Express knowledge and understanding
Students should be able to (1) explain in stock/flow/feedback terms how the fundamental structures of dynamic social systems produce behaviours that are problematic from the perspective of public and private policy makers; (2) describe and explain the system dynamics method of designing and testing policy structures to alleviate problematic behaviour in dynamic social systems; (3) describe how political, organizational, and cultural factors influence policy implementation and feasibility; (4) explain the theory and method of cost-benefit analysis as applied to model-based policy design; and (5) describe how model-based policy analysis can be communicated effectively to policy makers and staff.
Apply knowledge and understanding
Students should be able to (1) identify sources of endogenous problematic behaviour in explanatory models of dynamic social systems; (2) use policy parameter analysis to identify and evaluate potential leverage points for improving model behaviour; (3) formulate hypotheses (in words, diagrams, and a set of model equations) as tentative structural improvements to explanatory models of problematic dynamic behaviour; (4) estimate cost and effectiveness of policy options, including feasibility assessments; (5) design interactive learning environments to facilitate communication of policy insights and implementation requirements; and (6) develop and present model-based, client-oriented policy analyses.
Make judgements
Students should be able to (1) adopt a client's perspective to assess the definition of a problem, the boundary of a model, and the model's reliability and usefulness; (2) establish and evaluate criteria for evaluating how well a model structure contributes to the explanation of an observed dynamic behaviour; (3) assess data requirements in light of a model's sensitivity to policy parameter estimates; (4) assess whether simulated policy options are cost-effective and feasible in the real world; (5) evaluate policy implementation obstacles and modify expected benefits accordingly; (6) evaluate the impact of an interactive learning environment as a tool for communicating policy insights and implementation requirements; and (7) take ethical considerations into account when conducting research and developing models, and when interacting with clients, stakeholders, and colleagues.
Communicate
Students should be able to (1) ask and answer questions and engage in discussion and debate in a classroom setting; (2) elicit policy-relevant information from agencies, policy makers, and staff; (3) organize a written discussion of a model-based policy design project in a way that highlights the proposed structural changes to an explanatory model, the expected dynamics of the proposed changes, and the method of analyzing and testing the policy options; (4) make oral presentations of a model-based policy analysis; and (5) design and present models in a way that facilitates communication and understanding, particularly to non-technical audiences that include policy makers and their staffs.
Develop learning skills
Students should be able to (1) conduct research and engage in other projects with a high degree of independence, responsibility, and reliability; (2) access and interpret relevant scientific and policy literature; and (3) write and speak effectively about their work and relevant issues.
Assessment consists of:
Modeling project (75% of the final grade): Folder assessment consisting of three parts:
Case study (25% of the final grade): Completion and presentation during the course
Department of Geography
advice.systdyn@uib.no
http://www.uib.no/rg/dynamics