Optimizing lecturer-course assignment in UiTM Seremban using the Modified Hungarian Method for academic competency enhancement

Nur Syahirah Ibrahim; Huzaifah Dzubaidi; Anwar Farhan Mohamad Marzaini.

Efficient allocation of lecturers to courses is essential for maintaining teaching standards and lecturer satisfaction within higher education. Although the traditional Hungarian Method has frequently been applied in earlier research, its modified version (MHM) has yet to be extensively examined in the context of competency-based lecturer assignments. This study introduces an optimized model for assigning lecturers to courses at UiTM Seremban, embedding multidimensional competency factors into enhanced mathematical formulation. As an applied optimization approach, this study integrates lecturers’ knowledge, skills, and teaching motivation into the MHM framework to maximize overall competency scores in course assignments. Competency data were collected through an online survey from Mathematics lecturers at UiTM Seremban, serving as the core empirical input for the optimization model. MATLAB’s intlinprog solver was utilized to execute the model, promoting a well-balanced and effective teaching assignment structure where lecturers are allocated up to three courses based on their optimal competency profiles. The results highlight the high effectiveness of this applied MHM framework in aligning course assignments with lecturers’ precise expertise, effectively minimizing academic mismatches and improving overall education quality. This study contributes to the field of educational optimization by demonstrating a novel application of the MHM framework, offering a highly structured and scalable approach to enhance academic performance and faculty resource management.

KEYWORDS: Competency; Tertiary Institutions; Lecturers-to-Courses Assignment; Modified Hungarian Method; Mathematical Programming Model



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