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1
Proposal Submitted to the UEPC by the
Business Administration Department
Undergraduate Concentration in Business Analytics
November 5, 2015
Contact Person: Anh Nguyen
Undergraduate Program Committee Faculty Approval:
October 15, 2015
SEBA’s Administrative Council Approval:
November 4, 2015
UEPC Review: February 22, 2015
Proposed Implementation:
Academic Year 2016-2017
2
TABLE OF CONTENTS
Page
I. INTRODUCTION ………………………………………………………………………… 3
II. CONCENTRATION IN BUSINESS ANALYTICS ADDRESSES A NEED ………........ 3
III. CONCENTRATION IN BUSINESS ANALYTICS SERVES THE OBJECTIVES OF
SEBA AND THE MISSION OF THE COLLEGE ……………………………………...... 3
A. Competitive analysis ………………………………………………………………………. 4
B. Industry/employment trends …………………………………………………………….… 5
C. Student feedback …………………………………………………………………………... 6
D. Business analytics careers ……………………………………………………………......... 6
E. Number of additional sections needed …………………………………………………..… 7
F. Number of additional faculty and other resources needed ……………………………….... 7
IV. CONCENTRATION IN BUSINESS ANALYTICS LEARNING OUTCOMES AND
STRUCTURE ……………………………………………………………………………... 8
A. Learning Outcomes ………………………………………………………………………... 8
B. Structure of the Business Analytics Concentration ……………………………………….. 8
C. Course Descriptions, Role of Courses in the Concentration …………………………….… 9
V. STUDENT POPULATION ……………………………………………………………… 11
VI. RELATIONSHIP TO PRESENT COLLEGE CURRICULUM ………………………… 11
VII. MANAGEMENT OF THE PROGRAM ………………………………………………… 11
VIII. IMPLEMENTATION, TIMING, AND ASSESSMENT ………………………………... 11
IX. LIBRARY RESOURCES ………………………………………………………………... 12
X. CONCLUSION …………………………………………………………………………... 16
3
I. INTRODUCTION
This is a proposal for a Concentration in Business Analytics. The Business Analytics
Concentration will be housed in the School of Economics and Business Administration. The
Concentration will consist of courses from SEBA and the Mathematics Department which will
address the concentration’s learning outcomes. The proposed Business Administration
concentration in Business Analytics aims to develop graduates who can extract value from data
and analytics for actionable business opportunities and decisions.
II. CONCENTRATION IN BUSINESS ANALYTICS ADDRESSES A NEED
Since the advent of Internet technology, companies have been collecting far more data than they
can analyze. Yet over this time analyzing large data sets — commonly called big data — has
become a key competitive asset, fostering new waves of productivity, growth, and innovation.
As a result, the Harvard Business Review has identified the business analyst position the “sexiest
job of the 21st century.” Despite this enticing description, we have a scarcity of talented and
qualified people who can elicit managerial implications from the data and present them for
decision making. This lack prompted a 2011 McKinsey report estimating that by 2018 the United
States will have 140,000 to 190,000 unfilled data analytics positions. Responding to this
situation, the Undergraduate Concentration in Business Analytics aims to develop students who
can perform sophisticated analytics for actionable business decisions, and thus have access to the
lucrative jobs in this new field.
Few schools offer Business Analytics as an undergraduate concentration. In the Bay Area, there
are only four schools offering a concentration/major in Analytics/Data Science. Clearly, the
breadth and depth of both new and old economy companies in the region indicates a market need
that Saint Mary’s could serve.
III. CONCENTRATION IN BUSINESS ANALYTICS SERVES THE OBJECTIVES
OF SEBA AND THE MISSION OF THE COLLEGE
The proposed BUSAD concentration in Business Analytics aligns with SEBA’s strategic plan of
advancing academic excellence and enhancing student success by developing new academic
programs with minimum cannibalization. This proposal is also consistent with the College’s
goals of raising academic profile and distinction – “Discovery in Dialogue” – and supporting the
student lifecycle – “Access to Success” – by developing opportunities for engagement and
intellectual sustenance through new programs.
This Concentration will draw on SMC’s liberal arts mission with its emphasis on critical thinking
skills. Scrutinizing big data to discern useful information requires minds that can identify what is
relevant and why. The proposed BUSAD concentration in Business Analytics will provide the
skills needed to mine the data by using first principles to recognize the nuggets of information
that will be useful for addressing problems, such as social-justice, in the world.
4
Business Analytics is designed to be a student-centered concentration because it focuses on
enhancing students’ abilities, and guiding them to meaningful and sustainable employment. This
is consistent with SMC’s mission to develop the whole person, academically, spiritually, and
professionally.
The Concentration will also emphasize clear communication of the findings to various
stakeholders by preparing students to communicate effectively the problem formulation,
solution, and the course of actions, as well as to possess the skill set to influence others in their
organizations. Critical thinking and communication skills are the hallmarks of SMC’s liberal arts
tradition.
A. Competitive analysis
Since Business Analytics is a relatively new field, the market for an undergraduate concentration
is not very competitive. Only four Bay Area schools offer a concentration or major. The
University of San Francisco offers a Data Science major offered through its Mathematics and
Computer Science departments, but this program is theoretical and highly technical: it is not a
business degree and so we do not see it as a competing program. The degree by Devry University
is offered entirely online, so will not be in direct competition with our proposed degree. This
leaves San Jose State University and San Francisco State University as the head-on competitors
in the Bay Area.
San Jose State
University Lucas College and
Graduate School of
Business
University of San
Francisco
College of Arts and
Sciences
San Francisco State
University
Devry University
College of Business and
Management
Type Business Analytics
Concentration
Data Science Major,
with 3 concentrations:
Computational
Analytics, Economic
Analytics and
Mathematical Analytics
Concentration (BSc
in BA)
Online Business
Intelligence and
Analytics Management
degree specialization
Number
of
Courses
6 17 7 7
Required
Courses
1. Statistical
Analysis
2. Business
Analytics
Base Curriculum, 14
courses
Concentration, 3
courses
1. Managerial
Applications of
Business Analytics
2. Applied Business
Analytics
3. Database Concepts
in Business
Intelligence
4. Introduction to
Internet Analytics
5. Operations
Strategy
6. Operations
Analysis
5
7. Business Analysis
Elective
Courses
Select four:
1. Supply Chain
Analytics
2. Soft Skills
3. Marketing
Research
4. Decision Making
Under
Uncertainty
5. Data Mining
6. Spreadsheet
Modeling
7. Data
Visualization
8. Simulation
Modeling and
Analysis
9. Analytic
Strategy
10. Introduction to
Business
Programming
11. Database
Management
Systems
Select four:
1. Data Analysis
with Computer
Applications
2. Computer
Simulation
3. Applied
Management
Science
4. Business
Forecasting
5. Data Mining
with Business
Applications
6. Quality
Management
7. Sustainable
Supply Chain
Management
Select three approved
electives.
B. Industry/employment trends
We are at the start of an era when analytics will be a key competitive advantage of organizations.
However, a McKinsey Global Institute report estimates that by 2018 the U.S. could face a
shortage of 190,000 data scientists and 1.5 million managers and analysts who have the know-
how to use the analysis of big data to make effective decisions. Added to these specialists, the
industry will also need over a million analytical managers who possess a specific blend of skills
in programming and database management, statistical analysis, and domain knowledge.
Similarly, the U.S. Bureau of Labor and Statistics expects management analyst jobs to grow at an
average rate of 19 percent over the next decade. Prior growth in demand for business analytics
jobs ranged from 50% to 500% as the figure from Indeed.com below shows.
6
To address this demand, students who graduate with the proposed BUSAD concentration in
Business Analytics will provide employers with analytically trained specialists with knowledge
in the use of data and analytics to solve business problems, make informed decisions, and
effectively communicate the course of actions.
C. Student feedback
We presented the proposal to a Student Focus Group on October 30, 2015 and the SEBA Student
Advisory Board on November 3, 2015 to seek their feedback. Both groups unanimously
supported the Business Analytics concentration.
D. Business analytics careers
The job opportunities for graduates with data analytical skills are abundant as evidenced by the
U.S. Bureau of Labor Statistics and McKinsey & Company. According to Computerworld’s
“Forecast 2014 Survey” business analytics expertise is ranked as the second most difficult skills
to find. The proposed Business Analytics Concentration is designed to meet this need by
equipping our graduates with business analytic skills needed to crunch huge data sets into
meaningful information to facilitate actionable decision-making.
The following are descriptions of three analytics jobs (from Indeed.com):
Business Analyst: As an entry level Business Analyst the individual will be responsible
for providing user support for the various applications developed by the Business
Systems Development team. This includes learning internal systems, answering user
questions, troubleshooting issues, testing new features, and managing ongoing
7
enhancements to the internal applications. Additionally, the individual will make
recommendations on ways to utilize and leverage these applications across departments.
http://www.indeed.com/cmp/Kacee-Technology-Services-Inc/jobs/Entry-Level-Business-
Analyst-d9a4d97c8224ea5b?q=business+analyst+entry+level
Operations Analyst: The Operations Analyst is a key position in ZypMedia that helps
drive revenue and strategy for the company. A multi-faceted role, the ideal candidate will
embrace working in a fast paced environment and thrive at thinking analytically about
ways to solve problems as ZypMedia scales up. The analyst will interface with sales,
engineering and product teams to improve the existing product. The role is highly visible
throughout the organization and will give ideal candidates a great platform to grow and
be heard amongst leaders in the organization.
https://www.firstjob.com/jobs/1w1pyin_ydc2g/zypmedia-entry-level-analyst/
Quantitative Analyst: As a member of the team responsible for the supervision of Wells
Fargo & Company at the Federal Reserve Bank of San Francisco, the individual will
work with other members of the Financial Resiliency Team to track and develop key
metrics and design analytical reports related to—but not limited to—liquidity risk,
investment portfolio risk, and performance measurement. Responsibilities relevant to this
position include working with large structured and unstructured datasets, utilizing data
visualization techniques, and developing and implementing analytical reporting that
enables supervisory decision making. This position requires effective collaboration with a
variety of subject matter experts.
https://frb.taleo.net/careersection/12l_external/jobdetail.ftl?job=425820&src=JB-10080
E. Number of additional sections needed
The proposed BUSAD concentration will require two new courses and two additional sections
for existing courses. Currently, there is only one section of BUSAD 137: Advanced Quantitative
Methods offered in the spring for our Finance concentration students. We will need to add
another section of BUSAD 137. We will also need to add one more section for the CS 21:
Programming I course which is offered every spring by the Mathematics Department.
F. Number of additional faculty and other resources needed
Although the Business Analytics Concentration will be housed in SEBA, the concentration is
interdisciplinary in that it will draw faculty resources from the Business Analytics Department
and the Mathematics Department. Currently the Business Analytics Department is in the process
of hiring a Visiting Assistant/Associate Professor with expertise in Data Science, who will have
a combine teaching load of six (undergraduate and graduate) courses per year.
8
IV. CONCENTRATION IN BUSINESS ANALYTICS LEARNING OUTCOMES AND
STRUCTURE
A. Learning Outcomes
The Business Analytics Concentration is designed to fulfill three learning outcomes. Graduates
of this program will be able to:
1. Perform advanced quantitative analysis
2. Extract value from data and analytics into actionable organizational decisions
3. Demonstrate proficiency with programming and software tools for analytics
B. Structure of the Business Analytics Concentration
The Business Analytics Concentration will consist of four courses that together fulfill the
concentration’s learning outcomes. There will be four required full-credit courses, which will
address and integrate the learning outcomes, as shown in the “Learning Outcome Map” below.
(The acronyms used are also shown below). These courses are drawn from SEBA and the
Mathematics Department.
Math 27: Calculus I is a prerequisite for all four of the required courses in the proposed
concentration. Therefore, students in this concentration are required to take Math 27 for their
math requirement.
Learning Outcomes (LO):
QA = Perform advanced quantitative analysis
AD = Understand the connection between data analytics and actionable decision-makings
TO = Demonstrate proficiency with programming and software tools for analytics
Unit Course Options Learning Outcomes
QA AD TO
Required BUSAD 137: Advanced Quantitative Methods √ √ √
Required CS 21: Programming I
√
Required BUSAD 138: Business Intelligence and Visualization √ √ √
Required BUSAD 139: Business Analytics & Big Data √ √ √
C. Course Descriptions and Role of Courses in the Concentration
9
BUSAD 137: Advanced Quantitative Methods and CS 21: Programming I are existing courses.
BUSAD 138: Business Intelligence and Visualization and BUSAD 139: Business Analytics and
Big Data are new courses. These new courses will be offered primarily for business majors. They
will have a one-unit value and will include assessment methods consistent with existing SEBA
courses (e.g., midterm and final exams and class participation).
Business Administration 137: Advanced Quantitative Methods
Course description:
This course covers the theories and practices of diverse quantitative methods and procedures that
enable managers to judiciously use data in solving complex decision-making problems. Topics
include logistic regression, non-linear regression, time series analysis, decision analysis,
optimization, and simulation. Real-life examples and cases are presented from different
applications including finance, marketing and supply chain. The course involves an extensive use
of Excel and an introduction to SAS.
Prerequisites:
All lower-division common business core courses and Math 27.
Learning goals:
1. Understand the conceptual framework of quantitative methods in the decision-making
process.
2. Apply advanced statistical tools and techniques for quantitative analysis to support
conclusions drawn from empirical evidence in a variety of business situations.
3. Interpret the results of quantitative analyses and think critically about the potential issues
that arise when trying to draw conclusions from such results.
4. Use computer software to conduct quantitative analyses.
Computer Science 21: Programming I
Course description:
This course aims to provide students with an understanding of the role computer programming
can play in solving problems. Topics covered include top-down design with a structured
programming language, bottom-up testing, control statements, and structured data types. No
prior knowledge of programming is required. The class will use the Python programming
language.
Prerequisite:
Math 27 or permission of instructor.
Learning goals:
1. Appropriately use the vocabulary of computing and computer science.
2. Demonstrate an understanding of the syntax and semantics of variables, assignments and
expressions.
10
3. Explain the purpose of existing code segments, modify existing programs and program
segments to meet new requirements or to eliminate semantic and syntax errors.
4. Document a program with written comments using both plain English and programming
terms so that a knowledgeable reviewer can immediately understand the logic of the
program. Select and use appropriate types and built-in data structures (int, float, bool,
string, list, and tuple) and control structures (functions, loops, decisions, and recursion) to
perform given tasks.
5. Perform basic algorithm design and analysis.
6. Indicate an intuitive understanding of program flow, memory use, and information
passing in Python. This includes storage, assignment, input/output and function
parameters/arguments.
7. Develop the logic of a program from problem specifications.
BUSAD 138: Business Intelligence and Visualization
Course description:
This course prepares students to develop systems to measure, monitor and predict the evolution
of key enterprise variables and performance indicators and present them in the form of usable
information supporting the business decision-making process. Students also learn techniques to
present analytical results visually and communicate the business insights revealed by analytics
effectively. Topics include data warehousing, business reporting and performance management,
visual querying, and dashboards. Structured Query Language (SQL) and Tableau will be used in
the course.
Prerequisites:
All lower-division common business core courses and Math 27.
Learning goals:
1. Manage data for various business applications.
2. Discuss the process of formulating or refining business objectives, data selection, data
preparation, model selection and evaluation that lead to actionable business opportunities
and decisions.
3. Examine the implications of business intelligence and visualization on finance,
marketing, and supply chain.
BUSAD 139: Business Analytics and Big Data
Course description:
This course covers predictive modeling techniques. Students will also be exposed to a collection
of current practices and computer technologies used to transform business data into useful
information and support the business decision-making process. Topics include data mining, text
and web analytics, and big data strategies. RapidMiner will be used in the course.
11
Prerequisites:
All lower-division common business core courses and Math 27.
Learning goals:
1. Gain a fundamental understanding of big data and learn how to apply complex analytics
methods.
2. Explore how predictive analysis can improve the business model and efficiency.
3. Examine the implications of analytics and big data analysis on finance, marketing, and
supply chain.
V. STUDENT POPULATION
Expected students include Business majors. We do not believe that there is much overlap with
our current BUSAD concentrations in terms of student target. The proposed SEBA concentration
in Business Analytics requires incoming students to possess sufficient aptitude for quantitative
analysis, and builds on their competence in analytical methods and tools. This is unlike our
current BUSAD concentrations that focus on Marketing, Finance, Global Business,
Entrepreneurship, and Digital Media and do not have quantitative requirements.
VI. RELATIONSHIP TO PRESENT COLLEGE CURRICULUM
The proposed BUSAD concentration in Business Analytics is unique in that it participates in a
newly developing field. Its particular focus is not available anywhere else on campus.
Furthermore, the Business Analytics Concentration provides Saint Mary’s College an
opportunity to get ahead of the curve by offering a much needed resource to the market in the
form of well-developed graduates who have been trained to extract value from data and analytics
for actionable business decisions.
VII. MANAGEMENT OF THE PROGRAM
The Business Analytics Concentration will be managed by the Business Administration Director.
The current Director is Kim Clark. The Director will advise students, address special action
petitions, answer inquiries about the Concentration, and lead Concentration reviews.
VIII. IMPLEMENTATION, TIMING, COSTS, AND ASSESSMENT
If the proposal is approved, we hope to launch the BUSAD Business Analytics Concentration in
fall 2016. The concentration is available to new incoming students. In addition, current students
will be able to switch from their current concentration and pursue the Business Analytics
Concentration if they fulfill all requirements. Since there is only two new courses, we anticipate
that the launch will not be difficult.
12
The proposed concentration requires faculty time to develop the two new courses. Faculty will
be designated to serve as advisors for students enrolled in the new concentration. If the number
of students in the proposed concentration increases, the workload for oversight and advising for
the concentration may increase. In that event, workload issues for such faculty designees may
need to be revisited.
Due to its concerted efforts to obtain the AACSB accreditation, SEBA has developed the culture
of assessment. Although SEBA has successfully obtained the initial accreditation, the School
needs continuous assessment of all its programs to ensure the reaccreditation. The proposed
BUSAD Concentration in Business Analytics will be treated exactly the same as all other
undergraduate concentrations in that its learning outcomes will be assessed in an ongoing basis.
The Director of the Business Administration Program will lead the timely completion of the
necessary concentration assessments.
IX. REVIEW OF LIBRARY RESOURCES AND INFORMATION LITERACY
A copy of the revised library review report was prepared by Sarah Vital and is attached to this
proposal.