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Large critical systems, such as those created in the space domain, are usually developed by a large number of organizations and, furthermore, they have to comply with standards. Yet, the different stakeholders often do not have a common understanding of the needed quality of requirements specifications. Achieving such a common understanding is a laborious process that is currently not sufficiently supported. Moreover, such a common understanding must be aligned with the standards. In this paper, we present an approach that can be used to align the different stakeholder perceptions regarding the quality of requirements specifications. Existing quality models for requirements specifications are analyzed for equivalences, and transferred into a common representation, the so-called Aligned Quality Map (AQM). Furthermore, a process is defined that supports the alignment of different stakeholder perspectives with regard to the quality of requirements specifications using AQM, which is validated in a case study in the context of European space projects. AQM has been created and populated with an initial set of quality models. It is designed in such way that it can be extended to include further quality models. The case study has shown that an alignment of different stakeholder perspectives and the quality model of the European Cooperation for Space Standardization using AQM is feasible. The approach allows for aligning different stakeholder perspectives for a common understanding of the quality of requirements specifications in the context of standards. Furthermore, AQM supports the assessment of requirements specifications.
Early reduction of risks in a startup or an innovation project is highly important. Appropriate means for risk reduction, such as testing business models with different kinds of experiments exist. However, deciding what to test and how to select the right test, is challenging for many startups and innovation projects. This article presents the so-called Business Experiments Navigator (BEN), a toolkit to assist startup and innovation processes. It compliments other tools such as the Business Model Canvas or the Lean Startup process. The main contribution of BEN is to bridge the gap between the riskiest assumptions of a business model and the multitude of available testing techniques by providing assumption templates. The Business Experiments Navigator has been validated in several workshops. Results show that it creates awareness among the workshop participants that a business model is based on assumptions which impose risks and need to be validated. Further, users of BEN were able to identify relevant assumptions and map different kinds of assumptions to appropriate testing techniques. The process applied in the workshops, as well as the assumption templates, helped the participants understand the main concepts and transfer their learnings, to their own business ideas.
Incubators in multinational corporations : development of a corporate incubator operator model
(2017)
This paper analyzes the components of a corporate incubator operator model in multinational companies. Thereby, three relevant phases were identified: pre incubation, incubation, and exit. Each phase contains different criteria that represent critical success factors for a corporate incubator, which are based on theoretical findings and lessons learned from practice. During the pre-incubation phase companies should define their need for a corporate incubator, the origin of ideas and the selection criteria for incubator tenants. The actual phase of incubation refers to the incubator program, which should be flexible with respect to each tenant. Furthermore, resource allocation plays an important role during the incubator program. Exit options after a successful incubation differ according to internal ideas and external start-ups, as well as the objective of the incubator. The research is based on a comprehensive screening of existing incubator literature and a qualitative content analysis of statements from eight experts of international corporate incubators.
An assessment model to foster the adoption of agile software product lines in the automotive domain
(2018)
A software product line is commonly used for the software development in large automotive organizations. A strategic reuse of software is needed to handle the increasing complexity of the development and to maintain the quality of numerous software variants. However, the development process needs to be continuously adapted at a fast pace to satisfy the changing market demands. Introducing agile software development methods promise the flexibility to react on customers’ change requests and market demands to deliver high quality software. Despite this need, it is still challenging to combine agile software development and product lines. The maturity of an agile adoption is often hard to determine. Assessing the current situation regarding the combination is a first step towards a successful inclusion of agile methods into automotive software product lines. Based on an interview study with 16 participants and a literature review, we build the so-called ASPLA Model allowing self-assessments within the team to determine the current state of agile software development in combination with software product lines. The model comprises seven areas of improvement and recommends a possibility to improve the current status.
Combining agile development and software product lines in automotive: challenges and recommendations
(2018)
Software product lines (SPLs) are used throughout the automotive industry. SPLs help to manage the large number of variants and to improve quality by reuse. In order to develop high quality software faster, agile software development (ASD) practices are introduced. From both the research and the management point of view it is still not clear how these two approaches can be combined. We derive recommendations to combine ASD and SPLs based on challenges identified for an automotive specific model. This study combines the outcome of a literature review and a qualitative interview study with 16 practitioners from the automotive domain. We evaluate the results and analyze the relationship between ASD and SPLs in the automotive domain. Furthermore, we derive recommendations to combine ASD and SPLs based on challenges identified in the automotive domain. This study identifies 86 individual challenges. Important challenges address supplier collaboration and faster software release cycles without loss of quality. The identified challenges and the derived recommendations show that the combination of ASD and SPL in the automotive industry is promising but not trivial. There is a need for an automotive-specific approach that combines ASD and SPL.
For decades, Software Process Improvement (SPI) programs have been implemented, inter alia, to improve quality and speed of software development. To set up, guide, and carry out SPI projects, and to measure SPI state, impact, and success, a multitude of different SPI approaches and considerable experience are available. SPI addresses many aspects ranging from individual developer skills to entire organizations. It comprises for instance the optimization of specific activities in the software lifecycle as well as the creation of organization awareness and project culture. In the course of conducting a systematic mapping study on the state-of-the-art in SPI from a general perspective, we observed Global Software Engineering (GSE) becoming a topic of interest in recent years. Therefore, in this paper, we provide a detailed investigation of those papers from the overall systematic mapping study that were classified as addressing SPI in the context of GSE. From the main study’s result set, a set of 30 papers dealing with GSE was selected for an in-depth analysis using the systematic review instrument to study the contributions and to develop an initial picture of how GSE is considered from the perspective of SPI. Our findings show the analyzed papers delivering a substantial discussion of cultural models and how such models can be used to better address and align SPI programs with multi-national environments. Furthermore, experience is shared discussing how agile approaches can be implemented in companies working at the global scale. Finally, success factors and barriers are studied to help companies implementing SPI in a GSE context.
Software development consists to a large extent of human-based processes with continuously increasing demands regarding interdisciplinary team work. Understanding the dynamics of software teams can be seen as highly important to successful project execution. Hence, for future project managers, knowledge about non-technical processes in teams is significant. In this paper, we present a course unit that provides an environment in which students can learn and experience the role of different communication patterns in distributed agile software development. In particular, students gain awareness about the importance of communication by experiencing the impact of limitations of communication channels and the effects on collaboration and team performance. The course unit presented uses the controlled experiment instrument to provide the basic organization of a small software project carried out in virtual teams. We provide a detailed design of the course unit to allow for implementation in further courses. Furthermore, we provide experiences obtained from implementing this course unit with 16 graduate students. We observed students struggling with technical aspects and team coordination in general, while not realizing the importance of communication channels (or their absence). Furthermore, we could show the students that lacking communication protocols impact team coordination and performance regardless of the communication channels used.
Software engineering courses have to deliver theoretical and technical knowledge and skills while establishing links to practice. However, due to course goals or resource limitations, it is not always possible or even meaningful to set up complete projects and let students work on a real piece of software. For instance, if students shall understand the impact of group dynamics on productivity, a particular software to be developed is of less interest than an environment in which students can learn about team-related phenomena. To address this issue, we use experimentation as a teaching tool in software engineering courses. Experiments help to precisely characterize and study a problem in a systematic way, to observe phenomena, and to develop and evaluate solutions. Furthermore, experiments help establishing short feedback and learning cycles, and they also allow for experiencing risk and failure scenarios in a controlled environment. In this paper, we report on three courses in which we implemented different experiments and we share our experiences and lessons learned. Using these courses, we demonstrate how to use classroom experiments, and we provide a discussion on the feasibility based on formal and informal course evaluations. This experience report thus aims to help teachers integrating small- and medium sized experiments in their courses.
Software process improvement (SPI) is around for decades, but it is a critically discussed topic. In several waves, different aspects of SPI have been discussed in the past, e.g., large scale company-level SPI programs, maturity models, success factors, and in-project SPI. It is hard to find new streams or a consensus in the community, but there is a trend coming along with agile and lean software development. Apparently, practitioners reject extensive and prescriptive maturity models and move towards smaller, faster and continuous project-integrated SPI. Based on data from two survey studies conducted in Germany (2012) and Europe (2016), we analyze the process customization for projects and practices for implementing SPI in the participating companies. Our findings indicate that, even in regulated industry sectors, companies increasingly adopt in-project SPI activities, primarily with the goal to continuously optimize specific processes. Therefore, with this paper, we want to stimulate a discussion on how to evolve traditional SPI towards a continuous learning environment.