RE Week 2

Q1: As a first start after the official start of the project, Peter plans the requirements engineering activities in detail. The responsibilities for the different steps to be performed in the course of the RE phase of the project are discussed in a team meeting.

• Elicitation

• Documentation

• Management

• Negotiation

• Validation

Q2: Vanessa is assigned the task of conducting a workshop aiming at the identification of important system goals that students have in mind about the new system. The workshop involves nine representative students from different degree programmes, who were asked to participate by the university’s administration. Vanessa starts the workshop with a brainstorming session to uncover and collect an initial set of goals. The students are very creative so that the brainstorming results in a multitude of goals.

• Elicitation

• Documentation

• Management

• Negotiation

• Validation

Q3: Vanessa sketches the goals by short names, documents each goal on a separate sheet of paper, and pins them to a white board. Next, the goals are structured and organized by clustering related ones on the board, together with the students. However, they are not yet specified according to documentation rules

• Elicitation

• Documentation

• Management

• Negotiation

• Validation

Q4: Each goal is further discussed with the students. It turns out that three of the participating students actually do not consider the goal “Internship market”, which was mentioned by another student before, as important. It is agreed that the majority of students will probably not benefit from such an internship market. Hence, Vanessa suggests removing this goal, and eventually there are no objections

• Elicitation

• Documentation

• Management

• Negotiation

• Validation

Q5: Once the workshop is over and the students are released, Vanessa creates a goal model using the modelling editor “Goal+”, which supports the company-wide established standard of documenting goals, in order to specify the goals and their relationships formally and in more detail.

• Elicitation

• Documentation

• Management

• Negotiation

• Validation

Q6: She stores the goal model in the Requirements Management System eventually

• Elicitation

• Documentation

• Management

• Negotiation

• Validation

Q7: The next day, Martin interviews an experienced lecturer as representative of this user group. The lecturer mentions a similar university information system called “TeachSupport 2”, which he got to know at the nearby partner university he recently visited

• Elicitation

• Documentation

• Management

• Negotiation

• Validation

Q8: Martin informs Peter about this legacy system that he found worthwhile to take into account when developing the new system. Peter agrees, and consults a contact person at the partner university to learn more about TeachSupport 2. Eventually, he receives an invitation to get some insights into the workflows and processes of this university.

• Elicitation

• Documentation

• Management

• Negotiation

• Validation

Q9: In particular, the university kindly offers to demonstrate how lecturers and students actually use TeachSupport 2 in their daily activities. […] On site, Martin observes a lecturer uploading and providing course material for the students, as well as a student who then browses and accesses this material. Additionally, an administrative process that involves an employee of the examination office entering exam results into the TeachSupport 2 system, and sending out notifications to the students is demonstrated

• Elicitation

• Documentation

• Management

• Negotiation

• Validation

Q10: The examination officer hands him a copy of the TeachSupport 2 user manual, which also includes detailed descriptions of the interaction sequences that he has been presented

• Elicitation

• Documentation

• Management

• Negotiation

• Validation