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Information on resource allocation in United Kingdom (UK) universities, which is derived from a study by a Working Party of the Conference of University administrators, is presented. Attention is directed to: structures and constitutions; the use of norms and formulas; administration and central services; minor works, maintenance, and space; and equipment. Norms and formulas included: student load formulas and weightings for level of study, academic staffing levels and staff/student ratios, and technical support staff ratios. It is hypothesized that expenditure on academic and related departmental staff will tend to cluster around the average more closely than will other expenditures. If it is assumed that every university has its norm provision of space for its exact mixture of students (by discipline and level of study), area-related costs can be calculated per square meter and compared with the British average. Data are provided on the following: percentage relationships between the University of Bath and Great Britain total net unit costs with different weightings for level of study, 1979-80; the range of undergraduate total net departmental unit costs (Great Britain averages), 1979-80; the relationship of expenditure on departmental academic and related staff in Bath (1979-80) to what it would have been if expenditure was at the Great Britain level on average. A computer tabulation of expenditures at the University of Bath and its relationship with the Great Britain average is also included. (SW)

The use of a computer-based resource allocation procedure for cooperative education ("sandwich" coursework) at the University of Bath in Great Britain is discussed. Costs of undergraduate sandwich courses are compared with those of the more traditional 3-year, full-time undergraduate courses in British universities. Distinction is made between marginal and fixed costs. The degree course in applied biology is described as an example of one of the many 4-year course patterns. Data are provided to show the expenditure pattern of the average British university in 1979-1980 in support of a biology full-time equivalent undergraduate for 1 year. Costs from placing a student in an industrial work environment result from academic staff commitment, department support staff costs, departmental consumables, and traveling costs. The annual unit costs of the sandwich student is higher than that of the traditional student. Costs of the biology sandwich pattern, which places students in industry for 2 terms during the first 3 years, are compared to those of the chemistry degree, which places students in industry only during the third year. It is concluded that additional academic staff are required in order to provide the necessary support for the sandwich system. (SW)

A method for forecasting the number of college graduates in the United Kingdom is described, and suggestions are offered about ways that society should react to influence declining enrollments and potential reductions in technologically skilled graduates. Consideration is given to the implications of recruiting noncollege-bound individuals to pursue college studies in specific fields to help relieve shortfalls of workers. The college student recruitment and reporting process used in the United Kingdom is explained, and the specific case of eligible students versus entrants in the field of electrical and electronic engineering in Great Britain universities is addressed. The importance of anticipating demands for engineers is emphasized. It is noted that the problem for industry is the long lead times involved: the attractiveness of employment in a field such as engineering should be demonstrated at least 4 to 6 years in advance of labor needs. (SW)