Communications of the ACM
Are we scientists or engineers?
ACM Computing Surveys (CSUR)
The road less traveled: a baccalaureate degree in software engineering
SIGCSE '97 Proceedings of the twenty-eighth SIGCSE technical symposium on Computer science education
Texas board votes to license software engineers
ACM SIGSOFT Software Engineering Notes
Prospects for an Engineering Discipline of Software
IEEE Software
Will There Ever Be Software Engineering?
IEEE Software
The Guide to the Software Engineering Body of Knowledge
IEEE Software
ICSE2001 workshop to consider global aspects of software engineering professionalism
ACM SIGSOFT Software Engineering Notes
Simulating a Software Engineering Apprenticeship
IEEE Software
Reviewing the professionalization of software engineering: can small colleges remain viable?
Journal of Computing Sciences in Colleges
A Web Based Wireless Order Management Application
ICCNMC '01 Proceedings of the 2001 International Conference on Computer Networks and Mobile Computing (ICCNMC'01)
Current issues in IT education
Is software engineering for everyone?
Proceedings of the 2nd annual conference on Mid-south college computing
Database project as source of reinforcement and discovery
Journal of Computing Sciences in Colleges
FOCUS: an adaptation of a SWEBOK-based curriculum for industry requirements
Proceedings of the 34th International Conference on Software Engineering
Hi-index | 4.10 |
Software engineering (SE) is maturing as a discipline and profession, but three decades after the first NATO Conference on Software Engineering, it is still not regarded by some to be a legitimate, respectable engineering profession. In 1995, Gary Ford and Norman Gibbs of the Software Engineering Institute evaluated what it means for a profession to be mature and how SE was doing. Their study found that, relative to other fields and engineering branches, most elements that make SE a profession were quite immature.Five years later, SE has had countless practitioners (a.k.a. software developers), thousands of published articles, dozens of conferences and workshops, and a respectable number of education and training programs. But despite all this progress, SE, while recognizable, is still immature-- as evidenced by the significant gap among vision, education, and standard practice. The reasons are legion, but they boil down to one simple fact: The field is still young.The authors present their assessment of SE immaturity in this article. Although they believe time will eventually mature SE, a calculated push can accelerate the maturation process. By "push," they mean defining, accrediting, and evaluating new curricula that stress CS and SE fundamentals.