AI and OR in management of operations: history and trends

The last decade has seen a considerable growth in the use of Artificial Intelligence (AI) for operations management with the aim of finding solutions to problems that are increasing in complexity and scale. This paper begins by setting the context for the survey through a historical perspective of OR and AI. An extensive survey of applications of AI techniques for operations management, covering a total of over 1200 papers published from 1995 to 2004 is then presented. The survey utilizes Elsevier's ScienceDirect database as a source. Hence, the survey may not cover all the relevant journals but includes a sufficiently wide range of publications to make it representative of the research in the field. The papers are categorized into four areas of operations management: (a) design, (b) scheduling, (c) process planning and control and (d) quality, maintenance and fault diagnosis. Each of the four areas is categorized in terms of the AI techniques used: genetic algorithms, case-based reasoning, knowledge-based systems, fuzzy logic and hybrid techniques. The trends over the last decade are identified, discussed with respect to expected trends and directions for future work suggested

A knowledge management performance measurement system for small and medium enterprises

An important step after the implementation of knowledge management (KM) is to evaluate its effectiveness and performance. Knowledge management performance measurement (KMPM) is necessary in order to achieve effective and successful KM. Comprehensive set of constructs and metrics for KMPM have yet to be developed. In addition, a KMPM system that applies these constructs and metrics is found lacking. It is more apparent in the case of small and medium enterprises (SMEs) as most of the studies have focused on large organizations. Furthermore, as KM is characterized by an environment subject to uncertainties and fuzziness, there is a need to adopt a specific approach to address this issue. In this research, the focus is on the development of a KMPM system for the SMEs. A novel conceptual framework that categorized KM into three main aspects; knowledge resources, KM processes, and KM factors was used as a foundation for developing the system. New set of KMPM constructs and metrics were developed and tailored for the SMEs. Investigation of the developed constructs and metrics in terms of their applicability was carried out through a questionnaire survey. The constructs and metrics were validated through statistical analysis using the Statistical Package for the Social Sciences, where reliability analysis was conducted followed by validity analysis in terms of content, construct, convergent, discriminant, and criterion validities. The analysis results indicated that the developed constructs and metrics were applicable, reliable, and valid. Following this, a fuzzy logic methodology was utilized as the evaluation mechanism for the KMPM system. MATLAB software was used to develop the fuzzy inference system and Simulink was used to design and develop the system’s layout and interface. Case studies were conducted in three small and medium sized consultancy companies to evaluate the developed system. From the evaluation, the evaluators commented that the system was comprehensive, userfriendly, and suitable for SMEs application. In essence, this research has developed new set of constructs and metrics as well as a KMPM system specifically designed for SMEs

The social organisation of learning difficulties at university: a qualitative study of four Higher Education Institutions in the North East Region of England

The last decades there is a clear shift in people’s attitudes towards disability and the participation of disabled people in society and especially in education. The new disability law and the anti-discrimination legislation changed the relationship between disabled students and Higher Education, allowing them access and providing support for their needs. The current research aims to discuss support and provision for students with learning difficulties within Higher Education Institutions. Specifically, within the framework of North East Universities in England (Newcastle University, Northumbria University, Durham and Sunderland University) the research addresses the issues around provision for students with learning difficulties at Durham University. The experiences of the students themselves, as well as the views of the Directors of the Disability Support Unit (DSU) from all four universities combined with the perspectives of lecturers and College Officers from Durham University only, they create a framework within which support and provision are discussed. This project used qualitative methodology as it was considered appropriate for the nature of the research problem. Semi-structured interviews were used for the data collection and were combined with the secondary literature (such as journal articles, papers, websites, documents provided by the institutions etc) to draw a more complete picture of the issues of interest. In the end, the sample consisted of 18 students with learning difficulties who studied in the four Higher Education Institutions, 4 interviews with the Directors of the DSUs from these universities and 7 interviews with lecturers and college officers from Durham University only. Clearly, from the findings of the project some of the changes in Higher Education are steps towards an inclusive educational environment where the needs of all students will be taken care of, regardless of disabilities or abilities of students. However, there are still concerns, which were expressed from both students and Directors of DSUs, about ‘attitudinal barriers’, which are necessary to change, in order to achieve the inclusive education for all. The research also concluded that in order to achieve an all-inclusive educational system it is necessary to focus more on personalised services and treatment for students with learning difficulties, where all the individual needs of students are met. The bureaucratisation of the services and the turn of the education towards marketisation where institutions compete for students and promote the market behaviour have to be replaced by personalisation in services and support for disabled students