Distributed development: an education perspective on the global studio project

The Global Studio Project integrated the work of Software Engineering students spread across four countries into a single project and represented, for most of the students, their first major "real-world" development experience. Interviews indicated that the major areas of learning were informal skills that included learning to establish and work effectively within a team, learning how to react quickly to frequent changes in requirements, architecture and organization, and learning to manage and optimize communications. Since all these skills require rapid reaction to unpredictable factors, we view them as improvisation and discuss the role of experiential education in facilitating improvisation.

[1]  Harry L. Reif,et al.  How university professors teach project management for information systems , 2005, CACM.

[2]  Francisco Mora,et al.  Learning software engineering with group work , 2003, Proceedings 16th Conference on Software Engineering Education and Training, 2003. (CSEE&T 2003)..

[3]  Jesús Favela,et al.  An Experience in Collaborative Software Engineering Education , 2001, IEEE Softw..

[4]  F. Barrett.  Creativity and Improvisation in Jazz and Organizations: Implications for Organizational Learning , 1998 .

[5]  K. Surendran,et al.  Simulating a software engineering apprenticeship , 2002 .

[6]  Tilman Seifert,et al.  A practical approach of teaching Software Engineering , 2003, Proceedings 16th Conference on Software Engineering Education and Training, 2003. (CSEE&T 2003)..

[7]  Audris Mockus,et al.  Distance, dependencies, and delay in a global collaboration , 2000, CSCW '00.

[8]  Ray Dawson,et al.  Twenty dirty tricks to train software engineers , 2000, Proceedings of the 2000 International Conference on Software Engineering. ICSE 2000 the New Millennium.

[9]  W. Wallace,et al.  Studying Organizationally-situated Improvisation in Response to Extreme Events , 2004, International Journal of Mass Emergencies & Disasters.

[10]  Bernd Brügge,et al.  Transatlantic project courses in a university environment , 2000, Proceedings Seventh Asia-Pacific Software Engeering Conference. APSEC 2000.

[11]  Pearl Brereton,et al.  Distributed student projects in software engineering , 1998, Proceedings 11th Conference on Software Engineering Education.

[12]  Michael McCracken.  SE Education: What Academia Can Do , 1997, IEEE Software.

[13]  Edward M. Roche,et al.  Global Software Teams , 1999 .

[14]  Soheil Khajenoori,et al.  A Software Engineering Body of Knowledge Version 1.0. , 1999 .

[15]  Anil Gaba,et al.  Coda : Creativity and Improvisation in Jazzand Organizations: Implications Fororganizational Learning , 1998 .

[16]  H. Keith Edwards,et al.  Analysis of the effectiveness of global virtual teams in software engineering projects , 2003, 36th Annual Hawaii International Conference on System Sciences, 2003. Proceedings of the.

[17]  Pierre N. Robillard.  Teaching Software Engineering through a Project-Oriented Course , 1996, CSEE.

[18]  Chao Lu,et al.  An international common project: implementation phase , 2001, ITiCSE.

[19]  Tore Dybå.  Improvisation in Small Software Organizations , 2000, IEEE Software.

[20]  Ita Richardson,et al.  Virtual software teams: overcoming the obstacles , 2005 .

[21]  Erran Carmel,et al.  Global software teams: collaborating across borders and time zones , 1999 .

[22]  Peter J. Frost,et al.  Variations on a Theme : Practice Improvisation , 1998 .

[23]  James D. Herbsleb,et al.  Splitting the organization and integrating the code: Conway's law revisited , 1999, Proceedings of the 1999 International Conference on Software Engineering (IEEE Cat. No.99CB37002).

[24]  J.D. Herbsleb,et al.  Global software development at Siemens: experience from nine projects , 2005, Proceedings. 27th International Conference on Software Engineering, 2005. ICSE 2005..