UNIVERSITY OF KENT
MODULE SPECIFICATION TEMPLATE
SECTION 1: MODULE SPECIFICATIONS
1.
Title of the module
Games and Networks (CB600)
2.
School or partner institution which will be responsible for management of the module
Kent Business School
3.
Start date of the module
2009, revised for January 2015
4.
The number of students expected to take the module
100
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Modules to be withdrawn on the introduction of this proposed module and consultation with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)
Spring
9.
Prerequisite and co-requisite modules
Level C module in Mathematics (e.g., MA321/322/323/326)
10. The programmes of study to which the module contributes
All programmes in the School of Mathematics, Statistics and Actuarial Science (optional
module).
11. The intended subject specific learning outcomes
Upon completion of the module, students should be capable of:
11.1
Understanding the underlying concepts and theory of Combinatorial Optimisation and
Game Theory.
11.2
Representing a management problem in a mathematical or structured form, i.e. developing
a model.
11.3
Analysing such models and hence solving problems.
11.4
Presenting their findings in a rigorous yet clear fashion.
11.5
Understanding the proofs of certain theorems in Game Theory and Combinatorial
Optimisation.
11.6
Creating models of abstract problems in general terms, with an emphasis on mathematical
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UNIVERSITY OF KENT
rigour.
(Note that in particular 11.5 and 11.6 are set at the higher edge of what is expected at level H.)
These learning outcomes contribute particularly to the BSc Mathematics programme outcomes of
gaining knowledge and understanding of “the principles of … mathematical methods [and] discrete
mathematics” (A1), “methods and techniques of mathematics” (A4) and “the role of logical
mathematical argument and deductive reasoning” (A5); moreover to acquiring an ability to
“demonstrate knowledge of key mathematical concepts and topics, both explicitly and by applying
them to the solution of problems” (C1), “comprehend problems, abstract the essentials of problems
and formulate them mathematically and in symbolic form so as to facilitate their analysis and solution”
(C2) and “present their mathematical arguments and the conclusions from them with clarity and
accuracy” (C4). (Related SMSAS programmes have similar learning outcomes.)
12. The intended generic learning outcomes
Upon completion of the module, students will have gained the ability to:
12.1
Demonstrate a reasonable understanding of Mathematics.
12.2
Demonstrate skill in calculation and manipulation of the material.
12.3
Apply a range of concepts and principles in various contexts.
12.4
Use logical argument.
12.5
Demonstrate skill in solving mathematical problems by various appropriate methods.
(These correspond to Mathematics programme learning outcomes B1–B5.)
Moreover, students will have developed the following transferable skills:
12.6
Problem-solving skills, relating to qualitative and quantitative information.
12.7
Communications skills.
12.8
Numeracy and computational skills.
12.9
Time-management and organisational skills.
(These correspond to Mathematics programme learning outcomes D1–D3 and D6.)
13. A synopsis of the curriculum
The module is divided into two main topics, namely Combinatorial Optimisation, and Game
Theory. A more detailed listing of content is given below.
Combinatorial Optimisation
The Shortest Path Problem
The Minimal Spanning Tree Problem
Flows in Networks
Scheduling Theory
Computational Complexity
Theory of Games
Matrix Games – Pure Strategies
Matrix Games – Mixed Strategies
Bimatrix Games
N-person Games
Multi-criteria Decision Theory
14. Indicative Reading List

Winston, W.L. (2003). Operations Research: Applications and Algorithms. Andover:
Cengage. Classmark T 57.6 (Recommended Text; we shall follow it closely)

Taha, H. (2011). Operations Research: An Introduction. New York: Prentice-Hall.
Classmark HD29
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UNIVERSITY OF KENT

Lawler, E.L. (1976) Combinatorial Optimization: Networks and Matroids. New York: Holt,
Rinehart & Winston. Classmark QA402.5
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:
The module comprises two lectures and one small-group seminar (tutorial) class per week. In
addition, students would be expected to spend approximately two hours per week on theory and two
on solving the numerical exercises in preparation for the tutorial classes. Furthermore, each
assignment will take about 6-9 hours to complete. Altogether, students should normally devote
about 12 hours per week to this module.
In the lectures, new concepts are introduced, together with practical instructions and any requisite
theory. Where possible, the theory will be demonstrated on examples. Each week students are
given a set of exercises that they will work on at home and during the seminar classes. This module
primarily develops the skills of modelling and problem-solving. These are central to all activities:
lectures demonstrate how models are created and problems solved, whilst tutorial classes and
homework assignments encourage and enable students to apply these skills themselves. Written
communication skills are developed within the assignments where clear and coherent organisation of
information is essential. The teaching methods, whereby instruction is followed by opportunities for
students to apply the knowledge thus acquired, help attain the objectives of developing models,
analysing them and communicating the results.
Hours
Subject LOs
Generic Los
Lectures
22
11.1-11.6
12.1-12.6, 12.8
Seminars
10
11.1-11.4
12.1-12.9
Independent study
118
11.1-11.6
12.1-12.9
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
80%
11.1-11.6
12.1-12.9
Four equally weighted
coursework assignments
20%
11.1-11.4
12.1-12.9
The module will be assessed 20% by four written assignments and 80% by examination. There
will be two assignments for each topic. Both the assignments and the examination questions test
the ability of students to formulate problems using appropriate models, solve these problems
relying on their models and using appropriate techniques and communicate their results in a clear
and precise fashion. Thus, the assessment methods employed contribute directly to testing
achievement of the learning outcomes. The assignments are also formative assessments and
contribute to students’ learning in much the same way as their seminar exercises: they provide
students with an opportunity to apply their knowledge of problem-formulation and problemsolving.
17. Implications for learning resources, including staff, library, IT and space
None
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UNIVERSITY OF KENT
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 February 2013
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