This paper's primary purpose is to make educators aware of critical requirements concepts that customary courses and literature fail to address appropriately. Widely-accepted conventional requirements models continue to create creep - changes to settled requirements which are a major cause of project overruns. Business Analysts and others will continue to encounter such creep so long as they follow flawed models focusing on requirements of a product or system being created without adequately also discovering the REAL, business requirements the product must satisfy to provide value. Much of the difficulty comes from mistakenly trying to interpret these qualitatively different concepts in terms of familiar similar-sounding models, such as depicting them as merely different requirements levels. The two types of requirements are distinguished and the powerful Problem PyramidTM tool is described as a way to more reliably get both right quicker with less effort and aggravation. Educational implications are discussed.
{"title":"BAs Will Falter Until They Learn to Discover REAL, Business Requirements","authors":"Robin F. Goldsmith","doi":"10.1109/REET.2009.1","DOIUrl":"https://doi.org/10.1109/REET.2009.1","url":null,"abstract":"This paper's primary purpose is to make educators aware of critical requirements concepts that customary courses and literature fail to address appropriately. Widely-accepted conventional requirements models continue to create creep - changes to settled requirements which are a major cause of project overruns. Business Analysts and others will continue to encounter such creep so long as they follow flawed models focusing on requirements of a product or system being created without adequately also discovering the REAL, business requirements the product must satisfy to provide value. Much of the difficulty comes from mistakenly trying to interpret these qualitatively different concepts in terms of familiar similar-sounding models, such as depicting them as merely different requirements levels. The two types of requirements are distinguished and the powerful Problem PyramidTM tool is described as a way to more reliably get both right quicker with less effort and aggravation. Educational implications are discussed.","PeriodicalId":275444,"journal":{"name":"2009 Fourth International Workshop on Requirements Engineering Education and Training","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2009-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122254558","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The increasing awareness about the importance of requirements engineering (RE) has tempted many enterprises to invest effort in the improvement of their corresponding RE processes. Many small and medium sized enterprises (SME) have less budget and effort available for improvement work and lack the in-house competence to make the improvements on their own. To compensate the lack of know-how in RE, many companies hire consulting companies or academics to assess the companies RE capabilities and to make improvement suggestions. However, improving and implementing successfully RE processes in SME's faces consultants and researcher from academia with the challenge to identify the current situation in the company on short notice and to briefly teach the practitioners on how to apply state of the art requirements engineering methods and techniques during daily work. This paper presents lessons learned from several RE process improvement case studies with SME's applying the Fraunhofer IESE ReqMan approach of best practice-oriented RE process improvement. We will illustrate the current situation we encountered in industrial RE application and present some implications for requirements engineering researchers about the "hot topics" for RE practitioners.
{"title":"Lessons Learned from Best Practice-Oriented Process Improvement in Requirements Engineering: A Glance into Current Industrial RE Application","authors":"M. Eisenbarth","doi":"10.1109/REET.2009.10","DOIUrl":"https://doi.org/10.1109/REET.2009.10","url":null,"abstract":"The increasing awareness about the importance of requirements engineering (RE) has tempted many enterprises to invest effort in the improvement of their corresponding RE processes. Many small and medium sized enterprises (SME) have less budget and effort available for improvement work and lack the in-house competence to make the improvements on their own. To compensate the lack of know-how in RE, many companies hire consulting companies or academics to assess the companies RE capabilities and to make improvement suggestions. However, improving and implementing successfully RE processes in SME's faces consultants and researcher from academia with the challenge to identify the current situation in the company on short notice and to briefly teach the practitioners on how to apply state of the art requirements engineering methods and techniques during daily work. This paper presents lessons learned from several RE process improvement case studies with SME's applying the Fraunhofer IESE ReqMan approach of best practice-oriented RE process improvement. We will illustrate the current situation we encountered in industrial RE application and present some implications for requirements engineering researchers about the \"hot topics\" for RE practitioners.","PeriodicalId":275444,"journal":{"name":"2009 Fourth International Workshop on Requirements Engineering Education and Training","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2009-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129400232","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
O. Gotel, V. Kulkarni, M. Say, C. Scharff, T. Sunetnanta
Getting students to appreciate the value of writing high quality requirements can be a difficult undertaking. This paper spotlights an educational experience in which students from across the globe were brought together to write the requirements for a software development competition in order to address this challenge. To account for a disparity of educational backgrounds while promoting quality, a model was designed to include requirements coaching, reinforced requirements auditing cycles and multi-perspective triggers for requirements change. The paper describes the multiplicity of roles that were created and the strategies that were undertaken in an attempt to improve the quality of the written requirements, summarizes the outcomes of the experience, and highlights the observed costs/benefits of teaching this skill and conveying its value in this manner. The application of such a model to distributed software development projects more generally is discussed.
{"title":"Distributing Responsibilities to Engineer Better Requirements: Leveraging Knowledge and Perspectives for Students to Learn a Key Skill","authors":"O. Gotel, V. Kulkarni, M. Say, C. Scharff, T. Sunetnanta","doi":"10.1109/REET.2009.9","DOIUrl":"https://doi.org/10.1109/REET.2009.9","url":null,"abstract":"Getting students to appreciate the value of writing high quality requirements can be a difficult undertaking. This paper spotlights an educational experience in which students from across the globe were brought together to write the requirements for a software development competition in order to address this challenge. To account for a disparity of educational backgrounds while promoting quality, a model was designed to include requirements coaching, reinforced requirements auditing cycles and multi-perspective triggers for requirements change. The paper describes the multiplicity of roles that were created and the strategies that were undertaken in an attempt to improve the quality of the written requirements, summarizes the outcomes of the experience, and highlights the observed costs/benefits of teaching this skill and conveying its value in this manner. The application of such a model to distributed software development projects more generally is discussed.","PeriodicalId":275444,"journal":{"name":"2009 Fourth International Workshop on Requirements Engineering Education and Training","volume":"67 ","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2009-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120872966","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper describes a pedagogical process applied to requirements engineering education in the Software Enterprise, a multi-year software engineering project-based course sequence at Arizona State University. The Software Enterprise emphasizes contextual and accelerated learning through a modular, iterative pedagogical pattern. One course within the Enterprise is specifically dedicated to requirements engineering, with an emphasis on elicitation and quality. This paper presents the Enterprise pedagogical model, describes its application in the requirements engineering course, and discusses how these concepts differ from the other courses within the Enterprise. An example of Enterprise pedagogy in a requirements engineering module is given. Finally, conclusions are drawn regarding the suitability of this approach versus more classically-oriented software engineering courses.
{"title":"Contextual Requirements Experiences within the Software Enterprise","authors":"K. Gary","doi":"10.1109/REET.2009.2","DOIUrl":"https://doi.org/10.1109/REET.2009.2","url":null,"abstract":"This paper describes a pedagogical process applied to requirements engineering education in the Software Enterprise, a multi-year software engineering project-based course sequence at Arizona State University. The Software Enterprise emphasizes contextual and accelerated learning through a modular, iterative pedagogical pattern. One course within the Enterprise is specifically dedicated to requirements engineering, with an emphasis on elicitation and quality. This paper presents the Enterprise pedagogical model, describes its application in the requirements engineering course, and discusses how these concepts differ from the other courses within the Enterprise. An example of Enterprise pedagogy in a requirements engineering module is given. Finally, conclusions are drawn regarding the suitability of this approach versus more classically-oriented software engineering courses.","PeriodicalId":275444,"journal":{"name":"2009 Fourth International Workshop on Requirements Engineering Education and Training","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2009-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122807308","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper's primary purpose is to make educators aware of critical requirements concepts that customary courses and literature fail to address appropriately. Widely-accepted conventional requirements models continue to create creep--changes to settled requirements which are a major cause of project overruns. Business Analysts and others will continue to encounter such creep so long as they follow flawed models focusing on requirements of a product or system being created without adequately also discovering the REAL, business requirements the product must satisfy to provide value. Much of the difficulty comes from mistakenly trying to interpret these qualitatively different concepts in terms of familiar similar-sounding models, such as depicting them as merely different requirements levels. The two types of requirements are distinguished and the powerful Problem PyramidTM tool is described as a way to more reliably get both right quicker with less effort and aggravation. Educational implications are discussed.
{"title":"Teaching Requirements Engineering to the Baháí Students in Iran who are Denied of Higher Education","authors":"D. Zowghi","doi":"10.1109/REET.2009.11","DOIUrl":"https://doi.org/10.1109/REET.2009.11","url":null,"abstract":"This paper's primary purpose is to make educators aware of critical requirements concepts that customary courses and literature fail to address appropriately. Widely-accepted conventional requirements models continue to create creep--changes to settled requirements which are a major cause of project overruns. Business Analysts and others will continue to encounter such creep so long as they follow flawed models focusing on requirements of a product or system being created without adequately also discovering the REAL, business requirements the product must satisfy to provide value. Much of the difficulty comes from mistakenly trying to interpret these qualitatively different concepts in terms of familiar similar-sounding models, such as depicting them as merely different requirements levels. The two types of requirements are distinguished and the powerful Problem PyramidTM tool is described as a way to more reliably get both right quicker with less effort and aggravation. Educational implications are discussed.","PeriodicalId":275444,"journal":{"name":"2009 Fourth International Workshop on Requirements Engineering Education and Training","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2009-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130945704","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：