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There is a shortage of qualified people in the IT industry in the world. To address this shortage, transition programmes are being created that help people change to careers in IT. To provide useful programmes, we need to know if the current curriculum provides value to its graduates. Moreover, as the IT industry undergoes continuous change, we need to regularly review what the industry needs and update any existing programmes as appropriate. In this paper we present the results of a survey of graduates of one such programme, the PGCertInfoTech at University of Auckland, with the view to evaluating the currency of the existing programme and to gather data on which to base decisions on updating it. Our conclusion is that our programme is largely useful to graduates, but could be improved with the addition of material on continuous integration, and some adjustment to the time spent on testing, concurrency, and project management. Our results will be useful to any other institutions having, or considering to have, IT transition programmes.

Context: Tangled commits are changes to software that address multiple concerns at once. For researchers interested in bugs, tangled commits mean that they actually study not only bugs, but also other concerns irrelevant for the study of bugs. Objective: We want to improve our understanding of the prevalence of tangling and the types of changes that are tangled within bug fixing commits. Methods: We use a crowd sourcing approach for manual labeling to validate which changes contribute to bug fixes for each line in bug fixing commits. Each line is labeled by four participants. If at least three participants agree on the same label, we have consensus. Results: We estimate that between 17% and 32% of all changes in bug fixing commits modify the source code to fix the underlying problem. However, when we only consider changes to the production code files this ratio increases to 66% to 87%. We find that about 11% of lines are hard to label leading to active disagreements between participants. Due to confirmed tangling and the uncertainty in our data, we estimate that 3% to 47% of data is noisy without manual untangling, depending on the use case. Conclusion: Tangled commits have a high prevalence in bug fixes and can lead to a large amount of noise in the data. Prior research indicates that this noise may alter results. As researchers, we should be skeptics and assume that unvalidated data is likely very noisy, until proven otherwise., Comment: Status: Accepted at Empirical Software Engineering

Context: Software refactoring aims to improve software quality and developer productivity. Numerous empirical studies investigating the impact of refactoring activities on software quality have been conducted over the last two decades. Objective: This study aims to perform a comprehensive systematic mapping study of existing empirical studies on evaluation of the effect of object-oriented code refactoring activities on software quality attributes. Method: We followed a multi-stage scrutinizing process to select 142 primary studies published till December 2017. The selected primary studies were further classified based on several aspects to answer the research questions defined for this work. In addition, we applied vote-counting approach to combine the empirical results and their analysis reported in primary studies. Results: The findings indicate that studies conducted in academic settings found more positive impact of refactoring on software quality than studies performed in industries. In general, refactoring activities caused all quality attributes to improve or degrade except for cohesion, complexity, inheritance, fault-proneness and power consumption attributes. Furthermore, individual refactoring activities have variable effects on most quality attributes explored in primary studies, indicating that refactoring does not always improve all quality attributes. Conclusions: This study points out several open issues which require further investigation, e.g., lack of industrial validation, lesser coverage of refactoring activities, limited tool support, etc., Comment: To appear in a future issue of journal of Systems and Software

Requirements Engineering (RE) is known to be critical for the success of software projects, and hence forms an important part of any Software Engineering (SE) education curriculum offered at tertiary level. In this paper, we report the results of an exploratory pilot study conducted to assess the effectiveness of Case-Based Learning (CBL) methodology in facilitating the learning of several RE concepts. The evaluation was made on the basis of graduate students' responses to a set of questions representing various key learning principles, collected after the execution of two CBL sessions at DA-IICT, Gandhinagar (India). We investigate the perceived effectiveness of CBL in students' learning of various RE concepts, based on factors like case difference, gender diversity, and team size. Additionally, we collect and analyze the Teaching Assistants' (TAs) opinions about the conducted CBL sessions. The outcome of this CBL exercise was positive as maximum students were able to achieve all the five stated learning objectives. The authors also report various challenges, recommendations, and lessons learned while experiencing CBL sessions., Comment: The paper is a pre-print version of the paper accepted at Second International Workshop on Software Engineering Education for Millennials (SEEM 2018) co-located to 40th International Conference on SoftwareEngineering (ICSE 2018)