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Books on the topic 'Software quality, processes and metrics'

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Author: Grafiati
Published: 10 December 2022
Last updated: 28 January 2023

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1

library, Wiley online, ed. Software metrics and software metrology. Hoboken, N.J: Wiley, 2010.

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2

Metrics and models in software quality engineering. Reading, Mass: Addison-Wesley, 1995.

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3

Metrics and models in software quality engineering. 2nd ed. Boston: Addison-Wesley, 2003.

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4

Sears, Kenneth. Viewpoint quality model: A software quality model for the application of software quality metrics. Birmingham: University of Birmingham, 1992.

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5

Society, IEEE Computer, ed. Eighth IEEE Symposium on Software Metrics: [METRICS 2002], 4-7 June, 2002, Ottawa, Canada. Los Alamitos, Calif: IEEE Computer Society, 2002.

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6

International Software Metrics Symposium (7th 2001 London, England). Proceedings, Seventh International Software Metrics Symposium: METRICS 2001, 4-6 April, 2001, London, England. Los Alamitos, Calif: IEEE Computer Society, 2001.

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7

International Software Metrics Symposium (5th 1998 Bethesda, Maryland). Proceedings, Fifth International Software Metrics Symposium, Metrics 1998: November 20-21, 1998, Bethesda, Maryland. Los Alamitos, California: IEEE Computer Society Press, 1998.

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8

Datta, Subhajit. Enterprise software development: A metrics-driven approach. Ft. Lauderdale, FL: J. Ross Pub., 2007.

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9

D, Ince, ed. Derivation and validation of software metrics. Oxford: Clarendon Press, 1993.

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10

Al-Janabi, Ala Aldeen. An application of software design metrics to assess quality. Birmingham: University of Birmingham, 1994.

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11

Lawrence, Pfleeger Shari, ed. Software metrics: A rigorous and practical approach. 2nd ed. London: PWS Pub., 1997.

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12

SAVEL'EVA, Ekaterina. Regulation and rationing of modern labor processes. ru: INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/1003198.

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A wide range of topical theoretical and practical issues of regulation and normalization of modern labor processes is considered. The materials of the training manual take into account not only the legislation and regulations currently in force in the Russian Federation, but also international standards, as well as the experience of advanced countries and companies. The main attention is paid to the topics that have recently attracted the greatest interest: legal support for labor regulation; requirements for the content and management of regulatory documentation within the quality management system; features of regulations as electronic documents; opportunities for applying professional standards in the corporate regulatory system; technology for developing standard operating procedures, job descriptions and other regulatory documents, taking into account the requirements of the QMS; methods for reducing the implementation time of regulations. The issues of building and evaluating the effectiveness of the corporate system of labor rationing, taking into account the recommendations approved by the Ministry of labor of Russia, are considered. The description of software solutions and current tools for labor rationing is given; the legal aspects of electronic accounting of working hours and control over the performance of labor duties are analyzed, etc. Meets the requirements of the Federal state educational standards of higher education of the latest generation. It is intended for students studying in the direction 38.03.03 "personnel Management" and other economic and technical areas, for teachers, postgraduates, students of courses of additional professional education, as well as managers and specialists involved in practical issues of labor regulation and rationing."
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13

Statistical Methods for Software Quality: Using Metrics to Control Process and Product Quality. Coriolis Group, 1996.

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14

1959-, Shepperd Martin, ed. Software engineering metrics. London: McGraw-Hill Book Co., 1993.

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15

S, Jackson M., Wolverhampton Polytechnic. School of Computing and Information Technology., and British Computer Society, eds. Design metrics for software quality. Wolverhampton: School of Computing and Information Technology, Wolverhampton Polytechnic, 1989.

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16

Ejiogu, Lem O. SOFTWARE METRICS: The Discipline Of Software Quality. BookSurge Publishing, 2005.

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17

Fenton, Norman, and James Bieman. Software Metrics Second Edition. Taylor & Francis Group, 2011.

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18

W, Oman Paul, and Pfleeger Shari Lawrence, eds. Applying software metrics. Los Alamitos, Calif: IEEE Computer Society Press, 1997.

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19

Software Metrics. Chapman & Hall, 1991.

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20

Software Metrics. Taylor & Francis Group, 2014.

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21

Software Metrics. 2nd ed. Pws Pub Co, 1996.

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22

Pfleeger, Shari Lawrence, and Paul Oman. Applying Software Metrics (Practitioners). Wiley-IEEE Computer Society Pr, 1996.

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23

Kan, Stephen H. Metrics and Models in Software Quality Engineering (paperback). Pearson Education, Limited, 2002.

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24

Datta, Subhajit. Enterprise Software Development: A Metrics-Driven Approach. Ross Publishing, Incorporated, J., 2007.

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25

IEEE Computer Society. Software Engineering Standards Subcommittee. and Institute of Electrical and Electronics Engineers., eds. IEEE standard for a software quality metrics methodology. New York, N.Y: Institute of Electrical and Electronics Engineers, Inc., 1993.

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26

National Aeronautics and Space Administration (NASA) Staff. Software Product Assurance Metrics Study: Jpl's Software Systems Quality and Productivity. Independently Published, 2018.

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27

Kan, Stephen H. Metrics and Models in Software Quality Engineering (2nd Edition). Addison-Wesley Professional, 2002.

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28

Jet Propulsion Laboratory (U.S.), ed. The software product assurance metrics study: JPL's software systems quality and productivity. Pasadena, Calif: National Aeronautics and Space Administration, Jet Propulsion Laboratory, California Institute of Technology, 1989.

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29

Fenton and Fenton Norman E. Software Metrics: A Rigorous Approach. International Thomson Computer Press, 1991.

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30

Five Core Metrics: The Intelligence Behind Successful Software Management. Dorset House Publishing Company, Incorporated, 2003.

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31

Muketha, Geoffrey Muchiri, and Elyjoy Muthoni Micheni. Metrics and Models for Evaluating the Quality and Effectiveness of ERP Software. IGI Global, 2019.

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32

Muketha, Geoffrey Muchiri, and Elyjoy Muthoni Micheni. Metrics and Models for Evaluating the Quality and Effectiveness of ERP Software. IGI Global, 2019.

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33

Muketha, Geoffrey Muchiri, and Elyjoy Muthoni Micheni. Metrics and Models for Evaluating the Quality and Effectiveness of ERP Software. IGI Global, 2019.

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34

Muketha, Geoffrey Muchiri, and Elyjoy Muthoni Micheni. Metrics and Models for Evaluating the Quality and Effectiveness of ERP Software. IGI Global, 2019.

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35

Muketha, Geoffrey Muchiri, and Elyjoy Muthoni Micheni. Metrics and Models for Evaluating the Quality and Effectiveness of ERP Software. IGI Global, 2019.

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36

Institute Of Electrical and Electronics Engineers. IEEE Standard for a Software Quality Metrics Methodology/IEEE st 1061-1992. Institute of Electrical & Electronics Enginee, 1993.

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37

Software Architecture Metrics: Case Studies to Improve the Quality of Your Architecture. O'Reilly Media, Incorporated, 2022.

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38

Software Metrics: A Rigorous and Practical Approach, Revised. 2nd ed. Course Technology, 1998.

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39

Systems engineering metrics: Organizational complexity and product quality modeling, (H-27289D), final report. [Washington, DC: National Aeronautics and Space Administration, 1997.

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40

d'Astous, Patrick, Pierre N. Robillard, and Daniel Galin. Valuepack : Software Engineering Processes : with the UPEDU with software quality Assurance: From Theory to Implementation. Pearson Education, Limited, 2006.

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41

United States. National Aeronautics and Space Administration., ed. Systems engineering metrics: Organizational complexity and product quality modeling (H-28422D) : final report for NASA-MSFC. [Washington, DC: National Aeronautics and Space Administration, 1997.

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42

Levin, Mark A., Ted T. Kalal, and Jonathan Rodin. Improving Product Reliability and Software Quality: Strategies, Tools, Process and Implementation. Wiley & Sons, Incorporated, John, 2019.

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43

Levin, Mark A., Ted T. Kalal, and Jonathan Rodin. Improving Product Reliability and Software Quality: Strategies, Tools, Process and Implementation. Wiley & Sons, Incorporated, John, 2019.

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44

Levin, Mark A., Ted T. Kalal, and Jonathan Rodin. Improving Product Reliability and Software Quality: Strategies, Tools, Process and Implementation. Wiley & Sons, Limited, John, 2019.

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45

Levin, Mark A., Ted T. Kalal, and Jonathan Rodin. Improving Product Reliability and Software Quality: Strategies, Tools, Process and Implementation. Wiley & Sons, Limited, John, 2019.

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46

Rupp, Cecil. Building Our Digital World - Tools and Templates: Improving Quality and Consistency of Outcomes in Software Development and Agile Processes. Chatfield Publishing, 2020.

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47

Ramesh, Gopalaswamy. Managing Global Software Projects: How to Lead Geographically Distributed Teams, Manage Processes and Use Quality Models. Tata McGraw-Hill Publishing Co Limited, 2002.

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48

Trepulė, Elena, Airina Volungevičienė, Margarita Teresevičienė, Estela Daukšienė, Rasa Greenspon, Giedrė Tamoliūnė, Marius Šadauskas, and Gintarė Vaitonytė. Guidelines for open and online learning assessment and recognition with reference to the National and European qualification framework: micro-credentials as a proposal for tuning and transparency. Vytauto Didžiojo universitetas, 2021. http://dx.doi.org/10.7220/9786094674792.

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These Guidelines are one of the results of the four-year research project “Open Online Learning for Digital and Networked Society” (2017-2021). The project objective was to enable university teachers to design open and online learning through open and online learning curriculum and environment applying learning analytics as a metacognitive tool and creating open and online learning assessment and recognition practices, responding to the needs of digital and networked society. The research of the project resulted in 10 scientific publications and 2 studies prepared by Vytautas Magnus university Institute of Innovative Studies research team in collaboration with their international research partners from Germany, Spain and Portugal. The final stage of the research attempted creating open and online learning assessment and recognition practices, responding to the learner needs in contemporary digital and networked society. The need for open learning recognition has been increasing during the recent decade while the developments of open learning related to the Covid 19 pandemics have dramatically increased the need for systematic and high-quality assessment and recognition of learning acquired online. The given time also relates to the increased need to offer micro-credentials to learners, as well as a rising need for universities to prepare for micro-credentialization and issue new digital credentials to learners who are regular students, as well as adult learners joining for single courses. The increased need of all labour - market participants for frequent and fast renewal of competences requires a well working and easy to use system of open learning assessment and recognition. For learners, it is critical that the micro-credentials are well linked to national and European qualification frameworks, as well as European digital credential infrastructures (e.g., Europass and similar). For employers, it is important to receive requested quality information that is encrypted in the metadata of the credential. While for universities, there is the need to properly prepare institutional digital infrastructure, organizational procedures, descriptions of open learning opportunities and virtual learning environments to share, import and export the meta-data easily and seamlessly through European Digital Hub service infrastructures, as well as ensure that academic and administrative staff has digital competencies to design, issue and recognise open learning through digital and micro-credentials. The first chapter of the Guidelines provides a background view of the European Qualification Framework and National Qualification frameworks for the further system of gaining, stacking and modelling further qualifications through open online learning. The second chapter suggests the review of current European policy papers and consultations on the establishment of micro-credentials in European higher education. The findings of the report of micro-credentials higher education consultation group “European Approach to Micro-credentials” is shortly introduced, as well as important policy discussions taking place. Responding to the Rome Bologna Comunique 2020, where the ministers responsible for higher education agreed to support lifelong learning through issuing micro-credentials, a joint endeavour of DG Employment, Social Affairs and Inclusion and DG Research and Innovation resulted in one of the most important political documents highlighting the potential of micro-credentials towards economic, social and education innovations. The consultation group of experts from the Member States defined the approach to micro-credentials to facilitate their validation, recognition and portability, as well as to foster a larger uptake to support individual learning in any subject area and at any stage of life or career. The Consultation Group also suggested further urgent topics to be discussed, including the storage, data exchange, portability, and data standards of micro-credentials and proposed EU Standard of constitutive elements of micro-credentials. The third chapter is devoted to the institutional readiness to issue and to recognize digital and micro-credentials. Universities need strategic decisions and procedures ready to be enacted for assessment of open learning and issuing micro-credentials. The administrative and academic staff needs to be aware and confident to follow these procedures while keeping the quality assurance procedures in place, as well. The process needs to include increasing teacher awareness in the processes of open learning assessment and the role of micro-credentials for the competitiveness of lifelong learners in general. When the strategic documents and procedures to assess open learning are in place and the staff is ready and well aware of the processes, the description of the courses and the virtual learning environment needs to be prepared to provide the necessary metadata for the assessment of open learning and issuing of micro-credentials. Different innovation-driven projects offer solutions: OEPass developed a pilot Learning Passport, based on European Diploma Supplement, MicroHE developed a portal Credentify for displaying, verifying and sharing micro-credential data. Credentify platform is using Blockchain technology and is developed to comply with European Qualifications Framework. Institutions, willing to join Credentify platform, should make strategic discussions to apply micro-credential metadata standards. The ECCOE project building on outcomes of OEPass and MicroHE offers an all-encompassing set of quality descriptors for credentials and the descriptions of learning opportunities in higher education. The third chapter also describes the requirements for university structures to interact with the Europass digital credentials infrastructure. In 2020, European Commission launched a new Europass platform with Digital Credential Infrastructure in place. Higher education institutions issuing micro-credentials linked to Europass digital credentials infrastructure may offer added value for the learners and can increase reliability and fraud-resistant information for the employers. However, before using Europass Digital Credentials, universities should fulfil the necessary preconditions that include obtaining a qualified electronic seal, installing additional software and preparing the necessary data templates. Moreover, the virtual learning environment needs to be prepared to export learning outcomes to a digital credential, maintaining and securing learner authentication. Open learning opportunity descriptions also need to be adjusted to transfer and match information for the credential meta-data. The Fourth chapter illustrates how digital badges as a type of micro-credentials in open online learning assessment may be used in higher education to create added value for the learners and employers. An adequately provided metadata allows using digital badges as a valuable tool for recognition in all learning settings, including formal, non-formal and informal.
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