Abstract

To build better theories of cities, companies, and other social institutions such as universities, requires that we understand the tradeoffs and complementarities that exist between their core functions, and that we understand bounds to their growth. Scaling theory has been a powerful tool for addressing such questions in diverse physical, biological and urban systems, revealing systematic quantitative regularities between size and function. Here we apply scaling theory to the social sciences, taking a synoptic view of an entire class of institutions. The United States higher education system serves as an ideal case study, since it includes over 5,800 institutions with shared broad objectives, but ranges in strategy from vocational training to the production of novel research, contains public, nonprofit and for-profit models, and spans sizes from 10 to roughly 100,000 enrolled students. We show that, like organisms, ecosystems and cities, universities and colleges scale in a surprisingly systematic fashion following simple power-law behavior. Comparing seven commonly accepted sectors of higher education organizations, we find distinct regimes of scaling between a school’s total enrollment and its expenditures, revenues, graduation rates and economic added value. Our results quantify how each sector leverages specific economies of scale to address distinct priorities. Taken together, the scaling of features within a sector along with the shifts in scaling across sectors implies that there are generic mechanisms and constraints shared by all sectors, which lead to tradeoffs between their different societal functions and roles. We highlight the strong complementarity between public and private research universities, and community and state colleges, that all display superlinear returns to scale. In contrast to the scaling of biological systems, our results highlight that much of the observed scaling behavior is modulated by the particular strategies of organizations rather than an immutable set of constraints.

Highlights

  • How do processes and outcomes in human organizations change as these organizations grow in size? Are there bounds to their growth? Do the answers depend on an organization’s strategies or on immutable constraints? These questions are long-standing in the social sciences [1,2,3,4,5]

  • We focus mostly on the value of the exponent, α, which leads to the classification of systems as follows: 1. α > 1: superlinear scaling; this points to increasing returns to scale, or diseconomies of scale

  • There has not been any mechanistic understanding for the tradeoffs and capabilities of universities both as a function of their organizational structure and educational mission, nor of their overall size

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Summary

Introduction

How do processes and outcomes in human organizations change as these organizations grow in size? Are there bounds to their growth? Do the answers depend on an organization’s strategies or on immutable constraints? These questions are long-standing in the social sciences [1,2,3,4,5]. To shed light on these questions, we use scaling theory to study the universities and colleges of the United States. Universities are key organizations in most societies, absorbing important resources and fulfilling critical functions. The US higher education system in particular is an ideal case study because it represents one of the most diverse instances of a higher education system with institutions that span 10 to over 100,000 enrolled students, contain both nonprofit and for-profit models, and range in strategy from vocational training to the production of novel research [6]. Analyzing the US higher education system can provide important insights about how the basic mechanisms, tradeoffs, and outcomes of university function relate to size as societies aim to scale-up total educational outputs. Our understanding of these tradeoffs and capabilities as a function of institutional structure, educational mission, and overall size is still limited

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