Refine
Document Type
- Part of a Book (1)
- Doctoral Thesis (1)
Has Fulltext
- yes (2)
Is part of the Bibliography
- no (2)
Keywords
- Aufwandsschätzung (1)
- Cost estimation (1)
- Effort estimation (1)
- Entwicklungsprojekt (1)
- Parkinson Effekt (1)
- Parkinson effect (1)
- Procrastination (1)
- Projektmanagement (1)
- Prokrastination (1)
- Schätzwert (1)
Institute
Effort estimates are of utmost economic importance in software development projects. Estimates bridge the gap between managers and the invisible and almost artistic domain of developers. They give a means to managers to track and control projects. Consequently, numerous estimation approaches have been developed over the past decades, starting with Allan Albrecht's Function Point Analysis in the late 1970s. However, this work neither tries to develop just another estimation approach, nor focuses on improving accuracy of existing techniques. Instead of characterizing software development as a technological problem, this work understands software development as a sociological challenge. Consequently, this work focuses on the question, what happens when developers are confronted with estimates representing the major instrument of management control? Do estimates influence developers, or are they unaffected? Is it irrational to expect that developers start to communicate and discuss estimates, conform to them, work strategically, hide progress or delay? This study shows that it is inappropriate to assume an independency of estimated and actual development effort. A theory is developed and tested, that explains how developers and managers influence the relationship between estimated and actual development effort. The theory therefore elaborates the phenomenon of estimation fulfillment.
In diesem Beitrag untersuchen wir den Erfolg von E-Learning-Maßnahmen in einer Massenveranstaltung an der Goethe-Universität Frankfurt am Main. Mit Bezug auf das Modell von Seufert und Euler gehen wir auf die didaktische Dimension der Nachhaltigkeit von E-Learning-Aktivitäten ein (Seufert et al. 2003a, S. 6; Seufert et al. 2003b, S. 18f.). Die didaktische Dimension sehen Seufert und Euler als die zentrale und wichtigste Dimension der Nachhaltigkeit von E-Learning-Angeboten an. Der Einsatz von E-Learning-Maßnahmen muss sich daran messen lassen, ob er Lernziele besser erreicht als alternative, weniger aufwändige Lernszenarien (Seufert et al. 2004, S. 11)...
