OVERVIEW

The teaching unit provides a theoretical foundation in Operational Research methods and models for the analysis and resolution of decision-making problems.
As part of the core quantitative methods in the first year, the course aims to develop a structured approach to modeling problems and tackling operational decisions commonly encountered in production and logistics contexts within the agri-food sector.

AIMS AND CONTENT

LEARNING OUTCOMES

The primary goal of the teaching unit is to provide students with fundamental knowledge and tools of Operational Research to analyze and solve decision-making problems faced by agri-food businesses and operators.

AIMS AND LEARNING OUTCOMES

The teaching unit introduces students to the basic concepts of Operational Research and quantitative tools for modeling and solving recurring decision problems in the agri-food sector, with a specific focus on location, distribution, and inventory management issues.
The aim is to develop the ability to critically analyze decision problems, evaluate existing solutions, and propose improvements based on a quantitative and structured approach.

By the end of the course, students will be able to:

• understand the typical terminology of Operational Research;
• critically analyze a decision-making problem;
• formulate a decision problem in terms of variables, objective function, and constraints;
• critically evaluate solutions obtained through Excel Solver, assessing their correctness, feasibility, and robustness.

PREREQUISITES

Although there are no formal prerequisites, it is recommended to have passed the Problem Solving in Excel exam.

TEACHING METHODS

The teaching unit alternates between traditional lectures and computer-based sessions involving group work on assigned problems and case studies.
Teaching materials and course updates are available on Aulaweb.

Students with valid certifications for Specific Learning Disorders (SLDs), disabilities or other educational needs are invited to contact the teacher and the School's contact person for disability at the beginning of teaching to agree on possible teaching arrangements that, while respecting the teaching objectives, take into account individual learning patterns. Contacts of the teacher and the School's disability contact person can be found at the following link University Committee for the Inclusion of Students with Disabilities or DSAs | UniGe | University of Genoa (https://unige.it/en/commissioni/comitatoperlinclusionedeglistudenticondisabilita)

SYLLABUS/CONTENT

• Introduction to Operational Research and decision-making problems
• Integer Linear Programming (ILP) and Binary ILP (0/1)
• Graphs: basic definitions
• Transportation/distribution problem
• Facility location problem
• Shortest path problem
• Inventory management

RECOMMENDED READING/BIBLIOGRAPHY

Adopted textbook:
F.S. Hillier, G.J. Lieberman, Introduction to Operations Research, 11th Edition, McGraw-Hill, Milan, 2021
Additional teaching materials will be made available on Aulaweb during the course.

TEACHERS AND EXAM BOARD

LESSONS

LESSONS START

https://corsi.unige.it/en/corsi/11758/studenti-orario

Class schedule

The timetable for this course is available here: Portale EasyAcademy

EXAMS

EXAM DESCRIPTION

The exam consists of a written test with multiple-choice and open-ended questions, as well as exercises based on the tools covered during the course.

ASSESSMENT METHODS

Multiple-choice questions will assess students’ knowledge of the topics, while open-ended questions and exercises will evaluate their understanding and ability to apply the methods presented during the lectures.
Assessment will also consider the correct use of technical terminology and the ability to reason logically and critically.

FURTHER INFORMATION

Ask the professor for other information not included in the teaching sheet.

Additional information for students with SLDs (attending and non-attending):
At the beginning of the course, students are invited to contact the instructor to agree on the compensatory and dispensatory tools they intend to use.

Dispensatory tools:

• Oral exam as a substitute for the written exam
• Extended time for the written exam
• The written exam can be replaced by multiple assessments (to be agreed with the instructor)

Compensatory tools:

• Use of a computer with spell checker
• Use of a computer with text-to-speech software
• Audio recording of lectures
• Digital dictionary
• Calculator
• Tables / formula sheets / concept maps