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

Babita Gupta, Michael Goul, Barbara Dinter
2015 Communications of the Association for Information Systems  
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.
more » ... is 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. and government. The course reinforces the role of decision support for sound personal decision making strategies and for creating and maintaining an enterprise-level culture of evidence/fact-based decision making. It also addresses ethical issues in the management of customer data, enterprise-level support for experimentation-based innovation, and embedding analytics in business processes and managing enterprise performance management approaches linked to the balanced scorecard. Pre-requisites: None. Learning objectives: analytics, information security and privacy, e-government, and role of culture in IT. Her work has been published in journals such as
doi:10.17705/1cais.03623 fatcat:gkiduqj5gra3pluhjo2jlorvgu