what motivates students to do activities that will benefit their professional carrier

8/10/2019 What motivates students to do activities that will benefit their professional carrier

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BUCHAREST UNIVERSITY OF ECONOMIC STUDIES - FACULTY OF BUSINESS

ADMINISTRATION

Analytic Hierarchy

ProcessWhat motivates students to do activities thatwill benefit their professional carrier

Nicolae Ciprian group 134

5/14/2014

Asist.univ.Shahrazad Hadad


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Table of Contents

Introduction..2

Decision Problem.3

Survey..4

Data Processing.7

Conclusion.19

Annexes21


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Introduction

Nowadays, students have a lot of activities to do during their free time, some of thembeing more beneficial than other, but nonetheless all of them are beneficial in some shape

or form to the future development of ones personality and career. I truly believe that a

persons free time is never wasted and it certainly plays an important factor in the

development of a young mind. If you play games, study, going out or even sleep all day, you

invest all this time in you and you gain, more or less, some benefits from this sort of

activities.

The purpose of this project is to identify what type of activity students prefer when

they spend their free time based on some criteria that will benefit their future development.Usually, the preferences of students are way more varied, but in this context I chose the

most relevant criteria and alternatives based on what I consider to be relevant in this stage

of my life.

In order to approach the issue of this subject, I have chosen four alternatives that

have the most impact and are relevant to ones personality. The alternatives are:

Volunteering, Studying, Networking and Travelling. I chose these because of the differences

between them and because although they bring the same benefits, these benefits can vary

from one person to another so the results are different even if everyone practices these

types of activities. The decision-making process, considering the alternatives and criteria

available, constitutes the objective of this paper and the steps of this process are:

Define the decision problem and create Analytical Hierarchy Process

framework

Create a survey, which will be answered by at least 2 student respondents,

based on the criteria and alternatives from the AHP structure

Perform pair-wise comparisons through the scales: Linguistic model, Saatyand Ma Zheng

Proceed data in decision matrices and establish the priority vector

Aggregate the final results in Gauss 10

Interpretation and final conclusions


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Decision problem

Choosing between multiple alternatives regarding the activities that students prefer

isnt very difficult theoretically but when you consider the most important criteria that

influence the outcome of such a decision it can become problematic. Things like what

benefit does a person gain or the amount of enjoyment they truly obtain or how do these

activities influence the level of satisfaction, play an important role in the final decision.

The main question of this paper is: How do you spend your free time?

In order to receive an answer to this question requires the creation of an AHP

structure which dispatches the criteria and alternatives in question. The possible activities

are: Studying, Networking, Volunteering and Travelling; and the criteria are represented by:

Enjoyment, Productivity and Personal Development.

What do you do during your free time for your

future development?

Enjoyment Productivity Personal

Develo ment

Studying Networking Travelling

Hi h En o ment Low En o ment Hi h Productivit Low Productivit

Problem

Criteria

AlternativesVolunteering


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Enjoyment

Personal enjoyment can be gained after smallest social contact, for example, a one-

to-one chat producing a smile or effort at communication. Peoples capacity for enjoyment

can expand by designing activities and the spaces where they occur to extend a persons

connection with the world around them.

Personal enjoyment is improved by an active sense of belonging through joining in

daily life tasks and in planned daily life activities, thus every activity that a person chooses

has a level of enjoyment unique to that respective person. In other words I can find for

example swimming more enjoyable than other people thus I prefer it more than others.

Productivity

This criterion refers to the amount of value that each of us get from doing something.

To put it into perspective, productivity refers to the amount of satisfaction that a person

gains after a specific task or in this case activity is performed and it is relative to the time and

resources involved in the process.

Personal development

Personal development includes activities that improve awareness and identity,

develop talents and potential, enhance quality of life and contribute to the realization of

dreams and aspirations. The concept is not limited to self-help but includes formal and

informal activities for developing others in roles such as teacher, guide, counselor, manager,life coach or mentor. When personal development takes place in the context of activities

that you do during your free time it translates into the perceived gains that help develop

your mind and personality.

Survey

The survey has been completed by students of Bucharest University of EconomicStudies who in this project are nominated as Respondent 1, Respondent 2 and Respondent

3.

Within the survey, there will be used the Saaty`s scale, represented by a 9-step scale,

an useful tool in order to establish with which intensity students preferred a choice despite

the others and to avoid subjective answers. Additionally, the Saaty scale will be transposed

in Linguistic and Ma Zheng scales as well. However, the computations corresponding to the

matrices used in Gauss will be based on the Saaty scale.


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In the survey each of these steps were followed:

Pair wise comparison between each 2 criteria from the 3 criteria in terms of

activity choice.

Pair wise comparison between 2 alternatives from the first sub-criterion High

Enjoyment of the criterion factor named Enjoyment.

Pair wise comparison between each 2 alternatives from the second sub-

criterion Low enjoyment of the criterion factor named Enjoyment

Pair wise comparison between 2 alternatives from the first sub-criterion High

productivity of the criterion factor named Productivity

Pair wise comparison between each 2 alternatives from the second sub-criterion Low productivity of the criterion factor named Productivity

Pair wise comparison between 2 alternatives from the third criterion factor

named Personal development

Survey questions

1. When choosing an activity to do during your free time which is more important to

you Enjoyment or Productivity? For the chosen answer, please rate on a scale from 1

to 9 with witch intensity it is more important than the other factor.

2.

When choosing an activity to do during your free time which is more important to

you Productivity or Personal development? For the chosen answer, please rate on a

scale from 1 to 9 with witch intensity it is more important than the other factor.

3. When choosing an activity to do during your free time which is more important to

you Enjoyment or Personal development? For the chosen answer, please rate on a

scale from 1 to 9 with witch intensity it is more important than the other factor.

4. When considering Enjoyment, which is more important High enjoyment or Low

enjoyment? For the chosen answer, please rate on a scale from 1 to 9 with witch

intensity it is more important than the other factor.

cale Equally

important

Weakly

more

important

Moderately

more

important

Moderately

plus more

important

Strongly

more

important

Strongly

plus more

important

Demonstrated

more

important

Very, very

strongly

moreimportant

Extremely

more

important

aaty 1 2 3 4 5 6 7 8 9

nguistic S0 S

1 S

2 S

3 S

4 S

5 S

6 S

7 S

8

Ma

heng1 9/8 9/7 9/6 9/5 9/4 9/3 9/2 9


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5. When considering High enjoyment, which is more important Networking or

Travelling? For the chosen answer, please rate on a scale from 1 to 9 with witch


6. When considering Low enjoyment, which is more important Volunteering or

Studying? For the chosen answer, please rate on a scale from 1 to 9 with witchintensity it is more important than the other factor.

7. When considering Productivity, which is more important High productivity or Low

productivity? For the chosen answer, please rate on a scale from 1 to 9 with witch


8. When considering High productivity, which is more important Studying or

Networking? For the chosen answer, please rate on a scale from 1 to 9 with witch


9. When considering Low productivity, which is more important Volunteering or

Travelling? For the chosen answer, please rate on a scale from 1 to 9 with witchintensity it is more important than the other factor.

10.When considering Personal development, which is more important Volunteering or

Studying? For the chosen answer, please rate on a scale from 1 to 9 with witch


11.When considering Personal development, which is more important Networking or



12.When considering Personal development, which is more important Studying or






14.When considering Personal development, which is more important Studying or






The criteria and alternatives are defined as follows:

EnjoymentC1

High EnjoymentS1C1

Low EnjoymentS2C1

ProductivityC2

High productivityS1C2


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Low productivityS2C2

Personal developmentC3

VolunteeringA1

StudyingA2

NetworkingA3TravellingA4

Data processing

The decision matrices will be constructed for Saaty, Linguistic and Ma Zheng scales

for all three respondents in order to determine the priority vectors allocated to each

decision matrix, important in determining the synthetized priorities.

Saaty scale

Respondent 1

DM_C C1 C2 C3

C1 1 9 7 w1

C2 1/9 1 1/5 w2

C3 1/7 5 1 w3

DM_C1 S1C1 S2C1

S1C1 1 9 w1.1

S2C1 1/9 1 w1.2

DM_S1C1 A3 A4

A3 1 8 aA4 1/8 1 b

DM_S1C2 A2 A3

A2 1 1/6 e

A3 6 1 f

DM_C2 S1C2 S2C2

S1C2 1 9 w2.1

S2C2 1/9 1 w2.2

DM_S2C1 A1 A2

A1 1 1/7 c

A2 7 1 d

DM_S2C2 A1 A4

A1 1 1/8 g

A4 8 1 h


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DM_C3 A1 A2 A3 A4

A1 1 1/6 1/4 1/8 i

A2 6 1 1/3 5 j

A3 4 3 1 7 k

A4 8 1/5 1/7 1 l

Respondent 2

DM_C C1 C2 C3

C1 1 8 7 w1

C2 1/8 1 1/6 w2

C3 1/7 6 1 w3

DM_C1 S1C1 S2C1

S1C1 1 9 w1.1

S2C1 1/9 1 w1.2

DM_S1C1 A3 A4

A3 1 1/3 a

A4 3 1 b

DM_S1C2 A2 A3

A2 1 2 e

A3 1/2 1 f

DM_C3 A1 A2 A3 A4

A1 1 1/3 1/5 2 iA2 3 1 3 3 j

A3 5 1/3 1 2 k

A4 1/2 1/3 1/2 1 l

DM_C2 S1C2 S2C2

S1C2 1 9 w2.1

S2C2 1/9 1 w2.2

DM_S2C1 A1 A2

A1 1 1/6 c

A2 6 1 d

DM_S2C2 A1 A4

A1 1 1/8 g

A4 8 1 h


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Respondent 3

DM_C C1 C2 C3

C1 1 8 8 w1

C2 1/8 1 1/4 w2

C3 1/8 4 1 w3

DM_C1 S1C1 S2C1

S1C1 1 9 w1.1

S2C1 1/9 1 w1.2

DM_S1C1 A3 A4

A3 1 4 a

A4 1/4 1 b

DM_S1C2 A2 A3

A2 1 3 eA3 1/3 1 f

DM_C3 A1 A2 A3 A4

A1 1 1/8 2 1/5 i

A2 8 1 4 8 j

A3 1/2 1/4 1 1/3 k

A4 5 1/8 3 1 l

DM_C2 S1C2 S2C2

S1C2 1 9 w2.1

S2C2 1/9 1 w2.2

DM_S2C1 A1 A2

A1 1 1/9 c

A2 9 1 d

DM_S2C2 A1 A4

A1 1 1/7 gA4 7 1 h


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Linguistic scale

Respondent 1

DM_C C1 C2 C3

C1S0 S8 S6

w1

C2

S-8 S0 S-4

w2

C3

S-6 S4 S0

w3

DM_C1 S1C1 S2C1

S1C1S0 S8

w1.1

S2C1

S-8 S0

w1.2

DM_S1C1 A3 A4

A3

S0 S7

a

A4

S-7 S0

b

DM_S1C2 A2 A3

A2

S0 S-5

e

A3

S5 S0

f

DM_C2 S1C2 S2C2

S1C2

S0 S8

w2.1

S2C2

S-8 S0

w2.2

DM_S2C1 A1 A2

A1

S0 S-6

c

A2

S6 S0

d

DM_S2C2 A1 A4

A1

S0 S-7

g

A4

S7 S0

h


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DM_C3 A1 A2 A3 A4

A1

S0 S-5 S-3 S-7

i

A2S5 S0 S-2 S4

j

A3

S3 S2 S0 S6

k

A4

S7 S-4 S-6 S0

l

Respondent 2

DM_C C1 C2 C3

C1

S0 S7 S6

w1

C2

S-7 S0 S-5

w2

C3

S-6 S5 S0

w3

DM_C1 S1C1 S2C1

S1C1

S0 S8

w1.1

S2C1

S-8 S0

w1.2

DM_S1C1 A3 A4

A3

S0 S-2

a

A4

S2 S0

b

DM_C2 S1C2 S2C2

S1C2

S0 S8

w2.1

S2C2

S-8 S0

w2.2

DM_S2C1 A1 A2

A1

S0 S-5

c

A2

S5 S0

d


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DM_S1C2 A2 A3

A2

S0 S1

e

A3

S-1 S0

f

DM_C3 A1 A2 A3 A4

A1

S0 S-2 S-4 S1

i

A2

S2 S0 S2 S2

j

A3

S4 S-2 S0 S1

k

A4

S-1 S-2 S-1 S0

l

Respondent 3

DM_C C1 C2 C3

C1

S0 S7 S7

w1

C2

S-7 S0 S-3

w2

C3

S-7 S3 S0

w3

DM_C1 S1C1 S2C1

S1C1

S0 S8

w1.1

S2C1

S-8 S0

w1.2

DM_S2C2 A1 A4

A1

S0 S-7

g

A4S7 S0

h

DM_C2 S1C2 S2C2

S1C2

S0 S8

w2.1

S2C2

S-8 S0

w2.2


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DM_S1C1 A3 A4

A3

S0 S3

a

A4

S-3 S0

b

DM_S1C2 A2 A3

A2

S0 S2

e

A3

S-2 S0

f

DM_C3 A1 A2 A3 A4

A1

S0 S-7 S1 S-4

i

A2

S7 S0 S3 S7

j

A3

S-1 S-3 S0 S-2

k

A4S4 S-7 S2 S0

l

Ma Zheng scale

Respondent 1

DM_C C1 C2 C3C1 1 9 9/2 w1

C2 1/9 1 5/9 w2

C3 2/9 9/5 1 w3

DM_C1 S1C1 S2C1

S1C1 1 9 w1.1

S2C1 1/9 1 w1.2

DM_S2C1 A1 A2

A1S0 S-8

c

A2

S8 S0

d

DM_S2C2 A1 A4

A1

S0 S-6

g

A4

S6 S0

h

DM_C2 S1C2 S2C2

S1C2 1 9 w2.1

S2C2 1/9 1 w2.2


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DM_S1C1 A3 A4

A3 1 9/2 a

A4 2/9 1 b

DM_S1C2 A2 A3

A2 1 4/9 e

A3 9/4 1 f

DM_C3 A1 A2 A3 A4

A1 1 4/9 6/9 2/9 i

A2 9/4 1 7/9 9/5 j

A3 9/6 9/7 1 9/3 k

A4 9/2 5/9 3/9 1 l

Respondent 2

DM_C C1 C2 C3

C1 1 9/2 9/3 w1C2 2/9 1 4/9 w2

C3 3/9 9/4 1 w3

DM_C1 S1C1 S2C1

S1C1 1 9 w1.1

S2C1 1/9 1 w1.2

DM_S1C1 A3 A4

A3 1 7/9 a

A4 9/7 1 b

DM_S1C2 A2 A3

A2 1 9/8 e

A3 8/9 1 f

DM_S2C1 A1 A2

A1 1 3/9 c

A2 9/3 1 d

DM_S2C2 A1 A4

A1 1 2/9 g

A4 9/2 1 h

DM_C2 S1C2 S2C2

S1C2 1 9 w2.1

S2C2 1/9 1 w2.2

DM_S2C1 A1 A2

A1 1 4/9 c

A2 9/4 1 d

DM_S2C2 A1 A4

A1 1 2/9 g

A4 9/2 1 h


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DM_C3 A1 A2 A3 A4

A1 1 7/9 5/9 8/9 i

A2 9/7 1 9/7 9/7 j

A3 9/5 7/9 1 9/8 k

A4 9/8 7/9 8/9 1 l

Respondent 3

DM_C C1 C2 C3

C1 1 9/2 9/2 w1

C2 2/9 1 6/9 w2

C3 2/9 9/6 1 w3

DM_S1C2 A2 A3

A2 1 9/7 e

A3 7/9 1 f

DM_C3 A1 A2 A3 A4

A1 1 2/9 9/8 5/9 i

A2 9/2 1 9/6 9/2 j

A3 8/9 6/9 1 7/9 k

A4 9/5 2/9 9/7 1 l

Below I present the priority vectors determined by using the gauss program and the

corresponding line of code:

new;

DM_C=ones(3,3);

PV_DM_C=zeros(3,1);

{va,ve}=eigv(DM_C);

DM_C1 S1C1 S2C1

S1C1 1 9 w1.1

S2C1 1/9 1 w1.2

DM_C2 S1C2 S2C2

S1C2 1 9 w2.1

S2C2 1/9 1 w2.2

DM_S2C1 A1 A2

A1 1 1/9 c

A2 9 1 d

DM_S1C1 A3 A4

A3 1 9/6 a

A4 6/9 1 b

DM_S2C2 A1 A4

A1 1 3/9 g

A4 9/3 1 h


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ve_norm=zeros(rows(DM_C),rows(DM_C));

j=1;

do until j>rows(DM_C);

ve_norm[.,j]=ve[.,j]/sumc(ve[.,j]);

j=j+1;

endo;concatenat=va~ve_norm';

y=rev(sortc(concatenat,1));

lambda_max_DM_C=y[1,1];

CI_DM_C=(lambda_max_DM_C-rows(DM_C))/(rows(DM_C)-1);

PV_DM_C=zeros(rows(DM_C),1);

i=1;

do until i>rows(DM_C);

PV_DM_C[i,1]=y[1,i+1];

i=i+1;endo;

w=ones(3,1);

i=1;

do until i>3;

j=i+1;

do until j>3;

w[i,1]=w[i,1]*DM_C[i,j]^(1/3);

w[j,1]=w[j,1]*DM_C[i,j]^(-1/3);

j=j+1;

endo;i=i+1;

endo;

DM_C_L=w*(w.^(-1))';

{va,ve}=eigv(DM_C_L);

ve_norm=zeros(rows(DM_C_L),rows(DM_C_L));

j=1;

do until j>rows(DM_C_L);

ve_norm[.,j]=ve[.,j]/sumc(ve[.,j]);

j=j+1;

endo;concatenat=va~ve_norm';

y=rev(sortc(concatenat,1));

PV_DM_C_L=zeros(rows(DM_C_L),1);

i=1;

do until i>rows(DM_C_L);

PV_DM_C_L[i,1]=y[1,i+1];

i=i+1;

endo;

print "DM_C" DM_C;print "CI_DM_C" CI_DM_C;


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print "PV_DM_C~PV_DM_C_L" PV_DM_C~PV_DM_C_L;

Furthermore, below are computations of the priority vector taking into consideration

the Saaty scale:

Respondent 1

CR=CI/RI;

RI=0.58

CR=0.10423428/0.58=0.1797

CR=CI/RI;

RI=0.9

CR=0.39173327/0.9=0.4352


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Respondent 2

CR=CI/RI;

RI=0.58

CR=0.15669145/0.58=0.2701

CR=CI/RI;

RI=0.9

CR=0.13361828/0.9=0.1484


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Respondent 3

CR=CI/RI;

RI=0.58

CR=0.10868079/0.58=0.1873

CR=CI/RI;

RI=0.9

CR=0.20093373/0.9=0.2232

C1 C2 C3 Formula

w1 w2 w3

S1C1 S2C1 S1C2 S2C2

s1 s2 s3 s4

A1 a2 a4 a5 a2*s2*w1+a4*s4*w2+a5*w3

A2 b2 b3 b5 b2*s2*w1+b3*s3*w2+b5*w3

A3 c1 c3 c5 c1*s1*w1+c3*s3*w2+c5*w3

A4 d1 d4 d5 d1*s1*w1+d4*s4*w2+d5*w3


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R1 C1 C2 C3 Result

0.77 0.05 0.17

S1C1 S2C1 S1C2 S2C2

0.9 0.1 0.9 0.1

A1 0.125 0.11 0.046 0.0719

A2 0.875 0.142 0.125 0.0945

A3 0.88 0.857 0.57 0.73

A4 0.11 0.88 0.26 0.118

R2 C1 C2 C3 Result

0.75 0.054 0.18

S1C1 S2C1 S1C2 S2C2

0.9 0.1 0.9 0.1

A1 0.142 0.11 0.127 0.032A2 0.857 0.66 0.469 0.176

A3 0.25 0.33 0.297 0.239

A4 0.75 0.88 0.108 0.523

R3 C1 C2 C3 Result

0.78 0.061 0.15

S1C1 S2C1 S1C2 S2C2

0.9 0.1 0.9 0.1

A1 0.1 0.125 0.074 0.019A2 0.9 0.75 0.66 0.209

A3 0.8 0.25 0.073 0.6

A4 0.2 0.875 0.187 0.165

Conclusion

In choosing the best way in which to spend your free time, the respondents have

slightly different preferences. Although all respondents regarded enjoyment as the most

important criterion, only for the first and the third respondent networking is the most

appropriate alternative for future development. For the other respondent, travelling is the

best way in which to develop both personally and professionally.

In contrast, the least widespread alternative was volunteering, as it received less than

8% preference in every case. At the same time, productivity has been the least popular

criterion, which was chosen with a percentage of around 5-6%.


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Annexes

Responses to the questionnaire:

Respondent 1

1. C1 over C2 preferred with 9 intensity



4. S1C1 over S2C1 preferred with 9 intensity

5. A3 over A4 preferred with 8 intensity according to S1C1



8.

A3 over A2 preferred with 6 intensity according to S1C19. A4 over A1 preferred with 8 intensity according to S2C2

10.A2 over A1 preferred with 6 intensity according to C3






Respondent 2







7.

S1C2 over S2C2 preferred with 9 intensity8. A2 over A3 preferred with 2 intensity according to S1C1









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Respondent 3




4.

S1C1 over S2C1 preferred with 9 intensity












what motivates students to do activities that will benefit their professional carrier

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