Ideation Driven Teaching of Software Engineering in an Industry-Integrated Learning Environment
TL;DR
This work introduced an ideation process into their project-based learning approach, which helps students cope with uncertainty and develop skills needed to operate in scenarios that more accurately mirror professional practice.
Abstract
Software engineering education should balance theoretical concepts with practical application, and many curricula adopt practical skills training organised around project-based learning. In this context, the choice of target software systems becomes critical to the success of the learning experience. Traditional software engineering modules in higher education often provide projects with clearly defined requirements, removing much of the authentic ambiguity found in real world settings - ambiguity that requires engineers to define problems, navigate shifting requirements, and adapt to unforeseen changes. To address these limitations, we introduced an ideation process into our project-based learning approach. This process helps students cope with uncertainty and develop skills needed to operate in scenarios that more accurately mirror professional practice. Analysis of student feedback from reflective reports shows strong appreciation for this approach, particularly regarding guided learning, inclusion of students with diverse backgrounds and skill sets, improved skills development in negotiation, pitching, and presenting, and a stronger sense of project ownership. We also encountered challenges, including balancing project workload with existing commitments, ensuring fairness when the selected project theme does not match available resources, and distributing workload equitably within teams. As future work, we aim to strengthen the ideation process by providing clearer guidance on project scoping and workload estimation.