CSEETW '08 Proceedings of the 2008 21st IEEE-CS Conference on Software Engineering Education and Training Workshop
Evolving an infrastructure for student global software development projects: lessons for industry
Proceedings of the 2nd India software engineering conference
Using Wikis to support the Net Generation in improving knowledge acquisition in capstone projects
Journal of Systems and Software
REET '09 Proceedings of the 2009 Fourth International Workshop on Requirements Engineering Education and Training
A training tool for global software development
ITHET'10 Proceedings of the 9th international conference on Information technology based higher education and training
A tool for training students and engineers in global software development practices
CRIWG'10 Proceedings of the 16th international conference on Collaboration and technology
An evolving collaborative model of working in students' global software development projects
Proceedings of the 2011 Community Building Workshop on Collaborative Teaching of Globally Distributed Software Development
Design and implementation of an international computer science capstone course
Journal of Computing Sciences in Colleges
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Facilitated by the Internet, global software development has emerged as a reality. The use of shared processes and appropriate tools is considered crucial to alleviate some of its issues (e.g., space and time differences), homogenizing the environment of development and interaction, and increasing the likelihood of success. Since 2005, Pace University in the United States has been collaborating with the Institute of Technology of Cambodia (ITC) and the University of Delhi in India to bring students together to work on global software development projects. This paper reports on our experiences and lessons from spring 2007 when the focus was on these students working together on the development of a single software system. One key objective was to investigate how to create a shared and open source tooling environment to support a distributed development process that has evolved over two years. The setting is unique in that it seeks to accommodate students from a mix of established, developing and emerging countries who, as a consequence, have had varying levels of exposure to the Internet and use it in non-similar ways. The findings, lessons and recommendations from our study are reported in this paper. Not surprisingly, when the perceived professional value of assumed ‘everyday technologies’ is dissimilar across cultures, preparation for the communications tooling needs more attention than the engineering tooling. This has important implications for the emphasis placed on ‘process’ and ‘soft skills’ in the respective classrooms, and highlights some challenges facing emerging countries as they strive to become players in the global workforce.