## 3 Requirement Analysis and System Overview
### Requirement Analysis  
In this study, the research focus was derived from the discussions with two domain experts (E1 and E2). E1 is a higher education administrator whose work involves the management of higher education student groups. He has extensive experience in the academic development of graduate students. [PERSON] is a scholar in higher education management and has been working in the field of graduate education for eight years. He focuses on the cultivation of academic competence in graduate groups and has a strong demand for visualization and visual analysis of the factors affecting graduate academic competence. We interviewed the experts and reviewed the literature to understand that the ultimate expression of the quality of graduate training is in the form of academic publications and graduation planning of the graduate students, but the key factors that can influence academic competence often occur in the process of the cultivation of the graduate students during the period of research. In addition, these multidimensional factors do not affect the academic competence of graduates in isolation, but in a synergistic way. Thus, it is an urgent requirement to accurately identify the multidimensional influencing factors in the graduate training process. In addition, the experts specified that providing analysts with \begin{table}
\begin{tabular}{c c c c c c c c c c} \hline \hline \multirow{2}{*}{**Module**} & \multirow{2}{*}{**Factors**} & \multirow{2}{*}{**Value**} & \multicolumn{3}{c}{**All**} & \multicolumn{3}{c}{**Third Year**} & \multicolumn{3}{c}{**Second Year**} & \multicolumn{3}{c}{**First Year**} \\ \cline{5-10}  & & & **No.** & **PCT** & **No.** & **PCT** & **No.** & **PCT** & **No.** & **PCT** \\ \cline{5-10}  & & & **No.** & **PCT** & **No.** & **PCT** & **No.** & **PCT** & **No.** & **PCT** \\ \cline{5-10}  & & Number of & 1 & 130 & 19.20\% & 55 & 35.95\% & 60 & 22.30\% & 15 & 5.88\% \\ \cline{5-10} Evaluation & \multirow{2}{*}{
\begin{tabular}{c} Number of \\ published \\ papers \\ \end{tabular} } & 2 & 64 & 9.45\% & 31 & 20.26\% & 30 & 11.15\% & 3 & 1.18\% \\ \cline{5-10}  & & 3 & 26 & 3.84\% & 16 & 10.46\% & 9 & 3.35\% & 1 & 0.39\% \\ \cline{5-10}  & & 4 & 6 & 0.89\% & 5 & 3.27\% & 1 & 0.37\% & 0 & 0.00\% \\ \cline{5-10}  & & 5 & 3 & 0.44\% & 1 & 0.65\% & 2 & 0.74\% & 0 & 0.00\% \\ \hline \hline \end{tabular}
\end{table} 
Table 2: The descriptive results of questionnaires about evaluation basis. \begin{table}
\begin{tabular}{c c c c c c c c c c} \hline \hline \multirow{2}{*}{**Module**} & \multirow{2}{*}{**Factors**} & \multirow{2}{*}{**Value**} & \multicolumn{3}{c}{**All**} & \multicolumn{3}{c}{**Third Year**} & \multicolumn{3}{c}{**Second Year**} & \multicolumn{3}{c}{**First Year**} \\ \cline{5-10}  & & & **No.** & **PCT** & **No.** & **PCT** & **No.** & **PCT** & **No.** & **PCT** \\ \hline \multirow{5}{*}{
\begin{tabular}{c} Evaluation \\ basis \\ \end{tabular} } & Number of & 1 & 130 & 19.20\% & 55 & 35.95\% & 60 & 22.30\% & 15 & 5.88\% \\ \cline{5-10}  & & 2 & 64 & 9.45\% & 31 & 20.26\% & 30 & 11.15\% & 3 & 1.18\% \\ \cline{5-10}  & & 3 & 26 & 3.84\% & 16 & 10.46\% & 9 & 3.35\% & 1 & 0.39\% \\ \cline{5-10}  & & 4 & 6 & 0.89\% & 5 & 3.27\% & 1 & 0.37\% & 0 & 0.00\% \\ \cline{5-10}  & & 5 & 3 & 0.44\% & 1 & 0.65\% & 2 & 0.74\% & 0 & 0.00\% \\ \hline \hline \end{tabular}
\end{table} 
Table 1: _Cont._an intuitive visual comparison of the impact of different factors on academic ability is necessary for analysts to understand the factors and further predict the academic attainment of a research group. In the form of structured interviews, a list of requirements was distilled and driven by the discussions with experts:  
**R1. Multidimensional Data Tracking and Acquisition for Graduate Training Processes. ** The key to quantitative analysis of graduate training quality lies in the accurate interpretation of training data.