Helping Business Students Acquire the Skills Needed for a Career in Analytics: A Comprehensive Industry Assessment of Entry‐Level Requirements     

Wilbur W. Stanton  Angela D'Auria Stanton 《Decision Sciences Journal of Innovative Education》2020,18(1):138-165

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   

Caregiver perceptions of inclusive playgrounds targeting toddlers and preschoolers with disabilities: has recent international and national policy improved overall satisfaction?          下载免费PDF全文

Tina L. Stanton‐Chapman  Eric L. Schmidt 《Journal of Research in Special Educational Needs》2017,17(4):237-246

The purpose of the current study was to survey and interview caregivers of children with disabilities (ages 2–5 years) to obtain their input as to whether current playground equipment meets their child's needs. A total of 149 participants agreed to participate. Caregivers (i) indicated that their child with a disability could not fully participate in the playground's offerings, (ii) felt that the playground was not appropriate for their child with a disability and (iii) dreamed of a fully inclusive playground that met their child's needs. The results also demonstrate that social participation barriers continue to remain for families who have children with disabilities despite the passing of international human rights standards targeting individuals with disabilities and a global focus in improving the overall well‐being of children with disabilities.  相似文献   

Lecturer Confidence Building: The Use of Age Progression and Ego Enhancement     

Harry E Stanton 《高等教育研究与发展》1995,14(1):121-127

Twenty‐two university academics lacking confidence in their lecturing ability had two treatment sessions embracing age progression in the form of a success scenario and ego‐enhancement in the form of positive suggestions. A hypnotic induction involving the academics going ‘inside’ their bodies, finding the area of greatest comfort, relating into that comfort, and watching the flow of their breath as they allowed each out breath to take away tension was used to enhance a pleasant fantasy in which they recalled their best teaching performance. This was revived in their imaginations and embellished to become a total success experience to be carried forward to their next lecture. A Confidence Thermometer, designed to measure the academics self‐estimate of their confidence level, was administered before treatment, one week after completion of the second training session and as a follow‐up six months later. In addition, on the two latter occasions, the academics completed anecdotal reports recording their impressions of the treatment. Both Confidence Thermometer scores and the anecdotal reports indicated that confidence level was significantly higher both immediately after treatment and at the six month follow‐up.  相似文献   

Developing Media Literacy in Public Libraries: Learning from Community Media Centers     

Colin Rhinesmith  Christiana Lynne Urbano Stanton 《Public Library Quarterly》2013,32(4):420-440

The rise of digital media labs and spaces for content creation in public libraries has been documented in the scholarly literature. However, fewer studies have investigated the outcomes of media literacy initiatives in community media centers (CMCs) and how they might inform similar programs and services in public libraries. This article reports findings from a study that used qualitative research to investigate the current goals and activities of CMCs across the United States. The findings show that the educational, social, and community benefits of these programs could be useful for public libraries to consider in developing or augmenting their own media literacy initiatives.  相似文献   

From course assessment to redesign: a hybrid-vehicle course as a case illustration     

Ken C. Stanton  Thomas H. Bradley 《European Journal of Engineering Education》2013,38(6):687-699

Assessment has become a central aspect of engineering education for evaluating student learning, attaining accreditation, and ensuring accountability. However, the final step of the assessment process, which requires assessment results be used to redesign courses and programmes, is appreciably underdeveloped in the literature. As such, this work suggests a process, based on the engineering problem-solving method, to analyse and act on problems and successes identified in the assessment results. The process is illustrated through an application to Colorado State University's new programme for Hybrid-Electric Vehicle Engineering, for which the redesign process was originally created. Readers will benefit by simplifying and systematising the essential aspect of the assessment process – application to course redesign – for use in both research and practice applications.  相似文献   

A qualitative study of filicide by mentally ill mothers     

Stanton J  Simpson A  Wouldes T 《Child abuse & neglect》2000,24(11):1451-1460

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Bangor School Children’s Fund     

Wilbur F. Stanton 《Clearing house (Menasha, Wis.)》2013,86(4)

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Globalization and the Internationalization of Legal Education in the United States: An Annotated Bibliography     

Teresa C. Stanton 《Legal Reference Services Quarterly》2013,32(1):23-49

Globalization and its influence on legal education is a topic of growing interest to the legal profession and to legal educators alike. The first articles on the subject appeared in the mid-1990s, and the frequency of publications has been increasing ever since. This bibliography provides annotations to English-language law journal articles published between 1995 and 2008 that focus on the impact of globalization on legal education in the United States.  相似文献   

Making R&D More Than Research Plus Development     

Geoff Stanton  & Andrew Morris 《Higher Education Quarterly》2000,54(2):127-146

Much criticism of educational research has focussed on the problem of its effective dissemination to practitioners. This paper explores an alternative model, in which research, in some of its modes at least, is linked with development rather than dissemination. This argument is made in the context of further education. Most further education colleges have a tradition of involvement in development work, and many have a senior member of staff responsible for it. An examination of this has led to the conclusion that a two-way link needs to exist between researchers and those who have the role of development manager in colleges. It is argued that a well developed model embracing both research and development could be very powerful, and could establish a new and more productive relationship between colleges and universities. However, it is also argued that this relationship cannot be fully effective without some form of mediation. This requires the creation of a new kind of professional to undertake this function. The model proposed is one in which research and development remain distinct activities, each with their own disciplines and expertise, but where R&D as an integrated concept becomes more than the sum of its parts.  相似文献   

Listening beyond the self: How organizations create direct involvement     

Alexandra Michel  Stanton Wortham 《Learning Inquiry》2007,1(2):89-97

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