Support for Different Roles in Software Engineering Master's Thesis Projects

Höst, Martin; Feldt, Robert; Lüders, Frank

doi:10.1109/te.2009.2016106

Cited by 14 publications

(8 citation statements)

References 10 publications

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“…The statements can be seen as an index, or common categorisation of sections belonging together, in essence a summary of them as done by Wohlin (2004, 2006), Petterson et al (2008) and Höst et al (2010). The statements were each given a unique identifier, title and description.…”

Section: Discussionmentioning

confidence: 99%

Challenges and practices in aligning requirements with verification and validation: a case study of six companies

et al. 2013

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Weak alignment of requirements engineering (RE) with verification and validation(VV) may lead to problems in delivering the required products in time with the right quality. For example, weak communication of requirements changes to testers may result in lack of verification of new requirements and incorrect verification of old invalid requirements, leading to software quality problems, wasted effort and delays. However, despite the serious implications of weak alignment research and practice both tend to focus on one or the other of RE or VV rather than on the alignment of the two. We have performed a multi-unit case study to gain insight into issues around aligning RE and VV by interviewing 30 practitioners from 6 software developing companies, involving 10 researchers in a flexible research process for case studies. The results describe current industry challenges and practices in aligning RE with VV, ranging from quality of the individual RE and VV activities, through tracing and tools, to change control and sharing a common understanding at strategy, goal and design level. The study identified that human aspects are central, i.e. cooperation and communication, and that requirements engineering practices are a critical basis for alignment. Further, the size of an organisation and its motivation for applying alignment practices, e.g. external enforcement of traceability, are variation factors that play a key role in achieving alignment. Our results provide a strategic roadmap for practitioners improvement work to address alignment challenges. Furthermore, the study provides a foundation for continued research to improve the alignment of RE with VV.

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Section: Discussionmentioning

confidence: 99%

Challenges and practices in aligning requirements with verification and validation: a case study of six companies

et al. 2013

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“…Faculty advisors were identified as critical to the success of the thesis (see also Dillon and Malott, 1981;Wohlin and Regnell, 1999;Anderson, Day, and McLaughlin, 2006;Host, Feldt, and Luders, 2010;de Kleijn et al, 2012). Other studies investigate examiners' assessment of the quality of the Master's thesis (Bourke and Holbrook, 2013), thesis structure (Samraj, 2008), citation patterns (Zipp, 1996;Kushkowski, Parsons, and Wiese, 2003;Waugh and Ruppel, 2004;Sherriff, 2010;Samraj, 2013), use of research methods (Dellgran and Hojer, 2001), as well as publication rates (Dhaliwal, Singh, and Bhatia, 2010).…”

Section: Introductionmentioning

confidence: 99%

“…For example, Demb and Funk (1999) interviewed 24 alumni of a higher education/student affairs program, identifying four areas of growth being attributed to completing a thesis: personal development, skills development, content expertise and relationship management. Faculty advisors were identified as critical to the success of the thesis (Dillon and Malott, 1981; Wohlin and Regnell, 1999; Anderson et al , 2006; Host et al , 2010; de Kleijn et al , 2012). Other studies investigate examiners’ assessment of the quality of the master’s thesis (Bourke and Holbrook, 2013), thesis structure (Samraj, 2008), citation patterns (Zipp, 1996; Kushkowski et al , 2003; Waugh and Ruppel, 2004; Sherriff, 2010; Samraj, 2013), use of research methods (Dellgran and Hojer, 2001), as well as publication rates (Dhaliwal et al , 2010).…”

Section: Introductionmentioning

confidence: 99%

Master’s thesis research in social marketing (1971-2015)

Truong

Dietrich

2017

JSOCM

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Purpose Limited attention has been given to the study of social marketing at the graduate level. Such a study not only reveals research interests and trends, but also provides insights into the level of academic evolution or maturity of the social marketing field. This paper aims to examine social marketing as the subject of master’s theses. Design/methodology/approach A search strategy found 266 social marketing-focused master’s theses completed from 1971 to 2015. These theses were analysed by host countries, institutions, disciplinary contexts and degree programmes for which they were submitted. Findings Only four theses were submitted from 1971-1980 and eight completed in 1981-1990. The number of theses increased to 35 in 1991-2000, 118 between 2001 and 2010 and 101 in the past five years (2011-2015). The USA was the leading producer of social marketing master’s theses, followed by Canada, Sweden, China, South Africa, the UK and Kenya. A majority of theses were housed in the disciplines of business, health and communication, and none of them was submitted for a Master of Social Marketing degree. Originality/value This is the first study that investigates master’s theses with an exclusive focus on social marketing. Implications for the evolution, learning and teaching of social marketing are provided.

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“…Second, during their MT project students carry out a series of specially-designed exercises that help them gradually acquire and enhance all the skills necessary to make a high-quality presentation -the main goal of the proposed activity. The secondary goal is that of making students aware of the importance of presentation skills, both because their work will be assessed by means of their presentation and because these are skills required of engineers by the labor market [20], [26]. Even in universities that actively foster transferable skills during degree courses, the proposed methodology can be of great help in polishing these skills.…”

Section: Introductionmentioning

confidence: 99%