Using AHP and the IPMA Competence Baseline in the project managers selection process

This paper proposes the joint use of the AHP (Analytic Hierarchy Process) and the ICB (IPMA Competence Baseline), as a tool for the decision-making process of selecting the most suitable managers for projects. A hierarchical structure, comprising the IPMA’s ICB 3.0 contextual, behavioural and technical competence elements, is constructed for the selection of project managers. It also describes the AHP implementation, illustrating the whole process with an example using all the 46 ICB competence elements as model criteria. This tool can be of high interest to decision-makers because it allows comparing the candidates for managing a project using a systematic and rigorous process with a rich set of proven criteria.

Architectural prototyping: from CCS to .Net

Over the last decade, software architecture emerged as a critical issue in Software Engineering. This encompassed a shift from traditional programming towards software development based on the deployment and assembly of independent components. The specification of both the overall systems structure and the interaction patterns between their components became a major concern for the working developer. Although a number of formalisms to express behaviour and to supply the indispensable calculational power to reason about designs, are available, the task of deriving architectural designs on top of popular component platforms has remained largely informal. This paper introduces a systematic approach to derive, from CCS behavioural specifications the corresponding architectural skeletons in the Microsoft .Net framework, in the form of executable C and Cω code. The prototyping process is fully supported by a specific tool developed in Haskell

Slicing for architectural analysis

Current software development often relies on non-trivial coordination logic for combining autonomous services, eventually running on different platforms. As a rule, however, such a coordination layer is strongly woven within the application at source code level. Therefore, its precise identification becomes a major methodological (and technical) problem and a challenge to any program understanding or refactoring process. The approach introduced in this paper resorts to slicing techniques to extract coordination data from source code. Such data are captured in a specific dependency graph structure from which a coordination model can be recovered either in the form of an Orc specification or as a collection of code fragments corresponding to the identification of typical coordination patterns in the system. Tool support is also discussed

Exploring the interdisciplinary process in design education

The work presented herein follows an ongoing research that aims to analyze methodological practices to be applied in Design Education. A reflection about methodological strategies in Design Education and the function of drawing in Design represents the beginning of this study. Then, we developed an interdisciplinary pedagogical experience with the Graphic Design 1st grade students from our institution (IPCA). In the current academic year, 2013/2014, we continue to evolve this project, introducing changes in the initial proposal. Major alterations focused on the aspects that could be strengthened in terms of interdisciplinarity. In this article, the authors describe those changes and discuss the outcomes of the novel proposal. As we have already reported, this investigation follows a reflection about working methods to be adopted in Design Education. This is in accordance with other previously published works that purpose the enlargement of Design into new knowledge fields such as Experience or Service Design, changing not only the role of the graphic designer, but also the skills required to be a professional designer (Alain Findelli, 2001), (Brian Lawson, 2006), (Ciampa-Brewer, 2010). Furthermore, concepts such as cooperation or multidisciplinary design, amongst others, have been frequently debated as design teaching strategies (Heller and Talarico, 2011, pp. 82-85). These educational approaches also have an impact on our research. The analysis of all these authors’ contributions together with a reflection on our teaching practice allowed us to propose an improved interdisciplinary intervention.