How Inclusive Are Degree Programs in Operations Research and Analytics in the United States?

• Published in: Transactions on education
• Main Authors: Johnson, Michael P., Fabusuyi, Tayo, Hesari, Elham, Chu, Salina
• Format: Journal Article
• Language: English
• Published: INFORMS 18.08.2025
• Subjects: administrators; analytics; curriculum; diversity; equity; faculty; higher education; inclusion; operations research; students
• ISSN: 1532-0545; 1532-0545
• DOI: 10.1287/ited.2023.0050

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 U.S. workforce have limited visibility in operations research (OR) and analytics. A review of DEI-related research reveals some relevant insights, including a gap in studies specific to OR 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, and female student 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. Funding: Research for this paper received support from the INFORMS Diversity Ambassadors Program [Grant 2022–2023]. This work was also supported by the McCormack Graduate School Dean’s Office Student Success Summer Fellowship program [Grant 2022–2023]. Supplemental Material: The online appendix is available at https://doi.org/10.1287/ited.2023.0050 .