"Kr\u00E1l, Jaroslav" . . "RIV/00216208:11320/08:00101248!RIV09-AV0-11320___" . . "P(1ET100300517), Z(MSM0021620838)" . . "In\u017Een\u00FDrsk\u00E9 vzd\u011Bl\u00E1v\u00E1n\u00ED - velk\u00E1 v\u00FDzva pro softwarov\u00E9 in\u017Een\u00FDrstv\u00ED"@cs . . "8"^^ . . . "978-0-7695-3131-1" . "7th IEEE/ACIS International Conference on Computer and Information Science" . "Los Alamitos, CA, USA" . "\u017Demli\u010Dka, Michal" . . "[74D9FCB1A0D2]" . "Los Alamitos, CA, USA" . "2008-01-01+01:00"^^ . . . "000256524200076" . . . . . . "RIV/00216208:11320/08:00101248" . "In\u017Een\u00FDrsk\u00E9 vzd\u011Bl\u00E1v\u00E1n\u00ED - velk\u00E1 v\u00FDzva pro softwarov\u00E9 in\u017Een\u00FDrstv\u00ED"@cs . "Engineering; Education; Great; Challenge; Software; Engineering"@en . "Engineering Education - A Great Challenge to Software Engineering" . . "It is generally accepted that software engineering shares many features with classical engineering disciplines like marketing issues, warranty and others. This fact can be also illustrated on the case of contemporary lack of IT students like in other engineering disciplines. The dynamics of software engineering and the requirement that IT should be widely used in other disciplines imply that IT professional should understand various knowledge domains and skills like but more intensively than in classical engineering disciplines. This ability is sometimes called versatility. It is difficult for teachers to teach it as they are induced to do research being typically fragmented into small research areas. We give examples when IT experts should behave like classical engineers and when software engineering specific skills are needed. An example is the solution of the problem of falling interests of young people to study engineering and science disciplines, software engineering inclusive. The solution of th"@en . "Engineering Education - A Great Challenge to Software Engineering" . "366230" . "Engineering Education - A Great Challenge to Software Engineering"@en . . "2"^^ . "It is generally accepted that software engineering shares many features with classical engineering disciplines like marketing issues, warranty and others. This fact can be also illustrated on the case of contemporary lack of IT students like in other engineering disciplines. The dynamics of software engineering and the requirement that IT should be widely used in other disciplines imply that IT professional should understand various knowledge domains and skills like but more intensively than in classical engineering disciplines. This ability is sometimes called versatility. It is difficult for teachers to teach it as they are induced to do research being typically fragmented into small research areas. We give examples when IT experts should behave like classical engineers and when software engineering specific skills are needed. An example is the solution of the problem of falling interests of young people to study engineering and science disciplines, software engineering inclusive. The solution of th" . . . "IEEE Computer Society" . "Je obecn\u011B p\u0159ij\u00EDm\u00E1no, \u017Ee softwarov\u00E9 in\u017Een\u00FDrstv\u00ED sd\u00EDl\u00ED mnoh\u00E9 vlastnosti s klasick\u00FDmi in\u017Een\u00FDrsk\u00FDmi discipl\u00EDnami - marketing, z\u00E1ruky, a dal\u0161\u00ED. To m\u016F\u017Ee b\u00FDt p\u0159ibl\u00ED\u017Eeno na p\u0159\u00EDpadu aktu\u00E1ln\u00EDho nedostatku IT student\u016F stejn\u011B jako je tomu v ostatn\u00EDch in\u017Een\u00FDrsk\u00FDch discipl\u00EDn\u00E1ch. Dynamika softwarov\u00E9ho in\u017Een\u00FDrstv\u00ED a po\u017Eadavek, aby IT bylo \u0161iroce vyu\u017E\u00EDv\u00E1no v dal\u0161\u00EDch discipl\u00EDn\u00E1ch, implikuj\u00ED, \u017Ee IT profesion\u00E1lov\u00E9 by m\u011Bli zvl\u00E1dat r\u016Fzn\u00E9 obory i dovednosti - podobn\u011B jako je tomu v jin\u00FDch in\u017Een\u00FDrsk\u00FDch discipl\u00EDn\u00E1ch, jen je\u0161t\u011B o n\u011Bco v\u00EDce. Tato schopnost b\u00FDv\u00E1 naz\u00FDv\u00E1na versatilitou. Pro u\u010Ditele je velmi obt\u00ED\u017En\u00E1 k u\u010Den\u00ED, jeliko\u017E oni sami b\u00FDvaj\u00ED nuceni se v\u011Bnovat v\u00FDzkumu, kter\u00FD\u017Eto b\u00FDv\u00E1 rozd\u011Blen do velmi \u00FAzk\u00FDch oblast\u00ED. Ukazujeme, kdy jsou na tom softwarov\u00ED in\u017Een\u00FD\u0159i stejn\u011B jako in\u017Een\u00FD\u0159i ostatn\u00ED a kdy pot\u0159ebuj\u00ED specifick\u00E9 dovednosti. P\u0159\u00EDkladem je \u0159e\u0161en\u00ED poklesu z\u00E1jmu mlad\u00FDch lid\u00ED o studium p\u0159\u00EDrodn\u00EDch v\u011Bd a in\u017Een\u00FDrstv\u00ED - v\u010Detn\u011B softwarov\u00E9ho in\u017Een\u00FDrstv\u00ED. \u0158e\u0161en\u00ED tohoto probl\u00E9mu m\u016F\u017Ee m\u00EDt nejv\u011Bt\u0161\u00ED dlouhodob\u00FD dopad na v\u00FDuku in\u017Een\u00FDrstv\u00ED."@cs . . "Engineering Education - A Great Challenge to Software Engineering"@en . . "2"^^ . "11320" . .