Applications of Qualitative and Quantitative Techniques of Management in Administrative/Academic Decision-Making in Institutions of Higher Education in Virginia

Abstract

The purpose of this study was to examine the status and extent to which administrators of colleges and universities in the state of Virginia apply qualitative and quantitative techniques of management in planning, directing, reporting, and controlling activities for enhancing their administrative and academic decision-making capability. The study was directed to the top and operative organizational levels in two categories of administrators (nonacademic and academic) to determine the types of managerial techniques used, degrees of familiarity with these techniques, frequency of use, managerial benefits and constraints, and individual and organizational factors involved in using such techniques. The qualitative and quantitative techniques were selected from diverse sources of related literature. The study followed guidelines of exploratory and descriptive research. Data were collected through a questionnaire mailed to 288 administrators of twelve randomly selected colleges and universities in Virginia. The study was limited to institutions granting at least a four-year baccalaureate degree and having a total enrollment of at least 1,000 students. Data were analyzed using descriptive statistics and factorial analysis of variance to describe administrators1 decision-making capability in terms of the extent of utilization of the selected techniques. Based upon a 55 percent response rate, the findings show that administrators have moderate knowledge about the techniques and their extent of use is fairly low. No significant statistical differences in the degree of familiarity and extent of use with various management techniques (qualitative and quantitative) either by category of administrator assignment (nonacademic and academic) and by level or type of administrator (executive and operative) was found. The most reported techniques related to familiarity and extent of use were Brainstorming, Checklists, Benchmarking and Cost-Benefit Analysis. Respondents positively use and perceive the value of qualitative techniques more favorably than the quantitative techniques for decision-making. Results of this study may be of benefit to both practitioners and academicians. Based upon this study1s findings, practical implications are discussed. Limitations and suggestions also are made for future research into this topic.