UNIVERSITY OF KENT
Module Specification
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The title of the module
Linear Programming and its Application (CB668)
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The School which will be responsible for management of the module:
Kent Business School
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Start date of the module
September 2007 (New title with effect from Sept 2009)
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The number of students expected to take the module
30-50
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Modules to be withdrawn on the introduction of this proposed module and consultation
with other relevant Schools and Faculties regarding the withdrawal
There is no module to be withdrawn from KBS. However, we had a discussion with IMSAS
regarding an existing course MA631 which is no longer appropriate for our MS students. This is
reflected by the appointment of a large number of new staff with suitable expertise and experience in
this field.
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The level of the module:
Honours [H] (FHEQ Level: 6)
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The number of credits which the module represents
15
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Terms the module is to be taught in
Autumn term
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Prerequisite and co-requisite modules
Prerequisite modules: CB586 or equivalent
Normally for students from other schools the following or their equivalents are recommended
Pass Mathematics stage 1 modules
NB: This module may not be taken with MA631 Linear Programming.
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The programmes of study to which the module contributes
All Management Science programmes.
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The intended subject specific learning outcomes and, as appropriate, their relationship
to programme learning outcomes
On successful completion of this module, students will be able to:
SLO1 appreciate modelling in practice;
SLO2 formulate management/finance/decision problems that fall into Linear Programming;
SLO3 use software to solve large problems and analyse results;
SLO4 understand the logic and the mathematics that underpin some of the theory.
These specific learning outcomes contribute directly to the following programme learning outcomes, as
defined in the Programme Specification.
Educational aims of programmes:
 promote the use and understanding of a variety of scientific, structured and quantitative techniques
applied to management problems (SLO1-4);
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
equip students with a variety of techniques based on linear programming to assist in the tasks of
modelling management problems (SLO1-4);
Knowledge and understanding:
 the core techniques of operational research and operations management, as generally accepted by
the profession and academic institutions, together with the key role of modelling.
Subject-specific skills – the ability to:
 represent a management problem in a mathematical or structured form, that is develop a model
(SL01-SL04);
 perform the necessary analysis of that model, using computers as appropriate (SLO3);
 communicate the outcome of the model analysis to non-specialists, recognising the limitations of
the model. (SL01-SL03)
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The intended generic learning outcomes and, as appropriate, their relationship to
programme learning outcomes
On successful completion of this module, students will be able to:
GLO1 communicate technical results effectively to both technical experts and non-specialist managers;
GLO2 write an essay based on the use of LP in practice using published case studies.
GLO3 use computer tools to solve practical problems of direct relevance to management.
These generic learning outcomes contribute directly to the following programme learning
outcomes as defined in the Programme Specification.
Intellectual skills – ability to:
 analyse and draw reasoned conclusions concerning management problems (GL1-2)
 apply numeracy skills (GLO3, also SLO1-4)
Transferable skills – ability to:
 plan work, study independently and use relevant resources (GLO2, 3)
 apply quantitative methods to problems (all SLOs and GLOs)
 gain experience through modeling, and cases studies (GLO3, SLO1-3)
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A synopsis of the curriculum
The broad areas will be as defined as shown below:
Modelling LP applications (management, finance, business, marketing)
Brief revision on graphical method for small problems and the Simplex Method (optimality and
feasibility criteria) including the two-phase method.
The use of a computer software for large LP ones and discussion of results (probably excel initially).
Revised Simplex Method
Degeneracy issues in LP (brief)
Duality theory (dual problems, duality theorem, and complementary slackness conditions)
Application of duality to other problems (brief)
Dual Simplex Method
Sensitivity analysis and brief pot-optimality analysis
A Case study: analysis of a computer output
Ratio Programming and its LP adaptation to DEA (group discussion, practical examples).
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Indicative reading list
Student textbooks
HA Taha (2002): Operations Research: An introduction (International Edition), Prentice Hall
WT Winston (1994): Operations Research: Applications and Algorithms (latest edition),
Belmont, California, Duxbury.
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Reference book
Winston, W.L., Albright, S.C. and Broadie, (2001) Practical Management Science, Duxbury
Thomson Learning, Pacific Grove.
Salhi, S (2001): LP and its applications: Lecture notes, School of Mathematics, Birmingham
University (4th revision).
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Learning and Teaching Methods, including the nature and number of contact hours and
the total study hours which will be expected of students, and how these relate to
achievement of the intended learning outcomes
There will be three hours of formal contact per week. These will comprise a two-hour formal lecture
and a one-hour seminar session (some of these slots can be used for computing lab). Knowledge of
the techniques will be imparted during the lecture and will form the basis of the students’
understanding (SLO1, 2, 4). The seminar sessions develop students’ ability to apply techniques in a
discerning manner and also reinforce their understanding of the relevant theory (SLO1-4, GLO3).
The module will comprise 33 hours of staff-student contact. In addition, students will be expected to
study privately for approximately 30 hours in preparation for the examples classes, and 75 hours on
the written assignments.
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Assessment methods and how these relate to testing achievement of the intended
learning outcomes
This module will be assessed by 80% exam and a 20% coursework. The latter is divided into two
equally weighted assignments (an essay on a case study using LP in practice plus some basic exercise
mainly modelling, and another piece of course work that includes exercises and some analysis using
computer software such as Excel). Their relation to intended learning outcomes is also indicated.
80% exam (SL01,SL02,SL04) and 20% coursework that includes essay (SL01, SL02,GL01,GL02) and
exercises including computing (SL03, SL04, GL01,GL03).
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Implications for learning resources, including staff, library, IT and space
Access to computer terminal rooms will be required. A small number of additional textbooks will have
to be purchased for the library, some of which already exist.
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We confirm that, as far as can be reasonably anticipated, the curriculum, learning and
teaching methods and forms of assessment do not present any non-justifiable
disadvantage to students with disabilities.
Statement by the Director of Learning and Teaching: "I confirm I have been consulted on the above
module proposal and have given advice on the correct procedures and required content of module proposals"
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Director of Learning and Teaching
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Date
Statement by the Head of School: "I confirm that the School has approved the introduction of the module
and will be responsible for its resourcing"
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Head of School
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Date
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