(IJCSIS) International Journal of Computer Science and Information Security,Vol. 8, No. 9, December 2010
TABLE 1. THE TREND OVER THE PAST 15 YEARS BY STANDISHGROUP’S CHAOS (2009) REPORT.
32 35 29 34 28 26 27 16
44 19 53 15 23 28 40 31
24 46 18 51 49 46 33 53
Industry needs employees who are skilled in developingnew application system, but they do not have the time or trainers to complete the training. It is supported by Bernhart etal (2006). He states that if students fail to deliver a minimumquality at the beginning, succeeding phases may receive areduced quality as a work basis. This may reduce the learningexperience in later phases . Some researchers haveconcluded that businesses and universities share some similar challenges, and increased cooperation between the two entitieswill assist in shared solutions for both . Therefore, studentshould be taught seriously in software development process asa field of Software Engineering [5, 25].
Future Challenges in Software Engineering Education
Boehm (2006) identifies future challenges in SoftwareEngineering education with his simple hypothesis: “software people don’t like to see Software Engineering doneunsuccessfully, and try to make things better”. Mead (2009)was look into the challenges from global reach of education,new creative evolution of delivery mechanism, new professional efforts and the need of engage in leadership inSoftware Engineering education [10, 13, 27, 39]. The studylooked into the curriculum of undergraduate particularly indeveloping mission-critical system and non-critical system.Furthermore, the continuous research is still looking for methods on how to maintain vitality and how to develop a newgeneration of Software Engineering educators throughconference, working groups and committees electronic publishing [10, 39]. They also encourage others to joinSoftware Engineering profession. Licensing or certificationwill become a major trend in the future and will create newspecialization. However, looking at the fundamental conceptshave not changed significantly since progress took shape somethirty years ago. As in hardware design, the technologyevolves, but the concepts remain . Students usually learn best by physically doing something. Students of course will bemore interested to come to school if they think that educationis fun and beneficial in the future and not as a burden .
Improvement should be included into Software Engineering Education
Many of the skills that students are expected to have canonly be learned by doing hands-on practices. Furthermore,Jackson (2007) discussed on interacting with real customerson tight deadlines and budgets with high expectations, and being able to work effectively in an almost exclusively teamoriented environment with increasingly complex teamstructures and compositions. Software Engineering is anappropriate course to meld all of these ideas together to produce better simulates a real world environment . It is because software products have helped people to be moreefficient and productive such as Collaborative ApplicationLifecycle Management Solutions from IBM Rational (2010).It make more effective problem solvers, and it provide with anenvironment for work and play which is often safer, moreflexible, and less confining. As a result, Software Engineeringcurriculum should involve five complementary elements including principles practices, applications, tools andmathematics.The researcher outlines the similarity of the technologicalcharacteristics from Engineering Education that needs to beadapted into Software Engineering Education to increaseemployability. The profiles may be conveniently sketched interms of three components  that include knowledge, skillsand attitudes
However, sustainable world-class performancewill not occur if there is a misalignment between a university programmes objectives and actual market requirements. Inaddition, effective faculty wide coordination in relation tomarket driven initiatives is essential for ensuring the effectiveuse of company resources . Employers now focus onadaptation, cost reduction, increased productivity, and newmarkets, products and services.III.
Requirement Engineering Challenges
Requirement Engineering (RE) practice appears to haveimproved collaboration ties and may have led to culturalchanges that values cooperation, quality, and customer satisfaction . Currently the success of a software systemdepends on how well it fits the needs of its users and itsenvironment. Requirements encompass more than desiredfunctionality – users increasingly demand systems that areusable, reliable, secure and economical, while productdevelopers want to be able to adapt and enhance productsrapidly, in response to changing both user’s needs andenvironmental conditions . Education become a kick-startin developing skills amongst the students (future employee) tocater the problem part (RE) before continues to solution part(other software artifacts such as design, development, testing,quality and maintenance) to improved productivity, qualityand risk management. This is because customer satisfaction isthe most pertinent priority in producing the successful product.Zave (1997) provides one of the clearest definitions of RE:“Requirements Engineering is the branch of SoftwareEngineering concerned with the real-world goals for, functionsof, and constraints on software systems. It is also concernedwith the relationship of these factors to precise specificationsof software behavior, and to their evolution over time andacross software families".