Operational research from Taylorism to Terabytes: a research agenda for the analytics age

The growing attention and prominence afforded to analytics presents a genuine challenge for the operational research community. Many in the community have recognised this growth and sought to align themselves with analytics. For instance, the US operational research society INFORMS now offers analytics related conferences, certification and a magazine. However, as shown in this research, the volume of analytics-orientated studies in journals associated with operational research is comparatively low. This paper seeks to address this paradox by seeking to better understand what analytics is, and how operational research is related to it. To do so literature from a range of academic disciplines is analysed, in what is conceived as concurrent histories in the shared tradition of a management paradigm spread over the last 100 years. The findings of this analysis reveal new insights as to how operational research exists within an ecosystem shared with several other disciplines, and how interactions and ripple effects diffuse knowledge and ideas between each. Whilst this ecosystem is developed and evolved through interdisciplinary collaborations, individual disciplines are cast into competition for the attention of the same business users. These findings are further explored by discussing the implication this has for operational research, as well as considering what directions future research may take to maximise the potential value of these relationships

Is operational research in UK universities fit-for-purpose for the growing field of analytics?

Over the last decade considerable interest has been generated into the use of analytical methods in organisations. Along with this, many have reported a significant gap between organisational demand for analytical-trained staff, and the number of potential recruits qualified for such roles. This interest is of high relevance to the operational research discipline, both in terms of raising the profile of the field, as well as in the teaching and training of graduates to fill these roles. However, what is less clear, is the extent to which operational research teaching in universities, or indeed teaching on the various courses labelled as analytics , are offering a curriculum that can prepare graduates for these roles. It is within this space that this research is positioned, specifically seeking to analyse the suitability of current provisions, limited to master s education in UK universities, and to make recommendations on how curricula may be developed. To do so, a mixed methods research design, in the pragmatic tradition, is presented. This includes a variety of research instruments. Firstly, a computational literature review is presented on analytics, assessing (amongst other things) the amount of research into analytics from a range of disciplines. Secondly, a historical analysis is performed of the literature regarding elements that can be seen as the pre-cursor of analytics, such as management information systems, decision support systems and business intelligence. Thirdly, an analysis of job adverts is included, utilising an online topic model and correlations analyses. Fourthly, online materials from UK universities concerning relevant degrees are analysed using a bagged support vector classifier and a bespoke module analysis algorithm. Finally, interviews with both potential employers of graduates, and also academics involved in analytics courses, are presented. The results of these separate analyses are synthesised and contrasted. The outcome of this is an assessment of the current state of the market, some reflections on the role operational research make have, and a framework for the development of analytics curricula. The principal contribution of this work is practical; providing tangible recommendations on curricula design and development, as well as to the operational research community in general in respect to how it may react to the growth of analytics. Additional contributions are made in respect to methodology, with a novel, mixed-method approach employed, and to theory, with insights as to the nature of how trends develop in both the jobs market and in academia. It is hoped that the insights here, may be of value to course designers seeking to react to similar trends in a wide range of disciplines and fields