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The purpose of the study was to develop a resource allocation model that would apply mathematical techniques to the restrictions and priorities imposed bar educators in order to produce feasible alternatives for large classes in higher education.`Because the simplex method of linear programming has been widely and successfully used in business applications, the method was chosen to solve the linear programming program formulated by the model. Components were chosen for the model to reflect the allocation of institutional resources to classes. Faculty, staff, supplies and equipment were chosen as cost items. The interaction of such resources was reflected in the size and number of student sections. Equations were developed which showed limitations on such factors and/or interrelationships. Since cost is not the only consideration in educational decisions, an objective function waswritten which reflected priority weights assigned to each factor.The simplex algorithm was applied to the restrictions and priorities imposed by educators in order to produce feasible alternatives. The instructional cost of each alternative was calculated. The number of faculty in each of the ranks and the size and number of sections were given. Such numerical results, coupled with applicable intangible factors which were not readily quantifiable, provided information to educational administrators for more defensible resource allocation decisions.Historical data were obtained from the English, General and Experimental Psychology, and Biology Departments of Ball State University for the purpose of testing the initial model. After modification, the model was applied to experimental data provided by the English Department, Ball State University. Keeping other data constant, the instructional cost of faculty assignments with varying faculty rank mixes was calculated. The model clearly showed that such variations changed the instructional costs for the course.Planning for classes with large enrollments may present administrative problems both in attaining goals and objectives for a course and in utilizing available resources most efficiently. Following are recommendations for utilization of the model.l. The administrator may wish to compare the instructional cost of various faculty rank mixes. Experimental tests in the English department showed a high cost for upper ranks of faculty. However, because of tenure and other considerations most departments, irrespective of the cost, will continue to employ many such people.2. The model should be utilized by administrators for analyzing alternate class sizes, combinations of large lectures and small discussion groups, and variations in instructional methodology. Alternate assignments of faculty workload may change both the distribution of faculty ranks and the instructional costs.3. A primary strength of the model is for use in budget planning. Prorating salaries, enrollments, workload, and miscellaneous costs will give the cost of teaching a course for a year. Alternately, the costs for each term or semester may be calculated and totals computed for the year to derive more defensible resource allocations.4. During testing of the model very close constraints were found to limit the flexibility of the model with respect to the alternatives which could be generated. The administrator should give the model as much freedom as possible in order to obtain a useful variety of alternatives.

The video 'Live Performance' is a play that was performed as a read-aloud dinner theater experience by a group of women principles to a Nova Scotia audience in educational administration. The CD includes the play script. / Thesis (PhDEducation)--University of South Australia, 2003.

Thesis (Ed. D.)--University of Missouri-Columbia, 2007. / The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on March 4, 2008) Vita. Includes bibliographical references.

Thesis (Ed. D.)--Virginia Polytechnic Institute and State University, 1991. / Vita. Abstract. Includes bibliographical references (leaves 228-240). Also available via the Internet.

Thesis (Ed.D.)--Teachers College, Columbia University. / Typescript; issued also on microfilm. Sponsor: William C. Sayres. Dissertation Committee: Paul Byers. Bibliography: leaves 162-173.

Thesis (Ed.D.) -- Teachers College, Columbia University, 1991. / Typescript; issued also on microfilm. Sponsor: Craig Richards. Dissertation Committee: Thurston Atkins. Includes bibliographical references: (leaves 208-215).

Thesis (Ed.D.)--Teachers College, Columbia University, 1993. / Typescript; issued also on microfilm. Sponsor: Josue M. Gonzalez. Dissertation Committee: Frank L. Smith, Jr. Includes bibliographical references (leaves 157-160).

Thesis (Ed.D.)--Teachers College, Columbia University, 1993. / Includes tables. Typescript; issued also on microfilm. Sponsor: Frank L. Smith, Jr. Dissertation Committee: Jonathan T. Hughes. Includes bibliographical references (leaves 152-155).

Thesis (Ed.D.)--Teachers College, Columbia University, 1993. / Typescript; issued also on microfilm. Sponsor: Frank L. Smith, Jr. Dissertation Committee: Jonathan T. Hughes. Includes bibliographical references (leaves 251-266).