Teaching Operational Research Technique

Abstract

Good technique, i.e. competence in carrying out operational research, is as vital for the practitioner to acquire as competence in the traditional ‘techniques’. It is suggested that universities should teach students how to conduct simple projects prior to alerting them to more sophisticated methodological issues.

As an aid to this task, the traditional five or six parts of an operational research project are broken down and extended into 39 steps, and regrouped into three phases. Also, five skills are identified as being conceptually essential to "good" operational research, which students can develop through tackling suitable case studies.