Abstract-Over Several years, we observed that our students were sceptical of Software Engineering practices, because we did not convey the experience and demands of production quality software development. Assessment focused on features delivered, rather than imposing responsibility for longer term 'technical debt'. Academics acting as 'uncertain' customers were rejected as malevolent and implausible. Student teams composed of novices lacked the benefits of leadership provided by more experienced engineers. To address these shortcomings, real customers were introduced, exposing students to real requirements uncertainty. Flipped classroom teaching was adopted, giving teams one day each week to work on their project in a redesigned laboratory. Software process and quality were emphasised in the course assessment, imposing technical debt. Finally, we introduced a leadership course for senior students, who acted as mentors to the project team students. This paper reports on the experience of these changes, from the perspective of different stakeholders.

Voter-verifiable voting systems place significant demands of both effort and knowledge onto ordinary voters who have only limited incentives to participate. We suggest the use of third-party verifiable voting systems, harnessing the very strong incentives for candidates and observers to verify that votes are correctly counted. A generic modification enabling this via the use of pre-filled ballots and secure depositing is outlined and we demonstrate this modification by applying it to two major voter-verifiable voting systems. Additionally, potential vulnerabilities of this approach are discussed.

Abstract. Modelling the structure of social-technical systems as a basis for informing software system design is a difficult compromise. Formal methods struggle to capture the scale and complexity of the heterogeneous organisations that use technical systems. Conversely, informal approaches lack the rigour needed to inform the software design and construction process or enable automated analysis. We revisit the concept of responsibility modelling, which models social technical systems as a collection of actors who discharge their responsibilities, whilst using and producing resources in the process. Responsibility modelling is formalised as a structured approach for socio-technical system requirements specification and modelling, with well-defined semantics and support for automated structure and validity analysis. The effectiveness of the approach is demonstrated by two case studies of software engineering methodologies.

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