Exploring the cultural and social impacts on the requirements engineering processes-highlighting some problems challenging virtual team relationships with clients

Abstract:

Requirements engineering is a crucial phase in software development. Software development in a virtual domain adds another dimension to the process of requirements engineering. There has been growing interest in virtual teams, and more specifically in virtual software development. While structured software development methods are the obvious first choice for project managers to ensure a virtual software development team remains on track, the social and cultural aspects of requirements engineering cannot be ignored. These social aspects are especially important across different cultures, and have been shown to affect the success of an information system. The discussion in this paper is centred around the requirements engineering processes of a virtual team in a Thai Software House. This paper explains the issues and challenges of requirements engineering in a virtual domain from a social and cultural perspective. Project managers need to encourage a balance between structured methods and social aspects in requirements engineering for virtual team members. Cultural and social aspects influence the relationship between the virtual team and the client.

Evaluation of Australian undergraduate engineering management education for flexible delivery

This thesis examines issues in Australian undergraduate engineering management studies in the context of flexible learning delivery. It is proposed that, within an Australian context: a) the management skills and competencies required by graduate engineers can be determined and classified on a rational basis, permitting an educational focus on those elements most appropriate for graduates; and b) on-line and other computer-based technologies are a practical and effective method for the support of undergraduate engineering management studies. The doctoral project incorporates: • an examination of the nature of engineering management; • a review of the relevant literature establishing the importance of management studies in undergraduate engineering courses; • a review of historical and recent developments in Australian undergraduate engineering management studies; • an investigation of the management skills and competencies required by graduate engineers - based on original research; • an examination of flexible delivery of engineering education - based on professional practice experience; and • an evaluation of case studies of flexible delivery of engineering management education - based on original research and professional practice experience. A framework of ranked classified management skills is developed. Broadly, the ranking framework is generic professional skills, followed by general management skills and technical discipline specific management skills, followed by other professional discipline skills and theoretical skills. This framework provides a rational basis for design of undergraduate engineering management studies. This is supplemented by consideration of the management skills required for the future of engineering practice. It is concluded that undergraduate engineering management education is well suited to delivery and support by on-line and computer-based technology. Recent developments in improved access to the Internet, software systems for on-line collaboration and changes in copyright legislation to create a broad-based right to communication via on-line media have contributed to the facilitation of on-line delivery of teaching and learning. It is noted that though many on-line infrastructure issues have been satisfactorily resolved, higher level issues will emerge as being crucial, including the academic staff development and reward for operating in an online teaching environment and the financial sustainability of on-line development and delivery of courses.

Advanced virtual engineering educational program for engineering research and teaching excellence

In this paper, an advanced virtual engineering educational program developed at University of South Australia for both on-campus and off-shore students will be studied. This extensive training program is based on a comprehensive online tutorial and comprises both face-to-face and online learning. The program provides a tailored evaluation format to ensure that all postgraduate students, including course work and research students, will have appropriate exposure to updated learning skills and research resources. Although the internet (WWW) is the primary resource being used in this educational program, other resources such as video conference, video taping, and face-to-face lecturing have also played a role in promoting engineering teaching and research excellence. The feedback from students in recent years has been very encouraging, showing increased information literacy skills and improved researching abilities. As off campus class numbers have increased, further development of the program to meet their requirement has been a priority.

An advanced virtual engineering educational program for engineering research and teaching excellence.

In this paper, an advanced virtual program in engineering education developed at the University of South Australia for both on-campus and offshore students is described. This extensive training program is based on a comprehensive online tutorial and comprises both face-to-face and online learning. The program provides a tailored evaluation format to ensure that all postgraduate students, including those doing coursework and research, will have appropriate exposure to updated learning skills and research resources. Although the internet is the primary resource used in this educational program, other resources, such as videoconferencing, video-taping and face-to-face lecturing, have also played a role in promoting engineering teaching and research excellence. The feedback from students in recent years has been very encouraging, and students have shown increased information literacy skills and improved researching abilities. As off-campus class numbers have increased, further development of the program to meet their requirements has been a priority.

Toward new models of flexible education to enhance quality in Australian higher education

In this chapter we focus on models of flexible education as related to Australian higher education (with an argument that this is typical of developments worldwide). Moreover, Deakin University’s longstanding experience in flexible, online and distance education, as a case study of changes in Australian higher education, will be highlighted, with a particular emphasis on developments in teaching engineering and technology flexibly. To begin, we provide coverage of contemporary developments in quality enhancements in teaching and learning in Australian higher education arguing that flexible education is a key institutional response to external demands. The meanings of flexible education and blended learning are then considered and a contingency-based framework for designing flexible education outlined. The framework will consider models of flexible education design in the light of goals, the roles, needs and circumstances of teaching staff and learners, the changing technological environment, and the requirements of various external stakeholders. The focus will then move to course and unit concerns relating to flexible educational models of course design and operation as illustrated through the case of engineering and technology at Deakin. The final section will give some consideration to future directions in flexible education.

Engineering management studies as part of continuing engineering education

Engineering management is an important area of undergraduate preparation. With the introduction of engineering and technology degrees via flexible delivery, there are a growing number of mature age engineering students returning to study to upgrade their qualifications. These students offer a new and unique perspective on engineering management - they may have had significant practical experience as a manager/supervisor in an engineering environment. This paper reports on a survey undertaken to better understand the perceptions of mature age engineering students relating to engineering management. The engineering management competencies identified as most important by mature age engineering students are those that are practically orientated, most clearly associated with engineering and generic professional skills. Management competencies identified as less important by mature age students are those that are more theoretical and most clearly associated with other business functions or professional occupations.

The water harvesting landscape of Budj Bim and Lake Condah : whither world heritage recognition

In July 2004 the Budj Bim National Heritage Landscape was inscribed onto the National Heritage List. The place accorded with the criterion of A. Events, Processes (in demonstrating a place of Indigenous-European colonization conflict), B. Rarity (in demonstrating the context, historical and philosophy of benevolence of Governments to Indigenous people), F. Creative or technical achievement (in demonstrating technical accomplishment in construction the system), and, I. Indigenous tradition (in demonstrating longevity and continuity of cultural practices). Such affords Budj Bim, that hosts a unique Indigenous water harvesting and aquaculture infrastructure system dating some 7,000-10,000 years within a country that the Gunditjmara have managed for some 20,000-50,000 years, national standing. Within the lands gazetted is a complex and multi-faceted system that would today be categorised as a major integrated landscape planning and catchment management scheme that includes demonstrable major site engineering, hydraulic engineering, and aquaculture and water management scientific evidence and process knowledge and application.

Tracking single bubble in Hall-Héroult aluminium cell : an experimental and numerical study

In simulations of the hydrodynamics of the multiphase flow in gas– liquid systems with finite sizes of bubbles, the important thing is to compute explicitly the time evolution of the gas–liquid interface in many engineering applications. The most commonly used methods representing this approach are: the volume of fluid and the phase field methods. The later has gained significant interest because of its capability of performing numerical computations on a fixed Cartesian grid without having to parametrise these objects (Eulerian approach) and at the same time it allows to follow the interface ( for example bubble’s shape) that change the topology. In this paper, both numerical (phase field method) and experimental results for the bubble shapes underneath a downward facing plane is presented. Experiments are carried out to see the bubble sliding motion underneath a horizontal and inclined anode. It is assumed that the bubble formed under the anode surface is deformed (flattened) due to buoyant field before it goes around the anode corner. The bubble elongates to form a tail-like shape. The change in shape of the bubble is almost instantaneous and has a significant effect on the localised hydrodynamics around the bubble, which could influence the dynamics of the flow patterns in the Hall–Héroult cell. This deformation is the main cause of the bubble wake and the induced flow field in the aluminium cell. Various parameters such as bubble size, deformation and its sliding mechanism at different surface tensions are discussed and compared with experimental results.

Integration of cloud based learning in project oriented design based learning

The School of Engineering at Deakin University has been practicing design based learning as one of its engineering learning principles for further development in the learning and teaching process. It has been exploring the student and industry perspectives in this regards and has embarked in the development of a new framework for a project oriented design based learning approach for the development of the engineering curriculum. Along with this change in the engineering curriculum Deakin University also has been going through a major change in the delivery of education. The policy shift has been initiated through Live the Future: Agenda 2020 which focusses on Cloud and Located Learning. This change in policy has had an impact on delivery framework for the project oriented design based learning model which has been incorporated through the use of lecture videos, a learning management system called Cloud Deakin and online tutorials through the eLive system.

Dynamic evolving neural-fuzzy inference system for rainfall-runoff (R-R) modelling

Dynamic Evolving Neural-Fuzzy Inference System (DENFIS) is a Takagi-Sugeno-type fuzzy inference system for online learning which can be applied for dynamic time series prediction. To the best of our knowledge, this is the first time that DENFIS has been used for rainfall-runoff (R-R) modeling. DENFIS model results were compared to the results obtained from the physically-based Storm Water Management Model (SWMM) and an Adaptive Network-based Fuzzy Inference System (ANFIS) which employs offline learning. Data from a small (5.6 km2) catchment in Singapore, comprising 11 separated storm events were analyzed. Rainfall was the only input used for the DENFIS and ANFIS models and the output was discharge at the present time. It is concluded that DENFIS results are better or at least comparable to SWMM, but similar to ANFIS. These results indicate a strong potential for DENFIS to be used in R-R modeling.