Curriculum-based course timetabling with student flow, soft constraints, and smoothing objectives: an application to a real case study

This paper deals with curriculum-based course timetabling. In particular, we describe the results of a real application at the University of Rome “Tor Vergata.” In this regard, we developed a multi-objective mixed-integer model which attempts to optimize (i) the flow produced by the students enrolled in the lectures, (ii) soft conflicts produced by the possible overlap among compulsory and non-compulsory courses, and (iii) the number of lecture hours per curriculum within the weekdays. The model has been implemented and solved by means of a commercial solver and experiments show that the model is able to provide satisfactory solutions as compared with the real scenario under consideration

Solving Challenging Real-World Scheduling Problems

This work contains a series of studies on the optimization of three real-world scheduling problems, school timetabling, sports scheduling and staff scheduling. These challenging problems are solved to customer satisfaction using the proposed PEAST algorithm. The customer satisfaction refers to the fact that implementations of the algorithm are in industry use. The PEAST algorithm is a product of long-term research and development. The first version of it was introduced in 1998. This thesis is a result of a five-year development of the algorithm. One of the most valuable characteristics of the algorithm has proven to be the ability to solve a wide range of scheduling problems. It is likely that it can be tuned to tackle also a range of other combinatorial problems. The algorithm uses features from numerous different metaheuristics which is the main reason for its success. In addition, the implementation of the algorithm is fast enough for real-world use.Siirretty Doriast

Operational Research in Education

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

Using Distributed Agents to Create University Course Timetables Addressing Essential & Desirable Constraints and Fair Allocation of Resources

In this study, the University Course Timetabling Problem (UCTP) has been investigated. This is a form of Constraint Satisfaction Problem (CSP) and belongs to the NP-complete class. The nature of a such problem is highly descriptive, a solution therefore involves combining many aspects of the problem. Although various timetabling algorithms have been continuously developed for nearly half a century, a gap still exists between the theoretical and practical aspects of university timetabling. This research is aimed to narrow the gap. We created an agent-based model for solving the university course timetabling problem, where this model not only considers a set of essential constraints upon the teaching activities, but also a set of desirable constraints that correspond to real-world needs. The model also seeks to provide fair allocation of resources. The capabilities of agents are harnessed for the activities of decision making, collaboration, coordination and negotiation by embedding them within the protocol designs. The resulting set of university course timetables involve the participation of every element in the system, with each agent taking responsibility for organising of its own course timetable, cooperating together to resolve problems. There are two types of agents in the model; these are Year-Programme Agent and Rooms Agent. In this study, we have used four different principles for organising the interaction between the agents: First-In-First-Out & Sequential (FIFOSeq), First-In-First-Out & Interleaved (FIFOInt), Round-Robin & Sequential (RRSeq) and Round-Robin & Interleaved (RRInt). The problem formulation and data instances of the third track of the Second International Timetabling Competition (ITC-2007) have been used as benchmarks for validating these implemented timetables. The validated results not only compare the four principles with each other; but also compare them with other timetabling techniques used for ITC-2007. The four different principles were able to successfully schedule all lectures in different periods, with no instances of two lectures occupying the same room at the same time. The lectures belonging to the same curriculum or taught by the same teacher do not conflict. Every lecture has been assigned a teacher before scheduling. The capacity of every assigned room is greater than, or equal to, the number of students in that course. The lectures of each course have been spread across the minimum number of working days with more than 98 percent success, and for more than 75 percent of the lectures under the same curriculum, it has been possible to avoid isolated deliveries. We conclude that the RRInt principle gives the most consistent likelihood of ensuring that each YPA in the system gets the best and fairest chance to obtain its resources

PREFERENCE DRIVEN UNIVERSITY COURSE SCHEDULING SYSTEM

University course planning and scheduling is the process of determining what courses to offer, how many sections are needed, determining the best term to offer each section, assigning a faculty member to instruct each section, and scheduling each section to a timeslot to avoid conflicts. The result of this task has an impact on every student and faculty member in the department. The process is typically broken down into three major phases: course offering planning, faculty assignment to planned course sections, and course scheduling into timeslots. This thesis looks at each of these phases for the Industrial and Manufacturing department and brings them together into a decision support and scheduling system. A decision support tool is created to facilitate planning of course offerings. Operations research is applied to assign sections to faculty members using a faculty preference driven integer linear programming model in order to minimize dissatisfaction in the department. Next, the faculty-section pairs are scheduled into university timeslots using a complex integer linear programming model. This scheduling model takes into consideration the faculty member time availability and preferences and general student time slot preferences as it minimizes dissatisfaction while avoiding conflicts among labs, faculty members and courses offered for each class level

Scheduling Problems

Scheduling is defined as the process of assigning operations to resources over time to optimize a criterion. Problems with scheduling comprise both a set of resources and a set of a consumers. As such, managing scheduling problems involves managing the use of resources by several consumers. This book presents some new applications and trends related to task and data scheduling. In particular, chapters focus on data science, big data, high-performance computing, and Cloud computing environments. In addition, this book presents novel algorithms and literature reviews that will guide current and new researchers who work with load balancing, scheduling, and allocation problems

New Swarm-Based Metaheuristics for Resource Allocation and Schwduling Problems

Tesis doctoral inédita leída en la Universidad Autónoma de Madrid, Escuela Politécnica Superior, Departamento de Ingeniería Informática. Fecha de lectura : 10-07-2017Esta tesis tiene embargado el acceso al texto completo hasta el 10-01-201

Multi-stage hyper-heuristics for optimisation problems

There is a growing interest towards self configuring/tuning automated general-purpose reusable heuristic approaches for combinatorial optimisation, such as, hyper-heuristics. Hyper-heuristics are search methodologies which explore the space of heuristics rather than the solutions to solve a broad range of hard computational problems without requiring any expert intervention. There are two common types of hyper-heuristics in the literature: selection and generation methodologies. This work focuses on the former type of hyper-heuristics. Almost all selection hyper-heuristics perform a single point based iterative search over the space of heuristics by selecting and applying a suitable heuristic to the solution in hand at each decision point. Then the newly generated solution is either accepted or rejected using an acceptance method. This improvement process is repeated starting from an initial solution until a set of termination criteria is satisfied. The number of studies on the design of hyper-heuristic methodologies has been rapidly increasing and currently, we already have a variety of approaches, each with their own strengths and weaknesses. It has been observed that different hyper-heuristics perform differently on a given subset of problem instances and more importantly, a hyper-heuristic performs differently as the set of low level heuristics vary. This thesis introduces a general "multi-stage" hyper-heuristic framework enabling the use and exploitation of multiple selection hyper-heuristics at different stages during the search process. The goal is designing an approach utilising multiple hyper-heuristics for a more effective and efficient overall performance when compared to the performance of each constituent selection hyper-heuristic. The level of generality that a hyper-heuristic can achieve has always been of interest to the hyper-heuristic researchers. Hence, a variety of multi-stage hyper-heuristics based on the framework are not only applied to the real-world combinatorial optimisation problems of high school timetabling, multi-mode resource-constrained multi-project scheduling and construction of magic squares, but also tested on the well known hyper-heuristic benchmark of CHeSC 2011. The empirical results show that the multi-stage hyper-heuristics designed based on the proposed framework are still inherently general, easy-to-implement, adaptive and reusable. They can be extremely effective solvers considering their success in the competitions of ITC 2011 and MISTA 2013. Moreover, a particular multi-stage hyper-heuristic outperformed the state-of-the-art selection hyper-heuristic from CHeSC 2011