ALIGNING IS CURRICULUM WITH INDUSTRY SKILL EXPECTATIONS: A TEXT MINING APPROACH

Digitalization offers both great opportunities as well as new challenges and uncertainties. In particular, students in their role as future employees will have to cope with the new digital environments, which makes lifelong learning and up-to-date skills even more important than they already are. Key players in this long-term development are the universities as providers of the necessary skills and knowledge. By now, it is clear that digitalization will have a broad impact on the future conditions of universities. But are they already prepared for it? Against this backdrop, we present an approach to combine universities’ offerings with the required industry job skills to identify potential curricular gaps at course level that arise through ongoing digitalization and, as a consequence, changing skill requests for employees. We identify an appropriate set of methods for our project including text min-ing methods, an expert survey and an interview phase for evaluation. We illustrate our approach using a large data set of German IS curricular module descriptions and offers for IS job starters

Aligning Business Analytics Programs with Industry Required Knowledge, Skills and Abilities

This paper describes results from a topic modeling analysis of online data analytics-related job advertisements. Five distinct clusters emerged, each with a focus on different knowledge, skills and abilities (KSAs) profiles. We labelled these clusters big data, systems analysis, business, healthcare, and technical research. Identification of these clusters provides a framework that can be used by information systems and business analytics faculty to offer customized and specialized information systems and business analytics programs that prepare graduates to fill specific roles in the data ecosystem of the workplace

Skills Requirements for Business Intelligence, Business Analytics, Big Data Analytics, and Data Science: An Analysis of South African Professionals

This study aimed at investigating the requisite skills and their overlaps for Business Intelligence (BI), Business Analytics (BA), Big Data Analytics (BDA), and Data Science (DS) professionals in South Africa. Studies on benefits, challenges, and concepts on BI and Analytics have been conducted, but few contributions have been made on requisite skills for BI, BA, BDA, and DS. A multi-method approach was adopted using firstly online job advertisement analysis followed by the Delphi technique. A total of 482 online job advertisements were collected for analysis by using LinkedIn and Indeed.com. Descriptive analysis was used to analyze data from online job advertisements. Thematic analysis was used for the categorization of skills. For the Delphi technique, the final number of data professionals were 21 (7 experts from BI, 7 from BA/BDA and 7 from DS). Findings show that data professionals are required to have skills in programming languages such as SQL, Python, R, and Java, specifically for BA, BDA, and DS. They are required to be holders of a degree in Information Systems (IS) or Computer Science or Engineering. The significant skills categories which were shown as needed across all the domains were Data manipulation and processing (Manipulate data using SQL, Transform data from different sources and load it to extract insights (ETL), Formulate validation strategies and methods to ensure accurate and reliable data, Ensure correct data and error handling, Perform data analysis and validation, Soft skills (Communicate effectively, verbally and in writing, Exhibit time management skills, Prioritize workload and work well under pressure, Demonstrate problem-solving skills, Demonstrate excellent analytical skills, Be able to work independently, Apply creativity and innovation), Designing and Coding (Apply agile development processes to achieve outstanding data solutions, Perform data modelling with SQL), and Reporting (Extract insights and trends from data). This study contributes to descriptive knowledge by providing insight into BI, BA, BDA, and DS requisite skills in South Africa

Analytics in the Business School: Insights from the Literature

The demand for business and data analysts is growing. The business school is well positioned to offer programs to meet these needs. This paper presents both the findings from a review of the existing literature on data analytics job roles, skills required for those roles and also feedback from industry experts on findings. Three different types of articles are included in the design: faculty writing about their personal experiences and observations (faculty voice), data gathered from expert practitioners and other academics (nonresident expertise), and empirical data from online job service platforms (content analysis). The narrative review method is used to integrate these disparate sources of information and deliver cohesive observations. This knowledge can be used to build better analytics programs in business schools

Aligning Community Colleges to Their Local Labor Markets

Examines ways to better align community college curricula with employer needs, including analyzing online job ads to gather data on occupation and skill demands; examples of use of labor market information; and the potential and limitations of such data

Executive AI Literacy: A Text-Mining Approach to Understand Existing and Demanded AI Skills of Leaders in Unicorn Firms

Despite the growing relevance of artificial intelligence (AI) for busi-nesses, there is a lack of research on how top-level executives must be skilled in AI. Drawing on upper echelons theory, this paper explores executive AI literacy, defined as the combined AI skills of top-level executives, and its relevance for different executive roles. We conducted a text-mining analysis of 1,625 execu-tives’ online profiles and 1,033 executive job postings from unicorn firms re-trieved via web-scraping from an online professional social network. We find that AI skills are mostly required in product-related executive roles (vs. adminis-trative roles). Thus, we provide an AI-specific perspective complementing prior information systems research on executives, which asserts that (non-AI) IT is driven by administrative executive roles. Our paper contributes to AI literacy lit-erature by shedding light on the substance of executive AI literacy within firms. Lastly, we provide implications for AI-related information systems strategy

Integrative Learning and Interdisciplinary Information Systems Curriculum Development in Accounting Analytics

This paper develops the structure for an integrative model information systems curriculum on Accounting Analytics, which affords students the opportunities to develop domain knowledge along with application of data analytics. As industry experiences rapid technological change, university curricula must remain current in order to be effective. Curriculum content is further advanced and established with input from industry organizations that employ graduates of the programs. The paper output includes a curriculum review of top accounting programs, course curriculum map, accounting data skills matrix, and professional opportunities. The curriculum review utilizes an empirical text analytics methodological approach to extract patterns and develop additional insights for the advancement of accounting information systems research. To minimize curricular disruption, existing courses can be utilized as core curriculum, enhancing key courses to complete undergraduate, graduate, or certificate programs. The Accounting Analytics customized curriculum provides students an opportunity to take advantage of the growing interdisciplinary field and student interest among accounting and analytical career paths. The integrative curriculum is developed to better prepare graduates with the critical knowledge, skills, and abilities to excel in this new-age workforce