
Aiming at the current problems of theory-oriented,practice-light,and lack of innovation ability in the teaching of postgraduate software engineering courses,a multi-stage feedback teaching mode for software engineering postgraduates based on competition project_driven is proposed. The model is driven by the competition project,and implementing suggestions are given in terms of stage allocation of software engineering course tasks and ability cultivation,competition case design and process evaluation improvement,etc. Through the implementation of this teaching mode,students enthusiasm and initi…
Teaching industry staff on cybersecurity issues is a fundamental activity that must be undertaken in order to guarantee the delivery of successful and robust products to market. Much research attention has been devoted to this topic over the last years. However, the research which has been done has not focused on developing secure code in industrial environments. In this paper we take a look at the constraints and requirements for delivering a training, by means of cybersecurity challenges, that covers secure coding topics from an industry perspective. Using requirements engineering, we aim at…
Software testing is a prime factor in software industry. Besides knowing the importance of testing, only limited time is allocated for teaching it. It will be more efficient if testing is taught simultaneously with programming foundations. This integrated learning of testing techniques and programming allows the programmers to perform in a better way and this leads to the improvement of the performance of the industry progress. In this paper, a technique named ontology is introduced, it first defines the various testing process in hierarchy and define relationships among them, to share and reu…
In this paper, we introduce the concept of the research practice gap as it is perceived in the field of software requirements engineering. An analysis of this gap has shown that two key causes for the research-practice gap are lack of effective communication and the relatively light coverage of requirements engineering material in University programmes. We discuss the design and delivery of a Masters course in Software Requirements Engineering (SRE) that is designed to overcome some of the issues that have caused the research-practice gap. By encouraging students to share their experiences in …
