Author ORCID Identifier
0000-0002-4466-5886
Document Type
Article
Publication Date
2025
Abstract
Academic programs in colleges and universities in the United States have increasingly embraced principles of equity and inclusion to support student success and diversity within professions. Innovations in diversity, equity, and inclusion (DEI) in university programs require baseline data on students, faculty and administrators, curricula, and programmatic support. A review of data shows that underrepresented groups in the US workforce have limited visibility in operations research and analytics. A review of DEI-related research reveals some relevant insights including a gap in studies specific to operations research and analytics.
To provide evidence in support of DEI initiatives in OR/analytics, we describe a survey project to collect baseline data on participants in university programs in OR/analytics, on DEI-related characteristics of curricula, and of DEI-related programmatic supports. Most OR/Analytics programs have limited diversity, with proportionately small African American, Hispanic, female students, and faculty presence. However, despite the limited DEI content in curricula, many programs offer support services for underrepresented students.
These results provide initial evidence in support of initiatives in university programs in OR/analytics to strengthen the presence of underrepresented groups among students, faculty, and administrators; increase DEI-related content in curricula, and ensure that programmatic supports for DEI result in intended outcomes.
Recommended Citation
Johnson, M.P., Fabusuyi, T., Hesari, E. and S. Chu. 2025. How Inclusive are Degree Programs in Operations Research and Analytics in the U.S.? Conditional acceptance to INFORMS Transactions on Education.
Creative Commons License
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Included in
Operations Research, Systems Engineering and Industrial Engineering Commons, Public Affairs, Public Policy and Public Administration Commons, Scholarship of Teaching and Learning Commons
Comments
This paper has been conditionally accepted for publication by INFORMS Transactions on Education July 2025.