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icse2018/content/07-discussion.tex
| 1 | \section{Discussion and Final Remarks} | 1 | \section{Discussion and Final Remarks} |
| 2 | \label{sec:discussion} | 2 | \label{sec:discussion} |
| 3 | 3 | ||
| 4 | -In this paper we examine the empirical model of project management applied in a | ||
| 5 | -software development case in collaboration between government and academia. We | ||
| 6 | -mapped the practices that harmonized the cultural and organizational differences | ||
| 7 | -of the institutions involved. In the case study, the project team as a whole had | ||
| 8 | -not only distinct mind set, but also different levels of maturity and experience | ||
| 9 | -in topics such as cooperation projects, collaborative development, the adopted | ||
| 10 | -technologies, and FLOSS. To protect the development team, mostly undergraduates | ||
| 11 | -with less experience, boundaries were established in the interaction between | ||
| 12 | -ministry and university. The objectives were: to avoid communication noise, to | ||
| 13 | -maintain team confidence and motivation, and to increase productivity in terms | ||
| 14 | -of developed features. | ||
| 15 | - | ||
| 16 | -Although the surveys and interviews were performed around one year after the | ||
| 17 | -project was completed, the strong interaction over the 30 months allowed us to | ||
| 18 | -extract details of the memories of each of the respondents. Still, we recognize | ||
| 19 | -that many details and other evidence may have been lost by this hiatus. In other | ||
| 20 | -hand, the participants also showed a more mature reflection because they could | ||
| 21 | -related the experienced situations in the project with other works performed | ||
| 22 | -after project end. | ||
| 23 | - | ||
| 24 | -In this research, the answers evidence lessons learned reported in a previous | ||
| 25 | -work of a part of the authors \cite{meirelles2017spb}. In this previous work, | ||
| 26 | -the lessons learned are reported from a partial point of view, from participants | ||
| 27 | -on the academic side of the project and who at the time took leadership roles. | ||
| 28 | -These new evidences found ratifies this view, welcoming the government side and | ||
| 29 | -others involved. | ||
| 30 | - | ||
| 31 | -(Coleta das respostas em português, falta traduzir. Para avaliar conteúdo e relevância) | 4 | +In this paper we examined the empirical model built in a collaborative project |
| 5 | +between government and academia that successfully harmonized the differences in | ||
| 6 | +the common approaches to software development management used by each side. We | ||
| 7 | +mapped the key decisions made over the 30-months of the project, that aimed to | ||
| 8 | +improve communication and the development process as a whole. We also elaborated | ||
| 9 | +two surveys and one interviews that were conducted separately for three groups | ||
| 10 | +of participants. We obtained a total of responses of 37 undergraduated | ||
| 11 | +students, eight IT market professionals, and two government officials. Finally, | ||
| 12 | +we collected post-mortem public data on project management carried out on the | ||
| 13 | +platform itself. The results revealed nine practices were developed from three | ||
| 14 | +main decisions taken and 11 benefits were obtained with the adoption of these | ||
| 15 | +practices. | ||
| 16 | + | ||
| 17 | +In our previous work \cite {meirelles2017spb}, we presented the unprecedent | ||
| 18 | +platform developed in the case study project and seven lessons learned taking into account only the | ||
| 19 | +academia-side view. The new results acquired in the current work corroborate | ||
| 20 | +with these lessons, adding the point of view of the government and the academia | ||
| 21 | +in diverse performed levels. In addition, these results suggest that many free | ||
| 22 | +software development practices can be replicated in other contexts in which the | ||
| 23 | +diversity and plurality of its stakeholders need to be leveled and reconciled. | ||
| 24 | + | ||
| 25 | +The results obtained also showed questions that were not overcome during the | ||
| 26 | +project and which we believe need to be evaluated for future collaborations | ||
| 27 | +between government and academia for software development: | ||
| 28 | +\begin {itemize} | ||
| 29 | +\item Improving understanding about collaboration: \textit{"During development, | ||
| 30 | +we realized that the development team also felt like the owner of the project, | ||
| 31 | +not just a mere executor. partnership, then it had a lot of that team issue to | ||
| 32 | +suggest things to be put into the project. It was not a customer relationship it | ||
| 33 | +was a partnership relationship, so there was a lot of issue suggesting by the | ||
| 34 | +team to be put into the project"} | ||
| 35 | +\item Discussion of roles and responsibilities: \textit{"Who had the power to | ||
| 36 | +make a decision? There was no one, because it was a very equal relationship. The | ||
| 37 | +two organs were on the same hierarchical level within the work plane. But this | ||
| 38 | +does not work well, you have to leave well defined to whom the last word belongs | ||
| 39 | +in the decisions, because the conflicts will always happen."}. | ||
| 40 | +\item Look for a balance in the requirements definition. The responses showed | ||
| 41 | +that the government felt that it was not detailed enough and the development | ||
| 42 | +team felt that the requirements needed to be matured with the use. | ||
| 43 | +\item Smoothing the intermediations between the different roles \textit{"When we | ||
| 44 | +had the [UnB] coordinator, when we forwarded a direct question to a developer, | ||
| 45 | +the coordinator responded. So that was negative, because we felt a little | ||
| 46 | +coerced from talking directly to the teams"} | ||
| 47 | +\end {itemize} | ||
| 48 | + | ||
| 49 | +As future work, we will reapply in another government-academia paternship | ||
| 50 | +project the practices evidenced in this case study, and conduct | ||
| 51 | +qualitative and quantitative research throughout its execution. We intend to | ||
| 52 | +prove the effectiveness in adopting free software development practices to | ||
| 53 | +align the demands and expectations of a G-A collaboration. | ||
| 32 | 54 | ||
| 33 | \begin{comment} | 55 | \begin{comment} |
| 34 | 56 |
icse2018/spb-oss-2018.tex
| @@ -14,10 +14,10 @@ | @@ -14,10 +14,10 @@ | ||
| 14 | 14 | ||
| 15 | \begin{document} | 15 | \begin{document} |
| 16 | \sloppy | 16 | \sloppy |
| 17 | -\title{Conciliating Distinct Processes of Management and Software Development} | ||
| 18 | -\subtitle{A three-year empirical study from the evolution of a government platform} | 17 | +\title{Reconciling Distinct Processes of Management and Software Development} |
| 18 | +\subtitle{A three-year empirical study from the evolution of an open source government platform} | ||
| 19 | 19 | ||
| 20 | -\titlerunning{Conciliating Development Processes} | 20 | +\titlerunning{Reconciling Development Processes} |
| 21 | 21 | ||
| 22 | \author{.} | 22 | \author{.} |
| 23 | 23 |