| 1. |
- Horkoff, Jennifer, 1980, et al.
(författare)
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Goals, workflow, and value: Case study experiences with three modeling frameworks
- 2017
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Ingår i: Lecture Notes in Business Information Processing. - Cham : Springer International Publishing. - 1865-1356 .- 1865-1348. - 9783319702407 ; 305, s. 96-111
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Konferensbidrag (refereegranskat)abstract
- It is beneficial to understand the benefits and drawbacks of enterprise modeling approaches in certain contexts. We report experiences applying different combinations of three modeling approaches to industrial cases. Specifically, we report on experiences from four companies using a combination of goal modeling, e3value modeling, and workflow modeling. Our findings help to guide enterprise modeling approach selection in similar contexts, and can be used to make recommendations to improve future applications of the selected modeling approaches.
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| 3. |
- Steghöfer, Jan-Philipp, 1983, et al.
(författare)
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Teaching Agile : Addressing the conflict between project delivery and application of Agile methods
- 2016
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Ingår i: Proceedings - International Conference on Software Engineering. - New York, NY, USA : IEEE Computer Society. - 0270-5257. - 9781450341615 - 9781450342056 ; , s. 303-312
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Konferensbidrag (refereegranskat)abstract
- This paper analyses the changes we have made in teaching agile methodologies, practices, and principles in four courses in order to address a specific dilemma: students need to apply agile methods in order to learn them, but when complementing our courses with applied content, we face the problem that students perceive the learning and application of agile methods as less important than delivering a finished product at the end of the course. This causes students to not apply theoretical process knowledge and therefore to not develop necessary skills associated with working with defined processes in the industry. Concretely, we report on our experience with teaching Scrum with Lego, removing formal grading requirements on the delivered product, emphasising process application in post-mortem reports, and organisational changes to support the process during supervision. These changes are analysed in the context of student satisfaction, teacher observations, and achievements of learning outcomes. We also provide an overview of the lessons learnt to help guide the design of courses on agile methodologies.
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