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Using information on unconstrained student demand to improve university course schedules [An article from: Journal of Operations Management]
Book Details
Author(s)G.M. Thompson
PublisherElsevier
ISBN / ASINB000RR3WAQ
ISBN-13978B000RR3WA3
AvailabilityAvailable for download now
Sales Rank12,532,688
MarketplaceUnited States 🇺🇸
Description
This digital document is a journal article from Journal of Operations Management, published by Elsevier in 2005. The article is delivered in HTML format and is available in your Amazon.com Media Library immediately after purchase. You can view it with any web browser.
Description:
We examine how using information on unconstrained demand can improve operational decisions. Specifically, we examine the widespread problem of developing course schedules in not-for-profit university settings. We investigate the potential benefit of incorporating, into the scheduling process, information on the unconstrained demand of students for courses. Prior to this study, the status quo in our college, like that in a large proportion of university settings, was building the course schedule to avoid time conflicts between required courses and to minimize time conflicts between designated groups of courses, such as electives in a particular area. Compared to the status quo approach, we find that, based on three semester's worth of actual data, an approach that explicitly considers students' course preferences improves a student-based metric of schedule quality on the order of over 4% (which is the equivalent, in our setting, of improving service for over 20% of students).
Description:
We examine how using information on unconstrained demand can improve operational decisions. Specifically, we examine the widespread problem of developing course schedules in not-for-profit university settings. We investigate the potential benefit of incorporating, into the scheduling process, information on the unconstrained demand of students for courses. Prior to this study, the status quo in our college, like that in a large proportion of university settings, was building the course schedule to avoid time conflicts between required courses and to minimize time conflicts between designated groups of courses, such as electives in a particular area. Compared to the status quo approach, we find that, based on three semester's worth of actual data, an approach that explicitly considers students' course preferences improves a student-based metric of schedule quality on the order of over 4% (which is the equivalent, in our setting, of improving service for over 20% of students).
