Computer Science and Engineering: Learning to Work in

International and Multicultural Teams

Alberto Fernández-Bravo

, Ignacio García-Juliá

and Olga Peñalba

Escuela Politécnica Superior, Universidad Francisco de Vitoria, Carretera

Pozuelo-Majadahonda Km 1.800, 28223 Pozuelo de Alarcón, Madrid, Spain

Keywords: International Skills, Higher Education, Project-based Learning, Scrum.

Abstract: The world today is a global world. This means that our students, the professionals of the future, should be

able to cooperate and work together with people from other countries, with other languages and cultures. And

that implies much more than being proficient in English or other foreign languages, it implies developing a

high level of international and intercultural skills. To do so, new activities and approaches should be

incorporated into the official curricula of higher education institutions. In this paper, we show an initiative

carried out as part of the Software Engineering course, consisting of an international project developed in

teams made up of Dutch students from The Hague University of Applied Sciences and Spanish students from

Universidad Francisco de Vitoria. Scrum is the paradigm chosen for the development and monitoring of the

project, which has been developed using online collaborative tools.

1 INTRODUCTION

It is increasingly common for universities with a long

tradition of face-to-face teaching to adapt their study

programs to specific experiences involving their

students, based on four factors: internationalization,

for a long time, as an integral part of their study

programs and always guided by their professors.

These virtual exchange initiatives are based on the

Communiqué of the Conference of European Ministers

responsible for Higher Education, Leuven and

Louvain-la-Neuve, 28-29 April 2009, which explicitly

states that "By 2020, at least 20% of people graduating

from the European Higher Education Area should have

completed a period of study or training abroad".

But international mobility alone does not

guarantee the development of linguistic or

intercultural competences of our students. A

"maturity" on the part of the student is necessary to

learn from the experience and from his or her capacity

to absorb the "culture" of the destination country.

Both of these needs can be met if the student works

on a project that has consequences for his or her

qualification and, in turn, does so in a collaborative

https://orcid.org/0000-0001-6288-9616

https://orcid.org/0000-0002-0669-8492

https://orcid.org/0000-0002-0921-7711

manner with students from other cultures, other

interests or other skills.

There are various initiatives in this area of online

training, some aimed at students, others at teachers,

and both on public or private initiative. Among these,

we can highlight:

 Erasmus + Virtual Exchange EU public initiative

for students from various universities (Erasmus+

Virtual Exchange, n.d).

 E-Tandem, a language learning method that

consists of two people communicating online in

order to learn each other's language

(ETandemLearning autonomous language

learning with a partner,n.d).

 Teletandem, an online language exchange

programme, where foreign language students in

one country are paired with native speakers from

universities abroad where the target language is

spoken (World Studies Media Center, n.d).

 Cultura, an intercultural project that connects

groups of students online to help them understand

each other's culture (Welcome to Cultura, n.d).

 Evaluate is based on virtual exchange for teacher

training (Daswell, n.d).

346

Fernández-Bravo, A., García-Juliá, I. and Peñalba, O.

Computer Science and Engineering: Learning to Work in International and Multicultural Teams.

DOI: 10.5220/0010497803460352

In Proceedings of the 13th International Conference on Computer Supported Education (CSEDU 2021) - Volume 2, pages 346-352

ISBN: 978-989-758-502-9

There are also other private initiatives that seek

the same results as the above: training by language

immersion, participating with other institutions in

specific projects, whether in language learning,

specific academic training or cultural exchange.

2 COLLABORATIVE ONLINE

INTERNATIONAL LEARNING

Higher education cannot ignore today's labour and

social trends:

 Markets are constantly changing, with tight

budgets and fast time to market requirements.

 There is a growing trend towards globalisation

where the ordinary is to run international projects

where customers, providers, and even

development teams are likely to belong to

different cultures and must rely on sophisticated

collaboration methods and communication

technologies.

 The need to have an interdisciplinary approach

considering the scale and complexity of the

problems we face.

All these factors together pose to our students a

much bigger challenge than the ones faced in the past,

when everything seemed better controlled, and

lectures and labs provided in our colleges were

deemed enough for our professional development.

Nowadays the situation is very different. The

number of IT companies that are able to progress

without a global vision is low, and the new IT

professionals must quickly adapt themselves to new

cultures and tools.

This project aims to provide our students with that

"training plus" that otherwise they would be required

to develop later, once they are involved in their

professional careers, within a more stressing context,

probably less friendly for reflection and where

mistake correction might be more difficult.

The Hague University of Applied Sciences (NL)

(from now on THUAS) and the Universidad

Francisco de Vitoria (SP) (from now on UFV) start

this pilot project with the aim of making it an ordinary

part of our programmes in one or two years, therefore

hoping that what today seems a cutting-edge

challenge soon becomes a standard part of our

academic proposals.

The project seeks to develop jointly the practical

contents of the Software-Engineering-related

disciplines, imparted in both THUAS and UFV

during the third year of their respective degrees.

For the time being, the alignment of the

theoretical training is left out of the scope of this

collaboration, which, despite being quite similar, will

remain specific to each institution. It is in the practical

part of the course where we see the opportunity to

establish an international collaboration experience

through the set-up of teams made up of THUAS and

UFV Software Engineering students.

Although the development of a project and having

to work in teams is in itself a challenge, the project

main goal is to help our students to develop conflict

management skills, learn to collaborate with different

cultures in an international environment, as well as

learning to organise and develop a project within tight

time limits and learning the challenges associated to

communicate with their peers through tools when

face-to-face interaction is not feasible.

In addition, our students will become familiar

with Agile methodologies, which are showing great

results in the industry today and are becoming the

common standard for development teams. The

adoption of these methodologies constitutes in itself

an asset for the students. Specifically, the selected

Agile methodologies for this activity are DevOps and

Scrum for THUAS, and Scrum (Schwaber and

Sutherland, 2020) for UFV.

2.1 Project Goal

The differential value of this project lies in providing

the students with a set of conditions that allows them

to understand the challenges and the opportunities

associated with working with people from different

countries. Both THUAS and UFV wanted to create for

our undergraduates an experience where future

professionals discover and acknowledge that even in

close countries like ours -both European and belonging

to the EU- there are cultural nuances that you need to

deal with if you want to collaborate successfully.

The project thus caters for this purpose, but it must

not neglect that we want to educate future IT engineers.

Regarding team collaboration, and in the spirit of

experiencing Agile practices, we agreed to take

advantage of the Scrum framework, not only for its

accredited success in helping to develop complex

products faster in various domains, but, as well, for its

effectiveness to structure non-hierarchical

collaboration. Together with commitment, focus and

courage, Scrum promotes the values of openness and

respect, which fitted perfectly with our purpose and

helped us to lay the foundations for proper interaction.

Finally, we also needed to specify what would be

the concrete aspects of the collaboration, it’s tangible

outcome. The project should reinforce software

Computer Science and Engineering: Learning to Work in International and Multicultural Teams

347

engineering concepts in the areas of architectural

design and modularity, testing, maintainability,

security and configuration management, among

others. In this respect, we agreed that the teams had

to develop a web application according to a set of

minimum requirements:

 A readable and maintainable Web-based

application, developed in C#, and architected

according with the Model-View-Controller

(MVC) Web pattern (Fowler, n.d). The outcome

must be sufficiently documented, so that it could

be handed over to a different team to maintain and

evolve it.

 The application must be accessible from different

devices according with responsive design

principles.

 The application must support open authentication

through at least an external identity provider (i.e.

Google Identity Provider or FaceBook). It must as

well conform with General Data Protection

Regulation (GPDR, n.d) requirements in relation

with personal data.

 Data persistence will be provided by means of a

SQL relational database, containing at least one

one2many and a many2many relationship and

supporting CRUD operations.

 Version control of the code will be done in GIT

through the Azure DevOps environment

 The students must develop automated test suites

and user acceptance tests to verify and validate the

application, being the quality of these tests a key

factor for evaluation.

These are technical or implementation aspects that

definitely affected more the Dutch participants who

are evaluated on software development as well as

Scrum practices. However, many of them need to be

taken into consideration by the Spanish students in

their product owner (PO) role (see 2.3.1).

2.2 Project Organisation

2.2.1 Preparations

In order to run the collaboration project smoothly, it

is important to have things planned ahead.

Firstly, as mentioned in section 2.3.1, it is of

utmost importance to ensure that both university

programmes are compatible and that both parties can

meet their goals and expectations.

Once this point is solved, it is important to agree

on the schedule and the set-up for the project. In our

case, we decided to run it over a ten-week period,

using one-week Sprints. Special attention must be

paid to make bank and mid-term holidays visible, as

they are likely to differ between both institutions and

capacity must be adjusted accordingly in the weeks

affected. If, as it was our case, the academic load

differs significantly, it is also important to make clear

the availability of the students with a lighter

programme involvement.

Material aspects, as infrastructure and tool

support, also deserve attention. In our collaboration

project, this was provided by THUAS through their

partner Delta-N (see 2.3.4).

It is important as well to agree on the tools and

approximate schedule to have coordination between

teachers, independent of the coaching sessions held

with the students. The breadth of available choices is

enormous, and it is not complicated to find a solution

that will fit your needs. We decided to use Slack to

have separate channels for each group and a general

one, which proved to be a satisfactory approach to

collect feedback from the various coaches and

coordinate efficiently among us. In addition, we had

meetings over Skype every other week.

2.2.2 Selection of Candidates

Though the Preparations section could cover this point,

we believe it deserves special attention, because a

wrong choice would affect not only to the participant

but as well to the other students in their team.

An obvious requirement is that the students must

be able to communicate comfortably in English. In our

opinion, B2 is a strict minimum, but the students will

take full advantage of the experience if they have a C1

level or higher. Please bear in mind that the participants

need to deal with cultural nuances frequently expressed

verbally. If they are not fluent, there is a high

possibility that they will become more introvert and the

overall team performance will be affected.

The students should have a sound academic

record (with particular attention to the competencies

involved) but even more important is to select

candidates with an attested sense of responsibility

who can commit to the success of the experience. The

project demands a significant effort, and some of our

students have to make their studies compatible with

part-time jobs, so they will need to manage their

schedule tightly and make sure they keep the pace of

the team.

Following the above requirements, 50 THUAS

students and 10 UFV students were selected.

2.2.3 Project Execution

The project spans over ten weeks of the term

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corresponding to the affected courses. The weekly

programme is as follows:

Week 1: This week is mainly devoted to team

allocation. Each university groups and balances the

candidates in various teams. Attention should be paid

to team size for effective collaboration. Scrum, for

instance, recommends no less than three and no more

than nine people per group for this purpose. We

decided to have teams composed of seven people

(two product owners

, one scrum master and four

developers).

Though the students will meet face to face, it is a

good idea that they get in touch with each other (e.g.

by exchanging a short clip where they introduce

themselves) as this will help to accelerate the team-

building phase during the second week.

This week can be used to hone the final

administrative arrangements, like creating the accounts

in the support systems, so that students can start

working smoothly right after the kick-off meeting.

Week 2: This week is when the students meet each

other, and we believe it is crucial for the success of

the project. It helps in generating a friendly

atmosphere among them, as well as among the

teachers (who should participate in the event at least

the first year you run the project).

We highly recommend having a face-to-face kick-

off meeting. Despite the convenience and breadth of

collaboration tools available today, we believe that

the opportunity to meet personally is irreplaceable,

not only because interaction around the project is

much easier when people sit together in a single

room. Having access to a whiteboard, stickers, and

other non-electronic devices certainly make ideas

flow more easily. The students will share their

proposals and will agree on which of them they will

carry forward. It is the time to put some flesh into the

vision and start building a first draft of the product

backlog that will drive their efforts.

Besides, it opens the opportunity to socialise

around breaks, and, if possible, allows for having a

specific social event (e.g. a casual dinner) where the

participants may talk beyond the academic purpose of

the collaboration.

In our case, two teachers travelled

to the Hague

with our students. This time proved to be an excellent

investment and helped the students to develop the

trust and commitment needed to feel more relaxed in

the coming weeks when they have roll-up their

sleeves and discuss the specifics of their projects.

Please see section 2.3.5 for clarifications on the decision

of having a dual PO role

Weeks 3-9: These weeks represent the core of the

project, where the students interact remotely using

several collaboration tools.

For practical reasons, it is better to have a fixed

development framework. In our case, THUAS

proposed using DevOps Azure, which is an excellent

environment for our courses. It allows the students to

have a single tool to support most of the activities

required. It provides product and Sprint backlogs,

which connect seamlessly to Sprint goals, acceptance

tests, etc. The team has access to a variety of boards

that allow them to track their performance. Finally, it

is very simple to deploy the increments for inspection

and approval by the stakeholders, helping the students

to familiarise with the reality of Continuous

Deployment.

When it comes to other collaboration tools, the

teams were free to choose whatever suit them better,

so some of them decided to hold meetings using

Skype, Zoom or Discord. The only relevant criterion

here is convenience. On the teacher’s side, we

decided to collaborate using Skype for video

conferencing and Slack for asynchronous

communication, as well as to record significant

findings through the project.

Apart from developing the code, this period is

where the students shall get familiar with Scrum

practices and events. At the very least, all students

must set aside some time to participate in Sprint

planning, review and retrospective meetings. Daily

Scrums are only mandatory for members of the

development team. Additional time must be reserved

for backlog clarification and grooming.

Even with four groups as we had, providing

constant support can be challenging for the teachers,

so it is good to agree on how many meetings they will

participate as stakeholders. In our opinion, it would

be advisable to support them on at least two review

and retrospective meetings. More than with planning,

the students tend to struggle with understanding value

and how it is delivered. They also need some

guidance to reflect on their performance and to

identify potential improvements to include in the

subsequent Sprint.

Week 10: This week is devoted to the presentation of

each product. The teams shall work on a slide deck,

where they must communicate the original vision, the

actual outcome and providing a roadmap on how they

would proceed if the project were to continue.

With this event, the students get the opportunity

to enhance and complete their training by showing

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349

their ability to defend and market their product,

beyond the technical, collaboration, and management

skills acquired during the project.

The exercise is held facing a committee composed

of THUAS and UFV teachers, together with Delta-N

representatives, thus providing the academic and

market views. The defence is public, and all the teams

can watch their contenders. The set-up could be

somewhat intimidating for some students. Therefore,

and to provide a meaningful experience for all of them,

we advise finding a balance between academic rigour

and positive atmosphere so that constructive feedback

flows to all participants. One way we found to achieve

this goal is by running a poll by the end of the event to

find out the application preferred by the audience.

2.3 Project Challenges

In the following sections we would like to comment

on various challenges that are worth considering

when establishing a similar collaboration project.

2.3.1 Course Alignment and Integration

One obvious challenge is to find a partner University

that has a compatible course/programme not only

regarding contents, but also having an academic

calendar which can be aligned with your own courses.

In our case, we were lucky to find THUAS, which

mostly met the aforementioned requirements. We

have a substantial syllabus overlapping that allows us

to consider and establish the collaboration. We both

introduce or develop Software Testing, Software

Evolution, Software Reuse, Configuration

Management and Agile practices to our students in

the same year and semester. For the latter, we both do

so with special attention to the Scrum framework and

managing the product backlog with user stories.

Taking into account the courses involved, we both

decided that the best way to establish the teams was

to have UFV students playing the product owner (PO)

role and THUAS students playing the Scrum Master

(SM) and Development Team (DT) roles, though we

had to make minor adaptations to adapt to the reality

and circumstances of the participants (see 2.2.4).

2.3.2 Credits Involved and Expectations

On THUAS side, they run this project integrating

several courses (IT Operations, Global Cooperation

and Process and Project Management) totalling up 15

ECTs. For us the only course involved is Software

Engineering II, accounting for 6 ECTs.

The academic load difference between the Dutch

and Spanish components is not a minor challenge for

a project spanning over ten effective weeks. The

Dutch students have a projected capacity of 25 man-

hour per week, while the Spanish would have 10 man-

hour per week.

This fact presents some challenges, but, if properly

exploited, they can enrich the team experience. The

problem might arise from the larger group, with a

higher dedication, expecting that their remote

colleagues should be as available as their local ones.

As we mentioned, the academic load is quite different

for the two groups, which turns out in Spanish students

not being as available as Dutch ones. In practice, this

meant that that the SM and DT need to adapt to the

PO’s schedule. On the other hand, POs need to be very

efficient in their interactions with the team if they do

not want to impact the Scrum team performance. Both

situations reflect quite well the environment the

students will find when they start working in a real

company, as these situations are commonplace.

The situation is also good for the students to flesh

out some of the theoretical notions they learn in their

courses. For instance, you have to perform with the

resources you are given, both in terms

of people and

time. Moreover, they see Tuckman's model for team-

development ideas in practice and funny concepts as

storming, norming, etc., acquire, all of a sudden, a

real meaning.

The project certainly demands an extra effort

from the participants, but the feedback got from them

is that the experience is certainly worth the pain.

2.3.3 Collaboration and Coaching Sessions

In our opinion, the main challenge here is to

accommodate schedules and to dimension capacity.

In our case, courses were held in the morning for

Dutch students and in the afternoon/evening for the

Spanish ones.

Once the project is running, for the most part,

collaboration among teachers can effectively be

carried out asynchronously, using tools such as Slack.

The main point is to be attentive to issues that may

pop up at each site and share it quickly so that the

corrective actions can be timely applied. Once the

teachers get familiar with the tools, you rarely need to

organise videoconferencing sessions, though you can

still run them if you deem it appropriate.

Collaboration tools allow you to decouple the

individual's schedules, which is not a minor point to

neglect, as it is not easy to find time slots when

everybody is available. Besides, all the teachers get a

record of the significant events in the project, which the

different parties can include in reports as they see fit.

Capacity, to give adequate support, should be

another concern, which largely depends on the

CSEDU 2021 - 13th International Conference on Computer Supported Education

350

maturity of the students and the number of groups

involved. It is true that juniors (third-year students)

are largely autonomous, but anyway we are dealing

with skills that are not usually honed until you have

some years of professional experience.

Sprint reviews and retrospectives offer an

excellent opportunity to coach the teams. The first

event focuses on how value is being incorporated into

the project, while the second is centred around the

performance of the collaboration within the group.

However, if you consider one-week Sprints as we

did, and eight teams, it might be unfeasible to attend

these events for each group and every Sprint, unless

there are a lot of teachers/coaches involved, which we

believe is not commonplace. Even for the parameters

considered, two or three teachers from each site are

needed to guarantee minimal support. It is therefore

important to foresee two or three milestones in the

project timeline where this support should prove more

effective and reserve some additional time around

them to make it work.

2.3.4 Tool Support

In a technical discipline like Software Engineering,

where part of the project is the development of a web

application, having the right infrastructure and tools

support for the students is critical.

In our project, one key factor for success was

counting on the THUAS partner Delta-N who

provided a Microsoft Azure DevOps platform for the

students plus lectures on the DevOps practices.

The Azure DevOps environment is a perfect

option for running this type of project. Besides

offering all the development tools, it provides a lot of

product management and collaboration tools. In

particular, for the POs, they could easily manage their

product backlogs. The environment allows them to

hierarchically structure the user stories, assign values,

priorities, collect estimations with the DT using poker

planning, etc.

2.3.5 Methodological Adaptations

The creators of Scrum emphasise that “Scrum’s roles,

events, artefacts, and rules are immutable and although

implementing only parts of Scrum is possible, the

result is not Scrum. Scrum exists only in its entirety and

functions well as a container for other techniques,

methodologies, and practices.”. These advised-against

adaptations are sometimes referred to as ScrumButs.

Although we wanted to implement the framework

as close as possible to its original design, we detected

that minor changes were required if we wanted to take

into account the circumstances of the participants.

In particular, when it comes to role descriptions,

the Scrum Guide dictates that the PO must be a single

person. Without questioning this point in real

organisations, we agreed, after some discussion, to

relax this requirement for pedagogical purposes. As

mentioned in 2.3.1, Dutch students play the SM and

DT roles and the Spanish ones the PO role. Putting

just one student amidst 6 or 7 peers could be

somewhat intimidating, especially when they have

not met before. Besides, Agile practitioners often

acknowledge that this type of collaboration is better

suited for professionals with significant experience, a

condition rarely met in undergraduates. Therefore, we

decided that two students would play the role but

ensuring that they interacted with a single voice with

the rest of the Scrum team. According to the observed

results, we can confirm that the change did not

negatively impact the project, neither in the ability to

deliver the product nor in the Scrum framework

learning experience.

2.3.6 Performance Assessment

Another challenge is how to evaluate the activity

academically, considering the way the project

integrates with the affected courses. It seems to us

that the easiest and fairest approach is to set clear

criteria that match the contents of the course(s)

involved and to decouple the appraisal from your

partner university as much as possible. We believe

that it is valuable to share those criteria and get

feedback from your peers, but, in the end, each site

needs to define how the activity helps the students to

attain the competencies associated to the course. In

our case, we decided to focus on three areas:

 A general one, related to attitudes and

collaboration

 A second one, associated with the product owner

role, and

 A final one, assessing the students' ability to

communicate what they had achieved.

As just mentioned, each site should be

independent to meet their local requirements.

However, we experienced the benefits of sharing our

criteria, and we got valuable feedback to articulate

our product owner assessment, aligning it better with

the Scrum guideline.

3 RESULTS

As we have seen in the previous sections, adapting to a

virtual learning process, like the one shown in this

collaboration does not come without challenges, not

Computer Science and Engineering: Learning to Work in International and Multicultural Teams

351

only for the students but for the faculty too. We have

mentioned different academic load, schedules, cultural

nuances, courses and programmes compatibility and so

on, add up to a context where none of the participants

communicates in their native language.

Our experience shows that a fluent

communication between teachers aimed to create a

friendly and respectful atmosphere among the

participants will remove most of these potential

obstacles. Such an environment soon triggers in the

students a sense of excitement that encourages them

to move forward despite the additional workload

associated with the project.

The feedback we get from our students is very

positive and encouraging to keep promoting this kind

of experience. For most of them, this is their first

experience working with Scrum in a highly

autonomous way. They were particularly encouraged

by the sense of responsibility of having to mould and

prioritise the product and see how it came to reality

as part of a collective effort.

An aspect that may not be so evident for them but

that to our minds has a lot of importance is that the

participants could experience in a controlled

environment many of the situations they will find

once they graduate. For instance, some of the groups

were affected by different circumstances, which

reduced their initial capacity, forcing the teams to

adapt on the fly to the new conditions. In some cases,

this meant that they had to lower their original

ambition, focusing on what was essential and giving

up other user stories, which might be fancy but not

that critical. Learning to identify the critical-to-

quality aspects of the product, to identify the right

criteria for prioritisation, as well as doing this

preserving the team cohesion, seems to us an

excellent take-away from the project.

Finally, another fact that is also telling is that once

the "experiment" was over, the students from both

universities made plans to visit their respective

countries and meet again, an unmistakable proof that

the relations between them were not only academic or

professional, but also aroused cultural interest.

4 CONCLUSIONS

The experience presented in this paper shows that

there are new approaches that can be used in the

training of the engineering students which are closer

to ways of working that they will find in their future

professional environments. These activities and

methodologies allow, on the one hand, to more easily

develop the competencies that the companies are

searching for and, on the other, to provide a more

motivating and engaging learning context for the

students.

Specifically, we have focused on the international

skills necessary to work in a globalized world,

incorporating international projects (developed in

collaboration with students from other foreign

universities) as an evaluable activity in a Software

Engineering course. The learning experience and the

quality of the results obtained by the students show

that the proposal works. We are going on with this

initiative, incorporating metrics to obtain and analyse

quantitative results to validate it from a more

objective perspective.

ACKNOWLEDGEMENTS

We would like to thank professors Gerda V. Geld,

Loess Tromp and Job Habraken from The Hague

University of Applied Sciences for leading this

project together with us and for the opportunity to

carry out this experience for two consecutive years.

We would like as well to thank Mr Fokko Veegens

and his company Delta-N for the excellent support

and coaching provided with the DevOps Azure

framework.

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