Melissa Wen · Melissa Wen · Melissa Wen · Melissa Wen · Melissa Wen · Melissa Wen
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+\begin{abstract}
+
+Government and academia can collaborate on bringing innovation and filling
+design-reality gaps in e-government projects. However, differences in project
+management methods employed by the organizations is often a challenge for
+collaborative works. Bearing that in mind, we investigated a 30-month
+government-academia partnership to find appropriate ways to get around this
+obstacle. From the analysis of \textit{post-mortem} data as well as the results
+of questionnaires and interviews with project participants, we present a set of
+best practices based on FLOSS and agile software development approaches that
+favors team management in government-academia collaborations in e-government
+development projects.
+
+\end{abstract}
+
+\keywords{Open Source Software, Free Software, Agile Methods, Best Practices,
+Project Management, E-Government.}
@@ -0,0 +1,49 @@
+\section{Introduction}
+
+E-government projects differ from others due to their complexity and extension
+\cite{anthopoulos2016egovernment}. They are complex because they combine
+development, innovation, information \& communications technologies, politics,
+and social impact. They are extensive, on the other hand, regarding their
+scope, target audience, organizational size, time, and the corresponding
+resistance to change. Developing an innovative e-government project that meets
+the needs of society is a issue that may be addressed alternatively through
+collaborative projects between government and academia. However, this
+collaborative work has challenges, such as organizing the collaboration
+project, aligning goals, synchronizing the pace of between government and
+academia, and overcoming the failure trend of e-government projects
+\cite{goldfinch2007pessimism}.
+
+One of the leading causes of e-government project failure is poor project
+management \cite{anthopoulos2016egovernment}. In this sense, the proper
+management of the collaboration project should be a relevant concern when
+government and academia combine efforts to develop an e-government solution.
+Academia commonly works on cutting-edge development methodologies while the
+government still relies on traditional techniques. Changing the development
+process of one of this large-size institutions represents an organizational
+disturbance with impacts on structure, culture, and management practices
+\cite{nerur2015challenges}. As a result, government and academia have to
+harmonize their view to increasing the chances of success in projects with
+tight deadlines and short budgets.
+
+We have investigated the adoption of recommended community standards from
+Free/Libre and Open Source Software (FLOSS) and agile values as a strategy to
+harmonize different management approaches, due to the plurality of FLOSS
+ecosystems and the diversity favored by agile methodologies. Open
+communication, project modularity, the community of users, and fast response to
+problems are just a few of the FLOSS ecosystem practices \cite{capiluppi,
+warsta}.  Individuals and interactions, working software, customer
+collaboration, responding to change are the values agile
+development~\cite{beck}. With this in mind, FLOSS and agile practices may
+improve the cooperation of distinct teams.
+
+In this work, we examine the empirical method developed during 30 months
+of a government-academia project that helped to harmonize the differences
+between both organization management cultures. We discuss both quantitative
+and qualitative analyses of the benefits of FLOSS and agile practices in an
+e-government project. We identify and trace the best practices based on
+FLOSS ecosystems and agile methodology. We collect and analyze data from the
+project repository. Finally, we conduct a survey target at projects
+participants to find their perception around the set of best practices, and
+which of them are useful to government-academia collaboration. In doing so, we
+aim to help academia better understand critical issues they will be confronted
+with when engaging in a government-academia software project.
@@ -0,0 +1,60 @@
+\section{Related work}
+\label{sec:relatedwork}
+
+Discussions on how to introduce new management methods into an organization are
+present in several works.  Nerur et al. recognized critical issues concerning
+the migration from traditional to agile software development by comparing
+practices of both methodologies \cite{nerur2015challenges}. The authors point
+out managerial, organizational, people, process, and technological issues to be
+rethought and reconfigured in an organization for a successful migration.
+Strode et al. investigated the relationship between the adoption of agile
+methodologies and organizational culture \cite{impactOfOrganizationalCulture}
+by evaluating nine projects. They identified a set of six factors directly
+linked to agile methods and concluded that the presence of these aspects in an
+organization is proportional to the value of agile methodologies usage for
+their projects. As Nerur et al., Strode et al. also said that the adoption of
+agile development techniques does indeed produce changes in an organization's
+culture.
+
+Some works also discuss how academia can collaborate with the industry in the
+management of software projects. Chookittikul et al. evaluated the increasing
+use of the agile techniques in software development companies in Thailand.  The
+authors suggested that universities should create curricula that develop in
+their undergraduate students practical skills required by industry (mainly
+agile practices) to promote growth in local software businesses
+\cite{cho2011gap}. Sandberg et al. report the use of Scrum in an
+industry-academia research consortium (involving ten industry partners and five
+universities in Sweden) \cite{sandberg2017iacollaboration}. Through a case
+study, they demonstrate that being able to bring together the meaningful
+activities of the stakeholders is essential to the success of collaborative
+research between industry and academia.
+
+Complex and large-scale organizations, such as the public administration, have
+to deal with multiple project variables. Alleman et al. describe a production
+deployment for the US government, focusing on the methodology applied to
+address long-term planning and value estimation \cite{alleman2003making}. In
+the Brazilian context, Melo et al. \cite{melo2013agileBr} investigates the
+growing adoption of agile methodologies in this country's IT industry. The
+results of their survey highlight some mismatch that companies faces when
+developing software for public administration.
+
+Several works tried to highlight the FLOSS practices, while others attempted to
+determine the relationship between FLOSS practices and agile methods. Capiluppi
+et al. examined about 400 projects to find FLOSS project properties
+\cite{capiluppi}. In their work, they extracted generic characterization
+(project size, age, license, and programming language), analyzed the average
+number of people involved in the project, the community of users, and
+documentation characteristics. Warsta et al. found differences and similarities
+between agile development and FLOSS practices \cite{warsta}. The authors argued
+that FLOSS development may differ from agile in their philosophical and
+economic perspectives, on the other hand, both share the definition of work.
+Finally, Eric Raymond describes many of his experiences and decisions in his
+work with FLOSS communities \cite{raymond}, and his report in 1999 has many
+intersections with the agile manifesto in 2001.
+
+This paper differs itself from others by studying the government-academia
+collaboration for developing a production-level solution. From questionnaires,
+interviews, and development activities data, we extracted best practices that
+helped to harmonize the interactions between two different development process
+and satisfied the management process of both sides. We analyzed the decisions
+made from the FLOSS and agile perspectives.
@@ -0,0 +1,135 @@
+\section{Research Design}
+\label{sec:researchdesign}
+
+We studied practical alternatives to harmonize the software project lifecycle
+when confronting different development processes from crucial stakeholders. We
+are interested in the relationship between government and academia from the
+project management perspective, without the enforcement of changing their
+internal processes. We present two research questions that guided this work:
+
+\textbf{RQ1. }\textit{How to introduce FLOSS and agile best practices into
+government-academia collaboration projects?}
+
+\textbf{RQ2. }\textit{What practices favor effective team management in
+government-academia collaborative projects?}
+
+To answer these questions, we used the case study as research method. We
+selected as a case the evolution of the Brazilian Public Software (SPB) portal
+\cite{meirelles2017spb}, a government-academia collaborative project based on
+FLOSS systems. To validate our answers, we covered three different points of
+view: developers, government agent, and data collected from the project
+repository.
+
+\subsection{The case study}
+
+The project to evolve the SPB portal was a partnership between government and
+academia held between 2014 and 2016 \cite{meirelles2017spb}. The old version of
+SPB suffered from maintenance problems and design-reality gaps. In this sense,
+The Ministry of Planning (MPOG) decided to join the University of Brasília
+(UnB) and the University of São Paulo (USP) to develop a new platform. This
+platform had as its primary requirement to be based on existing FLOSS projects
+and integrate multiple systems into one, providing the end user with a unified
+experience.
+
+In short, the SPB portal evolved into a Collaborative Development Environment
+(CDE) \cite{booch2003}. It was a novelty in the context of the Brazilian
+government, due to the technologies employed and its diverse features. The
+portal includes social networking, mailing lists, version control system, and
+source code quality monitoring. All software is integrated using a
+system-of-systems framework \cite{meirelles2017spb}.
+
+The platform development took place at the Advanced Laboratory of Production,
+Research, and Innovation in Software Engineering (LAPPIS/UnB) and the FLOSS
+Competence Center at USP (CCSL/USP). Undergraduate interns, IT professionals and
+professors formed a partially distributed development team. While interns and
+professors worked in-person, most IT professionals worked remotely. Their
+activities followed the workflow of biweekly sprints and 4-month releases.
+
+On the managerial aspect, at the project
+beginning, the collaboration management and strategic discussions happened only
+once a month, when project leaders and MPOG directors met in person at the
+ministry's headquarters.  Table~\ref{tab:gov-academia-diff} summarizes the
+organizational differences in both involved sides.
+
+\vspace*{-.5cm}
+
+\begin{table}[h]
+\centering
+\def\arraystretch{1.2}
+\setlength\tabcolsep{0.2cm}
+\resizebox{\textwidth}{!}{%
+\begin{tabular}{m{4.3cm}!{\color{white}\vrule}m{7cm}!{\color{white}\vrule}m{8cm}}
+\rowcolor[HTML]{c0d6e4} 
+\textbf{Collaboration peaces} & \textbf{Academia} & \textbf{Goverment} \\
+\rowcolor[HTML]{f2f2f2}
+\textbf{Responsibilities} & Platform development activites & Contracts and collaboration management \\
+\rowcolor[HTML]{fafafa}
+\textbf{Team size} &
+\begin{tabular}[c]{@{}l@{}} 42 undergraduate interns \\ 2 professors \\ 6 senior developers with significant \\ experience in FLOSS projects\\ 2 Designers (UX specialists) \end{tabular} & 
+\begin{tabular}[c]{@{}l@{}} 1 director \\ 1 coordinator \\ 2 requirement analysts \end{tabular} \\
+\rowcolor[HTML]{f2f2f2}
+\textbf{Workplace} & LAPPIS at UnB and CCSL at USP & MPOG headquarters \\
+\rowcolor[HTML]{fafafa}
+\begin{tabular}[c]{@{}l@{}}\textbf{Management} \textbf{approaches}\end{tabular} & FLOSS practices and Agile values & Mindset from RUP, CMMI, and PMBOK \\
+\end{tabular}%
+}
+\caption{Differences between academia and government sides.}
+\label{tab:gov-academia-diff}
+\end{table}
+
+\vspace*{-1cm}
+
+During the project progress, this workflow proved to be inefficient. Conflicts
+between the internal management processes and differences in pace and goals of
+each institution were compromising the platform development. To improve the
+project management process and reducing the mismatching between government and
+academia, professors, with the senior developers' collaboration, incrementally
+employed a set of best practices based on FLOSS and agile values. Throughout
+the project, the development leaders made decisions in a non-systematic way to
+promote the usage of these techniques. In this paper, we analyzed and codified
+these decisions and how they favored the collaboration progress.
+
+\subsection{Survey, Interview and Data Collection}
+
+We separated the project team into three groups: undergraduate interns, IT
+professionals (senior developers and designers), and MPOG analysts. For the
+first two we sent online questionnaires, and for the last one, we conducted
+2-hour interviews. Table \ref{survey-table} presents the details of these
+processes.
+
+\vspace*{-.5cm}
+
+\begin{table}[h]
+\centering
+\def\arraystretch{1.2}
+\setlength\tabcolsep{0.2cm}
+\resizebox{\textwidth}{!}{%
+\begin{tabular}{m{4cm}!{\color{white}\vrule}m{5cm}!{\color{white}\vrule}m{6cm}!{\color{white}\vrule}m{6cm}}
+\rowcolor[HTML]{c6b3df} 
+\textbf{} & \textbf{\nohyphens{Undergraduate Interns}} & \textbf{Senior Developers} & \textbf{MPOG Analysts} \\
+\rowcolor[HTML]{fafafa}
+\textbf{Research technique} & Online questionnaire & Online questionnaire & Interview \\
+\rowcolor[HTML]{f2f2f2}
+\textbf{Discussed topics} & \multicolumn{2}{l!{\color{white}\vrule}}{\begin{tabular}[c]{@{}l@{}}(1) project organization\\ (2) the development process\\ (3) communication and relationship with members\\ (4) knowledge sharing\\ (5) experience with FLOSS projects\end{tabular}} & \begin{tabular}[c]{@{}l@{}}(1) professional profile\\ (2) organization, communication \\ and development methodologies\\ (3) satisfaction with \\ the developed platform\\ (4) lessons learned\end{tabular} \\
+\rowcolor[HTML]{fafafa}
+\textbf{Number of interviewed} & 42 & 8 & 2 \\
+\rowcolor[HTML]{f2f2f2}
+\textbf{Rate of responses} & 88\% (37) & 100\% & 100\% \\
+\rowcolor[HTML]{fafafa}
+\textbf{Average age at the end of the project} & 22 years old & 30 years old & 30 years old \\
+\rowcolor[HTML]{f2f2f2}
+\textbf{Gender} & \begin{tabular}[c]{@{}l@{}}8\% women \\ 92\% man\end{tabular} & \begin{tabular}[c]{@{}l@{}}13\% women \\ 87\% man\end{tabular} & 100\% women \\
+\rowcolor[HTML]{fafafa}
+\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 \\
+\end{tabular}%
+}
+\caption{Surveying the project participants}
+\label{survey-table}
+\end{table}
+
+\vspace*{-1cm}
+
+Finally, we analyzed the data from the central project repository considering
+all the issues and commits. From April 2015 to June 2016, 59 distinct authors
+opened 879 issues, 64 different users made the total of 4,658 comments. The
+development team made 3,256 commits in this abovementioned repository.
@@ -0,0 +1,188 @@
+\section{Results}
+\label{sec:results}
+
+The SPB portal project had two phases according to the traceability of project
+management activities. The first one, between January 2014 and March 2015, is
+non-traceable since only the universities managed the development activities.
+The communication between government and academia was, generally, in private
+channels, such as professional e-mails, personal meetings, and telephone calls.
+Therefore, the quantitative data found for this period are not conclusive or
+have little expressiveness, and we do not examine them.
+
+The second phase, from April 2015 to the end of the project (June 2016), has
+meaningful data. Much of the management and communication activities were
+recorded and published on online channels and tools. During this period, the
+development leaders consolidated several FLOSS practices and agile values
+employed in the development process. At the end of the project, the academic
+team had an empirical management approach for meeting the government
+bureaucracies.
+
+\subsection{Use of the system under development to develop the system itself}
+
+Due to the platform features for software development and social network, the
+development coordinators decided to use the platform under construction to
+develop the system itself. Gradually, in addition to development activities,
+government and academia migrated the project management and the communication
+between teams to the portal environment. 
+
+In short, the wiki feature was used for logging meetings, defining goals,
+planning sprints, documenting deployment procedures and user guides. The issue
+tracker was used for discussing requirements, monitoring features under
+development, requesting and recording changes, and validating the delivered
+functionalities. Finally, the mailing list was used for collaborative
+construction of requirements, defining schedules, and scheduling meetings
+between institutions.
+
+Our surveys report Mailing list (100\%) and Issue Tracker (62.5\%) as the main
+means of interaction between senior developers and interns. The development
+team and MPOG staff also interacted mostly via Mailing List (87.5\%) and Issue
+tracker (50\%).  According to one of the interviewees, this movement made the
+\textbf{communication more transparent and efficient}. An MPOG analyst said
+that \textit{``Communicating well goes far beyond the speed. It means enabling
+someone to tell everyone about everything that is happening in the project. We
+did not use emails, we use more mailing list and avoid emails. This usage
+helped us considerably. Everything was public and did not pollute our email
+box. So, when you wanted to know something, you could access the SPB list and
+see everything''}.
+
+Migrating to the SPB platform also \textbf{easied monitoring of activities and
+increased interactions between developers and public servants}. The data
+collected from the repository highlight the frequent use of the platform by
+both sides teams. In the last 15 months of the project, 59 different authors
+opened the central repository issues, 8 of them were MPOG agents. These issues
+received comments from 64 distinct users, 9 of them from MPOG. When we consider
+the issues with more interactions, those which had ten comments or more, we
+notice that the government team also felt comfortable in using the tool to
+interact directly with the development team. In a set of 102 active issues,
+MPOG staff created 43 of them (this represents 42\% of the most active issues).
+
+For the MPOG analysts, interaction via repository improved communication.
+\textit{``There was a big evolution, we increased our communication via
+Gitlab''}.  Migrating to the platform also led MPOG staff to \textbf{trust the
+developed code}: \textit{``Everything was validated.  We tested the
+functionalities and developed the project on the SPB platform itself. Hence,
+the use of the system homologated most of its features. From the moment we
+began to use it for developing, this validation was constant. We felt confident
+in the code produced''}.
+
+The abovementioned decision also collaborated to meet the government's demand
+for meticulous documentation of the software design and stages of development
+without bureaucratizing or modifying the development process. The usage of the
+platform for project team management conducted \textbf{the organic production
+of documentation and records}, as mentioned in one of the MPOG responses:
+\textit{``It was a great learning experience. There are many things documented
+in emails as well as in the portal itself. We can access the tools at any time
+and find out how we develop a solution. We can remember the positive project
+points''}.
+
+\subsection{Brings together government staff and development team}
+
+In the first phase of the project, the interviewed MPOG analysts did not
+participate in any direct interaction with any university representative, even
+though they were the ones in charge of the government in ensuring the
+collaboration agreement and the delivery of the products. Because of this, they
+relied on feedback from their superiors on inter-institutional meetings. They
+reported that there was significant communication noise in the internal
+dialogues with their superiors, as well as between their superiors and the
+development team.
+
+In the second phase of the project, these analysts became direct
+representatives of the government and started to visit the university's
+laboratory bi-weekly.  One of the analysts believed that \textit{``at this
+point, the communication started to change''}. The new dynamics \textbf{reduced
+communication misunderstandings and unified both sides}, as reported by another
+interviewee: \textit{``It was very positive. We liked to go there and to
+interact with the team. I think it brought more unity, more integration into
+the project''}. {73\%} of the interns considered positive the direct
+participation of the MPOG staff, and {81\%} of them believed the presence of
+government staff in sprint ceremonies was relevant for the project development.
+For 76\% of the interns, writing the requirements together with the MPOG staff
+was very important to \textbf{better meet expectations of both sides}.
+According to one of them, \textit{``Joint planning and timely meetings were
+very important for understanding the needs of MPOG''}.
+
+The closest dialogue between government and academia generated empathy, as
+reported by one of the interviewees: \textit{``Knowing people in person makes a
+big difference in the relationship because it causes empathy. You know who that
+person is. He's not merly a name''}. Consequently, this empathy helped to
+\textbf{synchronize the execution pace of activities}: \textit{``Visiting the
+lab and meeting the developers encouraged us to validate resources faster and
+give faster feedback to the team. In return, they also quickly answered us any
+question''}.
+
+The implementation of a Continuous Delivery pipeline also reinforced the teams'
+synchronization \cite{siqueira2018cd} .  For 81\% of the interns and 75\% of
+the IT professionals, deploying new versions of the SPB portal in production
+was a motivator during the project. On the government side, this approach
+helped to \textbf{overcome the government bias toward low productivity of
+collaborative projects with academia}, as mentioned by themselves:
+\textit{``Government staff has a bias that universities do not deliver
+products. However, in this project, we made many deliveries with high quality.
+Nowadays, I think if we had paid the same amount for a company, it would not
+have done the amount of features we did with the technical quality we have''}.
+Additionally, the deployment of each new version also \textbf{share a common
+understanding of the process from one side to the other}, as mentioned by a
+MPOG analyst: \textit{``We had only the strategic vision of the project. When
+we needed to deal with technical issues, we had some difficulty planning the
+four-month releases.  However, in the last stages of the project I realized
+that this was not a problem. The team was delivering and the results were
+available in production.  The team was qualified, the code had quality, and the
+project was well executed.  So in practice, our difficulty in interpreting the
+technical details did not impact the release planning''}.
+
+\subsection{Organized development team into priority fronts, and for each one, hire at least one specialist from the IT market}
+
+The development team had four work areas divided by the main demands of the
+project: User Experience, DevOps, Integration of Systems, and Social
+Networking. For each segment, at least one professional in the IT market was
+hired to raise the quality of the product. Senior developers have been selected
+based on their vast experience in FLOSS systems and their knowledge on tools
+used in the project.
+
+The presence of senior developers in the project contributed to
+\textbf{conciliate the development processes of each institution and make
+better technical decisions}, as quoted in one of the answers to the senior
+developer's questionnaire: \textit{``I think my main contribution was to
+balance the relations between the MPOG staff and the university team''}. {63\%}
+of the IT professionals believed they have collaborated to conciliate the
+management and development process between the two institutions and also {63\%}
+of them helped MPOG staff express their requests more clearly. Government
+analysts were also more open to suggestions from these developers:
+\textit{``They are upstream developers of the systems that integrate the
+platform. They conveyed trust, and then we trust in the developed code''}.
+According to questionnaire responses, IT professionals largely agreed with the
+project development process. For 63\%, this process has close similarity to
+their previous experiences. In contrast, {62.5\%} of them did not understand
+the MPOG's project management process and {50\%} believed this process could
+affect their project productivity.
+
+The senior developers were also responsible for \textbf{improving the
+management and technical knowledge} of the interns about practices from
+industry and open source projects. {91\%} of the interns believed that working
+with professionals was essential for learning, and, for all of them, working
+with IT professionals was important during the project. {75\%} of the IT
+professionals believed that ``Working in pairs with a senior'' and 63\% that
+``Participate in joint review tasks'' were the tasks with the involvement of
+them that most contributed to the evolution of the interns in the project.
+{75\%} believed that the knowledge shared by them to one intern was widespread
+among the others in the team.  Government analysts also pointed this knowledge
+sharing: \textit{``On the university side, we noticed a significant improvement
+in the platform with the hiring of the systems original developers. They had a
+guide on how to best develop each feature and were able to solve non-trivial
+problems quickly''}.
+
+Organizing the development team and hiring of the IT professionals allowed each
+team to \textbf{self-organize and gain more autonomy in the management of their
+tasks}.  There was a development coach to lead each team, and a ``meta-coach''
+supported all of them in their internal management activities. The coaches
+(most advanced interns) were points of reference in the development process.
+{89\%} of the interns said that the presence of the coach was essential to the
+sprint's running, and for {88\%} of the of the IT professionals the coaches was
+essential for their interaction with the development team. MPOG analysts saw
+the coaches as facilitators their activities and communication with the
+development team. They said \textit{``I interacted more with the project
+coordinator (professor) and team coaches (interns)''}, \textit{``Usually, we
+contact a coach to clarify some requirements or to understand some feature. The
+coaches were more available than senior developers and, sometimes, they would
+take our question to a senior developer''}.
+
@@ -0,0 +1,110 @@
+\section{Discussion}
+\label{sec:discussion}
+
+Our results reveal a set of nine management practices successfully employed in
+abovementioned case. We analyzed unsystematic decisions made during a 30-month
+collaborative project and identified three macro-decisions that harmonized the
+differences of the management processes of each organization. We evidenced from
+data collection, and responses of the members of both sides to the
+questionnaires and interviews, the benefits obtained through the adoption of
+this empirical method. The Table \ref{practices-table} summarizes
+macro-decisions, practices, and benefits.
+
+\vspace*{-.5cm}
+
+\begin{table}[h]
+\centering
+\def\arraystretch{1.5}
+\setlength\tabcolsep{0.5cm}
+\resizebox{\textwidth}{!}{%
+\begin{tabular}{  m{4cm} m{9cm} m{9cm}  } 
+\rowcolor[HTML]{b7d0b9} 
+\textbf{Decision} & \textbf{Practice Explanation} & \textbf{Benefits} \\
+\rowcolor[HTML]{fafafa} 
+\begin{flushleft}
+\textbf{Use of the system under development to develop the system itself}
+\end{flushleft} &
+\begin{flushleft}
+\begin{itemize}
+\setlength{\itemsep}{2pt} 
+\item The features and tools of the platform under development supported the project management and communication activities.
+\end{itemize}
+\end{flushleft} &
+\begin{flushleft}
+\begin{itemize}
+\setlength{\itemsep}{2pt} 
+\item Communicating with transparency and efficiency.
+\item Easy monitoring of activities.
+\item More interactions between developers and public servants.
+\item Confidence in the developed code.
+\item Organic documentation.
+\end{itemize}
+\end{flushleft} \\ 
+\rowcolor[HTML]{f2f2f2}
+\begin{flushleft}
+\textbf{Bring together government staff and development team}
+\end{flushleft} &
+\begin{flushleft}
+\begin{itemize}
+\setlength{\itemsep}{2pt} 
+\item Government staff, academic coordinators, senior developers and team coaches biweekly meet at the university lab, academia headquarters, for sprint planning and review.
+\item Conduct on the platform technical discussions between government staff and the development team.
+\item Involve government board directors only in strategic planning of the project.
+\item Build a continuous delivery pipeline with stages involving both sides.
+\end{itemize} \end{flushleft} &
+\begin{flushleft}
+\begin{itemize} 
+\setlength{\itemsep}{2pt} 
+\item Reducing communication misunderstanding.
+\item Better meeting expectations of both sides.
+\item Improvement of the decision-making process.
+\item Overcoming the government bias regarding low productivity of collaborative projects with academia.
+\item Synchronizing the execution pace of activities.
+\item Sharing a common understanding of the process from one side to the other.
+\end{itemize} \end{flushleft}  \\ 
+\rowcolor[HTML]{fafafa}
+\begin{flushleft} 
+\textbf{Organize the development team into priority fronts, and for each one, hire at least one specialist from the IT market}
+\end{flushleft} &
+\begin{itemize}
+\setlength{\itemsep}{2pt} 
+\item The coordinators separated the development team into priority work areas considering the main demands of the project.
+\item IT market professionals with recognized experience on each front were hired to work in person or remotely.
+\item Define among the interns the leadership roles: a coach for each front, and a meta-coach of the entire development team.
+\item Each team has certain self-organization, being guided by one intern-coach and at least one senior developer.
+\end{itemize} & 
+\begin{itemize}
+\setlength{\itemsep}{2pt} 
+\item Conciliating the development processes of each institution, taking better technical decisions.
+\item Improving the management and technical knowledge.
+\item Self-organizing and gaining autonomy in the management of their tasks.
+\end{itemize}\\
+\end{tabular}%
+}
+\caption{Empirical SPB management decisions and its benefits.}
+\label{practices-table}
+\end{table}
+
+\vspace*{-1cm}
+
+The results of this current work corroborate the lessons learned in our
+previous work on studying the SPB project case \cite{meirelles2017spb}.
+Evidence from the data collected, responses to questionnaires, and interviews
+reinforce what has been reported by the academic coordination of the project,
+adding the point of views of government and other roles involved on the
+academic side. In short, the government staff took time to understand how
+collaboration works and to realize that the project was not a client-executor
+relationship and both organizations were at the same hierarchical level in the
+work plan. 
+
+The decisions, practices, and benefits presented in the Table
+\ref{practices-table} should be evaluated and used in contexts with more
+substantial plurality and diversity of government stakeholders. This study has
+a few obvious limitations. Firstly, we point out the lack of communication
+records and low traceability of the management data referring to the first
+phase of the project. Secondly, we consider a drawback the hiatus between the
+completion of the project and the conduction of interviews and questionnaires,
+since we rely on the memory of the interviewees to rescue the events. Lastly,
+the current situation of the respondents, such as their current working midset,
+may also alter their perception on the on the topics addressed in the
+questionnaire and consequently their responses.
@@ -0,0 +1,41 @@
+\section{Conclusion}
+\label{sec:conclusion}
+
+Organizational culture is built and reinforced every life year of a large-size
+organization. These cultural values reflect on the internal management
+processes and the norms of communication among its members. In the context of
+software development projects, each institution adopts development methods that
+best meet its managerial procedures and organizational routines. When two
+large-size organizations decide to develop a solution collaboratively, the
+development methods and workflow of one may conflict with the interests of the
+other. In a case of government-academia collaboration, conciliating their
+different management processes is crucial, since the poor and unadaptable
+management could lead the project to fail, resulting in the waste of
+population-funded resources.
+
+In this study, we investigated the management method employed at the SPB portal
+project, a partnership between the Brazilian government and universities. As a
+result, we identified a set of FLOSS and agile best practices, empirically
+employed by the development leaders, which improved the workflow and
+relationship between the organizations involved.
+ 
+Regarding our first research question \textit{``How to introduce FLOSS and
+agile best practices into government-academia collaboration projects?''}, we
+examined the SPB project and identified three macro-decisions taken by the
+academic coordinators that drove them to intuitively and unsystematically adopt
+nine FLOSS and agile best practices in the development process.
+
+The interviewed responses allowed us to understand how FLOSS and agile
+practices have benefited the people and project management. Based on that, we
+answered our second research question \textit{``What practices favor effective
+team management in government-academia collaborative projects?''}, making to
+explicit 14 benefits obtained from the use of the nine best practices, all
+presented in Table \ref{practices-table}.
+
+Finally, we collected a significant amount of data and testimonials related to
+the teaching of software engineering. We consider the studied project an
+educational case, an example of teaching FLOSS and agile techniques applied to
+real-world software development. As future work, we intend to analyze this
+collected information to propose improvements in education methodologies of
+software engineering undergraduate students as well.
+
@@ -0,0 +1,49 @@
+\section{Layered Approach}
+\label{sec:background}
+
+Combine many teams with different processes in the same project might be
+challenging. To address this problem, we got inspiration from Operating Systems
+(OS) concepts and extended the notion of layered approach design
+\cite{layeredApproach}. This technique breaks the OS into distinct layers with
+different proposes. The inner layer represents the hardware, while the external
+layer represents the user interface. Layered approach demands a careful
+definition of each layer responsibility and how they communicate. After the
+layers and communication definition, it is simple to change a single layer
+without affecting other layers. This approach presents two drawbacks: (1) it
+creates an overhead of communication from the upper layer to the lower layer,
+and (2) it is a hard to define the correct interface between layers.
+
+We extended the layered approach for handling the interaction with development
+teams and the Brazilian government. We realized that multiple teams interacting
+with the government have different expectations about the project. Furthermore,
+we noticed that government can transfer political pressures to the development
+team and sometimes they try to impose their processes to the project. For
+handling all the different processes and keep the multiple expectations under
+control, we implemented the layered approach for project management.
+
+\begin{figure}[!h]
+  \centering
+  \includegraphics[width=.30\textwidth]{project_layers} 
+  \caption{Layered Approach for managing multiple processes}
+  \label{fig:layered_processes} 
+\end{figure}
+
+Figure \ref{fig:layered_processes} illustrates our set of layers. The inner
+layer comprises the development team composed of agile teams. Next, is a layer
+that includes the coordinators responsible for handling the bureaucratic issues
+coming from the government to the development team. Subsequent, the analyst
+layer covers the government employees with the understanding about the
+requirements, but they working guided by the traditional methodology. Finally,
+there is the directory layer responsible for the political issues.
+
+The communication between layers is an important problem in the Layered
+approach, which still an important issue to be addressed in our propose. For
+solving the problem, we designed a common channel of communication that passes
+through all layers. For keeping the layer separation, some members of each
+layer worked as a filter.  This was possible because we created a proper
+infrastructure based on transparency. We used the following tools to implement
+the communication between layers: issue tracker (from Gitlab), mailing list,
+IRC, and wiki. The coordination layer has to filter the interaction between the
+government and the development team.
+
+
@@ -0,0 +1,1208 @@
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+{\vcenter{\offinterlineskip\halign{\hfil$\scriptstyle##$\hfil\cr
+>\cr\noalign{\vskip-0.8pt}<\cr}}}
+{\vcenter{\offinterlineskip\halign{\hfil$\scriptscriptstyle##$\hfil\cr
+>\cr\noalign{\vskip-0.3pt}<\cr}}}}}
+\def\bbbr{{\rm I\!R}} %reelle Zahlen
+\def\bbbm{{\rm I\!M}}
+\def\bbbn{{\rm I\!N}} %natuerliche Zahlen
+\def\bbbf{{\rm I\!F}}
+\def\bbbh{{\rm I\!H}}
+\def\bbbk{{\rm I\!K}}
+\def\bbbp{{\rm I\!P}}
+\def\bbbone{{\mathchoice {\rm 1\mskip-4mu l} {\rm 1\mskip-4mu l}
+{\rm 1\mskip-4.5mu l} {\rm 1\mskip-5mu l}}}
+\def\bbbc{{\mathchoice {\setbox0=\hbox{$\displaystyle\rm C$}\hbox{\hbox
+to0pt{\kern0.4\wd0\vrule height0.9\ht0\hss}\box0}}
+{\setbox0=\hbox{$\textstyle\rm C$}\hbox{\hbox
+to0pt{\kern0.4\wd0\vrule height0.9\ht0\hss}\box0}}
+{\setbox0=\hbox{$\scriptstyle\rm C$}\hbox{\hbox
+to0pt{\kern0.4\wd0\vrule height0.9\ht0\hss}\box0}}
+{\setbox0=\hbox{$\scriptscriptstyle\rm C$}\hbox{\hbox
+to0pt{\kern0.4\wd0\vrule height0.9\ht0\hss}\box0}}}}
+\def\bbbq{{\mathchoice {\setbox0=\hbox{$\displaystyle\rm
+Q$}\hbox{\raise
+0.15\ht0\hbox to0pt{\kern0.4\wd0\vrule height0.8\ht0\hss}\box0}}
+{\setbox0=\hbox{$\textstyle\rm Q$}\hbox{\raise
+0.15\ht0\hbox to0pt{\kern0.4\wd0\vrule height0.8\ht0\hss}\box0}}
+{\setbox0=\hbox{$\scriptstyle\rm Q$}\hbox{\raise
+0.15\ht0\hbox to0pt{\kern0.4\wd0\vrule height0.7\ht0\hss}\box0}}
+{\setbox0=\hbox{$\scriptscriptstyle\rm Q$}\hbox{\raise
+0.15\ht0\hbox to0pt{\kern0.4\wd0\vrule height0.7\ht0\hss}\box0}}}}
+\def\bbbt{{\mathchoice {\setbox0=\hbox{$\displaystyle\rm
+T$}\hbox{\hbox to0pt{\kern0.3\wd0\vrule height0.9\ht0\hss}\box0}}
+{\setbox0=\hbox{$\textstyle\rm T$}\hbox{\hbox
+to0pt{\kern0.3\wd0\vrule height0.9\ht0\hss}\box0}}
+{\setbox0=\hbox{$\scriptstyle\rm T$}\hbox{\hbox
+to0pt{\kern0.3\wd0\vrule height0.9\ht0\hss}\box0}}
+{\setbox0=\hbox{$\scriptscriptstyle\rm T$}\hbox{\hbox
+to0pt{\kern0.3\wd0\vrule height0.9\ht0\hss}\box0}}}}
+\def\bbbs{{\mathchoice
+{\setbox0=\hbox{$\displaystyle     \rm S$}\hbox{\raise0.5\ht0\hbox
+to0pt{\kern0.35\wd0\vrule height0.45\ht0\hss}\hbox
+to0pt{\kern0.55\wd0\vrule height0.5\ht0\hss}\box0}}
+{\setbox0=\hbox{$\textstyle        \rm S$}\hbox{\raise0.5\ht0\hbox
+to0pt{\kern0.35\wd0\vrule height0.45\ht0\hss}\hbox
+to0pt{\kern0.55\wd0\vrule height0.5\ht0\hss}\box0}}
+{\setbox0=\hbox{$\scriptstyle      \rm S$}\hbox{\raise0.5\ht0\hbox
+to0pt{\kern0.35\wd0\vrule height0.45\ht0\hss}\raise0.05\ht0\hbox
+to0pt{\kern0.5\wd0\vrule height0.45\ht0\hss}\box0}}
+{\setbox0=\hbox{$\scriptscriptstyle\rm S$}\hbox{\raise0.5\ht0\hbox
+to0pt{\kern0.4\wd0\vrule height0.45\ht0\hss}\raise0.05\ht0\hbox
+to0pt{\kern0.55\wd0\vrule height0.45\ht0\hss}\box0}}}}
+\def\bbbz{{\mathchoice {\hbox{$\mathsf\textstyle Z\kern-0.4em Z$}}
+{\hbox{$\mathsf\textstyle Z\kern-0.4em Z$}}
+{\hbox{$\mathsf\scriptstyle Z\kern-0.3em Z$}}
+{\hbox{$\mathsf\scriptscriptstyle Z\kern-0.2em Z$}}}}
+
+\let\ts\,
+
+\setlength\leftmargini  {17\p@}
+\setlength\leftmargin    {\leftmargini}
+\setlength\leftmarginii  {\leftmargini}
+\setlength\leftmarginiii {\leftmargini}
+\setlength\leftmarginiv  {\leftmargini}
+\setlength  \labelsep  {.5em}
+\setlength  \labelwidth{\leftmargini}
+\addtolength\labelwidth{-\labelsep}
+
+\def\@listI{\leftmargin\leftmargini
+            \parsep 0\p@ \@plus1\p@ \@minus\p@
+            \topsep 8\p@ \@plus2\p@ \@minus4\p@
+            \itemsep0\p@}
+\let\@listi\@listI
+\@listi
+\def\@listii {\leftmargin\leftmarginii
+              \labelwidth\leftmarginii
+              \advance\labelwidth-\labelsep
+              \topsep    0\p@ \@plus2\p@ \@minus\p@}
+\def\@listiii{\leftmargin\leftmarginiii
+              \labelwidth\leftmarginiii
+              \advance\labelwidth-\labelsep
+              \topsep    0\p@ \@plus\p@\@minus\p@
+              \parsep    \z@
+              \partopsep \p@ \@plus\z@ \@minus\p@}
+
+\renewcommand\labelitemi{\normalfont\bfseries --}
+\renewcommand\labelitemii{$\m@th\bullet$}
+
+\setlength\arraycolsep{1.4\p@}
+\setlength\tabcolsep{1.4\p@}
+
+\def\tableofcontents{\chapter*{\contentsname\@mkboth{{\contentsname}}%
+                                                    {{\contentsname}}}
+ \def\authcount##1{\setcounter{auco}{##1}\setcounter{@auth}{1}}
+ \def\lastand{\ifnum\value{auco}=2\relax
+                 \unskip{} \andname\
+              \else
+                 \unskip \lastandname\
+              \fi}%
+ \def\and{\stepcounter{@auth}\relax
+          \ifnum\value{@auth}=\value{auco}%
+             \lastand
+          \else
+             \unskip,
+          \fi}%
+ \@starttoc{toc}\if@restonecol\twocolumn\fi}
+
+\def\l@part#1#2{\addpenalty{\@secpenalty}%
+   \addvspace{2em plus\p@}%  % space above part line
+   \begingroup
+     \parindent \z@
+     \rightskip \z@ plus 5em
+     \hrule\vskip5pt
+     \large               % same size as for a contribution heading
+     \bfseries\boldmath   % set line in boldface
+     \leavevmode          % TeX command to enter horizontal mode.
+     #1\par
+     \vskip5pt
+     \hrule
+     \vskip1pt
+     \nobreak             % Never break after part entry
+   \endgroup}
+
+\def\@dotsep{2}
+
+\let\phantomsection=\relax
+
+\def\hyperhrefextend{\ifx\hyper@anchor\@undefined\else
+{}\fi}
+
+\def\addnumcontentsmark#1#2#3{%
+\addtocontents{#1}{\protect\contentsline{#2}{\protect\numberline
+                     {\thechapter}#3}{\thepage}\hyperhrefextend}}%
+\def\addcontentsmark#1#2#3{%
+\addtocontents{#1}{\protect\contentsline{#2}{#3}{\thepage}\hyperhrefextend}}%
+\def\addcontentsmarkwop#1#2#3{%
+\addtocontents{#1}{\protect\contentsline{#2}{#3}{0}\hyperhrefextend}}%
+
+\def\@adcmk[#1]{\ifcase #1 \or
+\def\@gtempa{\addnumcontentsmark}%
+  \or    \def\@gtempa{\addcontentsmark}%
+  \or    \def\@gtempa{\addcontentsmarkwop}%
+  \fi\@gtempa{toc}{chapter}%
+}
+\def\addtocmark{%
+\phantomsection
+\@ifnextchar[{\@adcmk}{\@adcmk[3]}%
+}
+
+\def\l@chapter#1#2{\addpenalty{-\@highpenalty}
+ \vskip 1.0em plus 1pt \@tempdima 1.5em \begingroup
+ \parindent \z@ \rightskip \@tocrmarg
+ \advance\rightskip by 0pt plus 2cm
+ \parfillskip -\rightskip \pretolerance=10000
+ \leavevmode \advance\leftskip\@tempdima \hskip -\leftskip
+ {\large\bfseries\boldmath#1}\ifx0#2\hfil\null
+ \else
+      \nobreak
+      \leaders\hbox{$\m@th \mkern \@dotsep mu.\mkern
+      \@dotsep mu$}\hfill
+      \nobreak\hbox to\@pnumwidth{\hss #2}%
+ \fi\par
+ \penalty\@highpenalty \endgroup}
+
+\def\l@title#1#2{\addpenalty{-\@highpenalty}
+ \addvspace{8pt plus 1pt}
+ \@tempdima \z@
+ \begingroup
+ \parindent \z@ \rightskip \@tocrmarg
+ \advance\rightskip by 0pt plus 2cm
+ \parfillskip -\rightskip \pretolerance=10000
+ \leavevmode \advance\leftskip\@tempdima \hskip -\leftskip
+ #1\nobreak
+ \leaders\hbox{$\m@th \mkern \@dotsep mu.\mkern
+ \@dotsep mu$}\hfill
+ \nobreak\hbox to\@pnumwidth{\hss #2}\par
+ \penalty\@highpenalty \endgroup}
+
+\def\l@author#1#2{\addpenalty{\@highpenalty}
+ \@tempdima=15\p@ %\z@
+ \begingroup
+ \parindent \z@ \rightskip \@tocrmarg
+ \advance\rightskip by 0pt plus 2cm
+ \pretolerance=10000
+ \leavevmode \advance\leftskip\@tempdima %\hskip -\leftskip
+ \textit{#1}\par
+ \penalty\@highpenalty \endgroup}
+
+\setcounter{tocdepth}{0}
+\newdimen\tocchpnum
+\newdimen\tocsecnum
+\newdimen\tocsectotal
+\newdimen\tocsubsecnum
+\newdimen\tocsubsectotal
+\newdimen\tocsubsubsecnum
+\newdimen\tocsubsubsectotal
+\newdimen\tocparanum
+\newdimen\tocparatotal
+\newdimen\tocsubparanum
+\tocchpnum=\z@            % no chapter numbers
+\tocsecnum=15\p@          % section 88. plus 2.222pt
+\tocsubsecnum=23\p@       % subsection 88.8 plus 2.222pt
+\tocsubsubsecnum=27\p@    % subsubsection 88.8.8 plus 1.444pt
+\tocparanum=35\p@         % paragraph 88.8.8.8 plus 1.666pt
+\tocsubparanum=43\p@      % subparagraph 88.8.8.8.8 plus 1.888pt
+\def\calctocindent{%
+\tocsectotal=\tocchpnum
+\advance\tocsectotal by\tocsecnum
+\tocsubsectotal=\tocsectotal
+\advance\tocsubsectotal by\tocsubsecnum
+\tocsubsubsectotal=\tocsubsectotal
+\advance\tocsubsubsectotal by\tocsubsubsecnum
+\tocparatotal=\tocsubsubsectotal
+\advance\tocparatotal by\tocparanum}
+\calctocindent
+
+\def\l@section{\@dottedtocline{1}{\tocchpnum}{\tocsecnum}}
+\def\l@subsection{\@dottedtocline{2}{\tocsectotal}{\tocsubsecnum}}
+\def\l@subsubsection{\@dottedtocline{3}{\tocsubsectotal}{\tocsubsubsecnum}}
+\def\l@paragraph{\@dottedtocline{4}{\tocsubsubsectotal}{\tocparanum}}
+\def\l@subparagraph{\@dottedtocline{5}{\tocparatotal}{\tocsubparanum}}
+
+\def\listoffigures{\@restonecolfalse\if@twocolumn\@restonecoltrue\onecolumn
+ \fi\section*{\listfigurename\@mkboth{{\listfigurename}}{{\listfigurename}}}
+ \@starttoc{lof}\if@restonecol\twocolumn\fi}
+\def\l@figure{\@dottedtocline{1}{0em}{1.5em}}
+
+\def\listoftables{\@restonecolfalse\if@twocolumn\@restonecoltrue\onecolumn
+ \fi\section*{\listtablename\@mkboth{{\listtablename}}{{\listtablename}}}
+ \@starttoc{lot}\if@restonecol\twocolumn\fi}
+\let\l@table\l@figure
+
+\renewcommand\listoffigures{%
+    \section*{\listfigurename
+      \@mkboth{\listfigurename}{\listfigurename}}%
+    \@starttoc{lof}%
+    }
+
+\renewcommand\listoftables{%
+    \section*{\listtablename
+      \@mkboth{\listtablename}{\listtablename}}%
+    \@starttoc{lot}%
+    }
+
+\ifx\oribibl\undefined
+\ifx\citeauthoryear\undefined
+\renewenvironment{thebibliography}[1]
+     {\section*{\refname}
+      \def\@biblabel##1{##1.}
+      \small
+      \list{\@biblabel{\@arabic\c@enumiv}}%
+           {\settowidth\labelwidth{\@biblabel{#1}}%
+            \leftmargin\labelwidth
+            \advance\leftmargin\labelsep
+            \if@openbib
+              \advance\leftmargin\bibindent
+              \itemindent -\bibindent
+              \listparindent \itemindent
+              \parsep \z@
+            \fi
+            \usecounter{enumiv}%
+            \let\p@enumiv\@empty
+            \renewcommand\theenumiv{\@arabic\c@enumiv}}%
+      \if@openbib
+        \renewcommand\newblock{\par}%
+      \else
+        \renewcommand\newblock{\hskip .11em \@plus.33em \@minus.07em}%
+      \fi
+      \sloppy\clubpenalty4000\widowpenalty4000%
+      \sfcode`\.=\@m}
+     {\def\@noitemerr
+       {\@latex@warning{Empty `thebibliography' environment}}%
+      \endlist}
+\def\@lbibitem[#1]#2{\item[{[#1]}\hfill]\if@filesw
+     {\let\protect\noexpand\immediate
+     \write\@auxout{\string\bibcite{#2}{#1}}}\fi\ignorespaces}
+\newcount\@tempcntc
+\def\@citex[#1]#2{\if@filesw\immediate\write\@auxout{\string\citation{#2}}\fi
+  \@tempcnta\z@\@tempcntb\m@ne\def\@citea{}\@cite{\@for\@citeb:=#2\do
+    {\@ifundefined
+       {b@\@citeb}{\@citeo\@tempcntb\m@ne\@citea\def\@citea{,}{\bfseries
+        ?}\@warning
+       {Citation `\@citeb' on page \thepage \space undefined}}%
+    {\setbox\z@\hbox{\global\@tempcntc0\csname b@\@citeb\endcsname\relax}%
+     \ifnum\@tempcntc=\z@ \@citeo\@tempcntb\m@ne
+       \@citea\def\@citea{,}\hbox{\csname b@\@citeb\endcsname}%
+     \else
+      \advance\@tempcntb\@ne
+      \ifnum\@tempcntb=\@tempcntc
+      \else\advance\@tempcntb\m@ne\@citeo
+      \@tempcnta\@tempcntc\@tempcntb\@tempcntc\fi\fi}}\@citeo}{#1}}
+\def\@citeo{\ifnum\@tempcnta>\@tempcntb\else
+               \@citea\def\@citea{,\,\hskip\z@skip}%
+               \ifnum\@tempcnta=\@tempcntb\the\@tempcnta\else
+               {\advance\@tempcnta\@ne\ifnum\@tempcnta=\@tempcntb \else
+                \def\@citea{--}\fi
+      \advance\@tempcnta\m@ne\the\@tempcnta\@citea\the\@tempcntb}\fi\fi}
+\else
+\renewenvironment{thebibliography}[1]
+     {\section*{\refname}
+      \small
+      \list{}%
+           {\settowidth\labelwidth{}%
+            \leftmargin\parindent
+            \itemindent=-\parindent
+            \labelsep=\z@
+            \if@openbib
+              \advance\leftmargin\bibindent
+              \itemindent -\bibindent
+              \listparindent \itemindent
+              \parsep \z@
+            \fi
+            \usecounter{enumiv}%
+            \let\p@enumiv\@empty
+            \renewcommand\theenumiv{}}%
+      \if@openbib
+        \renewcommand\newblock{\par}%
+      \else
+        \renewcommand\newblock{\hskip .11em \@plus.33em \@minus.07em}%
+      \fi
+      \sloppy\clubpenalty4000\widowpenalty4000%
+      \sfcode`\.=\@m}
+     {\def\@noitemerr
+       {\@latex@warning{Empty `thebibliography' environment}}%
+      \endlist}
+      \def\@cite#1{#1}%
+      \def\@lbibitem[#1]#2{\item[]\if@filesw
+        {\def\protect##1{\string ##1\space}\immediate
+      \write\@auxout{\string\bibcite{#2}{#1}}}\fi\ignorespaces}
+   \fi
+\else
+\@cons\@openbib@code{\noexpand\small}
+\fi
+
+\def\idxquad{\hskip 10\p@}% space that divides entry from number
+
+\def\@idxitem{\par\hangindent 10\p@}
+
+\def\subitem{\par\setbox0=\hbox{--\enspace}% second order
+                \noindent\hangindent\wd0\box0}% index entry
+
+\def\subsubitem{\par\setbox0=\hbox{--\,--\enspace}% third
+                \noindent\hangindent\wd0\box0}% order index entry
+
+\def\indexspace{\par \vskip 10\p@ plus5\p@ minus3\p@\relax}
+
+\renewenvironment{theindex}
+               {\@mkboth{\indexname}{\indexname}%
+                \thispagestyle{empty}\parindent\z@
+                \parskip\z@ \@plus .3\p@\relax
+                \let\item\par
+                \def\,{\relax\ifmmode\mskip\thinmuskip
+                             \else\hskip0.2em\ignorespaces\fi}%
+                \normalfont\small
+                \begin{multicols}{2}[\@makeschapterhead{\indexname}]%
+                }
+                {\end{multicols}}
+
+\renewcommand\footnoterule{%
+  \kern-3\p@
+  \hrule\@width 2truecm
+  \kern2.6\p@}
+  \newdimen\fnindent
+  \fnindent1em
+\long\def\@makefntext#1{%
+    \parindent \fnindent%
+    \leftskip \fnindent%
+    \noindent
+    \llap{\hb@xt@1em{\hss\@makefnmark\ }}\ignorespaces#1}
+
+\long\def\@makecaption#1#2{%
+  \small
+  \vskip\abovecaptionskip
+  \sbox\@tempboxa{{\bfseries #1.} #2}%
+  \ifdim \wd\@tempboxa >\hsize
+    {\bfseries #1.} #2\par
+  \else
+    \global \@minipagefalse
+    \hb@xt@\hsize{\hfil\box\@tempboxa\hfil}%
+  \fi
+  \vskip\belowcaptionskip}
+
+\def\fps@figure{htbp}
+\def\fnum@figure{\figurename\thinspace\thefigure}
+\def \@floatboxreset {%
+        \reset@font
+        \small
+        \@setnobreak
+        \@setminipage
+}
+\def\fps@table{htbp}
+\def\fnum@table{\tablename~\thetable}
+\renewenvironment{table}
+               {\setlength\abovecaptionskip{0\p@}%
+                \setlength\belowcaptionskip{10\p@}%
+                \@float{table}}
+               {\end@float}
+\renewenvironment{table*}
+               {\setlength\abovecaptionskip{0\p@}%
+                \setlength\belowcaptionskip{10\p@}%
+                \@dblfloat{table}}
+               {\end@dblfloat}
+
+\long\def\@caption#1[#2]#3{\par\addcontentsline{\csname
+  ext@#1\endcsname}{#1}{\protect\numberline{\csname
+  the#1\endcsname}{\ignorespaces #2}}\begingroup
+    \@parboxrestore
+    \@makecaption{\csname fnum@#1\endcsname}{\ignorespaces #3}\par
+  \endgroup}
+
+% LaTeX does not provide a command to enter the authors institute
+% addresses. The \institute command is defined here.
+
+\newcounter{@inst}
+\newcounter{@auth}
+\newcounter{auco}
+\newdimen\instindent
+\newbox\authrun
+\newtoks\authorrunning
+\newtoks\tocauthor
+\newbox\titrun
+\newtoks\titlerunning
+\newtoks\toctitle
+
+\def\clearheadinfo{\gdef\@author{No Author Given}%
+                   \gdef\@title{No Title Given}%
+                   \gdef\@subtitle{}%
+                   \gdef\@institute{No Institute Given}%
+                   \gdef\@thanks{}%
+                   \global\titlerunning={}\global\authorrunning={}%
+                   \global\toctitle={}\global\tocauthor={}}
+
+\def\institute#1{\gdef\@institute{#1}}
+
+\def\institutename{\par
+ \begingroup
+ \parskip=\z@
+ \parindent=\z@
+ \setcounter{@inst}{1}%
+ \def\and{\par\stepcounter{@inst}%
+ \noindent$^{\the@inst}$\enspace\ignorespaces}%
+ \setbox0=\vbox{\def\thanks##1{}\@institute}%
+ \ifnum\c@@inst=1\relax
+   \gdef\fnnstart{0}%
+ \else
+   \xdef\fnnstart{\c@@inst}%
+   \setcounter{@inst}{1}%
+   \noindent$^{\the@inst}$\enspace
+ \fi
+ \ignorespaces
+ \@institute\par
+ \endgroup}
+
+\def\@fnsymbol#1{\ensuremath{\ifcase#1\or\star\or{\star\star}\or
+   {\star\star\star}\or \dagger\or \ddagger\or
+   \mathchar "278\or \mathchar "27B\or \|\or **\or \dagger\dagger
+   \or \ddagger\ddagger \else\@ctrerr\fi}}
+
+\def\inst#1{\unskip$^{#1}$}
+\def\fnmsep{\unskip$^,$}
+\def\email#1{{\tt#1}}
+\AtBeginDocument{\@ifundefined{url}{\def\url#1{#1}}{}%
+\@ifpackageloaded{babel}{%
+\@ifundefined{extrasenglish}{}{\addto\extrasenglish{\switcht@albion}}%
+\@ifundefined{extrasfrenchb}{}{\addto\extrasfrenchb{\switcht@francais}}%
+\@ifundefined{extrasgerman}{}{\addto\extrasgerman{\switcht@deutsch}}%
+\@ifundefined{extrasngerman}{}{\addto\extrasngerman{\switcht@deutsch}}%
+}{\switcht@@therlang}%
+\providecommand{\keywords}[1]{\par\addvspace\baselineskip
+\noindent\keywordname\enspace\ignorespaces#1}%
+}
+\def\homedir{\~{ }}
+
+\def\subtitle#1{\gdef\@subtitle{#1}}
+\clearheadinfo
+%
+%%% to avoid hyperref warnings
+\providecommand*{\toclevel@author}{999}
+%%% to make title-entry parent of section-entries
+\providecommand*{\toclevel@title}{0}
+%
+\renewcommand\maketitle{\newpage
+\phantomsection
+  \refstepcounter{chapter}%
+  \stepcounter{section}%
+  \setcounter{section}{0}%
+  \setcounter{subsection}{0}%
+  \setcounter{figure}{0}
+  \setcounter{table}{0}
+  \setcounter{equation}{0}
+  \setcounter{footnote}{0}%
+  \begingroup
+    \parindent=\z@
+    \renewcommand\thefootnote{\@fnsymbol\c@footnote}%
+    \if@twocolumn
+      \ifnum \col@number=\@ne
+        \@maketitle
+      \else
+        \twocolumn[\@maketitle]%
+      \fi
+    \else
+      \newpage
+      \global\@topnum\z@   % Prevents figures from going at top of page.
+      \@maketitle
+    \fi
+    \thispagestyle{empty}\@thanks
+%
+    \def\\{\unskip\ \ignorespaces}\def\inst##1{\unskip{}}%
+    \def\thanks##1{\unskip{}}\def\fnmsep{\unskip}%
+    \instindent=\hsize
+    \advance\instindent by-\headlineindent
+    \if!\the\toctitle!\addcontentsline{toc}{title}{\@title}\else
+       \addcontentsline{toc}{title}{\the\toctitle}\fi
+    \if@runhead
+       \if!\the\titlerunning!\else
+         \edef\@title{\the\titlerunning}%
+       \fi
+       \global\setbox\titrun=\hbox{\small\rm\unboldmath\ignorespaces\@title}%
+       \ifdim\wd\titrun>\instindent
+          \typeout{Title too long for running head. Please supply}%
+          \typeout{a shorter form with \string\titlerunning\space prior to
+                   \string\maketitle}%
+          \global\setbox\titrun=\hbox{\small\rm
+          Title Suppressed Due to Excessive Length}%
+       \fi
+       \xdef\@title{\copy\titrun}%
+    \fi
+%
+    \if!\the\tocauthor!\relax
+      {\def\and{\noexpand\protect\noexpand\and}%
+      \protected@xdef\toc@uthor{\@author}}%
+    \else
+      \def\\{\noexpand\protect\noexpand\newline}%
+      \protected@xdef\scratch{\the\tocauthor}%
+      \protected@xdef\toc@uthor{\scratch}%
+    \fi
+    \addtocontents{toc}{\noexpand\protect\noexpand\authcount{\the\c@auco}}%
+    \addcontentsline{toc}{author}{\toc@uthor}%
+    \if@runhead
+       \if!\the\authorrunning!
+         \value{@inst}=\value{@auth}%
+         \setcounter{@auth}{1}%
+       \else
+         \edef\@author{\the\authorrunning}%
+       \fi
+       \global\setbox\authrun=\hbox{\small\unboldmath\@author\unskip}%
+       \ifdim\wd\authrun>\instindent
+          \typeout{Names of authors too long for running head. Please supply}%
+          \typeout{a shorter form with \string\authorrunning\space prior to
+                   \string\maketitle}%
+          \global\setbox\authrun=\hbox{\small\rm
+          Authors Suppressed Due to Excessive Length}%
+       \fi
+       \xdef\@author{\copy\authrun}%
+       \markboth{\@author}{\@title}%
+     \fi
+  \endgroup
+  \setcounter{footnote}{\fnnstart}%
+  \clearheadinfo}
+%
+\def\@maketitle{\newpage
+ \markboth{}{}%
+ \def\lastand{\ifnum\value{@inst}=2\relax
+                 \unskip{} \andname\
+              \else
+                 \unskip \lastandname\
+              \fi}%
+ \def\and{\stepcounter{@auth}\relax
+          \ifnum\value{@auth}=\value{@inst}%
+             \lastand
+          \else
+             \unskip,
+          \fi}%
+ \begin{center}%
+ \let\newline\\
+ {\Large \bfseries\boldmath
+  \pretolerance=10000
+  \@title \par}\vskip .8cm
+\if!\@subtitle!\else {\large \bfseries\boldmath
+  \vskip -.65cm
+  \pretolerance=10000
+  \@subtitle \par}\vskip .8cm\fi
+ \setbox0=\vbox{\setcounter{@auth}{1}\def\and{\stepcounter{@auth}}%
+ \def\thanks##1{}\@author}%
+ \global\value{@inst}=\value{@auth}%
+ \global\value{auco}=\value{@auth}%
+ \setcounter{@auth}{1}%
+{\lineskip .5em
+\noindent\ignorespaces
+\@author\vskip.35cm}
+ {\small\institutename}
+ \end{center}%
+ }
+
+% definition of the "\spnewtheorem" command.
+%
+% Usage:
+%
+%     \spnewtheorem{env_nam}{caption}[within]{cap_font}{body_font}
+% or  \spnewtheorem{env_nam}[numbered_like]{caption}{cap_font}{body_font}
+% or  \spnewtheorem*{env_nam}{caption}{cap_font}{body_font}
+%
+% New is "cap_font" and "body_font". It stands for
+% fontdefinition of the caption and the text itself.
+%
+% "\spnewtheorem*" gives a theorem without number.
+%
+% A defined spnewthoerem environment is used as described
+% by Lamport.
+%
+%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%
+
+\def\@thmcountersep{}
+\def\@thmcounterend{.}
+
+\def\spnewtheorem{\@ifstar{\@sthm}{\@Sthm}}
+
+% definition of \spnewtheorem with number
+
+\def\@spnthm#1#2{%
+  \@ifnextchar[{\@spxnthm{#1}{#2}}{\@spynthm{#1}{#2}}}
+\def\@Sthm#1{\@ifnextchar[{\@spothm{#1}}{\@spnthm{#1}}}
+
+\def\@spxnthm#1#2[#3]#4#5{\expandafter\@ifdefinable\csname #1\endcsname
+   {\@definecounter{#1}\@addtoreset{#1}{#3}%
+   \expandafter\xdef\csname the#1\endcsname{\expandafter\noexpand
+     \csname the#3\endcsname \noexpand\@thmcountersep \@thmcounter{#1}}%
+   \expandafter\xdef\csname #1name\endcsname{#2}%
+   \global\@namedef{#1}{\@spthm{#1}{\csname #1name\endcsname}{#4}{#5}}%
+                              \global\@namedef{end#1}{\@endtheorem}}}
+
+\def\@spynthm#1#2#3#4{\expandafter\@ifdefinable\csname #1\endcsname
+   {\@definecounter{#1}%
+   \expandafter\xdef\csname the#1\endcsname{\@thmcounter{#1}}%
+   \expandafter\xdef\csname #1name\endcsname{#2}%
+   \global\@namedef{#1}{\@spthm{#1}{\csname #1name\endcsname}{#3}{#4}}%
+                               \global\@namedef{end#1}{\@endtheorem}}}
+
+\def\@spothm#1[#2]#3#4#5{%
+  \@ifundefined{c@#2}{\@latexerr{No theorem environment `#2' defined}\@eha}%
+  {\expandafter\@ifdefinable\csname #1\endcsname
+  {\newaliascnt{#1}{#2}%
+  \expandafter\xdef\csname #1name\endcsname{#3}%
+  \global\@namedef{#1}{\@spthm{#1}{\csname #1name\endcsname}{#4}{#5}}%
+  \global\@namedef{end#1}{\@endtheorem}}}}
+
+\def\@spthm#1#2#3#4{\topsep 7\p@ \@plus2\p@ \@minus4\p@
+\refstepcounter{#1}%
+\@ifnextchar[{\@spythm{#1}{#2}{#3}{#4}}{\@spxthm{#1}{#2}{#3}{#4}}}
+
+\def\@spxthm#1#2#3#4{\@spbegintheorem{#2}{\csname the#1\endcsname}{#3}{#4}%
+                    \ignorespaces}
+
+\def\@spythm#1#2#3#4[#5]{\@spopargbegintheorem{#2}{\csname
+       the#1\endcsname}{#5}{#3}{#4}\ignorespaces}
+
+\def\@spbegintheorem#1#2#3#4{\trivlist
+                 \item[\hskip\labelsep{#3#1\ #2\@thmcounterend}]#4}
+
+\def\@spopargbegintheorem#1#2#3#4#5{\trivlist
+      \item[\hskip\labelsep{#4#1\ #2}]{#4(#3)\@thmcounterend\ }#5}
+
+% definition of \spnewtheorem* without number
+
+\def\@sthm#1#2{\@Ynthm{#1}{#2}}
+
+\def\@Ynthm#1#2#3#4{\expandafter\@ifdefinable\csname #1\endcsname
+   {\global\@namedef{#1}{\@Thm{\csname #1name\endcsname}{#3}{#4}}%
+    \expandafter\xdef\csname #1name\endcsname{#2}%
+    \global\@namedef{end#1}{\@endtheorem}}}
+
+\def\@Thm#1#2#3{\topsep 7\p@ \@plus2\p@ \@minus4\p@
+\@ifnextchar[{\@Ythm{#1}{#2}{#3}}{\@Xthm{#1}{#2}{#3}}}
+
+\def\@Xthm#1#2#3{\@Begintheorem{#1}{#2}{#3}\ignorespaces}
+
+\def\@Ythm#1#2#3[#4]{\@Opargbegintheorem{#1}
+       {#4}{#2}{#3}\ignorespaces}
+
+\def\@Begintheorem#1#2#3{#3\trivlist
+                           \item[\hskip\labelsep{#2#1\@thmcounterend}]}
+
+\def\@Opargbegintheorem#1#2#3#4{#4\trivlist
+      \item[\hskip\labelsep{#3#1}]{#3(#2)\@thmcounterend\ }}
+
+\if@envcntsect
+   \def\@thmcountersep{.}
+   \spnewtheorem{theorem}{Theorem}[section]{\bfseries}{\itshape}
+\else
+   \spnewtheorem{theorem}{Theorem}{\bfseries}{\itshape}
+   \if@envcntreset
+      \@addtoreset{theorem}{section}
+   \else
+      \@addtoreset{theorem}{chapter}
+   \fi
+\fi
+
+%definition of divers theorem environments
+\spnewtheorem*{claim}{Claim}{\itshape}{\rmfamily}
+\spnewtheorem*{proof}{Proof}{\itshape}{\rmfamily}
+\if@envcntsame % alle Umgebungen wie Theorem.
+   \def\spn@wtheorem#1#2#3#4{\@spothm{#1}[theorem]{#2}{#3}{#4}}
+\else % alle Umgebungen mit eigenem Zaehler
+   \if@envcntsect % mit section numeriert
+      \def\spn@wtheorem#1#2#3#4{\@spxnthm{#1}{#2}[section]{#3}{#4}}
+   \else % nicht mit section numeriert
+      \if@envcntreset
+         \def\spn@wtheorem#1#2#3#4{\@spynthm{#1}{#2}{#3}{#4}
+                                   \@addtoreset{#1}{section}}
+      \else
+         \def\spn@wtheorem#1#2#3#4{\@spynthm{#1}{#2}{#3}{#4}
+                                   \@addtoreset{#1}{chapter}}%
+      \fi
+   \fi
+\fi
+\spn@wtheorem{case}{Case}{\itshape}{\rmfamily}
+\spn@wtheorem{conjecture}{Conjecture}{\itshape}{\rmfamily}
+\spn@wtheorem{corollary}{Corollary}{\bfseries}{\itshape}
+\spn@wtheorem{definition}{Definition}{\bfseries}{\itshape}
+\spn@wtheorem{example}{Example}{\itshape}{\rmfamily}
+\spn@wtheorem{exercise}{Exercise}{\itshape}{\rmfamily}
+\spn@wtheorem{lemma}{Lemma}{\bfseries}{\itshape}
+\spn@wtheorem{note}{Note}{\itshape}{\rmfamily}
+\spn@wtheorem{problem}{Problem}{\itshape}{\rmfamily}
+\spn@wtheorem{property}{Property}{\itshape}{\rmfamily}
+\spn@wtheorem{proposition}{Proposition}{\bfseries}{\itshape}
+\spn@wtheorem{question}{Question}{\itshape}{\rmfamily}
+\spn@wtheorem{solution}{Solution}{\itshape}{\rmfamily}
+\spn@wtheorem{remark}{Remark}{\itshape}{\rmfamily}
+
+\def\@takefromreset#1#2{%
+    \def\@tempa{#1}%
+    \let\@tempd\@elt
+    \def\@elt##1{%
+        \def\@tempb{##1}%
+        \ifx\@tempa\@tempb\else
+            \@addtoreset{##1}{#2}%
+        \fi}%
+    \expandafter\expandafter\let\expandafter\@tempc\csname cl@#2\endcsname
+    \expandafter\def\csname cl@#2\endcsname{}%
+    \@tempc
+    \let\@elt\@tempd}
+
+\def\theopargself{\def\@spopargbegintheorem##1##2##3##4##5{\trivlist
+      \item[\hskip\labelsep{##4##1\ ##2}]{##4##3\@thmcounterend\ }##5}
+                  \def\@Opargbegintheorem##1##2##3##4{##4\trivlist
+      \item[\hskip\labelsep{##3##1}]{##3##2\@thmcounterend\ }}
+      }
+
+\renewenvironment{abstract}{%
+      \list{}{\advance\topsep by0.35cm\relax\small
+      \leftmargin=1cm
+      \labelwidth=\z@
+      \listparindent=\z@
+      \itemindent\listparindent
+      \rightmargin\leftmargin}\item[\hskip\labelsep
+                                    \bfseries\abstractname]}
+    {\endlist}
+
+\newdimen\headlineindent             % dimension for space between
+\headlineindent=1.166cm              % number and text of headings.
+
+\def\ps@headings{\let\@mkboth\@gobbletwo
+   \let\@oddfoot\@empty\let\@evenfoot\@empty
+   \def\@evenhead{\normalfont\small\rlap{\thepage}\hspace{\headlineindent}%
+                  \leftmark\hfil}
+   \def\@oddhead{\normalfont\small\hfil\rightmark\hspace{\headlineindent}%
+                 \llap{\thepage}}
+   \def\chaptermark##1{}%
+   \def\sectionmark##1{}%
+   \def\subsectionmark##1{}}
+
+\def\ps@titlepage{\let\@mkboth\@gobbletwo
+   \let\@oddfoot\@empty\let\@evenfoot\@empty
+   \def\@evenhead{\normalfont\small\rlap{\thepage}\hspace{\headlineindent}%
+                  \hfil}
+   \def\@oddhead{\normalfont\small\hfil\hspace{\headlineindent}%
+                 \llap{\thepage}}
+   \def\chaptermark##1{}%
+   \def\sectionmark##1{}%
+   \def\subsectionmark##1{}}
+
+\if@runhead\ps@headings\else
+\ps@empty\fi
+
+\setlength\arraycolsep{1.4\p@}
+\setlength\tabcolsep{1.4\p@}
+
+\endinput
+%end of file llncs.cls
@@ -0,0 +1,42 @@
+% This is LLNCSDOC.STY the modification of the
+% LLNCS class file for the documentation of
+% the class itself.
+%
+\def\AmS{{\protect\usefont{OMS}{cmsy}{m}{n}%
+  A\kern-.1667em\lower.5ex\hbox{M}\kern-.125emS}}
+\def\AmSTeX{{\protect\AmS-\protect\TeX}}
+%
+\def\ps@myheadings{\let\@mkboth\@gobbletwo
+\def\@oddhead{\hbox{}\hfil\small\rm\rightmark
+\qquad\thepage}%
+\def\@oddfoot{}\def\@evenhead{\small\rm\thepage\qquad
+\leftmark\hfil}%
+\def\@evenfoot{}\def\sectionmark##1{}\def\subsectionmark##1{}}
+\ps@myheadings
+%
+\setcounter{tocdepth}{2}
+%
+\renewcommand{\labelitemi}{--}
+\newenvironment{alpherate}%
+{\renewcommand{\labelenumi}{\alph{enumi})}\begin{enumerate}}%
+{\end{enumerate}\renewcommand{\labelenumi}{enumi}}
+%
+\def\bibauthoryear{\begingroup
+\def\thebibliography##1{\section*{References}%
+    \small\list{}{\settowidth\labelwidth{}\leftmargin\parindent
+    \itemindent=-\parindent
+    \labelsep=\z@
+    \usecounter{enumi}}%
+    \def\newblock{\hskip .11em plus .33em minus -.07em}%
+    \sloppy
+    \sfcode`\.=1000\relax}%
+    \def\@cite##1{##1}%
+    \def\@lbibitem[##1]##2{\item[]\if@filesw
+      {\def\protect####1{\string ####1\space}\immediate
+    \write\@auxout{\string\bibcite{##2}{##1}}}\fi\ignorespaces}%
+\begin{thebibliography}{}
+\bibitem[1982]{clar:eke3} Clarke, F., Ekeland, I.: Nonlinear
+oscillations and boundary-value problems for Hamiltonian systems.
+Arch. Rat. Mech. Anal. 78, 315--333 (1982)
+\end{thebibliography}
+\endgroup}
@@ -0,0 +1,235 @@
+@article{anthopoulos2016egovernment,
+  title={Why e-government projects fail? An analysis of the Healthcare. gov website},
+  author={Anthopoulos, Leonidas and Reddick, Christopher G and Giannakidou, Irene and Mavridis, Nikolaos},
+  journal={Government Information Quarterly},
+  volume={33},
+  pages={161--173},
+  year={2016},
+  publisher={Elsevier}
+}
+
+@inproceedings{sandberg2017iacollaboration,
+ author = {Sandberg, Anna B\"{o}rjesson and Crnkovic, Ivica},
+ title = {Meeting Industry: Academia Research Collaboration Challenges with Agile Methodologies},
+ booktitle = {Proceedings of the 39th International Conference on Software Engineering: Software Engineering in Practice Track},
+ series = {ICSE-SEIP '17},
+ year = {2017},
+ location = {Buenos Aires, Argentina},
+ pages = {73--82},
+ publisher = {IEEE Press},
+}
+
+
+@article{goldfinch2007pessimism,
+  author={Shaun Goldfinch},
+  journal={Public Administration Review},
+  pages={917-929},
+  publisher={[American Society for Public Administration, Wiley]},
+  title={Pessimism, Computer Failure, and Information Systems Development in the Public Sector},
+  volume={67},
+  year={2007}
+}
+
+@article{highsmith2001agileSoftwareDevelopment,
+  title={Agile software development: The business of innovation},
+  author={Highsmith, Jim and Cockburn, Alistair},
+  journal={Computer},
+  volume={34},
+  pages={120--127},
+  year={2001},
+  publisher={IEEE}
+}
+
+@inproceedings{maurer2002onTheProductivityOfAgile,
+  title={On the productivity of agile software practices: An industrial case study},
+  author={Maurer, Frank and Martel, Sebastien},
+  booktitle={Proceedings of the International Workshop on Global Software Development},
+  year={2002}
+}
+
+@article{mcilroy1968software,
+  title={Software Engineering: Report on a conference sponsored by the NATO Science Committee},
+  author={McIlroy, MD},
+  year={1968},
+  publisher={NATO Scientific Affairs Division}
+}
+
+@inproceedings{nguyen2011anAnalysisOfTrends,
+  title={An analysis of trends in productivity and cost drivers over years},
+  author={Nguyen, Vu and Huang, LiGuo and Boehm, Barry},
+  booktitle={Proceedings of the 7th International Conference on Predictive Models in Software Engineering},
+  pages={3},
+  year={2011},
+  organization={ACM}
+}
+
+@article{awad2005comparisonAgileTrad,
+  title={A comparison between agile and traditional software development methodologies},
+  author={Awad, MA},
+  journal={University of Western Australia},
+  year={2005}
+}
+
+@article{fowler2001newMethod,
+  title={The new methodology},
+  author={Fowler, Martin},
+  journal={Wuhan University Journal of Natural Sciences},
+  volume={6},
+  pages={12--24},
+  year={2001},
+  publisher={Springer}
+}
+
+@article{cockburn2001peopleFactor,
+  title={Agile software development, the people factor},
+  author={Cockburn, Alistair and Highsmith, Jim},
+  journal={Computer},
+  volume={34},
+  pages={131--133},
+  year={2001},
+  publisher={IEEE}
+}
+
+@book{highsmith2002agileEco,
+  title={Agile software development ecosystems},
+  author={Highsmith, James A},
+  volume={13},
+  year={2002},
+  publisher={Addison-Wesley Professional}
+}
+
+@article{nerur2015challenges,
+ author = {Nerur, Sridhar and Mahapatra, RadhaKanta and Mangalaraj, George},
+ title = {Challenges of Migrating to Agile Methodologies},
+ journal = {Commun. ACM},
+ volume = {48},
+ number = {5},
+ year = {2005},
+ pages = {72--78},
+ publisher = {ACM},
+} 
+
+@inproceedings{meirelles2017spb,
+ author = {Meirelles, Paulo and Wen, Melissa and Terceiro, Antonio and Siqueira, Rodrigo and Kanashiro, Lucas and Neri, Hilmer},
+ title = {Brazilian Public Software Portal: An Integrated Platform for Collaborative Development},
+ booktitle = {Proceedings of the 13th International Symposium on Open Collaboration},
+ series = {OpenSym '17},
+ year = {2017},
+ location = {Galway, Ireland},
+ pages = {16:1--16:10},
+ publisher = {ACM},
+ keywords = {Free Software, Management Team, Software Integration}
+}
+
+@inproceedings{impactOfOrganizationalCulture,
+  title={The impact of organizational culture on agile method use},
+  author={Strode, Diane E and Huff, Sid L and Tretiakov, Alexei},
+  booktitle={System Sciences, 2009. HICSS'09. 42nd Hawaii International Conference on},
+  pages={1--9},
+  year={2009},
+  organization={IEEE}
+}
+
+@article{dybaa2008empirical,
+  title={Empirical studies of agile software development: A systematic review},
+  author={Dyb{\aa}, Tore and Dings{\o}yr, Torgeir},
+  journal={Information and software technology},
+  volume={50},
+  pages={833--859},
+  year={2008},
+  publisher={Elsevier}
+}
+
+@inproceedings{melo2013agileBr,
+  author = {Melo, Claudia and Santos, Viviane and Katayama, Eduardo and Corbucci, Hugo and Prikladnicki, Rafael and Goldman, Alfredo and Kon, Fabio},
+  year = {2013},
+  title = {The evolution of agile software development in Brazil},
+  volume = {19},
+  booktitle = {Journal of the Brazilian Computer Society}
+}
+
+@inproceedings{alleman2003making,
+  title={Making agile development work in a government contracting environment-measuring velocity with earned value},
+  author={Alleman, Glen B and Henderson, Michael and Seggelke, Ray},
+  booktitle={Agile Development Conference, 2003. ADC 2003. Proceedings of the},
+  pages={114--119},
+  year={2003},
+  organization={IEEE}
+}
+
+@inproceedings{anderson2005stretching,
+  title={Stretching agile to fit CMMI level 3-the story of creating MSF for CMMI/spl reg/process improvement at Microsoft corporation},
+  author={Anderson, David J},
+  booktitle={Agile Conference, 2005. Proceedings},
+  pages={193--201},
+  year={2005},
+  organization={IEEE}
+}
+
+@article{cho2011gap,
+ author = {Chookittikul, Wajee and Kourik, Janet and E. Maher, Peter},
+ year = {2011},
+ pages = {239-244},
+ title = {Reducing the Gap between Academia and Industry: The Case for Agile Methods in Thailand},
+ booktitle = {Proceedings of the 2011 Eighth International Conference on Information Technology: New Generations}
+}
+
+@ARTICLE{siqueira2018cd, 
+author={R. Siqueira and D. Camarinha and M. Wen and P. Meirelles and F. Kon}, 
+journal={IEEE Software}, 
+title={Continuous Delivery: Building Trust in a Large-scale, Complex Government Organization}, 
+year={2018}, 
+volume={PP}, 
+number={99}, 
+pages={1-1}, 
+keywords={Buildings;Computer science;Government;Object recognition;Pipelines;Portals;Software;applications;computing methodologies;government;pattern recognition;soft;software;software engineering;software engineering software;software release management and delivery configuration management}, 
+doi={10.1109/MS.2018.111095426}, 
+ISSN={0740-7459}, 
+month={},}
+
+@inproceedings{capiluppi,
+  title={Characteristics of open source projects},
+  author={Capiluppi, Andrea and Lago, Patricia and Morisio, Maurizio},
+  booktitle={Software Maintenance and Reengineering, 2003. Proceedings. Seventh European Conference on},
+  pages={317--327},
+  year={2003},
+  organization={IEEE}
+}
+
+@inproceedings{warsta,
+  title={Is open source software development essentially an agile method},
+  author={Warsta, Juhani and Abrahamsson, Pekka},
+  booktitle={Proceedings of the 3rd Workshop on Open Source Software Engineering},
+  pages={143--147},
+  year={2003}
+}
+
+@article{beck,
+  title={Manifesto for Agile Software Development. Agile Alliance (2001)},
+  author={Beck, Kent and Beedle, M and Bennekum, A and others},
+  journal={Retrieved June},
+  volume={14},
+  year={2010}
+}
+
+@article{raymond,
+  title={The cathedral and the bazaar},
+  author={Raymond, Eric},
+  journal={Philosophy \& Technology},
+  volume={12},
+  number={3},
+  pages={23},
+  year={1999},
+  publisher={Springer}
+}
+
+@incollection{booch2003,
+title = "Collaborative Development Environments",
+series = "Advances in Computers",
+publisher = "Elsevier",
+volume = "59",
+pages = "1 - 27",
+year = "2003",
+issn = "0065-2458",
+author = "Grady Booch and Alan W. Brown"
+}
@@ -0,0 +1,50 @@
+
+\documentclass{llncs}
+\usepackage[table,xcdraw]{xcolor}
+\usepackage{llncsdoc}
+\usepackage{graphicx,url}
+\usepackage[utf8]{inputenc}
+\usepackage{float}
+\usepackage{setspace}
+\usepackage{hyphenat}
+\usepackage{tabularx}
+\usepackage{cite}
+\usepackage{hyperref}
+\usepackage{comment}
+\usepackage{todonotes}
+\usepackage{colortbl}
+%------------------------------------------------------------------------------
+
+\begin{document}
+\sloppy
+\title{FLOSS Project Management in Government-Academia Collaboration}
+%\subtitle{A three-year empirical study from the evolution of an open source government platform}
+
+\titlerunning{OSS in Gov-Academia Collab}
+
+\author{Melissa Wen\inst{1}, Paulo Meirelles\inst{1,2}, Rodrigo Siqueira\inst{1}, Fabio Kon\inst{1}}
+
+\authorrunning{Wen et al.}
+
+\institute{FLOSS Competence Center -- University of S\~ao Paulo \\
+  \texttt{\{wen,siqueira,fabio.kon\}@ime.usp.br}
+\and  UnB Faculty in Gama  -- University of Bras\'ilia\\
+  \texttt{paulormm@unb.br}
+}
+
+\maketitle
+
+%------------------------------------------------------------------------------
+
+\input{content/00-abstract}
+\input{content/01-introduction}
+\input{content/02-relatedwork}
+\input{content/03-methods}
+\input{content/04-results}
+\input{content/05-discussion}
+\input{content/06-conclusion}
+
+\bibliographystyle{splncs03}
+\bibliography{spb-oss-2018}
+
+\end{document}
@@ -0,0 +1,1519 @@
+%% BibTeX bibliography style `splncs03'
+%%
+%% BibTeX bibliography style for use with numbered references in
+%% Springer Verlag's "Lecture Notes in Computer Science" series.
+%% (See Springer's documentation for llncs.cls for
+%% more details of the suggested reference format.)  Note that this
+%% file will not work for author-year style citations.
+%%
+%% Use \documentclass{llncs} and \bibliographystyle{splncs03}, and cite
+%% a reference with (e.g.) \cite{smith77} to get a "[1]" in the text.
+%%
+%% This file comes to you courtesy of Maurizio "Titto" Patrignani of
+%% Dipartimento di Informatica e Automazione Universita' Roma Tre
+%%
+%% ================================================================================================
+%% This was file `titto-lncs-02.bst' produced on Wed Apr 1, 2009
+%% Edited by hand by titto based on `titto-lncs-01.bst' (see below)
+%%
+%% CHANGES (with respect to titto-lncs-01.bst):
+%% - Removed the call to \urlprefix (thus no "URL" string is added to the output)
+%% ================================================================================================
+%% This was file `titto-lncs-01.bst' produced on Fri Aug 22, 2008
+%% Edited by hand by titto based on `titto.bst' (see below)
+%%
+%% CHANGES (with respect to titto.bst):
+%% - Removed the "capitalize" command for editors string "(eds.)" and "(ed.)"
+%% - Introduced the functions titto.bbl.pages and titto.bbl.page for journal pages (without "pp.")
+%% - Added a new.sentence command to separate with a dot booktitle and series in the inproceedings
+%% - Commented all new.block commands before urls and notes (to separate them with a comma)
+%% - Introduced the functions titto.bbl.volume for handling journal volumes (without "vol." label)
+%% - Used for editors the same name conventions used for authors (see function format.in.ed.booktitle)
+%% - Removed a \newblock to avoid long spaces between title and "In: ..."
+%% - Added function titto.space.prefix to add a space instead of "~" after the (removed) "vol." label
+%% ================================================================================================
+%% This was file `titto.bst',
+%% generated with the docstrip utility.
+%%
+%% The original source files were:
+%%
+%% merlin.mbs  (with options: `vonx,nm-rvvc,yr-par,jttl-rm,volp-com,jwdpg,jwdvol,numser,ser-vol,jnm-x,btit-rm,bt-rm,edparxc,bkedcap,au-col,in-col,fin-bare,pp,ed,abr,mth-bare,xedn,jabr,and-com,and-com-ed,xand,url,url-blk,em-x,nfss,')
+%% ----------------------------------------
+%% *** Tentative .bst file for Springer LNCS ***
+%%
+%% Copyright 1994-2007 Patrick W Daly
+ % ===============================================================
+ % IMPORTANT NOTICE:
+ % This bibliographic style (bst) file has been generated from one or
+ % more master bibliographic style (mbs) files, listed above.
+ %
+ % This generated file can be redistributed and/or modified under the terms
+ % of the LaTeX Project Public License Distributed from CTAN
+ % archives in directory macros/latex/base/lppl.txt; either
+ % version 1 of the License, or any later version.
+ % ===============================================================
+ % Name and version information of the main mbs file:
+ % \ProvidesFile{merlin.mbs}[2007/04/24 4.20 (PWD, AO, DPC)]
+ %   For use with BibTeX version 0.99a or later
+ %-------------------------------------------------------------------
+ % This bibliography style file is intended for texts in ENGLISH
+ % This is a numerical citation style, and as such is standard LaTeX.
+ % It requires no extra package to interface to the main text.
+ % The form of the \bibitem entries is
+ %   \bibitem{key}...
+ % Usage of \cite is as follows:
+ %   \cite{key} ==>>          [#]
+ %   \cite[chap. 2]{key} ==>> [#, chap. 2]
+ % where # is a number determined by the ordering in the reference list.
+ % The order in the reference list is alphabetical by authors.
+ %---------------------------------------------------------------------
+
+ENTRY
+  { address
+    author
+    booktitle
+    chapter
+    edition
+    editor
+    eid
+    howpublished
+    institution
+    journal
+    key
+    month
+    note
+    number
+    organization
+    pages
+    publisher
+    school
+    series
+    title
+    type
+    url
+    volume
+    year
+  }
+  {}
+  { label }
+INTEGERS { output.state before.all mid.sentence after.sentence after.block }
+FUNCTION {init.state.consts}
+{ #0 'before.all :=
+  #1 'mid.sentence :=
+  #2 'after.sentence :=
+  #3 'after.block :=
+}
+STRINGS { s t}
+FUNCTION {output.nonnull}
+{ 's :=
+  output.state mid.sentence =
+    { ", " * write$ }
+    { output.state after.block =
+        { add.period$ write$
+%          newline$
+%          "\newblock " write$  % removed for titto-lncs-01
+          " " write$            % to avoid long spaces between title and "In: ..."
+        }
+        { output.state before.all =
+            'write$
+            { add.period$ " " * write$ }
+          if$
+        }
+      if$
+      mid.sentence 'output.state :=
+    }
+  if$
+  s
+}
+FUNCTION {output}
+{ duplicate$ empty$
+    'pop$
+    'output.nonnull
+  if$
+}
+FUNCTION {output.check}
+{ 't :=
+  duplicate$ empty$
+    { pop$ "empty " t * " in " * cite$ * warning$ }
+    'output.nonnull
+  if$
+}
+FUNCTION {fin.entry}
+{ duplicate$ empty$
+    'pop$
+    'write$
+  if$
+  newline$
+}
+
+FUNCTION {new.block}
+{ output.state before.all =
+    'skip$
+    { after.block 'output.state := }
+  if$
+}
+FUNCTION {new.sentence}
+{ output.state after.block =
+    'skip$
+    { output.state before.all =
+        'skip$
+        { after.sentence 'output.state := }
+      if$
+    }
+  if$
+}
+FUNCTION {add.blank}
+{  " " * before.all 'output.state :=
+}
+
+
+FUNCTION {add.colon}
+{ duplicate$ empty$
+    'skip$
+    { ":" * add.blank }
+  if$
+}
+
+FUNCTION {date.block}
+{
+  new.block
+}
+
+FUNCTION {not}
+{   { #0 }
+    { #1 }
+  if$
+}
+FUNCTION {and}
+{   'skip$
+    { pop$ #0 }
+  if$
+}
+FUNCTION {or}
+{   { pop$ #1 }
+    'skip$
+  if$
+}
+STRINGS {z}
+FUNCTION {remove.dots}
+{ 'z :=
+  ""
+  { z empty$ not }
+  { z #1 #1 substring$
+    z #2 global.max$ substring$ 'z :=
+    duplicate$ "." = 'pop$
+      { * }
+    if$
+  }
+  while$
+}
+FUNCTION {new.block.checka}
+{ empty$
+    'skip$
+    'new.block
+  if$
+}
+FUNCTION {new.block.checkb}
+{ empty$
+  swap$ empty$
+  and
+    'skip$
+    'new.block
+  if$
+}
+FUNCTION {new.sentence.checka}
+{ empty$
+    'skip$
+    'new.sentence
+  if$
+}
+FUNCTION {new.sentence.checkb}
+{ empty$
+  swap$ empty$
+  and
+    'skip$
+    'new.sentence
+  if$
+}
+FUNCTION {field.or.null}
+{ duplicate$ empty$
+    { pop$ "" }
+    'skip$
+  if$
+}
+FUNCTION {emphasize}
+{ skip$ }
+FUNCTION {tie.or.space.prefix}
+{ duplicate$ text.length$ #3 <
+    { "~" }
+    { " " }
+  if$
+  swap$
+}
+FUNCTION {titto.space.prefix} %  always introduce a space
+{ duplicate$ text.length$ #3 <
+    { " " }
+    { " " }
+  if$
+  swap$
+}
+
+
+FUNCTION {capitalize}
+{ "u" change.case$ "t" change.case$ }
+
+FUNCTION {space.word}
+{ " " swap$ * " " * }
+ % Here are the language-specific definitions for explicit words.
+ % Each function has a name bbl.xxx where xxx is the English word.
+ % The language selected here is ENGLISH
+FUNCTION {bbl.and}
+{ "and"}
+
+FUNCTION {bbl.etal}
+{ "et~al." }
+
+FUNCTION {bbl.editors}
+{ "eds." }
+
+FUNCTION {bbl.editor}
+{ "ed." }
+
+FUNCTION {bbl.edby}
+{ "edited by" }
+
+FUNCTION {bbl.edition}
+{ "edn." }
+
+FUNCTION {bbl.volume}
+{ "vol." }
+
+FUNCTION {titto.bbl.volume} % for handling journals
+{ "" }
+
+FUNCTION {bbl.of}
+{ "of" }
+
+FUNCTION {bbl.number}
+{ "no." }
+
+FUNCTION {bbl.nr}
+{ "no." }
+
+FUNCTION {bbl.in}
+{ "in" }
+
+FUNCTION {bbl.pages}
+{ "pp." }
+
+FUNCTION {bbl.page}
+{ "p." }
+
+FUNCTION {titto.bbl.pages} % for journals
+{ "" }
+
+FUNCTION {titto.bbl.page}  % for journals
+{ "" }
+
+FUNCTION {bbl.chapter}
+{ "chap." }
+
+FUNCTION {bbl.techrep}
+{ "Tech. Rep." }
+
+FUNCTION {bbl.mthesis}
+{ "Master's thesis" }
+
+FUNCTION {bbl.phdthesis}
+{ "Ph.D. thesis" }
+
+MACRO {jan} {"Jan."}
+
+MACRO {feb} {"Feb."}
+
+MACRO {mar} {"Mar."}
+
+MACRO {apr} {"Apr."}
+
+MACRO {may} {"May"}
+
+MACRO {jun} {"Jun."}
+
+MACRO {jul} {"Jul."}
+
+MACRO {aug} {"Aug."}
+
+MACRO {sep} {"Sep."}
+
+MACRO {oct} {"Oct."}
+
+MACRO {nov} {"Nov."}
+
+MACRO {dec} {"Dec."}
+
+MACRO {acmcs} {"ACM Comput. Surv."}
+
+MACRO {acta} {"Acta Inf."}
+
+MACRO {cacm} {"Commun. ACM"}
+
+MACRO {ibmjrd} {"IBM J. Res. Dev."}
+
+MACRO {ibmsj} {"IBM Syst.~J."}
+
+MACRO {ieeese} {"IEEE Trans. Software Eng."}
+
+MACRO {ieeetc} {"IEEE Trans. Comput."}
+
+MACRO {ieeetcad}
+ {"IEEE Trans. Comput. Aid. Des."}
+
+MACRO {ipl} {"Inf. Process. Lett."}
+
+MACRO {jacm} {"J.~ACM"}
+
+MACRO {jcss} {"J.~Comput. Syst. Sci."}
+
+MACRO {scp} {"Sci. Comput. Program."}
+
+MACRO {sicomp} {"SIAM J. Comput."}
+
+MACRO {tocs} {"ACM Trans. Comput. Syst."}
+
+MACRO {tods} {"ACM Trans. Database Syst."}
+
+MACRO {tog} {"ACM Trans. Graphic."}
+
+MACRO {toms} {"ACM Trans. Math. Software"}
+
+MACRO {toois} {"ACM Trans. Office Inf. Syst."}
+
+MACRO {toplas} {"ACM Trans. Progr. Lang. Syst."}
+
+MACRO {tcs} {"Theor. Comput. Sci."}
+
+FUNCTION {bibinfo.check}
+{ swap$
+  duplicate$ missing$
+    {
+      pop$ pop$
+      ""
+    }
+    { duplicate$ empty$
+        {
+          swap$ pop$
+        }
+        { swap$
+          pop$
+        }
+      if$
+    }
+  if$
+}
+FUNCTION {bibinfo.warn}
+{ swap$
+  duplicate$ missing$
+    {
+      swap$ "missing " swap$ * " in " * cite$ * warning$ pop$
+      ""
+    }
+    { duplicate$ empty$
+        {
+          swap$ "empty " swap$ * " in " * cite$ * warning$
+        }
+        { swap$
+          pop$
+        }
+      if$
+    }
+  if$
+}
+FUNCTION {format.url}
+{ url empty$
+    { "" }
+%    { "\urlprefix\url{" url * "}" * }
+    { "\url{" url * "}" * }  % changed in titto-lncs-02.bst
+  if$
+}
+
+INTEGERS { nameptr namesleft numnames }
+
+
+STRINGS  { bibinfo}
+
+FUNCTION {format.names}
+{ 'bibinfo :=
+  duplicate$ empty$ 'skip$ {
+  's :=
+  "" 't :=
+  #1 'nameptr :=
+  s num.names$ 'numnames :=
+  numnames 'namesleft :=
+    { namesleft #0 > }
+    { s nameptr
+      "{vv~}{ll}{, jj}{, f{.}.}"
+      format.name$
+      bibinfo bibinfo.check
+      't :=
+      nameptr #1 >
+        {
+          namesleft #1 >
+            { ", " * t * }
+            {
+              s nameptr "{ll}" format.name$ duplicate$ "others" =
+                { 't := }
+                { pop$ }
+              if$
+              "," *
+              t "others" =
+                {
+                  " " * bbl.etal *
+                }
+                { " " * t * }
+              if$
+            }
+          if$
+        }
+        't
+      if$
+      nameptr #1 + 'nameptr :=
+      namesleft #1 - 'namesleft :=
+    }
+  while$
+  } if$
+}
+FUNCTION {format.names.ed}
+{
+  'bibinfo :=
+  duplicate$ empty$ 'skip$ {
+  's :=
+  "" 't :=
+  #1 'nameptr :=
+  s num.names$ 'numnames :=
+  numnames 'namesleft :=
+    { namesleft #0 > }
+    { s nameptr
+      "{f{.}.~}{vv~}{ll}{ jj}"
+      format.name$
+      bibinfo bibinfo.check
+      't :=
+      nameptr #1 >
+        {
+          namesleft #1 >
+            { ", " * t * }
+            {
+              s nameptr "{ll}" format.name$ duplicate$ "others" =
+                { 't := }
+                { pop$ }
+              if$
+              "," *
+              t "others" =
+                {
+
+                  " " * bbl.etal *
+                }
+                { " " * t * }
+              if$
+            }
+          if$
+        }
+        't
+      if$
+      nameptr #1 + 'nameptr :=
+      namesleft #1 - 'namesleft :=
+    }
+  while$
+  } if$
+}
+FUNCTION {format.authors}
+{ author "author" format.names
+}
+FUNCTION {get.bbl.editor}
+{ editor num.names$ #1 > 'bbl.editors 'bbl.editor if$ }
+
+FUNCTION {format.editors}
+{ editor "editor" format.names duplicate$ empty$ 'skip$
+    {
+      " " *
+      get.bbl.editor
+%      capitalize
+   "(" swap$ * ")" *
+      *
+    }
+  if$
+}
+FUNCTION {format.note}
+{
+ note empty$
+    { "" }
+    { note #1 #1 substring$
+      duplicate$ "{" =
+        'skip$
+        { output.state mid.sentence =
+          { "l" }
+          { "u" }
+        if$
+        change.case$
+        }
+      if$
+      note #2 global.max$ substring$ * "note" bibinfo.check
+    }
+  if$
+}
+
+FUNCTION {format.title}
+{ title
+  duplicate$ empty$ 'skip$
+    { "t" change.case$ }
+  if$
+  "title" bibinfo.check
+}
+FUNCTION {output.bibitem}
+{ newline$
+  "\bibitem{" write$
+  cite$ write$
+  "}" write$
+  newline$
+  ""
+  before.all 'output.state :=
+}
+
+FUNCTION {n.dashify}
+{
+  't :=
+  ""
+    { t empty$ not }
+    { t #1 #1 substring$ "-" =
+        { t #1 #2 substring$ "--" = not
+            { "--" *
+              t #2 global.max$ substring$ 't :=
+            }
+            {   { t #1 #1 substring$ "-" = }
+                { "-" *
+                  t #2 global.max$ substring$ 't :=
+                }
+              while$
+            }
+          if$
+        }
+        { t #1 #1 substring$ *
+          t #2 global.max$ substring$ 't :=
+        }
+      if$
+    }
+  while$
+}
+
+FUNCTION {word.in}
+{ bbl.in capitalize
+  ":" *
+  " " * }
+
+FUNCTION {format.date}
+{
+  month "month" bibinfo.check
+  duplicate$ empty$
+  year  "year"  bibinfo.check duplicate$ empty$
+    { swap$ 'skip$
+        { "there's a month but no year in " cite$ * warning$ }
+      if$
+      *
+    }
+    { swap$ 'skip$
+        {
+          swap$
+          " " * swap$
+        }
+      if$
+      *
+      remove.dots
+    }
+  if$
+  duplicate$ empty$
+    'skip$
+    {
+      before.all 'output.state :=
+    " (" swap$ * ")" *
+    }
+  if$
+}
+FUNCTION {format.btitle}
+{ title "title" bibinfo.check
+  duplicate$ empty$ 'skip$
+    {
+    }
+  if$
+}
+FUNCTION {either.or.check}
+{ empty$
+    'pop$
+    { "can't use both " swap$ * " fields in " * cite$ * warning$ }
+  if$
+}
+FUNCTION {format.bvolume}
+{ volume empty$
+    { "" }
+    { bbl.volume volume tie.or.space.prefix
+      "volume" bibinfo.check * *
+      series "series" bibinfo.check
+      duplicate$ empty$ 'pop$
+        { emphasize ", " * swap$ * }
+      if$
+      "volume and number" number either.or.check
+    }
+  if$
+}
+FUNCTION {format.number.series}
+{ volume empty$
+    { number empty$
+        { series field.or.null }
+        { output.state mid.sentence =
+            { bbl.number }
+            { bbl.number capitalize }
+          if$
+          number tie.or.space.prefix "number" bibinfo.check * *
+          series empty$
+            { "there's a number but no series in " cite$ * warning$ }
+            { bbl.in space.word *
+              series "series" bibinfo.check *
+            }
+          if$
+        }
+      if$
+    }
+    { "" }
+  if$
+}
+
+FUNCTION {format.edition}
+{ edition duplicate$ empty$ 'skip$
+    {
+      output.state mid.sentence =
+        { "l" }
+        { "t" }
+      if$ change.case$
+      "edition" bibinfo.check
+      " " * bbl.edition *
+    }
+  if$
+}
+INTEGERS { multiresult }
+FUNCTION {multi.page.check}
+{ 't :=
+  #0 'multiresult :=
+    { multiresult not
+      t empty$ not
+      and
+    }
+    { t #1 #1 substring$
+      duplicate$ "-" =
+      swap$ duplicate$ "," =
+      swap$ "+" =
+      or or
+        { #1 'multiresult := }
+        { t #2 global.max$ substring$ 't := }
+      if$
+    }
+  while$
+  multiresult
+}
+FUNCTION {format.pages}
+{ pages duplicate$ empty$ 'skip$
+    { duplicate$ multi.page.check
+        {
+          bbl.pages swap$
+          n.dashify
+        }
+        {
+          bbl.page swap$
+        }
+      if$
+      tie.or.space.prefix
+      "pages" bibinfo.check
+      * *
+    }
+  if$
+}
+FUNCTION {format.journal.pages}
+{ pages duplicate$ empty$ 'pop$
+    { swap$ duplicate$ empty$
+        { pop$ pop$ format.pages }
+        {
+          ", " *
+          swap$
+          n.dashify
+          pages multi.page.check
+            'titto.bbl.pages
+            'titto.bbl.page
+          if$
+          swap$ tie.or.space.prefix
+          "pages" bibinfo.check
+          * *
+          *
+        }
+      if$
+    }
+  if$
+}
+FUNCTION {format.journal.eid}
+{ eid "eid" bibinfo.check
+  duplicate$ empty$ 'pop$
+    { swap$ duplicate$ empty$ 'skip$
+      {
+          ", " *
+      }
+      if$
+      swap$ *
+    }
+  if$
+}
+FUNCTION {format.vol.num.pages} % this function is used only for journal entries
+{ volume field.or.null
+  duplicate$ empty$ 'skip$
+    {
+%     bbl.volume swap$ tie.or.space.prefix
+      titto.bbl.volume swap$ titto.space.prefix
+%             rationale for the change above: for journals you don't want "vol." label
+%             hence it does not make sense to attach the journal number to the label when
+%             it is short
+      "volume" bibinfo.check
+      * *
+    }
+  if$
+  number "number" bibinfo.check duplicate$ empty$ 'skip$
+    {
+      swap$ duplicate$ empty$
+        { "there's a number but no volume in " cite$ * warning$ }
+        'skip$
+      if$
+      swap$
+      "(" swap$ * ")" *
+    }
+  if$ *
+  eid empty$
+    { format.journal.pages }
+    { format.journal.eid }
+  if$
+}
+
+FUNCTION {format.chapter.pages}
+{ chapter empty$
+    'format.pages
+    { type empty$
+        { bbl.chapter }
+        { type "l" change.case$
+          "type" bibinfo.check
+        }
+      if$
+      chapter tie.or.space.prefix
+      "chapter" bibinfo.check
+      * *
+      pages empty$
+        'skip$
+        { ", " * format.pages * }
+      if$
+    }
+  if$
+}
+
+FUNCTION {format.booktitle}
+{
+  booktitle "booktitle" bibinfo.check
+}
+FUNCTION {format.in.ed.booktitle}
+{ format.booktitle duplicate$ empty$ 'skip$
+    {
+%     editor "editor" format.names.ed duplicate$ empty$ 'pop$ % changed by titto
+      editor "editor" format.names duplicate$ empty$ 'pop$
+        {
+          " " *
+          get.bbl.editor
+%          capitalize
+          "(" swap$ * ") " *
+          * swap$
+          * }
+      if$
+      word.in swap$ *
+    }
+  if$
+}
+FUNCTION {empty.misc.check}
+{ author empty$ title empty$ howpublished empty$
+  month empty$ year empty$ note empty$
+  and and and and and
+  key empty$ not and
+    { "all relevant fields are empty in " cite$ * warning$ }
+    'skip$
+  if$
+}
+FUNCTION {format.thesis.type}
+{ type duplicate$ empty$
+    'pop$
+    { swap$ pop$
+      "t" change.case$ "type" bibinfo.check
+    }
+  if$
+}
+FUNCTION {format.tr.number}
+{ number "number" bibinfo.check
+  type duplicate$ empty$
+    { pop$ bbl.techrep }
+    'skip$
+  if$
+  "type" bibinfo.check
+  swap$ duplicate$ empty$
+    { pop$ "t" change.case$ }
+    { tie.or.space.prefix * * }
+  if$
+}
+FUNCTION {format.article.crossref}
+{
+  key duplicate$ empty$
+    { pop$
+      journal duplicate$ empty$
+        { "need key or journal for " cite$ * " to crossref " * crossref * warning$ }
+        { "journal" bibinfo.check emphasize word.in swap$ * }
+      if$
+    }
+    { word.in swap$ * " " *}
+  if$
+  " \cite{" * crossref * "}" *
+}
+FUNCTION {format.crossref.editor}
+{ editor #1 "{vv~}{ll}" format.name$
+  "editor" bibinfo.check
+  editor num.names$ duplicate$
+  #2 >
+    { pop$
+      "editor" bibinfo.check
+      " " * bbl.etal
+      *
+    }
+    { #2 <
+        'skip$
+        { editor #2 "{ff }{vv }{ll}{ jj}" format.name$ "others" =
+            {
+              "editor" bibinfo.check
+              " " * bbl.etal
+              *
+            }
+            {
+             bbl.and space.word
+              * editor #2 "{vv~}{ll}" format.name$
+              "editor" bibinfo.check
+              *
+            }
+          if$
+        }
+      if$
+    }
+  if$
+}
+FUNCTION {format.book.crossref}
+{ volume duplicate$ empty$
+    { "empty volume in " cite$ * "'s crossref of " * crossref * warning$
+      pop$ word.in
+    }
+    { bbl.volume
+      capitalize
+      swap$ tie.or.space.prefix "volume" bibinfo.check * * bbl.of space.word *
+    }
+  if$
+  editor empty$
+  editor field.or.null author field.or.null =
+  or
+    { key empty$
+        { series empty$
+            { "need editor, key, or series for " cite$ * " to crossref " *
+              crossref * warning$
+              "" *
+            }
+            { series emphasize * }
+          if$
+        }
+        { key * }
+      if$
+    }
+    { format.crossref.editor * }
+  if$
+  " \cite{" * crossref * "}" *
+}
+FUNCTION {format.incoll.inproc.crossref}
+{
+  editor empty$
+  editor field.or.null author field.or.null =
+  or
+    { key empty$
+        { format.booktitle duplicate$ empty$
+            { "need editor, key, or booktitle for " cite$ * " to crossref " *
+              crossref * warning$
+            }
+            { word.in swap$ * }
+          if$
+        }
+        { word.in key * " " *}
+      if$
+    }
+    { word.in format.crossref.editor * " " *}
+  if$
+  " \cite{" * crossref * "}" *
+}
+FUNCTION {format.org.or.pub}
+{ 't :=
+  ""
+  address empty$ t empty$ and
+    'skip$
+    {
+      t empty$
+        { address "address" bibinfo.check *
+        }
+        { t *
+          address empty$
+            'skip$
+            { ", " * address "address" bibinfo.check * }
+          if$
+        }
+      if$
+    }
+  if$
+}
+FUNCTION {format.publisher.address}
+{ publisher "publisher" bibinfo.warn format.org.or.pub
+}
+
+FUNCTION {format.organization.address}
+{ organization "organization" bibinfo.check format.org.or.pub
+}
+
+FUNCTION {article}
+{ output.bibitem
+  format.authors "author" output.check
+  add.colon
+  new.block
+  format.title "title" output.check
+  new.block
+  crossref missing$
+    {
+      journal
+      "journal" bibinfo.check
+      "journal" output.check
+      add.blank
+      format.vol.num.pages output
+      format.date "year" output.check
+    }
+    { format.article.crossref output.nonnull
+      format.pages output
+    }
+  if$
+%  new.block
+  format.url output
+%  new.block
+  format.note output
+  fin.entry
+}
+FUNCTION {book}
+{ output.bibitem
+  author empty$
+    { format.editors "author and editor" output.check
+      add.colon
+    }
+    { format.authors output.nonnull
+      add.colon
+      crossref missing$
+        { "author and editor" editor either.or.check }
+        'skip$
+      if$
+    }
+  if$
+  new.block
+  format.btitle "title" output.check
+  crossref missing$
+    { format.bvolume output
+      new.block
+      new.sentence
+      format.number.series output
+      format.publisher.address output
+    }
+    {
+      new.block
+      format.book.crossref output.nonnull
+    }
+  if$
+  format.edition output
+  format.date "year" output.check
+%  new.block
+  format.url output
+%  new.block
+  format.note output
+  fin.entry
+}
+FUNCTION {booklet}
+{ output.bibitem
+  format.authors output
+  add.colon
+  new.block
+  format.title "title" output.check
+  new.block
+  howpublished "howpublished" bibinfo.check output
+  address "address" bibinfo.check output
+  format.date output
+%  new.block
+  format.url output
+%  new.block
+  format.note output
+  fin.entry
+}
+
+FUNCTION {inbook}
+{ output.bibitem
+  author empty$
+    { format.editors "author and editor" output.check
+      add.colon
+    }
+    { format.authors output.nonnull
+      add.colon
+      crossref missing$
+        { "author and editor" editor either.or.check }
+        'skip$
+      if$
+    }
+  if$
+  new.block
+  format.btitle "title" output.check
+  crossref missing$
+    {
+      format.bvolume output
+      format.chapter.pages "chapter and pages" output.check
+      new.block
+      new.sentence
+      format.number.series output
+      format.publisher.address output
+    }
+    {
+      format.chapter.pages "chapter and pages" output.check
+      new.block
+      format.book.crossref output.nonnull
+    }
+  if$
+  format.edition output
+  format.date "year" output.check
+%  new.block
+  format.url output
+%  new.block
+  format.note output
+  fin.entry
+}
+
+FUNCTION {incollection}
+{ output.bibitem
+  format.authors "author" output.check
+  add.colon
+  new.block
+  format.title "title" output.check
+  new.block
+  crossref missing$
+    { format.in.ed.booktitle "booktitle" output.check
+      format.bvolume output
+      format.chapter.pages output
+      new.sentence
+      format.number.series output
+      format.publisher.address output
+      format.edition output
+      format.date "year" output.check
+    }
+    { format.incoll.inproc.crossref output.nonnull
+      format.chapter.pages output
+    }
+  if$
+%  new.block
+  format.url output
+%  new.block
+  format.note output
+  fin.entry
+}
+FUNCTION {inproceedings}
+{ output.bibitem
+  format.authors "author" output.check
+  add.colon
+  new.block
+  format.title "title" output.check
+  new.block
+  crossref missing$
+    { format.in.ed.booktitle "booktitle" output.check
+      new.sentence % added by titto
+      format.bvolume output
+      format.pages output
+      new.sentence
+      format.number.series output
+      publisher empty$
+        { format.organization.address output }
+        { organization "organization" bibinfo.check output
+          format.publisher.address output
+        }
+      if$
+      format.date "year" output.check
+    }
+    { format.incoll.inproc.crossref output.nonnull
+      format.pages output
+    }
+  if$
+%  new.block
+  format.url output
+%  new.block
+  format.note output
+  fin.entry
+}
+FUNCTION {conference} { inproceedings }
+FUNCTION {manual}
+{ output.bibitem
+  author empty$
+    { organization "organization" bibinfo.check
+      duplicate$ empty$ 'pop$
+        { output
+          address "address" bibinfo.check output
+        }
+      if$
+    }
+    { format.authors output.nonnull }
+  if$
+  add.colon
+  new.block
+  format.btitle "title" output.check
+  author empty$
+    { organization empty$
+        {
+          address new.block.checka
+          address "address" bibinfo.check output
+        }
+        'skip$
+      if$
+    }
+    {
+      organization address new.block.checkb
+      organization "organization" bibinfo.check output
+      address "address" bibinfo.check output
+    }
+  if$
+  format.edition output
+  format.date output
+%  new.block
+  format.url output
+%  new.block
+  format.note output
+  fin.entry
+}
+
+FUNCTION {mastersthesis}
+{ output.bibitem
+  format.authors "author" output.check
+  add.colon
+  new.block
+  format.btitle
+  "title" output.check
+  new.block
+  bbl.mthesis format.thesis.type output.nonnull
+  school "school" bibinfo.warn output
+  address "address" bibinfo.check output
+  format.date "year" output.check
+%  new.block
+  format.url output
+%  new.block
+  format.note output
+  fin.entry
+}
+
+FUNCTION {misc}
+{ output.bibitem
+  format.authors output
+  add.colon
+  title howpublished new.block.checkb
+  format.title output
+  howpublished new.block.checka
+  howpublished "howpublished" bibinfo.check output
+  format.date output
+%  new.block
+  format.url output
+%  new.block
+  format.note output
+  fin.entry
+  empty.misc.check
+}
+FUNCTION {phdthesis}
+{ output.bibitem
+  format.authors "author" output.check
+  add.colon
+  new.block
+  format.btitle
+  "title" output.check
+  new.block
+  bbl.phdthesis format.thesis.type output.nonnull
+  school "school" bibinfo.warn output
+  address "address" bibinfo.check output
+  format.date "year" output.check
+%  new.block
+  format.url output
+%  new.block
+  format.note output
+  fin.entry
+}
+
+FUNCTION {proceedings}
+{ output.bibitem
+  editor empty$
+    { organization "organization" bibinfo.check output
+    }
+    { format.editors output.nonnull }
+  if$
+  add.colon
+  new.block
+  format.btitle "title" output.check
+  format.bvolume output
+  editor empty$
+    { publisher empty$
+        {  format.number.series output }
+        {
+          new.sentence
+          format.number.series output
+          format.publisher.address output
+        }
+      if$
+    }
+    { publisher empty$
+        {
+          new.sentence
+          format.number.series output
+          format.organization.address output }
+        {
+          new.sentence
+          format.number.series output
+          organization "organization" bibinfo.check output
+          format.publisher.address output
+        }
+      if$
+     }
+  if$
+      format.date "year" output.check
+%  new.block
+  format.url output
+%  new.block
+  format.note output
+  fin.entry
+}
+
+FUNCTION {techreport}
+{ output.bibitem
+  format.authors "author" output.check
+  add.colon
+  new.block
+  format.title
+  "title" output.check
+  new.block
+  format.tr.number output.nonnull
+  institution "institution" bibinfo.warn output
+  address "address" bibinfo.check output
+  format.date "year" output.check
+%  new.block
+  format.url output
+%  new.block
+  format.note output
+  fin.entry
+}
+
+FUNCTION {unpublished}
+{ output.bibitem
+  format.authors "author" output.check
+  add.colon
+  new.block
+  format.title "title" output.check
+  format.date output
+%  new.block
+  format.url output
+%  new.block
+  format.note "note" output.check
+  fin.entry
+}
+
+FUNCTION {default.type} { misc }
+READ
+FUNCTION {sortify}
+{ purify$
+  "l" change.case$
+}
+INTEGERS { len }
+FUNCTION {chop.word}
+{ 's :=
+  'len :=
+  s #1 len substring$ =
+    { s len #1 + global.max$ substring$ }
+    's
+  if$
+}
+FUNCTION {sort.format.names}
+{ 's :=
+  #1 'nameptr :=
+  ""
+  s num.names$ 'numnames :=
+  numnames 'namesleft :=
+    { namesleft #0 > }
+    { s nameptr
+      "{ll{ }}{  ff{ }}{  jj{ }}"
+      format.name$ 't :=
+      nameptr #1 >
+        {
+          "   "  *
+          namesleft #1 = t "others" = and
+            { "zzzzz" * }
+            { t sortify * }
+          if$
+        }
+        { t sortify * }
+      if$
+      nameptr #1 + 'nameptr :=
+      namesleft #1 - 'namesleft :=
+    }
+  while$
+}
+
+FUNCTION {sort.format.title}
+{ 't :=
+  "A " #2
+    "An " #3
+      "The " #4 t chop.word
+    chop.word
+  chop.word
+  sortify
+  #1 global.max$ substring$
+}
+FUNCTION {author.sort}
+{ author empty$
+    { key empty$
+        { "to sort, need author or key in " cite$ * warning$
+          ""
+        }
+        { key sortify }
+      if$
+    }
+    { author sort.format.names }
+  if$
+}
+FUNCTION {author.editor.sort}
+{ author empty$
+    { editor empty$
+        { key empty$
+            { "to sort, need author, editor, or key in " cite$ * warning$
+              ""
+            }
+            { key sortify }
+          if$
+        }
+        { editor sort.format.names }
+      if$
+    }
+    { author sort.format.names }
+  if$
+}
+FUNCTION {author.organization.sort}
+{ author empty$
+    { organization empty$
+        { key empty$
+            { "to sort, need author, organization, or key in " cite$ * warning$
+              ""
+            }
+            { key sortify }
+          if$
+        }
+        { "The " #4 organization chop.word sortify }
+      if$
+    }
+    { author sort.format.names }
+  if$
+}
+FUNCTION {editor.organization.sort}
+{ editor empty$
+    { organization empty$
+        { key empty$
+            { "to sort, need editor, organization, or key in " cite$ * warning$
+              ""
+            }
+            { key sortify }
+          if$
+        }
+        { "The " #4 organization chop.word sortify }
+      if$
+    }
+    { editor sort.format.names }
+  if$
+}
+FUNCTION {presort}
+{ type$ "book" =
+  type$ "inbook" =
+  or
+    'author.editor.sort
+    { type$ "proceedings" =
+        'editor.organization.sort
+        { type$ "manual" =
+            'author.organization.sort
+            'author.sort
+          if$
+        }
+      if$
+    }
+  if$
+  "    "
+  *
+  year field.or.null sortify
+  *
+  "    "
+  *
+  title field.or.null
+  sort.format.title
+  *
+  #1 entry.max$ substring$
+  'sort.key$ :=
+}
+ITERATE {presort}
+SORT
+STRINGS { longest.label }
+INTEGERS { number.label longest.label.width }
+FUNCTION {initialize.longest.label}
+{ "" 'longest.label :=
+  #1 'number.label :=
+  #0 'longest.label.width :=
+}
+FUNCTION {longest.label.pass}
+{ number.label int.to.str$ 'label :=
+  number.label #1 + 'number.label :=
+  label width$ longest.label.width >
+    { label 'longest.label :=
+      label width$ 'longest.label.width :=
+    }
+    'skip$
+  if$
+}
+EXECUTE {initialize.longest.label}
+ITERATE {longest.label.pass}
+FUNCTION {begin.bib}
+{ preamble$ empty$
+    'skip$
+    { preamble$ write$ newline$ }
+  if$
+  "\begin{thebibliography}{"  longest.label  * "}" *
+  write$ newline$
+  "\providecommand{\url}[1]{\texttt{#1}}"
+  write$ newline$
+  "\providecommand{\urlprefix}{URL }"
+  write$ newline$
+}
+EXECUTE {begin.bib}
+EXECUTE {init.state.consts}
+ITERATE {call.type$}
+FUNCTION {end.bib}
+{ newline$
+  "\end{thebibliography}" write$ newline$
+}
+EXECUTE {end.bib}
+%% End of customized bst file
+%%
+%% End of file `titto.bst'.
+
+
@@ -0,0 +1,93 @@
+### Projeto de pequisa - Entrevista
+
+### Contexto
+Entre 2014 e 2016 foi desenvolvida uma plataforma para o Portal do Software Público Brasileiro. O objetivo do projeto era evoluiu um portal já existente adicionando funcionalidades a partir de requisitos préviamente mapeados pelo Ministério do Planejamento. Neste projeto, a plataforma passou a ser formada por diversos sistemas de software livre que foram integrados com a finalidade de atender todos os requisitos e prover facilidades na manutenção e atualização do portal como um todo. O projeto contava com uma equipe de analistas do Ministério do Planejamento, professores-coordenadores da UnB e uma equipe de desenvolvedores formada por alunos-bolsistas da universidade e profissionais do mercado de TI. A equipe do governo tinha sua própria dinâmica de trabalho e processo de desenvolvimento de software guiado por leis e diretrizes da natureza governamental. A equipe de desenvolvedores seguia práticas de desenvolvimento diferentes das do governo. Com auxílio e supervisão de professores (coordenadores do projeto) aplicavam metodólogias mais recentes, estudadas no universo acadêmico, visando melhorar a qualidade e produtividade do produto a ser entregue assim como as relações pessoais entre as equipes. Esta parceria entre duas equipes com processo de desenvolvimento distintos passaram por conflitos e adaptações. Durante os 3 anos de projetos foram pensadas, aplicadas e avaliadas diversas maneiras para conciliar os processos, aprimorar a comunicação e tornar todo o desenvolvimento da plataforma mais claro e transparente para quem acompanhava, gerenciava e desenvolvia a nova plataforma. 
+
+### Qual o Foco:
+* Explorar as possíveis maneiras de conciliar equipes com diferentes processos de gerenciamento e desenvolvimento em um projeto.
+
+### Onde eu estou no (qual a minha posição no contexto do) estudo:
+* Trabalhando em um projeto temporário de desenvolvimento de software para o governo
+
+### Quais experiências anteriores (backgrounds) e crenças podem causar parcialidade (bias):
+* Acreditamos que o desenvolvimento ágil é melhor que o desenvolvimento em cascata
+* A equipe de desenvolvedores é maior que a equipe de analistas
+* Diferenças de experiências de trabalho: iniciativa privada x estado
+* Não temos relação com as burocracias internas no governo em relação ao projeto
+* Não temos estabilidade no trabalho e o projeto possui tempo limitado (podendo ser precipitadamente cancelado se ocorrem falhas)
+* Apesar de todos trabalharem para o sucesso do projeto, não nos sentíamos realmente unidos/ algumas vezes nos sentíamos rivais?
+* A equipe de desenvolvedores era majoritáriamente composta por estudantes, sem experiência no mercado de trabalho
+* Não participávamos do lado governamental de decisões, estratégias e relatórios.
+
+### Influências políticas:
+* As analistas podem não querer expor os problemas internos ou mostrar descrença ou questionamento sobre seu contexto de trabalho
+* Interferência das crenças poíticas/partidárias dos investigadores na relaçào do contexto do projeto e decisões do cliente
+
+### Questões gerais da pesquisa que queremos responder
+1. Como harmonizar equipes com processos distintos de desenvolvimento de software em um mesmo projeto?
+ * Nível de satisfação dos clientes e motivação dos desenvolvedores (equipe). É possível manter uma equipe motivada e clientes satisfeitos, ambos confortáveis em se comunicar mesmo falando "línguas" diferentes?
+2. Como estabelecer uma fronteira entre as questões gerenciais das organizações envolvidas (MPOG e UnB/CDT) e o gestão das equipes de desenvolvimento?
+ * Estamos argumentando que o processo de gerenciamento do projeto não necessariamente tem que ser o mesmo e influenciar diretamente na metodologia de desenvolvimento de software.
+ * Filtrar overheads de comunicação entre equipes com mentalidade/metodologia diferente
+ * "Ceder para vencer"
+
+----
+
+## Entrevista - Questões
+
+### Perfil pessoal e profissional
+
+1. Apresentação: Você poderia fazer uma pequena apresentação pessoal e profissional? Nome, idade, formação, tempo de experiência profissional, tempo no MPOG, setor/cargo atual, setor/cargo na época do projeto.
+2. A exemplo do SPB, quais projetos de desenvolvimento de software em parceria entre MPOG e outras instituições você trabalhou?
+3. Quais semelhanças e diferenças você consegue identificar entre estes projetos e o SPB?
+4. O SPB foi sua primeira experiência de desenvolvimento de software em parceria com uma universidade? Quais vantagens e desvantagens você consegue identificar neste tipo de parceria?
+
+### Sobre o Projeto SPB
+
+#### Organização
+
+5. Inicialmente, como foi estruturado e organizado o projeto? Como era feita a comunicação, acompanhamento? Quem eram os atores/interlocutores?
+6. Quais mudanças ocorreram ao longo do projeto em relação a sua formatação inicial?
+ 7. Para você essas mudanças foram positivas ou negativas? Porque?
+ 8. Você sentiu dificuldade em se adaptar a estas mudanças? Quais?
+9. Ocorreram mudanças no decorrer do projeto em relação aos requisitos iniciais da plataforma? Se sim, você poderia citar algumas? Porque a mudança foi necessária?
+ 10. Como você descreveria a adaptação da equipe de desenvolvimento da UnB em relação a mudança dos requisitos? 
+11. Como eram realizadas as reuniões de planejamento de uma release? Onde, quem participava, quais objetivos, o que se discutia, quais dificuldades...
+12. Como era feito o acompanhamento do desenvolvimento da release?
+13. O planejamento e acompanhamento realizado no projeto era semelhante ao do MPOG? 
+ 14. AS diferenças impactavam no desempenho do seu trabalho? Se sim, de que maneira?
+
+#### Comunicação
+
+15. De que maneira/por qual meio, você interagia com a equipe da UnB? Quem eram as pessoas/papéis na equipe da UnB que você mais interagia?
+16. Você interagia com os seniors do projeto? Quando essas interações ocorriam, qual meio de comunicação era utilizado e qual era o motivo deste contato?
+17. Você interagia com os alunos do projeto? Quando essas interações ocorriam, qual meio de comunicação era utilizado e qual era o motivo deste contato?
+18. Como você pode descrever a comunicação entre o MPOG e a coordenação da equipe da UnB?
+19. Como você pode descrever a comunicação entre o MPOG e a equipe de desenvolvimento?
+20. Na organização da equipe de desenvolvimento, foram criados times específicos para cada software integrante da plataforma. Você se sentia atualizada com essas mudanças? Você sabia quem era quem durante a comunicação/interação? Você acredita que este conhecimento era importante / influênciava nas suas atividades de acompanhamento do projeto?
+21. Ao longo do projeto, você sentiu que a comunicação melhorou ou piorou entre MPOG e equipe de desenvolvimento? A que fatores se deve isso?
+ 22. Você consegue se recordar de alguma interação entre as equipes que foi negativa ou difícil de lidar?
+ 24. Você consegue se recordar de algumas interação que foi positiva ou suave/esclarecedora?
+
+#### Metodologia de entrega/processo de desenvolvimento
+
+25. Em linhas gerais, como é o processo de desenvolvimento de software no MPOG? Como e quando são definidas os requisitos do software, como é feito o acompanhamento e como é feita a validação/homologação?
+26. Como foi feita a concepção, o processo de desenvolvimento e manutenção da antiga plataforma do SPB?
+27. Quais diferenças existiam entre este processo interno e o processo realizado pela equipe da UnB?
+ 28. Quais dificuldades/conflitos entre o processo de desenvolvimento do MPOG e do time da UnB eram mais impactantes para o trabalho/responsabilidade de vocês no MPOG? O que foi feito para amenizar este impacto?
+ 29. O processo incremental de desenvolvimento lhe trazia dificuldades ou incômodos? Por exemplo? 
+30. Na sua opinião, foi possível conciliar o processo de desenvolvimento mantido pelo MPOG e o processo de desenvolvimento mantido pela UnB? O que foi necessário adaptar para conciliar o que era exigido internamente pelo MPOG e as informações coletadas durante o desenvolvimento?
+31. Ao longo do projeto, o MPOG passou a estar com mais frequência na universidade e participar presencialmente no laboratório das reuniões de planejamento e entrega. Quais vantagens e desvantagens você via nessa interação? Isso impactou de alguma maneira a qualidade o feedback e validação das funcionalidades? 
+32. Na homologação de uma entrega, como você descreveria a capacidade da equipe em corrigir/modificar uma funcionalidade a partir dos feedbacks do MPOG?
+33. Em geral, qual era a satisfação do MPOG em relação ao que tinha sido planejado e o que foi entrega no final de cada release? Porque?
+
+#### A plataforma do SPB
+34. Quão satisfeitos o MPOG e os usuários estavam em relação a plataforma anterior? Ela atendia os requisitos previamente planejado? Quais eram as principais queixas/novas solcitações?
+35. Como você descreveria a plataforma desenvolvida para o SPB?
+36. Você acha que a complexidade da plataforma está condizente com as suas funcionalidades?
+37. Você teve dificuldade em compreender as ferramentas ou a plataforma como um todo? Exemplos?
+38. Você sente confiança em relação ao código entregue?
+39. Você sente confiança em relação as funcionalidades da plataforma?
+
+#### Considerações finais
+40. Se você tivesse que avaliar uma futura parceria entre MPOG e universidade, quais pontos você estaria mais atenta e porque? Quais conselhos você daria a equipe do MPOG que faria o acompanhamento do projeto?
@@ -0,0 +1,26 @@		@@ -0,0 +1,26 @@
	1	+*.pdf
	2	+*.log
	3	+*.aux
	4	+*.cfg
	5	+*.glo
	6	+*.idx
	7	+*.toc
	8	+*.ilg
	9	+*.ind
	10	+*.out
	11	+*.lof
	12	+*.lot
	13	+*.bbl
	14	+*.blg
	15	+*.gls
	16	+*.cut
	17	+*.hd
	18	+*.dvi
	19	+*.ps
	20	+*.thm
	21	+*.tgz
	22	+*.zip
	23	+*.rpi
	24	+*~
	25	+*.fdb_latexmk
	26	+*.fls
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	9	+
	10	+edit:
	11	+ gedit Makefile .bib .tex &
	12	+
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	1	+\begin{abstract}
	2	+
	3	+Government and academia can collaborate on bringing innovation and filling
	4	+design-reality gaps in e-government projects. However, differences in project
	5	+management methods employed by the organizations is often a challenge for
	6	+collaborative works. Bearing that in mind, we investigated a 30-month
	7	+government-academia partnership to find appropriate ways to get around this
	8	+obstacle. From the analysis of \textit{post-mortem} data as well as the results
	9	+of questionnaires and interviews with project participants, we present a set of
	10	+best practices based on FLOSS and agile software development approaches that
	11	+favors team management in government-academia collaborations in e-government
	12	+development projects.
	13	+
	14	+\end{abstract}
	15	+
	16	+\keywords{Open Source Software, Free Software, Agile Methods, Best Practices,
	17	+Project Management, E-Government.}
@@ -0,0 +1,49 @@		@@ -0,0 +1,49 @@
	1	+\section{Introduction}
	2	+
	3	+E-government projects differ from others due to their complexity and extension
	4	+\cite{anthopoulos2016egovernment}. They are complex because they combine
	5	+development, innovation, information \& communications technologies, politics,
	6	+and social impact. They are extensive, on the other hand, regarding their
	7	+scope, target audience, organizational size, time, and the corresponding
	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
	12	+project, aligning goals, synchronizing the pace of between government and
	13	+academia, and overcoming the failure trend of e-government projects
	14	+\cite{goldfinch2007pessimism}.
	15	+
	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
	24	+\cite{nerur2015challenges}. As a result, government and academia have to
	25	+harmonize their view to increasing the chances of success in projects with
	26	+tight deadlines and short budgets.
	27	+
	28	+We have investigated the adoption of recommended community standards from
	29	+Free/Libre and Open Source Software (FLOSS) and agile values as a strategy to
	30	+harmonize different management approaches, due to the plurality of FLOSS
	31	+ecosystems and the diversity favored by agile methodologies. Open
	32	+communication, project modularity, the community of users, and fast response to
	33	+problems are just a few of the FLOSS ecosystem practices \cite{capiluppi,
	34	+warsta}. Individuals and interactions, working software, customer
	35	+collaboration, responding to change are the values agile
	36	+development~\cite{beck}. With this in mind, FLOSS and agile practices may
	37	+improve the cooperation of distinct teams.
	38	+
	39	+In this work, we examine the empirical method developed during 30 months
	40	+of a government-academia project that helped to harmonize the differences
	41	+between both organization management cultures. We discuss both quantitative
	42	+and qualitative analyses of the benefits of FLOSS and agile practices in an
	43	+e-government project. We identify and trace the best practices based on
	44	+FLOSS ecosystems and agile methodology. We collect and analyze data from the
	45	+project repository. Finally, we conduct a survey target at projects
	46	+participants to find their perception around the set of best practices, and
	47	+which of them are useful to government-academia collaboration. In doing so, we
	48	+aim to help academia better understand critical issues they will be confronted
	49	+with when engaging in a government-academia software project.
@@ -0,0 +1,60 @@		@@ -0,0 +1,60 @@
	1	+\section{Related work}
	2	+\label{sec:relatedwork}
	3	+
	4	+Discussions on how to introduce new management methods into an organization are
	5	+present in several works. Nerur et al. recognized critical issues concerning
	6	+the migration from traditional to agile software development by comparing
	7	+practices of both methodologies \cite{nerur2015challenges}. The authors point
	8	+out managerial, organizational, people, process, and technological issues to be
	9	+rethought and reconfigured in an organization for a successful migration.
	10	+Strode et al. investigated the relationship between the adoption of agile
	11	+methodologies and organizational culture \cite{impactOfOrganizationalCulture}
	12	+by evaluating nine projects. They identified a set of six factors directly
	13	+linked to agile methods and concluded that the presence of these aspects in an
	14	+organization is proportional to the value of agile methodologies usage for
	15	+their projects. As Nerur et al., Strode et al. also said that the adoption of
	16	+agile development techniques does indeed produce changes in an organization's
	17	+culture.
	18	+
	19	+Some works also discuss how academia can collaborate with the industry in the
	20	+management of software projects. Chookittikul et al. evaluated the increasing
	21	+use of the agile techniques in software development companies in Thailand. The
	22	+authors suggested that universities should create curricula that develop in
	23	+their undergraduate students practical skills required by industry (mainly
	24	+agile practices) to promote growth in local software businesses
	25	+\cite{cho2011gap}. Sandberg et al. report the use of Scrum in an
	26	+industry-academia research consortium (involving ten industry partners and five
	27	+universities in Sweden) \cite{sandberg2017iacollaboration}. Through a case
	28	+study, they demonstrate that being able to bring together the meaningful
	29	+activities of the stakeholders is essential to the success of collaborative
	30	+research between industry and academia.
	31	+
	32	+Complex and large-scale organizations, such as the public administration, have
	33	+to deal with multiple project variables. Alleman et al. describe a production
	34	+deployment for the US government, focusing on the methodology applied to
	35	+address long-term planning and value estimation \cite{alleman2003making}. In
	36	+the Brazilian context, Melo et al. \cite{melo2013agileBr} investigates the
	37	+growing adoption of agile methodologies in this country's IT industry. The
	38	+results of their survey highlight some mismatch that companies faces when
	39	+developing software for public administration.
	40	+
	41	+Several works tried to highlight the FLOSS practices, while others attempted to
	42	+determine the relationship between FLOSS practices and agile methods. Capiluppi
	43	+et al. examined about 400 projects to find FLOSS project properties
	44	+\cite{capiluppi}. In their work, they extracted generic characterization
	45	+(project size, age, license, and programming language), analyzed the average
	46	+number of people involved in the project, the community of users, and
	47	+documentation characteristics. Warsta et al. found differences and similarities
	48	+between agile development and FLOSS practices \cite{warsta}. The authors argued
	49	+that FLOSS development may differ from agile in their philosophical and
	50	+economic perspectives, on the other hand, both share the definition of work.
	51	+Finally, Eric Raymond describes many of his experiences and decisions in his
	52	+work with FLOSS communities \cite{raymond}, and his report in 1999 has many
	53	+intersections with the agile manifesto in 2001.
	54	+
	55	+This paper differs itself from others by studying the government-academia
	56	+collaboration for developing a production-level solution. From questionnaires,
	57	+interviews, and development activities data, we extracted best practices that
	58	+helped to harmonize the interactions between two different development process
	59	+and satisfied the management process of both sides. We analyzed the decisions
	60	+made from the FLOSS and agile perspectives.
@@ -0,0 +1,135 @@		@@ -0,0 +1,135 @@
	1	+\section{Research Design}
	2	+\label{sec:researchdesign}
	3	+
	4	+We studied practical alternatives to harmonize the software project lifecycle
	5	+when confronting different development processes from crucial stakeholders. We
	6	+are interested in the relationship between government and academia from the
	7	+project management perspective, without the enforcement of changing their
	8	+internal processes. We present two research questions that guided this work:
	9	+
	10	+\textbf{RQ1. }\textit{How to introduce FLOSS and agile best practices into
	11	+government-academia collaboration projects?}
	12	+
	13	+\textbf{RQ2. }\textit{What practices favor effective team management in
	14	+government-academia collaborative projects?}
	15	+
	16	+To answer these questions, we used the case study as research method. We
	17	+selected as a case the evolution of the Brazilian Public Software (SPB) portal
	18	+\cite{meirelles2017spb}, a government-academia collaborative project based on
	19	+FLOSS systems. To validate our answers, we covered three different points of
	20	+view: developers, government agent, and data collected from the project
	21	+repository.
	22	+
	23	+\subsection{The case study}
	24	+
	25	+The project to evolve the SPB portal was a partnership between government and
	26	+academia held between 2014 and 2016 \cite{meirelles2017spb}. The old version of
	27	+SPB suffered from maintenance problems and design-reality gaps. In this sense,
	28	+The Ministry of Planning (MPOG) decided to join the University of Brasília
	29	+(UnB) and the University of São Paulo (USP) to develop a new platform. This
	30	+platform had as its primary requirement to be based on existing FLOSS projects
	31	+and integrate multiple systems into one, providing the end user with a unified
	32	+experience.
	33	+
	34	+In short, the SPB portal evolved into a Collaborative Development Environment
	35	+(CDE) \cite{booch2003}. It was a novelty in the context of the Brazilian
	36	+government, due to the technologies employed and its diverse features. The
	37	+portal includes social networking, mailing lists, version control system, and
	38	+source code quality monitoring. All software is integrated using a
	39	+system-of-systems framework \cite{meirelles2017spb}.
	40	+
	41	+The platform development took place at the Advanced Laboratory of Production,
	42	+Research, and Innovation in Software Engineering (LAPPIS/UnB) and the FLOSS
	43	+Competence Center at USP (CCSL/USP). Undergraduate interns, IT professionals and
	44	+professors formed a partially distributed development team. While interns and
	45	+professors worked in-person, most IT professionals worked remotely. Their
	46	+activities followed the workflow of biweekly sprints and 4-month releases.
	47	+
	48	+On the managerial aspect, at the project
	49	+beginning, the collaboration management and strategic discussions happened only
	50	+once a month, when project leaders and MPOG directors met in person at the
	51	+ministry's headquarters. Table~\ref{tab:gov-academia-diff} summarizes the
	52	+organizational differences in both involved sides.
	53	+
	54	+\vspace*{-.5cm}
	55	+
	56	+\begin{table}[h]
	57	+\centering
	58	+\def\arraystretch{1.2}
	59	+\setlength\tabcolsep{0.2cm}
	60	+\resizebox{\textwidth}{!}{%
	61	+\begin{tabular}{m{4.3cm}!{\color{white}\vrule}m{7cm}!{\color{white}\vrule}m{8cm}}
	62	+\rowcolor[HTML]{c0d6e4}
	63	+\textbf{Collaboration peaces} & \textbf{Academia} & \textbf{Goverment} \\
	64	+\rowcolor[HTML]{f2f2f2}
	65	+\textbf{Responsibilities} & Platform development activites & Contracts and collaboration management \\
	66	+\rowcolor[HTML]{fafafa}
	67	+\textbf{Team size} &
	68	+\begin{tabular}[c]{@{}l@{}} 42 undergraduate interns \\ 2 professors \\ 6 senior developers with significant \\ experience in FLOSS projects\\ 2 Designers (UX specialists) \end{tabular} &
	69	+\begin{tabular}[c]{@{}l@{}} 1 director \\ 1 coordinator \\ 2 requirement analysts \end{tabular} \\
	70	+\rowcolor[HTML]{f2f2f2}
	71	+\textbf{Workplace} & LAPPIS at UnB and CCSL at USP & MPOG headquarters \\
	72	+\rowcolor[HTML]{fafafa}
	73	+\begin{tabular}[c]{@{}l@{}}\textbf{Management} \textbf{approaches}\end{tabular} & FLOSS practices and Agile values & Mindset from RUP, CMMI, and PMBOK \\
	74	+\end{tabular}%
	75	+}
	76	+\caption{Differences between academia and government sides.}
	77	+\label{tab:gov-academia-diff}
	78	+\end{table}
	79	+
	80	+\vspace*{-1cm}
	81	+
	82	+During the project progress, this workflow proved to be inefficient. Conflicts
	83	+between the internal management processes and differences in pace and goals of
	84	+each institution were compromising the platform development. To improve the
	85	+project management process and reducing the mismatching between government and
	86	+academia, professors, with the senior developers' collaboration, incrementally
	87	+employed a set of best practices based on FLOSS and agile values. Throughout
	88	+the project, the development leaders made decisions in a non-systematic way to
	89	+promote the usage of these techniques. In this paper, we analyzed and codified
	90	+these decisions and how they favored the collaboration progress.
	91	+
	92	+\subsection{Survey, Interview and Data Collection}
	93	+
	94	+We separated the project team into three groups: undergraduate interns, IT
	95	+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	+2-hour interviews. Table \ref{survey-table} presents the details of these
	98	+processes.
	99	+
	100	+\vspace*{-.5cm}
	101	+
	102	+\begin{table}[h]
	103	+\centering
	104	+\def\arraystretch{1.2}
	105	+\setlength\tabcolsep{0.2cm}
	106	+\resizebox{\textwidth}{!}{%
	107	+\begin{tabular}{m{4cm}!{\color{white}\vrule}m{5cm}!{\color{white}\vrule}m{6cm}!{\color{white}\vrule}m{6cm}}
	108	+\rowcolor[HTML]{c6b3df}
	109	+\textbf{} & \textbf{\nohyphens{Undergraduate Interns}} & \textbf{Senior Developers} & \textbf{MPOG Analysts} \\
	110	+\rowcolor[HTML]{fafafa}
	111	+\textbf{Research technique} & Online questionnaire & Online questionnaire & Interview \\
	112	+\rowcolor[HTML]{f2f2f2}
	113	+\textbf{Discussed topics} & \multicolumn{2}{l!{\color{white}\vrule}}{\begin{tabular}[c]{@{}l@{}}(1) project organization\\ (2) the development process\\ (3) communication and relationship with members\\ (4) knowledge sharing\\ (5) experience with FLOSS projects\end{tabular}} & \begin{tabular}[c]{@{}l@{}}(1) professional profile\\ (2) organization, communication \\ and development methodologies\\ (3) satisfaction with \\ the developed platform\\ (4) lessons learned\end{tabular} \\
	114	+\rowcolor[HTML]{fafafa}
	115	+\textbf{Number of interviewed} & 42 & 8 & 2 \\
	116	+\rowcolor[HTML]{f2f2f2}
	117	+\textbf{Rate of responses} & 88\% (37) & 100\% & 100\% \\
	118	+\rowcolor[HTML]{fafafa}
	119	+\textbf{Average age at the end of the project} & 22 years old & 30 years old & 30 years old \\
	120	+\rowcolor[HTML]{f2f2f2}
	121	+\textbf{Gender} & \begin{tabular}[c]{@{}l@{}}8\% women \\ 92\% man\end{tabular} & \begin{tabular}[c]{@{}l@{}}13\% women \\ 87\% man\end{tabular} & 100\% women \\
	122	+\rowcolor[HTML]{fafafa}
	123	+\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	+\end{tabular}%
	125	+}
	126	+\caption{Surveying the project participants}
	127	+\label{survey-table}
	128	+\end{table}
	129	+
	130	+\vspace*{-1cm}
	131	+
	132	+Finally, we analyzed the data from the central project repository considering
	133	+all the issues and commits. From April 2015 to June 2016, 59 distinct authors
	134	+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.
@@ -0,0 +1,188 @@		@@ -0,0 +1,188 @@
	1	+\section{Results}
	2	+\label{sec:results}
	3	+
	4	+The SPB portal project had two phases according to the traceability of project
	5	+management activities. The first one, between January 2014 and March 2015, is
	6	+non-traceable since only the universities managed the development activities.
	7	+The communication between government and academia was, generally, in private
	8	+channels, such as professional e-mails, personal meetings, and telephone calls.
	9	+Therefore, the quantitative data found for this period are not conclusive or
	10	+have little expressiveness, and we do not examine them.
	11	+
	12	+The second phase, from April 2015 to the end of the project (June 2016), has
	13	+meaningful data. Much of the management and communication activities were
	14	+recorded and published on online channels and tools. During this period, the
	15	+development leaders consolidated several FLOSS practices and agile values
	16	+employed in the development process. At the end of the project, the academic
	17	+team had an empirical management approach for meeting the government
	18	+bureaucracies.
	19	+
	20	+\subsection{Use of the system under development to develop the system itself}
	21	+
	22	+Due to the platform features for software development and social network, the
	23	+development coordinators decided to use the platform under construction to
	24	+develop the system itself. Gradually, in addition to development activities,
	25	+government and academia migrated the project management and the communication
	26	+between teams to the portal environment.
	27	+
	28	+In short, the wiki feature was used for logging meetings, defining goals,
	29	+planning sprints, documenting deployment procedures and user guides. The issue
	30	+tracker was used for discussing requirements, monitoring features under
	31	+development, requesting and recording changes, and validating the delivered
	32	+functionalities. Finally, the mailing list was used for collaborative
	33	+construction of requirements, defining schedules, and scheduling meetings
	34	+between institutions.
	35	+
	36	+Our surveys report Mailing list (100\%) and Issue Tracker (62.5\%) as the main
	37	+means of interaction between senior developers and interns. The development
	38	+team and MPOG staff also interacted mostly via Mailing List (87.5\%) and Issue
	39	+tracker (50\%). According to one of the interviewees, this movement made the
	40	+\textbf{communication more transparent and efficient}. An MPOG analyst said
	41	+that \textit{``Communicating well goes far beyond the speed. It means enabling
	42	+someone to tell everyone about everything that is happening in the project. We
	43	+did not use emails, we use more mailing list and avoid emails. This usage
	44	+helped us considerably. Everything was public and did not pollute our email
	45	+box. So, when you wanted to know something, you could access the SPB list and
	46	+see everything''}.
	47	+
	48	+Migrating to the SPB platform also \textbf{easied monitoring of activities and
	49	+increased interactions between developers and public servants}. The data
	50	+collected from the repository highlight the frequent use of the platform by
	51	+both sides teams. In the last 15 months of the project, 59 different authors
	52	+opened the central repository issues, 8 of them were MPOG agents. These issues
	53	+received comments from 64 distinct users, 9 of them from MPOG. When we consider
	54	+the issues with more interactions, those which had ten comments or more, we
	55	+notice that the government team also felt comfortable in using the tool to
	56	+interact directly with the development team. In a set of 102 active issues,
	57	+MPOG staff created 43 of them (this represents 42\% of the most active issues).
	58	+
	59	+For the MPOG analysts, interaction via repository improved communication.
	60	+\textit{``There was a big evolution, we increased our communication via
	61	+Gitlab''}. Migrating to the platform also led MPOG staff to \textbf{trust the
	62	+developed code}: \textit{``Everything was validated. We tested the
	63	+functionalities and developed the project on the SPB platform itself. Hence,
	64	+the use of the system homologated most of its features. From the moment we
	65	+began to use it for developing, this validation was constant. We felt confident
	66	+in the code produced''}.
	67	+
	68	+The abovementioned decision also collaborated to meet the government's demand
	69	+for meticulous documentation of the software design and stages of development
	70	+without bureaucratizing or modifying the development process. The usage of the
	71	+platform for project team management conducted \textbf{the organic production
	72	+of documentation and records}, as mentioned in one of the MPOG responses:
	73	+\textit{``It was a great learning experience. There are many things documented
	74	+in emails as well as in the portal itself. We can access the tools at any time
	75	+and find out how we develop a solution. We can remember the positive project
	76	+points''}.
	77	+
	78	+\subsection{Brings together government staff and development team}
	79	+
	80	+In the first phase of the project, the interviewed MPOG analysts did not
	81	+participate in any direct interaction with any university representative, even
	82	+though they were the ones in charge of the government in ensuring the
	83	+collaboration agreement and the delivery of the products. Because of this, they
	84	+relied on feedback from their superiors on inter-institutional meetings. They
	85	+reported that there was significant communication noise in the internal
	86	+dialogues with their superiors, as well as between their superiors and the
	87	+development team.
	88	+
	89	+In the second phase of the project, these analysts became direct
	90	+representatives of the government and started to visit the university's
	91	+laboratory bi-weekly. One of the analysts believed that \textit{``at this
	92	+point, the communication started to change''}. The new dynamics \textbf{reduced
	93	+communication misunderstandings and unified both sides}, as reported by another
	94	+interviewee: \textit{``It was very positive. We liked to go there and to
	95	+interact with the team. I think it brought more unity, more integration into
	96	+the project''}. {73\%} of the interns considered positive the direct
	97	+participation of the MPOG staff, and {81\%} of them believed the presence of
	98	+government staff in sprint ceremonies was relevant for the project development.
	99	+For 76\% of the interns, writing the requirements together with the MPOG staff
	100	+was very important to \textbf{better meet expectations of both sides}.
	101	+According to one of them, \textit{``Joint planning and timely meetings were
	102	+very important for understanding the needs of MPOG''}.
	103	+
	104	+The closest dialogue between government and academia generated empathy, as
	105	+reported by one of the interviewees: \textit{``Knowing people in person makes a
	106	+big difference in the relationship because it causes empathy. You know who that
	107	+person is. He's not merly a name''}. Consequently, this empathy helped to
	108	+\textbf{synchronize the execution pace of activities}: \textit{``Visiting the
	109	+lab and meeting the developers encouraged us to validate resources faster and
	110	+give faster feedback to the team. In return, they also quickly answered us any
	111	+question''}.
	112	+
	113	+The implementation of a Continuous Delivery pipeline also reinforced the teams'
	114	+synchronization \cite{siqueira2018cd} . For 81\% of the interns and 75\% of
	115	+the IT professionals, deploying new versions of the SPB portal in production
	116	+was a motivator during the project. On the government side, this approach
	117	+helped to \textbf{overcome the government bias toward low productivity of
	118	+collaborative projects with academia}, as mentioned by themselves:
	119	+\textit{``Government staff has a bias that universities do not deliver
	120	+products. However, in this project, we made many deliveries with high quality.
	121	+Nowadays, I think if we had paid the same amount for a company, it would not
	122	+have done the amount of features we did with the technical quality we have''}.
	123	+Additionally, the deployment of each new version also \textbf{share a common
	124	+understanding of the process from one side to the other}, as mentioned by a
	125	+MPOG analyst: \textit{``We had only the strategic vision of the project. When
	126	+we needed to deal with technical issues, we had some difficulty planning the
	127	+four-month releases. However, in the last stages of the project I realized
	128	+that this was not a problem. The team was delivering and the results were
	129	+available in production. The team was qualified, the code had quality, and the
	130	+project was well executed. So in practice, our difficulty in interpreting the
	131	+technical details did not impact the release planning''}.
	132	+
	133	+\subsection{Organized development team into priority fronts, and for each one, hire at least one specialist from the IT market}
	134	+
	135	+The development team had four work areas divided by the main demands of the
	136	+project: User Experience, DevOps, Integration of Systems, and Social
	137	+Networking. For each segment, at least one professional in the IT market was
	138	+hired to raise the quality of the product. Senior developers have been selected
	139	+based on their vast experience in FLOSS systems and their knowledge on tools
	140	+used in the project.
	141	+
	142	+The presence of senior developers in the project contributed to
	143	+\textbf{conciliate the development processes of each institution and make
	144	+better technical decisions}, as quoted in one of the answers to the senior
	145	+developer's questionnaire: \textit{``I think my main contribution was to
	146	+balance the relations between the MPOG staff and the university team''}. {63\%}
	147	+of the IT professionals believed they have collaborated to conciliate the
	148	+management and development process between the two institutions and also {63\%}
	149	+of them helped MPOG staff express their requests more clearly. Government
	150	+analysts were also more open to suggestions from these developers:
	151	+\textit{``They are upstream developers of the systems that integrate the
	152	+platform. They conveyed trust, and then we trust in the developed code''}.
	153	+According to questionnaire responses, IT professionals largely agreed with the
	154	+project development process. For 63\%, this process has close similarity to
	155	+their previous experiences. In contrast, {62.5\%} of them did not understand
	156	+the MPOG's project management process and {50\%} believed this process could
	157	+affect their project productivity.
	158	+
	159	+The senior developers were also responsible for \textbf{improving the
	160	+management and technical knowledge} of the interns about practices from
	161	+industry and open source projects. {91\%} of the interns believed that working
	162	+with professionals was essential for learning, and, for all of them, working
	163	+with IT professionals was important during the project. {75\%} of the IT
	164	+professionals believed that ``Working in pairs with a senior'' and 63\% that
	165	+``Participate in joint review tasks'' were the tasks with the involvement of
	166	+them that most contributed to the evolution of the interns in the project.
	167	+{75\%} believed that the knowledge shared by them to one intern was widespread
	168	+among the others in the team. Government analysts also pointed this knowledge
	169	+sharing: \textit{``On the university side, we noticed a significant improvement
	170	+in the platform with the hiring of the systems original developers. They had a
	171	+guide on how to best develop each feature and were able to solve non-trivial
	172	+problems quickly''}.
	173	+
	174	+Organizing the development team and hiring of the IT professionals allowed each
	175	+team to \textbf{self-organize and gain more autonomy in the management of their
	176	+tasks}. There was a development coach to lead each team, and a ``meta-coach''
	177	+supported all of them in their internal management activities. The coaches
	178	+(most advanced interns) were points of reference in the development process.
	179	+{89\%} of the interns said that the presence of the coach was essential to the
	180	+sprint's running, and for {88\%} of the of the IT professionals the coaches was
	181	+essential for their interaction with the development team. MPOG analysts saw
	182	+the coaches as facilitators their activities and communication with the
	183	+development team. They said \textit{``I interacted more with the project
	184	+coordinator (professor) and team coaches (interns)''}, \textit{``Usually, we
	185	+contact a coach to clarify some requirements or to understand some feature. The
	186	+coaches were more available than senior developers and, sometimes, they would
	187	+take our question to a senior developer''}.
	188	+
@@ -0,0 +1,110 @@		@@ -0,0 +1,110 @@
	1	+\section{Discussion}
	2	+\label{sec:discussion}
	3	+
	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
	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
	11	+macro-decisions, practices, and benefits.
	12	+
	13	+\vspace*{-.5cm}
	14	+
	15	+\begin{table}[h]
	16	+\centering
	17	+\def\arraystretch{1.5}
	18	+\setlength\tabcolsep{0.5cm}
	19	+\resizebox{\textwidth}{!}{%
	20	+\begin{tabular}{ m{4cm} m{9cm} m{9cm} }
	21	+\rowcolor[HTML]{b7d0b9}
	22	+\textbf{Decision} & \textbf{Practice Explanation} & \textbf{Benefits} \\
	23	+\rowcolor[HTML]{fafafa}
	24	+\begin{flushleft}
	25	+\textbf{Use of the system under development to develop the system itself}
	26	+\end{flushleft} &
	27	+\begin{flushleft}
	28	+\begin{itemize}
	29	+\setlength{\itemsep}{2pt}
	30	+\item The features and tools of the platform under development supported the project management and communication activities.
	31	+\end{itemize}
	32	+\end{flushleft} &
	33	+\begin{flushleft}
	34	+\begin{itemize}
	35	+\setlength{\itemsep}{2pt}
	36	+\item Communicating with transparency and efficiency.
	37	+\item Easy monitoring of activities.
	38	+\item More interactions between developers and public servants.
	39	+\item Confidence in the developed code.
	40	+\item Organic documentation.
	41	+\end{itemize}
	42	+\end{flushleft} \\
	43	+\rowcolor[HTML]{f2f2f2}
	44	+\begin{flushleft}
	45	+\textbf{Bring together government staff and development team}
	46	+\end{flushleft} &
	47	+\begin{flushleft}
	48	+\begin{itemize}
	49	+\setlength{\itemsep}{2pt}
	50	+\item Government staff, academic coordinators, senior developers and team coaches biweekly meet at the university lab, academia headquarters, for sprint planning and review.
	51	+\item Conduct on the platform technical discussions between government staff and the development team.
	52	+\item Involve government board directors only in strategic planning of the project.
	53	+\item Build a continuous delivery pipeline with stages involving both sides.
	54	+\end{itemize} \end{flushleft} &
	55	+\begin{flushleft}
	56	+\begin{itemize}
	57	+\setlength{\itemsep}{2pt}
	58	+\item Reducing communication misunderstanding.
	59	+\item Better meeting expectations of both sides.
	60	+\item Improvement of the decision-making process.
	61	+\item Overcoming the government bias regarding low productivity of collaborative projects with academia.
	62	+\item Synchronizing the execution pace of activities.
	63	+\item Sharing a common understanding of the process from one side to the other.
	64	+\end{itemize} \end{flushleft} \\
	65	+\rowcolor[HTML]{fafafa}
	66	+\begin{flushleft}
	67	+\textbf{Organize the development team into priority fronts, and for each one, hire at least one specialist from the IT market}
	68	+\end{flushleft} &
	69	+\begin{itemize}
	70	+\setlength{\itemsep}{2pt}
	71	+\item The coordinators separated the development team into priority work areas considering the main demands of the project.
	72	+\item IT market professionals with recognized experience on each front were hired to work in person or remotely.
	73	+\item Define among the interns the leadership roles: a coach for each front, and a meta-coach of the entire development team.
	74	+\item Each team has certain self-organization, being guided by one intern-coach and at least one senior developer.
	75	+\end{itemize} &
	76	+\begin{itemize}
	77	+\setlength{\itemsep}{2pt}
	78	+\item Conciliating the development processes of each institution, taking better technical decisions.
	79	+\item Improving the management and technical knowledge.
	80	+\item Self-organizing and gaining autonomy in the management of their tasks.
	81	+\end{itemize}\\
	82	+\end{tabular}%
	83	+}
	84	+\caption{Empirical SPB management decisions and its benefits.}
	85	+\label{practices-table}
	86	+\end{table}
	87	+
	88	+\vspace*{-1cm}
	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.
	99	+
	100	+The decisions, practices, and benefits presented in the Table
	101	+\ref{practices-table} should be evaluated and used in contexts with more
	102	+substantial plurality and diversity of government stakeholders. This study has
	103	+a few obvious limitations. Firstly, we point out the lack of communication
	104	+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
	106	+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.
@@ -0,0 +1,41 @@		@@ -0,0 +1,41 @@
	1	+\section{Conclusion}
	2	+\label{sec:conclusion}
	3	+
	4	+Organizational culture is built and reinforced every life year of a large-size
	5	+organization. These cultural values reflect on the internal management
	6	+processes and the norms of communication among its members. In the context of
	7	+software development projects, each institution adopts development methods that
	8	+best meet its managerial procedures and organizational routines. When two
	9	+large-size organizations decide to develop a solution collaboratively, the
	10	+development methods and workflow of one may conflict with the interests of the
	11	+other. In a case of government-academia collaboration, conciliating their
	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.
	15	+
	16	+In this study, we investigated the management method employed at the SPB portal
	17	+project, a partnership between the Brazilian government and universities. As a
	18	+result, we identified a set of FLOSS and agile best practices, empirically
	19	+employed by the development leaders, which improved the workflow and
	20	+relationship between the organizations involved.
	21	+
	22	+Regarding our first research question \textit{``How to introduce FLOSS and
	23	+agile best practices into government-academia collaboration projects?''}, we
	24	+examined the SPB project and identified three macro-decisions taken by the
	25	+academic coordinators that drove them to intuitively and unsystematically adopt
	26	+nine FLOSS and agile best practices in the development process.
	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
	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}.
	34	+
	35	+Finally, we collected a significant amount of data and testimonials related to
	36	+the teaching of software engineering. We consider the studied project an
	37	+educational case, an example of teaching FLOSS and agile techniques applied to
	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.
	41	+
@@ -0,0 +1,49 @@		@@ -0,0 +1,49 @@
	1	+\section{Layered Approach}
	2	+\label{sec:background}
	3	+
	4	+Combine many teams with different processes in the same project might be
	5	+challenging. To address this problem, we got inspiration from Operating Systems
	6	+(OS) concepts and extended the notion of layered approach design
	7	+\cite{layeredApproach}. This technique breaks the OS into distinct layers with
	8	+different proposes. The inner layer represents the hardware, while the external
	9	+layer represents the user interface. Layered approach demands a careful
	10	+definition of each layer responsibility and how they communicate. After the
	11	+layers and communication definition, it is simple to change a single layer
	12	+without affecting other layers. This approach presents two drawbacks: (1) it
	13	+creates an overhead of communication from the upper layer to the lower layer,
	14	+and (2) it is a hard to define the correct interface between layers.
	15	+
	16	+We extended the layered approach for handling the interaction with development
	17	+teams and the Brazilian government. We realized that multiple teams interacting
	18	+with the government have different expectations about the project. Furthermore,
	19	+we noticed that government can transfer political pressures to the development
	20	+team and sometimes they try to impose their processes to the project. For
	21	+handling all the different processes and keep the multiple expectations under
	22	+control, we implemented the layered approach for project management.
	23	+
	24	+\begin{figure}[!h]
	25	+ \centering
	26	+ \includegraphics[width=.30\textwidth]{project_layers}
	27	+ \caption{Layered Approach for managing multiple processes}
	28	+ \label{fig:layered_processes}
	29	+\end{figure}
	30	+
	31	+Figure \ref{fig:layered_processes} illustrates our set of layers. The inner
	32	+layer comprises the development team composed of agile teams. Next, is a layer
	33	+that includes the coordinators responsible for handling the bureaucratic issues
	34	+coming from the government to the development team. Subsequent, the analyst
	35	+layer covers the government employees with the understanding about the
	36	+requirements, but they working guided by the traditional methodology. Finally,
	37	+there is the directory layer responsible for the political issues.
	38	+
	39	+The communication between layers is an important problem in the Layered
	40	+approach, which still an important issue to be addressed in our propose. For
	41	+solving the problem, we designed a common channel of communication that passes
	42	+through all layers. For keeping the layer separation, some members of each
	43	+layer worked as a filter. This was possible because we created a proper
	44	+infrastructure based on transparency. We used the following tools to implement
	45	+the communication between layers: issue tracker (from Gitlab), mailing list,
	46	+IRC, and wiki. The coordination layer has to filter the interaction between the
	47	+government and the development team.
	48	+
	49	+