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Project‐Based Learning for Teaching Business Analytics in the Undergraduate Curriculum *
Author(s) -
Yazici Hulya Julie
Publication year - 2020
Publication title -
decision sciences journal of innovative education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.52
H-Index - 19
eISSN - 1540-4609
pISSN - 1540-4595
DOI - 10.1111/dsji.12219
Subject(s) - business analytics , experiential learning , computer science , analytics , curriculum , business education , knowledge management , business domain , domain (mathematical analysis) , business intelligence , data science , business statistics , business analysis , process (computing) , business process modeling , mathematics education , business process , higher education , business model , psychology , pedagogy , engineering , management , work in process , operating system , operations management , mathematics , law , mathematical analysis , political science , statistics , economics
The increasing use of massive data requires effective teaching strategies for business analytics. The discipline combines analytical skills, information technology, and business‐domain knowledge, and is challenging to teach to business students. This research demonstrates that business undergraduate students can benefit from an experiential project‐based learning approach (PjBL). By having student groups collecting data around a research question of their choosing and using descriptive and predictive analytics, we observed an increased understanding of the data‐driven decision‐making process, and improved analytical skills to approach, solve, and communicate business problems.