It is my belief that software engineers not only need to know software engineering methods and processes, but that they also should know how to assess them. Conse quently, I have taught principles of experimentation and empirical studies as part of the software engineering curriculum. Until now, this meant selecting a text from another discipline, usually psychology, and augmenting it with journal or confer ence papers that provide students with software engineering examples of experi ments and empirical studies. This book fills an important gap in the software engineering literature: it pro vides a concise, comprehensive look at an important aspect of software engineer ing: experimental analysis of how well software engineering methods, methodologies, and processes work. Since all of these change so rapidly in our field, it is important to know how to evaluate new ones. This book teaches how to go about doing this and thus is valuable not only for the software engineering stu dent, but also for the practicing software engineering professional who will be able to • Evaluate software engineering techniques. • Determine the value (or lack thereof) of claims made about a software engineer ing method or process in published studies. Finally, this book serves as a valuable resource for the software engineering researcher.
Based on their own experiences of in-depth case studies of software projects in international corporations, in this book the authors present detailed practical guidelines on the preparation, conduct, design and reporting of case studies of software engineering. This is the first software engineering specific book on the case study research method.
This textbook is intended for use by SPI (Software Process Improvement) m- agers and researchers, quality managers, and experienced project and research managers. The papers constitute the research proceedings of the 13th EuroSPI (European Software Process Improvement, www. eurospi. net) conference, held in Joensuu, Finland, 11-13 October 2006. The conference was held in 1994 in Dublin (Ireland), 1995 in Vienna (Austria), 1997 in Budapest (Hungary), 1998 in Gothenburg (Sweden), 1999 in Pori (Finland), 2000 in Copenhagen (D- mark), 2001 in Limerick (Ireland), 2002 in Nuremberg (Germany), 2003 in Graz (Austria), 2004 in Trondheim (Norway), and 2005 in Budapest (Hungary). - roSPI has established an experience library (library. eurospi. net) which will be continuously extended over the next years and will be made available to all - tendees. EuroSPI has also initiated a European Quali?cation Network in which di?erent SPINs and national initiatives join mutually bene?cial collaborations (EQN -- EU Leonardo da Vinci network project). With a founding conference on 5. 12. 2006 through EuroSPI partners and n- works, incollaborationwiththeEuropeanUnion(supportedbytheEULeonardo da Vinci Programme), a European certi?cation association will be created for the IT and services sector to o?er SPI knowledge and certi?cates to industry, establishing close knowledge transfer links between research and industry. The biggest value of EuroSPI lies in its function as a European knowledge and ex- rience exchange mechanism for SPI know-howbetween researchinstitutions and industry. September 2006 Richard Messnarz www. eurospi. net Organization OrganizationCommittee EuroSPI 2006 is organized by the EuroSPI partnership (www. eurospi.
This textbook is intended for use by SPI (Software Process Improvement) m- agers and researchers, quality managers, and experienced project and research managers. The papers constitute the research proceedings of the 13th EuroSPI (European Software Process Improvement, www. eurospi. net) conference, held in Joensuu, Finland, 11-13 October 2006. The conference was held in 1994 in Dublin (Ireland), 1995 in Vienna (Austria), 1997 in Budapest (Hungary), 1998 in Gothenburg (Sweden), 1999 in Pori (Finland), 2000 in Copenhagen (D- mark), 2001 in Limerick (Ireland), 2002 in Nuremberg (Germany), 2003 in Graz (Austria), 2004 in Trondheim (Norway), and 2005 in Budapest (Hungary). - roSPI has established an experience library (library. eurospi. net) which will be continuously extended over the next years and will be made available to all - tendees. EuroSPI has also initiated a European Quali?cation Network in which di?erent SPINs and national initiatives join mutually bene?cial collaborations (EQN -- EU Leonardo da Vinci network project). With a founding conference on 5. 12. 2006 through EuroSPI partners and n- works, incollaborationwiththeEuropeanUnion(supportedbytheEULeonardo da Vinci Programme), a European certi?cation association will be created for the IT and services sector to o?er SPI knowledge and certi?cates to industry, establishing close knowledge transfer links between research and industry. The biggest value of EuroSPI lies in its function as a European knowledge and ex- rience exchange mechanism for SPI know-howbetween researchinstitutions and industry. September 2006 Richard Messnarz www. eurospi. net Organization OrganizationCommittee EuroSPI 2006 is organized by the EuroSPI partnership (www. eurospi.
Based on their own experiences of in-depth case studies of software projects in international corporations, in this book the authors present detailed practical guidelines on the preparation, conduct, design and reporting of case studies of software engineering. This is the first software engineering specific book on the case study research method.
Like other sciences and engineering disciplines, software engineering requires a cycle of model building, experimentation, and learning. Experiments are valuable tools for all software engineers who are involved in evaluating and choosing between different methods, techniques, languages and tools. The purpose of Experimentation in Software Engineering is to introduce students, teachers, researchers, and practitioners to empirical studies in software engineering, using controlled experiments. The introduction to experimentation is provided through a process perspective, and the focus is on the steps that we have to go through to perform an experiment. The book is divided into three parts. The first part provides a background of theories and methods used in experimentation. Part II then devotes one chapter to each of the five experiment steps: scoping, planning, execution, analysis, and result presentation. Part III completes the presentation with two examples. Assignments and statistical material are provided in appendixes. Overall the book provides indispensable information regarding empirical studies in particular for experiments, but also for case studies, systematic literature reviews, and surveys. It is a revision of the authors’ book, which was published in 2000. In addition, substantial new material, e.g. concerning systematic literature reviews and case study research, is introduced. The book is self-contained and it is suitable as a course book in undergraduate or graduate studies where the need for empirical studies in software engineering is stressed. Exercises and assignments are included to combine the more theoretical material with practical aspects. Researchers will also benefit from the book, learning more about how to conduct empirical studies, and likewise practitioners may use it as a “cookbook” when evaluating new methods or techniques before implementing them in their organization.
A large central government providing numerous public services has long been a hallmark of Swedish society, which is also well-known for its pursuit of equality. Yet in the 1990s, Sweden moved away from this tradition in education, introducing market-oriented reforms that decentralized authority over public schools and encouraged competition between private and public schools. Many wondered if this approach would improve educational quality, or if it might expand inequality that Sweden has fought so hard to hold down. In The Market Comes to Education in Sweden, economists Anders Björklund, Melissa Clark, Per-Anders Edin, Peter Fredriksson, and Alan Krueger measure the impact of Sweden's bold experiment in governing and help answer the questions that societies across the globe have been debating as they try to improve their children's education. The Market Comes to Education in Sweden injects some much-needed objectivity into the heavily politicized debate about the effectiveness of educational reform. While advocates for reform herald the effectiveness of competition in improving outcomes, others suggest that the reforms will grossly increase educational inequality for young people. The authors find that increased competition did help improve students' math and language skills, but only slightly, and with no effect on the performance of foreign-born students and those with low-educated parents. They also find some signs of increasing school segregation and wider inequality in student performance, but nothing near the doomsday scenarios many feared. In fact, the authors note that the relationship between family background and school performance has hardly budged since before the reforms were enacted. The authors conclude by providing valuable recommendations for school reform, such as strengthening school evaluation criteria, which are essential for parents, students, and governments to make competent decisions regarding education. Whether or not the market-oriented reforms to Sweden's educational system succeed will have far reaching implications for other countries considering the same course of action. The Market Comes to Education in Sweden offers firm empirical answers to the questions raised by school reform and brings crucial facts to the debate over the future of schooling in countries across the world.
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