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1.
Fact‐based decision making is changing job functions within organizations more than any other technology. Analytics, once the purview of the data scientist, is now spread throughout organizations. No longer is there a single job title, job function, or set of required skills and credentials for an analytics career. Companies have moved away from seeking applicants with a specific degree to now recruiting analytics talent based on required skill sets. For more than a decade, business schools have been developing new programs in analytics in response to industry's needs. However, in developing meaningful career‐ready professionals, business programs must understand the skills required across different analytics job functions. In this article, the authors present a comprehensive assessment of the skills sought by employers when considering a candidate for an entry‐level analytics position. The authors describe the demand for various types of analytics professionals, identify the job titles and functions with the most significant demand, and then draw a comparison of the job requirements of hard skills, soft skills, software skills, and credentials between three of the most sought‐after analytics areas: data science, data analytics, and business analytics. The authors conclude by providing faculty and administrators with recommendations on how to adapt their courses and programs to provide students with the fundamental preparation necessary for careers in data science, data analytics, and business analytics.  相似文献   

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Recent technological advancements in data storage and processing have changed how companies conduct their business. An increasing number of firms have started putting their efforts in extracting information from their databases to improve profitability and reduce costs using quantitative approaches. Thus, the job market has been experiencing a rapidly growing demand for business analytics (BA) practitioners, and universities across the globe are increasingly responding to this newly emerged field by offering both undergraduate and graduate level degrees as well as certificate programs. Thus, this research aims to provide a framework for academic institutions to develop a state‐of‐the‐art master's in business analytics (MSBA) curriculum by identifying concepts, skills, knowledge, and tools (CSKT) that industry seeks in BA practitioners. Our data‐driven methodology utilizes peer institution analysis, indeed.com web scraping, and focus group analysis with mid‐ and senior‐level analytics leaders from major companies. Our contribution to the literature and recommendations to institutions developing MSBA programs are offered at the end.  相似文献   

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It is impossible to deny the significant impact from the emergence of big data and business analytics” on the fields of Information Technology, Quantitative Methods, and the Decision Sciences. Both industry and academia seek to hire talent in these areas with the hope of developing organizational competencies. This article describes a multi‐method research agenda that was executed to ascertain insights regarding which knowledge, skills, and abilities, (KSAs) are valued by employers seeking to hire entry‐level analytics professionals from schools of business. Current undergraduate business analytics programs are first examined to define the research scope. A triangulated mixed‐method research approach is then used to determine the knowledge, skills, and abilities that are in demand for entry‐level jobs in this area. Finally, the multi‐method triangulation of data is combined with experiences in building academic programs in business analytics at two nationally‐ranked state universities to offer insights for those seeking to develop academic programs in this area.  相似文献   

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In this pilot research we examine the impact of two leadership development training programs on the ability of students to acquire knowledge, share knowledge, and apply knowledge for organizational decision making. One program emphasized concepts and case‐based application based on a technical learning paradigm. The other program used a game‐based computer simulation, Virtual Leader, grounded in an experiential or situated learning paradigm. After training, students from both programs engaged in a complex in‐basket exercise to examine the quality of their leadership and managerial abilities. In this exercise, participants from each training intervention worked with their trained cohort to accomplish a day of managerial work. Participants were observed and their individual and collective actions and decisions on behalf of the organization were evaluated. Using qualitative research we compared the organizational decisions associated with each group to determine which pedagogical technique resulted in the most effective application of student learning. While technical learning pedagogy was associated with greater information acquisition, the game‐based computer simulation (an experiential, social‐interaction oriented pedagogy) was associated with better decision quality and more shared cognition. Evidence suggests that students taught with the game‐based computer simulation collectively demonstrated a greater ability to apply what they learned.  相似文献   

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The expression “big data” is ubiquitous in the business world today, but few undergraduate business students have the opportunity to gain practical experience with how new business analytics tools can be used in decision making. This article describes a set of hands‐on labs that prepare students to incorporate streaming data analysis into group research projects. Splunk is used to help students analyze and visualize streaming social media data. An evaluation of student projects and student survey results show that this practical approach of training students to manipulate and visualize big data was largely successful in achieving instructional goals.  相似文献   

8.
Scholarship on service-learning and experiential learning consistently demonstrates benefits for students, but little evidence has emerged examining the perspectives of faculty. The current study examines the conflicting perspectives from faculty affiliated with a university undergraduate criminology major that utilizes both experiential learning and service-learning. Focus groups of departmental faculty revealed fears over curriculum rigor, concerns over forming partnerships and investing resources into service-learning and experiential learning activities without university incentives, and recognition of student and department benefits derived from service-learning and experiential learning activities.  相似文献   

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Recent developments in agent‐based modeling as a method of systems analysis and optimization indicate that students in business analytics need an introduction to the terminology, concepts, and framework of agent‐based modeling. This article presents an active learning exercise for MBA students in business analytics that demonstrates agent‐based modeling by solving a knapsack optimization problem. For the activity, students act as naïve agents by using dice to randomly selecting items for a finite capacity knapsack to maximize the value of the knapsack. Students then design a greedy heuristic to skew the probability of selection item. These pencil‐and‐paper models are then implemented in a spreadsheet model to demonstrate the effects of altering the agents’ behavior. Finally, a binary integer programming model is examined to contrast agent‐based modeling with traditional mathematical programming formulations. This exercise is innovative because it combines student engagement via active learning with an innovative, individual‐based, modeling methodology.  相似文献   

10.
With digitisation and the rise of e‐learning have come a range of computational tools and approaches that have allowed educators to better support the learners' experience in schools, colleges and universities. The move away from traditional paper‐based course materials, registration, admissions and support services to the mobile, always‐on and always accessible data has driven demand for information and generated new forms of data observable through consumption behaviours. These changes have led to a plethora of data sets that store learning content and track user behaviours. Most recently, new data analytics approaches are creating new ways of understanding trends and behaviours in students that can be used to improve learning design, strengthen student retention, provide early warning signals concerning individual students and help to personalise the learner's experience. This paper proposes a foundational learning analytics model (LAM) for higher education that focuses on the dynamic interaction of stakeholders with their data supported by visual analytics, such as self‐organising maps, to generate conversations, shared inquiry and solution‐seeking. The model can be applied for other educational institutions interested in using learning analytics processes to support personalised learning and support services. Further work is testing its efficacy in increasing student retention rates.  相似文献   

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The rapid growth of analytics is bringing more attention to quantitative core curriculum requirements in undergraduate business programs. Statistical knowledge and skills are unequivocally recognized as essential cornerstone of business analytics. Furthermore, educational research has shown that academic performance in statistics classes is related to the attitudes that students bring to the course. This article assesses the reliability and validity of the Survey of Attitudes toward Statistics (SATS) in measuring noncognitive dimensions of attitudes among undergraduate business students. Sample data from U.S. and Chinese introductory business statistics classes were collected and analyzed to learn more about this aspect of student engagement across business schools located in countries with substantially different levels of success in international mathematics achievement testing, as well as differing cultural and educational practices. Results show that the six‐factor model structure of the SATS provides a good fit in both populations, with students entering business statistics holding only slightly positive attitudes toward the subject. Significant distinctions between four of the six attitude components were identified. Implications of measuring and improving these attitudes are discussed. Business statistics instructors are encouraged to use the survey as a standardized instrument to measure effects of interventions and make evidence‐based pedagogical decisions.  相似文献   

12.
In this article we report on the findings of a project funded by the Australian Office for Learning and Teaching and entitled “Learning Analytics: Assisting Universities with Student Retention.” While this project was primarily focused on retention as a potential outcome of learning analytics, its application could be related to the broader concept of student success. Student success allows for a focus on pedagogy and the use of learning analytics for the improvement of learning and teaching with a firm scholarly evidence base. The data gathered for the project provide the background for a discussion about the potential of learning analytics to inform the practice of the Scholarship of Teaching and Learning. A case study demonstrates the potential of this approach. Overall, clear pedagogical questions are important in the application of learning analytics to the Scholarship of Teaching and Learning, and we suggest potential ways to explore pedagogical questions with big data methods.  相似文献   

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We show how the principles of flipped learning that have been successfully applied to analytics classes taught face‐to‐face (F2F) at the undergraduate and graduate levels were emulated in corresponding online classes. Student satisfaction in the online flipped analytics classes was compared to student satisfaction in the F2F flipped analytics classes. Data were collected between the Spring 2016 and Fall 2018 semesters and involved two instructors with a sample of 726 students. The results of an independent samples t‐test showed that there was no significant difference in satisfaction between the online and F2F offerings. A binary logistics regression analysis on the data revealed that whether the flipped course was taught F2F or online had no significant effect on students recommending the course to their peers. The results suggest that flipped learning is transferrable to online analytics courses and yields student satisfaction at par with equivalent F2F flipped courses.  相似文献   

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In this article, we present an experiential perspective on how a big data analytics course was designed and delivered to students at a major Midwestern university. In reference to the MSIS 2006 Model Curriculum, we designed this course as a level 2 course, with prerequisites in databases, computer programming, statistics, and data mining. Students in the class were mostly seniors or at the graduate level, and had a strong technical and quantitative background. We include details of concepts covered in the course, as well as summaries of four major sample course assignments used. Some of the concepts covered include large‐scale data collection and management using the Hadoop ecosystem, stream mining, visual analytics, and social network analytics. Besides Hadoop, the course also introduced various IBM and Teradata big data tools. We show how the course modules align with the intended learning goals and course objectives. A post‐course survey indicated that the structure and organization of the course helped students clearly and concisely assimilate the course content.  相似文献   

15.
Despite strong political support for the development of sustainability literacy amongst the UK graduates, embedding sustainability in the higher education curriculum has met with widespread indifference, and in some cases, active resistance. However, opportunities exist beyond the formal curriculum for engaging students in learning about sustainability. Previous research has highlighted the potential of the university campus for experiential, place-based learning about and for sustainability. This has been conceptualised as the ‘informal’ curriculum, consisting of extra-curricular activities and student projects linking estates and operations to formal study. However, the impact of the so-called ‘hidden curriculum’ (the implicit messages a university sends about sustainability through the institutional environment and values) has been overlooked as a potential influence on student learning and behaviour. This article reports on a small-scale research project which utilised a phenomenographic approach to explore students’ perceptions of the ‘hidden sustainability curriculum’ at a leading sustainability university. The findings suggest that helping students deconstruct the hidden campus curriculum may enhance aspects of sustainability literacy; developing students’ understanding about sustainability and creating solutions to sustainability issues, enabling evaluative dialogue around campus sustainability and also self-reflection, which could be transformative and translate into pro-environmental behaviour change. This research is transferable to other contexts.  相似文献   

16.
ABSTRACT

Changes in funding patterns and privatization of health and human services within government are prompting new forms of management and organizational structures creating challenges for service delivery and the education of social work managers. The profession's ability to provide leadership and respond to such rapidly changing environmental trends is grounded in the capability of field education to bridge the university and practice communities and provide flexible, innovative combinations of service programming and research partnerships. This article provides a framework for the development and operation of a unique type of field demonstration project. The article focuses on the methodology used to develop and operate the field projects in order to encourage replication among other schools of social work.  相似文献   

17.
Globalization is radically transforming technical communication (TC) both in the workplace and in higher education. This article examines these changes and the ways in which TC programs position themselves amid globalization, in particular the ways in which they use emerging global partnerships to prepare students for global work and citizenship. For this purpose, the authors report on a Council for Programs in Technical and Scientific Communication-supported exploratory study of current partnership initiatives in TC programs. The study indicated a high level of activity, planning, and interest in global partnerships and revealed a range of creative and innovative partnerships that systematically integrate new opportunities for experiential learning, collaborative international research, and civic engagement in a global context into programs and their curricula. Partnerships also emphasize cultural sensitivity, equal partner contribution, and mutual benefit, thus offering alternatives to emerging global trade visions of higher education. The article also identifies key challenges that partnerships face, suggesting implications for programs and the field as a whole to facilitate successful partnerships.  相似文献   

18.
Globalization is radically transforming technical communication (TC) both in the workplace and in higher education. This article examines these changes and the ways in which TC programs position themselves amid globalization, in particular the ways in which they use emerging global partnerships to prepare students for global work and citizenship. For this purpose, the authors report on a Council for Programs in Technical and Scientific Communication-supported exploratory study of current partnership initiatives in TC programs. The study indicated a high level of activity, planning, and interest in global partnerships and revealed a range of creative and innovative partnerships that systematically integrate new opportunities for experiential learning, collaborative international research, and civic engagement in a global context into programs and their curricula. Partnerships also emphasize cultural sensitivity, equal partner contribution, and mutual benefit, thus offering alternatives to emerging global trade visions of higher education. The article also identifies key challenges that partnerships face, suggesting implications for programs and the field as a whole to facilitate successful partnerships.  相似文献   

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Educational settings tend to provide highly specialized contexts for learning. In contrast, workplaces are increasingly multidisciplinary, presenting challenges often not considered in the technical communication curriculum. Our technical communication program is addressing this issue by building partnerships with programs in mechanical engineering and industrial engineering. In this article, we discuss a study of our initial semester matching technical communication students with teams of engineers in a capstone, client-based design course. We focus on challenges the students faced in the multidisciplinary, client-based experience. Based on our initial results, we suggest that academic and professional settings could do more to address the types of challenges identified. We call for a more inclusive pedagogy, one that expands the boundaries of technical communication and welcomes multidisciplinary experience in shared contexts.  相似文献   

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