Perspectives on Curricular Priorities for Big Data Analytics: A Qualitative Study of Educators and Practitioners

Abstract

Big Data is a universal concept that has become a metaphor for innovation and discovery; however, deriving this benefit requires going beyond traditional tools and expertise. The aim of this qualitative study (N=38) was to explore perspectives on curricular priorities for Big Data analytics from educators and practitioners. Nine themes were derived: computational and programming literacy, integrated and multidisciplinary curriculum, data quality and methodological standards, collaboration and domain-specific expertise, statistical literacy, basic statistics (probability and inference), ethico-legal considerations, critical analysis and effective communication skills, and meaning and definition of Big Data. Additionally, reflective learning was identified as an overarching theme, which can serve as a unifying pedagogical approach. These results provide a framework that appears to have content validity for informing curricular reform and development.