Building a Global Performance Indicator to Evaluate Academic Activity Using Fuzzy Measures

Abstract

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Using MACBETH with the Choquet Integral Fundamentals to Model Interdependencies between Elementary Concerns in the Context of Risk Management

“…Other studies convert quantitative impacts into values linearly and therefore presuppose that a unit of impact has always the same value, which is a strong assumption (in other words, problems on the interpretation of commensurate scales -see section 3.1) (Bottero et al, 2013;Cardin et al, 2013). Other studies weight EC based only on the notion of importance (Labreuche C. et al, 2005;Brosig, 2012) with no reference to impact ranges -in fact, this has been described as the most common critical mistake in decision analysis (Keeney, 1992).…”

“…Several studies have applied these CI operators in many evaluation contexts such as to: (i) evaluate supplier's performance (Clivillé et al, 2006;Berrah et al, 2007;Feyzioglu et al, 2010), employees' performance (Gürbüz, 2010) and action plans in an organization in industrial contexts Merad et al, 2013); (ii) assess academic performance of faculty members in the education sector (Cardin et al, 2013); (iii) evaluate classical swine fever control strategies in the animal health literature (Brosig, 2012), (iv) evaluate a new waste incinerator plant location in the environment context (Bottero et al, 2013); and (iv) more recently, in the risk management context, to build a value-and riskbased performance measurement and management system .…”