Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Involving External Stakeholders in Project Courses
University of Gothenburg, Sweden.
RISE - Research Institutes of Sweden, ICT, Viktoria.ORCID iD: 0000-0002-1811-0123
Chalmers University of Technology, Sweden.
Chalmers University of Technology, Sweden.
Show others and affiliations
2018 (English)In: ACM Transactions on Computing Education, ISSN 1946-6226, E-ISSN 1946-6226, Vol. 18, no 2, article id 8Article in journal (Refereed) Published
Abstract [en]

Problem: The involvement of external stakeholders in capstone projects and project courses is desirable dueto its potential positive effects on the students. Capstone projects particularly profit from the inclusion ofan industrial partner to make the project relevant and help students acquire professional skills. In addition,an increasing push towards education that is aligned with industry and incorporates industrial partners canbe observed. However, the involvement of external stakeholders in teaching moments can create friction andcould, in the worst case, lead to frustration of all involved parties.Contribution: We developed a model that allows analysing the involvement of external stakeholders inuniversity courses both in a retrospective fashion, to gain insights from past course instances, and in aconstructive fashion, to plan the involvement of external stakeholders.Key Concepts: The conceptual model and the accompanying guideline guide the teachers in their analysisof stakeholder involvement. The model is comprised of several activities (define, execute, and evaluate thecollaboration). The guideline provides questions that the teachers should answer for each of these activities.In the constructive use, the model allows teachers to define an action plan based on an analysis of potentialstakeholders and the pedagogical objectives. In the retrospective use, the model allows teachers to identifyissues that appeared during the project and their underlying causes. Drawing from ideas of the reflectivepractitioner, the model contains an emphasis on reflection and interpretation of the observations made bythe teacher and other groups involved in the courses.Key Lessons: Applying the model retrospectively to a total of eight courses shows that it is possible toreveal hitherto implicit risks and assumptions and to gain a better insight into the interaction betweenexternal stakeholders and students. Our empirical data reveals seven recurring risk themes that categorisethe different risks appearing in the analysed courses. These themes can also be used to categorise mitigationstrategies to address these risks pro-actively. Additionally, aspects not related to external stakeholders, e.g.,about the interaction of the project with other courses in the study program, have been revealed. Theconstructive use of the model for one course has proved helpful in identifying action alternatives and finallydeciding to not include external stakeholders in the project due to the perceived cost-benefit-ratio.Implications to practice: Our evaluation shows that the model is viable and a useful tool that allowsteachers to reason about and plan the involvement of external stakeholders in a variety of course settings,and in particular in capstone projects.

Place, publisher, year, edition, pages
2018. Vol. 18, no 2, article id 8
Keywords [en]
Capstone Projects, External Stakeholders, Social and professional topics, Computing education, Project and people management
National Category
Natural Sciences
Identifiers
URN: urn:nbn:se:ri:diva-36476DOI: 10.1145/3152098Scopus ID: 2-s2.0-85064555163OAI: oai:DiVA.org:ri-36476DiVA, id: diva2:1265103
Available from: 2018-11-22 Created: 2018-11-22 Last updated: 2019-05-10Bibliographically approved

Open Access in DiVA

No full text in DiVA

Other links

Publisher's full textScopushttp://doi.acm.org/10.1145/3152098

Authority records BETA

Burden, Håkan

Search in DiVA

By author/editor
Burden, Håkan
By organisation
Viktoria
In the same journal
ACM Transactions on Computing Education
Natural Sciences

Search outside of DiVA

GoogleGoogle Scholar

doi
urn-nbn

Altmetric score

doi
urn-nbn
Total: 16 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
v. 2.35.7