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oss2018/content/03-methods.tex
... | ... | @@ -60,7 +60,7 @@ organizational differences in both involved sides. |
60 | 60 | \resizebox{\textwidth}{!}{% |
61 | 61 | \begin{tabular}{m{4.3cm}!{\color{white}\vrule}m{7cm}!{\color{white}\vrule}m{8cm}} |
62 | 62 | \rowcolor[HTML]{c0d6e4} |
63 | -\textbf{Collaboration peaces} & \textbf{Academia} & \textbf{Goverment} \ | |
63 | +\textbf{Characteristics} & \textbf{Academia} & \textbf{Goverment} \ | |
64 | 64 | \rowcolor[HTML]{f2f2f2} |
65 | 65 | \textbf{Responsibilities} & Platform development activites & Contracts and collaboration management \\ |
66 | 66 | \rowcolor[HTML]{fafafa} |
... | ... | @@ -73,27 +73,28 @@ organizational differences in both involved sides. |
73 | 73 | \begin{tabular}[c]{@{}l@{}}\textbf{Management} \textbf{approaches}\end{tabular} & FLOSS practices and Agile values & Mindset from RUP, CMMI, and PMBOK \\ |
74 | 74 | \end{tabular}% |
75 | 75 | } |
76 | +\vspace*{5pt} | |
76 | 77 | \caption{Differences between academia and government sides.} |
77 | 78 | \label{tab:gov-academia-diff} |
78 | 79 | \end{table} |
79 | 80 | |
80 | -\vspace*{-1cm} | |
81 | +\vspace*{-.8cm} | |
81 | 82 | |
82 | 83 | During the project progress, this workflow proved to be inefficient. Conflicts |
83 | 84 | between the internal management processes and differences in pace and goals of |
84 | 85 | each institution were compromising the platform development. To improve the |
85 | -project management process and reducing the mismatching between government and | |
86 | +project management process and reducing the mismatch between government and | |
86 | 87 | academia, professors, with the senior developers' collaboration, incrementally |
87 | 88 | employed a set of best practices based on FLOSS and agile values. Throughout |
88 | 89 | the project, the development leaders made decisions in a non-systematic way to |
89 | 90 | promote the usage of these techniques. In this paper, we analyzed and codified |
90 | -these decisions and how they favored the collaboration progress. | |
91 | +these decisions and identified how they favored the collaboration progress. | |
91 | 92 | |
92 | 93 | \subsection{Survey, Interview and Data Collection} |
93 | 94 | |
94 | 95 | We separated the project team into three groups: undergraduate interns, IT |
95 | 96 | professionals (senior developers and designers), and MPOG analysts. For the |
96 | -first two we sent online questionnaires, and for the last one, we conducted | |
97 | +first two, we sent online questionnaires, and for the last ones, we conducted | |
97 | 98 | 2-hour interviews. Table \ref{survey-table} presents the details of these |
98 | 99 | processes. |
99 | 100 | |
... | ... | @@ -123,6 +124,7 @@ processes. |
123 | 124 | \begin{tabular}[c]{@{}l@{}}\textbf{Experience} \\ \textbf{background}\end{tabular} & 43\% of the interns had the SPB project as their first contact with FLOSS & 11 years of experience; worked in at least 5 companies; participated in 4 to 80 distinct projects; 86\%of them had some background with FLOSS before the SPB project & more than 7 years working in the government; SPB project represented their first experience of government-academia collaboration \\ |
124 | 125 | \end{tabular}% |
125 | 126 | } |
127 | +\vspace*{3pt} | |
126 | 128 | \caption{Surveying the project participants} |
127 | 129 | \label{survey-table} |
128 | 130 | \end{table} |
... | ... | @@ -132,4 +134,4 @@ processes. |
132 | 134 | Finally, we analyzed the data from the central project repository considering |
133 | 135 | all the issues and commits. From April 2015 to June 2016, 59 distinct authors |
134 | 136 | opened 879 issues, 64 different users made the total of 4,658 comments. The |
135 | -development team made 3,256 commits in this abovementioned repository. | |
137 | +development team made 3,256 commits in this above-mentioned repository. | ... | ... |
oss2018/content/04-results.tex
... | ... | @@ -65,7 +65,7 @@ the use of the system homologated most of its features. From the moment we |
65 | 65 | began to use it for developing, this validation was constant. We felt confident |
66 | 66 | in the code produced''}. |
67 | 67 | |
68 | -The abovementioned decision also collaborated to meet the government's demand | |
68 | +The above-mentioned decision also collaborated to meet the government's demand | |
69 | 69 | for meticulous documentation of the software design and stages of development |
70 | 70 | without bureaucratizing or modifying the development process. The usage of the |
71 | 71 | platform for project team management conducted \textbf{the organic production | ... | ... |
oss2018/content/05-discussion.tex
... | ... | @@ -2,12 +2,11 @@ |
2 | 2 | \label{sec:discussion} |
3 | 3 | |
4 | 4 | Our results reveal a set of nine management practices successfully employed in |
5 | -abovementioned case. We analyzed unsystematic decisions made during a 30-month | |
5 | +above-mentioned case. We analyzed unsystematic decisions made during a 30-month | |
6 | 6 | collaborative project and identified three macro-decisions that harmonized the |
7 | -differences of the management processes of each organization. We evidenced from | |
8 | -data collection, and responses of the members of both sides to the | |
9 | -questionnaires and interviews, the benefits obtained through the adoption of | |
10 | -this empirical method. The Table \ref{practices-table} summarizes | |
7 | +differences of the management processes of each organization. We collected | |
8 | +evidence from the gathered data that demonstrates the benefits obtained with the | |
9 | +adoption of a collection of practices. Table \ref{practices-table} summarizes | |
11 | 10 | macro-decisions, practices, and benefits. |
12 | 11 | |
13 | 12 | \vspace*{-.5cm} |
... | ... | @@ -81,30 +80,30 @@ macro-decisions, practices, and benefits. |
81 | 80 | \end{itemize}\\ |
82 | 81 | \end{tabular}% |
83 | 82 | } |
83 | +\vspace*{3pt} | |
84 | 84 | \caption{Empirical SPB management decisions and its benefits.} |
85 | 85 | \label{practices-table} |
86 | 86 | \end{table} |
87 | 87 | |
88 | 88 | \vspace*{-1cm} |
89 | 89 | |
90 | -The results of this current work corroborate the lessons learned in our | |
91 | -previous work on studying the SPB project case \cite{meirelles2017spb}. | |
92 | -Evidence from the data collected, responses to questionnaires, and interviews | |
93 | -reinforce what has been reported by the academic coordination of the project, | |
94 | -adding the point of views of government and other roles involved on the | |
95 | -academic side. In short, the government staff took time to understand how | |
96 | -collaboration works and to realize that the project was not a client-executor | |
97 | -relationship and both organizations were at the same hierarchical level in the | |
98 | -work plan. | |
90 | +The results presented here corroborate the lessons learned in our previous work | |
91 | +on studying the SPB project case \cite{meirelles2017spb}. Evidence from the data | |
92 | +collected, responses to questionnaires, and interviews reinforce what has been | |
93 | +reported by the academic coordination of the project, adding the point of views | |
94 | +of government and other roles involved on the academic side. In short, the | |
95 | +government staff took time to understand how collaboration works and to realize | |
96 | +that the project should not assume a client-executor relationship, but rather | |
97 | +that both organizations were at the same hierarchical level in the work plan. | |
99 | 98 | |
100 | -The decisions, practices, and benefits presented in the Table | |
99 | +The decisions, practices, and benefits presented presented in Table | |
101 | 100 | \ref{practices-table} should be evaluated and used in contexts with more |
102 | 101 | substantial plurality and diversity of government stakeholders. This study has |
103 | -a few obvious limitations. Firstly, we point out the lack of communication | |
102 | +a few obvious limitations. First, we point out the lack of communication | |
104 | 103 | records and low traceability of the management data referring to the first |
105 | -phase of the project. Secondly, we consider a drawback the hiatus between the | |
104 | +phase of the project. Second, we consider a drawback the hiatus between the | |
106 | 105 | completion of the project and the conduction of interviews and questionnaires, |
107 | -since we rely on the memory of the interviewees to rescue the events. Lastly, | |
108 | -the current situation of the respondents, such as their current working midset, | |
109 | -may also alter their perception on the on the topics addressed in the | |
110 | -questionnaire and consequently their responses. | |
106 | +since we rely on the memory of the interviewees to rescue the events. Finally, | |
107 | +the current situation of the respondents, such as their current working mindset, | |
108 | +may also alter their perception on the topics addressed in the questionnaire and | |
109 | +consequently their responses. | ... | ... |
oss2018/content/06-conclusion.tex
1 | 1 | \section{Conclusion} |
2 | 2 | \label{sec:conclusion} |
3 | 3 | |
4 | -Organizational culture is built and reinforced every life year of a large-size | |
4 | +Organizational culture is built and reinforced every life year of a large | |
5 | 5 | organization. These cultural values reflect on the internal management |
6 | 6 | processes and the norms of communication among its members. In the context of |
7 | 7 | software development projects, each institution adopts development methods that |
8 | 8 | best meet its managerial procedures and organizational routines. When two |
9 | -large-size organizations decide to develop a solution collaboratively, the | |
9 | +large organizations decide to develop a solution collaboratively, the | |
10 | 10 | development methods and workflow of one may conflict with the interests of the |
11 | 11 | other. In a case of government-academia collaboration, conciliating their |
12 | 12 | different management processes is crucial, since the poor and unadaptable |
13 | -management could lead the project to fail, resulting in the waste of | |
14 | -population-funded resources. | |
13 | +management could lead the project to fail, resulting in the waste of tax-payer | |
14 | +resources. | |
15 | 15 | |
16 | 16 | In this study, we investigated the management method employed at the SPB portal |
17 | 17 | project, a partnership between the Brazilian government and universities. As a |
... | ... | @@ -25,17 +25,17 @@ examined the SPB project and identified three macro-decisions taken by the |
25 | 25 | academic coordinators that drove them to intuitively and unsystematically adopt |
26 | 26 | nine FLOSS and agile best practices in the development process. |
27 | 27 | |
28 | -The interviewed responses allowed us to understand how FLOSS and agile | |
29 | -practices have benefited the people and project management. Based on that, we | |
28 | +The interviews responses allowed us to understand how FLOSS and agile | |
29 | +practices have benefited the project management. Based on that, we | |
30 | 30 | answered our second research question \textit{``What practices favor effective |
31 | -team management in government-academia collaborative projects?''}, making to | |
32 | -explicit 14 benefits obtained from the use of the nine best practices, all | |
33 | -presented in Table \ref{practices-table}. | |
31 | +team management in government-academia collaborative projects?''}, making | |
32 | +explicit 14 benefits obtained from the use of the nine best practices, presented | |
33 | +in Table \ref{practices-table}. | |
34 | 34 | |
35 | 35 | Finally, we collected a significant amount of data and testimonials related to |
36 | 36 | the teaching of software engineering. We consider the studied project an |
37 | 37 | educational case, an example of teaching FLOSS and agile techniques applied to |
38 | 38 | real-world software development. As future work, we intend to analyze this |
39 | -collected information to propose improvements in education methodologies of | |
40 | -software engineering undergraduate students as well. | |
39 | +collected information to propose improvements in educational methods for | |
40 | +teaching software engineering to undergraduate students as well. | |
41 | 41 | ... | ... |
oss2018/spb-oss-2018.bib
... | ... | @@ -143,7 +143,7 @@ |
143 | 143 | @inproceedings{melo2013agileBr, |
144 | 144 | author = {Melo, Claudia and Santos, Viviane and Katayama, Eduardo and Corbucci, Hugo and Prikladnicki, Rafael and Goldman, Alfredo and Kon, Fabio}, |
145 | 145 | year = {2013}, |
146 | - title = {The evolution of agile software development in Brazil}, | |
146 | + title = "{The evolution of agile software development in Brazil}", | |
147 | 147 | volume = {19}, |
148 | 148 | booktitle = {Journal of the Brazilian Computer Society} |
149 | 149 | } |
... | ... | @@ -170,7 +170,7 @@ |
170 | 170 | author = {Chookittikul, Wajee and Kourik, Janet and E. Maher, Peter}, |
171 | 171 | year = {2011}, |
172 | 172 | pages = {239-244}, |
173 | - title = {Reducing the Gap between Academia and Industry: The Case for Agile Methods in Thailand}, | |
173 | + title = "{Reducing the gap between academia and industry: The case for agile methods in Thailand}", | |
174 | 174 | booktitle = {Proceedings of the 2011 Eighth International Conference on Information Technology: New Generations} |
175 | 175 | } |
176 | 176 | ... | ... |