Using Collaborative Visual Analytics for Innovative Industry-inspired Learning Activities

Inspired by leading industry practices, this paper describes an innovative learning activity designed to combine data visualisation and cross-functional collaboration supported by enterprise social media. The activity is structured around sharing, co-creation and negotiation of departmental/disciplinary insights across data silos, using both internal and external data. In addition to giving students access to state-of-the-art tools for visualisation (SAS-VA) and collaboration (Yammer), an even more important educational objective is to expose students to the complexities of deriving information (i.e. meaning) from enterprise-wide (meaning-free) data stored by business intelligence & analytics systems. This human-driven and human-centric process of making sense of data in context requires collaboration across functional silos, especially when dealing with complex multi-disciplinary challenges. Starting from an industry-informed business scenario, the paper describes the main steps of an innovative data visualisation and collaboration activity, discusses possible alternative software platforms and offers some ideas for the future work

Teaching Tip: A Scalable Hybrid Introductory Analytics Course

We report on the design and development of an introductory analytics course delivered to almost 10,000 undergraduate business students to date. One novel aspect of the course is its orientation to add analytics capabilities to a business student’s toolbox, resulting in significant design and implementation implications. We anchored the course on three fundamental principles: maximizing learning, operating at scale, and a consistent experience for all learners. To enable a rigorous and valuable learning experience, the underlying course curriculum is based on the modified CRISP-DM (CRoss Industry Standard Process for Data Mining) framework. Bloom’s taxonomy is applied to the course assessments to evaluate the depth of learning. The course is delivered in a hybrid mode, arguably the best combination of online and face-to-face delivery modes. In a naturally occurring experimental setting, the COVID-19 pandemic accelerated the evolution of the course and generated additional reinforcing lessons. We explore those lessons and suggest directions for further research

Building a Business Data Analytics Graduate Certificate

In this paper we present the evolution of the Business Data Analytics Graduate Certificate (BDA Certificate) at our institution, Loyola University Chicago. This certificate is a successful and expanding program that attracts a diverse group of dynamic professionals from local, national, and international populations. The program evolution described in this paper involves multiple revisions of the curriculum, additions, and subtractions of individual courses, expansions of delivery methods, and program name changes. The core principles of acknowledging the centrality of data, mandating the modeling-based course sequencing, and recognizing the proper role of software tools, are outlined and recognized as the foundation of the program’s success

AIS Teaching Curation Project: The Introductory Course in Information Systems

The Association for Information Systems (AIS) Teaching Curation Project aims to highlight and summarize research within the association that focuses on the major courses taught in Information Systems (IS) programs. The present literature review is a companion to a curation website specific to the introductory course in IS. In this review, we identify three major themes that pervade this literature: IS program enrollment, pedagogy, and curriculum. We use these themes to structure our summary of the research on the importance of the introductory course and various approaches to instruction. These themes also provide a framework for positioning future research. For instructors of the introductory course, this review and the companion website hosted by the AIS serve as a reference for recommendations and inspiration

AIS Teaching Curation Project: The Introductory Course in Information Systems

The Association for Information Systems (AIS) Teaching Curation Project aims to highlight and summarize research within the association that focuses on the major courses taught in Information Systems (IS) programs. The present literature review is a companion to a curation website specific to the introductory course in IS. In this review, we identify three major themes that pervade this literature: IS program enrollment, pedagogy, and curriculum. We use these themes to structure our summary of the research on the importance of the introductory course and various approaches to instruction. These themes also provide a framework for positioning future research. For instructors of the introductory course, this review and the companion website hosted by the AIS serve as a reference for recommendations and inspiration

The Effect of Mobile Gamification on Brand Loyalty

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The Integration of Business Analytics into a Business College Undergraduate Curriculum

Business analytics continues to be an explosive competitive advantage for many companies. Universities are under pressure to prepare undergraduate students with the proper skills to compete in today’s “big data” work force and to help their students create value by effectively performing their jobs using business analytics skills. In this paper, we address the demand for business analytics talent for undergraduates from business schools and describe how Michigan State University has provided the appropriate skill level and breadth of knowledge required for business school graduates to be successful using business analytics skills. This paper highlights a breadth of changes being made to the undergraduate curriculum and focuses primarily on two undergraduate classes at Michigan State University’s College of Business, which were redesigned to emphasize the necessary skill development associated with business analytics