A graph-based framework for comparing curricula

Abstract

The problem addressed in this thesis was identified in a real life context in which an attempt was made to re-constitute a BSc Computer Science degree programme. The curriculum was modelled on the ACM/IEEE Computing Curriculum of 2001. It was further required to comply with accreditation requirements as defined by ABET’s Computing Accreditation Commission. Relying on a spreadsheet, the curriculum was iteratively and manually evaluated against the ACM/IEEE curriculum specification. A need was identified to automate or at least semi-automate this process. In this thesis a generalisation of the problem is presented. Curricula are modelled as directed graphs (digraphs) in which graph vertices represent curriculum elements such as topics, knowledge areas, knowledge units year- levels or modules. Edges in the graph represent dependencies between these vertices such as belonging to grouping or pre-requisites. The task of curriculum comparison then abstracts to a task of digraph comparison. A framework, the Graph Comparison Framework, is proposed. The frame- work comprises of components which are used to guide the digraph comparison process. The so-called Graph Trans-morphism algorithm component is the only component in the framework which is mandatory. The algorithm converts the information from one of the digraphs being compared into the structure of the other. This conversion enables the graphs to be compared as graph isomorphisms. All digraphs are modelled as sets of triples, making it possible to subtract one digraph from another using the set minus operator. The resultant difference sets are used by components defined in the framework to quantify and visualise the differences. By modelling curricula as digraphs and applying the framework to the di-graphs, it is possible to compare curricula. This application of the framework to a real-world problem forms the applications research part of the thesis. In this part, domain knowledge of curriculum design is necessary to apply to the curriculum being developed in order to improve it.