The original paper is in English. Non-English content has been machine-translated and may contain typographical errors or mistranslations. ex. Some numerals are expressed as "XNUMX".
Copyrights notice
The original paper is in English. Non-English content has been machine-translated and may contain typographical errors or mistranslations. Copyrights notice
Pendidikan kejuruteraan perisian global menghadapi cabaran unik untuk mencerminkan sedekat mungkin pembangunan pasukan diedarkan dunia sebenar dalam pelbagai bentuk. Sifat kompleks merancang, bekerjasama dan menyokong perkongsian menimbulkan kesukaran pentadbiran di samping kekangan belanjawan. Ini membawa kepada peluang terhad untuk pelajar memperoleh pengalaman antarabangsa dan untuk penyelidik menyebarkan pandangan pendidikan dan praktikal. Kertas kerja ini membentangkan pandangan empirikal mengenai tiga struktur kursus berbeza yang dijalankan oleh pasukan penyelidikan dan pendidikan yang sama dalam jangka masa empat tahun. Kursus-kursus itu diuruskan di Jepun dan Jerman, menghadapi cabaran budaya, perbezaan zon masa, halangan bahasa, struktur pasukan yang heterogen dan homogen, antara lain. Tiga semester telah dijalankan sebelum dan satu semasa pandemik Covid-19. Implikasi untuk tumpuan baru-baru ini pada pendidikan dalam talian untuk pendidikan kejuruteraan perisian dan hala tuju masa depan dibincangkan. Oleh kerana perbezaan pentadbiran dan institusi biasanya tidak menjamin bilangan pelajar yang sama di semua pihak, pasukan yang diedarkan boleh 1. seimbang, di mana bilangan pelajar di satu pihak adalah kurang daripada dua kali ganda yang lain, 2. tidak seimbang, di mana bilangan pelajar pada satu bahagian adalah jauh lebih besar daripada dua kali ganda yang lain, atau 3. sebelah, di mana satu pihak kekurangan pelajar sama sekali. Satu pendekatan bagi setiap tiga struktur kursus ini dibentangkan dan dibincangkan. Analisis empirikal dan corak berulang dalam pendidikan kejuruteraan perisian global dilaporkan. Dalam tiga kelas kejuruteraan perisian global terkini, pelajar telah ditinjau pada awal dan akhir semester. Soal selidik meminta pelajar menilai sejauh mana kesan mereka melihat faktor yang berkaitan dengan pembangunan perisian global seperti aspek budaya, struktur pasukan, bahasa dan interaksi. Keputusan peralihan dalam persepsi min dibandingkan dan dibincangkan untuk setiap tiga struktur pasukan.
Daniel Moritz MARUTSCHKE
Ritsumeikan University College of Global Liberal Arts
Victor V. KRYSSANOV
Ritsumeikan University College of Information Science and Engineering
Patricia BROCKMANN
Nuremberg Institute of Technology
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Salinan
Daniel Moritz MARUTSCHKE, Victor V. KRYSSANOV, Patricia BROCKMANN, "Balanced, Unbalances, and One-Sided Distributed Teams - An Empirical View on Global Software Engineering Education" in IEICE TRANSACTIONS on Information,
vol. E105-D, no. 1, pp. 2-10, January 2022, doi: 10.1587/transinf.2021MPP0002.
Abstract: Global software engineering education faces unique challenges to reflect as close as possible real-world distributed team development in various forms. The complex nature of planning, collaborating, and upholding partnerships present administrative difficulties on top of budgetary constrains. These lead to limited opportunities for students to gain international experiences and for researchers to propagate educational and practical insights. This paper presents an empirical view on three different course structures conducted by the same research and educational team over a four-year time span. The courses were managed in Japan and Germany, facing cultural challenges, time-zone differences, language barriers, heterogeneous and homogeneous team structures, amongst others. Three semesters were carried out before and one during the Covid-19 pandemic. Implications for a recent focus on online education for software engineering education and future directions are discussed. As administrational and institutional differences typically do not guarantee the same number of students on all sides, distributed teams can be 1. balanced, where the number of students on one side is less than double the other, 2. unbalanced, where the number of students on one side is significantly larger than double the other, or 3. one-sided, where one side lacks students altogether. An approach for each of these three course structures is presented and discussed. Empirical analyses and reoccurring patterns in global software engineering education are reported. In the most recent three global software engineering classes, students were surveyed at the beginning and the end of the semester. The questionnaires ask students to rank how impactful they perceive factors related to global software development such as cultural aspects, team structure, language, and interaction. Results of the shift in mean perception are compared and discussed for each of the three team structures.
URL: https://global.ieice.org/en_transactions/information/10.1587/transinf.2021MPP0002/_p
Salinan
@ARTICLE{e105-d_1_2,
author={Daniel Moritz MARUTSCHKE, Victor V. KRYSSANOV, Patricia BROCKMANN, },
journal={IEICE TRANSACTIONS on Information},
title={Balanced, Unbalances, and One-Sided Distributed Teams - An Empirical View on Global Software Engineering Education},
year={2022},
volume={E105-D},
number={1},
pages={2-10},
abstract={Global software engineering education faces unique challenges to reflect as close as possible real-world distributed team development in various forms. The complex nature of planning, collaborating, and upholding partnerships present administrative difficulties on top of budgetary constrains. These lead to limited opportunities for students to gain international experiences and for researchers to propagate educational and practical insights. This paper presents an empirical view on three different course structures conducted by the same research and educational team over a four-year time span. The courses were managed in Japan and Germany, facing cultural challenges, time-zone differences, language barriers, heterogeneous and homogeneous team structures, amongst others. Three semesters were carried out before and one during the Covid-19 pandemic. Implications for a recent focus on online education for software engineering education and future directions are discussed. As administrational and institutional differences typically do not guarantee the same number of students on all sides, distributed teams can be 1. balanced, where the number of students on one side is less than double the other, 2. unbalanced, where the number of students on one side is significantly larger than double the other, or 3. one-sided, where one side lacks students altogether. An approach for each of these three course structures is presented and discussed. Empirical analyses and reoccurring patterns in global software engineering education are reported. In the most recent three global software engineering classes, students were surveyed at the beginning and the end of the semester. The questionnaires ask students to rank how impactful they perceive factors related to global software development such as cultural aspects, team structure, language, and interaction. Results of the shift in mean perception are compared and discussed for each of the three team structures.},
keywords={},
doi={10.1587/transinf.2021MPP0002},
ISSN={1745-1361},
month={January},}
Salinan
TY - JOUR
TI - Balanced, Unbalances, and One-Sided Distributed Teams - An Empirical View on Global Software Engineering Education
T2 - IEICE TRANSACTIONS on Information
SP - 2
EP - 10
AU - Daniel Moritz MARUTSCHKE
AU - Victor V. KRYSSANOV
AU - Patricia BROCKMANN
PY - 2022
DO - 10.1587/transinf.2021MPP0002
JO - IEICE TRANSACTIONS on Information
SN - 1745-1361
VL - E105-D
IS - 1
JA - IEICE TRANSACTIONS on Information
Y1 - January 2022
AB - Global software engineering education faces unique challenges to reflect as close as possible real-world distributed team development in various forms. The complex nature of planning, collaborating, and upholding partnerships present administrative difficulties on top of budgetary constrains. These lead to limited opportunities for students to gain international experiences and for researchers to propagate educational and practical insights. This paper presents an empirical view on three different course structures conducted by the same research and educational team over a four-year time span. The courses were managed in Japan and Germany, facing cultural challenges, time-zone differences, language barriers, heterogeneous and homogeneous team structures, amongst others. Three semesters were carried out before and one during the Covid-19 pandemic. Implications for a recent focus on online education for software engineering education and future directions are discussed. As administrational and institutional differences typically do not guarantee the same number of students on all sides, distributed teams can be 1. balanced, where the number of students on one side is less than double the other, 2. unbalanced, where the number of students on one side is significantly larger than double the other, or 3. one-sided, where one side lacks students altogether. An approach for each of these three course structures is presented and discussed. Empirical analyses and reoccurring patterns in global software engineering education are reported. In the most recent three global software engineering classes, students were surveyed at the beginning and the end of the semester. The questionnaires ask students to rank how impactful they perceive factors related to global software development such as cultural aspects, team structure, language, and interaction. Results of the shift in mean perception are compared and discussed for each of the three team structures.
ER -