We are pleased to introduce the 2024 36th International Conference on Software Engineering Education and Training (CSEE&T) held in Würzburg, Germany, from July 29thto August 1st, 2024.

This paper focuses on studying how distributed student teams organize their project work on a software product and how is their work division related to their architectural choices and geographical locations. We present our findings based on the data collected during five years of the long-lasting Distributed Software Development course running among three European universities. Student team decisions are analyzed on 19 distributed projects, carried out using the Scrum framework, and students' insights into this topic are discussed based on the data obtained from students' questionnaires and other course-related data sources. In addition, we investigate how this work division is related to the team dynamics, by analyzing teams' collaboration patterns and collaboration links between different team locations and work roles. The results show that although the students, in general, perceive the strong positive influence of architecture to the work division, younger generations of students tend to move away from dividing the work by location in order to form the sub-teams mixed by location, thus even improving the performance of their projects. A balanced collaboration, regardless of the physical location of sub-teams, might have a more beneficial effect on the quality of the resulting work than a strict work division over a distance.

Teaching Distributed Software Development with real distributed settings is a challenging and rewarding task. Distributed courses are idiosyncratically more challenging than standard local courses. We have experienced this during our distributed course, which has been run for 14 consecutive years. In this article, we present and analyze the emerging diversities specific to distributed project-based courses. We base our arguments on our experience, and we exploit a three-layered distributed course model, which we use to analyze several course elements throughout the 14-years lifetime of our distributed project-based course. In particular, we focus on the changes that the course underwent throughout the years, combining findings obtained from the analyzed data with our own teaching perceptions. Additionally, we propose insights on how to manage the various diversity aspects.

Various software engineering (SE) curricula in higher education have started including courses on global software engineering (GSE), carried out as internationally distributed project-based courses. These courses, known for their closeness to “real-world” work experience, emphasize the importance of involving industry partners as customers and focus on soft skills essential for employment, an aspect often neglected in engineering education. However, not many such courses are long-lived or consistent in form throughout the years, making their impact and relevance hard to assess. The Distributed Software Development course (DSD), currently run among three universities in Croatia, Italy, and Sweden, has now been carried out for 15 years consecutively, providing a rich source of in-course and post-graduation data. To evaluate the students’ experiences of the course after they graduate and start working, a study has been carried out among former DSD students from the University of Zagreb, Croatia. Its goal is to understand how useful this course was in students’ early careers, both in first and current employment, as well as related factors at the workplace (magnitude of distributed collaboration, company size). The study results show the relevance of such distributed course experiences for future employment, as well as the importance of building upon soft skills as part of the software engineering curricula. Higher education institutions are invited to consider including such courses in the software engineering curriculum, for the benefit of their students and, indirectly, students’ future employers.

Global software engineering education is steadily advancing to fully prepare students for future challenges at work, by providing opportunities for real-life experiences, especially in distributed project-based courses. These international student teams are, as in real companies, susceptible to various risks stemming from different internal and external factors, being the sources of stress and impacting team resilience.

Distributed Software Development course is a joint project-based course involving three universities, from Croatia, Sweden and Italy, running each year since 2003. Distributed student teams work on all phases of a complex software engineering project, solving several challenges of working in a global environment, thus obtaining a valuable experience for their future careers. The course is very well received by both the students and course partners from the industry.

This paper describes the process of assigning students to project teams in a global software development course. Project proposals vary in several characteristics in order to provide students from two universities, who have highly heterogeneous knowledge, a wide range of choices. Students submit an initial questionnaire about their skills, together with ranked project preferences. Based on 24 projects and 155 students in last three years of the course, project types and criteria such as students' knowledge of programming languages or development platforms are analyzed and presented.

The most effective setting for training in Global Software Engineering is to provide a distributed environment for students. In such an environment, students will meet challenges in recognizing problems first-hand. Teaching in a distributed environment is, however, very demanding, challenging and unpredictable compared to teaching in a local environment. Based on nine years of experience, in this paper we present the most important issues that should be taken into consideration to increase the probability of success in teaching a Global Software Engineering course.

This paper describes different aspects of teaching distributed software development, regarding the types of project customers: industry and academia. These approaches enable students to be more engaged in real-world situations, by having customers from the industry, local or distributed customers in universities, distributed customers in software engineering contests or being involved in an ongoing project, thus simulating the company merging. The methods we describe are used in a distributed project-oriented course, which is jointly carried out by two universities from Sweden and Croatia. The paper presents our experiences of such projects being done during the course, the differences in each approach, issues observed and ways to solve them, in order to create a more engaging education for better-prepared engineers of tomorrow.