Designing and implementing an environment for software start-up education: Patterns and anti-patterns

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Designing and implementing an environment for software start-up education : Patterns and anti-patterns. / Fagerholm, Fabian; Hellas, Arto; Luukkainen, Matti; Kyllönen, Kati; Yaman, Sezin; Mäenpää, Hanna.

In: Journal of Systems and Software, Vol. 146, 12.2018, p. 1-13.

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Fagerholm, Fabian ; Hellas, Arto ; Luukkainen, Matti ; Kyllönen, Kati ; Yaman, Sezin ; Mäenpää, Hanna. / Designing and implementing an environment for software start-up education : Patterns and anti-patterns. In: Journal of Systems and Software. 2018 ; Vol. 146. pp. 1-13.

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@article{8ec0b7cc14714dc5951ac413a6ac2124,
title = "Designing and implementing an environment for software start-up education: Patterns and anti-patterns",
abstract = "Today's students are prospective entrepreneurs, as well as potential employees in modern, start-up-like intrapreneurship environments within established companies. In these settings, software development projects face extreme requirements in terms of innovation and attractiveness of the end-product. They also suffer severe consequences of failure such as termination of the development effort and bankruptcy. As the abilities needed in start-ups are not among those traditionally taught in universities, new knowledge and skills are required to prepare students for the volatile environment that new market entrants face. This article reports experiences gained during seven years of teaching start-up knowledge and skills in a higher-education institution. Using a design-based research approach, we have developed the Software Factory, an educational environment for experiential, project-based learning. We offer a collection of patterns and anti-patterns that help educational institutions to design, implement and operate physical environments, curricula and teaching materials, and to plan interventions that may be required for project-based start-up education.",
keywords = "Computer science, Curriculum, Experiential learning, Project-based learning, Software engineering, Start-up education",
author = "Fabian Fagerholm and Arto Hellas and Matti Luukkainen and Kati Kyll{\"o}nen and Sezin Yaman and Hanna M{\"a}enp{\"a}{\"a}",
year = "2018",
month = "12",
doi = "10.1016/j.jss.2018.08.060",
language = "English",
volume = "146",
pages = "1--13",
journal = "Journal of Systems and Software",
issn = "0164-1212",

}

RIS - Download

TY - JOUR

T1 - Designing and implementing an environment for software start-up education

T2 - Patterns and anti-patterns

AU - Fagerholm, Fabian

AU - Hellas, Arto

AU - Luukkainen, Matti

AU - Kyllönen, Kati

AU - Yaman, Sezin

AU - Mäenpää, Hanna

PY - 2018/12

Y1 - 2018/12

N2 - Today's students are prospective entrepreneurs, as well as potential employees in modern, start-up-like intrapreneurship environments within established companies. In these settings, software development projects face extreme requirements in terms of innovation and attractiveness of the end-product. They also suffer severe consequences of failure such as termination of the development effort and bankruptcy. As the abilities needed in start-ups are not among those traditionally taught in universities, new knowledge and skills are required to prepare students for the volatile environment that new market entrants face. This article reports experiences gained during seven years of teaching start-up knowledge and skills in a higher-education institution. Using a design-based research approach, we have developed the Software Factory, an educational environment for experiential, project-based learning. We offer a collection of patterns and anti-patterns that help educational institutions to design, implement and operate physical environments, curricula and teaching materials, and to plan interventions that may be required for project-based start-up education.

AB - Today's students are prospective entrepreneurs, as well as potential employees in modern, start-up-like intrapreneurship environments within established companies. In these settings, software development projects face extreme requirements in terms of innovation and attractiveness of the end-product. They also suffer severe consequences of failure such as termination of the development effort and bankruptcy. As the abilities needed in start-ups are not among those traditionally taught in universities, new knowledge and skills are required to prepare students for the volatile environment that new market entrants face. This article reports experiences gained during seven years of teaching start-up knowledge and skills in a higher-education institution. Using a design-based research approach, we have developed the Software Factory, an educational environment for experiential, project-based learning. We offer a collection of patterns and anti-patterns that help educational institutions to design, implement and operate physical environments, curricula and teaching materials, and to plan interventions that may be required for project-based start-up education.

KW - Computer science

KW - Curriculum

KW - Experiential learning

KW - Project-based learning

KW - Software engineering

KW - Start-up education

U2 - 10.1016/j.jss.2018.08.060

DO - 10.1016/j.jss.2018.08.060

M3 - Article

VL - 146

SP - 1

EP - 13

JO - Journal of Systems and Software

JF - Journal of Systems and Software

SN - 0164-1212

ER -

ID: 40340024