The Plan Language of a Curriculum: A Formal Model and the Complexity of Degree Planning

This research introduces a formal model for academic curricula, viewing them as generators of feasible study plans. It establishes the computational complexity of key degree planning objectives, specifically the number of terms to degree and total credit load, within this defined model. A significant finding is that while disjunctive prerequisites do not complicate 'time to degree' when per-term credit capacity is unlimited, this objective becomes strongly NP-hard under constrained per-term capacity.

This research provides a formal understanding of the computational challenges inherent in academic degree planning, highlighting specific structural elements that contribute to complexity. Understanding these complexities is crucial for designing efficient academic systems and student advisement tools, impacting institutional resource allocation and student success.

An academic curriculum is modeled as a generator of a language of feasible study plans.

Forward consideration, not a verified fact.