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ABSTRACT
This paper investigates the correlation between requirements evolution and course grades in a pre-capstone design course. A case study is performed whereby requirements are collected on a common design project from eight separate design teams across the design process that culminates in a physical deliverable. This research was performed using the case study approach as it is commonly utilised to investigate occurrences in real-life context and focus on answering exploratory questions. The requirements are analysed through a three step process where requirements are interpreted with respect to the solution, classified as constraints or criteria, and classified as functional or non-functional. The evolution of requirements are correlated to the team’s course grade through statistical analysis. Evolution considers both the difference in requirements from start to finish and the week-to-week changes in requirements. The findings reveal the number of requirements students generate at the start does not impact course grades success. However, a higher number of defined requirements throughout the project, early functional requirement definition, and the continuous evolution of functional requirements were found to have a positive effect on course grades. Based on the results of the study, a set of guidelines and recommendations are developed for use within design courses.
Disclosure statement
No potential conflict of interest was reported by the authors.