# Prof dr barbara paech university of heidelberg

• No School
• AA 1
• 182

This preview shows page 12 - 16 out of 182 pages.

Prof. Dr. Barbara Paech University of Heidelberg Barbara Paech is a professor with the Institute for Computer Science of the University of Heidelberg. Until October 2003, she was a department leader with the Fraunhofer Institute for Experimental Software Engineering. Her area of research is software engineering, especially the methods and processes necessary to improve quality with appropriate effort. For many years, she has been active in the area of requirements engineer- ing and usability engineering. She is the speaker of the domain-specific group Software Technology of the German Computer Science Society. Dirk Schüpferling SOPHIST GmbH Dirk Schüpferling has been a SOPHIST since 2001 and has gained the insight that communication is the key to (customer) satisfaction. However, laziness and being a know-it-all, or as the experts would phrase it, “re-use” and “illustration of room for improvement” are also things that he can be quite fond of. His research delves into the area of documentation techniques, and it is here that he solves practical problems by suggesting novel approaches and customizing established tools and forms of documentation.

Subscribe to view the full document.

xii With Contributions from Thorsten Weyer University of Duisburg-Essen Thorsten Weyer leads the requirements engineering research group at “paluno – The Ruhr Institute for Software Technology” at the University of Duisburg-Essen. He is the coordinator of the research activities on model-based requirements engineering within the innovation alliance SPES 2020 funded by the German Federal Ministry of Education and Research. He received a diploma degree in computer science from University of Koblenz and is an experienced consultant and lecturer, for more than 10 years now. His dissertation deals with the analytical quality assurance of requirements specifications against properties of the operational context.
xv Contents The Certified Professional for Requirements Engineering (CPRE) Exam v Foreword vii With Contributions from ix 1 Introduction and Foundations 1 1.1 Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 1.1.1 Figures and Facts from Ordinary Projects . . . . . . . . . . . . . . . . . . . 1 1.1.2 Requirements Engineering – What Is It? . . . . . . . . . . . . . . . . . . . . 3 1.1.3 Embedding Requirements Engineering into Process Models . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 1.2 Fundamentals of Communication Theory . . . . . . . . . . . . . . . . . . . . . . . . . . 5 1.3 Characteristics of a Requirements Engineer . . . . . . . . . . . . . . . . . . . . . . . . 6 1.4 Requirement Types . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 1.5 Importance and Categorization of Quality Requirements . . . . . . . . . . . 9 1.6 Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 2 System and Context Boundaries 11 2.1 System Context . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 2.2 Defining System and Context Boundaries . . . . . . . . . . . . . . . . . . . . . . . . . 12 2.2.1 Defining the System Boundary . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 2.2.2 Defining the Context Boundary . . . . . . . . . . . . . . . . . . . . . . . . . . . 15 2.3 Documenting the System Context . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17 2.4 Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17

Subscribe to view the full document.

xvi Contents 3 Eliciting Requirements 19 3.1 Requirements Sources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19 3.1.1 Stakeholders and Their Significance . . . . . . . . . . . . . . . . . . . . . . . 19 3.1.2 Handling Stakeholders in the Project . . . . . . . . . . . . . . . . . . . . . . 20 3.2 Requirements Categorization According to the Kano Model . . . . . . . 22 3.3 Elicitation Techniques . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24 3.3.1 Types of Elicitation Techniques . . . . . . . . . . . . . . . . . . . . . . . . . . . 24 3.3.2 Survey Techniques . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25 3.3.3 Creativity Techniques . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26 3.3.4 Document-centric Techniques . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28 3.3.5 Observation Techniques . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29 3.3.6 Support Techniques . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30 3.4

### What students are saying

• As a current student on this bumpy collegiate pathway, I stumbled upon Course Hero, where I can find study resources for nearly all my courses, get online help from tutors 24/7, and even share my old projects, papers, and lecture notes with other students.

Kiran Temple University Fox School of Business ‘17, Course Hero Intern

• I cannot even describe how much Course Hero helped me this summer. It’s truly become something I can always rely on and help me. In the end, I was not only able to survive summer classes, but I was able to thrive thanks to Course Hero.

Dana University of Pennsylvania ‘17, Course Hero Intern

• The ability to access any university’s resources through Course Hero proved invaluable in my case. I was behind on Tulane coursework and actually used UCLA’s materials to help me move forward and get everything together on time.

Jill Tulane University ‘16, Course Hero Intern

Ask Expert Tutors You can ask 0 bonus questions You can ask 0 questions (0 expire soon) You can ask 0 questions (will expire )
Answers in as fast as 15 minutes