How interaction between roles shapes the communication structure in requirements-driven collaboration
Why this work is in the frame
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Bibliographic record
Abstract
Requirements engineering involves collaboration among many project team members. Driven by coordination needs, this collaboration relies on communication and knowledge that members have of their colleagues and related activities. Ineffective coordination with those who work on requirements dependencies may result in project failure. In this paper, we report on a study of roles and communication structures in the collaboration driven by interdependent requirements in a software team. Through on-site observations, interviews with the developers and application of social network analysis, we found that there was significant communication between diverse roles in the project, and identified what were the reasons for communication between the different roles. We also found that these interactions typically involved a core of requirements analysts and testers in close communication, that most often they involved critical members whose absence, whether temporary or permanent, would disrupt the information flow if removed from the project, as well as that new hires were mostly isolated from the team collaboration. Most interestingly we found that the emergent communication structure between the different roles in the project did not conform to the planned communication structure prescribed by the organization. These findings further our knowledge about collaboration driven by requirements, and provide some useful implications for research and development of collaborative tools to support the effective coordination of cross-functional teams in software development.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.002 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it