ONE APPROACH TO REALLOCATING INSTRUCTIONAL RESOURCES: THE HOUSTON MODEL
提出一个模型，通过评估教学特征和院系学术优先级来决定教学资源的分配，避免光环效应，逻辑简单易懂，适合资源有限的高校管理者使用。
In this paper a model for deciding which instructional departments should receive and surrender new or reallocatable resources is developed. It combines a two‐dimensional assessment of resource needs based on instructional characteristics and the academic priority of the department to arrive at resource allocation priorities. Unusual features of the model are its reliance on judgments of departmental centrality to institutional mission as the discriminating variable in ascribing academic priorities and the careful avoidance of “halo effects” through independent assessment of resource needs and academic priorities. The model is sensitive enough to discriminate between competing claims for scarce resources while retaining a simplicity of logic that makes its mechanics understandable to those with little grounding in the decision sciences.