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One of the main challenges to schedule student-development activities in a university is to avoid time conflicts that may affect participation from the students. This can be achieved by having a proper planning and scheduling of student-development activities. In this paper, we demonstrate how Compromised-Analytic Hierarchy Process (C-AHP) and 0-1 Integer Programming (0-1 IP) models were utilized to schedule a set of student activities to be run by the UUM’s Student Body for the 2018/2019 academic year. The C-AHP was used to determine the activity-month preference values, while 0-1 IP models were constructed to schedule a set of student activities that can be executed successfully with high participation rates from the students. Two different 0-1 IP models, which can be viewed as transportation models: Model A and Model B were constructed. Model A was formulated without the month preference to conduct the activities, whereas Model B took consideration on the month preference. For Model A, the optimal result indicated that the activities scheduled were concentrated towards the earlier months of the academic year. On the other hand, the scheduling of activities provided by Model B was better-spread across the months of the academic year. The methods applied in this study will be useful to be implemented by organizations with many subunits in the management of planned activities in order to avoid time conflicts among activities, which in turn will minimize the chances of activity failure.
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