UNIVERSITY OF KENT
MODULE SPECIFICATION TEMPLATE
SECTION 1: MODULE SPECIFICATIONS
1.
Title of the module
Linear Programming and Its Application (CB668)
2.
School or partner institution which will be responsible for management of the module
Kent Business School
3.
Start date of the module
2007, updated for 2009
4.
The number of students expected to take the module
30 - 50
5.
Modules to be withdrawn on the introduction of this proposed module and consultation with
other relevant Schools and Faculties regarding the withdrawal
None
6.
The level of the module (e.g. Certificate [C], Intermediate [I], Honours [H] or Postgraduate [M])
Level H
7.
The number of credits and the ECTS value which the module represents
15 credits (7.5 ECTs)
8.
Which term(s) the module is to be taught in (or other teaching pattern)
Autumn
9.
Prerequisite and co-requisite modules
Prerequisite modules: CB314 - Quantitative Models and Methods for Accounting and Finance or
equivalent
10. The programmes of study to which the module contributes
All Management Science programmes across the University
11. The intended subject specific learning outcomes
11.1
Appreciate modelling in practice.
11.2
Formulate management/finance/decision problems that fall into Linear Programming.
11.3
Use software to solve large problems and analyse results.
11.4
Understand the logic and the mathematics that underpin some of the theory.
12. The intended generic learning outcomes
12.1
Communicate technical results effectively to both technical experts and non-specialist
managers.
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UNIVERSITY OF KENT
12.2
Write an essay based on the use of LP in practice using published case studies.
12.3
Use computer tools to solve practical problems of direct relevance to management.
13. 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).
 Duality theory (dual problems, duality theorem, and complementary slackness conditions)
 Dual Simplex Method
 Sensitivity analysis and brief pot-optimality analysis
 A Case study: analysis of a computer output

Introduction to Integer Programming and application of LP for DEA if time allows (group
discussion, practical examples).
14. Indicative Reading List
Taha HA (1997), Operations Research: An Introduction (latest edition), MacMillan, NY.
–Winston WT (1994), Operations Research: Applications and Algorithms (latest edition), Belmont,
California, Duxbury.
–Salhi S (2004), LP and its applications: lectures notes, School of Mathematics, Birmingham
University (latest edition).
–Copies of the slides will be provided as well as my booklet (Salhi, 2004)
15. 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 module learning outcomes:
Hours
Subject LOs
Generic LOs
Lectures
22
11.1, 11.2, 11.4
-
Seminars
10
11.1 – 11.4
12.1, 12.3
Preparation for and
Completion of Written
Assignments
75
11.1-11.4
12.2
Independent study
43
11.1-11.4
12.1-12.3
Total hours
150
16. Assessment methods and how these relate to testing achievement of the intended module
learning outcomes
Weighting
Subject LOs
Generic LOs
Examination – 2 hour
unseen
70%
11.1, 11.2, 11.4
12.1-12.2
Essay on a Case Study
15%
11.1, 11.2
12.1, 12.2
Technical Exercise
Assignment
15%
11.3, 11.4
12.1, 12.3
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UNIVERSITY OF KENT
17. Implications for learning resources, including staff, library, IT and space
None
18. The School recognises and has embedded the expectations of current disability equality
legislation, and supports students with a declared disability or special educational need in its
teaching. Within this module we will make reasonable adjustments wherever necessary,
including additional or substitute materials, teaching modes or assessment methods for
students who have declared and discussed their learning support needs. Arrangements for
students with declared disabilities will be made on an individual basis, in consultation with
the University’s disability/dyslexia support service, and specialist support will be provided
where needed.
19. Campus(es) where module will be delivered:
Canterbury
SECTION 2: MODULE IS PART OF A PROGRAMME OF STUDY IN A UNIVERSITY SCHOOL
Statement by the School 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
Date
…………………………………………………
Print Name
Statement by the Head of School: "I confirm that the School has approved the introduction of the
module and, where the module is proposed by School staff, will be responsible for its resourcing"
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Head of School
Date
…………………………………………………….
Print Name
Module Specification Template
Last updated January 2013
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