With the solution, we want to know the objective function and constraints

DEVELOPING PROJECT TEAMS and take a job. Consider one course section of Management FOR MANAGEMENT 4394 4394 with 18 students. The instructor wants to divide the class into six project teams of three members each. The in- All students in the College of Business at State Univer- structor's main objective for the teams is that they be rela- tively equal in terms of academic capability. Since the sity are required to take a capstone course, Management only means of assessing capability is a student's grade 4394, the last semester of their senior year. This course point average (GPA), the instructor has determined that consists primarily of a semester-long case project that one way to achieve this objective is for the teams pulls together all the business disciplines to test the to have a minimum average GPA of 2.80 while also striv- students' knowledge in the major business areas of man- ing to achieve the maximum overall average team GPA agement, marketing, finance, accounting, quantitative possible. It is also important that the teams have a mix of methods, and operations. A difficult task for the course in-members with different majors to enhance the teams structor is dividing the students in a class into equitable functional capabilities, but the instructor does not want teams that will enhance the learning process and engender there to be more than two of the same major on any single teamwork. The project teams should be relatively equal team. In order to achieve some degree of diversity among in terms of student ability and performance. Further, the team members the instructor wants there to be at least one teams should reflect different functional skills; that is, female and one international student on each team, but not the teams should include a mix of different majors. more than two females or two international students on a Also, the college would like the teams to be diverse in terms team. Following is a table that shows the breakdown of of gender and nationalities in order to prepare the students GPAs, majors, gender, and internationality of each student for working with diverse individuals when they graduate in the class. GPA Student 1 Gender International (yes or no) M Yes 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 3.04 2.35 2.26 2.15 3.23 3.95 2.87 2.65 3.12 3.08 3.35 2.78 2.56 2.91 3.40 3.12 2.75 3.06 M M M F F M F M M M M F F F M M F No Yes Yes No No No No No Yes Yes No Yes No Yes Yes Yes No wwwwwwww Major FIN FINACCT MGT MKTG MGT FIN FIN FIN FIN MKTG MKTG ACCT MKTG MGT FIN MGT and academic capability? If not, how do you think you might need to change your model to better meet the team formation guidelines? Note that only two students are both female and interna- tional, and that student 2 is a double major. Formulate and solve an integer linear programming model for this problem to determine project teams that will meet the instructor's guidelines for team formation. How successfully do you think your model achieves the instruc- tor's guidelines? In other words, do you consider the teams to be diverse and relatively equitable in terms of functional This case problem is based on R. Cutshall. S. Gavimeni. and K. Schultz "Indiana University's Kelley School of Business User Integer Program ming to Form Equitable. Cohesive Student Teams." Interfaces 37, no. 3 (May-June 2007%265-76