Research on the Dynamic Management Model of Teaching Resources and Optimal Allocation of Resources in Higher Education

The configuration of informatization hardware resources in the six schools is shown in Table 1. The hardware facilities of informatized teaching resources mainly include teaching equipment and facilities such as teachers’ computers that provide support for multimedia classrooms, subject teachers’ lesson preparation and implementation of teaching, network environment, as well as student-to-computer ratio and teacher-to-computer ratio.

The shape of multimedia classrooms in each school is shown in Table 2. Classrooms that utilize various types of multimedia equipment as additions to traditional classrooms, such as physical projection booths, projectors, pick-up and amplification equipment, digital video displays, and computers and other auxiliary information equipment are multimedia classrooms. Today, multimedia classrooms have become essential teaching tools.As shown in the table, the information technology infrastructure of each school is still relatively complete from the point of view of the number of constructions, and the rate of multimedia equipment has reached 100%. However, in the process of investigation, it was also found that except for one newly built school that was purchased in 2020 when the school was built, the information technology equipment in other schools is basically 7, 8 years ago or older equipment. These devices have a single function and require minimal configuration.And the use of time is too long. Some of the equipment has been seriously aging, and it has even been necessary to replace parts many times.

The unfavorable factors affecting teachers’ use of teaching resources are shown in Figure 1. Statistics on the unfavorable influences on teachers’ application of teaching resources show that the top three are: a. Insufficient available hardware devices b. Complicated operation of the devices c. Restricted use of the devices by teachers and students. Overall, the multimedia configuration of classrooms in schools in City A has basically reached full coverage, but the aging problem of available equipment is serious, and the old equipment has single function, complicated operation and high failure rate, which greatly affect the enthusiasm of teachers to use it.

Figure 1.

Influence of teachers’ use of teaching resources

Figure 2 shows whether the hardware equipment configured in each class can meet the teaching needs (A means “can be very satisfied, zero failure, and the big software runs without problems”, B means “can be well satisfied, occasionally there is a failure, but it can be solved by technicians soon”, C means “it can be basically satisfied, but once it fails, it cannot be solved for a long time”, D means “it cannot be satisfied, it always fails, which seriously affects teaching”), 53.35% of the teachers chose “once the equipment fails, it cannot be solved for a long time”. This shows that the operation and maintenance management of information-based teaching resources in schools in City A is not in place, which affects the enthusiasm of teachers.

Figure 2.

Can the hardware equipment configured by each class meet the requirements

Generally, teachers participate in training programs organized by the school or the Education Bureau to enhance their comprehensive strength and level. The number of times teachers participated in IT training is shown in Figure 3. Combined with the results of the survey, teachers who have participated in one to two times accounted for about fifty percent, teachers who have participated in three to six times accounted for 46.21%, and teachers who have not participated in the training accounted for only 4.27%. In this paper, we look at three aspects, namely, the results of teachers who have participated in technology training, the number of times they have participated in technology training, and which aspect of training they would most like to receive, to understand the technology training of teachers in the colleges and universities in A city.

Figure 3.

The number of teachers participating in information technology training

Figure 4 shows the effectiveness of technical training (A means “very helpful”, B means “moderately helpful”, C means “very helpful”, and D means “no help”). 66.15% of the respondents believed that the training was of great help, 20.59% of the respondents believed that the training was of great help, 12.64% of the respondents believed that the training was of little help, and 4.32% of the respondents believed that the training was of no help.

Figure 4.

Training to help the teaching

The training in teaching techniques that the teachers would like to attend is shown in Figure 5. As can be seen from the figure, 73.05% of teachers chose training in resource application, indicating that most teachers are not yet skilled in resource application and need training in this area. Teachers who chose training in courseware production accounted for 61.75%, with the increasing requirements for teachers’ lesson observation and quality lessons, some teachers hope to utilize the produced courseware to realize the display of their self-styling and strength. 62.33% of the teachers chose instructional design, which indicates that teachers hope to better integrate the rich resources with the teaching of the curriculum and to enhance the teaching effect more effectively through the use of instructional resources. The proportion of teachers who chose theoretical knowledge was relatively small, 25.31%, indicating that some teachers were aware of the functions of the new concept.

Figure 5.

The teaching and technical training of the teachers who want to participate

The management of teaching resources necessitates support and cooperation from all levels. Lack of clarity in authority will lead to shirking of responsibilities among departments, and management measures will go unimplemented. Teaching and management are the two basic functions of a school, and their change to the direction of information technology development has become an inevitable trend in current school development. Therefore, the school management system also needs to improve the support for information dissemination. However, according to the results of the survey, it can be seen that all schools in the region have not yet established the corresponding management system. The survey also found that the few schools with teaching resource management measures are biased towards the management of hardware and equipment, and the collection, processing, organizing and classification of teaching resources are all spontaneous actions of teachers, and the schools lack corresponding management.

Information technology hardware equipment used in the process needs to be regularly maintained and repaired to ensure its optimal performance. Common safeguards are regularly updated antivirus software, firewall configuration, system cleanup, etc., the application of these technologies can minimize the virus on the equipment software system attacks, thus ensuring the best performance. However, in the survey process found that participating schools are generally heavy construction, light management, the quality of its equipment maintenance can not keep up, and does not pay attention to the creation of the protection system.

In general, teaching resources in university education are under the overall responsibility of the State-owned Assets Management Office, and then they are secondarily authorized to all relevant functional departments, faculties, etc., according to the dimensions of resource management and use. For example, the Academic Affairs Office is responsible for the construction and maintenance of multimedia classrooms, while faculties and departments are responsible for the construction of computer rooms, laboratories, etc.According to different needs, the network center is responsible for maintaining servers and so on. The resources are isolated from each other and difficult to share. With the development of science and technology, the color of informatization in the educational teaching and scientific research activities of colleges and universities is getting stronger and stronger, and the degree of professional integration is getting higher and higher. In the face of a wide variety of ever-changing IT resources, management with the former management thinking cannot keep up with the times and be efficient. In this context, the current structure and mode of teaching resource management in colleges and universities to carry out systematic quality reform, re-architecture of teaching resource management mode in higher education is very necessary, from the object-centered to human-centered intelligent management, the role of the management department from the administrator to the service provider change. First of all, colleges and universities can perform the functions of teaching resource management, realize the overall strategic level of the school’s global coordination, and dynamically monitor resources so that they can be coordinated rationally. The use of big data to create a public teaching resources platform, the use of computer software systems to realize the dynamic management of public teaching resources, informationization and upgrading, so as to understand the situation of various types of resources in schools in real time. At the same time, colleges and universities can also consider hiring a third-party professional organization to co-manage with the school’s management department, train their own management team and improve their management level, which not only improves the operational efficiency of asset management and provides better public teaching resource services, but also effectively avoids uncontrolled management and external dependence.

Secondly, schools need to strengthen the overall layout of the functions of faculties and departments and adjust them accordingly. School-level institutions lead the overall situation, while second-level faculties and departments directly develop and manage resources, taking full advantage of the overall benefits of human, material, and financial resources. Consideration can be given to the integration of colleges and majors with similar majors. Based on the disciplines, the university can take the lead in the construction of public resources such as experimental centers, teaching centers, and shared spaces shared by multiple faculties and departments, and take a unified approach to the management of teaching resources attributed to the university and subject to the overall arrangements for their management, and for the resources attributed to the second-level colleges or majors, open them up for use by other faculties and departments under the premise of satisfying the use of majors of the faculties and departments. Colleges should share to ensure that the use of fixed assets is reasonable and efficient, saving resources, so as to maximize the efficiency of the use of assets.

Finally, it is necessary to effectively improve the sense of responsibility of teaching resource managers in colleges and universities, and give full play to the potential of direct resource managers in discovering potentially idle resources and maintaining them in a timely manner. Further training should be provided to managers to improve their awareness of the full use of resources and enhance their ability to deal with minor problems, thus enhancing the efficiency of fundamental resource management. In addition, the “separation of management and use” model should be explored, with the goal of establishing a university-wide sharing system for university teaching resources, so as to optimize and upgrade the allocation of university teaching resources and make full use of them. Specialized management will to a certain extent alleviate the work pressure of technical staff, improve resource management efficiency, shorten communication time and process consumption, and achieve efficient use and management of public teaching resources with more professional and optimized skills and talent support, and ultimately form an open, multi-level, multi-category, high efficiency and benefit system that can maximize the service for experimentation, scientific research, teaching, and even for the society, Clear working procedures, clear responsibilities and rights, standardized management, reasonable and scientific resource allocation of university teaching resources sharing system, for the sharing and construction of the university itself, and even with other institutions, scientific research units, social organizations to share resources, synergistic cooperation to play the maximum efficiency, to achieve the maximum input and output benefits, and to further promote the integration of academic disciplines, industrial integration, and to lay the foundation for the long-term development of the university.

The establishment of school public resource accounts and integrated and dynamic management of teaching resources in higher education is of great significance to optimize public teaching resource allocation.In resource planning, it is necessary to set up a long-term goal that is in line with the development direction of the school and is both strategic and forward-looking. In addition, it is necessary to strengthen the research efforts, adhere to the times, the school’s professional opening, the direction of academic construction, the size of the students, laboratory construction, the college assets for a comprehensive control, the establishment of medium-term and long-term resource investment plan, and invite relevant experts to fully demonstrate the plan, to ensure that the maximum strength of the resources invested in the scientific nature and effectiveness, to avoid duplication of purchases, single-function, distribution, uneven distribution, etc., to improve the utilization of resources, to improve the teaching resources. In order to avoid duplication of procurement, single function, uneven distribution, etc., and improve the efficiency of resource utilization [22].

Colleges and universities should integrate public teaching resources that can be shared from the dimensions of disciplinary relevance and professional integration, unify to create a public teaching resources platform, coordinate management, and further promote interdisciplinary and inter-school cooperation. In the utilization of public teaching resources to make the best use of things, in order to improve the utilization efficiency of equipment, we must first have a comprehensive understanding and control of the existing instruments and equipment, only then can we carry out further rational arrangements and use. Take the public computer room as an example, first of all, we must map the existing resources to grasp, to understand in detail the existing number of computer rooms, the number of computers, equipment models and functions and purchase age, as the basis for co-ordination arrangements. Secondly, it is necessary to scientifically arrange the courses, increase the maintenance and repair of equipment, reduce the frequency of maintenance of equipment, improve the efficiency of maintenance, and avoid as much as possible the equipment to be idle for a long time. Finally, we should follow the principle of “building and sharing” and “making the best use of things” in the process of construction and use, so as to effectively improve the efficiency of the construction and use of public resources in schools.

Data envelopment analysis (DEA) is based on multiple indicators of multiple inputs and multiple indicators of outputs, evaluated using the analytical method of efficiency. According to the results of its evaluation to analyze the decision-making unit of your production or operational efficiency, data envelopment analysis and other comprehensive evaluation method is the difference between the data envelopment analysis method does not need to specify the production of inputs and outputs of the two numbers of the specific form, so the data envelopment analysis method is suitable for the kind of difficult to determine the production function of multiple inputs and outputs of the decision-making unit of the complex production unit so as to analyze the effect of inputs and outputs. Data envelopment analysis only needs to be based on our collection of input and output data of each decision-making unit can be calculated for each decision-making unit’s technical efficiency value and pure technical efficiency value, so compared with other comprehensive evaluation method requires us to determine the parameters through some subjective and objective methods, the evaluation results of the data envelopment analysis method is more objective [23].

Data envelopment analysis method can not only determine the inefficiency of its decision-making unit, but also able to determine the source of inefficiency of the decision-making unit, through the decision-making unit of the data, analyze and get other decision-making units need to increase the investment in which elements, which elements need to reduce the input indicators for the main body of the allocation of resources for colleges and universities to obtain a lot of information and resources that are conducive to improving the efficiency of teaching and learning to share and, in practice, in order to improve the efficiency of teaching and learning to share. According to the results of its judgment, it is necessary to adjust to know the work in practice.

C²R model is the first model for evaluating the effectiveness of DEA for decision-making units. There are n decision cells (j = 1,…,n), each with the same m inputs (i = 1,…,m) and the same s outputs (r = 1,…,s) [24]. Denote by x_y the ith input of cell j and y_n the rth output of cell j. The inputs and outputs are expressed as follows: (1) Put into{ 1→2→⋯m→ [ x11x12…x1nx21x22…x2n……xij…xm1xm2…xmn ] (2) [ y11y12⋯y1ny21y22⋯y2n⋯⋯yη⋯ys1ys2⋯ysn ]1→2→⋯m→ }Output

If v_i is used to denote the weights of the ind input and u_r the weights of the rth output, the expression for the input-output ratio h_j of decision cell j is: (3) hj=∑r=1suryrj∑i=1mvixij(j=1,…,n)

By appropriately selecting weights v_i(i = 1,…,m) and u_r(r = 1,…,s) so that for j = 1,…,n, there is h_j ≤ 1, the performance evaluation of the j₀ th decision unit can be reduced to the following optimization model: (4) maxhj*=∑r=1suryrj*∑i=1mνixij* (5) {∑​sr=1uryrj∑​mi=1νixij≤1(j=1,…,n)νi≥0(i=1,…,m),ur≥0(r=1,…,s)

This is a fractional programming problem that can be transformed into an equivalent linear programming problem by the following transformation.

Then the model can be written as: (7) maxhj*=t∑r=1suryrj*=∑r=1sμryη* (8) { ∑i=1mωixij−∑r=1sμryrj*≥0 (j=1,…,n)∑i=1mωixij=1ωi≥0 (i=1,…,m),μr≥0 (r=1,…,s)

If we make the dyadic variable of Eq. (9) to be (–λ) and the dyadic variable of Eq. (9) to be θ, the dyadic problem can be written as: (9) minθ{∑j=1nλjxij≤θxij(i=1,…,m)∑j=1nλjxnj≥ynj(r=1,…,s)λj≥0(j=1,…,n)

The economic significance of the dyadic problem in Eq. is clear: in order to evaluate the performance of decision unit j₀, a hypothetical combined decision unit can be compared with it.

Under the constraints of C²R, the concavity assumption condition ∑j=1nλj=1 is added, and then the dyadic theory of linear programming is utilized to obtain a linear program similar to model C²R, or model C²GS² for short [25]. It is shown in the following equation: (10) DC′GS′{ minθ∑j=1nλjxj≤θx0∑j=1nλjyj≥y0∑j=1nλj=1,j=1,2,⋯,nλj≥0

In order to more easily determine the effectiveness or otherwise of the decision unit technique, non-Archimedean infinitesimal quantity ε, slack variable s⁻, and residual variable s⁺ are introduced to the above model to obtain the following linear programming model: (11) (De){ min[ θ−e(e∧s−∧+es+) ]sI.∑j=1nλjxj+s−=θx0∑j=1nλjyj−s+=y0∑j=1nλj=1,j=1,2,⋯,nλj≥0s−≥0,s+≥0

The meaning of each parameter and variable in linear programming D_C′GS′ and (D_ε) is the same as in model C²R. The optimal solution of linear programming (D_s) can be set as: λ₀,s⁺⁰,s⁻⁰,θ⁰ Thus, the 1)

If θ⁰ = 1 and s⁺⁰ ≠ 0 or s⁻0 = 0, then DMU_j0 is a weak DEA valid (C²GS²), i.e., there is an “excess” of inputs or a “deficit” of outputs in the system composed of the n decision units.