Abstract
Problem solving by software engineers is an integral part of the information technology profession and is acknowledged as such both in academia, where these skills are taught, and amongst employers. In executing a task such as software development, software engineers use documentation, write and test codes and often follow established development methodologies. These tasks require substantial mental processes. Whereas formal development methodologies and the software solution can be observed visually, engineers’ mental processes are abstract and implicit. The engineers themselves often find it difficult to articulate these mental processes. This study aims to uncover how software engineers solve problems by posing the question: What are the mental processes software engineers go through to solve problems? When analysis of the data revealed mental processes were not undertaken in isolation, two further questions were posed: What other important components in problem solving are there among software engineers? and How do the mental processes of problem solving interact with the other components?
This study used a qualitative, interpretive approach to produce a theory grounded in the data. Mental processes and other components were identified through interpretation of interview transcripts from 11 software engineers relating their experience on a particular project. Projects included software migration, customisation of commercial software, modification of small modules, and new development of a multi-user information system.
A model featuring four main component groups in software engineers’ problem solving was developed from the interview data. These intertwining groups are: the problem solver, the environment, problem solving aids and the solution. The study’s findings offer suggestions for how the more efficient use of mental processes for software engineers could be taught in professional training schools and academic curriculums. The findings also highlighted the importance of elements such as tools and technology and the formation of project teams to facilitate the more effective use of mental process and development activities.