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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.
Software development teams have to face stress caused by deadlines, staff turnover, or individual differences in commitment, expertise, and time zones. While students are typically taught the theory of software project management, their exposure to such stress factors is usually limited. However, preparing students for the stress they will have to endure once they work in project teams is important for their own sake, as well as for the sake of team performance in the face of stress. Team performance has been linked to the diversity of software development teams, but little is known about how diversity influences the stress experienced in teams. In order to shed light on this aspect, we provided students with the opportunity to self-experience the basics of project management in self-organizing teams, and studied the impact of six diversity dimensions on team performance, coping with stressors, and positive perceived learning effects. Three controlled experiments at two universities with a total of 65 participants suggest that the social background impacts the perceived stressors the most, while age and work experience have the highest impact on perceived learnings. Most diversity dimensions have a medium correlation with the quality of work, yet no significant relation to the team performance. This lays the foundation to improve students’ training for software engineering teamwork based on their diversity-related needs and to create diversity-sensitive awareness among educators, employers and researchers.
For large-scale processes as implemented in organizations that develop software in regulated domains, comprehensive software process models are implemented, e.g., for compliance requirements. Creating and evolving such processes is demanding and requires software engineers having substantial modeling skills to create consistent and certifiable processes. While teaching process engineering to students, we observed issues in providing and explaining models. In this paper, we present an exploratory study in which we aim to shed light on the challenges students face when it comes to modeling. Our findings show that students are capable of doing basic modeling tasks, yet, fail in utilizing models correctly. We conclude that the required skills, notably abstraction and solution development, are underdeveloped due to missing practice and routine. Since modeling is key to many software engineering disciplines, we advocate for intensifying modeling activities in teaching.