Analytical techniques used in responding to a series of four substantial budget reductions imposed at Oregon State University are described. Over a 2-year period, each of the budget reductions demanded increasingly severe institutional action to meet the specified monetary targets. Different analytical techniques were required to meet the changing circumstances. For the first modest budget cut in June 1980, the analytical tool employed was the log-linear plot, line graphs of the student credit hour (SCH) trends for each of the university's schools and colleges. A logarithmic scale was used to identify academic units that would receive differential budget cuts. After severe budget cuts during 18 months, a computerized budget reduction model was developed that was designed to differentiate among various major categories of expense within overall budgets. Two sets of weighting factors were used for this mathematical model. Finally, in cases where program reduction or elimination was indicated, an effort was made to act equitably among affected units. The analytical tool used to define such equity was the Induced Work Load Matrix, which shows the way in which students majoring in one discipline generate SCH (and thus workload and resource requirements) in other departments. Illustrations of the use of these techniques are included. (SW)