The analytic hierarchy process and multiobjective 0–1 faculty course assignment

Özdemir, Müjgan Sağır; Gasimov, Rafail N.

doi:10.1016/s0377-2217(03)00189-9

Cited by 56 publications

(24 citation statements)

References 10 publications

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“…Examples include: creating diverse coursework groups in a university (Reeves and Hickman 1992;Weitz and Jelassi 1992); allocating students to their university accommodation (O'Brien and Mingers 1997); and forming large but balanced tutor groups in a comprehensive school (Baker and Benn 2001). Advances in heuristics have allowed increasing 11 In addition to creating student groups, the goal programming approach has also been successfully used to help construct university committees for dealing with promotions where various rules must be applied in the construction (Ceylan et al 1994), and to assign university faculty to their teaching taking into account preferences for modules and times (Schniederjans and Kim 1987;Ozdemir and Gasimov 2004;Al-Yakoob and Sherali 2006). 12 The efficiency of a number of heuristics is tested and compared in the context of creating student groups (Weitz and Lakshminarayanan 1998). use of continuous as well as binary characteristics (on which to base the allocation), and the creation of unequal groups.…”

Section: A) Students To Groupsmentioning

confidence: 99%

Operational Research in education

Johnes

2015

European Journal of Operational Research

123

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Operational Research (OR) techniques have been applied, from the early stages of the discipline, to a wide variety of issues in education. At the government level, these include questions of what resources should be allocated to education as a whole and how these should be divided amongst the individual sectors of education and the institutions within the sectors. Another pertinent issue concerns the efficient operation of institutions, how to measure it, and whether resource allocation can be used to incentivise efficiency savings. Local governments, as well as being concerned with issues of resource allocation, may also need to make decisions regarding, for example, the creation and location of new institutions or closure of existing ones, as well as the day-to-day logistics of getting pupils to schools. Issues of concern for managers within schools and colleges include allocating the budgets, scheduling lessons and the assignment of students to courses. This survey provides an overview of the diverse problems faced by government, managers and consumers of education, and the OR techniques which have typically been applied in an effort to improve operations and provide solutions.

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Section: A) Students To Groupsmentioning

confidence: 99%

Operational Research in education

Johnes

2015

European Journal of Operational Research

123

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“…Additionally, total deviation from the instructors' load limit is minimized. This study is an extension of the work by Özdemir and Gasimov (2004), in which a nonlinear multi-objective faculty-course assignment model is presented. In both studies, the priorities are determined by Analytic Hierarchy Process (AHP) and Analytical Network Process (ANP), and exact solution methodologies are proposed for the solution of the models.…”

Section: Literature Reviewmentioning

confidence: 99%

On teaching assistant-task assignment problem: A case study

Güler

Keskin

Döyen

et al. 2015

Computers & Industrial Engineering

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“…Smith et al [9] proposed two alternative formulations, a standard Hopfield-Tank approach and the Hopfield network, for solving school timetabling problem. Ozdemir and Gasimov [10] constructed a multi-objective 0-1 nonlinear model with the consideration of participants' average preferences. Daskalaki et al [11] used NP-complete concept to solve the organizational associate constraints.…”

Section: Technology Backgroundmentioning

confidence: 99%

A Two-Stage Heuristic Based Class-Course-Faculty Assigning Model for Increasing Department-Education Performance

Hsu

Chao

2009

2009 International Conference on New Trends in Information and Service Science

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This study proposes a two-stage class-course-faculty assigning model to increase the overall departmenteducation performance. In this paper, both faculty and classes are classified into different groups based on teachers' specialties and courses' attributes; the allocating rules for using the classrooms and laboratories are formulated based on the attributes of the courses and the availabilities of the resources; and the class sizes are balanced and merged to decrease the number of elective courses opened to the students. The classified data and organized rules are processed by a heuristic driven process and two fitness functions. Conclusively, the proposed approach provides the advantages of enhancing teaching quality, making good use of student time, saving college budgets, and sharing departmental resources effectively. From the experimental results, there are about 90% of 168 courses assigned to the specific professional teacher. The teachers' and students' expectations on teaching specific subjects and taking certain courses can be satisfied as nearly as possible.

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The analytic hierarchy process and multiobjective 0–1 faculty course assignment

Cited by 56 publications

References 10 publications

Operational Research in education

Operational Research in education

On teaching assistant-task assignment problem: A case study

A Two-Stage Heuristic Based Class-Course-Faculty Assigning Model for Increasing Department-Education Performance

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