Using MENTOR to teach systems thinking and OR methodology to first-year students in New Zealand

MENTOR is a multi-media, interactive, educational package, developed as separate modules by OR teachers in the United Kingdom. In 1995, we contributed a module for teaching students how to approach MS/OR projects within a framework of systems thinking. We outline the philosophy underlying the module, highlight and demonstrate some of its distinct features, and report on our experience using it in a large first-year university course (600+ students each year).     

Simple formulas for the expected costs in the newsboy problem: An educational note

This educational note presents closed-form (or near closed-form) formulas for computing the expected cost and the optimal expected cost of the newsboy problem. The formulas are sufficiently easy to be used in undergraduate OR and MBA operations-management courses.     

Beyond statistical methods: teaching critical thinking to first-year university students

We discuss a major change in the way we teach our first-year statistics course. We have redesigned this course with emphasis on teaching critical thinking. We recognized that most of the students take the course for general knowledge and support of other majors, and very few are planning to major in statistics. We identified the essential aspects of a first-year statistics course, given this student mix, focusing on a simple question, ‘Given this is the last chance you have to teach statistics, what are the essential skills students need?’ We have moved from thinking about statistics skills needed for a statistician to skills needed to participate in today's society. We have changed the way we deliver the course with less emphasis on lectures and more on alternative resources including on-line tutorials, Excel, computer-based skills testing, web-based learning materials and smaller group activities such as study groups and example classes. Feedback from students shows that they are very receptive and enthusiastic.     

MBA项目评价与改进系统的反馈动态复杂性分析

中国MBA教育的评价与改进是当前MBA教育发展的瓶颈,为了寻求提升MBA教育质量的有效方法,用系统动力学流率基本入树建模法构建了MBA教育的SD模型.通过用极小基模生成集法对模型中的反馈环进行分析,找到系统基模.在MBA教育SD模型中存在两个增长上限基模和一个舍本逐末基模.根据学习型组织理论:找到管理系统中的基模并用系统思考的方法正确处理基模,是保障系统运行的重要方法.但是,对于一个象MBA教育项目这样的典型动态复杂系统,发现其中所有的基模往往非常困难.本文提供了一个迅速并准确找到复杂系统中全部基模的方法,即极小基模生成集法.不论我们面临的动态系统有多么复杂,都可以使用该方法来分析其中的反馈环结构.构造SD流率基本入树模型,运用该方法进行反馈动态分析,提出了改进中国MBA教育的管理策略.     

How to make mathematics relevant to first-year engineering students: perceptions of students on student-produced resources

Many approaches to make mathematics relevant to first-year engineering students have been described. These include teaching practical engineering applications, or a close collaboration between engineering and mathematics teaching staff on unit design and teaching. In this paper, we report on a novel approach where we gave higher year engineering and multimedia students the task to ‘make maths relevant’ for first-year students. This approach is novel as we moved away from the traditional thinking that staff should produce these resources to students producing the same. These students have more recently undertaken first-year mathematical study themselves and can also provide a more mature student perspective to the task than first-year students. Two final-year engineering students and three final-year multimedia students worked on this project over the Australian summer term and produced two animated videos showing where concepts taught in first-year mathematics are applied by professional engineers. It is this student perspective on how to make mathematics relevant to first-year students that we investigate in this paper. We analyse interviews with higher year students as well as focus groups with first-year students who had been shown the videos in class, with a focus on answering the following three research questions: (1) How would students demonstrate the relevance of mathematics in engineering? (2) What are first-year students' views on the resources produced for them? (3) Who should produce resources to demonstrate the relevance of mathematics? There seemed to be some disagreement between first- and final-year students as to how the importance of mathematics should be demonstrated in a video. We therefore argue that it should ideally be a collaboration between higher year students and first-year students, with advice from lecturers, to produce such resources.     

Beyond internal OR groups

The paper reviews the prospects of OR applied by dispersed practitioners, small providers of OR services, academics and OR consultants, in other words OR applied by those not located inside internal OR groups. Many in the UK have regarded the activities of OR groups as the defining practice of our profession. The Survival and Success of OR Groups (SSOR) study indicates that within a fairly stable population of OR practitioners the number of internal OR groups is in decline while the number of external, consulting groups is growing. There are good reasons in terms of the diffusion of innovation for assuming that this trend will continue. Against that possibility, the OR profession in the UK needs to reassess the defining aspects of OR and the implications for the activities of the profession in the future. Using the language of strategy, the profession needs to identify its core competencies, define how they are distinctive, consider how they can be developed and maintained, and determine through which channels they can be delivered. One of the key battlegrounds is within the management consultancies where the competing approaches of management science and organisational development vie for supremacy.     

Particle swarm optimization for the Steiner tree in graph and delay-constrained multicast routing problems

This paper presents the first investigation on applying a particle swarm optimization (PSO) algorithm to both the Steiner tree problem and the delay constrained multicast routing problem. Steiner tree problems, being the underlining models of many applications, have received significant research attention within the meta-heuristics community. The literature on the application of meta-heuristics to multicast routing problems is less extensive but includes several promising approaches. Many interesting research issues still remain to be investigated, for example, the inclusion of different constraints, such as delay bounds, when finding multicast trees with minimum cost. In this paper, we develop a novel PSO algorithm based on the jumping PSO (JPSO) algorithm recently developed by Moreno-Perez et al. (Proc. of the 7th Metaheuristics International Conference, 2007), and also propose two novel local search heuristics within our JPSO framework. A path replacement operator has been used in particle moves to improve the positions of the particle with regard to the structure of the tree. We test the performance of our JPSO algorithm, and the effect of the integrated local search heuristics by an extensive set of experiments on multicast routing benchmark problems and Steiner tree problems from the OR library. The experimental results show the superior performance of the proposed JPSO algorithm over a number of other state-of-the-art approaches.     

The process of problem-formulation

The methodology described deals with the problem-formulation (PF) stage and is independent of the overall OR process. It is set-theoretic in principle. In more recent practice, new techniques for interviewing clients have been used and the inclusion of some of Checkland's ideas has improved the design of the underlying questionnaire. The central focus is the use of diagrams to encapsulate the stated problem and to aid communication.     

How young students communicate their mathematical problem solving in writing

This study investigates young students’ writing in connection to mathematical problem solving. Students’ written communication has traditionally been used by mathematics teachers in the assessment of students’ mathematical knowledge. This study rests on the notion that this writing represents a particular activity which requires a complex set of resources. In order to help students develop their writing, teachers need to have a thorough knowledge of mathematical writing and its distinctive features. The study aims to add to the body of knowledge about writing in school mathematics by investigating young students’ mathematical writing from a communicational, rather than mathematical, perspective. A basic inventory of the communicational choices, that are identifiable across a sample of 519 mathematical texts, produced by 9–12 year old students, is created. The texts have been analysed with multimodal discourse analysis, and the findings suggest diversity in students’ use of images, words, numerals, symbols and layout to organize their texts and to represent their problem-solving process along with an answer to the problem. The inventory and the indication that students have different ideas on how, what, for whom and why they should be writing, can be used by teachers to initiate discussions of what may constitute good communication.     

Mathematical aspects of educating architecture designers: a college study

This paper considers a second-year Mathematical Aspects in Architectural Design course, which relies on a first-year mathematics course and offers mathematical learning as part of hands-on practice in architecture design studio. The 16-hour course consisted of seminar presentations of mathematics concepts, their application to covering the plane by regular shapes (tessellations), and an architecture design project. The course follow-up examined the features of mathematical learning in the studio environment using qualitative methods. It showed students’ curiosity and motivation to deepen in mathematical subjects and use them in their tessellation design projects. The majority of the students refreshed and practically applied their background mathematical knowledge, especially in calculus, on a need-to-know basis.     

Impact of first-year mathematics study groups on the retention and graduation of engineering students

Many interventions have been proposed to improve the retention and graduation rates of engineering students. One such intervention is to use study groups for first-year college students; such groups provide a structured environment in which the students can learn course material from each other outside of class and can provide the students with a sense of community. In this paper, we report on the impacts fostered by study groups in first-year mathematics courses on the odds of retaining and graduating engineering students. Students who participated in the study groups are compared to students of similar academic preparation who did not participate in such groups. It is found that student participation in study groups is significantly associated with the higher odds of being retained in engineering studies through the first 3 years of college. The results reported here are not as certain for the effect of study group participation on 5-year graduation odds for engineering students and some possible reasons for this are discussed.     

The interaction between dropout,graduation rates and quality ratings in universities

This paper investigates in a non-parametric framework whether academic programmes maximize their student graduation rates and programme quality ratings given the first-year student dropout rates. In addition, it explores what institutional and programme characteristics explain this interaction. The results show a large variation in how academic programmes are able to deal with the selective nature of first-year dropout. Nevertheless, we can accurately explain the variation among programmes by programme and institutional characteristics. It seems that universities can maximize the relation between first-year dropout, graduation rates and quality ratings in several ways: (1) by improving student programme satisfaction, (2) by better preparing certain groups of students for higher education, (3) by supporting male students, (4) by supporting ethnic minority students, (5) by attracting older staff, and (6) by strengthening the selective nature of the first year (ie, increasing the academic dismissal policy threshold).     

Sampling the OR World: The Strathclyde ‘Apprenticeship’ Scheme

A few years ago, Strathclyde University's postgraduate course in OR was redesigned. A significant innovation was to introduce a short working placement part-way through the course-the ‘apprenticeship’ period - which students spend as temporary members of real-life OR (or directly-related) groups. This paper reports on two aspects of this apprenticeship scheme; how it has worked as an educational exercise, and what the students' experiences have told us about the general state of OR in the UK     

Approximate Euler-Lagrange inclusion, approximate transversality condition, and sensitivity analysis of convex parametric problems of calculus of variations

We study the first-order behaviour of the optimal value function associated to a convex parametric problem of calculus of variations. An important feature of this paper is that we do not assume the existence of optimal trajectories for the unperturbed problem. The concepts of approximate Euler-Lagrange inclusion and approximate transversality condition are key ingredients in the writing of our sensitivity results.     

Cross coursing in mathematics: physical modelling in differential equations crossing to discrete dynamical systems

We give an example of cross coursing in which a subject or approach in one course in undergraduate mathematics is used in a completely different course. This situation crosses falling body modelling in an upper level differential equations course into a modest discrete dynamical systems unit of a first-year mathematics course.     

After OR: An Agenda for Postmodernism and Poststructuralism in OR

Postmodernism and poststructuralism have only been mentioned in passing within this journal. There is much more to be said, and this paper aims to open up the debate, to begin to explore the vast terrain and to present one/some agenda/s for the future, introducing some of the ideas that have inspired O(u)R practice. The paper is in four episodes. We begin by exploring the differences between modernism and postmodernism and introducing some of our sources (episode 1), moving on to the study of language through structuralism and into poststructuralism (episode 2). This section introduces some key concepts and approaches which we illustrate in a short case study (episode 3) of the language of OR. The final section (episode 4) sketches in the outlines of our future agenda. A warning is in order for people unfamiliar with postmodernism: the terminologies and style may seem unusual and untraditional for the journal.     

Mapping the structure of MBA programmes: a comparative study of the structure of accredited AMBA programmes in the United Kingdom

This paper reports on an application a multivariate analysis technique called Co-Plot. It replicates a study conducted among leading MBA programmes in the United States using the same technique; a statistical method especially suited for this type of analysis where there are samples with relatively few observations (business schools) and large numbers of variables (subject modules, core and elective). Using Co-Plot the paper presents a mapping of the structure of 32 Association of Masters of Business Administration (AMBA) accredited MBA programmes in the United Kingdom and compares the characteristics of the resultant groupings of MBA programmes and the relationship between group membership. The patterns of core and elective modules offered by the selected MBA programmes are then compared with the rankings of UK business schools. The research shows that in the UK, unlike in the US, the clustering is not as strong and clear. Five groups/clusters of schools are identified together with four main clusters of core and electives modules offered. Differentiation is only significant when the electives modules are taken into account unlike the US where differentiation is evident between programmes with the core modules.     

Ethics outside,within, or beyond OR models?

Since ethical concerns are calling for more attention within Operational Research, we present three approaches to combine Operational Research models with ethics. Our intention is to clarify the trade-offs faced by the OR community, in particular the tension between the scientific legitimacy of OR models (ethics outside OR models) and the integration of ethics within models (ethics within OR models). Presenting and discussing an approach that combines OR models with the process of OR (ethics beyond OR models), we suggest rigorous ways to express the relation between ethics and OR models. As our work is exploratory, we are trying to avoid a dogmatic attitude and call for further research. We argue that there are interesting avenues for research at the theoretical, methodological and applied levels and that the OR community can contribute to an innovative, constructive and responsible social dialogue about its ethics.     

Factors affecting student success in a first-year mathematics course: a South African experience

In spite of sustained efforts tertiary institutions implement to try and improve student academic performance, the number of students succeeding in first-year mathematics courses remains disturbingly low. For most students, the gap between their mathematical capability and the competencies they are expected and need to develop to function effectively in these courses persists even after course instruction. In this study, an instrument for identifying and examining factors affecting student performance and success in a first-year Mathematics university course was developed and administered to 86 students. The overall Cronbach's Alpha coefficient for the questionnaire was found to be 0.916. Having identified variables from prior research known to affect student performance, factor analysis was used to identify variables exhibiting the greatest impact on student performance. The variables included prior academic knowledge, workload, student approaches to learning, assessment, student support teaching quality, methods and resources. From the analysis, students' perceptions of their workload emerged as the factor having the greatest impact on student's performance, followed by the matriculation examination score. The findings are discussed and strategies that can be used to improve teaching and contribute to student success in a first-year mathematics course in a South African context are presented.     

Cultural distance and identities-in-construction within the multicultural mathematics classroom

In this paper we present and exemplify our interpretation of some theoretical constructs that have proved useful to our understanding of the complexity of multicultural mathematics classrooms. Constructs such as culture, cultural distance, cultural conflict and identities-in-construction have oriented our study of the complexity of highly multicultural mathematics classrooms in Barcelona. The purpose of this paper is to discuss how cultural distance arising from the different meanings that students, being local or immigrant, inevitably bring to the mathematics classroom may turn into cultural conflicts when cultural interaction is not facilitated through classroom discourse. The lack of cultural interaction and communication may give rise to strong negative feedings and refusal to participate on the side of the students. Students' nonparticipation can be understood as an active response to cultural distance and negative opinions in order to safeguard the identities they (wish to) construct within a context that they perceive as hostile.