Taxonomy of software engineering standards: A development history

Tripp, Leonard L.; Fendrich, John

doi:10.1016/0920-5489(87)90059-6

Cited by 3 publications

(1 citation statement)

References 4 publications

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“…The rise of software engineering standard is also a major accomplishment dated in this age. The community as a whole were starting to focus on standards as a means of achieving the goals [40] Later, in the Mastering the Complexity era (1983)(1984)(1985)(1986)(1987)(1988)(1989)(1990)(1991)(1992), the predominance of hardware over software came to an end, and application complexity increased exponentially. Computer Aided Software Engineering (CASE) tools governed this SE period, as they gave support to engineers of this emerging discipline.…”

Section: The First Agementioning

confidence: 99%

Software Engineering Timeline: major areas of interest and multidisciplinary trends

Cano¹,

Sagrado²,

Cañadas³

2020

Preprint

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Society today cannot run without software and by extension, without Software Engineering. Since this discipline emerged in 1968, practitioners have learned valuable lessons that have contributed to current practices. Some have become outdated but many are still relevant and widely used.From the personal and incomplete perspective of the authors, this paper not only reviews the major milestones and areas of interest in the Software Engineering timeline helping software engineers to appreciate the state of things, but also tries to give some insights into the trends that this complex engineering will see in the near future.

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Section: The First Agementioning

confidence: 99%

Software Engineering Timeline: major areas of interest and multidisciplinary trends

Cano¹,

Sagrado²,

Cañadas³

2020

Preprint

View full text Add to dashboard Cite

show abstract

Learning Effects of Domain, Technology, and Customer Knowledge in Information Systems Development: An Empirical Study

Kang

Hahn

2017

Information Systems Research

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This study examines learning effects (i.e., the effects of prior experience) in information systems development (ISD). ISD is characterized by disparate tasks, teams, and levels of project complexity across projects. These features challenge our understanding of how learning effects occur in the ISD context. Drawing on the theory of transfer of learning, this study examines how ISD project teams learn and under what conditions the learning effects are stronger or weaker. We find that ISD project teams’ experience in prior projects translates into performance gains for the current ISD project when the prior and current projects share the same domain, technology, or customer knowledge elements—domain, technology, and customer being the most essential knowledge types for ISD. Moreover, we find that the learning effects of domain, technology, and customer knowledge are substitutive for one another and that these learning effects become stronger or weaker depending on the extent of ISD projects’ team and task complexities. The study makes significant contributions to the ISD literature on learning effects and the roles of domain, technology, customer knowledge, and project complexity, as well as to the general organizational learning literature. It also provides important managerial insights into practical concerns such as project staffing and knowledge acquisition for ISD organizations. The online appendix is available at https://doi.org/10.1287/isre.2017.0713 .

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Learning Across Knowledge Types in Information Systems Development: An Empirical Study

Kang

Hahn

De³

2013

SSRN Journal

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Taxonomy of software engineering standards: A development history

Cited by 3 publications

References 4 publications

Software Engineering Timeline: major areas of interest and multidisciplinary trends

Software Engineering Timeline: major areas of interest and multidisciplinary trends

Learning Effects of Domain, Technology, and Customer Knowledge in Information Systems Development: An Empirical Study

Learning Across Knowledge Types in Information Systems Development: An Empirical Study

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