ECONOMICS DEPARTMENT

COURSE SYLLABUS

College: School of Economics

Department: Economics
Course Code: Operations Research (OPERRES)
Pre-requisite: Macroeconomics 2 (MACREC2) and Microeconomics 2 (MICREC2)
Term/Time/Room: Term 1, AY2018-19/TH, 9:15AM to 10:45 (V24), L209
Instructor: Paulynne J. Castillo

COURSE DESCRIPTION:

Operations Research is a required elective for BS Applied Economics and double-degree (BS and
AB) students. It tackles the relevance and applicability of quantitative tools in managerial
decision-making. Specifically, it aims to train the student to construct and utilize mathematical
models when dealing with problem situations calling for executive action.

School of Economics Expected Learning Outcomes (LOs):

Lasallian Graduate Attributes
(ELGAs)
Intellectual Inquisitiveness
Technical Proficiency
Agent of Positive Social Change
On the completion of the course, the student is
expected to be able to do the following
Apply appropriate management science techniques in
managerial decision-making cases involving
decision-analysis, linear programming, network
model, transportation model, markov analysis and
inventory management problems and develop sound
recommendations that are based on the results of the
quantitative methods utilized

Learning Outcome Required Output Due Date

Apply appropriate
management science
techniques in managerial
decision-making cases
involving decision-analysis,
linear programming, network
model, transportation model,
markov analysis and inventory
management problems and
develop sound
recommendations that are
based on the results of the
quantitative methods utilized
Written and oral presentation
of a group project on how four
real-world cases should be
resolved using quantitative
techniques
Proposal for cases 3 and 4 on
04 October 2018 (1st 15
minutes of the class time).
Revisions to the cases 3 and 4
proposal deadline is on 30
October 2018 (1st 15 minutes
of the class time).
Written report is due on 20
November 2018, (1st 15
minutes of the class time).
Oral presentations commence
on 27-29 November 2018.

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Rubric for Written Case Report
Very Needs
Learning Excellent Satisfactory Satisfactory Improvement GRADE
Outcome/Criteria (90-100) (80-89) (60-79) (0-59)
Problem Clearly identifies Clearly identifies Rudimentary Does not clearly
Identification the main problem main problem problem identify the
and subsidiary, and includes identification. problem. Identifies
embedded or some of the Identifies main an inappropriate
implicit aspects subsidiary issues. problem but problem or
of the problem. Some discussion omits relevant represents the issue
Clearly addresses of relationships issues. Does not inaccurately.
the relationship between identify the
among subsidiary subsidiary issues. relationship
issues. Identifies between different
not only the aspects or issues
basics of the within the
issue but also problem.
recognizes subtle
nuances of the
issue.
Applies Explains why the Applies Applies the Applies
appropriate quantitative completely correct inappropriate
quantitative technique/model appropriate quantitative quantitative
technique/model employed is quantitative technique/model technique/model
appropriate for technique/model but misses some
the problem/case with all the steps steps
Uses information Explains why Uses all Uses some Uses inappropriate
appropriately certain appropriate appropriate information
information is information information
essential to the correctly correctly
solution
Answers the Provides the Correct solution Copying error, No answer or
Problem correct solution computational wrong answer
for the problem error, partial based upon an
and made a answer for inappropriate plan
general rule problem with
about the solution multiple answers,
or extended the no answer
solution to a statement, answer
more labeled
complicated incorrectly
solution

2
Continuation: Rubric for Written Case Report
Very Needs
Learning Excellent Satisfactory Satisfactory Improvement GRADE
Outcome/Criteria (90-100) (80-89) (60-79) (0-59)
Analysis and Examines Formulates Identifies some Fails to draw
Evaluation conclusions. Uses conclusions. conclusions. Sees conclusions. Sees
reasonable Recognizes some arguments. no arguments.
judgment. arguments. Identifies some Overlooks
Discriminates Notices differences. differences.
rationally. differences. Paraphrases data. Repeats data.
Synthesizes data. Evaluates data. Omits research.
Seeks out
information.
Presentation Argues Argues clearly. Misconstructs Omits argument.
succinctly. Identifies issues. arguments. Misrepresents
Discusses issues Attributes Generalizes issues. Excludes
thoroughly. sources. Suggests issues. Cites data. Draws faulty
Shows solutions. sources. Presents conclusions. Cites
intellectual Incorporates few options. sources.
honesty. Justifies information. Overlooks some
decisions. information.
Assimilates
information.
Elements in the rubric are copied from : 1) http://www.uen.org/Rubric/rubric.cgi?rubric_id=13; and 2)
(n.d.). “Business Rubric Examples.” Retrieved on 12 December 2011 from
http://www.hccs.edu/hcc/System%20Home/Departments/TLE/Instructional_Design_Resources/PDF_Files/
MAllen_rubrics-business.pdf

Rubric for Oral Case Report

Very Needs
Learning Excellent Satisfactory Satisfactory Improvement GRADE
Outcome/Criteria (90-100) (80-89) (60-79) (0-59)
Organizes ideas and Intended topic, Examples and Examples and Examples and
supporting details audience, and discussions usually discussions seldom discussions do not
for an intended purpose of connect. connect. connect.
audience and presentation are Intended topic, Intended topic, Topic, audience,
purpose1 made clear audience, and audience, and and purpose of
through the purpose of purpose of presentation are
consistent use of presentation are presentation are unclear.
well-connected clear. somewhat clear.
ideas and
discussions.

1
Quoted verbatim from: (2006). Video Script Writing Rubric. Retrieved on 26 April 2011 from http://:workshop.on.ca.

3
Continuation: Rubric for Oral Case Report
Very Needs
Learning Excellent Satisfactory Satisfactory Improvement GRADE
Outcome/Criteria (90-100) (80-89) (60-79) (0-59)
Applies appropriate Clearly presents Presents and Presents and Does not present
quantitative and fully explains explains the explains the the impact of the
techniques\models\ the impact of the impact of the impact of the proposed
principles in proposed proposed proposed solution(s) using
developing solution(s) using solution(s) using solution(s) using relevant and
solutions2 relevant and relevant and relevant and appropriate
appropriate appropriate appropriate quantitative
quantitative quantitative quantitative techniques\models
techniques\models techniques\models techniques\models \principles.
\principles. \principles but the \principles but
explanation is presentation
unclear. contains factual
errors.
Analyzes Provides an Provides an Provides an Does not provide
quantitative data and analysis of analysis of analysis of an analysis of
qualitative factors in quantitative data quantitative data quantitative data quantitative data
support of the and qualitative and qualitative and qualitative and qualitative
group’s factors that factors that factors that factors that
recommendations3 support the support the support the support the
group’s group’s group’s group’s
recommendations; recommendations; recommendations; recommendations
quantitative and quantitative or discussion is or the analysis
qualitative qualitative unclear or contains contains serious
information are information are factual errors. factual errors.
presented presented
accurately. accurately.
Graphics/Visual Graphics/visual Graphics/visual Occasionally uses Superfluous
Aids4 aids explain and aids relate to text graphics/visual graphics/visual
reinforce screen and presentation. aids that rarely aids or no
text and support text and graphics/visual
presentation. presentation. aids.
Elocution5 Uses clear voices Voices are clear. Voices are low. Presenters
and correct precise Pronounce most Incorrectly mumble,
pronunciation of words correctly. pronounce terms. incorrectly
terms so that all Most audience Audience pronounce terms,
audience members members can hear members have and speaks too
can hear the the presentation. difficult hearing quietly for
presentation. presentation. members of the
audience at the
back of the room
to hear.

2
Quoted verbatim from: Wlvoord, B. (2004). Economics Writing Example Rubric. Retrieved on 26 April 2011 from
http://Rubrics/Script/EconomicsWritingExampleRubric.htm
3 Quoted from: Wlvoord, B. (2004). Economics Writing Example Rubric. Retrieved on 26 April 2011 from

http://Rubrics/Script/EconomicsWritingExampleRubric.htm
4 (n.d.). “Business Rubric Examples.” Retrieved on 12 December 2011 from

http://www.hccs.edu/hcc/System%20Home/Departments/TLE/Instructional_Design_Resources/PDF_Files/MAllen_rubrics-business.pdf
5 (n.d.). “Business Rubric Examples.” Retrieved on 12 December 2011 from

http://www.hccs.edu/hcc/System%20Home/Departments/TLE/Instructional_Design_Resources/PDF_Files/MAllen_rubrics-business.pdf

4
Continuation: Rubric for Oral Case Report
Very Needs
Learning Excellent Satisfactory Satisfactory Improvement GRADE
Outcome/Criteria (90-100) (80-89) (60-79) (0-59)
Ability to Answer Address all Address most Address some Address basic
Questions6 questions with questions questions questions,
relevant, correct correctly. correctly, some responses contain
information. responses contain serious factual
factual errors. errors.

OTHER REQUIREMENTS:

1. Home reading. Students are expected to review assigned readings before they are tackled
in class.
2. Class attendance and active participation in class discussions. Lectures expound on the
assigned reading materials. Treatment of certain materials, however, may be different
from the text and references.
3. Recitations are daily and graded.
4. There will be a short quiz every second meeting of the week – except for meetings when
students sit for the long examinations; submit components of the term-long project; and
student presentations are scheduled. Students are expected to prepare for the quizzes by
reviewing the previous session’s lessons and listening and actively participating in the
discussions.
5. Submission of exercises, assignments, and projects on time. Deadlines (date/day and
time) for all class requirements are strictly observed. Requirements shall only accepted
during the 1st fifteen minutes of the class time. Failure to adhere to the established
schedule (date/day and time) merits a zero in the requirement.
6. Written examinations, which include the long exams clearly marked in the succeeding
table and a final examination.

Grading System:
First Long Exam 15% 96-100 4.0
Second Long Exam 15% 95.9 – 90 3.5
Final Exam 30% 89.9 – 84 3.0
Assigned Cases 5% 83.9 – 78 2.5
Proposed Cases 10% 77.9 – 72 2.0
Oral Case Presentation 5% 71.9 – 66 1.5
Weekly Quizzes 10% 65.9 – 60 1.0
Class Participation 10% Any grade below 60 0.0
Total 100% Passing Mark is 60%

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(n.d.). “Business Rubric Examples.” Retrieved on 12 December 2011 from
http://www.hccs.edu/hcc/System%20Home/Departments/TLE/Instructional_Design_Resources/PDF_Files/MAllen_rubrics-business.pdf

5
LEARNING PLAN:
Week Learning
Learning Outcome Topic(s) No. Activities

Apply appropriate 1. Overview of Operations 1 Lecture

management science Research Recitation
techniques in managerial Discussion
decision-making cases Definition, coverage, Quiz
involving decision-analysis,
history, range of
linear programming, network
model, transportation model, applications, tools, basics of
markov analysis and inventory mathematical model
management problems and building
develop sound
recommendations that are
based on the results of the
quantitative methods utilized

Apply appropriate 2. Decision Analysis

management science
techniques in managerial
decision-making cases
involving decision-analysis,
linear programming, network
model, transportation model,
markov analysis and inventory
management problems and
develop sound
recommendations that are
based on the results of the
quantitative methods utilized
First Long Examination
2.1 Decision analysis with 2 Lecture
decision tables, Recitation
classification of decision Discussion
situations, decisions Quiz
under certainty, decision
under risk, decision
under uncertainty, case
applications.
2.2 Decision trees and the 3
application of Bayes’
Theorem in computing
for posterior
probabilities
02 October 2018

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 Week Learning
Learning Outcome Topic(s) No. Activities

Apply appropriate 3. Linear Programming

management science
techniques in managerial 3.1 Nature of linear 4 Lecture
decision-making cases programming, general Recitation
involving decision-analysis, formulations and Discussion
linear programming, network
technologies and the Quiz
model, transportation model,
markov analysis and inventory graphical method of 5
management problems and solution.
develop sound 3.2 Utilization of resources-
recommendations that are slack & surplus 6
based on the results of the variables, simplex
quantitative methods utilized method
3.3 Sensitivity analysis
using the simplex 7
method

Apply appropriate 4. Network Models

management science
techniques in managerial 4.1 Minimal Spanning 8 Lecture
decision-making cases Tree Technique Recitation
involving decision-analysis, 4.2 Maximal Flow Model Discussion
linear programming, network
4.3 Shortest Route Quiz
model, transportation model,
markov analysis and inventory Technique
management problems and
develop sound
recommendations that are
based on the results of the
quantitative methods utilized
Second Long Examination 30 October 2018

Apply appropriate 5. Distribution Models: Lecture

management science Recitation
techniques in managerial 5.1 Transportation problem 9 Discussion
decision-making cases 5.2 Method and modified 10 Quiz
involving decision-analysis,
distribution procedure
linear programming, network
model, transportation model,
markov analysis and inventory
management problems and
develop sound
recommendations that are
based on the results of the
quantitative methods utilized

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 Week Learning
Learning Outcome Topic(s) No. Activities

Apply appropriate 6. Markov Analysis Lecture

management science Recitation
techniques in managerial 6.1 Markovian stochastic 10 Discussion
decision-making cases process, input data: Quiz
involving decision-analysis, transition matrix and
linear programming, network
probabilities
model, transportation model,
markov analysis and inventory 6.2 Steady state conditions 11
management problems and 6.3 Absorbing states
develop sound
recommendations that are
based on the results of the
quantitative methods utilized

Apply appropriate 7. Inventory Models Lecture

management science Recitation
techniques in managerial 7.1 Inventory systems, 11 Discussion
decision-making cases structure, Economic Quiz
involving decision-analysis,
Order Quantity model
linear programming, network
model, transportation model,
7.2 Production runs: 12
markov analysis and inventory economic Lot Size
management problems and Model, quantity
develop sound discounts, planned
recommendations that are shortages
based on the results of the 7.3 Safety stocks and
quantitative methods utilized service

Final Examination 14

TEXT\MATERIALS:

Render, Barry, Ralph Stair Jr. and Michael Hanna. (2015). Quantitative analysis for
management, 12th edition (Philippine edition). Upper Saddle River, NJ: Pearson
Education International.

SOFTWARE:

QM for Windows, Excel QM, Crystal Ball, Tree Plan

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REFERENCES:

Anderson, D., & Sweeney, D. (2015). An introduction to management science:

Quantitative approaches to decision making. Cengage Learning.
Goodwin, P. & Wright, G. (2014). Decision analysis for management judgment. Wiley &
Sons, Inc.
Hillier, F., & Hillier, M. (2013). Introduction to management science. McGraw-Hill
Higher Education.
Lapin, L., & and Whisler, W. (1996). Cases in management science. Belmont, CA.:
Duxburry Press.
Winston, W., & Albright, S.C. (2015). Practical management science. Cengage
Learning.

Problems and Exercises in Operations Research

http://www.lix.polytechnique.fr/~liberti/teaching/isic/isc610a-08/exercises-nosol.pdf
Computational Operations Research
http://personal.maths.surrey.ac.uk/st/Mark.Holland/current_ms214/example5.pdf
Linear Programming Models
http://www.me.utexas.edu/~jensen/ORMM/problems/units/lp_mod/index.html
Network Flow Programming Models (Distance Problems)
http://www.me.utexas.edu/~jensen/ORMM/problems/units/net_mod/question/distanc
e.html
Network Flow Programming Models (Transportation Problems)
http://www.me.utexas.edu/~jensen/ORMM/problems/units/net_mod/question/transpo
rt.html

CLASSROOM POLICIES:

1. Cellphones, tablets, laptops, and other gadgets are not necessary for class activities.
Hence, all electronic gadgets must be turned off/put on silent mode and placed inside the
students’ bags. Students shall not be allowed to attend to their text messages, telephone
calls, e-mails, and so forth (aided by these gadgets) while they are inside the classroom.
2. Private discussions and personal businesses shall not be conducted inside the classroom
during class time.
3. The Student Handbook’s provisions on attendance, Section 9, are strictly observed in this
class. Students are advised to be familiar with these policies.
4. Make-up activities (i.e., for quizzes) will only be conducted for students who submit
approved absence notifications (refer to Articles 9.8.1 and 9.8.2 of the Student
Handbook) within two weeks after they have returned to school.
5. Projects and oral presentations shall be submitted and/or presented according to the
schedule agreed upon in class. All requirements are submitted in class – within the first
15 minutes of the class time. Requirements submitted/left elsewhere (i.e., department
through the secretary), unless expressly instructed, shall not be graded. Unless
specifically announced by Ms. Castillo or classes are suspended on the day of

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 submission/presentation, established deadlines shall be observed. Failure to adhere
to the established schedule (date/day and time) merits a zero in the requirement.
6. Written examinations, which include the long exams and a final examination scheduled
by the School, shall be part of the student’s evaluation. Requests for make-up exams
will be evaluated according to the Student Handbook’s provisions on attendance
(Section 9) and examinations (Section 10). Please take special note of Article 10.9 of
the Student Handbook which states: “Faculty members are not obliged to give special
or late examination to any student who fails to take a long, midterm or final
examination.” The guideline shall also apply to the weekly quizzes in the course.
7. Students are strongly advised to follow the instructions, printed on the questionnaires
and/or discussed prior to the start of the examinations, for all written tests. Answers will
be marked as incorrect if the test instructions are not strictly and correctly
observed.
8. Policy on Group Homeworks/Seatworks/Other Assignments: The Department reiterates
that each group is given the right to expel a non - cooperative or shirking member. Upon
approval of the recommendation of the group in question, the professor will ask the
expelled member to write the paper by himself without aid from other groups. If the
expelled member refuses to do so, he will receive a failing mark in the requirement. Any
evidence showing that acts of academic dishonesty have been committed in the conduct
of writing the paper will be punishable with a grade of 0.0 in the entire course, without
prejudice to the filing of appropriate case with the Discipline Office. Please be reminded
that as a matter of policy, when a member of the group commits an act of dishonesty, the
entire group will be held accountable. This means that all members of the said group will
automatically get a grade of 0.0 in the entire course, not just in the exercise/particular
requirement. This is just an application of university policy on academic dishonesty as
explained in the Student Handbook. Of course, each student has the right to contest the
allegations.
9. Two computer-based case studies requiring the use of different management science tools
shall be assigned to each group at the beginning of the term. The third and the fourth
cases shall be identified and designed by each group – the basis of which shall be the
group’s choice of a quantitative analysis technique/s that the group would like to utilize.
Written case reports are due on the 11th week of the term. The third and fourth cases shall
be presented in class during the 12th week of the term.

 Writing Process: Assigned cases require different solutions. The group is expected
to provide a step-by-step discussion of the methods chosen to address each case. An
explanation of the final solution, together with the economic intuition behind the
answers, shall be part of the case report for each of the two assigned problems.
Graphs and software printouts should be placed in the Appendix of the written report,
if they apply.

 There is no minimum number of pages required for the case reports. Each group
is expected to submit a list of task assignments per problem, which shall account for
the contribution of each member of the group to the completion of the project. The
grades of the individual members will be based on the task assignments. The task

10
 assignments list/report shall be signed by each member of the group and
included in the report (refer to sample table below). The deadline for all written
case reports (four cases) is on the 11th week of the term (01 August 2018, first 15
minutes of the class time).

Task Assignment List/Report Sample Table

OPERRES V24 Date
Name of Student Contribution/Task Signature

 Unlike the two cases that are distributed to all the OPERRES groups on the first day
of the term, the third and fourth cases - which the groups would have to include in
their written report – shall be designed by each group. For the third case, members of
the group shall identify a problem/issue in Economic Development, International
Trade, Financial Economics, or Special Topics in Economics (i.e., poverty, trade
liberalization, foreign trade, environment, etc.) that can be addressed using a
quantitative analysis technique listed in the OPERRES syllabus; whereas the
fourth case can be any problem faced by the Lasallian community that can be
addressed using any of the quantitative analysis technique listed in the
OPERRES syllabus (focus can be on student, professional organization, department,
college, faculty, administrator, staff, etc. concerns such as enrollment, scholarships,
adequacy of facilities, location of vending machines, etc.). For cases three and four:
 Choose the technique/s that the group would like to apply to problems in
Economic Development/International Trade/Financial Economics/Special Topics
in Economics (third case) and those faced by the Lasallian community (fourth
case). The group may choose different techniques for the two cases - one for case
3 and a different technique for case 4 - or one technique may be used for both
cases.
 For the proposal:
 Provide a description of the problem/s and the importance of addressing
the issue/s
 Justify the appropriateness of the chosen quantitative analysis technique/s
to the selected problems
 Briefly discuss (preliminary) how the technique/s will be applied.
a. Identify and describe all the quantitative variables that would be
needed to solve the problems using the chosen operations research
technique/s. Discuss the sources of the data and/or how they will be
gathered if they are not readily available.
b. Identify and describe all the qualitative variables that can influence
the quantitative solution/s. Discuss the sources of the data and/or how
they will be gathered if they are not readily available.
 For the final written report:
 Elaborate/provide details for the sections tackled in the proposal.
 Provide the actual data that should be used to generate a basis for solving
the problems
 Groups may or may not provide an actual solution to the problems. The
Case 3 and Case 4 reports, however, must discuss the likely solution to

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 each problem/issue. Proposed outcomes must be anchored on economic
concepts, theories, insights/intuitions, review of related literature – which
should be thoroughly explained. Hint: Do the research. What do the
results of previous studies have to say about the problems the group has
identified?
 The proposals for cases 3 and 4 shall be submitted on 04 October 2018, first 15
minutes of the class time. Please include the signed task assignments report/list.
 A revised proposal, based on comments, shall be submitted on 30 October
2018, first 15 minutes of the class time. Please include the signed task
assignments report/list.
 The final case report shall be submitted on the 11th week of the term (20
November 2018, class time), together with the report for cases 1 and 2, as part of
the written project. Please include the signed task assignments report/list.

 Class Presentation: Each group shall present either their third and fourth cases
during the 12th week of the term (27-29 November 2018). Each group shall be given
15 minutes to discuss the problem, method of choice, proposed solution, and
economic intuition/ insights/basis. The printout of the presentation materials and
signed task assignments report/list of the presenting groups shall be collected
within the first five (5) minutes of the class. Groups that are unable to submit
these requirements within the first five (5) minutes of the class shall not be
allowed to present their work. Members of the presenting groups who are not in
the classroom when the roll is called (i.e., tardy or absent) shall receive a zero in
the project presentation component of their respective grades.

 The term-long project is expected to utilize a minimum of 17 hours of each student’s

time outside of the regular class meetings: three (3) hours for the Case 3 and Case 4
proposals individual research, group meetings, and report writing; three (3) hours for
the revisions of the Case 3 and Case 4 proposals individual research, group meetings,
and report writing; eight (8) hours for the individual research, group meetings, and
final report writing for the two assigned cases, Case 3, and Case 4; and three (3)
hours for the oral presentation preparation.
10. All written requirements (i.e., written case report) shall be printed on 8.5” x 11”
bond papers, double space, Times New Roman, 12 font size. Do not use bond papers
of any other size (i.e., A4, folio, legal, etc.).
11. Final examination guidelines:

 The final exam is a requirement of all the courses handled by Paulynne Castillo.
Failure to take the test as scheduled by the University or during the special final exam
schedule agreed upon by the faculty and the student concerned merits the student a
0.0 in the course.

 Students are strongly advised to avoid being late for the final exam. A student who
reports to the examination room 40 minutes (the first third fraction of the two-hour
examination period) after the official start of the test shall be considered absent
(please refer to Article 9.4 of the Student Handbook) and shall no longer be allowed
to take the test. Accordingly, the student shall receive a failing mark in the course.

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  Students are required to bring ballpens, pencils, erasers and calculators for the exam.
Borrowing of any material once the exam has begun shall not be allowed.
 Students shall not be allowed to use cellphones or similar gadgets that have calculator
functions for computation during the exam.

 Requests for special final exams will be granted if a conflict exists between the
schedules of the OPERRES final exam and another course taken by OPERRES
students (please refer to Article 10.7 of the Student Handbook). Requests must be
made on or before the end of the 12th week of the term. Students can no longer
request for a special exam after this time. All special final exams shall be scheduled
during the 13th week (outside of the regular class meetings).

 Special final exams shall also be given to students who were ill during the day of
the final exam and were, thus, not able to take the finals as scheduled. Requests
must be made as soon as the student is well enough to return to school and
within the University’s schedule for changing grades for the term.

Noted by:

__________________________ _______________________
Dr. Arlene Inocencio Dr. Marites Tiongco
Chair, Department of Economics Dean, School of Economics

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