2023/1/5 15:37:10 阅读：297 发布者：
原标题：
Analysis and Design of Quality Management Platform for the Entire Process of Characteristic Software Talent Training
1 Introduction
Under the current complex and severe domestic and international situation, all kinds of derivative risks cannot be ignored, which requires us to strictly prevent and resolve various risks and challenges, and firmly hold the initiative of technology and development in our own hands. By the end of 2021, our Ministry of Education and the Ministry of Industry and Information Technology approved the establishment of the first batch of 33 Characteristic Pilot Schools of Software, in order to create a new model of characteristic software talent training for independent and controllable key software fields[1]. In order to achieve this goal, we need to develop a quality management platform for the entire process of talent training in characteristic school of software (referred to as “Characteristic Software Talent Training Quality Management Platform- CSTTQMP”). So as to standardize, normalize, and digitize the entire process of characteristic software talent training. By relating all aspects of student training and implementing the ability-index mechanism, we will continuously collect big-data from student growth, and offer multi-dimensional portraits from data-analysis and mining, to evaluate the effect of talent training and optimize the students’ growth path.
This paper will analyze the talent training quality management process, standardized sub-activities in the student training process, and analyze the effective results of the training process, so as to form a multi-dimensional ability index model, and analyze the relationship between training activities and ability indicators, and give a reasonable overall design plan for the management platform.
2 Characteristic Software Talent Training, Growth Process and Ability Index System
The demand analysis of the management platform needs to start from 3 aspects. It is necessary to clarify the training stages, related courses, and activities involved in the training process of students, to cultivate the relationship between activities and abilities competency indexes. The following 3 aspects will be discussed.
2.1 Characteristic software talent training and growth process analysis
Our platform mainly examines the cultivation of talents and the growth process of students during the 4-year undergraduate education. During this period, students complete planned classroom teaching and practical courses, which are a collection of essential activities for students to meet graduation requirements. At the same time, students will also participate in professional-related academic activities (such as science and technology club, science and technology competitions, etc.), as well as humanities/social practice-related activities (such as club organizations, social practice, etc.) selected according to their own circumstances. These educational activities broaden visions and develop in an all-round way. By analyzing the undergraduate training plan, researching and summarizing the independent development education experience of outstanding graduates, we have obtained a list of activities in the training process of characteristic software talents as shown in Table 1, which are divided into 2 categories of compulsory courses and 2 categories of independent development training activities, a total of 22 sub-category training activities.
Our assessment cycle includes 4 years and 11 semesters in which the students are in university, one summer semester following graduation, and the whereabouts after graduation. The Gantt chart shown in Table 2 shows the timeline of the entire process of student development activities.
2.2 Characteristic software talent ability index system
How to evaluate the effect of the activities of the training process on the growth of talents? The past practice is post-hoc qualitative evaluation, that is, after students graduate and work for several years, they are evaluated by investigating their contribution to society and the value created[2-3]. The disadvantage of this method is that the evaluation period is too long. In this paper, we try to provide a “real-time quantitative” evaluation method, which is to split the set training goals to obtain several sub-indicator abilities, which we call the “Student Comprehensive Ability Evaluation Index System”, as shown in Table 3.
The index system decomposes personal ability into learning ability Li, work ability Wi, social ability Ci and social value Vi, and each major category is divided into several subcategories, namely L1-4, W1-7, C1-7. There are 21 items in V1-3.
2.3 The Relationship between characteristic software talent training activities and ability indexes
These fine-grained capability indexes Li/Wi/Ci/Vi listed in Table 3 can be related to the cultivation activities Ti experienced in the cultivation process. After analyzing and summarizing, the relationship between the 22 training activities in Table 1 and the 21 ability evaluation indicators in Table 3 was found, and the correlation matrix shown in Table 4 was obtained. In the performance evaluation rules of the specific training activity Ti, the related ability indicators are configured, so that the training effect of the relevant ability indicators can be easily quantitatively evaluated.
We take the course “Software Process and Tools”[4] as an example to illustrate the relationship among the evaluation scores of the various aspects covered by this course and the ability of each target. This course is a basic course for software engineering majors, and the content includes basic theoretical knowledge, experimental training and comprehensive practice projects. The goal of this course is not only to improve students’ learning ability, but also to exercise students’ ability to solve practical engineering problems and to communication and cooperation. The corresponding relationship between the quantitative score and the ability index is shown in Table 5.
Note:①These evaluation indicators can be set differently according to the content of different training activities; ②For courses for which grades have been submitted in advance, the sub-points of the scoring items corresponding to each ability point can be converted back from the total score S Si=S;③For courses with newly entered grades, it is necessary to enter the sub-score Si of the grading item, and finally calculate the total score of the course S=∑Si*K2*K1.
3 Requirement Analysis of Quality Management Platform in the Entire Process of Characteristic Software Talent Training
The cultivating activity decomposition，student ability index system and the relationship between them are described in the previous part 2. We can track the growth process of students through a “characteristic software talent training quality management platform”, and quantitatively analyze and evaluate the effect of talent training. Next, we will discuss the requirement analysis of the platform from 4 aspects.
3.1 Vision description of the characteristic software talent training quality management platform
The goal of the characteristic software talent training quality management platform can be described as that the characteristic software college can make an objective and scientific evaluation of the quality and effect of its talent training. We need to develop a comprehensive management platform for the entire process of talent training, and use data to record the 4-year training process of software engineering undergraduates in the school as objectively and in detail as possible, as well as their contributions to society and the creation of a certain period of time after entering society. Through data analysis and mining, we can obtain the multi-dimensional ability profile of each student, and have quantitative and qualitative descriptions of the quality and effect of talent training. After the successful trial of the platform in the Software School of Harbin Institute of Technology, it can be promoted to other colleges and universities across the country, thereby bringing greater social value.
3.2 Stakeholder analysis of characteristic Software talent training quality management platform
During the investigation, we found that the management platform involves many roles, including students (students / graduates), teachers (Instructor / Tutor / defense committee members / internal supervisor), secretaries (teaching secretary / industrial practice secretary/scientific research) Secretary), student management staff (counselor / class teacher / secretary in charge of academic work), branch secretary, college leader (secretary in charge of academic work/teacher supervisor / deputy dean / dean / secretary), enterprise personnel (intern tutor / supervisory leader/HR). At the same time, this platform will also transmit, call and share data with the relevant information systems of schools, open information resource websites, etc.
The relationship between the above-mentioned personnel and systems and this platform is as follows:
(1) Students. they conduct self-evaluation, self-report and submit certification materials, etc., which need to be reviewed and confirmed by relevant personnel; students expect to be able to control the trajectory of their own growth process through this platform, find deficiencies in time, and pay attention to the evaluation results and abilities of self-growth Portrait, adjust the growth direction.
(2) Instructors. they evaluate the students’ course learning process and results, including their usual performance, completion of experiments, completion of major assignments, outstanding performance, etc.; it is expected that the platform can quickly and easily enter course results and evaluation data for students; it is best to share data with the school’s educational administration system.
(3) Tutors. they guide and evaluate students’ freshman year projects, scientific and technological innovation projects, participate in various competitions, guide students’ technology clubs and evaluations; expect to improve the efficiency of mutual selection between teachers and students through the platform, and facilitate the process of students Guidance and Evaluation.
(4) The defense committee members. they evaluate the opening/mid-check/closing/dissertation review/response defense of the student’s graduation design process.
(5) School Supervisors. they include training teachers, graduation design tutors, and postgraduate tutors, etc., to evaluate student training, graduation project opening/mid-check/closing, weekly reports, etc.; expect to improve teachers through the platform. The efficiency of mutual selection of students is convenient for the process guidance and evaluation of students.
(6) Teaching Secretaries. they manage course data, student course selection, etc., report or review the data of students participating in various teaching activities (forums/lectures/academic reports, etc.); expect the platform to share data with the school’s educational administration system to reduce curriculum and student information entry.
(7) Industrial Practice Secretaries. they manage the students’ internship process, including the dispatch of internship companies, the selection/replacement of mentors, and the evaluation of students’ internship process performance.
(8) Scientific Research Secretaries. they fill in and report research results (papers/soft writing/patents, etc.), and review the research results reported by students.
(9) Student Management Staff. they include the head teacher / counselor / deputy secretary in charge, etc., fill in the information and performance evaluation of various practical activities (class meeting / club /volunteer / social practice / support teaching, etc.), review the materials submitted by students, and graduate students After the status tracking (rank / salary / enterprise nature / evaluation of contribution to the country / feedback to the alma mater, etc.); it is expected that the platform can comprehensively evaluate the growth status of students at any time, and use a variety of big data analysis models to draw students. Grasp the dynamics of student growth.
(10) Branch Secretaries. they fill in and evaluate the branch activities/ideological report/activist report/joining the League/Party, etc. that the students participated in.
(11) College leaders. they include the director of the teaching and research office/laboratory/assistant to the dean/dean/dean/deputy secretary/secretary, etc., review relevant links, and can pay attention to the quality and effectiveness of student training at any time through the platform.
(12) Enterprise Supervisors. they include corporate mentors during the student’s internship process, direct leaders after work, etc., to evaluate students’ internship performance and work performance.
(13) Enterprise HR. they evaluate students’ internship performance, work performance, etc.; pay attention to the comprehensive evaluation and growth trajectory of students during their school days, and provide reference for recruiting interns or employees.
(14) Parents of students. they pay attention to the growth status of students.
(15) School-related information systems. they share information, such as student information, course information, etc.
(16) Open information websites. they provide graduate social role performance information by crawling algorithm, etc.
3.3 The use case analysis of the characteristic software talent training quality management platform
The people involved in Section 3.2 are called system participants. They are students, instructors, tutors, defense committee members, school supervisors, teaching secretaries, industrial practice secretaries, scientific research secretaries, student management staff, branch secretaries, college leaders, enterprise supervisors, enterprise HR, students’ parents, etc. The system use case diagram of the management platform is shown in Fig. 1.
4 System Design of Quality Management Platform in the Entire Process of Characteristic Software Talent Training
On the basis of the requirement analysis results, the overall system design of the characteristic software talent training quality management platform, including network topology design, platform software architecture design, platform functional structure design and conceptual database design, etc. are carried out.
4.1 Characteristic software talent training quality management platform system architecture design
According to the general trend of cloud applications, we adopt the B/S structure in the overall architecture. Data security is also a big issue to be concerned about. At the same time, considering the multi-application mode of mobile phones (including APP or small programs, etc.), and to track and collect data such as the development status of graduates, the system needs open online information resources. To sum up, the system network architecture design result of the management platform is shown in Fig. 2.
4.2 Software architecture design of characteristic software talent training quality management platform
The software architecture design of the platform adopts the layered structure of the MVC pattern, as shown in Fig. 3. It includes data storage layer, data processing layer and human-computer interaction layer, corresponding to the student training process data storage layer, student evaluation data processing middleware layer, evaluation process and tracking analysis human-computer interaction layer, respectively.
(1) Data storage layer. it contains 6 categories of data, which are basic data (students, teachers, courses, etc.), evaluation index and template data, classroom teaching evaluation data in the training plan, practical teaching evaluation data in the training plan, professional knowledge independently expand evaluation data and humanities/social practice development evaluation data, etc.
(2) Middleware layer. it is the processing module for the underlying data, including evaluation data configuration, evaluation data collection and processing, evaluation data access processing, evaluation and teaching data analysis and mining, and information crawling and processing on the open Internet.
(3) Human-computer interaction layer. it is responsible for receiving and feeding back the user’s interactive operations on the platform, mainly including evaluation data reporting, evaluation data review, evaluation data tracking analysis, and multi-dimensional capability portraits.
4.3 The functional structure design of the characteristic software talent training quality management platform
According to the software architecture in Fig. 3, after refining the business requirements of the platform, from the perspective of the interaction between end users (6 categories and 14 roles) and the system, the functional structure of the platform is divided. The results are shown in Fig. 4.
(1) Non-business related modules. they are 4 functional modules for system maintenance, including user and authority management, basic data management, system data maintenance, etc.
(2) Platform server-side non-interactive modules. they are online open data crawling and processing module, other server-side interfaces and data processing modules.
(3) Business-related interactive modules. they include 22 functional modules for training activities and ability index evaluation and configuration, 22 modules for training process evaluation data collection, involving all 22 training activities; 26 modules for talent training tracking and analysis, involving to single tracking and analysis of all 21 capability indicators. they also include tracking and analysis of 4 comprehensive indicators.
4.4 Conceptual database design of characteristic software talent training quality management platform
Through the analysis of the training process and ability index system, we found that there are 3 types of information that need to be stored on the platform. Through the analysis and mining of this information, we can understand the effect of student training. The related database design concept ER diagram is shown in Fig. 5.
This paper only gives the conceptual model of these information and their associations, and does not describe the specific details.
(1) Basic information. It mainly includes basic information such as students, teachers, training activities, and ability indicators. Among them, information such as students, teachers and courses (specific training activities) can also be shared from the school education system. The training activity information and ability index information includes all the training activities and ability indicators listed in Table 1 and Table 2 above. Although these information are fixed, they also need to be stored for the scalability of the platform.
(2) Configuration information. It mainly includes training activities - ability index evaluation configuration information and ability evaluation model information. This information is used to serve other entity information.
(3) Core competency evaluation information. First, the evaluation information of training activities, which is the core big data information of the platform, and is the basic data for the tracking of students’ training effect and ability evaluation. The second is ability profile information, which is used to save the results of platform data mining.
5 Conclusions
This paper discusses the necessity and importance of the entire process management platform for the cultivation of characteristic software talents to the construction of characteristic software colleges, and conducts demand analysis and system design for the system using the software engineering project development method, which lays a foundation for the realization of the platform.
(1) Starting from the needs of the macro vision, we carried out business demand analysis and system demand analysis for the needs such as talent training quality and effect evaluation, and completed the platform stakeholder analysis and use case analysis.
(2) We decomposed the entire process of talent training reasonably, and obtained a training activity model with moderate granularity; extracted evaluation indicators for the evaluation of talent training effects, and established a talent ability evaluation index system with 21 evaluation indicators; and then the correlation matrix of training activities and ability evaluation index system is obtained by analyzing and summarizing.
(3) We have completed the overall design of the platform, including platform physical architecture design, platform software architecture design, platform functional structure design and database conceptual design.
However, it should be noted that in the analysis and design of the platform in this paper, how to more prominently reflect the “characteristics” in the “characteristic software talent evaluation” requires further research and discussion.
Acknowledgement
This work was supported by the National Key Research and Development Program of China (Grant No. 2020AAA0108803).
References
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[3] Lu H M, Jing F, Tang M. An evaluation model for the quality and ability of innovative and entrepreneurial talents in applied universities[J]. Curriculum Education Research, 2017 (29): 10-11. (in Chinese)
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• Guoxiang Fan, Lin Yao, Yin Chen, Yong Guo, Yingxin Tian, Feng Gao, and Zhongjie Wang are with the National Pilot School of Software, Faculty of Computing, Harbin Institute of Technology, Harbin, 150001, China. E-mail: fgx@hit.edu.cn.
* To whom correspondence should be addressed.
Guoxiang Fan is a senior engineer. He received his master’s degree in Software Engineering from Harbin Institute of Technology, China, in 2007. From 1989 to 2002, he worked at Harbin Research Institute of Electrical Machinery, Huayin Securities Company, and Longxiang Software Company to engage in the development of the projects of MIS, GIS and fault diagnosis. he has been working at the National Pilot School of Software, Harbin Institute of Technology since July 2002.
Lin Yao is a Ph.D.. She graduated from the Harbin Institute of Technology. Her main research direction is software engineering. She is currently working at the Harbin Institute of Technology.
引文格式：Guoxiang Fan, Lin Yao, Yin Chen, etal. Analysis and Design of Quality Management Platform for the Entire Process of Characteristic Software Talent Training[J].计算机教育,2022(12):24-34.
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