Business Intelligence and Big Data in Higher Education: Status of a Multi-Year Model Curriculum Development Effort for Business School Undergraduates, MS Graduates, and MBAs

Abstract

Business intelligence (BI), "big data", and analytics solutions are being deployed in an increasing number of organizations, yet recent predictions point to severe shortages in the number of graduates prepared to work in the area. New model curriculum is needed that can properly introduce BI and analytics topics into existing curriculum. That curriculum needs to incorporate current big data developments even as new dedicated analytics programs are becoming more prominent throughout the world. This paper contributes to the BI field by providing the first BI model curriculum guidelines. It focuses on adding appropriate elective courses to existing curriculum in order to foster the development of BI skills, knowledge, and experience for undergraduate majors, master of science in business information systems degree students, and MBAs. New curricula must achieve a delicate balance between a topic's level of coverage that is appropriate to students' level of expertise and background, and it must reflect industry workforce needs. Our approach to model curriculum development for business intelligence courses follows the structure of Krathwohl's (2002) revised taxonomy, and we incorporated multi-level feedback from faculty and industry experts. Overall, this was a long-term effort that resulted in model curriculum guidelines.Virhe. Määritä Aloitus-välilehdessä Title, jota haluat käyttää tähän kirjoitettavaan tekstiin. 450 Volume 36Article 23 Volume 36 Article 23 analytics, information security and privacy, e-government, and role of culture in IT. Her work has been published in journals such as

Analytics Curriculum for Undergraduate and Graduate Students

“…Schoenherr and Pero () highlight skills desired for successful data scientists in the field of supply chain management and provide illustrations of how predictive analytics can be implemented in the curriculum. Gupta, Goul, and Dinter () present three model curricula developed for an elective business intelligence (BI) course at the undergraduate, MS, and MBA levels. The curricula development relied on observations, suggestions, and feedback from experts in the BI domain.…”

Preliminary Insights into the Nature of Graduate IS Programmes in Sub-Saharan Africa

“…A descriptive survey like this, though valuable, does not provide rich insights into how faculties develop or revise graduate IS curricula. Future research could look at specific case studies of graduate IS curricula similar to those of Gupta et al (2015), and Ramesh and Gerth (2015). Such a study would provide richer insight into the factors that enable or inhibit IS curriculum model adherence than provided by extant literature.…”

Preparing a Data Scientist: A Pedagogic Experience in Designing a Big Data Analytics Course

“…Most of these models approach BI&A pedagogy from the program level perspective, where focus is given to the design of a stream of courses and how they integrate to develop a BI&A talent. For instance, Gupta, Goul, and Dinter (2015) developed a multi-year business school curricula that encompasses two levels of courses as prescribed by the MSIS 2006 Model Curriculum (Gorgone, Gray, Stohr, Valacich, and Wigand, 2006). Level 1 courses cover fundamental skills while level 2 courses cover sophisticated and emerging skills in areas such as big data.…”

“…For instance, Gupta, Goul, and Dinter (2015) developed a multi-year business school curricula that encompasses two levels of courses as prescribed by the MSIS 2006 Model Curriculum (Gorgone, Gray, Stohr, Valacich, and Wigand, 2006). Multiple academic institutions have developed curriculum models to equip BI&A talent with the requisite fundamental skills.…”