Comments on: An overview of curriculum-based course timetabling 2

Edmund K. Burke ^[1] ; John H. Drake ^[2] ; Barry McCollum ^[3] ; Ender Özcan ^[2]
1. [1] University of Stirling
  
  University of Stirling
  
  Reino Unido
2. [2] University of Nottingham
  
  University of Nottingham
  
  Reino Unido
3. [3] Queen's University Belfast
  
  Queen's University Belfast
  
  Reino Unido
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Localización: Top, ISSN-e 1863-8279, ISSN 1134-5764, Vol. 23, Nº. 2, 2015, págs. 355-358
Idioma: inglés
DOI: 10.1007/s11750-015-0362-3
Enlaces
- Texto completo (pdf)
Resumen
- Research in the area of educational timetabling has been extensive and has changed significantly over the past two decades. Timetabling and scheduling problems are amongst the most well-studied NP-hard optimisation problems due to their direct importance and relevance in real-world situations. In the early days of timetabling research, it was common for authors to present results for bespoke problem instances taken from a single institution. The introduction of standardised benchmarks for examination timetabling in 1996 (Carter et al. 1996) and for course timetabling a few years later (via the first International Timetabling Competition, ITC-20021) contributed towards creating a more cohesive research community, able to directly compare computational results obtained by different solution methods.