Extracting Curriculum Rules: Formal Modelling of the Study Entry and Orientation Phase

Abstract

The transition into higher education is a critical phase. In Austria, it is structured through the Study Entry and Orientation Phase (StEOP), a formally mandated introductory phase. Despite its central role, corresponding regulations are specified in natural language, making them difficult to interpret, compare, and analyse. This paper addressed this challenge by proposing a formal model of StEOP regulations based on nested course pools and credit requirements. To operationalise the model, we introduce a semi-automated extraction approach. Results show that all but one of the analysed StEOPs can be consistently mapped to the proposed model. By introducing a formal model of the StEOP and empirically validating its applicability, this work enables the systematic analysis and comparison of curriculum designs, laying the foundation for data-driven evaluation of study entry phases.