An investigation of skill requirements for business and data analytics positions: A content analysis of job advertisements

Presently, analytics degree programs exhibit a growing trend to meet a strong market demand. To explore the skill sets required for analytics positions, the authors examined a sample of online job postings related to professions such as business analyst (BA), business intelligence analyst (BIA), data analyst (DA), and data scientist (DS) using content analysis. They present a ranked list of relevant skills belonging to specific skills categories for the studied positions. Also, they conducted a pairwise comparison between DA and DS as well as BA and BIA. Overall, the authors observed that decision making, organization, communication, and structured data management are key to all job categories. The analysis shows that technical skills like statistics and programming skills are in most demand for DAs. The analysis is useful for creating clear definitions with respect to required skills for job categories in the business and data analytics domain and for designing course curricula for this domain.     

Comparing Business Intelligence and Big Data Skills

While many studies on big data analytics describe the data deluge and potential applications for such analytics, the required skill set for dealing with big data has not yet been studied empirically. The difference between big data (BD) and traditional business intelligence (BI) is also heavily discussed among practitioners and scholars. We conduct a latent semantic analysis (LSA) on job advertisements harvested from the online employment platform monster.com to extract information about the knowledge and skill requirements for BD and BI professionals. By analyzing and interpreting the statistical results of the LSA, we develop a competency taxonomy for big data and business intelligence. Our major findings are that (1) business knowledge is as important as technical skills for working successfully on BI and BD initiatives; (2) BI competency is characterized by skills related to commercial products of large software vendors, whereas BD jobs ask for strong software development and statistical skills; (3) the demand for BI competencies is still far bigger than the demand for BD competencies; and (4) BD initiatives are currently much more human-capital-intensive than BI projects are. Our findings can guide individual professionals, organizations, and academic institutions in assessing and advancing their BD and BI competencies.     

Utilizing and teaching data tools in Excel for exploratory analysis

In this article we offer Excel as an introductory tool to high end business intelligence (BI) and decision support system (DSS) applications. Because it is ubiquitous, Excel can be used by all managers and business students for exploratory data analysis. We provide three key points in this utilization of Microsoft^® Excel 2003: (1) manipulating records using Excel as a database, (2) creating PivotTables^® and PivotCharts^® using Excel for analysis, and (3) importing data using Excel as an automation container. The basic skill set defined by the above three items allows users to begin to use Excel to its full potential in finding information in business data, and it offers a key tool for future research in improving the utilization of information across organizations.     

Integrating Knowledge and Developing Critical Thinking in a Capstone International Business Course: A Never-Ending Work in Progress

More and more is heard from scholars, accrediting institutions, and the business world about the importance of developing critical thinking and written communication skills in college graduates. This is perhaps especially true, in a business school, for international business graduates who lack a traditional functional major. Often, the development of these skills is thought best accomplished through courses that integrate knowledge, take a problem-based approach, and include a signature work for each student. In this article, we discuss one institution’s international business capstone course, illustrating how it adheres to these ideals. From the standpoint of informal assessment, we discuss how student results from the course are used to tweak feeder courses to the capstone. We also discuss the more formal assessment of the course learning objectives, which we are just beginning.     

Multiple student learning objectives in basic business statistics: Strategies,assessment, and recommendations

The basic business statistics course is ideal for incorporating multiple objectives related to program learning goals common at most business schools. Along with quantitative reasoning skills, activities are described that allow the measurement of student outcomes related to oral communication and ethics. Strategies include the hidden curriculum approach, term projects involving real data, class presentations, and an emphasis on the ethical use of statistics. These approaches are implemented across multiple sections over multiple semesters, illustrating the untapped potential of this course for achieving multiple learning goals as well as how results can be used to refine assessment methods and improve instruction.     

Secrets to success: Business skills and knowledge that students find most useful in succeeding in a capstone course simulation

This exploratory research examines students' perceptions of a capstone business simulation game by identifying (a) courses that were most useful in preparing students for the simulation and (b) interpersonal skills students found most helpful when working with teammates on the simulation. Also identified are the simulation's impact on student understanding of business disciplines and additional interpersonal skills training desired by the students. By studying these later topics, faculty members can alter their course design so that students are better prepared for their capstone course simulation. Finally, connections between the simulation participation and attitudes toward employment and career success are explored.     

Teaching Applied Macro in Emergent Economies: Lessons From Bahrain

In this article we explore the challenges of adapting a standard introductory MBA course in applied macroeconomics to a student audience in a small open economy with a pegged currency. Our focus will be on the Kingdom of Bahrain, with reference to other countries in the Arabian Gulf region, where one would expect to use an open-economy theoretical course structure focused on the role of trade in the economy and the interaction of exchange rates and currency movements with that trade. Based on our experience in DePaul University's AACSB-accredited MBA program in Bahrain, we find that structuring the course content around open-economy macroeconomics requires a background in theoretical models which are beyond the time constraints of an MBA core curriculum. Alternatively, we consider how well a standard applied macroeconomic curriculum of output determination, business cycles, and monetary and fiscal policy can be adapted to students in the Gulf. We discuss how our approach is fraught with challenges which are both curricular and cultural.     

Business analytics: Why now and what next?

Business analytics is a revolution that is impossible to miss. At its core, business analytics is about leveraging value from data. Instead of being referred to as the ‘sludge of the information age,’ data has recently been deemed ‘the new oil.’ While data can be employed for purposes such as detecting new opportunities, identifying market niches, and developing new products and services, it is also notoriously amorphous and hard to extract value from. In this Guest Editors’ Perspective, we first present a structural framework for deriving value from business analytics. Extracting value from data requires aligning strategy and desirable behaviors to business performance management in conjunction with analytic tasks and capabilities. We then introduce three special articles that provide in-depth insights regarding how business analytics is being employed in the management of healthcare, accounting, and supply chains.     

Scraping EDGAR with Python

This article presents Python codes that can be used to extract data from Securities and Exchange Commission (SEC) filings. The Python program web crawls to obtain URL paths for company filings of required reports, such as Form 10-K. The program then performs a textual analysis and counts the number of occurrences of words in the filing that reflect, for example, uncertainty (or any other quality specified by the researcher). The program can be easily modified to conduct other searches by changing the word list, company names, or SEC filings. The Python program could be used in an introductory graduate data analytics course in finance that has a web crawling or textual analysis component.     

Conversations Across Continents: Teaching Business Ethics Online

The paper focuses on an online business ethics course that three professors (Painter-Morland, Fontrodona and Hoffman) taught together, and in which the fourth author (Rowe) participated as a student, from their respective locations on three continents. The course was conducted using Centra software, which allowed for synchronous online interaction. The class included students from Europe, South Africa and the United States. In order to assess the value of synchronous online teaching for ethics training, the paper identifies certain knowledge, skills and capacities that are crucial to the moral development process within individuals. The paper argues that the online teaching method succeeds in creating an environment within which important ethical knowledge and skills might be developed. It provides an in-depth reflection on the advantages and dis-advantages of online teaching and proposes improvements on the way forward. One of the major advantages relates to its ability to facilitate cross-cultural discussion and debate on ethical issues and foster insight into contextual influences on ethics management within an international arena.     

Achieving Synergy from Synergogy

In face of growing public disaffection with American business and American business schools, business faculty need techniques to improve student learning and performance. Unfortunately, most of the new teaching techniques designed to improve student learning are detrimental to student-teacher relationships. This study applied two Synergogy teaching methodologies to an International Business course, and the results were improved student performance as well as improved student evaluations of teacher performance.     

Developing International Business Skills Through the Study of Eastern European Transitional Economies—An Inter-Cultural Case Method Approach

Abstract

This paper describes the educational experience of students enrolled on the BA (Hons) International Accounting and Finance degree at the University of Brighton, who undertake a case study visit to Kraków, Poland to study the transition of an economy and an enterprise and at the same time acquire skills relevant for international business. The paper is supported by a questionnaire survey of all five cohorts of students who followed this course. Three of these cohorts have now left the University and are in a position to reflect on their educational experience in the light of the skills required in their current employment. The course is also proposed as a forerunner of an MBA to be followed by the student later in their development.     

Correcting analytics maturity myopia

Companies face increasing pressure to compete in the practice of analytics and strive for analytics maturity to sustain their competitive advantage. A single-minded, narrow focus on gaining analytics maturity, however, leads to analytics maturity myopia. Based on our studies of analytical capabilities and numerous conversations with executives and managers, we offer a scorecard for organizations to identify the presence of analytics maturity myopia and propose a framework for organizations to correct this issue. The proposed framework partially explains the mixed and conflicting results regarding the relationship between analytics maturity and business value found in the literature. Specifically, we recommend that companies focus on three factors that are critical to realizing value from analytics initiatives: (1) a balanced view of value to different stakeholders, (2) a continuous expansion of the business ecosystem beyond current stakeholders to identify and pursue new opportunities, and (3) use of an emergent strategy to take advantage of unexpected opportunities and develop organizational agility.     

Business (un)usual: Critical skills for the next normal

The impact of COVID-19 on global human resource (HR) management has been swift, dramatic and has fundamentally changed HR processes. The prompt online migration of business has altered the skills required by employees to succeed in the workplace of the future. This research examines the hard and soft skill gaps that exist in the digital marketing and advertising industry. Through the use of two data collection points in 2019 and 2020, the research identified a renewed importance being placed on soft skills in the wake of the COVID-19 pandemic. Soft skills and the development thereof have become a key focal area of training for new employees as a result of remote working. The identified hard skill gaps are indicative of the future growth areas of the industry, focusing on data analytics, marketing automation and user experience. Future research should consider an expansion to other industry-specific skills and contrast country-level skill gaps.     

The Business Economist’s Toolkit

Business economists are not members of the high church of academic orthodoxy. Our tool kit includes research functions, such as business cycle analysis, demographics research, data analytics, primary research, diversity of thought, and client research. It also includes personal skills that should be cultivated and practiced, such as curiosity, maintaining a nonpartisan view, humility, courage, and effective communication.     

What executives get wrong about statistics: Moving from statistical significance to effect sizes and practical impact

Statistical significance functions as an arbiter of sorts for data analysis purporting to show a relationship between two or more variables. Unfortunately, in far too many situations, statistical significance may lead decision-makers relying on data and analytics to improve business decisions astray, particularly in the context of big data. In this article, I outline reasons why executives should develop a healthy discernment when they see the phrase “statistically significant” in media outlets, internal analyses, consulting reports, and other sources. To overcome the limitations of focusing on statistical significance, I propose executives shift their attention toward the effect size reported from a statistical model. While not without limitation, effect sizes are more useful to decision-makers, highlight the practical implication of analyses, and help in quantifying the uncertainty inherent to working with data.     

Developing a Global Mindset: Integrating Demographics,Sustainability, Technology,and Globalization

Business schools face a number of challenges in responding to the business influences of demographics, sustainability, and technology—all three of which are also the fundamental driving forces for globalization. Demographic forces are creating global imbalances in worker populations and in government finances; the world economy faces sustainability and climate change challenges; technology is accelerating business change and changing the nature of work; and the global economy is being re-structured with the rise of major emerging economies such as Brazil, India, and China. Given an uncertain future, this essay examines the nature of these challenges and contends that while providing measurable knowledge of global business and specific job skills are important, business schools must focus on the attitudes, skills, and knowledge helpful for student career flexibility including leadership skills, a good work ethic, and abilities to continue learning.     

A Case Study in Project-Based Learning: An International Partnership

As our world becomes more integrated, international business students should develop skills that match corporations' needs. Moreover, students need hands-on, problem-solving, team-based, critical-thinking skills that companies demand. Students need international business experience but many of them lack the funds or support to study or intern abroad. This article explains how one program developed a project-based course that addressed these skills by partnering with a local consulate office. It lays the framework for using a project-based course, explains the course's development, outlines the necessary and important skills addressed, and provides an agenda for other schools considering such a course.     

Student evaluation of teaching effectiveness: an unresolved dilemma

Content analysis techniques were used to analyse the criteria used for student evaluation of teaching effectiveness in college and university home economics programmes. Student evaluation forms were obtained from 29 state institutions representing 21 states. The evaluation forms varied in length from seven to 36 objective items. Most provided for flexibility. including such options as add-on items, open-ended response format, and choice of forms. The evaluation criteria fell into six categories: course organization and content, course requirements, evaluation procedures, student participation, teaching skills, and global value of course. All of the institutions included items related to teaching skills. This was also the most heavily weighted factor, accounting for nearly 40% of the total evaluation. This is a significant finding, given that many college and university faculty have limited opportunities to develop teaching skills prior to beginning an academic career. Home economics administrators might use the results of the study to design faculty development programmes to help both novice and experienced faculty acquire or improve the skills on which they are being evaluated.