=Paper=
{{Paper
|id=Vol-1991/paper-04
|storemode=property
|title=Software Engineering Education in Russian Federation: Specifics of Bachelor, Master,
and Postgraduate Study Programs
|pdfUrl=https://ceur-ws.org/Vol-1991/paper-04.pdf
|volume=Vol-1991
|authors=Gleb Radchenko,Ludmila Haluchenko,Ksenia Repina
}}
==Software Engineering Education in Russian Federation: Specifics of Bachelor, Master,
and Postgraduate Study Programs==
https://ceur-ws.org/Vol-1991/paper-04.pdf
Software Engineering Education in Russian
Federation: Specifics of Bachelor, Master, and
Postgraduate Study Programs?
Gleb Radchenko, Ludmila Haluchenko, and Ksenia Repina
South Ural State University, Chelyabinsk, Russia
repinakv@susu.ru
Abstract. The article examines the education system in the direction
of “Software Engineering” in Russia for bachelor’s, master’s and post-
graduate studies. The results of the analysis of Federal state educational
standards in the direction of “Software Engineering”, based on the com-
parison of competencies to the international body of knowledge on soft-
ware engineering SWEBOK are presented.
Keywords: Software Engineering · SWEBOK · Russian federal state
educational standard (FSES) · competencies
1 Introduction
Currently, all the programs of higher education in Russia are regulated by the
Federal State Educational Standard (FSES) that defines a range of requirements
to the educational program, including a list of competencies, skills, and areas of
knowledge, which students should gain before the graduation. Higher education
in the field of software engineering is not an exception.
Currently, there are FSES for bachelor’s and master’s degrees in the “Soft-
ware Engineering” direction: 09.03.04 for bachelor’s degree and 09.04.04 for mas-
ter’s degree [12]. These are detailed documents defining the scope and contents
of the core base of knowledge as well as the volume of university-specific mate-
rial reflecting its personnel and scientific requirements and needs of the regional
industry. These standards are flexible and provide more opportunities for the
expansion and deepening knowledge, skills and competencies for successful pro-
fessional activity and further studies in postgraduate school.
As for the third level of higher education, namely training of highly qualified
personnel, presently in Russia there is no any FSES in “Software Engineering”.
There are three related areas of knowledge which Ph.D. students can study:
02.06.01 “Computer and Information Technologies”, 09.06.01 “Computer Sci-
ence and Engineering” and 27.06.01 “Engineering Systems Management” [12].
FSES for postgraduate captures only the volume for professional cycle disci-
plines without specifying the content and features of the educational program.
?
The work was supported by Act 211 Government of the Russian Federation, contract
№ 02.A03.21.0011.
Software Engineering Education in Russian Federation 39
Finishing graduate school in Russia today doesn’t necessarily include Ph.D. the-
ses defense and therefore getting a Ph.D. degree. While studying at graduate
school, students can select a specialty to prepare and defense Ph.D. theses. The
analysis of the official Russian dissertation library (http://diss.rsl.ru/) over the
past 10 years reveals that the majority theses in Software Engineering were
defended within two specialty directions: 05.13.11 “Mathematical Support and
Software for Computers, Computing Complexes and Networks” for theses con-
cerning mathematical and technical aspects of software design, testing and con-
struction and 08.00.05 “Economics and Management of National Economy” for
theses devoting to software management [14].
Thus, the current Russian circumstances in the field of higher education in
software engineering make it possible to perform an effective analysis of the
FSES coupled with the programs for bachelor’s and master’s degrees from the
Russian leading universities. This analysis will reveal how the programs cover
the contents of SWEBOK [11], a body of knowledge on software engineering
supported by IEEE and ACM and accepted in most developed countries for
training and certification in the field of software engineering.
2 Related Work
The issue of compliance with the educational standards requirements of employ-
ers is one of the most important in Russian and international education to date.
To analyze this problem in the field of Software Engineering, several researchers
resorted to the comparison of the competencies obtained by the graduates with
the recommendations presented in the SWEBOK – “Software Engineering Body
of Knowledge” [11]. SWEBOK V3.0 is an updated guide describing the body of
knowledge (15 areas) on software engineering jointly organized by the organiza-
tions IEEE Computer Society and ACM (Association for Computing Machin-
ery). SWEBOK V3.0 today is the most authoritative guide to the fundamental
knowledge of the profession of software engineering and adopted in most devel-
oped countries for training and certification in the field of software engineering.
Authors of [2, 3, 4] provide results of research in the field of competencies and
knowledge that should be possessed by graduates of the “Software Engineering”
direction based on the comparison of curriculum content with the SWEBOK
topics. The authors of [3] have developed an expert system that enable companies
to select the most suitable candidates for their jobs, considering personal and
social skills, along with technical knowledge.
On the other hand, authors of [5, 6] argue that the structure of the SWE-
BOK can’t be a strict requirement for the structure of the educational programs
in software engineering. The author of [5] presents the following five specific
comments-traps, based on the idea of crowding out on human and social as-
pects of the technical component of the training of software engineering based
on SWEBOK:
1. A software engineering course needs an industrial project. The introduction
of a real industrial project in training is not useful for the student because of
40 Gleb Radchenko, Ludmila Haluchenko, and Ksenia Repina
the overload of students in junior courses by programming disciplines. The
author calls to simplify the program, by making a gradual introduction of
students into software engineering, as possible.
2. Software engineering is like other branches of engineering. The author per-
suades to develop student’s social competencies, along with technical knowl-
edge, for their better adaptation in professional life.
3. Planning in SE is poorly done relative to other fields. The article gives ex-
amples of real well-known projects that are economically inefficient due to
inaccurate planning. Risk management, according to the author, is the most
critical area in software engineering, which requires the attention of students.
4. The user interface is a part of a low-level design. In the SWEBOK little
attention is devoted to the user interface design, which influences the func-
tionality of the system and improves it. Curricula for software engineering
should include at least a course on the introduction of Human-Computer
Interaction.
5. SWEBOK represents the state of the practice. The SWEBOK lags behind
the state of the practice in some areas and runs ahead of the herd in others.
Outpacing reality, in the future, lead to an even greater distance between the
university and industry, because industry prefers evolution over revolution.
In [7, 9] authors introduce a model of development of software engineering
student’s competencies through vocational training. They propose a model of
universal competencies as a requirement to the intellectual foundation of a pro-
fessional software engineer.
The paper [8] discusses changes in the final version of the SWEBOK V3.0
(adopted and published in December 2013), as well as the emergence of new
documents such as the SWECOM competency model (January 2014) [15] and
the change in the IEEE CS professional certification system. On the basis of the
analysis, a model of the profession is built.
In [10], the technology of development of the IT education system was con-
sidered on the basis of the internationally standardized curriculum. The analysis
of the current state of the international standards of programs for the prepa-
ration of bachelors and masters in the field of information technology is given.
Recommendations are given on the use of foreign experience in the development
of the national IT education system.
Thus, the rapid development of the fields of knowledge of software engineer-
ing requires the constant update of educational standards and a curriculum for
the preparation of students adapted to real industrial tasks. The identification of
the best professional competencies, the analysis of existing curriculum and the
formation of recommendations for the training of software engineering, which
reduce the distance between university knowledge and the requirements of in-
dustry, is an urgent area of research not only in Russia but also in the world.
Software Engineering Education in Russian Federation 41
3 SWE in Russian Federal Bachelor’s Standard
Russian federal state educational standard (FSES) in software engineering ex-
plicitly defines the minimum list of skills and competences which all graduates
in direction 09.03.04 “Software Engineering” should obtain, as well as specifies
the structure and scope of the educational program. In addition to the minimum
requirements for the results of the program, the standard provides the possibility
of supplementing the set of competencies based on the program orientation in
specific areas of knowledge and/or professional activities.
According to the standard, all the skills and competencies are divided into 3
groups: general cultural, general professional and professional ones.
3.1 General Cultural Competences (GC)
General cultural competences are not professionally oriented; on the contrary,
they are to relate to all graduates regardless of the activity area as they form
the basis for training and further implementation [1].
Among the general cultural competencies the most attention should be paid
to the following skills:
– use of economic fundamentals (GC-3) and legal knowledge (GC-4) in various
spheres of life;
– communication in oral and written forms for solving problems of interper-
sonal and intercultural interaction (GC-5);
– teamwork (GC-6);
– self-organization and self-education (GC-7).
Analysis of the contents of these competencies allow us to conclude that they
cover the following chapters in SWEBOK body of knowledge: Software Engi-
neering Economics (Chapter 12) and Software Engineering Professional Practice
(Chapter 11).
3.2 General Professional Competences (GPC)
The GPC chapter include skills and knowledge for graduates in broad fields
of computer science and software engineering. The following skills can be re-
ferred: possession of basic concepts, principles, theories, and facts of Informatics
(GPC-1), knowledge of computer architecture and systems (GPC-2) and basics
of programming (GPC-3). Direct correspondence is found in SWEBOK chapters
Computing Foundations (Chapter 13) and Mathematical Foundations (Chapter
14).
3.3 Professional Competences (PC)
PC establish restricted scope for software engineers reflecting professional re-
quirements and demands. Professional competencies mentioned in the federal
standard can be divided into nine subgroups, somewhat covering the following
chapters of SWEBOK:
42 Gleb Radchenko, Ludmila Haluchenko, and Ksenia Repina
1. Software Requirements (Chapter 1) - formalization of the software domain,
specification development for software components (PC-16);
2. Software Design (Chapter 2) - basic techniques and software development
tools (PC-1), various software development technologies (PC-3), program-
ming interfaces development (PC-22);
3. Modeling (Chapter 9) and Software Construction (Chapter 3) - modeling
skills, analysis and use of formal methods for software implementation (PC-
19);
4. Software Maintenance of (Chapter 5) - basic concepts and models of soft-
ware evolution and maintenance (PC-10), peculiarities of evolutionary ac-
tivity (inherited systems, reflexive planning, reengineering, migration, and
refactoring) (PC-11), reading and understanding of the source code and doc-
umentation (PC-21);
5. Software Engineering Management (Chapter 7) - classical concepts and mod-
els in project management (PC-6), control software development (PC-7),
project control (PC-9);
6. Software Engineering Process (Chapter 8) - standards and models of life
cycle (PC-5);
7. Software Quality (Chapter 10) - concepts and attributes of software quality
(reliability, safety, usability), including the role of people, processes, meth-
ods, tools and quality assurance techniques (PC-4);
8. Group Dynamics and Psychology (Chapter 11.2) - basics of group dynamics
and psychology specific to software engineering (PC-8);
9. Software Engineering Economics (Chapter 12) - initial assessment of software
project difficulty, risk and cost; working plan formation (PC-17); Preparation
of commercial proposals (PC-18);
10. Computing Foundations (Chapter 13) and Mathematical Foundations
(Chapter 14) - the use of operating systems, network technologies, various
languages and formal specification methods, database management systems
(PC-2), evaluation time and space complexity of the software (PC-20).
Table 1. Compliance of the FSES for bachelor’s with the chapters of SWEBOK
Chapter 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
Competence + + + + + − + + + + + + + + −
The analysis showed that the FSES of the bachelor’s direction 09.03.04 “Soft-
ware Engineering” covers SWEBOK by 87 % (table 1). The following two SWE-
BOK sections are not included in the standard:
1. Software Configuration Management (Chapter 6);
2. Engineering Foundations (Chapter 15).
Software Engineering Education in Russian Federation 43
4 SWE in Russian Federal Master’s Standard
To review the federal standard of master studies in the field of software engi-
neering, we would also analyze the minimum required competencies of graduates
in the general cultural, general professional and professional spheres.
4.1 General Cultural Competencies (GC) and General Professional
Competencies (GPC)
Among the general cultural and general professional competencies, it is worth
paying special attention to the ability to self-education (GC-3), acquisition by
means of information technologies, new knowledge and skills in new areas of
knowledge (GC -7), possession of methods and means of obtaining, storage, pro-
cessing and transmission of knowledge through modern computer technology
(GPC-5). These competencies can be related to the “Software Engineering Pro-
fessional Practice” (Chapter 11). Also, much attention is paid to the skills of
organizing research and design works and team management (GC-5).
In addition to the above competencies, the standard presupposes the pos-
session of modern methods of scientific research (GC-3) and the preparation of
reports on the conducted research work, including the preparation of publica-
tions (GC-9) and compilation of analytical reviews with valid conclusions and
recommendations (GPC-6). It is worth saying that the competencies relating to
research activities, are not directly mentioned in the body of knowledge for a
software engineer.
4.2 Professional Competencies (PC)
With regards to the professional competencies of master of software engineer-
ing, the Federal standard places particular emphasis on the mastery of methods
and algorithms of decision of tasks of recognition data and data processing (PC-
4), including digital signals processing (PC-5), and their subsequent design and
software implementation (PC-15); the design and software implementation of
distributed information systems (PC-7, PC-13) and high-performance systems
with parallel data processing (PC-8, PC-14). Much attention is paid to the design
and programming capabilities of translators and interpreters of programming
languages (PC-9, PC-16), network services (PC-10, PC-17), the main compo-
nents of operating systems and real-time systems (PC-11, PC- 18), systems for
creating three-dimensional images (PC-21), designing auxiliary and specialized
programming languages and data representation languages (PC-12). The above
competencies cover the Software Design (Chapter 2) and Software Construction
(Chapter 3) sections on software design and software implementation, as well as
the sections of the Computing and Mathematical Foundations (Chapter 13 and
Chapter 14) reflecting more specific knowledge on the basics of data represen-
tation and processing and the organization of computing system with different
architecture.
44 Gleb Radchenko, Ludmila Haluchenko, and Ksenia Repina
Knowledge of software verification approaches (PC-6), which are part of the
Software Quality section (Chapter 10), and the organization of industrial testing
of the created software (PC-20) from the Software Testing section (Chapter 4)
are also mentioned in professional competencies.
Table 2. Compliance of the FSES for master’s with the chapters of SWEBOK
Chapter 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
Competence − + + + − − − − − + + − + + −
FSES of the master’s direction 09.04.04 “Software Engineering” covers SWE-
BOK by 47 %. The following SWEBOK sections are not included in the standard:
1. Software Requirements (Chapter 1);
2. Software Maintenance (Chapter 5);
3. Software Configuration Management (Chapter 6);
4. Software Engineering Management (Chapter 7);
5. Software Engineering Process (Chapter 8);
6. Software Engineering Models and Methods (Chapter 9);
7. Software Engineering Economics (Chapter 12);
8. Engineering Foundations (Chapter 15).
Master’s education assumes a basic bachelor’s degree in software engineer-
ing. That allows to consider the competencies of the standard for master’s, as
addition to the competencies of the standard for bachelor’s software engineering.
Then, the overall coverage of the SWEBOK chapters is 87 %. “Software Con-
figuration Management” and “Engineering Foundations” are not covered in the
standards.
5 SWE in Russian PhD Education
FSES for postgraduate studies forms a program for training highly qualified
personnel in various areas. FSES for postgraduate study in the “Software Engi-
neering” direction does not exist. Graduate students can study in the following
two areas, close to software engineering:
– 09.06.01 Computer science and engineering;
– 02.06.01 Computer and information technologies.
FSES in the directions of postgraduate study is a list of universal and general
professional competencies that a graduate of graduate school should receive.
But FSES does not define the list of professional competencies. Professional
competencies are determined by the specialty, for which academic degrees are
awarded.
Software Engineering Education in Russian Federation 45
In Russia, the degree of candidate or doctor of science is awarded by the
Higher Attestation Commission (HAC), the state body under the Ministry of
Education and Science of the Russian Federation, on the recommendation of the
Dissertation Council. Under the guidance of the Higher Attestation Commission
in some Russian universities, Dissertational councils have been formed, carrying
out work on certain specialties.
The analysis of the official Russian dissertation library (http://diss.rsl.ru/)
over the past 10 years reveals that the majority of theses in Software Engineering
were defended within two specialty directions:
1. 05.13.11 “Mathematical Support and Software for Computers, Computing
Complexes and Networks” - theses on the mathematical theory of program-
ming, creation, maintenance and operation of software for various purposes
for computers and computer systems, as well as complexes built on their
basis, computer and neural networks.
2. 08.00.05 “Economics and Management of National Economy” - theses in the
field of management of software development projects.
The field of research in each specialty is determined by the specialty passport
developed by the HAC. The passport of the specialty is a document that fixes
the field of research for which a scientific degree of a candidate or a doctor of
sciences in the relevant specialty can be awarded.
The passport of the specialty 05.13.11 “Mathematical Support and Software
for Computers, Computing Complexes and Networks” includes the following
professional competencies, covered by the chapters of SWEBOK:
1. Models, methods and algorithms for the design and analysis of programs and
software systems, their equivalent transformations, verification and testing
cover 3 chapters of SWEBOK – “Software Design” (Chapter 2), “Software
Testing” (Chapter 4) and “Mathematical Foundations” (Chapter 14).
2. Programming languages and programming systems, program semantics - re-
late to the “Computing Foundations” (Chapter 13).
3. Models, methods, algorithms, languages and software tools for organizing
the interaction of programs and software systems are reflected in SWEBOK
Chapter 9 “Software Engineering Models and Methods”, and partly in Chap-
ter 13 “Computing Foundations” and “Mathematical Foundations” (Chapter
14).
4. Database and knowledge management systems, software systems of symbolic
computing and operating systems also affect the 13th chapter “Computing
Foundations”.
5. Human-machine interfaces; models, methods, algorithms and software tools
for computer graphics, visualization, image processing, virtual reality sys-
tems, multimedia communication – “Software Design” (Chapter 2), “Soft-
ware Construction” (Chapter 3), “Computing Foundations” (Chapter 13).
6. Models and methods for creating programs and software systems for parallel
and distributed data processing, languages and parallel programming tools
- “Computing Foundations” (Chapter 13) and “Mathematical Foundations”
(Chapter 14).
46 Gleb Radchenko, Ludmila Haluchenko, and Ksenia Repina
7. Models, methods, algorithms and software infrastructure for organization
of globally distributed data processing - “Software Engineering Process”
(Chapter 8).
8. Quality assessment, standardization and maintenance of software systems
are covered in chapter 5 “Software Maintenance”, chapter 7 “Software En-
gineering Management”, chapter 10 “Software Quality”.
Thus, the passport of the specialty 05.13.11 “Mathematical Support and Soft-
ware for Computers, Computing Complexes and Networks” covers the following
chapters of SWEBOK.
Table 3. Compliance of the FSES for 05.13.11 postgraduate specialty with the chapters
of SWEBOK
Chapter 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
Competence − + + + + − + + + + − − + + −
Analysis of the specialty passport 05.13.11 “Mathematical Support and Soft-
ware for Computers, Computing Complexes and Networks” showed SWEBOK
compliance 80 % (table 3). The following SWEBOK knowledge areas are not
included in the passport of the specialty:
1. Software Requirements (Chapter 1);
2. Software Configuration Management (Chapter 6);
3. Software Engineering Professional Practice (Chapter 11);
4. Software Engineering Economics (Chapter 12);
5. Engineering Foundations (Chapter 15).
The passport of the specialty 08.00.05 “Economics and Management of Na-
tional Economy” includes the following professional competencies, covered by
the chapters of SWEBOK.
1. Development of the methodology, economic theory, and management meth-
ods in the field of communication and information is reflected in chapter 12
Software Engineering Economics and partly in Chapter 7 Software Engineer-
ing Management.
2. Economic analysis of the activities of enterprises and organizations of com-
munication and information, carried out at the level of the industry and
individual structural units, as well as in the territorial (regional) section -
chapter 12 Software Engineering Economics.
3. The study of the influence of communication and informatization on the de-
velopment of markets, productive forces, the efficiency of social production,
socioeconomic progress and economic security of the country is reflected in
the chapter 12 Software Engineering Economics.
Software Engineering Education in Russian Federation 47
4. Assessment of the quality of servicing the economy and the population of the
country by means of communication and information - chapter 10 “Software
Quality”.
5. Determination of economic efficiency of modernization of the material and
technical base of enterprises and organizations of communication and infor-
mation - chapter 12 Software Engineering Economics.
6. Study of the economic efficiency of new forms and methods of information
support using various types of communication - chapter 12 Software Engi-
neering Economics.
7. Investigation of regularities and principles of distribution of information
flows over networks of different types of communication at the country level
and individual regions - chapter 13 Computing Foundations.
8. Planning and analysis of production, business and commercial activities of
communication and information enterprises - Chapter 7 Software Engineer-
ing Management.
9. Organization of licensing and certification of the activities of communication
and information enterprises - Engineering Foundations ( 15).
10. The study of the laws, relations of production, scientific principles, forms,
methods and means of formation of information infrastructure - chapter 8
Software Engineering Process.
11. Research of financial and organizational methods and mechanisms of man-
agement of innovative development of communication and information facil-
ities - Chapter 7 Software Engineering Management.
12. Problems of improving information security and sustainable development of
the communications and information technology market - chapter 13 Com-
puting Foundations.
13. Development of the methodology for auditing information systems, including
the development of guidelines, organizational, methodological and regulatory
documents, methods for justifying the choice of hardware and software, pro-
cedures for managing the development process, methods for assessing risks
and measures to minimize the consequences of their occurrence - Software
Engineering Management (Chapter 7), Software Engineering Process (Chap-
ter 8), Software Engineering Economics (Chapter 12).
14. Development of new information technologies that ensure efficient function-
ing of electronic business - Computing Foundations (Chapter 13), and partly
in chapter 12 Software Engineering Economics.
The passport of the specialty 08.00.05 “Economics and Management of Na-
tional Economy” covers the following chapters of SWEBOK (table 4).
The analysis showed that the passport of specialty 08.00.05 “Economics and
Management of National Economy” corresponds to SWEBOK by 40 %. The
following competences are not reflected in the passport of specialty 08.00.05:
1. Software Requirements (Chapter 1);
2. Software Design (Chapter 2);
3. Software Construction (Chapter 3);
48 Gleb Radchenko, Ludmila Haluchenko, and Ksenia Repina
Table 4. Compliance of the FSES for 08.00.05 postgraduate specialty with the chapters
of SWEBOK
Chapter 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
Competence - - - - - - + + - + - + + - +
4. Software Testing (Chapter 4);
5. Software Maintenance (Chapter 5);
6. Software Configuration Management (Chapter 6);
7. Software Engineering Models and Methods (Chapter 9);
8. Software Engineering Professional Practice (Chapter 11);
9. Mathematical Foundations (Chapter 14).
So, on the whole, it turns out that the total coverage of SWEBOK in post-
graduate study in Russia is 80 %. The following chapters of SWEBOK are not
included in the passports of specialties for graduate students:
1. Software Requirements (Chapter 1);
2. Software Configuration Management (Chapter 6);
3. Software Engineering Professional Practice (Chapter 11).
6 Conclusions
An analysis of the FSES for Software Engineering for bachelors and masters has
shown that the aggregate requirements of both standards do not in any way
cover Engineering Foundations and Software Configuration Management. This
means that to obtain a master’s degree in software engineering in Russia, the
graduate does not need to have knowledge of these two topics, since they are
not included in the list of mandatory requirements for the implementation of
the educational program formed within this standard and can be included in the
curriculum only at the discretion of the head of the educational program and
university.
The review of passports of specialties on the postgraduate study has shown
that in Russia there are adjacent specialties on which it is possible to defend
the master’s thesis in many fields of research related to software engineering.
But, unfortunately, there are three areas of research, such as Software Require-
ments, Software Configuration Management and Software Engineering Profes-
sional Practice, which are not reflected in the list of areas of research adjacent
to software engineering specialties. This means that today in Russia to defend a
Ph.D. thesis on these areas of research is not possible.
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