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Operations Research Education: Some Requirements and Deficiencies

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  • Seth Bonder

    (The University of Michigan, Ann Arbor, Michigan)

Abstract

In recent years some operations researchers have directed their introspection to the education of prospective OR analysts, with a resultant critical appraisal: they are ill prepared to solve problems. The purpose of this paper is to continue this introspection by presenting some conjectures on the education of the OR analyst. After examining the problem-solving process briefly and defining some requisite terminology, it gives a premise on which educational requirements for the OR analyst rest, suggests areas in which his education is deficient, discusses some reasons for these deficiencies, and notes some possible courses of remedial action.

Suggested Citation

  • Seth Bonder, 1973. "Operations Research Education: Some Requirements and Deficiencies," Operations Research, INFORMS, vol. 21(3), pages 796-809, June.
    • Handle: RePEc:inm:oropre:v:21:y:1973:i:3:p:796-809
    DOI: 10.1287/opre.21.3.796
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    Cited by:

    1. Mingers, John, 2011. "Soft OR comes of age--but not everywhere!," Omega, Elsevier, vol. 39(6), pages 729-741, December.
    2. Robert G. Dyson & Frances A. O’Brien & Devan B. Shah, 2021. "Soft OR and Practice: The Contribution of the Founders of Operations Research," Operations Research, INFORMS, vol. 69(3), pages 727-738, May.
    3. Maurice W. Kirby, 2000. "Operations Research Trajectories: The Anglo-American Experience from the 1940s to the 1990s," Operations Research, INFORMS, vol. 48(5), pages 661-670, October.
    4. Bonder, Seth & Zajtchuk, Russ, 1997. "Changing the paradigm for telemedicine development and evaluation: a prospective model-based approach," Socio-Economic Planning Sciences, Elsevier, vol. 31(4), pages 257-280, December.

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