Action Research in Software Engineering

Author(s):  
Miroslaw Staron
Author(s):  
Jocelyn Armarego

This chapter explores the findings from an Action Research project that addressed the Professional Capability Framework (Scott & Wilson, 2002), and how aspects of this were embedded in an undergraduate Engineering (Software) degree. Longitudinal data identified the challenges both staff and students engaged with. The interventions that were developed to address these are described and discussed. The results of the project show that making soft skills attainment explicit as part of the learning objectives went a long way in assisting students to engage with the activities that exercised these skills.


Author(s):  
Jocelyn Armarego

This chapter explores the findings from an Action Research project that addressed the Professional Capability Framework, and how aspects of this were embedded in an undergraduate Engineering (Software) degree. Longitudinal data identified the challenges both staff and students engaged with. The interventions that were developed to address these are described and discussed. The results of the project show that making soft skills attainment explicit as part of the learning objectives went a long way in assisting students to engage with the activities that exercised these skills.


Author(s):  
Aline F. Barbosa ◽  
Geraldo Torres G. Neto ◽  
Maria Lencastre ◽  
Roberta A. A. Fagundes ◽  
Wylliams B. Santos

Author(s):  
Jocelyn Armarego

This chapter explores the findings from an Action Research project that addressed the Professional Capability Framework (Scott & Wilson, 2002), and how aspects of this were embedded in an undergraduate Engineering (Software) degree. Longitudinal data identified the challenges both staff and students engaged with. The interventions that were developed to address these are described and discussed. The results of the project show that making soft skills attainment explicit as part of the learning objectives went a long way in assisting students to engage with the activities that exercised these skills.


2009 ◽  
pp. 2435-2449
Author(s):  
Alison Adam ◽  
Paul Spedding

This article considers the question of how we may trust automatically generated program code. The code walkthroughs and inspections of software engineering mimic the ways that mathematicians go about assuring themselves that a mathematical proof is true. Mathematicians have difficulty accepting a computer generated proof because they cannot go through the social processes of trusting its construction. Similarly, those involved in accepting a proof of a computer system or computer generated code cannot go through their traditional processes of trust. The process of software verifi- cation is bound up in software quality assurance procedures, which are themselves subject to commercial pressures. Quality standards, including military standards, have procedures for human trust designed into them. An action research case study of an avionics system within a military aircraft company illustrates these points, where the software quality assurance (SQA) procedures were incommensurable with the use of automatically generated code.


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