會議流方法對大學畢業專題的團隊合作品質影響之實驗研究

以作者查詢圖書館館藏

、以作者查詢臺灣博碩士

、以作者查詢全國書目

、勘誤回報

、線上人數：80

、訪客IP：3.144.3.63

姓名

洪亞群(Ya-chun Hung) 查詢紙本館藏

畢業系所

資訊管理學系

論文名稱

會議流方法對大學畢業專題的團隊合作品質影響之實驗研究
(Effects of the Meetings Flow Approach on Teamwork Quality of Software Capstone Projects – An Experimental Study)

相關論文

★ 專案管理的溝通關鍵路徑探討─以某企業軟體專案為例	★ 運用並探討會議流如何促進敏捷發展過程中團隊溝通與文件化：以T銀行系統開發為例
★ 專案化資訊服務中人力連續派遣決策模式之研究─以高鐵行控資訊設備維護為例	★ 以組織正義觀點介入案件指派決策之研究
★ 應用協調理論建立系統軟體測試中問題改善之協作流程	★ 應用案例式推理於問題管理系統之研究 -以筆記型電腦產品為例
★ 運用限制理論於多專案開發模式的人力資源配置之探討	★ 應用會議流方法於軟體專案開發之個案研究：以翰昇科技公司為例
★ 多重專案、多期再規劃的軟體開發接案決策模式：以南亞科技資訊部門為例	★ 會議導向敏捷軟體開發及系統設計：以大學畢業專題為例
★ 一種基於物件、屬性導向之變更影響分析方法於差異化產品設計	★ 實施敏捷式發展法於大學部畢業專題之行動研究 – 以中央大學資管系為例
★ 建立一個用來評核自然語言需求品質的線上資訊系統	★ 結合本體論與模糊分析網路程序法於軟體測試之風險與風險關聯辨識
★ 在軟體反向工程中針對UML結構模型圖之線上品質評核系統	★ 以模糊專家系統實作軟體專案調適準則

檔案

[Endnote RIS 格式]

[Bibtex 格式]

[相關文章]

[文章引用]

[完整記錄]

[館藏目錄]

至系統瀏覽論文 ( 永不開放)

摘要(中)

為因應軟體產業所面臨的顧客偏好與科技發展的快速變動，現代軟體公司無不以專案團隊的型式來解決大小不一的軟體開發任務。因此，團隊合作的學習成為軟體工程的關鍵教育目標之一。在各大專院校資訊相關科系，即普遍設有「畢業專題」課程，目的是讓學生體驗真實的軟體開發，並發展團隊合作所需的能力。有鑒於團隊合作相關的問題，仍持續存在於畢業專題的專案開發當中，本研究應用會議流方法(Meetings Flow Approach, MFA)引導學生畢業專題的進行，並認為此方法能帶給學生團隊一些正面的效益。我們採用實地實驗法，來驗證會議流方法是否對團隊合作品質(teamwork quality)，以及團隊來源學習(team-source learning)產生影響。研究結果顯示會議流方法對此兩個構面皆有顯著的影響。此外，在影響團隊合作品質的結果中，我們發現會議流方法能加強團隊的溝通、協調、均等貢獻、相互支援，與努力程度。最後針對此結果，本研究也提出相應的管理與教育意涵，提供管理學生軟體開發專案的指導者作為參考。
關鍵

摘要(英)

Nowadays, software organizations often utilize project teams to handle increasingly complex software development tasks. Therefore, it is important for software engineering students to experience a real-world software development and develop teamwork related skill in their capstone course. However, the issues come from team’s collaboration are still critical in capstone projects. In this study, we apply the Meetings Flow Approach (MFA) for conducting the software capstone projects, and suppose that the MFA would bring some good effects to student teams. We design a field experiment to examine effects of the MFA on two team-related constructs, teamwork quality and team-source learning. The results indicate that the MFA has significantly positive effects on these constructs. Moreover, regarding to the teamwork quality, our findings show that the MFA significantly enhance team’s communication, coordination, balance of member contribution, mutual support, and effort. Finally, this paper provides corresponding managerial and educational implications as a reference for an instructor to direct the student software project development.
Keyword: Software

關鍵字(中)

★ 會議流
★ 團隊合作品質
★ 實驗研究
★ 軟體專案

關鍵字(英)

★ Experiment
★ Teamwork Quality
★ Meetings Flow
★ Software Capstone Project

論文目次

摘要 ....................................................................................................................................... I
Abstract ...................................................................................................................................................... II
誌謝 ..................................................................................................................................... III
Table of Contents ................................................................................................................................... IV
List of Tables ........................................................................................................................................... VI
List of Figures ........................................................................................................................................ VII
1. Introduction ...................................................................................................................................... 1
2. Literature Review ............................................................................................................................ 6
2-1. Capstone projects in software development education ................................................. 6
2-2. Meetings and meetings flow approach ....................................................................... 10
2-3. Teamwork quality ..................................................................................................... 15
2-4. Team-source learning ................................................................................................ 19
3. Methodology ................................................................................................................................... 21
3-1. Participants and experimental setting ........................................................................ 21
3-2. Treatment .................................................................................................................. 23
3-3. Measures ................................................................................................................... 27
3-4. Control variables ....................................................................................................... 28
3-5. Reliability and validity .............................................................................................. 29
4. Results .............................................................................................................................................. 30
5. Discussion and Implication ......................................................................................................... 34
v
5-1. Effects of MFA on TWQ ........................................................................................... 34
5-2. Effects of MFA on team-source learning.................................................................... 34
5-3. Implications .............................................................................................................. 37
5-4. Limitations ................................................................................................................ 39
6. Conclusions ..................................................................................................................................... 42
References ................................................................................................................................................ 43
Appendix: Questionnaire ..................................................................................................................... 51
TWQ questionnaire .......................................................................................................... 51
Team-source learning questionnaire ................................................................................. 52

參考文獻

Barker, A. (2007). How to manage meetings (2nd ed.). London, U.K.: Kogan Page.
Bray, J. H., & Maxwell, S.E. (1985). Multivariate analysis of variance. Newbury Park, CA: Sage.
Begeman, M., Cook, P., Ellis, C., Graf, M., Rein, G., & Smith, T. (1986). Project nick: Meetings augmentation and analysis. ACM Transactions on Information Systems, 5(2), 132-146.
Bird, K. D. (1975). Simultaneous contrast testing procedures for multivariate experiments. Multivariate Behavioral Research, 10, 343-351.
Blau, P., & Scott, W. R. (1962). Formal Organizations. Foresman, San Francisco: Scott.
Borges, M. R. S., Mendes, S., & Motta, C. L. R. (2002). Improving meetings by identifying informal roles played by participants. 7th International Conference on Computer Supported Cooperative Work in Design.
Brannick, M. T., Prince, A., Prince, C., & Salas, E. (1995). The measurement of team process. Human Factors, 37(3), 641-651.
Campion, M. A., & Medsker, G. J. (1993). Relations between work group characteristics and effectiveness: Implications for designing effective work groups. Personnel Psychology, 46, 823-850.
Cartwright, D. (1968). The nature of group cohesiveness. In D. Cartwright, & A. Zander (Eds.), Group Dynamics: Research and Theory (3rd ed.). London, U.K.: Tavistock Publications.
44
Chamillard, A., & Braun, K. (2002). The software engineering capstone: Structure and tradeoffs, Proceedings of the 33rd SIGCSE Technical Symposium on Computer Science Education, 34(1), 227-232.
Chen, C. Y. (2006). Meeting flow management. The Chinese Information Society Association.
Chen, C. Y. (2009). A meetings flow approach for conducting student final-year projects. Journal of Computing Sciences in Colleges, 24(6), 28-34.
Chen, C. Y., Chao, K. H., & Chen, P. C. (2007). A preliminary study of meeting flow management for software project development: The prototype (MfPMIS). IEEE IEEM.
Connerly, M. L., & Mael, F. A. (2001). The importance and invasiveness of student team selection criteria. Journal of Management Education, 25, 471-494.
Cooper, D. R., & Schindler, P. S. (2008). Business Research Methods (10th ed.). New York, NY: McGraw-Hill.
Dillenbourg, P. (1999). What do you mean by "collaborative learning"? In P. Dillenbourg (Eds.), Collaborative Learning: Cognitive and Computational Approaches. Amsterdam, NL: Elsevier Science.
Dillon, C. L., & Walsh, S. M. (1992). Faculty: The neglected resource in distance education. American Journal of Distance Education, 6(3), 5-21.
Dutson, A., Todd, R., Magleby, S., & Sorenson, C. (1997). A review of literature on teaching design through project-oriented capstone courses. Journal of Engineering Education, 76(1), 17-28.
45
Easley, R. F., Devaraj, S., & Crant, J. M. (2003). Relating collaborative technology use to teamwork quality and performance: An empirical analysis. Journal of Management Information Systems, 19(4), 247-268.
Garcia, A. C. B., Kunz, J., & Fischer, M. (2005). Voting on the agenda: The key to social efficient meetings. International Journal of Project Management, 23(1), 17-24.
Gladstein, D. L. (1984). Group in context: A model of task group effectiveness. Administrative Science Quarterly, 29(4), 499-517.
Goold, A. (2003). Providing process for projects in capstone courses. Proceedings of the 8th Annual Conference on Innovation and Technology in Computer Science Education, Thessaloniki, Greece, pp. 26-29.
Gottesdiener, E. (2002). Requirements by Collaboration: Workshops for Defining Needs. Boston: Addison-Wesley.
Hackman. J. R. (1987). The design of work teams. In J. W. Lorsch (Eds.), Handbook of Organizational Behavior, Englewood Cliffs, NJ: Prentice-Hall.
Harris, R. J. (1975). A Primer Multivariate Statistic. New York, NY: Academic.
He, J., Butler, B. S., & King, W. R. (2007). Team cognition: Development and evolution in software project teams. Journal of Management Information Systems, 24(2), 261-292.
Henry, J. (2004). Software Project Management. Boston: Addison-Wesley.
Hilburn, T. B., & Humphrey, W. S. (2002). Teaching teamwork. IEEE Software, 19(5), 72-77.
Hoegl, M., & Gemuenden, H. G. (2001). Teamwork quality and the success of innovative projects: A theoretical concept and empirical evidence. Organization Science, 12(4), 435-449.
46
Hoegl, M., Weinkad. K., & Gemuenden. H G. (2004). Interteam coordination, project commitment and teamwork in multiteam R&D projects: A longitudinal study. Organization Science, 15(1), 38-55.
Humphrey W. S. (2000). The Team Software Process (TSP). Software Engineering Institute, CMU/SEI-2000-TR-023, ESC-TR-2000-023.
Humphrey, W. S. (1990). Managing the Software Process. Reading, MA: Addison-Wesley.
Jewell, L. N., & Reitz, H. J. (1981). Group Effectiveness in Organization, New York, NY: Warner Books.
Keil, M., Rai, A., Mann, J. E. C., & Zhang, G. P. (2003). Why software projects escalate: The importance of project management constructs. IEEE Transactions on Engineering Management, 50(3), 251-261.
Kraut, R. E., & Streeter, L. A. (1995). Coordination in software development. Communications of the ACM, 38(3), 69-81.
Lankau, M. J. (1996). An examination of mentoring, peer developmental relationships, and team participation as sources of learning in an organization. Unpublished doctoral dissertation, University of Miami, Florida.
Larson, J. R., & Schaumann, L. J. (1993). Group goals, group coordination, and group member motivation. Human Performance, 6(1), 49-69.
Leach, D. J., Rogelberg, S. G., Warr, P. B., & Burnfield, J. L. (2009). Perceived meeting effectiveness: The role of design characteristics. Journal of Business and Psychology, 24(1), 65-76.
47
LeBlanc, R., & Sobel, A. (2004). Software engineering 2004 curriculum guidelines for undergraduate degree programs in software engineering. The Joint Task Force on Computing Curricula.
McGrath, J. E. (1984). Groups: Interaction and Performance. Englewood Cliffs, NJ: Prentice Hall.
McGrath, J. E. (1991). Time matters in groups. In J. Galegher, R. Kraut, & C. Egido (Eds.), Intellectual Teamwork: Social and Technological Foundations of Cooperative Work. Hillsdale: Lawrence Erlbaum.
Mills, J. E., & Treagust, D. F. (2003). Engineering education—Is problem-based or project-based learning the answer? Australasian Journal of Engineering Education, Online Publication 2003-04. Retrieved from http://www.aaee.com.au/journal/2003/mills_treagust03.pdf.
Mullen, B., & Copper, C. (1994). The relation between group cohesiveness and performance: An integration. Psych. Bull, 115(2), 210-227.
Napier, N. P., & Johnson, R. D. (2007). Technical projects: Understanding teamwork satisfaction in an introductory IS course. Journal of Information Systems Education, 18(1), 39-48.
Nunnally, J. (1978). Psychometric Theory. New York, NY: McGraw-Hill.
Pinto, M. B., & Pinto, J. K. (1990). Project team communication and cross-functional cooperation in new program development. Journal of Product Innovation Management, 7(3), 200-212.
PMI. (2004). A Guide to the Project Management Body of Knowledge (3rd ed.) (PMBOK Guides).
48
Pressman, R. S. (2001). Software engineering: A practitioner’s approach (5th ed.). Boston, McGraw-Hill.
Ras, E., Carbon, R., Decker, B., & Rech, J. (2007). Experience management wikis for reflective practice in software capstone projects. IEEE Transaction on Education, 50(4), 312-320.
Robillard, P. N., & Robillard, M. P. (2000). Types of collaborative work in software engineering. The Journal of Systems and Software, 53(3), 219-224.
Robillard, P. N. (1999). The role of knowledge in software. Communications of the ACM, 42(1), 87-92.
Robinson, D. R. (1991). The International Communication of Technology: A book of Readings. New York, NY: Taylor & Francis.
Roschelle, J., & Teasley, S. (1995). The construction of shared knowledge in collaborative problem solving. In C. O'Malley (Eds.). Computer-supported collaborative learning. Berlin, Germany: Springer-Verlag.
Sancho-Thomas, P., Fuentes-Fernández, R., & Fernández-Manjón, B. (2009). Learning teamwork skills in university programming courses. Computers & Education, 53(2), 517-531.
Schiller, J. (2009). Modern meeting management and information retrieval. Proceeding of the 24th ACM SIGPLAN conference companion on Object oriented programming systems languages and applications, 875-880.
Seers, A., Petty, M. M., & Cashman, J. F. (1995). Team-member exchange under team and traditional management: A naturally occurring quasi-experiment. Group & Organization Management, 20(1), 18-38.
49
Shaw, M., Herbsleb, J., & Ozkaya, I. (2006). Deciding what to design: Closing a gap in software engineering education. Software Engineering Education in the Modern Age, 4309, 28-58.
Smith, B. L., & MacGregor, J. T. (1992). What is collaborative learning? In A. Goodsell, M. Maher, & V. Tinto (Eds.). Collaborative Learning: A Sourcebook for Higher Education. University Park, PA: National Center on Postsecondary Teaching, Learning, and Assessment.
Stein, M. V. (2002). Using large vs. small group projects in capstone and software engineering courses. The Journal of Computing in Small Colleges, 17(4), 1-6.
Stohl, C. (1995). Organizational Communication: Connectedness in Action. Newbury Park, CA: Sage.
Strode, D., & Clark, J. (2007). Methodology in software development capstone projects. 20th Annual Conference of the NACCQ.
Tannenbaum, S. I., Beard, R. L., & Salas, E. (1992). Team building and its influence on team effectiveness: An examination of conceptual and empirical developments. In K. Kelley (Eds.). Issues, Theory, and Research in Industrial/Organizational Psychology. Amsterdam, Holland: Elsevier.
Tjosvold, D. (1995). Cooperation theory, constructive controversy, and effectiveness: Learning from crisis. In R. A. Guzzo, E. Salas, & Associates (Eds.). Team Effectiveness and Decision Making in Organizations. San Francisco, CA: Jossey-Bass.
Umphress, D. A., Hendrix, T. D., & Cross, J. H. (2002). Software process in the classroom: The capstone project experience. IEEE Software, 19(5), 78–85.
50
van der Duim, L., Andersson, J., & Sinnema, M. (2007). Good practices for educational software engineering projects. Proceedings of the 29th International Conference on Software Engineering.
Williams, E. A., Duray, R., & Reddy, V. (2006). Teamwork orientation, group cohesiveness, and student learning: A study of the use of teams in online distance education. Journal of Management Education, 30(4), 592-616.
Zavala, A., & Hass, K. B. (2008). The Art and Power of Facilitation: Running Powerful Meetings. Vienna, VA: Management Concepts.

指導教授

陳仲儼(Chung-Yang Chen)

審核日期

2010-7-20

推文