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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.
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.
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.