Document Type
Article
Publication Date
5-19-2022
Publication Title
Requirements Engineering
Abstract
Requirements engineering (RE) has established itself as a core software engineering discipline. It is well acknowledged that good RE leads to higher quality software and considerably reduces the risk of failure or budget-overspending of software development projects. It is of vital importance to train future software engineers in RE and educate future requirements engineers to adequately manage requirements in various projects. To this date, there exists no central concept of what RE education shall comprise. To lay a foundation, we report on a systematic literature review of the feld and provide a systematic map describing the current state of RE education. Doing so allows us to describe how the educational landscape has changed over the last decade. Results show that only a few established author collaborations exist and that RE education research is predominantly published in venues other than the top RE research venues (i.e., in venues other than the RE conference and journal). Key trends in RE instruction of the past decade include involvement of real or realistic stakeholders, teaching predominantly elicitation as an RE activity, and increasing student factors such as motivation or communication skills. Finally, we discuss open opportunities in RE education, such as training for security requirements and supply chain risk management, as well as developing a pedagogical foundation grounded in evidence of effective instructional approaches.
Keywords
Requirements engineering, Requirements engineering education, Systematic literature review, Learning outcomes, Pedagogy
DOI
10.1007/s00766-022-00381-9
Rights
© The Author(s) 2022
Recommended Citation
Daun, Marian; Grubb, Alicia M.; Stenkova, Viktoria; and Tenbergen, Bastian, "A Systematic Literature Review of Requirements Engineering Education" (2022). Computer Science: Faculty Publications, Smith College, Northampton, MA.
https://scholarworks.smith.edu/csc_facpubs/331
Comments
Archived as published. Open access article.
The data set associated with this paper is in ScholarWorks.