{"title":"研究生商业分析顶点课程的目标和课程:来自实践的反思","authors":"Tej Anand, Daniel Mitchell","doi":"10.1111/dsji.12272","DOIUrl":null,"url":null,"abstract":"<p>Many higher education institutions have responded to the significant shortage of professionals with strong analytical expertise by offering graduate programs in business analytics and data science. These programs are typically designed to be practitioner focused and many of them offer a Capstone course that gives students the opportunity to conduct a real-world analytics project. In this article, we describe the innovative design of a Capstone course offered to cohorts of approximately 110 graduate students in the business school at the University of Texas, Austin. This course is designed to deliver self-directed and experiential learning from interacting with business stakeholders and successfully completing team-based, business analytics projects within a commercial firm using the firm's data. The course design includes student and sponsor engagement, the formation of diverse balanced project teams, matching of teams with projects, and scaffolding, which includes consistent structured mentoring, team reflections, interim deliverables and in-class learning for practical skills not covered elsewhere in the curriculum. This course has now been offered successfully to two cohorts. In this article, we will also describe changes made for the second cohort related to team formation, project matching, mentoring and in-class learning. These changes were based on feedback from the first cohort.</p>","PeriodicalId":46210,"journal":{"name":"Decision Sciences-Journal of Innovative Education","volume":"20 4","pages":"235-245"},"PeriodicalIF":0.8000,"publicationDate":"2022-07-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"2","resultStr":"{\"title\":\"Objectives and curriculum for a graduate business analytics capstone: Reflections from practice\",\"authors\":\"Tej Anand, Daniel Mitchell\",\"doi\":\"10.1111/dsji.12272\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p>Many higher education institutions have responded to the significant shortage of professionals with strong analytical expertise by offering graduate programs in business analytics and data science. These programs are typically designed to be practitioner focused and many of them offer a Capstone course that gives students the opportunity to conduct a real-world analytics project. In this article, we describe the innovative design of a Capstone course offered to cohorts of approximately 110 graduate students in the business school at the University of Texas, Austin. This course is designed to deliver self-directed and experiential learning from interacting with business stakeholders and successfully completing team-based, business analytics projects within a commercial firm using the firm's data. The course design includes student and sponsor engagement, the formation of diverse balanced project teams, matching of teams with projects, and scaffolding, which includes consistent structured mentoring, team reflections, interim deliverables and in-class learning for practical skills not covered elsewhere in the curriculum. This course has now been offered successfully to two cohorts. In this article, we will also describe changes made for the second cohort related to team formation, project matching, mentoring and in-class learning. These changes were based on feedback from the first cohort.</p>\",\"PeriodicalId\":46210,\"journal\":{\"name\":\"Decision Sciences-Journal of Innovative Education\",\"volume\":\"20 4\",\"pages\":\"235-245\"},\"PeriodicalIF\":0.8000,\"publicationDate\":\"2022-07-12\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"2\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Decision Sciences-Journal of Innovative Education\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://onlinelibrary.wiley.com/doi/10.1111/dsji.12272\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q3\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Decision Sciences-Journal of Innovative Education","FirstCategoryId":"1085","ListUrlMain":"https://onlinelibrary.wiley.com/doi/10.1111/dsji.12272","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 2
摘要
许多高等教育机构通过提供商业分析和数据科学的研究生课程,来应对具有强大分析专业知识的专业人才的严重短缺。这些课程通常以实践者为中心,其中许多课程提供了一个顶点课程,让学生有机会进行现实世界的分析项目。在本文中,我们描述了一门Capstone课程的创新设计,该课程面向得克萨斯大学奥斯汀分校(University of Texas, Austin)商学院约110名研究生。本课程旨在通过与业务利益相关者的互动,以及使用公司数据成功完成商业公司内基于团队的业务分析项目,提供自我指导和体验式学习。课程设计包括学生和赞助商的参与,形成多样化的平衡项目团队,团队与项目的匹配,以及脚手架,其中包括一致的结构化指导,团队反思,临时交付成果和课堂上的实践技能学习,这些都是课程中其他地方没有涵盖的。这门课程现在已经成功地提供给两个队列。在本文中,我们还将描述与团队组建、项目匹配、指导和课堂学习相关的第二队列的变化。这些变化是基于第一批人的反馈。
Objectives and curriculum for a graduate business analytics capstone: Reflections from practice
Many higher education institutions have responded to the significant shortage of professionals with strong analytical expertise by offering graduate programs in business analytics and data science. These programs are typically designed to be practitioner focused and many of them offer a Capstone course that gives students the opportunity to conduct a real-world analytics project. In this article, we describe the innovative design of a Capstone course offered to cohorts of approximately 110 graduate students in the business school at the University of Texas, Austin. This course is designed to deliver self-directed and experiential learning from interacting with business stakeholders and successfully completing team-based, business analytics projects within a commercial firm using the firm's data. The course design includes student and sponsor engagement, the formation of diverse balanced project teams, matching of teams with projects, and scaffolding, which includes consistent structured mentoring, team reflections, interim deliverables and in-class learning for practical skills not covered elsewhere in the curriculum. This course has now been offered successfully to two cohorts. In this article, we will also describe changes made for the second cohort related to team formation, project matching, mentoring and in-class learning. These changes were based on feedback from the first cohort.