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For a developing nation, deploying big data (BD) technology and introducingdata science in higher education is a challenge. A pessimistic scenario is:Mis-use of data in many possible ways, waste of trained manpower, poor BDcertifications from institutes, under-utilization of resources, disgruntledmanagement staff, unhealthy competition in the market, poor integration withexisting technical infrastructures. Also, the questions in the minds ofstudents, scientists, engineers, teachers and managers deserve wider attention.Besides the stated perceptions and analyses perhaps ignoring socio-politicaland scientific temperaments in developing nations, the following questionsarise: How did the BD phenomenon naturally occur, post technologicaldevelopments in Computer and Communications Technology and how did differentexperts react to it? Are academicians elsewhere agreeing on the fact that BD isa new science? Granted that big data science is a new science what are itsfoundations as compared to conventional topics in Physics, Chemistry orBiology? Or, is it similar to astronomy or nuclear science? What are thetechnological and engineering implications and how these can be advantageouslyused to augment business intelligence, for example? Will the industry adopt thechanges due to tactical advantages? How can BD success stories be carried overelsewhere? How will BD affect the Computer Science and other curricula? Howwill BD benefit different segments of our society on a large scale? To answerthese, an appreciation of the BD as a science and as a technology is necessary.This paper presents a quick BD overview, relying on the contemporaryliterature; it addresses: characterizations of BD and the BD people, thebackground required for the students and teachers to join the BD bandwagon, themanagement challenges in embracing BD.

Big data analytics: The stakes for students, scientists & managers - a management perspective