The Influence of Software Engineering Education on Developing Teamwork Skills in Both Genders
Teamwork is recognized as a highly valuable skill for any software engineer. In computer science programs it is typically developed through project-based courses, though these courses often do not adopt a gender-oriented approach. Women are underrepresented in the software industry, and there is lim...
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IEEE
2025-01-01
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| author | Maria Cecilia Bastarrica Jocelyn Simmonds |
| author_facet | Maria Cecilia Bastarrica Jocelyn Simmonds |
| author_sort | Maria Cecilia Bastarrica |
| collection | DOAJ |
| description | Teamwork is recognized as a highly valuable skill for any software engineer. In computer science programs it is typically developed through project-based courses, though these courses often do not adopt a gender-oriented approach. Women are underrepresented in the software industry, and there is limited knowledge about their teamwork competencies. While some studies compare teamwork skills between men and women, few have explored the impact of education on the development of this skill, particularly in relation to different aspects of teamwork. By comparing teamwork quality between genders at different program levels, we intend to gain valuable insights about students’ initial teamwork skills and the effect of software engineering education over time. To do this, we have carried out an empirical study of two project-based software engineering courses in our Computer Science and Engineering program: an introductory software engineering course and a capstone course. In each case we evaluate different aspects of teamwork by applying the same peer assessment instrument along 13 semesters. Our study revealed no significant gender-based disparities within the courses under study, indicating that such differences are absent both in students’ initial abilities and final competencies. What we did observe, however, is that women’s teamwork assessments are more homogeneous over time than the men’s, where we see significant improvements in Attitude, Motivation, Coordination and Communication between courses. Our results lead us to believe that, it takes men longer to reach the same capacity for working in teams than women, but in the end, students of both genders reach similar teamwork capabilities in all teamwork quality dimensions. Therefore, women have just as much potential to excel as software engineers as men, especially when it comes to teamwork. |
| format | Article |
| id | doaj-art-620be3e8eaec41e18b15ee4eab75f9e6 |
| institution | DOAJ |
| issn | 2169-3536 |
| language | English |
| publishDate | 2025-01-01 |
| publisher | IEEE |
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| spelling | doaj-art-620be3e8eaec41e18b15ee4eab75f9e62025-08-20T03:16:56ZengIEEEIEEE Access2169-35362025-01-011311694411695810.1109/ACCESS.2025.358580711071318The Influence of Software Engineering Education on Developing Teamwork Skills in Both GendersMaria Cecilia Bastarrica0https://orcid.org/0000-0002-8616-2144Jocelyn Simmonds1https://orcid.org/0000-0002-1253-9260Computer Science Department, University of Chile, Santiago, ChileComputer Science Department, University of Chile, Santiago, ChileTeamwork is recognized as a highly valuable skill for any software engineer. In computer science programs it is typically developed through project-based courses, though these courses often do not adopt a gender-oriented approach. Women are underrepresented in the software industry, and there is limited knowledge about their teamwork competencies. While some studies compare teamwork skills between men and women, few have explored the impact of education on the development of this skill, particularly in relation to different aspects of teamwork. By comparing teamwork quality between genders at different program levels, we intend to gain valuable insights about students’ initial teamwork skills and the effect of software engineering education over time. To do this, we have carried out an empirical study of two project-based software engineering courses in our Computer Science and Engineering program: an introductory software engineering course and a capstone course. In each case we evaluate different aspects of teamwork by applying the same peer assessment instrument along 13 semesters. Our study revealed no significant gender-based disparities within the courses under study, indicating that such differences are absent both in students’ initial abilities and final competencies. What we did observe, however, is that women’s teamwork assessments are more homogeneous over time than the men’s, where we see significant improvements in Attitude, Motivation, Coordination and Communication between courses. Our results lead us to believe that, it takes men longer to reach the same capacity for working in teams than women, but in the end, students of both genders reach similar teamwork capabilities in all teamwork quality dimensions. Therefore, women have just as much potential to excel as software engineers as men, especially when it comes to teamwork.https://ieeexplore.ieee.org/document/11071318/Software engineering educationteamworkwomen in computer science |
| spellingShingle | Maria Cecilia Bastarrica Jocelyn Simmonds The Influence of Software Engineering Education on Developing Teamwork Skills in Both Genders IEEE Access Software engineering education teamwork women in computer science |
| title | The Influence of Software Engineering Education on Developing Teamwork Skills in Both Genders |
| title_full | The Influence of Software Engineering Education on Developing Teamwork Skills in Both Genders |
| title_fullStr | The Influence of Software Engineering Education on Developing Teamwork Skills in Both Genders |
| title_full_unstemmed | The Influence of Software Engineering Education on Developing Teamwork Skills in Both Genders |
| title_short | The Influence of Software Engineering Education on Developing Teamwork Skills in Both Genders |
| title_sort | influence of software engineering education on developing teamwork skills in both genders |
| topic | Software engineering education teamwork women in computer science |
| url | https://ieeexplore.ieee.org/document/11071318/ |
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