A Case Study of the Impact of Resource Allocation Strategies on Academic Program Effectiveness at Donghai Institute of Education

Abstract

In the context of ongoing reform in China’s higher education sector, resource allocation has become a critical factor influencing the performance and quality of academic programs, particularly in private institutions with limited resources. Donghai Institute of Education, a mid-sized private college, has been striving to improve academic outcomes through strategic internal resource management. This study examined the impact of resource allocation strategies, specifically faculty allocation, infrastructure investment, and learning technology resources, on academic program effectiveness, using Input-Output Theory as its conceptual framework.
The objectives of the study were to examine the relationship between faculty allocation, infrastructure investment, and learning technology resources and the effectiveness of academic programs. A quantitative research design was employed. Data were collected through a structured questionnaire distributed to a stratified random sample of 320 respondents, including faculty and undergraduate students. The instrument measured perceptions of the three input variables and one output variable using a 5-point Likert scale. Descriptive statistics were used to analyze respondent profiles, while Pearson’s correlation and multiple linear regression were applied to test the study’s hypotheses.
The findings revealed that all three independent variables had a statistically significant and positive relationship with academic program effectiveness. Among them, learning technology resources showed the strongest influence, followed by faculty allocation and infrastructure investment. These results suggest that effective program outcomes are strongly associated with the quality and strategic deployment of institutional resources.
The study concludes that academic program effectiveness improves when faculty are appropriately assigned, infrastructure is adequately maintained, and learning technologies are fully integrated into instruction. It is recommended that institutions prioritize data-driven resource planning, with particular focus on enhancing digital learning environments and balancing faculty workloads. These findings may guide education administrators and policymakers in improving institutional effectiveness through optimized resource management.

Keywords: faculty allocation, learning technology resources, infrastructure investment, academic program effectiveness

6717195025 Li Xinyao, 2568 (2025). Advisor: Dr. Ma Yu, สารนิพนธ์ (Independent Study), A Case Study of the Impact of Resource Allocation Strategies on Academic Program Effectiveness at Donghai Institute of Education, นำเสนอในที่ประชุมวิชาการ (Conference), The 18th National and International Academic Conference 2025, ปริญญาโท (Master’s Degree), บัณฑิตวิทยาลัย (Graduate School), Master of Business Administration, Educational Resource Management, Siam University, Bangkok, Thailand – มหาวิทยาลัยสยาม กรุงเทพมหานคร ประเทศไทย