Goal 1: develop a systematic map of the current state of REE research Our work allows researchers to gain an overview of the current state of the art and provides educators with insights on how to teach which RE technique. Herein, we contribute a systematic literature review of the field of Requirements Engineering Education. We need a clear understanding of what to teach (i.e., learning objectives), as well as what educational approaches are the most effective, who the learners are, and what learning outcomes to strive for. In consequence, it is left to the industry to adequately train their staff to be effective in RE. On the other hand, the opportunity is lost to give students enough experience to pick the right RE tools for each development project. The problem with this situation is twofold: on the one hand, graduates only gain a rudimentary understanding of the minimal RE knowledge required by accreditation standards , standard curricula , and bodies of knowledge . In many cases , RE is not instructed in dedicated courses, but instructed as part of a generic software engineering course. REE is at best an afterthought in many university software engineering curricula , focusing on lecture-style instruction with few or no realistic examples. Thus, REE must make students aware of socio-technical challenges and teach human-related aspects, which poses significant challenges for REE in higher education.įurthermore, students must be adequately prepared to take on industrial challenges , while incorporating the theoretical concepts underlying RE . Requirements engineering education (REE) must not only deal with teaching students how to specify formal and informal requirements but also how to elicit and negotiate requirements involving multiple sources-particularly human stakeholders. Requirements engineering (RE) is commonly accepted as the foundation of high-quality software . Finally, we discuss open opportunities in RE education, such as training for security requirements and supply chain risk management, as well as developing a pedagogical foundation grounded in evidence of effective instructional approaches. Key trends in RE instruction of the past decade include involvement of real or realistic stakeholders, teaching predominantly elicitation as an RE activity, and increasing student factors such as motivation or communication skills. Results show that only a few established author collaborations exist and that RE education research is predominantly published in venues other than the top RE research venues (i.e., in venues other than the RE conference and journal). Doing so allows us to describe how the educational landscape has changed over the last decade. To lay a foundation, we report on a systematic literature review of the field and provide a systematic map describing the current state of RE education. To this date, there exists no central concept of what RE education shall comprise. It is of vital importance to train future software engineers in RE and educate future requirements engineers to adequately manage requirements in various projects. It is well acknowledged that good RE leads to higher quality software and considerably reduces the risk of failure or budget-overspending of software development projects. Requirements engineering (RE) has established itself as a core software engineering discipline.
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