Abstract Software product-line engineering is arguably one of the most successful methods for establishing large portfolios of software variants in an application domain. However, despite the benefits, establishing a product line requires substantial upfront investments into a software platform with a proper product-line architecture, into new software-engineering processes (domain engineering and application engineering), into business strategies with commercially successful product-line visions and financial planning, as well as into re-organization of development teams. Moreover, establishing a full-fledged product line is not always possible or desired, and thus organizations often adopt product-line engineering only to an extent that deemed necessary or was possible. However, understanding the current state of adoption, namely, the maturity or performance of product-line engineering in an organization, is challenging, while being crucial to steer investments. To this end, several measurement methods have been proposed in the literature, with the most prominent one being the Family Evaluation Framework (FEF), introduced almost two decades ago. Unfortunately, applying it is not straightforward, and the benefits of using it have not been assessed so far. We present an experience report of applying the FEF to nine medium- to large-scale product lines in the avionics domain. We discuss how we tailored and executed the FEF, together with the relevant adaptations and extensions we needed to perform. Specifically, we elicited the data for the FEF assessment with 27 interviews over a period of 11 months. We discuss experiences and assess the benefits of using the FEF, aiming at helping other organizations assessing their practices for engineering their portfolios of software variants.

This paper describes our design of real-time systems laboratories in an integrated theme of study which includes automatic control. The theme appears at the end of the third year of a 4,5 year master of engineering programme, which adopts Problem-Based Learning (PBL) as a main pedagogical method. We describe the rationale behind our choice of application area, the lab environment, and the operating system used. The paper concludes by giving some qualitative evaluations as well as some quantitative measures based on limited data.