## 4 The Case Study: Bachelor Degree in T&IM
### Comparing T&IM Mappings with A3 ES Recommendations  
Comparing Figures 7 and 8 with A3 ES recommendations (in Section 4.1), it is possible to evaluate, for each recommendation, whether the meaning conveyed in writing has a visual equivalent. The comparison of written and visual meaning is used to verify the accuracy of the broader terms CM method. Consider item (i) of the A3 ES recommendations--increase program-degree mathematical content. The visual equivalent of this recommendation is the (relative) absence of mathematics-related tokens in the mappings. Indeed, Figure 7a includes very few mathematics-related tokens (e.g., mathemat, algebra, theorem), with the small font size of these tokens confirming the detachment of mathematics from core concepts taught in the T&IM degree. The position of the \"mathemat\" token in Figure 7b, distant from central key program concepts, is also consistent with this analysis. Figure 8 provides further evidence that some action should be taken concerning mathematics contents. Courses MATH and STAT's relative positions and the small number of links to other program courses translates into insufficient integration of mathematics content. With regard to item (ii) of the A3 ES recommendations--steer programming skills towards high level languages with practical use--the visual equivalent should be the absence of links between programming and applied key concepts. An analysis similar to the previous one shows few programming-related tokens in Figure 7a, with none among  
Figure 7: Mappings for the T&IM degree (2007–2012 program plan). (**a**) Word cloud with the 200 most frequent key program concepts. (**b**) Links between the 28 most frequent key program concepts. Word cloud obtained using the wordcloud package [39]. Undirected network graph obtained from matrix \(\mathbf{L}_{\text{28K}}\) using the iGraph package [41]. Both packages developed for the R programming language [38]. the 28 most frequent in Figure 7b. As regards the PROG course, its location in Figure 8 confirms it is among those with fewer links to central and applied courses. As for item (iii)--strengthen the program plan with important applied industrial management content, namely, in operations management, supply chain management, and operational research--from Figure 7b, tokens \"oper[ational]\", \"logist[ics]\" are found among the 28 most frequent. Figure 7a includes additional concepts related to the mentioned courses, such as \"suppli\", \"chain\", \"optim\". Comparing font sizes in Figure 7a, these latter key concepts are less frequent than generic managerial key concepts \"resource\", \"financ\", \"account\", which could be subjectively deemed less important in a Technology & Industrial Management program plan. A detailed quantitative analysis of token frequencies and of token connections could be made, contributing with relevant insights to the constructive discussion of this recommendation. Using a similar line of inquiry, item (iv) in A3 ES recommendations--excessive number of courses, some with little additional content--would benefit from the detailed analysis of token frequencies per course and from the equivalent to Figure 3b with data from the T&IM study program. This detailed analysis and the graph are obtained with ease from matrix \(\mathbf{A}_{\texttt{T&IM}}\), using the methods and tool considered in supplementary material [19]. However, from Figure 8, it is possible to sort courses based on their connectivity (close to core or peripheral location). This figure depicts ultra-peripheral courses (MECHT, MULT, INNOV) in the background plane with no links. These courses are obvious candidates for detailed scrutiny; a scrutiny that should be extended to courses closer to the graph central region but, nevertheless, showing a small number of links (e.g., GLOB, ENVECON, ECON). Finally, concerning item (v)--poor integration of topics--as stated previously in Section 4.2, Figures 7b and 8 denounce the clustering of managerial and of engineering concepts.