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101 0 $aeng
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181   $ctxt
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183   $acr
200 10$a20th Conference on Software Engineering Education and Training (CSEET 2007)
210 31$a[Place of publication not identified]$cIEEE Computer Society Press$d2007
215   $a1 online resource
300   $aBibliographic Level Mode of Issuance: Monograph
311 08$a9780769528939 
311 08$a0769528937 
327   $a20th Conference on Software Engineering Education & Training-Cover -- 20th Conference on Software Engineering Education & Training-Title -- 20th Conference on Software Engineering Education & Training-Copyright -- 20th Conference on Software Engineering Education & Training - TOC -- Foreword -- Conference organizers -- Steering Committee -- Program Committee -- Software Engineering Education in China -- Graduate Training from an Industry Perspective -- Resolving Dilemmas in Software Engineering Education -- A Graduate Program on Embedded Software Engineering in China -- Lessons Learned from Establishing a Software Engineering Academic Programme in Developing Countries.
330   $aThis paper presents a European Master programme on global software engineering (SE), being put forward by four leading institutions from Sweden, UK, Netherlands and Italy. The Global SE European Master (GSEEM) programme aims to provide students with an excellence in SE based on sound theoretical foundations and practical experience, as well as prepare them to participate in global development of complex and large software systems. GSEEM has been designed with three noteworthy aspects: 1 Three specialization profiles in which the consortium excels: Software Architecting, Real-time Embedded Systems Engineering, and Web Systems and Services Engineering. 2 Two market-driven routes: "professional" to work as professionals, and "scientific" to continue the education towards research degrees. 3 An innovative concept of "shared modules", delivered together by multiple institutions. Four types of shared modules are foreseen: "parallel" twin modules which run remotely between universities, "shifted" modules which teach SE concepts incrementally with shifts in study locations and timeline ,"complementary" modules in which complementary SE concepts are taught in parallel through shared projects, and "common" modules which share the presentations and the project. The profiles realize "integrated knowledge" by complementing partial knowledge available at partner institutions. The paper explains how GSEEM achieves the objectives of educating global software engineers.
606   $aSoftware engineering$xStudy and teaching (Higher)
606   $aSoftware engineering
615  0$aSoftware engineering$xStudy and teaching (Higher)
615  0$aSoftware engineering.
676   $a005.1
702   $aNarayanan$b Ramanathan
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912   $a9910142653403321
996   $a20th Conference on Software Engineering Education and Training (CSEET 2007)$94433456
997   $aUNINA