Strategize a Smooth Tenant-to-tenant Migration and Copilot Takeoff
Ten Tips to Succeed in Global Software Engineering Education
1. Ivica
Crnković,
Mälardalen
University,
Sweden
Ivana
Bosnić
and
Mario
Žagar
University
of
Zagreb,
Croa?a
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2. Distributed
SoHware
Development
Course
Project
organiza?on
Mälardalen
U.
MDH
Sweden
MDH
Students
Supervisors
U.
of
Zagreb
FER
FER
students
Croa?a
Project
group
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3. Ten
years
of
experience
Year
#
st.
#pr.
Origina/ng
students’
countries
2003
28
5
2004
20
4
2005
38
6
2007
16
2
2008
37
6
2009
56
10
2010
65
9
2011
35
5
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4. Source
of
Evidence
• Staff
Experience
• Students’
experience
– Ini/al
Ques/onnaire
• Student
background,
skills,
expecta?ons,
wishes
– Weekly
Summary
Reports
• project
current
state
– “Happiness”
poll
• I
feel
good/I
don’t
feel
good
this
week
– Minutes
of
mee/ngs
• Technical
and
organiza?onal
issues
– Final
Ques/onnaire
• Comprehensive
descrip?on
about
the
projects
– Technical,
organiza?onal,
project
management,
cultural,
knowledge,
workload,…
– Anonymous
Evalua/on
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5. • Problem
– “Start projects with face-to-face meeting”
– There is no “natural force” to start the
comminication
• Solution
– Force the communication start BY ANY
MEANS
• Give the assignments from the very first day!
C.
B.
Šmite
D
A
Wohlin,
“A
Whisper
of
Evidence
in
Global
SoHware
Engineering,”
IEEE
So&ware,
vol.
28,
no.
4,
2011
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6. Tip1: Example-‐
Project
Schedule
• Start
with
the
project
from
the
first
lecture
• Intensive
communica?on
forced
in
the
start
P
P
P
P
Prototype
I
Prototype
II
Final
Results
Lectures
Waterfall
model
Itera?ons
Itera?ons
Itera?ons
Itera?ons
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 Weeks
Oct 1 Jan 15
P
=
presenta?on
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7. • Problem
– Lack of the informal communication
• Lower loyalty, trust, commmon responsibility
• Solution
– Let (force) students to talk about
themselves
N.
B.
Moe
and
D.
Smite,
“Understanding
Lacking
Trust
in
Global
SoHware
Teams:
A
Mul?-‐case
Study,”
So&ware
Process:
Improvement
and
Prac5ce,
vol.
4589,
no.
3,
pp.
20-‐34,
2007
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8. Tip2: Example
Start
with
the
project
from
the
first
lecture
• Project
plan
in
an
early
stage
of
the
project
• Define
means
of
communica?ons
• Students’
presenta?ons
of
themselves
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9. • Problem
– The communication is the most important part in GSE
– The communcation often lack required quality
• Possible missunderstaning, incomplete information
• Solution
– A detailed plan for communication is required
– Minutes of meetings required
– Communication experience is dicussed
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10. Tip3: Example
Steering group
Project supervisor
Customer
Communica/on
type
Team Project
• Con?nous
(predefined)
Leader Manager
• Dedicated
(specific)
Project members
Site 1 Site 2
Continuous communication
Dedicated communication
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11. • Problem
– Awareness
of
the
current
state
of
other
site
• Decision
issues
(implicit
and
explicit
decisions)
• Local
communica?on
with
external
customers
• SCM
issues
• Solu?on
– Require
extensive
use
of
SCM
• measure
and
comment
commits,
frequency,
users
– Keep
in
focus
communica?on
between
project
and
local
leader
Sarma,
D.
Redmiles,
and
A.
Van
Der
Hoek,
“Empirical
evidence
of
the
benefits
of
workspace
awareness
in
soHware
configura?on
management,”
Interna5onal
Symposium
on
Founda5ons
of
soware
engineering,
2008.
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12. Tip4: Example – students’
opinions
45,0
40,0
communication
effort,
Synchroniza?on,
35,0
synchronization,
Availability
availability
30,0
Communica?on
understanding,
communicating
25,0 of
new
ideas
ideas and planning,
Planning
other (trust, team
changes coordination,
Decision
Other
incomplete
spirit, (trust,
20,0 leadership, process phases,
decison making ?ming)
etc)
timeliness
15,0
10,0 different
Educa?onal
educational
5,0
background
backgrounds
0,0
Awareness
problems
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13. • Problem
– Higher
tendency
of
loosing
mo?va?on
higher
consequences
– Different
mo?va?ons
on
different
sites
(grading,
“fun”,
working
habits,
challenges)
• Solu?on
– Give
the
students
enough
flexibility
to
develop
their
crea?vity
– Give
the
students
the
opportunity
to
express
themselves
– Awards
and
posi?ve
compe??on
D.
H.
Schunk
and
P.
R.
Pintrich,
Mo5va5on
in
educa5on:
Theory,
research,
and
applica5ons,
3rd
ed.
Pren?ce
Hall,
2007
Bosnić,
I.
Čavrak,
M.
Orlić,
M.
Žagar,
and
I.
Crnković,
“Student
Mo?va?on
in
Distributed
SoHware
Development
Projects,”
(CTGDSD
2011),
2011,
pp.
31-‐35
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14. Tip5: Example – students’
mo?va?ons
• Mo/va/on
to
start
-‐
“Why
did
you
choose
this
course?”
– I
like
to
work
in
a
team
– I
like
to
work
with
real
projects
– I
have
heard
from
other
students
that
this
is
a
great
course
– I
like
to
learn
about
students
from
other
countries
• Mo/va/on
at
the
end
(“What
did
you
like
most?”)
– The
project
work
– The
distributed
environment
– Mee?ng
other
cultures
– New
technologies
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16. • Challenges
– Language
differences,
Technical
background,
Openness
in
communica?ons,
Percep?on
of
?me,
Commitment,
Teamwork
• Solu?on
– indicate
for:
diversity
tolerance
and
difference
tolerance
– Lectures
about
cultural
differences
– Important
observa?ons
from
supervisors
E.
Langman,
“Rethinking
the
place
of
tolerance
in
-‐educa?on
-‐
Encountering
otherness
between
acceptance
and
rejec?on,”
Nordic
Studies
in
Educa?on,
2011.
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17. Tip5:
Example
–
students’
views
25
comm. style
20
working hours
proactiveness
15 work style
working hours
in-group
10
relations educational
timeliness differences
5 groupwork
0
The
most
important
elements
of
cultural
differences
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18. • Challenges
– How
to
make
it
easier
with
differences
• How
to
avoid
possible
conflicts?
• Solu?on
– Flexible
groups
and
flexible
goals
for
students
– Changes
in
requirements
if
necessary
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19. • Problems
– Different
rules
valid
for
different
university
sites
• Grading
system
(grades,
credits)
• Start/end
of
the
semester
• Required
elements
in
the
course
• Course
evalua?ons
– The
university
support
using
local
language
– Low
local
understanding
for
distributed
course
specific
needs
• Solu?on
– Aaaah,…
keep
going….,
be
flexible,
be
crea?ve…
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20. • Problems
– nothing
is
default
– Local
changes
(at
the
universi?es)
to
not
consider
other
site
• Changes
in
start/end
of
semester
• New
rules,
new
laws
–
for
local
op?miza?on
– Technical
surprises
• Changes
in
technologies
• Solu?on
– Be
prepared
for
changes
– Check
all
elements
in
the
course
before
the
work
– Risk
analysis
important
(what
if,
what
if
not…)
Indiana
Jones:
“Nothing
shocks
me.
I'm
a
scien?st.”,
Indiana
Jones
and
the
Temple
of
Doom
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21. • Challenges
– Unpredictable
changes
– More
efforts
required
– Not
recognized
form
the
local
ins?tu?ons
• Payoff
– giving
students
a
(unique)
opportunity
to
gain
knowledge
they
will
very
likely
need
in
their
future
professional
life.
– the
enthusiasm
of
students
during
their
involvement
in
the
project
– increasing
interest
in
communica?on
with
other,
unknown,
people,
and,
finally,
in
their
success.
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22. Issues
Important
to
Students
vs.
Tips
Issue
%
Related
/ps
Communica?on
55
Tip
1,
2,
3
Task
assignment/work
distribu?on
37
Tip
4
Responsibility/trust
27
Tip
4,
6
Punctuality
–
respec?ng
schedules
22
Tip
4,
6
Team
spirit
21
Tip
5,
10
Coopera?veness
20
Tip
5,
7,
10
Leadership
20
(Tip
1,
3)
Planning
and
coordina?on
17
(Tip
1,
3)
Honesty
and
openness
15
Tip
6,
7
Tolerance
14
Tip
6,
7
Goal
awareness
14
(Tip
1,
3,
4)
Awareness
of
individual
tasks
10
Tip
4
Proac?veness/aytude
10
Tip
5,
6
(Tips
8,9,10
related
to
the
teaching
staff)
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23. Conclusion
–
the
Ten
Tips
• Communica)on
and
awareness
– Tip
1:
Start
communica?on
by
brute
force;
– Tip
2:
Get
the
students
to
be
familiar
with
each
other
as
soon
as
possible;
– Tip
3:
Keep
communica?on
levels
consistently
high;
– Tip
4:
Ensure
that
students
keep
the
other
site
in
mind;
• Issues
of
diversity
and
difference
– Tip
6:
Remember:
we
are
different;
– Tip
7:
Be
flexible
–
overcome
the
differences;
• Mo)va)on
and
socio-‐psychological
issues
– Tip
5:
Keep
the
students
highly
mo?vated;
– Tip
10:
Be
enthusias?c;
• Prac)cal
issues
– Tip
8:
Be
flexible
–
beat
the
administra?on:
– Tip
9:
Be
alert.
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