While universities should not be expected to match graduates to every need of industry, there are certain attitudes inculcated in graduates by the education system which are not merely shortcomings but are detrimental both to them as future professional engineers and to industry. It is the thesis of this paper that changes could and should be made so as to cease inculcating these attitudes. I have identified seven issues, and for each I have explained the problem and made proposals. Adopting the proposals would require changes at universities, including improvements in strategic planning, management, professionalism, and planning courses on the basis of what we want our graduates to be rather than merely on what we want them to know.

1. Introduction to Software
Engineering

2. Abstract
Software System Requirement Engineering (RE) is the process of
discovering and identifying stakeholders and needs, document these in
a form that is understandable to analysis, communication, and
subsequent implementation.

3. Introduction
• “Requirements engineering is the branch of software engineering
concerned with the real-world goals for, functions of, and constraints
on software systems. It is also concerned with the relationship of
these factors to precise specifications of software behavior, and to
their evolution over time and across software families.”

4. • The context in which RE takes place is usually a human activity system, and
the problem owners are people. RE, therefore, is very sensitive in knowing
how people perceive and understand the world around them, how they
interact, and how the sociology of the workplace affects their actions. It
provides both the theoretical grounding and practical techniques for
eliciting and modeling requirements:
• Cognitive psychology provides an understanding of the difficulties people
may have in describing their needs.
• Anthropology provides a methodological approach to observing human
activities that helps in developing a richer understanding of how computer
systems may help or hinder those activities.
• Sociology provides an understanding of the political and cultural changes
caused by computerization.
• Linguistics is important because RE is largely about communication.
Linguistic analyses have changed the way in which the English language is
used in specifications, for instance, to avoid ambiguity and to improve
understandability.

5. Critical Analysis:
• The paper introduces a number of interesting new concepts however
it fails in actually providing any specific instances of their real-world
applications in actual software development.
• it can be inferred that the paper assumes that its readers would have
sufficient technical knowledge and some experience to enable them
to understand the content but as it also serves as an introductory
guide to requirement engineering it does not take into newcomers to
the field and software engineering students in general.
• its extensive list of external sources, this is especially jarring as most
readers would prefer the use of real-world scenarios

6. Communicating Requirements- requirements
management
• the ever-changing nature of requirements and stressed the
importance of writing down the elicited and analyzed requirement in
an organized and traceable form which suggests the need for a
standardized system of documentation
• By limiting discussions between the stakeholders and developers to
this technical viewpoint, complications arising from differing
philosophical views can be avoided.
• As the current system of programming languages relies upon a
universal language, i.e. English, coding documentation is not affected
by cultural boundaries, further strengthening this view.

7. Recommendations/Suggestions
• This Research paper fails in actually providing any specific instances of
their real-world applications in actual software development. So it
should provide some examples where it was used.
• Learn not only about requirements capture, analysis and
specification, but about effectiveness - doing the right thing. The
appropriate problem-solving technique offers efficiency, but it is
worse than useless if the wrong problem is being solved.
• This are not necessary results of a university education; graduates
need not enter industry with them. They arise as the result of our
method of teaching and do not need to be inculcated in the first
place.

8. Summary
• While universities should not be expected to match graduates to
every need of industry, there are certain attitudes inculcated in
graduates by the education system which are not merely
shortcomings but are detrimental both to them as future professional
engineers and to industry. It is the thesis of this paper that changes
could and should be made so as to cease inculcating these attitudes.
• I have identified seven issues, and for each I have explained the
problem and made proposals. Adopting the proposals would require
changes at universities, including improvements in strategic planning,
management, professionalism, and planning courses on the basis of
what we want our graduates to be rather than merely on what we
want them to know.

9. • While acknowledging that some of the points made have already
been recognized to some extent in some teaching institutions, I know
of no systematic attempt to examine the philosophy or strategy of
educating engineering students. It is perhaps time for such an
examination.
Summary