Browsing by Author "Moniphal Say"

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    Distributing responsibilities to engineer better requirements: Leveraging knowledge and perspectives for students to learn a key skill
    (2009-12-01) Olly Gotel; Vidya Kulkarni; Moniphal Say; Christelle Scharff; Thanwadee Sunetnanta; Pace University; University of Delhi; Institute of Technology of Cambodia; Mahidol University
    Getting students to appreciate the value of writing high quality requirements can be a difficult undertaking. This paper spotlights an educational experience in which students from across the globe were brought together to write the requirements for a software development competition in order to address this challenge. To account for a disparity of educational backgrounds while promoting quality, a model was designed to include requirements coaching, reinforced requirements auditing cycles and multi-perspective triggers for requirements change. The paper describes the multiplicity of roles that were created and the strategies that were undertaken in an attempt to improve the quality of the written requirements, summarizes the outcomes of the experience, and highlights the observed costs/benefits of teaching this skill and conveying its value in this manner. The application of such a model to distributed software development projects more generally is discussed.
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    Evolving an infrastructure for student global software development projects: Lessons for industry
    (2009-06-29) Olly Gotel; Vidya Kulkarni; Des Phal; Moniphal Say; Christelle Scharff; Thanwadee Sunetnanta; Pace University; University of Delhi; Universite Royale de Phnom Penh; Institute of Technology of Cambodia; Mahidol University
    With the rapid increase in offshore outsourcing of software development, Global Software Development (GSD) has become the need of the hour. Today's information technology, in the form of communication networks and tooling opportunities, provides us with a supposedly ready infrastructure to support GSD. However, selecting an appropriate combination of tools that cross culturalb oundaries and account for unique in-country connectivity situations is not a trivial task. In this paper, we describe our experience of evolving an infrastructure for student GSD projects over a period of four years, culminating in an environment to accommodate the needs of five different teams from four globally dispersed universities in countries straddling many technological divides. We suggest that our experience offers lessons that can also support those organizations embarking upon GSD initiatives and with their own infrastructure decisions to make. Copyright 2009 ACM.
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    Evolving an infrastructure for student global software development projects: lessons for industry
    (2009) Vidya Kulkarni; Des Phal; Moniphal Say; Christelle Scharff; Thanwadee Sunetnanta; ธันวดี สุเนตนันท์; Mahidol University. Faculty of Information and Communication Technology
    With the rapid increase in offshore outsourcing of software development, Global Software Development (GSD) has become the need of the hour. Today’s information technology, in the form of communication networks and tooling opportunities, provides us with a supposedly ready infrastructure to support GSD. However, selecting an appropriate combination of tools that cross cultural boundaries and account for unique in-country connectivity situations is not a trivial task. In this paper, we describe our experience of evolving an infrastructure for student GSD projects over a period of four years, culminating in an environment to accommodate the needs of five different teams from four globally dispersed universities in countries straddling many technological divides. We suggest that our experience offers lessons that can also support those organizations embarking upon GSD initiatives and with their own infrastructure decisions to make.
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    A global and competition-based model for fostering technical and soft skills in software engineering education
    (2009-07-13) Olly Gotel; Vidya Kulkarni; Moniphal Say; Christelle Scharff; Thanwadee Sunetnanta; Pace University; University of Delhi; Institute of Technology of Cambodia; Mahidol University
    The project experience described in this paper builds upon three years of running global software development projects in an educational setting. It explicitly addresses some of the difficulties we have experienced in the past in getting students to deliver a quality software product at the end of a typical semester-long course in which Software Engineering is taught for the first time while a capstone project is concurrently undertaken. The initiative is unique in that it brings undergraduate, graduate and industry students together in a synergistic manner to capitalize upon individual learning needs and prior skill sets. To focus upon quality, coaches and auditors support traditional student teams with critical technical tasks. Working from identical requirements, a five-way competition affords multiple perspectives, improving the requirements, encouraging design diversity and so increasing the likelihood of the client receiving a deployable product. The fact that the development teams are in different geographic locations and that the software is required for a Cambodian client places soft skills entirely at the forefront. One of the software systems developed during this experience was selected by the client and is now successfully deployed in Cambodia. The paper reports on an educational model that has been seen to deliver results. © 2009 IEEE.
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    A Global and Competition-Based Model for Fostering Technical and Soft Skills in Software Engineering Education
    (2009) Olly Gotel; Vidya Kulkarni; Moniphal Say; Christelle Scharff; Thanwadee Sunetnanta; ธันวดี สุเนตนันท์; Mahidol University. Faculty of Information and Communication Technology
    The project experience described in this paper builds upon three years of running global software development projects in an educational setting. It explicitly addresses some of the difficulties we have experienced in the past in getting students to deliver a quality software product at the end of a typical semester-long course in which Software Engineering is taught for the first time while a capstone project is concurrently undertaken. The initiative is unique in that it brings undergraduate, graduate and industry students together in a synergistic manner to capitalize upon individual learning needs and prior skill sets. To focus upon quality, coaches and auditors support traditional student teams with critical technical tasks. Working from identical requirements, a five-way competition affords multiple perspectives, improving the requirements, encouraging design diversity and so increasing the likelihood of the client receiving a deployable product. The fact that the development teams are in different geographic locations and that the software is required for a Cambodian client places soft skills entirely at the forefront. One of the software systems developed during this experience was selected by the client and is now successfully deployed in Cambodia. The paper reports on an educational model that has been seen to deliver results.
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    Quality indicators on global software development projects: Does 'getting to know you' really matter?
    (2012-03-01) Olly Gotel; Vidya Kulkarni; Moniphal Say; Christelle Scharff; Thanwadee Sunetnanta; Pace University; University of Delhi; Institute of Technology of Cambodia; Mahidol University
    While the payback from technical training is largely undisputed, and a cost that many organizations are prepared to incur, the benefits of socialization training on global software development projects remains an area of debate. This paper begins to explore whether getting to know those you are working with really matters when it comes to the quality of the software that is produced in global settings. The paper describes how five student teams were put in competition to develop software for a Cambodian client. Each extended team comprised students distributed across a minimum of three locations, drawn from the US, India, Thailand, and Cambodia. Two exercises were conducted with these students during the project, to examine their awareness of the countries of their collaborators and competitors, and to assess their knowledge of their own extended team members. On a weekly basis, the stress levels of the students, along with the communication patterns of each development team, were also recorded. The quality of each team's eventual software product was measured through a final product selection process. The paper reports on the results of these two exercises, examined in conjunction with these additional data, and implications for practice and future studies are discussed. © 2010 John Wiley & Sons, Ltd.
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    Quality indicators on global software development projects: Does "getting to know you" really matter?
    (2009-11-16) Oily Gotel; Vidya Kulkarni; Moniphal Say; Christelle Scharff; Thanwadee Sunetnanta; Pace University; University of Delhi; Institute of Technology of Cambodia; Mahidol University
    In Spring 2008, five student teams were put into competition to develop software for a Cambodian client. Each extended team comprised students distributed across a minimum of three locations, drawn from the US, India, Thailand and Cambodia. This paper describes a couple of exercises conducted with students to examine their basic awareness of the countries of their collaborators and competitors, and to assess their knowledge of their own extended team members during the course of the project. The results from these exercises are examined in conjunction with the high-level communication patterns exhibited by the participating teams and provisional findings are drawn with respect to quality, as measured through a final product selection process. Initial implications for practice are discussed. © 2009 IEEE.
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    Quality-driven competition: Uniting undergraduates, graduates and professionals on global software development projects
    (2008-09-26) Olly Gotel; Vidya Kulkarni; Moniphal Say; Christelle Scharff; Thanwadee Sunetnanta; Sereysethy Touch; Phal Des; Pace University; University of Delhi; Institute of Technology of Cambodia; Mahidol University; Royal University of Phnom Penh
    This short paper describes an innovative project-based learning experience for Software Engineering Education and Training. A global software development project is currently underway to unite students from across the globe, with widely different backgrounds and learning objectives, in distinct project roles that are designed to leverage skill sets and foster overall quality and success. The background to this project is summarized in this paper, along with the motivation, set-up and governance model. A number of achievements from three years of sustained collaboration across the institutions make this educational model possible, and these are described together with the on-going challenges we are facing. © 2008 IEEE.