Express knowledge and understanding
Students should be able to describe and explain in detail the system dynamics modelling process, with particular emphasis on defining the dynamics of a problem; formulating hypotheses regarding the structure underlying dynamic problem behaviour; analysing a model to improve its reliability and usefulness; analysing a model's structure to understand the origin of its dynamic behaviour; testing a model's sensitivity to parameter assumptions; testing changes in a policy parameter; designing and testing new policy structure; and planning for policy implementation. The students should through this work deepen their understanding of the structural causes of dynamic behaviour and hone their skills with system dynamics software tools.
Apply knowledge and understanding
Students should be able to (1) define the dynamics of a problem; (2) formulate hypotheses (in words, diagrams, and a set of model equations) as tentative explanations of problematic dynamic behaviour; (3) analyse a model's structure to discover the endogenous source of particular dynamic patterns; (4) analyse and test a model to improve its reliability and usefulness; (5) test a model's sensitivity to parameter assumptions; (6) identify and evaluate potential leverage points for improving model behaviour through policy parameter analysis; (7) conduct policy design and evaluation with modifications in the structure of an explanatory model; (8) identify obstacles to policy implementation and include feasibility criteria in policy design; (9) develop and analyze a simulation model that provides a useful explanation of a given problematic behaviour in a narrowly-defined task; and (10) identify a real-world dynamic problem and conduct a 6-week empirical and theoretical investigation, culminating in an explanatory model, a policy model, a written report, and an oral presentation.
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 or hypothesised dynamic behaviour; (3) assess data requirements in light of a model's sensitivity to parameter estimates; (4) determine whether simulated policy options are feasible in the real world; (5) evaluate policy implementation obstacles and modify expected benefits accordingly; and (6) 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) organize a written discussion of a modelling project in a way that highlights the research problem or question, the hypothesis, the method of analyzing and testing the hypothesis, and the policy implications of the investigation; (2) make oral presentations of their work; (3) design and present model diagrams in a way that facilitates communication and understanding; and (4) translate technical information into language that clients understand. In addition, students should gain additional confidence in their communication skills through extensive discussion and debate in classroom settings.
Develop learning skills
Students should be able to (1) conduct research and engage in 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.
Department of Geography
advice.systdyn@uib.no
http://www.uib.no/rg/dynamics