University meets industry: Calling in real stakeholders

Penzenstadler, Birgit; Mahaux, Martin; Heymans, Patrick

doi:10.1109/cseet.2013.6595231

Cited by 19 publications

(10 citation statements)

References 16 publications

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“…To combine project-based and problem-based learning with industry case examples, some approaches propose the involvement of real stakeholders, which is meant to allow for a realistic learning experience (see, e.g., [6,7,19]). In [20] real stakeholders are used to improve student motivation and engagement in building a socially relevant system for non-profit organizations.…”

Section: Related Workmentioning

confidence: 99%

Industry Projects in Requirements Engineering Education: Application in a University Course in the US and Comparison with Germany

Tenbergen¹,

Daun²

2019

Proceedings of the Annual Hawaii International Conference on System Sciences

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Project-based learning has proven useful in software engineering education to increase student engagement and learning performance. In this paper, we contribute our experiences from applying industry projects in an undergraduate requirements engineering course in the United States. We furthermore discuss our experiences from courses conducted in Germany and the US course in light of difference in the educational systems. Results show that our course design is well received in both countries in terms of learning outcomes, student motivation, teamwork, attention to detail, and performance in the exam.

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Section: Related Workmentioning

confidence: 99%

Industry Projects in Requirements Engineering Education: Application in a University Course in the US and Comparison with Germany

Tenbergen¹,

Daun²

2019

Proceedings of the Annual Hawaii International Conference on System Sciences

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“…Student ability is mentioned as a risk by Bruegge et al [Bruegge et al 2015] who report that students would add last-minute features just before the acceptance test which led to stability issues in the software. Similar scoping issues are reported by Penzenstadler et al who saw that the students struggled to balance delivering what was needed to pass the course with what was required by the external stakeholders [Penzenstadler et al 2013]. More guidance to help the students handle the demands of the course and the external stakeholder as well as supervision regarding process aspects could have mitigated these risks.…”

Section: Lessons Learned About Involving External Stakeholders From A...mentioning

confidence: 55%

“…In the late nineties universities began with integrating real customers into project courses. Since then, a multitude of universities have followed by integrating start-ups [Gabrysiak et al 2012], NGOs and other non-profit partners [Gabrysiak et al 2013;Penzenstadler et al 2014], public institutions such as libraries [Boehm et al 1998], or industry partners, e.g., BMW AG [Penzenstadler et al 2013], Munich Airport [Bruegge et al 2008], and others [Kornecki et al 1997;Daun et al 2016;Bruegge et al 2015;Daun et al 2014;Tahmoush et al 2009;Hadfield and Jensen 2007;Rosiene and Rosiene 2006]. The course content varies from specific topics, such as requirements engineering and software project management, to software engineering in general.…”

Section: Structure Of the Papermentioning

confidence: 99%

Involving External Stakeholders in Project Courses

Steghöfer¹,

Burden²,

Hebig³

et al. 2018

Preprint

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The involvement of external stakeholders in capstone projects and project courses is desirable due to its potential positive effects on the students. Capstone projects particularly profit from the inclusion of an industrial partner to make the project relevant and help students acquire professional skills. In addition, an increasing push towards education that is aligned with industry and incorporates industrial partners can be observed. However, the involvement of external stakeholders in teaching moments can create friction and could, in the worst case, lead to frustration of all involved parties. Contribution: We developed a model that allows analysing the involvement of external stakeholders in university courses both in a retrospective fashion, to gain insights from past course instances, and in a constructive fashion, to plan the involvement of external stakeholders. Key Concepts: The conceptual model and the accompanying guideline guide the teachers in their analysis of stakeholder involvement. The model is comprised of several activities (define, execute, and evaluate the collaboration). The guideline provides questions that the teachers should answer for each of these activities. In the constructive use, the model allows teachers to define an action plan based on an analysis of potential stakeholders and the pedagogical objectives. In the retrospective use, the model allows teachers to identify issues that appeared during the project and their underlying causes. Drawing from ideas of the reflective practitioner, the model contains an emphasis on reflection and interpretation of the observations made by the teacher and other groups involved in the courses. Key Lessons: Applying the model retrospectively to a total of eight courses shows that it is possible to reveal hitherto implicit risks and assumptions and to gain a better insight into the interaction between external stakeholders and students. Our empirical data reveals seven recurring risk themes that categorise the different risks appearing in the analysed courses. These themes can also be used to categorise mitigation strategies to address these risks pro-actively. Additionally, aspects not related to external stakeholders, e.g., about the interaction of the project with other courses in the study program, have been revealed. The constructive use of the model for one course has proved helpful in identifying action alternatives and finally deciding to not include external stakeholders in the project due to the perceived cost-benefit-ratio. Implications to practice: Our evaluation shows that the model is viable and a useful tool that allows teachers to reason about and plan the involvement of external stakeholders in a variety of course settings, and in particular in capstone projects.CCS Concepts: •Social and professional topics → Computing education; Project and people management; •Applied computing → Education; •Software and its engineering → Collaboration in software development;

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“…Case studies have a thoroughly positive influence on learning outcomes as 1 A detailed overview over all case studies is available here: https://www.cybok.org/media/downloads/Overview_of _CyBOK_Case_Studies.pdf concepts are more easily adopted [31], yet occasionally at the expense of an (often unfounded) anxiety over students' final grades [34]. One reason for the popularity of software engineering case studies is that they represented real situations that may be encountered in practice [35]. Such findings have carried over to our experience teaching cybersecurity courses (see, e.g., [36]), where realistic case studies resonate more with students than artificial problems.…”

Section: Case Studies and Summative Learning In Se Educationmentioning

confidence: 99%

Using Cybersecurity Body of Knowledge (CyBOK) Case Studies to Enhance Student Learning

Kohnke¹,

Tenbergen²,

Mead³

2022

Proceedings of the Annual Hawaii International Conference on System Sciences

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One of the central aspects of specialization in modern software engineering is security engineering. With contemporary systems being networked and entrusted with mission-critical functionality, cybersecurity is an essential quality that must be developed into the system from the first moment. This comprises issues such as privacy, authentication, robustness against vulnerabilities, and hardness against external attacks. To do so, software engineering specialists with appreciation for the detailed intricacies of security engineering as well as broad experience are required. The Cybersecurity Body of Knowledge (CyBOK,[1]) has been developed to serve, among other uses, as an instructional reference for educators to prepare the next generation of security engineers in this respect.While the CyBOK describes the intricacies of security engineering in plentiful detail, it remains up to the instructor to convey this curriculum in a way that fosters understanding and forms experience as well as competencies in the learner. To aid the instructors who use the CyBOK, we have devised a library of 18 case studies that are specifically designed to target CyBOK knowledge areas. The case studies are sufficiently detailed to allow adoption with minimal overhead on the instructor. In this paper, we describe the case study mapping to the CyBOK, and classroom results of one exemplary case study, demonstrating improved understanding by students.

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University meets industry: Calling in real stakeholders

Cited by 19 publications

References 16 publications

Industry Projects in Requirements Engineering Education: Application in a University Course in the US and Comparison with Germany

Industry Projects in Requirements Engineering Education: Application in a University Course in the US and Comparison with Germany

Involving External Stakeholders in Project Courses

Using Cybersecurity Body of Knowledge (CyBOK) Case Studies to Enhance Student Learning

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