Teaching three quality assurance techniques in tandem - Lessons learned

Cat Kutay, Muhammad Ali Babar

Research output: Chapter in Book/Report/Conference proceedingConference Paper published in Proceedings

Abstract

This paper presents our experiences gained in teaching software quality to undergraduate computer science and engineering students at The University of New South Wales. We argue that increasing demand of high quality software makes it imperative to teach a wide variety of skills which are required to deliver quality product or design and implement a quality focused process. We taught three quality improvement techniques to give students a greater appreciation of the range of the techniques available, and their respective strengths and weaknesses. We found it challenging but rewarding to inculcate programming minded students with the skills required to deal with product and process quality related issues. We believe that the experiences gained from this exercise will be valuable to those interested in designing and offering software quality education and training at tertiary level.

Original languageEnglish
Title of host publicationProceedings - Fifth International Conference on Quality Software, QSIC 2005
Pages307-312
Number of pages6
DOIs
Publication statusPublished - 1 Dec 2005
Externally publishedYes
Event5th International Conference on Quality Software, QSIC 2005 - Melbourne, Australia
Duration: 19 Sep 200520 Sep 2005

Publication series

NameProceedings - International Conference on Quality Software
Volume2005
ISSN (Print)1550-6002

Conference

Conference5th International Conference on Quality Software, QSIC 2005
CountryAustralia
CityMelbourne
Period19/09/0520/09/05

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  • Cite this

    Kutay, C., & Babar, M. A. (2005). Teaching three quality assurance techniques in tandem - Lessons learned. In Proceedings - Fifth International Conference on Quality Software, QSIC 2005 (pp. 307-312). [1579149] (Proceedings - International Conference on Quality Software; Vol. 2005). https://doi.org/10.1109/QSIC.2005.62