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Solutions to Challenges of Teaching "Systems Analysis and Design" for Undergraduate Software Engineers

Solutions to Challenges of Teaching "Systems Analysis and Design" for Undergraduate Software Engineers

Özlem Albayrak
Copyright: © 2009 |Pages: 20
ISBN13: 9781605663449|ISBN10: 1605663441|ISBN13 Softcover: 9781616924706|EISBN13: 9781605663456
DOI: 10.4018/978-1-60566-344-9.ch006
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MLA

Albayrak, Özlem. "Solutions to Challenges of Teaching "Systems Analysis and Design" for Undergraduate Software Engineers." Systems Analysis and Design for Advanced Modeling Methods: Best Practices, edited by Akhilesh Bajaj and Stanislaw Wrycza, IGI Global, 2009, pp. 68-87. https://doi.org/10.4018/978-1-60566-344-9.ch006

APA

Albayrak, Ö. (2009). Solutions to Challenges of Teaching "Systems Analysis and Design" for Undergraduate Software Engineers. In A. Bajaj & S. Wrycza (Eds.), Systems Analysis and Design for Advanced Modeling Methods: Best Practices (pp. 68-87). IGI Global. https://doi.org/10.4018/978-1-60566-344-9.ch006

Chicago

Albayrak, Özlem. "Solutions to Challenges of Teaching "Systems Analysis and Design" for Undergraduate Software Engineers." In Systems Analysis and Design for Advanced Modeling Methods: Best Practices, edited by Akhilesh Bajaj and Stanislaw Wrycza, 68-87. Hershey, PA: IGI Global, 2009. https://doi.org/10.4018/978-1-60566-344-9.ch006

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Abstract

This study is an enhancement of previous research presented at the 2nd AIS SIGSAND European Symposium on Systems Analysis and Design and its improved version presented at the 3rd National Software Engineering Symposium (UYMS) 2007. The AIS-SIGSAND 2007 study, the first phase, was part of ongoing research by which systems analysis and design-teaching experiences related to course evaluation items were enlightened. This study summarizes previous studies and introduces new findings suggested by those studies that relate to teaching challenges on systems analysis and design in software engineering. The first challenge studied is to decide a suitable evaluation item set in undergraduate level system analysis and design courses for software engineers. The second challenge relates to implicit assumptions made by software engineers during the analysis phase. Based on pre-interview, test, and post-interview data, the study presents a snapshot of an analysis in software engineering regarding implicit assumptions made by analysts. Related to these challenges, the study concludes with proposals on systems analysis and design education.

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