Iterated local search using an add and delete hyper- heuristic for university course timetabling

Hyper-heuristics are (meta-)heuristics that operate at a higher level to choose or generate a set of low-level (meta-)heuristics in an attempt of solve difficult optimization problems. Iterated local search (ILS) is a well-known approach for discrete optimization, combining perturbation and hill-climbing within an iterative framework. In this study, we introduce an ILS approach, strengthened by a hyper-heuristic which generates heuristics based on a fixed number of add and delete operations. The performance of the proposed hyper-heuristic is tested across two different problem domains using real world benchmark of course timetabling instances from the second International Timetabling Competition Tracks 2 and 3. The results show that mixing add and delete operations within an ILS framework yields an effective hyper-heuristic approach

A hybrid meta-heuristic for the generation of feasible large-scale course timetables using instance decomposition

This study introduces a hybrid meta-heuristic for generating feasible course timetables in large-scale scenarios. We conducted tests using our university's instances. The current commercial software often struggles to meet constraints and takes hours to find satisfactory solutions. Our methodology combines adaptive large neighbourhood search, guided local search, variable neighbourhood search, and an innovative instance decomposition technique. Constraint violations from various groups are treated as objective functions to minimize. The search focuses on time slots with the most violations, and if no improvements are observed after a certain number of iterations, the most challenging constraint groups receive new weights to guide the search towards non-dominated solutions, even if the total sum of violations increases. In cases where this approach fails, a shaking phase is employed. The decomposition mechanism works by iteratively introducing curricula to the problem and finding new feasible solutions while considering an expanding set of lectures. Assignments from each iteration can be adjusted in subsequent iterations. Our methodology is tested on real-world instances from our university and random subdivisions. For subdivisions with 400 curricula timetables, decomposition reduced solution times by up to 27%. In real-world instances with 1,288 curricula timetables, the reduction was 18%. Clustering curricula with more common lectures and professors during increments improved solution times by 18% compared to random increments. Using our methodology, viable solutions for real-world instances are found in an average of 21 minutes, whereas the commercial software takes several hours

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

Genetic algorithms in timetabling and scheduling

Thio thesis investigates the use of genetic algorithms (GAs) for solving a range of timetabling and scheduling problems. Such problems arc very hard in general, and GAs offer a useful and successful alternative to existing techniques.A framework is presented for GAs to solve modular timetabling problems in edu¬ cational institutions. The approach involves three components: declaring problemspecific constraints, constructing a problem specific evaluation function and using a problem-independent GA to attempt to solve the problem. Successful results are demonstrated and a general analysis of the reliability and robustness of the approach is conducted. The basic approach can readily handle a wide variety of general timetabling problem constraints, and is therefore likely to be of great practical usefulness (indeed, an earlier version is already in use). The approach rclicG for its success on the use of specially designed mutation operators which greatly improve upon the performance of a GA with standard operators.A framework for GAs in job shop and open shop scheduling is also presented. One of the key aspects of this approach is the use of specially designed representations for such scheduling problems. The representations implicitly encode a schedule by encoding instructions for a schedule builder. The general robustness of this approach is demonstrated with respect to experiments on a range of widely-used benchmark problems involving many different schedule quality criteria. When compared against a variety of common heuristic search approaches, the GA approach is clearly the most successful method overall. An extension to the representation, in which choices of heuristic for the schedule builder arc also incorporated in the chromosome, iG found to lead to new best results on the makespan for some well known benchmark open shop scheduling problems. The general approach is also shown to be readily extendable to rescheduling and dynamic scheduling

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

A multi-stage IP-based heuristic for class timetabling and trainer rostering

© 2015, Springer Science+Business Media New York. We consider a timetabling and rostering problem involving periodic retraining of large numbers of employees at an Australian electricity distributor. This problem is different from traditional high school and university timetabling problems studied in the literature in several aspects. We propose a three-stage heuristic consisting of timetable generation, timetable improvement, and trainer rostering. Large-scale integer linear programming models for both the timetabling and the rostering components are proposed, and several unique operational constraints are discussed. We show that this solution approach is able to produce good solutions in practically acceptable time

Structure based partial solution search for the examination timetabling problem.

Doctoral Degree. University of KwaZulu-Natal, Pietermaritzburg.The aim of this work is to present a new approach, namely, Structure Based Partial Solution Search (SBPSS) to solve the Examination Timetabling Problem. The success of the Developmental Approach in this problem domain suggested that the strategy of searching the spaces of partial timetables whilst constructing them is promising and worth pursuing. This work adopts a similar strategy. Multiple timetables are incrementally constructed at the same time. The quality of the partial timetables is improved upon by searching their partial solution spaces at every iteration during construction. Another key finding from the literature survey revealed that although timetables may exhibit the same behaviour in terms of their objective values, their structures or exam schedules may be different. The challenge with this finding is to decide on which regions to pursue because some regions may not be worth investigating due to the difficulty in searching them. These problematic areas may have solutions that are not amenable to change which makes it difficult to improve them. Another reason is that the neighbourhoods of solutions in these areas may be less connected than others which may restrict the ability of the search to move to a better solution in that neighbourhood. By moving to these problematic areas of the search space the search may stagnate and waste expensive computational resources. One way to overcome this challenge is to use both structure and behaviour in the search and not only behaviour alone to guide the search. A search that is guided by structure is able to find new regions by considering the structural components of the candidate solutions which indicate which part of the search space the same candidates occupy. Another benefit to making use of a structure-based search is that it has no objective value bias because it is not guided by only the objective value. This statement is consistent with the literature survey where it is suggested that in order to achieve good performance the search should not be guided by only the objective value. The proposed method has been tested on three popular benchmark sets for examination timetabling, namely, the Carter benchmark set; the benchmark set from the International Timetabling competition in 2007 and the Yeditepe benchmark set. The SBPSS found the best solutions for two of the Carter problem instances. The SBPSS found the best solutions for four of the competition problem instances. Lastly, the SBPSS improved on the best results for all the Yeditepe problem instances