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oss2018/content/01-introduction.tex
... | ... | @@ -3,45 +3,46 @@ |
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 | 5 | development, innovation, information \& communications technologies, politics, |
6 | -and social impact. Their extension, on the other hand, is related to their | |
6 | +and social impact. They are extensive, on the other hand, regarding their | |
7 | 7 | scope, target audience, organizational size, time, and the corresponding |
8 | -resistance to change. Government-academia collaborative projects may be treated | |
9 | -as an alternative to create novelty for e-government projects and to meet the | |
10 | -needs of society. This collaborative work has challenges, such as organizing | |
11 | -the collaboration project, aligning goals, synchronizing the pace of between | |
12 | -government and academia \cite{anthopoulos2016egovernment}, and overcoming the | |
13 | -failure trend of e-government projects \cite{goldfinch2007pessimism}. | |
8 | +resistance to change. Developing an innovative e-government project that meets | |
9 | +the needs of society is a issue that may be addressed alternatively through | |
10 | +collaborative projects between government and academia. However, this | |
11 | +collaborative work has challenges, such as organizing the collaboration project, | |
12 | +aligning goals, synchronizing the pace of between government and academia, and | |
13 | +overcoming the failure trend of e-government projects | |
14 | +\cite{goldfinch2007pessimism}. | |
14 | 15 | |
15 | -One of the main causes of e-government project failure is poor project | |
16 | -management \cite{anthopoulos2016egovernment}. When government and academia | |
17 | -combine efforts to develop an e-gov solution, it becomes a critical issue. | |
16 | +One of the leading causes of e-government project failure is poor project | |
17 | +management \cite{anthopoulos2016egovernment}. In this sense, the proper | |
18 | +management of the collaboration project should be a relevant concern when | |
19 | +government and academia combine efforts to develop an e-government solution. | |
20 | +Academia commonly works on cutting-edge development methodologies while the | |
21 | +government still relies on traditional techniques. Changing the development | |
22 | +process of one of this large-size institutions represents an organizational | |
23 | +disturbance with impacts on structure, culture, and management practices \cite{nerur2015challenges}. As a result, government | |
24 | +and academia have to harmonize their view to increasing the chances of success | |
25 | +in projects with tight deadlines and short budgets. | |
18 | 26 | |
19 | - | |
20 | -Academia commonly works on cutting edge technology while the government | |
21 | -still relies on traditional techniques. Changing the development process in | |
22 | -large-size institutions represents an organizational disturbance with impacts | |
23 | -on structure, culture, and management practices \cite{nerur2015challenges}. As | |
24 | -a result, government and academia have to harmonize their view to increase | |
25 | -the chances of success in projects with tight deadlines and short budgets. | |
26 | - | |
27 | -We believe that recommended community standards from Free/Libre and Open Source Software (FLOSS) and | |
28 | -agile values may be an option for harmonizing different management approaches, | |
29 | -due to the plurality of FLOSS ecosystems and the diversity favored by agile | |
30 | -methodologies. Open communication, project modularity, the community of users, | |
31 | -and fast response to problems are just a few of the FLOSS ecosystem practices | |
32 | -\cite{capiluppi, warsta}. Individuals and interactions, working software, | |
33 | -customer collaboration, responding to change \cite{beck} are the values agile | |
34 | -development. With this in mind, FLOSS and agile practices may improve the | |
35 | -process management and the cooperation of distinct teams. | |
27 | +We believe the adoption of recommended community standards from Free/Libre and | |
28 | +Open Source Software (FLOSS) and agile values is a possible strategy to | |
29 | +harmonize different management approaches, due to the plurality of FLOSS | |
30 | +ecosystems and the diversity favored by agile methodologies. Open communication, | |
31 | +project modularity, the community of users, and fast response to problems are | |
32 | +just a few of the FLOSS ecosystem practices \cite{capiluppi, warsta}. | |
33 | +Individuals and interactions, working software, customer collaboration, | |
34 | +responding to change \cite{beck} are the values agile development. With this in | |
35 | +mind, FLOSS and agile practices may improve the process management and the | |
36 | +cooperation of distinct teams. | |
36 | 37 | |
37 | 38 | In this work, we investigate the empirical method developed during 30 months of a |
38 | 39 | government-academia project that helped to harmonize the differences between |
39 | 40 | both organization management cultures. We present both quantitative and |
40 | 41 | qualitative analyses of the benefits of FLOSS and agile practices in an |
41 | 42 | e-government project. We identify and trace the best practices based on FLOSS |
42 | -ecossystems and agile methodology. We collect and analyse data from the project | |
43 | +ecosystems and agile methodology. We collect and analyze data from the project | |
43 | 44 | repository. Finally, we conducted a survey target at projects participants to |
44 | 45 | find their perception around the set of best practices, and which of them are |
45 | -effective to government-academia collaboration. In doing so, our aim is to help | |
46 | +effective to government-academia collaboration. In doing so, we aim to help | |
46 | 47 | academia better understand key issues they will be confronted with when engaging |
47 | 48 | in a government-academia software project. | ... | ... |
oss2018/content/02-relatedwork.tex
... | ... | @@ -4,7 +4,7 @@ |
4 | 4 | Discussions on how to introduce new management methods into an organization are |
5 | 5 | present in several works. Nerur et al. recognized critical issues concerning |
6 | 6 | the migration from traditional to agile software development by comparing |
7 | -practices of both methodologies \cite{nerur2015challenges} The authors point out | |
7 | +practices of both methodologies \cite{nerur2015challenges}. The authors point out | |
8 | 8 | managerial, organizational, people, process, and technological issues to be |
9 | 9 | rethought and reconfigured in an organization for a successful migration. Strode |
10 | 10 | et al. investigated the relationship between the adoption of agile methodologies |
... | ... | @@ -20,20 +20,22 @@ management of software projects. Chookittikul et al. evaluated the increasing |
20 | 20 | use of the agile techniques in software development companies in Thailand. |
21 | 21 | The authors suggested that universities should create curricula that develop |
22 | 22 | in their undergraduate students practical skills required by industry (mainly |
23 | -agile practices) to promote growth inlocal software businesses \cite{cho2011gap}. | |
24 | -They report the use of Scrum in an industry-academia research consortium | |
25 | -(involving ten industry partners and five universities in Sweden) | |
26 | -\cite{sandberg2017iacollaboration}. Through a case study, they show that being | |
27 | -able to unite the main activities of interest of the organizations involved is | |
28 | -essential for the success of collaborative research between industry and | |
29 | -academia. | |
23 | +agile practices) to promote growth in local software businesses | |
24 | +\cite{cho2011gap}. Sandberg et al. report the use of Scrum in an | |
25 | +industry-academia research consortium (involving ten industry partners and five | |
26 | +universities in Sweden) \cite{sandberg2017iacollaboration}. Through a case | |
27 | +study, they demonstrate that being able to bring together the meaningful | |
28 | +activities of the stakeholders is essential to the success of collaborative | |
29 | +research between industry and academia. | |
30 | 30 | |
31 | 31 | Complex and large-scale organizations, such as the public administration, have |
32 | 32 | to deal with multiple project variables. Alleman et al. describe a production |
33 | 33 | deployment for the US government, focusing on the methodology applied to address |
34 | -long-term planning and value estimation \cite{alleman2003making}. The | |
35 | -application of agile methods in the Brazilian public sector is approached by | |
36 | -Melo et al. \cite{melo2013agileBr}.\todo{reler essa ref} | |
34 | +long-term planning and value estimation \cite{alleman2003making}. In the | |
35 | +Brazilian context, Melo et al. \cite{melo2013agileBr} investigates the growing | |
36 | +adoption of agile methodologies in this country's IT industry. The results of | |
37 | +their survey highlight some mismatch that companies faces when developing | |
38 | +software for public administration. | |
37 | 39 | |
38 | 40 | Several works tried to highlight the FLOSS practices, while others attempted to |
39 | 41 | determine the relationship between FLOSS practices and agile methods. |
... | ... | @@ -51,7 +53,7 @@ agile manifesto. |
51 | 53 | |
52 | 54 | This paper differs itself from others by studying the government-academia |
53 | 55 | collaboration for developing a production-level solution. From questionnaires, |
54 | -interviews, and development activities data. We extracted best practices that | |
56 | +interviews, and development activities data, we extracted best practices that | |
55 | 57 | helped to harmonize the interactions between two different development process |
56 | 58 | and satisfied the management process of both sides. We analyzed the decisions |
57 | 59 | made from the FLOSS and agile perspectives. | ... | ... |
oss2018/content/03-methods.tex
... | ... | @@ -40,12 +40,12 @@ system-of-systems framework \cite{meirelles2017spb}. |
40 | 40 | |
41 | 41 | The development of the platform took place at the Advanced Laboratory of |
42 | 42 | Production, Research, and Innovation in Software Engineering (LAPPIS/UnB) and |
43 | -followed the model of management of sprint of 2 weeks and launches every 4 | |
44 | -months. On the other hand, at the beginning of the project, project management | |
45 | -and strategic discussions happened only once a month, when Lappis leaders and | |
46 | -MPOG directors met in person at the ministry's headquarters. The differences | |
47 | -in organization of the two parties involved in the collaboration are summarized | |
48 | -by the table\ref{gov-academia-diff-table}. | |
43 | +followed the workflow of biweekly sprints and 4-month releases. On the | |
44 | +managerial aspect, at the project beginning, the collaboration management and | |
45 | +strategic discussions happened only once a month, when Lappis leaders and MPOG | |
46 | +directors met in person at the ministry's headquarters. Table | |
47 | +\ref{gov-academia-diff-table} summarizes the organizational differences in both | |
48 | +involved sides. | |
49 | 49 | |
50 | 50 | \vspace*{-.5cm} |
51 | 51 | |
... | ... | @@ -54,7 +54,7 @@ by the table\ref{gov-academia-diff-table}. |
54 | 54 | \def\arraystretch{1.2} |
55 | 55 | \setlength\tabcolsep{0.2cm} |
56 | 56 | \resizebox{\textwidth}{!}{% |
57 | -\begin{tabular}{m{4.3cm}!{\color{white}\vrule}m{6cm}!{\color{white}\vrule}m{7cm}} | |
57 | +\begin{tabular}{m{4.3cm}!{\color{white}\vrule}m{7cm}!{\color{white}\vrule}m{8cm}} | |
58 | 58 | \rowcolor[HTML]{c0d6e4} |
59 | 59 | \textbf{Collaboration peaces} & \textbf{Academia} & \textbf{Goverment} \\ |
60 | 60 | \rowcolor[HTML]{f2f2f2} |
... | ... | @@ -77,22 +77,20 @@ by the table\ref{gov-academia-diff-table}. |
77 | 77 | |
78 | 78 | During the project progress, this workflow proved to be inefficient. Conflicts |
79 | 79 | between the internal management processes and differences in pace and goals of |
80 | -each institution were compromising the platform development. To improve | |
81 | -the project management process and reducing the conflict between government | |
82 | -and academia, professors, with the senior developers' collaboration, | |
83 | -incrementally employed a set of best practices based on FLOSS and agile values. | |
84 | -Throughout the project, the LAPPIS team built an experimental | |
85 | -management model to harmonize the different cultures. The development leaders | |
86 | -made decisions in a non-systematic way to promote the usage of these best | |
87 | -practices. In this paper, we analyze and codify these decisions and its | |
88 | -benefits. | |
80 | +each institution were compromising the platform development. To improve the | |
81 | +project management process and reducing the mismatching between government and | |
82 | +academia, professors, with the senior developers' collaboration, incrementally | |
83 | +employed a set of best practices based on FLOSS and agile values. Throughout | |
84 | +the project, the development leaders made decisions in a non-systematic way to | |
85 | +promote the usage of these techniques. In this paper, we analyze and codify | |
86 | +these decisions and how they favored the collaboration progress. | |
89 | 87 | |
90 | 88 | \subsection{Survey, Interview and Data Collection} |
91 | 89 | |
92 | -We divided the project team into three groups: undergraduate interns, senior | |
93 | -developers and MPOG analysts. For the first two groups we sent online | |
94 | -questionnaires and for the last group we conducted, separately, a 2 hour | |
95 | -interview. The table \ref{survey-table} have more details about these processes. | |
90 | +We separated the project team into three groups: undergraduate interns, senior | |
91 | +developers, and MPOG analysts. For the first two we sent online questionnaires, | |
92 | +and for the last one, we conducted 2-hour interviews. Table \ref{survey-table} | |
93 | +presents the details of these processes. | |
96 | 94 | |
97 | 95 | \vspace*{-.5cm} |
98 | 96 | |
... | ... | @@ -101,7 +99,7 @@ interview. The table \ref{survey-table} have more details about these processes. |
101 | 99 | \def\arraystretch{1.2} |
102 | 100 | \setlength\tabcolsep{0.2cm} |
103 | 101 | \resizebox{\textwidth}{!}{% |
104 | -\begin{tabular}{m{4cm}!{\color{white}\vrule}m{4cm}!{\color{white}\vrule}m{5cm}!{\color{white}\vrule}m{5cm}} | |
102 | +\begin{tabular}{m{4cm}!{\color{white}\vrule}m{5cm}!{\color{white}\vrule}m{6cm}!{\color{white}\vrule}m{6cm}} | |
105 | 103 | \rowcolor[HTML]{c6b3df} |
106 | 104 | \textbf{} & \textbf{\nohyphens{Undergraduate Interns}} & \textbf{Senior Developers} & \textbf{MPOG Analysts} \\ |
107 | 105 | \rowcolor[HTML]{fafafa} | ... | ... |
oss2018/content/05-discussion.tex
... | ... | @@ -13,43 +13,14 @@ different management processes is crucial, since the poor and unadaptable |
13 | 13 | management could lead the project to fail, resulting in the waste of |
14 | 14 | population-funded resources. |
15 | 15 | |
16 | -We investigated the management method employed at the SPB portal project, a | |
17 | -partnership between the Brazilian government and universities. The development | |
18 | -leaders empirically built an approach using FLOSS and agile development | |
19 | -practices and values. As a result, we identified a set of best practices which | |
20 | -improves the workflow and relationship between the organizations involved. Our | |
21 | -results reveal a set of nine management practices successfully employed in | |
22 | -abovementioned case. We analyzed unsystematic decisions made during a 30-month | |
23 | -collaborative project and identified three macro-decisions that harmonized the | |
24 | -differences of the management processes of each organization. We evidenced from | |
25 | -data collection, and responses of the members of both sides to the | |
26 | -questionnaires and interviews, the benefits obtained through the adoption of | |
27 | -this empirical method. The Table \ref{practices-table} summarizes | |
28 | -macro-decisions, practices, and benefits. | |
29 | - | |
30 | -Regarding our first research question \textit{``How to introduce open source and | |
31 | -agile best practices into government-academia collaboration projects?''}, we | |
32 | -examined the SPB project and identified three macro-decisions taken by the | |
33 | -academic coordinators that led them to intuitively and non-systematically adopt | |
34 | -FLOSS and agile practices in the development process. We extracted nine best | |
35 | -management practices and verified their efficient use collecting data from the | |
36 | -management tool and interviewing the project participants. | |
37 | - | |
38 | -The interviewed responses allowed us to understand how FLOSS and agile | |
39 | -practices have benefited the people and project management. Based on that, we | |
40 | -answered our second research question \textit{``What practices favor | |
41 | -effective team management in government-academia collaborative projects?''}, | |
42 | -making to explicit in Table \ref{practices-table} eleven benefits obtained from | |
43 | -the use of the nine best practices. | |
44 | - | |
45 | 16 | \vspace*{-.5cm} |
46 | 17 | |
47 | 18 | \begin{table}[h] |
48 | 19 | \centering |
49 | -\def\arraystretch{1.2} | |
50 | -\setlength\tabcolsep{0.2cm} | |
20 | +\def\arraystretch{1.5} | |
21 | +\setlength\tabcolsep{0.5cm} | |
51 | 22 | \resizebox{\textwidth}{!}{% |
52 | -\begin{tabular}{ m{4cm} m{8cm} m{8cm} } | |
23 | +\begin{tabular}{ m{4cm} m{9cm} m{9cm} } | |
53 | 24 | \rowcolor[HTML]{b7d0b9} |
54 | 25 | \textbf{Decision} & \textbf{Practice Explanation} & \textbf{Benefits} \\ |
55 | 26 | \rowcolor[HTML]{fafafa} |
... | ... | @@ -120,6 +91,35 @@ the use of the nine best practices. |
120 | 91 | \vspace*{-1cm} |
121 | 92 | |
122 | 93 | |
94 | +We investigated the management method employed at the SPB portal project, a | |
95 | +partnership between the Brazilian government and universities. The development | |
96 | +leaders empirically built an approach using FLOSS and agile development | |
97 | +practices and values. As a result, we identified a set of best practices which | |
98 | +improves the workflow and relationship between the organizations involved. Our | |
99 | +results reveal a set of nine management practices successfully employed in | |
100 | +abovementioned case. We analyzed unsystematic decisions made during a 30-month | |
101 | +collaborative project and identified three macro-decisions that harmonized the | |
102 | +differences of the management processes of each organization. We evidenced from | |
103 | +data collection, and responses of the members of both sides to the | |
104 | +questionnaires and interviews, the benefits obtained through the adoption of | |
105 | +this empirical method. The Table \ref{practices-table} summarizes | |
106 | +macro-decisions, practices, and benefits. | |
107 | + | |
108 | +Regarding our first research question \textit{``How to introduce open source and | |
109 | +agile best practices into government-academia collaboration projects?''}, we | |
110 | +examined the SPB project and identified three macro-decisions taken by the | |
111 | +academic coordinators that led them to intuitively and non-systematically adopt | |
112 | +FLOSS and agile practices in the development process. We extracted nine best | |
113 | +management practices and verified their efficient use collecting data from the | |
114 | +management tool and interviewing the project participants. | |
115 | + | |
116 | +The interviewed responses allowed us to understand how FLOSS and agile | |
117 | +practices have benefited the people and project management. Based on that, we | |
118 | +answered our second research question \textit{``What practices favor | |
119 | +effective team management in government-academia collaborative projects?''}, | |
120 | +making to explicit in Table \ref{practices-table} eleven benefits obtained from | |
121 | +the use of the nine best practices. | |
122 | + | |
123 | 123 | The results of this current work corroborate the lessons learned in our |
124 | 124 | previous work on studying the SPB project case \cite{meirelles2017spb}. |
125 | 125 | Evidence from the data collected, responses to questionnaires, and interviews | ... | ... |