Operations Research and Higher Education Administration
| Date | 01 January 1993 |
| DOI | https://doi.org/10.1108/09578239310024737 |
| Published date | 01 January 1993 |
| Author | T.C.E. Cheng |
| Subject Matter | Education |
Operations
Research
77
Operations Research and
Higher Education
Administration
T.C.E. Cheng
Hong Kong
Polytechnic,
Hong Kong
Introduction
This article is concerned with the impact of OR on higher education
administration. Many operational problems in higher education, such as
curriculum development, test construction, financial planning, budgeting and
timetabling, are problematic and can be dealt
with by OR
methods.
To
understand
the uses of
OR in
higher education administration, the most significant operational
problems of the higher education system are reviewed. These problems are:
(1) resource allocation;
(2) financial planning;
(3) budgeting;
(4) formation of student project groups;
(5) timetabling and classroom allocation;
(6) student registration;
(7) tuition and fee structure determination;
(8) PhD submission rates.
The desire to run the system efficiently and effectively has prompted many
higher education administrators to seek the advice of OR experts on finding
the most satisfactory solutions to their operational problems.
Historical Background
Growth in technology over the last
30
years has had a direct effect on
all
levels
of education, especially colleges and universities. While school curricula have
been changing in response to advances in science and technology, many
supporting programmes have been brought about to provide training in these
new and diverse fields.
Enforcement of
equal
rights brought factors of availability regarding different
types of programmes, which were to be made available to
all
races and creeds.
Owing to
such factors as ever expanding populations
in
classes and programmes,
a maximum point was reached and "contributed to a near crisis environment
for those administering educational programmes
in
the
1960s"[1].
Thus,
in
order
to find a satisfactory solution to such
problems,
college and university executives
would
from
time to
time encounter the
OR
methodology
and
methods of solution.
These occasional encounters with OR in the 1960s were usually through ad
Journal of Educational
Administration, Vol. 31 No. 1, 1993,
pp.
77-90. © MCB University
Press.
0957-8234
To continue reading
Request your trial