Challenges and Lessons Learned on Preparing Graduate Students for GSE Work: Brazilians' Perceptions on a Multi-site Course Experience

Kroll, Josiane; Santos, Caroline Queiroz; Machado, Letícia Rocha; Marczak, Sabrina; Prikladnicki, Rafael

doi:10.1109/icgsew.2016.17

Cited by 3 publications

(5 citation statements)

References 12 publications

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“…Our main lesson learned is that an OSSD project may not expose the students to significant socio-cultural issues if the students do not work tightly with other developers in the OSS community. Kroll et al (2016) reported similar results from a collaborative project involving graduate students from different universities in different countries. They found that geographic, temporal, and socio-cultural distance resulted in communication, coordination, and control challenges.…”

Section: :11supporting

confidence: 54%

Exploring and Expanding GSE Education with Open Source Software Development

Hjelsvold

Mishra

2019

ACM Trans. Comput. Educ.

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Global software engineering (GSE) courses traditionally require cooperation between at least two universities so as to provide a distributed development environment to the students. In this study, we explore an alternative way to organize a global software engineering course where students work on open source software development (OSSD) projects rather than in a multi-university collaboration setting. The results show that the new setup may provide core GSE challenges as well as challenges associated with software development outsourcing and challenges related to working on large open source software. The present article compares the experiences gained from running a combined GSE and OSSD course against the experiences gained from running a traditional GSE course. The two alternatives are compared in terms of students' learning outcomes and course organization. The authors found that a combined GSE and OSSD course provides learning opportunities that are partly overlapping with, and partly complementary to, a traditional GSE course. The authors also found that the combined OSSD and GSE course was somewhat easier to organize because most of the activities took place in a single university setting. The authors used the extended GSE taxonomy for the comparison and found it to be a useful tool for this, although it had some limitations in expressive power. Therefore, two additional relationship dimensions are proposed that will further enrich the extended taxonomy in classifying GSE (and OSSD) projects. CCS Concepts: • Software and its engineering → Software development process management; Agile software development; Open source model; Programming teams;

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Section: :11supporting

confidence: 54%

Exploring and Expanding GSE Education with Open Source Software Development

Hjelsvold

Mishra

2019

ACM Trans. Comput. Educ.

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“…Ability to perform data integration among various tools [29,25] SC46. Ability to integrate with issue trackers or other platforms [16,25] C5. Culture (soft) SC51.…”

Section: Research Methodologiesmentioning

confidence: 99%

“…Communication and Coordination (soft) SC71. Ability to use and organise information and communication technology in a global context [7,35,16] SC72. Ability to communicate with teams of different cultures and personalities [7,2,35,28] SC73.…”

Section: Research Methodologiesmentioning

confidence: 99%

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Software Engineer Competencies in Global Software Development: An Indonesian Perspective

2022

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Indonesia, as a country with great potential, should become an active Global Software Development (GSD) player. This study aims to identify and rank software engineers' competencies when working in a GSD environment. Having gathered competencies with a literature study, we then compiled the hierarchy of competencies, questionnaires and data processing using the Analytic Hierarchy Process. We involved Indonesia's experts in giving a portrait of the potential for global software engineers in Indonesia. From the research results, we obtained 40 competencies along with their ranking and clustering. We conclude that software engineers must master both hard and soft competencies by paying attention to the ranking and clustering generated in this study. This research is useful for practitioners, the Indonesian government and other countries to prioritise software engineer competencies. Further, it is useful for developed countries, as GSD clients, to see a portrait of software engineers' competence in Indonesia.

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“…Having said that, different approaches have been used with this teaching goal in mind, which are described in Beecham et al [6]. One approach is to conduct distributed courses that involve multiple universities, as explained in [10][11][12][13][14][15][16][17]. In these courses, students located in different countries participate in a software development project with the objective of exposing them to a delocalized situation.…”

Section: Introductionmentioning

confidence: 99%

Evaluating GSD-Aware

Vizcaíno

García

Guzmán

et al. 2019

ACM Trans. Comput. Educ.

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Global Software Development (GSD) is currently a strong industry trend. This means that if computer science engineers are to be trained to deal with this model, it is very important to include the topic in software engineering courses, attempting to ensure that students learn about GSD and become familiar with its advantages and challenges. However, software engineering courses do not always consider including it in their curricula. It must also be recognized that it is difficult to find a suitable method to teach/develop the different skills needed for GSD. There is often a lot of content and not a great deal of time available to teach it. In this article, we propose the use of a serious game called GSD-Aware, with which students can “suffer” some of the typical challenges of GSD by interacting with avatars and by using several means of communication to solve a number of problems posed. The article focuses on the description of the game and on the empirical study conducted to analyze whether GSD-Aware helps students to be conscious of GSD challenges. It was discovered that after 50 minutes playing the game, the students were aware of the greater influence that the following factors can have: lack of coordination, lack of trust, cultural differences, lack of face-to-face and informal communication, time difference, and lack of team spirit. In their final analysis, students agreed that the serious game scenarios helped them to understand what GSD is and to grasp the importance of some GSD challenges.

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Challenges and Lessons Learned on Preparing Graduate Students for GSE Work: Brazilians' Perceptions on a Multi-site Course Experience

Cited by 3 publications

References 12 publications

Exploring and Expanding GSE Education with Open Source Software Development

Exploring and Expanding GSE Education with Open Source Software Development

Software Engineer Competencies in Global Software Development: An Indonesian Perspective

Evaluating GSD-Aware

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