View
5
Download
0
Category
Preview:
Citation preview
ATINER CONFERENCE PAPER SERIES No: LNG2014-1176
1
Athens Institute for Education and Research
ATINER
ATINER's Conference Paper Series
LNG2015-1816
Joern Fahsel
Research Associate & PhD Candidate
Friedrich-Alexander-University Erlangen-Nuernberg (FAU)
Germany
Ruediger Weißbach
Professor
Hamburg University of Applied Sciences (HAW Hamburg)
Germany
Andrea Herrmann
Freelance Software Engineering Trainer
Germany
Standardized Individual Output Development:
Linguistic Approaches for Requirements Engineering
Problems Through Cultural Differences - Case Studies
from Requirements Engineering Education in the
Context of E-Publishing at the Chair of Book Studies
ATINER CONFERENCE PAPER SERIES No: LNG2015-1816
2
An Introduction to
ATINER's Conference Paper Series
ATINER started to publish this conference papers series in 2012. It includes only the
papers submitted for publication after they were presented at one of the conferences
organized by our Institute every year. This paper has been peer reviewed by at least two
academic members of ATINER.
Dr. Gregory T. Papanikos
President
Athens Institute for Education and Research
This paper should be cited as follows:
Fahsel, J., Weißbach, R. and Herrmann, A. (2016). "Standardized Individual
Output Development: Linguistic Approaches for Requirements Engineering
Problems Through Cultural Differences - Case Studies from Requirements
Engineering Education in the Context of E-Publishing at the Chair of Book
Studies", Athens: ATINER'S Conference Paper Series, No: LNG2015-1816.
Athens Institute for Education and Research
8 Valaoritou Street, Kolonaki, 10671 Athens, Greece
Tel: + 30 210 3634210 Fax: + 30 210 3634209 Email: info@atiner.gr URL:
www.atiner.gr
URL Conference Papers Series: www.atiner.gr/papers.htm
Printed in Athens, Greece by the Athens Institute for Education and Research. All rights
reserved. Reproduction is allowed for non-commercial purposes if the source is fully
acknowledged.
ISSN: 2241-2891
04/02/2016
ATINER CONFERENCE PAPER SERIES No: LNG2015-1816
3
Standardized Individual Output Development:
Linguistic Approaches for Requirements Engineering Problems
Through Cultural Differences - Case Studies from
Requirements Engineering Education in the Context of E-
Publishing at the Chair of Book Studies
Joern Fahsel
Research Associate & PhD Candidate
Friedrich-Alexander-University Erlangen-Nuernberg (FAU)
Germany
Ruediger Weißbach
Professor
Hamburg University of Applied Sciences (HAW Hamburg)
Germany
Andrea Herrmann
Freelance Software Engineering Trainer
Germany
Abstract
In this paper, the approach of Standardized Individual Output Development is
investigated in relation to the use of linguistic standards to resolve cultural
differences in the requirements engineering. For that culture and requirements
as problem-space and the theory of Standardized Individual Development as
solution-space are described as a basis for the subsequent empirical
investigation by a case study.
Keywords: Standardized Individual Output Development, Linguistic, Culture,
Requirements Engineering, Transfer, Creativity
ATINER CONFERENCE PAPER SERIES No: LNG2015-1816
4
Introduction
“The limits of our language are the limits of our (cultural) world.”
(Wittgenstein 1922). Wittgenstein's statement combines the challenge of
communication through natural language: Natural language consists of the
technical aspect (grammar) and the meaning as a bundle of semantics,
pragmatics and culture (Watzlawick et al. 1974; Rupp et al. 2009; Wittgenstein
1922). The cultural aspect can lead to defects in the requirements analysis of
systems – Cause for subsequent design flaws and ultimately for economic or
harm to people, in the case of construction errors in the automotive or aircraft
development. The challenges of cultural differences are to analyze and derive
solutions. Transmissions of linguistic approaches are a way to solve the
problem (Rupp et al. 2009). The contribution enters the debate at this point.
Challenges are worked out regarding the cultural perspective and the value
of natural language for requirements engineering and examples of analysis
techniques in linguistics are presented. Based on the implicit description of an
instance of the reuse of concepts from linguistics, their use in psychotherapy
for Neuro Linguistic Programming (NLP) (Bandler et al. 1982), the theory of
Standardized Individual Development is presented (Fahsel et al. 2014). As a
result, it is shown how the problem of abstraction leads to new solutions
through the transfer of abstracted existing solutions. As an outlook, a holistic
approach is outlined, a lingua franca of modeling approaches from the
Linguistics connects to a unified concept language that cultural boundaries of
language overcomes, and as an example of the economic sustainability of the
humanities, in the specific case of linguistics. Methodically, the research
objective will be implemented as follows: First, the problem of cultural
differences in requirements engineering will be investigate literature based.
Then the own approach to Standardized Individual Output Development is
presented as a theoretical basis for a systematic solution finding. Problem and
solution approach form the basis for subsequent empirical survey on the
research approach of the case study. Conclusion of the essay forms the
summary of the results and an outlook.
Cultural Aspects
The engineering process is a multi-step transformation of ideas into
artifacts (Herrmann et al. 2014), in which RE is the first step for transforming
ideas of future users or their representatives (managers etc.) in a representation.
Each actor in this process is influenced by his/her own cultural context. Studies
on intercultural aspects in international cooperation emphasize the influence of
different national or ethnic cultures that has an impact on the handling of
requirements, for example in the aspect of the non-critical acceptance of the
requirement documents, even if they contain unrealistic requirements (e.g.
Overhage et al. 2010, von Stettn et al. 2012).
But the term “culture” is not restricted to national or ethnic aspects.
Hofstede defines culture as “the collective programming of the mind
ATINER CONFERENCE PAPER SERIES No: LNG2015-1816
5
distinguishing the members of one group or category of people from another”
(Hofstede 2014). Therefore, we have to consider aspects of organizational
culture and of professional culture besides international aspects. All these types
of cultural aspects can be described by the six Hofstede (Hofstede 1980)
factors of culture: Power distance, Individualism vs. collectivism, Uncertainty
avoidance index, Masculinity, Long-term orientation vs. short term orientation,
Indulgence versus restraint (Hofstede 1980).
The obviously most discussed aspects of interculturality are international
aspects. Hofstede defines that “The category can refer to nations, regions
within or across nations, ethnicities, religions, occupations, organizations, or
the genders.” (Hofstede 2014). This dimension of interculturality is widely
accepted and discussed in science and in practical work and trainings.
“Globalization” of business is an awareness driver for international aspects.
The usage of different languages in different nations influences directly the RE
process.
A second influencing factor is the organizational culture. This is –
according to (Schein 1984) – “the pattern of basic assumptions that a given
group has invented, discovered, or developed in learning to cope with its
problems of external adaption and internal integration”. Hofstede observed:
“[…] organizational cultures – that is, the differences in collective mental
programming found among people from different organizations, or parts
thereof, within the same national context. […] Whereas national cultures
differed primarily in their values, organizational cultures turned out to differ
mainly in their practices.” (Hofstede 2001, p. 373). The six dimensions of
organizational culture according to Hofstede (Hofstede 2001, pp. 397-399) are:
“process-oriented versus results-oriented,
employee-oriented versus job oriented,
parochial versus professional,
open versus closed (communication climate),
loose versus tight amount of internal structuring, and
normative versus pragmatic”.
The organizational culture focuses on the internal relationships within an
organization. The learning experiences of a company, its strategy and its
tradition are important aspects. Hofstede (The Hofstede Center 2014) lists the
following dimensions of organizational culture: means-oriented vs. goal-
oriented, internally driven vs. externally driven, Easygoing work discipline vs.
Strict work discipline, Local vs. Professional, Open system vs. Closed system,
Employee-oriented vs. Work-oriented, Degree of acceptance of leadership
style, Degree of identification with your organization.
The third influencing factor of interculturality is the professional culture.
There is not as much literature on professional cultures as on national or
organizational cultures. Herkenhoff measures differences between professional
cultures using the Hofstede dimensions (Herkenhoff 2010). She points out the
relationship between the professional cultures and the national cultures: “Just
as Hofstede notes that national culture is not genetically shared but is passed
ATINER CONFERENCE PAPER SERIES No: LNG2015-1816
6
down between groups, the same holds true for professional culture.”
(Herkenhoff 2010). One aspect for example is the long-term vs. short-term
orientation of professions (Bond 1988). In this dimension, computer
programmers and other people engaged in project work may be short-term
focused.
Herkenhoff (Herkenhoff 2010) developed a Professional Culture
questionnaire (PC08) based on Hofstede/Bond as a tool for measuring along
the dimensions of Power, Time, Risk, Service and Team. In her study, she
compares professional culture rankings of people working in accounting, IT
support, sales and science. Referring to the five dimensions of professional
culture (Power, Time, Risk, Service, Team) IT staff shows high ranking values
for team orientation and service, but only low values for long term orientation.
In some disciplines, stereotyped archetypes of persons and their character
behavior exist. For professions in the healthcare business, Hall (Hall 2005)
describes such differences and shows that the interaction with other professions
is limited with increasing specialization of learners (Hall 2005, Hall and
Weaver 2001).
According to Hall 2005, an individual has its own cognitive map, which
“develops as a consequence of the educational and socialization experiences of
the students of each profession, built on each student’s own unique cognitive
and constitutional make-up. This map is a major component of the culture of
each profession.” In this description all three aspects of culture are influencing
the mind of the individual. In IT business a study on communication problems
in distributed software development (Stein and Herrmann 2013) shows cultural
differences not only between countries, but also between different
organizational cultures, younger and older people and different professional
cultures (like software developers versus managers or customers).
With a slightly different meaning, some authors in the related Business
Process Management domain (see the literature review of von Brocke and
Sinnl 2011) discuss about “subgroup levels” (Leidner and Keyworth 2006) or
“work group cultures” (Baba and Falkenburg 1996 and others). It is important
to consider that all these cultural factors – international, organizational,
professional – together with the influence of other individuals and groups will
influence the individual position and the individual behavior of the actors in
the RE process.
Figure 1 shows the influences from the three cultural aspects on the actors
in the requirements process. The difference in the cultural settings complicates
the communication process. Furthermore, the language itself is influenced by
nation, profession and organization, with descending impact.
ATINER CONFERENCE PAPER SERIES No: LNG2015-1816
7
Figure 1. Three Different Cultural Influences in the RE Process
The differences in the cultural aspects may vary between the different
settings. While Figure 1 shows a possible situation in an international setting
with a consulting company (doing the requirements engineering) and a
customer’s company, Figure 2 describes a typical “inhouse” situation in a SME
with only internal staff from one nation.
Figure 2. A Different Setting of Cultural Influences in the RE Process
Standardized Individual Output Development
The concept of the Standardized Individual Output Development can
generally be understood as an approach to the development of output using its
own standards, or re-use of standards from other domains via analogies.
Objective is a systematic and qualitative creation of individual output on the
one hand. On the other hand the innovation support on knowledge transfer in
the first and future step by mechanical creativity. Subsequently, the core ideas
and principles are introduced.
Starting from a requirement there is a concrete output creation using the
concept of Standardizing Individual Output Development. The result of this
process is the Standardized Individual Output. Figure 3 visualizes the overall
process.
ATINER CONFERENCE PAPER SERIES No: LNG2015-1816
8
Figure 3. Interactions of the Standardized Individual Output Development
Source: Schacht and Hertel 2009.
Fundamentals of the approach are the work of Göpfert (2009), the concept
of individual output and the mass customization (Piller 2001). Göpfert
describes the individual output as a transition from craft to mass production
through standardization and automation to individual output via standardized
process modules which are not visible for the customers (Fahsel et al. 2014;
Lasi et al. 2014). Similarly argued Piller (2001) with the strategic approach of
mass customization as a strategy variant between standardization on one hand
and differentiation called mass production on the other.
Based on these basic considerations the Standardized Individual Output
Development describes a design process in terms of a reference model for the
development of customized outputs through a systematic re-use their own
standards or other domains through analogies. A conceptualization of the core
idea is carried out via the framework of the Standardized Individual
Development Cube (SIC), which is interpreted both as a synthesis of different
approaches and in the subsequent step as an analytical tool.
The SIC as a synthesis embraces the connection of standards within a
domain and the value chain in an output process – called the Standard Catalog.
Regarding to the output development on the re-use of standards from other
domains, the SIC includes the dimensions domain and standards – called the
Standard Innovation (Figure 4).
ATINER CONFERENCE PAPER SERIES No: LNG2015-1816
9
Figure 4. Framework as a Cube
Source: Fahsel and Schleifer 2015; based on Process Cube approach of van der Aalst 2013.
A brief introduction is following of the Standard Catalog and Standard
Innovation as an interpretation of slices of a cube that is based on the OLAP
(Online Analyctical Processing)-Cubes operation of slicing (inspired by
discussion by van der Aalst 2013 to Process Cubes). The Standard Catalog as
vertical slice is here interpreted as a function of standard and value chain and
based on the work of Schacht (2009) and Fettke and Loos (2002).
Schacht discussed the one hand, the interpretation of standards as explicit
knowledge; he furthermore classifies standard categories and allocates the
value chain to individual standards. Building on this idea standard categories
have been defined on the one hand in the SIC as a synthesis of the work of
Schacht and Hertel (2009) and as a transfer of product-, output view and
integrated communication techniques of the ARIS-Framework (Scheer 1999).
The genesis of the approaches leads to the following characteristic values of
the standard dimension: product/quality standards, process standards and
communication standards.
The idea of domain-specific storage of standard knowledge based on the
work of Fettke and Loos (2002) who formulated a catalog of specific process
standards called reference model. In summary, the vertical slice in SIC is called
Standard catalog and describes the idea to understand standards as knowledge
to assign this standards to the value chain (Schacht 2009) and to provide
(intelligent) searchable knowledge Databases in a subsequent step (Fettke and
Loos 2002). Here the question arises, according to the development of output
demands, for which no standard reusable knowledge exists. This requirement is
solved through the Standard Innovation slice.
The Standard Innovation based on the work to the TRIZ approach (Mann
2001) and the analogies on the pyramiding approach (Poetz and Prügl 2014). If
a problem cannot be solved through existing standard knowledge from the
Standard Catalog, it is necessary to transfer the problem to another industry: If
ATINER CONFERENCE PAPER SERIES No: LNG2015-1816
10
solutions for the abstract same problem exist, it can be reused. The
methodology of the problem of abstraction in step one, the search for solutions
at an abstract level in step two and the final solution to transfer their own
specific level is part of the TRIZ approach. While abstract problem-solution
mappings are done by pattern search in patents in the TRIZ approach, in the
pyramid approach of Poetz and Prügl (2014) interviewing of experts in analog
domain are used to achieve this goal.
To summarize, the slice of the Standard Innovation forms a synthesis of
the TRIZ and the Pyramid Approach. The basis is the finding of abstract
problem for a concrete problem, then the search for solutions at an abstract
level by domain analogies and in the last step the transfer of the abstract
solution to the specific domain level. The practical implementation can be
reached in following iterations:
1. The transfer of knowledge through expert knowledge and human
communication.
2. IT-supported standard knowledge storing of various domains and
human interpretation.
3. IT-based knowledge storage and sophisticated machine connecting of
problem issues of different domains (e.g. Schacht 2014).
Standard catalog and Standard Innovation form the basis of the approach
of the Standardized Individual Output Development, be modeled as a synthesis
of different theoretical and practical approaches in the SIC and form the basis
for the transformation of the synthesis cubes into a concrete IT-supported
analysis cube for automated Standardized Individual Output Development
(Fahsel and Schleifer 2015). Specific design of Standardized Individual Output
Development in the case of requirements engineering at the Institute for Book
Studies is the subject of the following Case Study.
Case Study
The design of the Standardized Individual Output Development using
Linguistic knowledge standards is subject of the following described case
study investigation.
Case Study Investigation
A case study analysis is concretized in definition of research subject and
research questions, implementation design and subsequent execution.
Research subject of the contribution is the Standardized Individual Output
Development in general and in particular the consideration of cultural problems
in requirements analysis and their solution on linguistic approaches. Research
objectives of contributing were on the one hand in the processing problems in
requirements engineering and the conceptual preparation of the Standardized
Individual Output Development, and on the other hand the empirical
ATINER CONFERENCE PAPER SERIES No: LNG2015-1816
11
investigation. The empirical investigation of this proposed approach is based
on the research method of case study with the following design (Yin 2013):
Objective: The research subject of the Standardized Individual Output
Development in the Publishing Industry is a relatively unexplored area
of research, so there is a theory-building output in focus. With regard to
the research purpose a phenomenal research interest will be at the
focus.
Object Selection: With regard to the target position, the individual
output development under consideration of linguistic approaches to
solving cultural problems in requirements analysis, two projects at the
institute for book studies are considered in terms of a holistic multi-case
study.
Data Collection: Why and how questions are a key part of the study.
For that reason the collected data are more qualitative than quantitative.
In addition by participant observation the study includes interviews and
content analysis to ensure the quality of the collected data.
Evaluation: The case studies will first individually and the following
step analyzed across. The individual evaluation is preceded by a short
project presentation, and then the particular standard used is analyzed.
The standards used with regard to the theory of individual output on the
one hand and the linguistic contribution to the solution of cultural differences
on the other hand were considered in the last step.
Case – “Template Approach”
The project group had the task to convert the annual report of Erlangen
Institute for Book Studies into an online version so that a reader individual
configuration of individual semantic units can be accessed. As a result, the
individual requirement of the individual reader configuration via an extension
of the WordPress CMS was achieved through selected plugins. The individual
output, the reader individual configurations of individual semantic units, was
achieved through a solution-neutral documentation of requirements on the
Template Approach as a basis for subsequent derived analysis of solution
variants and final technical implementation (Fahsel and Schleifer 2015). In the
approach of Individual Standardized Development the used Template
Approach is carried out both as input (standard) and output (individual output).
First, the Template Approach is investigated as a standard (input). Here the
following question is in the focus of analysis: What specific problem occurred
in the output development within the project and how was the Template
Approach standard used for the output development?
The concrete challenge was the correct and full documentation of
customer requirements. A problem field for which no standards in the book
science exist and thus the students were unable to access a domain-specific
knowledge catalog. Alternatively, the possibility remains of the SIC- technique
of Standard Innovation across domains analogies. There is the possibility of an
ATINER CONFERENCE PAPER SERIES No: LNG2015-1816
12
expert survey regarding standards of analog domain or the problem solution by
an IT System. In the project the expert survey was used. Following the TRIZ
approach the specific problem of the project was abstracted whereby it became
associated with the domain of Software Industry and here the requirements
engineering (Mann 2001). In the context of software and system development,
the challenge of collecting customer requirements on a semiformal language is
solved by the Template Approach, which leads to structured requirements, as
formalized input for the following steps of design and implementation (Rupp et
al. 2009). After finding the standard knowledge in the form of templates that
approach was used in the project and ensure on the one hand the completeness
of the requirements on the use of rules and on the other hand, the structured
requirements definition via templates. A significant contribution to the project's
success – only what is correct formulated leads to a system that is doing the
right things (Requirement Responsibility) and doing the things right
(Construction Responsibility). Figure 5 illustrates the elements of a template
and shows a concrete template instance of the project.
Figure 5. Structure and Application of Template Approach
With regard to the consideration of the Template Approach as an
individual output the already mentioned regulations for complete requirements
analysis will be explained. The semiformal natural language requirement
description Template Approach consists of two components: a syntactic part –
the already presented templates and a semantic part – the rules and the
Glossary. Here the template is the concrete result. The transition as the way
from customers (unspeakable) needs to persisted requirements documentation
with templates are done among others by standardized rules (Rupp et al. 2009)
which systematically eliminate losses through representation transformation
through language. Cause of transformation losses forms in simple terms the
difference between “what is thought” (deep structure) and “what is said”
(surface structure) (Chomsky 1968). Figure 6 visualizes the problem.
ATINER CONFERENCE PAPER SERIES No: LNG2015-1816
13
Figure 6. Transformation Model as the UML Use Case Diagram
Transformational Grammar
Surface Structure
Filter
Deep Structure
Culture Socialization
This distinction between deep structure and surface structure is caused
among others by cultural differences and can be systematized in Deletion,
Generalization and Distortion (Rupp et al. 2009; Chomsky 1968). This raises
the question as to remedy this faulty retranslation of Derivation (Chomsky
1968) and in the specific case the understanding of the original “internal” but
not completely outspoken customer need. Initially, there was no solution in the
domain of the IT Industry. Via a standard innovation of approaches of
Chomsky (1968) for the differentiation of deep and surface structure, the
application of the standard knowledge of transformational grammar of
Chomsky in Neurolinguistic Programming (NLP) of Bandler and Grinder
(1982), a standard composition was bundled in an individual output for
semiformal requirement method, the template approach.
In summary, the individual requirement of the project has been transferred
to individual output, among others through a Standard Innovation of the
template approach from Software to Publishing Industry. The template
approach itself is to be interpreted as an individual output from different
knowledge standards in the linguistic environment, as shown in the Figure 7.
ATINER CONFERENCE PAPER SERIES No: LNG2015-1816
14
Figure 7. Individual Project Output as a Component of Individual Output
Composites
Transformational Grammar
Surface Structure
Filter
Deep Structure
Culture Socialization
Solution-Linguistics-NLP
Surface StructureSIC-Transformational
GrammarRequirement NLPDevelopment
Requirement fault SIC-NLPRequirement Template ApproachDevelopment
Customer Needs SIC-TemplateRequirement Project ImplementationDevelopment
Solution-Template-Project Implementation
Solution-Template Approach
Case – “Holistic Approach”
Currently a variety of communication methods, natural and artificial
languages for the concept definition are used in a large German authority.
Challenges consist in: (1) the effort of creating different concepts, (2) risks
associated with the transformation of information into different concepts and
(3) the traceability between the concepts due to various languages.
Therefore, an objective is to develop a holistic language for creating
business concepts. The holistic approach should provide a common language
for all participants. The basics of the holistic concept were first presented in
2013 at the chair for Software Engineering by Jörn Fahsel and Raphael Dudek
(2013). In this context the project addresses the question to which solutions for
holistic concept descriptions exist, and then based on this to evaluate the
approach of Fahsel and Dudek (2013) and finally uses the won cognitions to
expand the approach.
The holistic approach tries to solve the challenges of demand for natural
language formulation by the departments and a semiformal communication in
the technical context. Hereby the problem exists by transformation of concepts,
ATINER CONFERENCE PAPER SERIES No: LNG2015-1816
15
which on the one hand causes an increased expenditure of time the other hand,
transformations inherent leads to loss of information (discussed in Fahsel
2003). This raises the question of solving the problem; in the terminus of the
SIC an output requirement for a holistic approach.
As no Standards in the Publishing Industry exits a standard knowledge of
other domains must be used. A contribution to the output development of a
holistic approach provides the template approach. By its natural language
character this is more reflecting the culture of departments and less of technical
experts which prefer semiformal or formal description. In the technical
environment Unified Modelling Language (UML) is used as a communication
standard. One possible approach provides the link between template set as the
language of the department with understandable and simplified diagram
characteristics of UML.
Following Wittgenstein statement – “the limits of my (cultural) languages
are the limits of my world” is to ask to what extent the idea of a holistic
concept has been fully penetrated. The designer is limited to its (language)
design (Wittgenstein 1922). How is this dilemma solved? Transferred to the
SIC, the question arises for a standard for this requirement. The maieutic is a
process standard of ancient Greek civilization that was used here. “I know that
I know nothing” as a basic attitude, to help the respondents in the genesis and
open up the questioner at best to new knowledge and help him to put his
constructions in question (Lütjen 2013). Based on the fundamentals of maieutic
a depth interview with project participants was carried out and as a result the
“world” of the holistic concept has been expanded as shown in Figure 8.
Figure 8. Identified Features of a Holistic Concept
In summary, the approach of Standardized Individual Output was
investigated in relation to the use of linguistic standards to resolve cultural
differences in the requirements analysis in the case studies. On the one hand,
the approach of the Standardized Individual Output Development has proven to
be more stable framework for description of phenomena; on the other hand the
ATINER CONFERENCE PAPER SERIES No: LNG2015-1816
16
innovation output by use of linguistics approaches were identified. The result
of the cross case synthesis is described in Figure 9.
Figure 9. SIC as an Instance of the Composite Pattern
Pattern Instance - SIC
Composite-Pattern Composite
Component
SIC
SIC-Hermeneutical Spiral
«uses»
Transformational Grammar
Surface Structure
Filter
Deep Structure
Culture Socialization
Solution-Linguistics-NLP
Surface StructureSIC-Transformational
GrammarRequirement NLPDevelopment
Requirement fault SIC-NLPRequirement Template ApproachDevelopment
Solution-Project Implementation-Lingua Franca
Customer Needs SIC-TemplateRequirement Project ImplementationDevelopment
Solution-Template-Project Implementation
Project Implementation SIC-Template-UMLRequirement Holistic ConceptDevelopment
Solution-Template Approach
Finally the Standardized Individual Output Development can be
interpreted itself as an individual output of the composite pattern whose
transition to a standard depends in using of the approach in different contexts.
ATINER CONFERENCE PAPER SERIES No: LNG2015-1816
17
Learning and Outlook
The case study shows the application of the Standardized Individual
Output Development to solve the problem of cultural differences in
requirements engineering. Cultural differences within national, organizational
or professional cultural aspects can thus lead to incorrect requirement
descriptions and form in interpretation of the Standardized Individual Output
Development the output requirement. The Template approach and holistic
approach form individual output to solve the culturally conditioned
communication deficits.
Both, the template approach and the holistic concept approach, are
interpreted as compositions whose development based on the use of linguistic
standard blocks among others NLP, transformational grammar or Maieutic. In
summary the empirical investigation supports the approach of Standardized
Individual Output Development on Standard Catalogs and Standard
Innovation in general, and the sustainability of linguistics as a standard
building block supplier to the Standardized Individual Output Development in
particular. The outlook on current research projects of the cultural challenges
in requirements engineering theory on the one hand and the use of SIC for an
institution independent education on the other hand forms the conclusion of the
contribution.
As shown in the article, (Inter)Cultural aspects play an important role in
requirements engineering, on the one hand in practical application but also in
teaching. Investigations in this context are rather underrepresented in the
research. Derived from that requirement a first draft for a collaborative
research project was created (Herrmann et al. 2014) and will be expanded to an
international research project in the next step about gaining of international
project partners. As a technical platform for the collaborative creation of
scientific papers in the project the online based authoring system of the
cooperation partner Appsoft from Munich can be used for free. The authoring
system Xeditor is shown in Figure 10.
ATINER CONFERENCE PAPER SERIES No: LNG2015-1816
18
Figure 10. Authoring Tool – Collaborative and Online-Based Editor
Sustainable Education as the foundation for a sustainable development of a
people, the economy and the environment forms the second outlook. In the
interpretation of education as a fundamental right (Nussbaum 2011; Rawls
1971), the challenge is a global, high-quality, local and individual customized
education (Aubert et al. 2015). In particular, for Third World countries a
problem: Here is a great demand for education, but the supply of well-trained
teachers is difficult (UNESCO 2014). According to a study by UNESCO
(Aubert et al. 2015) two million new teachers would be needed only to ensure
primary education. Solution offers Innovations of Information Communication
and Technology (ICT). New and enriching possibilities to improve education
and ICT in particular have been discussed by mobile devices, networking, and
digital services. Experiences in South Africa with separation of education and
organization through mobile devices and digital services demonstrate the
potential for a more equitable distribution of education worldwide (Aubert et
al. 2015). This is where a current contribution relates to: The stress field of
qualitative, global and sustainable education should be solved by an institution-
independent education via digital and networked media, e.g. Big Data Learning
and Adaptive Books (Razek and Mohdyan 2013; Swertz et al. 2013) or Book
slicing (Baumgartner et al. 2004). Theoretical brace around this outlook
constitutes the theoretical approach of Standardized Individual Development
(Fahsel and Schleifer 2015). On the one hand to model the relationship
between capabilities and then bundling and also new bundling them to
functions (Paul and Lopez 2001). On the other hand, as a framework for
systematizing reuse standards to create new learning opportunities. In the
specific case of digital written media based individual services in support of
sustainable education.
ATINER CONFERENCE PAPER SERIES No: LNG2015-1816
19
References
Aubert, A., Daiglepierre, R., Le Quentrec, E., Pedró, F., Loiret, P.-J. (2015). Digital
Services for Education in Africa. Savoirs communs n°17.
Baba, M. L. and Falkenburg D. R. (1996). “Technology management and American
culture. Implications for business process redesign”, Research Technology
Management 39(6): 44–55.
Bandler, R., Grinder, J., Andreas, S. (1982). Neuro-Linguistic Programming and the
Transformation of Meaning. Moab.
Baumgartner, P., Furbach, U., Groß-Hardt, M., Sinner, A. (2004). Living Book –
Deduction, Slicing, and Interaction. Journal of Automated Reasoning 32: 259–
286.
Bond, M. (1988). “Finding Unusual Dimensions of Individual Variation in
multi‐Cultural Studies of Values: the Rokeach and Chinese Value Surveys”,
Journal of Personality and Social Psychology 55: 1009–1015.
Chomsky, N. (1968). Language and Mind. New York: Harcourt.
Fahsel, J. (2003). Möglichkeiten der Transformation von Klassendiagrammen in ER-
Diagrammen – Zusammenhänge von objektorientierten Modellen und
Datenmodellen [Ways of transformation of class diagrams into ER diagrams –
relationships of object-oriented models and data models] (Diploma Thesis).
Chemnitz University of Technology.
Fahsel, J., Abert, C. Delling, F., Köstler, K., Menten, S., Kraus, V. (2014).
Standardisierte Individualentwicklung: Vom Jahresbericht der Buchwissenschaft
Erlangen zum Crossmedialen Workflow [Standardized Individual Development:
From the annual report of the Institute for Book Studies Erlangen to a cross-
media workflow]. Präsentation auf der Frankfurter Buchmesse. Frankfurt.
Fahsel, J., Dudek, R. (2013). Holistische Modelle: Ansätze zur ganzheitlichen
Modellierung [Holistic models: approaches to holistic modeling]. Vortrag auf
dem Kolloquium am Lehrstuhl Software Engineering (Leitung: Prof. Dr.
Francesca Saglietti), Universität Erlangen, 13.12.2013.
Fahsel, J., Schleifer, I. (2015). Standardisierte Individualentwicklung: Vom
Printprodukt zum Individuellen Content [Standardized Individual Development:
From print product to individual content]. Präsentation auf der Leipziger
Buchmesse. Leipzig.
Fettke, P., Loos, P. (2002). Der Referenzmodellkatalog als Instrument des
Wissensmanagement: Methodik und Anwendung [The reference model catalog
as a tool of knowledge management: methods and application]. In: Becker, J.
(Ed.): Wissensmanagement mit Referenzmodellen: Konzepte für die
Anwendungssystem- und Organisationsgestaltung [Knowledge management with
reference models: concepts for the development and organizational design].
Heidelberg. pp. 3–22.
Göpfert, I. (2012). Logistics for the Future. Wiesbaden: Gabler.
Hall, P. (2005). “Interprofessional teamwork: Professional cultures as barriers”,
Journal of Interprofessional Care, Supplement 1: 188–196.
Hall, P. and Weaver L. (2001) “Interdisciplinary education and teamwork: A long and
winding road”. Medical Education 35: 867–875.
Herkenhoff, L. (2010). “Professional Culture, Emotional Intelligence and the
Emotional Process Model”, The Journal of Organizational Leadership & Business .
URL: http://goo.gl/fQvwqj [accessed 13.05.2015]
ATINER CONFERENCE PAPER SERIES No: LNG2015-1816
20
Herrmann, A., Hoffmann, A. and Weißbach, R. (2014). Research on Intercultural
Teaching for RE. Proposal for a Multi Case Study. In: Penzenstadler, B; Gregory,
S.; Landes, D. (eds.): REET 2014. Proceedings of the 8th International Workshop
on Requirements Engineering Education & Training co-located with 22nd
International Conference on Requirements Engineering (RE2014), pp. 35–39.
URL: http://goo.gl/o55A34 [accessed 29.05.2015].
Hofstede, G. (2014). “Culture”, URL: http://goo.gl/MSAHZg [accessed 13.05.2015].
Hofstede, G. (1980). “Culture’s Consequences: International Differences in Work
Related Values”, Beverley Hills, CA: Sage Publications.
Hofstede, G. (2001). Culture’s consequences – Comparing Values, Behaviors,
Institutions, and Organizations across nations, 2nd edition, Sage Publications.
Lasi, H., Kemper, H.-G., Fettke, P., Feld, T., Hoffmann, M. (2014). Industrie 4.0. In:
Wirtschaftsinformatik 56(4): 261–264.
Leidner, D. E. and Keyworth, T. (2006). “A review of culture in information systems
research. Toward a theory of information technology culture. conflict”,
Management Information Systems Quarterly 30(2): 357–399.
Lütjen, J. (2013). Das Bildungswegmodell zur Rehabilitation der sokratischen
Mäeutik – Pädagogische und therapeutische Transformationsarbeit. Eine
hermeneutische Studie [The educational model for the rehabilitation of the
Socratic maieutic – Educational and therapeutic transformation work. A
hermeneutical study]. Hamburg.
Mann, D. (2001). An introduction to TRIZ: The theory of inventive problem solving.
Creativity and Innovation Management 10(2): 123–125.
Nussbaum, M. C. (2011). Creating Capabilities: The Human Development Approach.
Cambridge.
Overhage, S., Skroch, O. and Turowski, K. (2010). Eine Methode zur Bewertung der
Eignung von Anforderungsspezifikationen für Offshoring-Projekte [A Method to
Evaluate the Suitability of Requirements Specifications for Offshore Projects].
Wirtschaftsinformatik 52(3): 149–159.
Paul, A. D., Lopez, J. (2001). Knowledge, Capabilities and Human Capital in
Economic Growth. New Zealand Treasury Working Paper 01/13.
Piller, F. T. (2001). Mass Customization. Ein wettbewerbsstrategisches Konzept im
Informationszeitalter [Mass Customization. A competitive strategic concept in the
information age]. Wiesbaden.
Poetz, M., Prügl, R. (2014). Find the Right Expert for Any Problem. URL:
https://hbr.org/2014/12/find-the-right-expert-for-any-problem! [accessed
20.02.2015]
Rawls, J. (1971). A Theory of Justice. Cambridge.
Razek, M. A., Modyan, A. El (2013). Towards an Adaptive eBook. Riyadh.
Rupp, C., and die Sophisten (2009). Requirements-Engineering und -Management.
Professionelle, iterative Anforderungsanalyse für die Praxis [Requirements-
Engineering and -Management. Professional, iterative analysis of requirements
for the practice]. 5. Auflage. München, Wien.
Schacht, M. (2014). Nutzen semantischer Technologien in der Normung und
Anwendung [Benefits of semantic technologies in the standardization and
application]. DIN-Mitteilungen 10: 6–11.
Schein, E. H. (1984). “Coming to a New Awareness of Organizational Culture”, Sloan
Management Review 25(2): 3.
Schacht, M., Hertel, L. (2009). Notwendigkeit und Nutzen von Normeninformationen
in Geschäftsprozessen [Importance and use of standards in business processes].
DIN-Mitteilungen Juli: 24–30.
Scheer, A. W. (1999). ARIS – Business Process Frameworks. Heidelberg.
ATINER CONFERENCE PAPER SERIES No: LNG2015-1816
21
Stein, J. and Herrmann, A. (2013). “The Origin of Cultural Barriers in Distributed
Software Development”, DASMA Software Metrik Kongress, pp.143-159.
Swertz, C., Swertz, C., Schmölz, A., Forstner, A., Heberle, F., Henning, P. A.,
Streicher, A., ... & Zander, S. (2013). A Pedagogical Ontology as a Playground in
Adaptive Elearning Environments. In: Horbach, M. (Hrsg.), INFORMATIK 2013
Informatik angepasst an Mensch, Organisation und Umwelt [Lecture Notes in
Informatics Bd 220], Bonn 2013, pp. 1955–1960. URL: http://homepage.uni
vie.ac.at/christian.swertz/texte/2013_09_AST/2013_INTUITEL_FOR_AST2013
_v2.pdf [accessed 13.03.2015].
The Hofstede Center (2014). “Dimensions”. URL: http://geert-hofstede.com/organi
sational-culture-dimensions.html
UNESCO (2014). Shaping the Future We Want: UN Decade of Education for
Sustainable Development (2005-2014). Final Report. France.
van der Aalst, W. (2013). Process cubes: Slicing, dicing, rolling up and drilling down
event data for process mining. In: Song, M., Wynn, M. T., Liu, J. (eds.): Asia
Pacific Business Process Management. Lecture Notes in Business Information
Processing 159: 1–22.
vom Brocke, J., and Sinnl, T. (2011). „Culture in business process management. A
literature review”. Business Process Management Journal (BPMJ) 17(2): 357–
377.
von Stettn, A., Beimborn, D. and Weitzel, T. (2012). Auswirkungen kulturspezifischer
Verhaltensmuster auf das Sozialkapital in multinationalen IT-Projektteams
[Analyzing and Managing the Impact of Cultural Behaviour Patterns on Social
Capital in Multinational IT Project Teams – A Case Study Approach],
Wirtschaftsinformatik 54(3): 135–151.
Watzlawick, P,Weakland, J. H. and Fisch, R. (1974). Change: Principles of problem
formation and problem resolution. Norton.
Wittgenstein, L. (1922). Tractatus Logico-Philosophicus. London. http://goo.gl/QW
s1x [accessed 15.03.2015].
Yin, R. K. (2013). Case study research: Design and methods. Los Angeles: Sage
Publications.
Recommended