一句话：报告 UNSW 以软件生态系统为中心重构毕业设计，让多团队共建微服务系统以模拟产业协作。
传统软件工程毕业设计常为不同团队分配独立项目，学生难以获得跨团队协作与系统集成经验。本文报告 UNSW SENG3011 的教学框架：所有学生团队共同贡献一个相互连接的微服务系统，形成需要跨团队协作的技术依赖，并引入产业标准工具、产业伙伴和开发工作流。基于学生反思与反馈的分析，作者发现技术不确定性与强制团队互依等设计挑战促进了职业成熟度、问题解决和协作能力；这种“生产性摩擦”带来更深学习成果，包括建立职业作品集和提升就业准备。文章最后总结教育者如何管理不确定性、在支持自主性的同时提供必要指导，并以过程性评价评估学习。
Many traditional software engineering capstone courses typically assign separate projects to different teams. This approach provides limited opportunities for students to develop the inter-team collaboration and system integration skills needed in professional software development. This experience report presents our teaching framework for Software Engineering SENG3011 at the University of New South Wales(UNSW), a final-year group capstone course redesigned around a software ecosystem-centric model. In this framework, all student teams contribute to a single, interconnected microservice system, creating industry-aligned technical dependencies that require inter-team collaboration. We also incorporate industry-standard tools, extensive industry partnerships, and development workflows that mirror professional software development environments in the industry. Our analysis of students’ reflections and feedback shows that specific, designed challenges contributed to the development of key skills. For instance, technical uncertainty and mandatory team interdependencies fostered students’ professional maturity and improved their problem-solving and collaboration skills. The productive friction inherent in this model supported students in achieving deeper learning outcomes. These outcomes include building a professional portfolio and enhancing their career readiness—achievements that are difficult to realize in traditional isolated projects. Drawing from this experience, we present key lessons for educators on how to manage productive uncertainty, support student autonomy while providing necessary guidance, and assess learning through process-focused evaluation. This report offers a practical model for other institutions aiming to close the gap between software engineering education and real industry training.
@inproceedings{paperbot12022,
title = {Ecosystem-Centric Capstone: Lessons from Simulating a Tech Company in Software Engineering Education},
author = {Basem Suleiman and Jinglin Sun and Fethi Rabhi and Siu Lung Ng},
booktitle = {ICSE},
year = {2026},
doi = {10.1145/3786580.3786973}
}