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TABLE OF CONTENT IDENTIFICATION OF CORE COMPETENCIES FOR 35 SOFTWARE ENGINEERS

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vii

TABLE OF CONTENT

DECLARATION

BY

THE

SCHOLAR iv

SUPERVISOR’S

CERTIFICATE

vi

ACKNOWLEDGEMENTS

xiv

ABSTRACT

xvi

LIST OF FIGURES

xviii

LIST OF TABLES

xix

CHAPTER-1

INTRODUCTION

1

1.1 BASIS FOR THE NEED FOR REFORMS IN COMPUTING 5 EDUCATION

1.2 EVOLUTION OF SOFTWARE DEVELOPMENT EDUCATION 9

1.3 RESEARCH APPROACH 28

1.4 THESIS LAYOUT 33

CHAPTER-2

IDENTIFICATION OF CORE COMPETENCIES FOR

35

SOFTWARE ENGINEERS

2.1 STUDY REPORT ON CORE COMPETENCIES FOR ENGINEERS 35 WITH SPECIFIC REFERENCE TO SOFTWARE ENGINEERING

2.2 NECESSARY COMPETENCIES AS EDUCATIONAL OUTCOMES 39 FOR SOFTWARE ENGINEERS AS RECOMMENDED BY

ACCREDITATION BOARDS, PROFESSIONAL SOCIETIES’ AND OTHER APPROACHES

2.2.1 IMPACT ON CURRICULUM AND FUTURE DIRECTIONS 40

2.2.2 INDIAN SCENARIO 41

2.3 SOME OTHER CONTEMPORARY RECOMMENDATIONS 42 ABOUT DESIRED COMPETENCIES OF ENGINEERING

GRADUATES

2.4 RECOMMENDATIONS OF SOME INTERNATIONAL 44 PROFESSIONAL SOCIETIES RELATED TO COMPUTING

2.5 SOME CONTEMPORARY RECOMMENDATIONS ON DESIRED 47 COMPETENCIES OF SOFTWARE DEVELOPERS

2.6 A PERSPECTIVE FROM THE PROFESSIONAL CODES OF 51 CONDUCT, ETHICS, AND/OR PRACTICE

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2.7 CLASSICAL AND CONTEMPORARY RECOMMENDATIONS 53 ON DESIRED COMPETENCIES OF GRADUATES

2.8 A COMPREHENSIVE DISTILLED VIEW ON DESIRED 56 COMPETENCIES

2.9 FURTHER EMPIRICAL INVESTIGATIONS ON REQUIRED 56 CORE COMPETENCIES FOR ENGINEERING GRADUATES

WITH REFERENCE TO THE INDIAN IT INDUSTRY

2.10 CLASSIFYING THE CORE COMPETENCIES FOR 58 SOFTWARE DEVELOPERS

2.11 CHAPTER CONCLUSION 61

CHAPTER-3

DISTINGUISHING FEATURES OF

SOFTWARE

64

DEVELOPMENT AND REQUISITE TAXONOMY

OF CORE COMPETENCIES

3.1 PROGRAMMING AS AN ART TO SOFTWARE ENGINEERING 65 3.2 DEBUGGING AS A CORE ACTIVITY IN 67 SOFTWARE DEVELOPMENT

3.3 PROCESS CENTRIC SYSTEM DEVELOPMENT AND 68 MAINTENANCE IN SOFTWARE ENGINEERING

3.4 SOFTWARE AS INTEGRAL PART OF BUSINESS, AND

NEED FOR COMPREHENSION FOR SOFTWARE MAINTENANCE 68 3.5 ROLE OF EMPATHY AND SOCIAL SENSITIVITY IN 69 SOFTWARE DEVELOPMENT

3.6 PROJECT SCOPING AND ESTIMATION FOR SOFTWARE 71 CONTRACT

3.7 LEARNING NEW DOMAIN AND KNOWLEDGE STRUCTURING 71 IN SOFTWARE DEVELOPMENT

3.8 SOFTWARE DEVELOPMENT PROCESS FOR ILL-DEFINED 72 PROBLEMS

3.9 EMPIRICAL AND QUALITATIVE APPROACHES IN 74 SOFTWARE DEVELOPMENT RESEARCH

3.10 SOFTWARE DEVELOPMENT: WHOLE-BRAIN ACTIVITY 75 3.11 REVISED TAXONOMY OF CORE COMPETENCIES 76 FOR SOFTWARE DEVELOPERS

CHAPTER- 4

SOFTWARE DEVELOPERS’ EDUCATION FOR

82

DEVELOPMENT OF BASIC COMPETENCIES

4.1 SOFTWARE DEVELOPERS’ EDUCATION FOR 83 DEVELOPMENT OF TECHNICAL COMPETENCE

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ix

4.2 SOFTWARE DEVELOPERS’ EDUCATION FOR 91 DEVELOPMENT OF COMPUTATIONAL THINKING

4.3 SOFTWARE DEVELOPERS’ EDUCATION FOR 98 DEVELOPMENT OF DOMAIN COMPETENCE

4.4 SOFTWARE DEVELOPERS’ EDUCATION FOR 106 DEVELOPMENT OF COMMUNICATION COMPETENCE

4.5 SOFTWARE DEVELOPERS’ EDUCATION FOR 112 DEVELOPMENT OF COMPLEX PROBLEM SOLVING

COMPETENCE

4.5.1 EXPERT PROBLEM SOLVERS 118

4.6 CHAPTER CONCLUSION 123

CHAPTER-5

SOFTWARE DEVELOPERS’ EDUCATION FOR

125

DEVELOPMENT OF COMPETENCY DRIVER-HABITS

OF MIND

5.1: SOFTWARE DEVELOPERS’ EDUCATION FOR 126 DEVELOPMENT OF ATTENTION TO DETAILS

5.2: SOFTWARE DEVELOPERS’ EDUCATION FOR 130 DEVELOPMENT OF CRITICAL AND REFLECTIVE THINKING

5.3: SOFTWARE DEVELOPERS’ EDUCATION FOR 138 DEVELOPMENT OF CREATIVITY AND INNOVATION

5.4: CHAPTER CONCLUSION 144

CHAPTER-6

SOFTWARE DEVELOPERS’ EDUCATION FOR

145

DEVELOPMENT OF COMPETENCY CONDITIONING

ATTITUDES AND PERSPECTIVES

6.1 SOFTWARE DEVELOPERS’ EDUCATION FOR 146 DEVELOPMENT OF CURIOSITY

6.2 SOFTWARE DEVELOPERS’ EDUCATION FOR 154 DEVELOPMENT OF DECISION MAKING PERSPECTIVE

6.3 SOFTWARE DEVELOPERS’ EDUCATION FOR 165 DEVELOPMENT OF SYSTEMS-LEVEL PERSPECTIVE

6.4 SOFTWARE DEVELOPERS’ EDUCATION FOR 175 DEVELOPMENT OF INTRINSIC MOTIVATION

TO CREATE/IMPROVE ARTIFACTS

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CHAPTER-7

THE

PHENOMENON

OF

‘LEARNING’

182

7.1 EMPIRICAL INVESTIGATIONS FOR ASSESSING 182 EFFECTIVENESS OF EDUCATIONAL METHODS

WITH RESPECT TO THE REQUIREMENTS OF SOFTWARE DEVELOPMENT

7.1.1 EMPIRICAL STUDIES ON EFFECTIVENESS 182 OF TEACHING METHODS AND EDUCATIONAL

EXPERIENCES OF COMPUTING STUDENTS AND SOFTWARE DEVELOPERS

7.1.2 EMPIRICAL EXAMINATION OF SOFTWARE 187 DEVELOPMENT EDUCATION THROUGH

BLOOM’S TAXONOMY

7.1.3 QUALITATIVE STUDY OF EFFECTIVE LECTURES 191 7.1.3.1 PERCEPTIONS OF COMPUTING STUDENTS 191 AT SENIOR AND JUNIOR LEVELS

7.1.3.2 PERCEPTIONS OF FACULTY MEMBERS 192 IN ENGINEERING INSTITUTES

7.1.4 QUANTITATIVE STUDY OF EFFECTIVE LECTURES 193 7.1.4.1 PERSPECTIVE OF COMPUTING STUDENTS 194 7.2 REFLECTIONS ABOUT THE PHENOMENON OF ‘LEARNING’ 197 7.3 IMPLICATIONS FOR SOFTWARE DEVELOPMENT 199 EDUCATION

7.4 STUDENT ENGAGEMENTS FOR FACILITATING 201 DEEP LEARNING THROUGH HIGHER EDUCATION

7.4.1 CURRICULUM INTEGRATION 202

7.4.2 SOLO TAXONOMY 205

7.4.3 COLLABORATIVE LEARNING 206 7.4.3.1 PAIR PROGRAMMING 209 7.4.4 CROSS-LEVEL PEER MENTORING 211 7.4.4.1 POSSIBILITY OF CROSS-LEVEL 214

PEER MENTORING IN

SOFTWARE DEVELOPMENT EDUCATION

7.5 CHAPTER SUMMARY 215

CHAPTER-8

A FRAMEWORK OF PEDAGOGIC ENGAGEMENTS

216

IN SOFTWARE DEVELOPMENT EDUCATION

8.1 THREE-DIMENSIONAL KNOWLEDGE DOMAIN FOR 218 DESIGNING COMPUTING COURSES

8.2 TWO CORE PRINCIPLES RELATED TO LEARNING 221 8.2.1 COGNITIVE DISSONANCE 221

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xi

8.2.2 COGNITIVE FLEXIBILITY 222 8.3 FOUR-DIMENSIONAL TAXONOMY OF PEDAGOGIC 223 ENGAGEMENTS IN SOFTWARE DEVELOPMENT EDUCATION

8.3.1 DIMENSION 1- LEVELS OF ACTIVE ENGAGEMENTS 227 (EXTENSION OF BLOOM’S TAXONOMY)

8.3.2 DIMENSION 2- LEVELS OF INTEGRATIVE 237 ENGAGEMENTS (EXTENSION OF SOLO TAXONOMY)

8.3.3 DIMENSION 3- LEVELS OF REFLECTIVE ENGAGEMENTS 240 8.3.4 DIMENSION 4- LEVELS OF COLLABORATIVE 241 ENGAGEMENTS

8.4 CHAPTER SUMMARY 243

CHAPTER-9

SOME INTERVENTIONS FOR ENHANCING THE

245

QUALITY OF SOFTWARE DEVELOPMENT EDUCATION

9.1 INCREASING COGNITIVE DISSONANCE THROUGH 246 A PROBLEM-CENTRIC APPROACH IN

SOFTWARE DEVELOPMENT EDUCATION

9.1.1 INQUIRY TEACHING IN SOFTWARE 246 DEVELOPMENT EDUCATION

9.1.1.1 SERO MODEL FOR INQUIRY 247 TEACHING IN SOFTWARE DEVELOPMENT

EDUCATION

9.1.2 PROJECT-INCLUSIVE TEACHING IN 251 SOFTWARE DEVELOPMENT EDUCATION

9.1.3 CREATING CONDITIONS FOR REFLECTIVE 254 ENGAGEMENTS IN SOFTWARE DEVELOPMENT

EDUCATION

9.2 INCREASING COGNITIVE FLEXIBILITY THROUGH 256 A MULTIFACETED INTEGRATED APPROACH IN

SOFTWARE DEVELOPMENT EDUCATION

9.2.1 MULTILEVEL INFUSION FOR CONTINUOUS 256 INTEGRATION IN SOFTWARE DEVELOPMENT

EDUCATION

9.2.2 INTEGRATIVE CAPSTONE COURSES IN SOFTWARE 263 DEVELOPMENT EDUCATION

9.2.3 GROUP AND COMMUNITY ORIENTED ENGAGEMENTS 265 IN SOFTWARE DEVELOPMENT EDUCATION

9.2.3.1 COLLABORATIVE PAIR AND 266 QUADRUPLE PROGRAMMING

9.2.3.2 CROSS-LEVEL PEER MENTORING IN 269 SOFTWARE DEVELOPMENT EDUCATION

9.3 REFLECTIVE WORKSHOP ON PEDAGOGY FOR 275 ENGINEERING FACULTY

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xii

9.4 CHAPTER SUMMARY 277

CHAPTER-10

SUMMARY AND FUTURE SCOPE

OF

WORK 279

REFERENCES

283

APPENDICES

305

A1 SPINE-LIKE SURVEY ON IMPORTANCE OF COMPETENCIES 305 A2 A COMPREHENSIVE DISTILLED VIEW ON 310 DESIRED COMPETENCIES

A3 REVISED SURVEY ON REQUIRED COMPETENCIES, 2007 312

A4

MAPPING OF THIRTY-FIVE COMPETENCIES (APPENDIX A3) 314 WITH FINAL SET OF TWELVE CORE COMPETENCIES

A5

CATALOGUE OF TECHNICAL AND TECHNICALLY 316 ORIENTED ACTIVITIES RELATED TO SOFTWARE

DEVELOPMENT

A6

TAXONOMY OF COMMON SOFTWARE BUGS 317

A7

PROPOSED CURRICULUM FOR MASTERS IN 318 ARCHAEO-HERITAGE INFORMATICS

A8 SOME SUGGESTIONS FOR BREADTH COURSES 319

A9

INADEQUATE DEVELOPMENT OF CURIOSITY IN 320 SOFTWARE DEVELOPMENT EDUCATION

A10

SURVEY: “SOFTWARE DEVELOPERS - (HOW) DID YOUR 321 COLLEGE HELP YOU IN YOUR DEVELOPMENT?”

A EFFECTIVENESS OF TEACHING METHODS: SURVEY OF 321 SOFTWARE DEVELOPERS (2009)

A1 EFFECTIVENESS OF TEACHING METHODS-II: 323 EFFECT ON DESIRED COMPETENCIES

B EFFECTIVENESS OF TEACHING METHODS: 328 SURVEY OF STUDENTS (2009)

A11

EMPIRICAL EXAMINATION OF SOFTWARE DEVELOPMENT 331 EDUCATION THROUGH BLOOM’S TAXONOMY

A12

ANECDOTES OF MOST EFFECTIVE LEARNING 337 EXPERIENCES/LECTURES

A13

QUANTITATIVE STUDY OF COMPUTING 341 STUDENTS’ PERSPECTIVE OF EFFECTIVE LECTURES

A14

SUMMARY OF SERO STYLE LECTURES IN TWO COURSES 344

A15

EVOLUTIONARY STAGES OF STUDENT PROJECTS 345

A16

REFLECTIVE ENGAGEMENTS 346

A17

FEEDBACK FROM THE CROSS-LEVEL MENTORS ON INFUSION 348 OF SOME PERVASIVE TOPICS IN FOUNDATION COURSES
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xiii

A18

MULTI-LEVEL INFUSION OF SECURITY RELATED ASPECTS 354

A19

DESCRIPTION OF THE NOTATION FOR CONCEPT MAPPING 355

A20

SOME PROPOSED INSTRUCTIONAL INTERVENTIONS FOR 357 INFUSING DEBUGGING IN COMPUTING LABORATORIES

A21

COLLABORATIVE PAIR PROGRAMMING 359

A22

SAMPLE COLLABORATIVE QUADRUPLE PROGRAMMING 361 ASSIGNMENTS FOR J2EE

A23

ALUMNI’S FEEDBACK ON LEARNING GAINS THROUGH 362 CROSS-LEVEL MENTORING

A24

ADVANTAGES OF MENTORING AS IDENTIFIED BY 365 FINAL YEAR STUDENTS INVOLVED IN CROSS-LEVEL

MENTORING OF JUNIORS, 2009

ANNEXURES

AN1

IMPORTANT THEORIES ABOUT HUMAN LEARNING, 366 INTELLIGENCE, AND THINKING

AN2 COMPETENCY RECOMMENDATIONS BY ACCREDITATION 368 BOARDS OF SOME COUNTRIES

AN3 SOME MODELS FOR CLASSIFICATION OF COMPETENCIES 372 AN4 METZGER’S OBSERVATIONS ABOUT DEBUGGING 375 AN5 LETHBRIDGE’S STUDY ON MOST IMPORTANT AND 377

INFLUENTIAL TOPICS IN SOFTWARE DEVELOPMENT EDUCATION

AN6 SOME IMPORTANT MODELS ON PROBLEM SOLVING 378 AN7 SOME THEORIES ON ATTENTION 381 AN8 SOME IMPORTANT PERSPECTIVES ON CURIOSITY 382 AN9 SOME IMPORTANT PERSPECTIVES ON SYSTEM THINKING 383 AN10 SOME IMPORTANT PERSPECTIVES ON INTRINSIC 386

MOTIVATION

AN11 SUCCESSFUL PRACTICES IN INTERNATIONAL ENGINEERING 388 EDUCATION (SPINE) STUDY

AN12 SOME THEORETICAL PERSPECTIVES ABOUT LEARNING 390 AND TEACHING

References

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