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Commit 6f7cee113a19357a4c8a61d7df9f796323500256

Authored by Melissa Wen
1 parent 3d59c75e
Exists in master and in 2 other branches oss_2018, rework_case_study

[oss-2018] applying additional revisions of Carla

Showing 3 changed files with 11 additions and 12 deletions   Show diff stats
oss2018/content/01-introduction.tex
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... ... @@ -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
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oss2018/content/04-results.tex
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... ... @@ -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
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oss2018/content/05-discussion.tex
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... ... @@ -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
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