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[oss-2018] applying additional revisions of Carla
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oss2018/content/01-introduction.tex
... | ... | @@ -2,7 +2,7 @@ |
2 | 2 | |
3 | 3 | E-government projects differ from others due to their complexity and extension |
4 | 4 | \cite{anthopoulos2016egovernment}. They are complex because they combine |
5 | -construction, innovation, information , innovation, information \& communications technologies, politics, communications technologies, politics, | |
5 | +development, innovation, information , innovation, information \& communications technologies, politics, communications technologies, politics, | |
6 | 6 | and social impact. Their extension, on the other hand, is related to their |
7 | 7 | scope, target audience, organizational size, time, and the corresponding |
8 | 8 | resistance to change. Government-academia collaborative projects may be treated | ... | ... |
oss2018/content/04-results.tex
... | ... | @@ -19,8 +19,7 @@ communication and management was built using the development leaders' |
19 | 19 | experiences in FLOSS and agile projects to meet the government bureaucracies. |
20 | 20 | |
21 | 21 | \textit{\textbf{Use of the system under development to develop the system itself}}. |
22 | -The first version of the new SPB portal was released nine months after the | |
23 | -project beginning. Due to the platform features for software development and | |
22 | +Due to the platform features for software development and | |
24 | 23 | social network, the development coordinators decided to use the platform under |
25 | 24 | construction to develop the system itself. Gradually, in addition to development |
26 | 25 | activities, government and academia migrated the project management and the |
... | ... | @@ -142,8 +141,8 @@ better technical decisions}, as quoted in one of the answers to the senior |
142 | 141 | developer's questionnaire: \textit{``I think my main contribution was to |
143 | 142 | balance the relations between the MPOG staff and the university team.''}. {63\%} of |
144 | 143 | the senior developers believed they have collaborated to conciliate the management |
145 | -and development process between the two institutions and also {63\%} of them | |
146 | -that they helped MPOG staff to express their requests more clearly. Government | |
144 | +and development process between the two institutions and also {63\%} of them | |
145 | +helped MPOG staff express their requests more clearly. Government | |
147 | 146 | analysts were also more open to suggestions from these developers: |
148 | 147 | \textit{``They are developers of the upstream projects of the systems that |
149 | 148 | integrate the platform. They conveyed trust, and then we trust in the developed |
... | ... | @@ -161,7 +160,7 @@ the project for all of them. {75\%} of the senior developers believed that ``Wor |
161 | 160 | in pairs with a senior'' and 63\% that ``Participate in joint review tasks'' |
162 | 161 | were the tasks with the involvement of them that most contributed to the |
163 | 162 | evolution of university interns in the project. {75\%} believed that the knowledge |
164 | -shared by them to a intern was widespread among the others in the team. | |
163 | +shared by them to one intern was widespread among the others in the team. | |
165 | 164 | Government analysts also pointed this knowledge sharing: \textit{``On |
166 | 165 | the side of the universities, what we noticed was a significant improvement in the platform |
167 | 166 | with the hiring of the original developers of the systems. They had a guide on | ... | ... |
oss2018/content/05-discussion.tex
... | ... | @@ -80,7 +80,7 @@ the use of the nine best practices. |
80 | 80 | \begin{itemize} |
81 | 81 | \setlength{\itemsep}{2pt} |
82 | 82 | \item Government staff, academic coordinators, senior developers and team coaches biweekly meet at the university lab, academia headquarters, for sprint planning and review. |
83 | -\item Conduct on the platform the technical discussions between government staff and the development team. | |
83 | +\item Conducte on the platform technical discussions between government staff and the development team. | |
84 | 84 | \item Involve government board directors only in strategic planning of the project. |
85 | 85 | \item Build a continuous delivery pipeline with stages involving both sides. |
86 | 86 | \end{itemize} \end{flushleft} & |
... | ... | @@ -89,7 +89,7 @@ the use of the nine best practices. |
89 | 89 | \setlength{\itemsep}{2pt} |
90 | 90 | \item Reducing communication misunderstanding; |
91 | 91 | \item Better meeting expectations of both sides; |
92 | -\item Improvement of decision-making process; | |
92 | +\item Improvement of the decision-making process; | |
93 | 93 | \item Overcoming the government bias regarding low productivity of collaborative projects with academia; |
94 | 94 | \item Synchronizing the execution pace of activities; |
95 | 95 | \item Sharing a common understanding of the process from one side to the other. |
... | ... | @@ -139,10 +139,10 @@ a few obvious limitations. Firstly, we point out the lack of communication recor |
139 | 139 | low traceability of the management data referring to the first phase of the |
140 | 140 | project. Secondly, we consider a drawback the hiatus between the completion of the |
141 | 141 | project and the conduction of interviews and questionnaires, since we rely on |
142 | -the memory of the interviewees to rescue the events. Lastly, the new work | |
143 | -experiences of the respondents after the project and their current working | |
144 | -mindset may also modify their perceptions on the topics addressed in the | |
145 | -questionnaire and consequently their responses. | |
142 | +the memory of the interviewees to rescue the events. Lastly, the current | |
143 | +situation of the respondents, such as their current working midset, may also | |
144 | +alter their perception on the on the topics addressed in the questionnaire and | |
145 | +consequently their responses. | |
146 | 146 | |
147 | 147 | Finally, we collected a significant amount of data and testimonials related to |
148 | 148 | the teaching of software engineering. We consider the project studied an | ... | ... |