Culture Coaching: A Model for Facilitating Globally Distributed Collaborative Work

Grimheden, Martin; Chen, H.L.; Cannon, David M.; Leifer, David

doi:10.1109/fie.2006.322508

Cited by 5 publications

(3 citation statements)

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“…Similar initiatives were experimented with in the context of software development in software engineering courses [1] [4], group-based projects [2] [5], and group-based weekly assignments [3]. Team members were to collaborate and communicate with each other in order to perform a set of collective actions for accomplishing a common goal.…”

Section: Introductionmentioning

confidence: 99%

Preparing computer engineers for a global economy: A study on effective collaboration practices in global student teams

Doboli

Currie³

2009

2009 39th IEEE Frontiers in Education Conference

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This paper discusses our ongoing efforts on developing, and conducting, senior design projects that involve undergraduate students working together on entrepreneurial, innovative projects. The students are from multiple universities, some of which are abroad. The goal is to emulate the main elements of global engineering teams that develop complex, multidisciplinary designs while targeting market-related constraints, such as price, reliability, size and ease-of-use. This paper discusses the goals and organization of the global student teams, and presents our experience in working with such teams.

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Section: Introductionmentioning

confidence: 99%

Preparing computer engineers for a global economy: A study on effective collaboration practices in global student teams

Doboli

Currie³

2009

2009 39th IEEE Frontiers in Education Conference

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“…In this exercise the Cambodian section acted as customers while the New York group were the software developers. Other work has focused upon cultural differences in globally distributed collaboration and methods for bridging that gap in an academic setting [14] as well as the teaching of the development and integration of software components starting with a complete and well defined set of specifications [15].…”

Section: Introductionmentioning

confidence: 99%

Assessment and comparison of local and global SW engineering practices in a classroom setting

2008

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In this paper we present assessment and comparison of local and global software (SW) engineering practices based on our software engineering (SE) class jointly taught for the last there years between San Francisco State University (SFSU) and the University of Applied Sciences, Fulda University, Germany. We define global SE practices as those used when the team members are for the most part distributed in terms of location and time, and hence do not meet regularly in person. While global SE practices have become a significant mode of SW development, surprisingly little formal measurements and comparisons have been done to understand it and compare it with traditional (local) SE practices. Moreover, the challenge remains as to how to effectively prepare students and employees for this environment. The key contribution of this paper is an attempt to objectively compare differences between local and global SW engineering practices from the developers' perspective, using measurements from our SFSU/Fulda SW engineering class as a simulation of a real-world environment. We also propose practical SE teamwork assessment methods based on our comparison measurements. In analyzing the differences between local and global SE practices we measure and analyze the following five main factors: quality of final delivery (including development of milestone documentation), progress impediment factors, expended effort, level of collaborative activity and teamwork problems. One of the surprising findings is that in today environment the differences between local and global SE practices are blurring, since local groups have to employ many practices of global groups, e.g. are teams of diverse cultures who seldom meet each other in person. We also confirm that global groups spend significantly more effort in producing comparable deliverables.

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“…This educational setting has been described in previous publications 9,10,17 . The idea is to connect two or more globally distributed teams, assign an industrial sponsor and provide global coaching.…”

Section: Problem Solving In Globally Distributed Teamsmentioning

confidence: 99%

Preparing Swedish Mechatronics Engineering Students For A Global Industry

Grimheden¹

2007 Annual Conference &Amp; Exposition Proceedings

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The subject of mechatronics is defined to be cross-disciplinary, based on the concept of synergy and synergistic use of knowledge and skills in underlying subjects. To master the subject means, according to the analysis in this article, to be skilled in applying the subject rather than having vast knowledge. The mechatronics engineers therefore tend to work as an integrator, as project coordinator or project manager. Mechatronics engineers also tend to work with applications, with systems rather than components and with synthesis and design rather than analysis.In the perspective of globalization the skills required of the mechatronics engineer has to be valid on an international market, and "international skills" ought to be included in the curriculum. This article presents experiences from different modes of integration of international skills into capstone courses and curriculum in mechatronics at KTH, the

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Culture Coaching: A Model for Facilitating Globally Distributed Collaborative Work

Cited by 5 publications

References 1 publication

Preparing computer engineers for a global economy: A study on effective collaboration practices in global student teams

Preparing computer engineers for a global economy: A study on effective collaboration practices in global student teams

Assessment and comparison of local and global SW engineering practices in a classroom setting

Preparing Swedish Mechatronics Engineering Students For A Global Industry

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