CRITICAL MBAs (2012) by Babita Gupta California State

CRITICALLITERATURE REVIEW:Extensiveresearch has not yet been done for choosing the best university for businessanalyst career. There have been few studies for designing the course structurefor analytical programs or the skills required for business analysts. In thearticle Designing a Graduate Program in Information Security and Analytics(2014) by Sathish Alampalayam Kumar, proposes a new advancement in the field ofComputer Science and Information Technology education by combining the fieldsof information security and data analytics together into a graduate degree. Hefurther adds that Cybersecurity and data analytics are new areas that encompassesseveral disciplines. Merging of cybersecurity and data analytics disciplines isan exciting combination with a bright outlook. No proper methodology was usedby the author to propose an outcome. BusinessIntelligence and Big Data in Higher Education: Status of a Multi-Year ModelCurriculum Development Effort for Business School Undergraduates, MS Graduates,and MBAs (2012) by Babita Gupta California State University Monterey Bay, makesa major contribution towards business analyst field by the first BI modelcurriculum guidelines. It focuses on adding appropriate elective courses toexisting curriculum in order to foster development of BI skills, knowledge, andexperience for undergraduate majors.

After the analysis author presents threemodel curricula developed for an elective BI course at the undergraduate, MS,and MBA levels. Curricula development was guided at each step by observations,suggestions, and feedback from experts in BI domain using surveys, focusgroups, and interviews faculty teaching in BI&A and industry professionalworking in BI&A were also included. Benchmarking Academic Programs inBusiness Analytics (2014) by Michael F.Gorman, gave some suggestions to the institutions that offeranalytics program, to the who are hiring analytics professionals and to theprospective students who seek to understand the analytics programs beingoffered to find the best match for their skills and interests. Taking BusinessIntelligence to business education curriculum: Graduate students concerns byPhilip Siaw (2017), states the importance of business intelligence course andfurther adds that graduate students had positive concerns about integratingBusiness Intelligence course in the business education curriculum.Towarda model undergraduate curriculum for the emerging business intelligence andanalytics discipline (2015) by Michel Mitri,discusses about the current state of the Business Intelligence education andfurther compared the curricula.

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Author mainly stressed the need of BusinessIntelligence specialized for industries. Businessanalytics: Research and teaching perspectives (2013) by Ramesh Sharda,discusses about the teaching opportunities in analytics. Evaluating BusinessIntelligence / Business Analytics Software for Use in the Information SystemsCurriculum by Davis and Woratschek (2015). Investigated the various BusinessIntelligence system and analytical tools that are used for university studentsin information system department and author made some recommendations toBusiness intelligence soft-ware for their curriculum. Business AnalyticsCurriculum for Undergraduate Majors (2015) by Coleen R. Wilder, Ceyhun O. Ozgursuggested required skills and for successful graduate student in businessschool.

How to Become (Or Manage) A Successful Business Analyst Written by Glenn R. Brule(2007) describes the essential business skills required for a successful careerin business analyst.To conclude, there hasbeen limited research on Business analytics education. In those few studieshave suggested software tools, skills and knowledge require for Businessanalytics. But no research was conducted to find the efficiency of theuniversities that offer the business analytics course. RESEARCHMETHODOLOGY:Thisproject assesses the efficiency of the universities that offer master coursesin business analytics based on following inputs and outputs.

DEA analysis isused to measure the efficiencies of different universities based on inputs andoutputs. Some of the most common inputs are number of faculty, number ofstudents enrolled, investment, course fee, student to faculty ratio and numberof research faculty. Common outputs are graduation rate, university ranking,number of researches published, freshmen retention rate and average salary ofthe graduate placed on campus. According to the results obtained from thesurvey conducted among the students who aspires to graduate following inputsand outputs were considered. Inputs are Course fee and Number of facultymembers and Number of students graduated and Average salary of the graduatedstudent are considered as outputs for this study.DataEnvelopment Analysis (DEA)ForDEA analysis on measuring the efficiencies, outputs vary mostly on the decisionfor taking inputs and outputs. Inputs:Theinputs are Course fee and Number of faculty members CourseFee: Course fees is considered as the input to the University for taskperformance. In this research course fee is considered as an input.

Auniversity is considered efficient if the University is charging low course feeand providing more quality of education or university is considered inefficientwhen it is charging high tuition fee, providing less quality of education.Studentto faculty ratio: Availability of faculty members is also considered as aninput. The main aim of the university is to serve students with sufficientfaculty members. It will more or less indicate the number of students under theguidance of each faculty. Efficiency is achieved when more output is achievedwith less number of faculty. This also reflects the faculty strength of theuniversity.

Outputs:Theoutputs considered are Number of students graduated and Average salary of thegraduated student are considered as outputs. Numberof students graduated: Number of students graduated can also be termed asgraduation rate from that university. It usually refers to percentage or numberof students who has entered and completed the graduation. It is also animportant performance indicator.

Averagessalary of the graduated student: It is considered as an output, higher theaverage salary indicates the student position in an organization. It is also aperformance indicator. It will let us know how many students are placed oncampus. Higher rate of on campus placement will indicate the universityefficiency.  Table 1 lists the inputs and outputsconsidered for the DEA.


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