Dana Wright, Director for Academic Program Development

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1 Office of Programs and Academic Assessment (MC 103) 2630 University Hall 601 South Morgan Street Chicago, IL January 27, 2014 TO: FROM: Ilene Harris, Chair Senate Committee on Educational Policy Dana Wright, Director for Academic Program Development I am submitting for review and action by the Senate Committee on Educational Policy the attached Proposal to Establish the Master of Science in Business Analytics. The proposal was approved by the Department of Information and Decision Sciences, and then approved by the College of Business Administration faculty on October 25, In addition, the proposal was approved by the Graduate College Executive Committee on January 24, ATTACHMENT

2 Notice of Intent, New Degree Campus: University of Illinois at Chicago Degree Title: Master of Science in Business Analytics Level of Proposed Program: Graduate (Masters) Region*: Chicago - 10 Zip Code of Proposed Location: Requested CIP Code**: Management Science Proposed Date for Enrollment of First Class: Fall 2015 (earlier if possible) Description of Program Objectives: This program is directed at meeting the growing demand for business analytics professionals. It combines foundational knowledge in data management and business intelligence; applied statistics and data mining approaches for analytics, with knowledge of business functional areas; analytics applications in specific contexts; and understanding of analytics and information management practice and strategy in organizations. It is targeted both at students with undergraduate degrees from business and other disciplines who seek specialized knowledge and training to work in increasingly data rich business environments, as well as working professionals looking to develop business intelligence and analytics capability. The distinguishing feature of the proposed program is in its blend of technical skills, statistical knowledge and business capabilities. It is designed to prepare students for varied data-focused work roles from business analyst, data analyst, quantitative analyst, data scientist, digital marketing analyst, supply chain analyst, and risk analyst to product managers for information and analytics driven organizations, as well as managerial roles leading to chief data officers, chief analytics officers, and chief information officers. Demand for such job roles is increasing in businesses as well in various government and public organizations. The proposed program will also prepare students for further education in doctoral programs related to information management and analytics. It provides a strong background and suitable preparation for further education and research in broader areas with emerging interest in data- and analytics-driven opportunities, like healthcare, financial markets, marketing, public administration, risk management, and supply chain management. *Map: **CIP 2010:

3 Description of Target Demographics: The proposed program will bring opportunities for education in a field with increasing market demand to a broad range of students. The program will appeal to those with undergraduate training in different disciplines and working professionals looking to develop their knowledge and training for high-paying data and analytics related jobs in a range of organizations across business and government. The program will make a focused effort to recruit women and minority students and take advantage of federal funding opportunities in a STEM discipline for their joining this promising field. Description of Delivery Modes: The courses will be delivered in a regular face-to-face setting. Some content can be offered online or in hybrid mode. Projected Enrollments: 15 in Year One, and 75 when fully implemented Contact Information: Name: Siddhartha Bhattacharyya Title: Associate Professor and Interim Head Department: UIC Department of Information and Decision Sciences Address 1: University Hall, Room 2404 (MC 294) Address 2: 601 South Morgan Street City/State/Zip: Chicago, IL Phone: Fax: *Map: **CIP 2010:

4 1. Degree Program Title and Overview What is the specific title of the proposed degree program as it would be listed in the IBHE Program Inventory? The name should be what typically is used for similar programs nationally. Provide a short description of the program, including highlights of the program objectives, and the careers, occupations, or further educational opportunities for which the program will prepare graduates. Master of Science in Business Analytics Recent years have seen an explosive growth in digital data, arising from business systems, e- business, social media, mobile technologies, and varied digital business innovations. Developments in information technologies and analytical tools enable the processing and analyses of vast troves of data to inform business operations and decisions, and this has fueled a demand for people with requisite knowledge and skills for business analytics. This program is directed at meeting the growing demand for business analytics professionals. It combines foundational knowledge in data management and business intelligence; applied statistics and data mining approaches for analytics, with knowledge of business functional areas; analytics applications in specific contexts; and understanding of analytics and information management practice and strategy in organizations. It is targeted both at students with undergraduate degrees from business and other disciplines who seek specialized knowledge and training to work in increasingly data rich business environments, as well as working professionals looking to develop business intelligence and analytics capability. The distinguishing feature of the proposed program is in its blend of technical skills, statistical knowledge and business capabilities. It is designed to prepare students for varied data-focused work roles from business analyst, data analyst, quantitative analyst, data scientist, digital marketing analyst, supply chain analyst, and risk analyst to product managers for information and analytics driven organizations, as well as managerial roles leading to chief data officers, chief analytics officers, and chief information officers. Demand for such job roles is increasing in businesses as well in various government and public organizations. The proposed program will also prepare students for further education in doctoral programs related to information management and analytics. It provides a strong background and suitable preparation for further education and research in broader areas with emerging interest in data- and analytics-driven opportunities, like healthcare, financial markets, marketing, public administration, risk management, and supply chain management. 2. Classification of Instructional Program (CIP) Code Recommend the University s preferred six-digit CIP code for this program. CIP Code Management Science Definition: A general program that focuses on the application of statistical modeling, data warehousing, data mining, programming, forecasting and operations research techniques to the analysis of problems of business organization and performance. Includes instruction in optimization theory and mathematical techniques, data mining, data warehousing, stochastic and dynamic modeling, operations analysis, and the design and testing of prototype systems and evaluation models. Approved November 19, 2010 Part 1 [Page 1 of 28 ]

5 3. Enrollment and Degree Projections for the First and Fifth Years of the Program In the Excel table below, summarize enrollment and degrees conferred projections for the program for the first and the fifth years of operation. If possible, indicate the number of full-time and part-time students to be enrolled each fall term in the notes section. If it is not possible to provide fall enrollments or fall enrollments are not applicable to this program, please indicate so and give a short explanation. The degree projections should encompass the fiscal year as reported to the IBHE. Table 1 STUDENT ENROLLMENTAND DEGREE PROJECTIONS FOR THE PROPOSED PROGRAM 5 th Year (or when fully implemented) Year One Number of Program Majors (Fall Headcount) Annual Full-time-Equivalent Majors (Fiscal Year) Annual Number of Degrees Awarded 6 60 Enrollment numbers for the fully implemented program by the 5 th year are based on anticipated demand and comparable with enrollment in other MS programs in the college. 4. Background Briefly describe the historical and institutional context of the program s development. Include a short summary of any existing program(s) upon which this program will be built and of any existing administrative unit(s) and program(s) that will share resources with this program. (Note: Student and occupational demand for the program is addressed in #6, below.) The knowledge and skillset for business analytics comprises of (1) understanding business data, its storage and access, use for business intelligence, and organization practices around data governance and security; (2) business statistics, data mining, and optimization approaches for data analytics and modeling; (3) understanding of analytics applications to different business problems and functional areas and in an organizational context. The Information and Decision Sciences department is defined around and contributes to the College of Business Administration s teaching and research in the areas of information systems, business statistics, and operations and supply chain management. These areas form the defining elements for a business analytics program. The proposed program combines existing coursework with enhanced material and new courses to offer an integrated program that ties together the different elements of an analytics curriculum with relevant business knowledge and problem-solving skills, communication capabilities, and hands-on competency with current software and tools. It combines IDS coursework with courses in broader business areas where data and analytics play significant and transformative roles. While certain courses will be primarily for students in this proposed program, a few courses are common to the MS in Management Information Systems and MBA programs. Approved November 19, 2010 Part 1 [Page 2 of 28 ]

6 5. Mission Illinois Administrative Code: (a)(1): A) The objectives of the unit of instruction, research or public service are consistent with the mission of the college or university; B) The objectives of the unit of instruction, research or public service are consistent with what the unit title implies. Briefly describe how this program will support the University s mission, focus, and/or current priorities. Demonstrate the program s consistency with and centrality to that mission. The proposed program addresses a widely recognized market need for individuals with the capabilities necessary to work in increasingly complex and data-rich business environments. The ability to effectively leverage data assets is key to enhanced decision-making, productivity, and competitiveness in current and future businesses. Data collected and aggregated from varied sources and linked to individual actions and behavior is central to new and improved services and practices for various public and social organizations. As data-driven products and services lead a new wave of innovation, organizations need access to adequately trained talent to take on dataintensive and analytics work. There is a growing and unmet need for such professionals. The program supports three facets of UIC s mission: (1) To provide a wide range of students with the educational opportunity only a leading research university can offer. The proposed program will bring opportunities for education in a field with increasing market demand to a broad range of students. The program will appeal to those with undergraduate training in different disciplines and working professionals looking to develop their knowledge and training for high-paying data and analytics related jobs in a range of organizations across business and government. A program like this, which needs to provide quantitative training, together with business domain knowledge and understanding of varied and emerging analytics applications, is well situated in a leading research university like UIC. The program will make a focused effort to recruit women and minority students and take advantage of federal funding opportunities in a STEM discipline for their joining this promising field. (2) To address the challenges and opportunities facing not only Chicago but all Great Cities of the 21st century, as expressed by our Great Cities Commitment. The proposed program is focused on developing the talent pool to help address such new opportunities and challenges, and relates directly to the UIC s Great Cities initiative and its commitment to address the needs of Chicago-area and Illinois business and organizations. It also ties in with the City Chicago s effort to develop an expertise pool in technology and analytics. Graduates of the program will bring the much needed knowledge and skillset vital for fostering innovation in an emerging area of work, and maintaining an attractive and compelling business environment. Approved November 19, 2010 Part 1 [Page 3 of 28 ]

7 (3) To train professionals in a wide range of public service disciplines, serving Illinois as the principal educator of health science professionals and as a major healthcare provider to underserved communities. The management of various public services and healthcare is increasingly looking to data and analytics driven practices to bring better process and cost efficiencies, improved and innovative services and more effective outcomes. Recent open data initiatives arise from a focus on leveraging data. The State of Illinois Open Data Initiative aims at providing broad access to government and public services related data to encourage innovative thoughts, ideas and plans in order to generate improvements in government that can be driven through areas such as improved services, identification of economic barriers and much more ( Similarly, the Health Data Initiative at U.S. Department of Health & Human Services focuses on making high value health data more accessible to entrepreneurs, researchers, and policy makers in the hopes of better health outcomes for all ( The proposed program will train professionals for such data and analytics oriented work, and bring the critical talent necessary to drive such initiatives in Illinois. 6. Need for the Program and Future Employment and Additional Educational Opportunities for Graduates Illinois Administrative Code: (a)(6): A) The unit of instruction, research or public service is educationally and economically justified based on the educational priorities and needs of the citizens of Illinois. Explain how the program will meet the needs of regional and state employers, including any state agencies, industries, research centers, or other educational institutions that expressly encouraged the program s development. (If letters of support are available, include them in the appendix as an Adobe Acrobat (pdf) document.) Discuss projected future employment and or additional educational opportunities for graduates of this program. Compare estimated demand with the estimated supply of graduates from this program and existing similar programs in the state. Where appropriate, provide documentation by citing data from such sources as employer surveys, current labor market analyses, and future workforce projections. (Whenever possible, use state and national labor data, such as that from the Illinois Department of Employment Security at and/or the U.S. Bureau for Labor Statistics at The US Bureau of Labor Statistics projects high demand for business analysts and other information management related jobs. With the growing focus on data-driven operations, products and services, such jobs increasingly look for individuals with the knowledge and capabilities for data management, business intelligence, and analytics related work. Such individuals, combining analytical capability and technology skills with business domain knowledge and understanding of how to effectively utilize analytics are in short supply. A recent report 1 by McKinsey Global Institute notes that "by 2018, the United States alone could face a shortage of 140,000 to 190,000 people with deep analytical skills as well as 1.5 million managers and analysts with the know-how to use the analysis of big data to make effective decisions". Approved November 19, 2010 Part 1 [Page 4 of 28 ]

8 Numerous recent articles 2,3,4 in the popular press emphasize this growing demand for business analytics professionals. Traditional business programs like the MBA and MS-MIS do not bring the analytical depth required for such work roles. Degree programs in other disciplines also do not bring the combination of knowledge and skills necessary for effective business analytics. The distinguishing feature of the proposed program is in the combination of data management and analytics knowledge with understanding of business functional areas and role of data and analytics and its application in business contexts. To address this unmet demand in this area, several universities have started specialized programs in Business Analytics in recent years. Some universities that have introduced Master of Science programs in Business Analytics include: McCombs School of Business at the University of Texas, Austin Carlson School of Management at the University of Minnesota Stern School of Business at New York University Graduate School of Business at Fordham University Lidner College of Business at the University of Cincinnati Broad School of Business at Michigan State University School of Business at the University of Michigan, Dearborn Simon Business School at the University of Rochester LeBow College of Business at Drexel University College of Business Administration at the University of Tennessee, Knoxville Carey School of Business at Arizona State University School of Business at the University of Connecticut Lally School of Management at Rensselaer Polytechnic Institute Cox School of Business at Southern Methodist University School of Business at George Washington University Rutgers Business School at Rutgers University. 1 Big data: The next frontier for innovation, competition, and productivity, McKinsey Global Institute, May, Age of Big Data, New York Times, February 11 th, 2102; 3 Big data from social media, elsewhere online redefines trend-watching, Washington Post, June 6 th, Big Data Talent War: 10 Analytics Job Trends, Information Week, March 28 th, Comparable Programs in Illinois Illinois Administrative Code: (a)(6): B) The unit of instruction, research or public service meets a need that is not currently met by existing institutions and units of instruction, research or public service. Identify similar programs and sponsoring institutions in the state, at both public and private colleges and universities. Compare the proposed program with these programs, and discuss its potential impact upon them. For additional information about similar programs, check the Degree Program Inventory on the IBHE website ( and review the Notice of Approved November 19, 2010 Part 1 [Page 5 of 28 ]

9 Intent website for programs being planned ( Analytics-related programs in Illinois: Master of Science in Statistics: Analytics Concentration from the Department of Statistics, University of Illinois, Urbana-Champaign. Master of Data Science from the College of Science, Illinois Institute of Technology. Master of Science in Analytics from McCormick School of Engineering, Northwestern University. Master of Science in Predictive Analytics from the College of Computing and Digital Media, DePaul University. Master of Science in Marketing Analytics and Communication, Stuart School of Business, Illinois Institute of Technology. From Schools of Continuing Studies: Master of Science in Analytics, School of Continuing Studies, Northwestern University. Master of Science in Analytics, Graham School of Continuing Liberal and Professional Studies, University of Chicago. The proposed program at UIC blends training in statistics, computing, and information systems and addresses analytics applications in different business contexts such as financial markets, healthcare, supply chain, and marketing. The primary factor differentiating the proposed program from other Illinois programs is its multi-disciplinary blend - where statistics, computational methods, and information systems are fused and applied to different business areas. A student in the proposed program will graduate with business knowledge as well as expertise in analytics as it applies to business problems and areas. It differs from programs like the Master of Science in Statistics and the Master of Data Science programs that have an emphasis on mathematical, statistical, and computing training. The proposed program is not expected to have any impact on these other programs. The Master of Science in Analytics program from Northwestern University s McCormick School includes some coverage of business through electives on analytics for supply chain, healthcare, and marketing. The proposed program at UIC covers similar material on analytics and computing, but requires a broader business foundation and knowledge of the domain of analytics applications. The Master of Science in Predictive Analytics program from DePaul University offers concentrations in Computational Methods, Healthcare, Hospitality, and Marketing, each requiring courses in the respective areas. The Master of Science in Marketing Analytics and Communication at IIT offers two concentrations in Marketing Analytics and in Marketing Communication; the former covers aspects of basic analytics for marketing. The proposed program addresses business, data, and analytics in a comprehensive manner; it blends broader business knowledge with strong data and analytics capabilities, and will prepare students for data and analytics related work in varied business areas. Approved November 19, 2010 Part 2 [Page 6 of 28 ]

10 8. The Illinois Public Agenda for College and Career Success Illinois Administrative Code: (a)(6): A) The unit of instruction, research or public service is educationally and economically justified based on the educational priorities and needs of the citizens of Illinois Demonstrate how the proposed program will support one or more goals of The Illinois Public Agenda, the Illinois Board of Higher Education s Strategic Initiative. Each program does not have to contribute to every goal, but it must contribute to at least one. (For more information about each of the four goals of The Illinois Public Agenda, go to the IBHE website: Goal 1. EDUCATIONAL ATTAINMENT. Increase educational attainment to match the bestperforming states. Goal 2. COLLEGE AFFORDABILITY. Ensure college affordability for students, families, and taxpayers. Goal 3. HIGH QUALITY CREDENTIALS TO MEET ECONOMIC DEMAND. - Increase the number of high-quality post-secondary credentials to meet the demands of the economy and an increasingly global society. Goal 4. INTEGRATION OF EDUCATIONAL, RESEARCH, & INNOVATION ASSETS. Better integrate Illinois educational, research, and innovation assets to meet economic needs of the state and its regions. Goal 1. EDUCATIONAL ATTAINMENT Goal 2. COLLEGE AFFORDABILITY Goal 3. HIGH QUALITY CREDENTIALS TO MEET ECONOMIC DEMAND Universities in many states have recently started programs in Business Analytics, similar to this proposed program, to address the growing demand in this area. The proposed program develops education for well-trained professionals in an emerging area that is vital for maintaining a competitive and compelling economic environment. The proposed program brings education in a high-value and in-demand area of work at an affordable cost for Illinois residents as the first such program offered in a public university, it involves lower costs than other Chicago-area institutions. The proposed program brings education in a STEM area and will help increase the pool of trained professional with high quality credentials in an in-demand area. The program develops a pool of trained professionals in an emerging area that is vital for maintaining a competitive and compelling economic environment. Approved November 19, 2010 Part 2 [Page 7 of 28 ]

11 9. Program Description and Requirements Illinois Administrative Code: (b)(1) [applicable only to new units of instruction]: A) The caliber and content to the curriculum assure that the objectives of the unit of instruction will be achieved; B) The breadth and depth of the curriculum are consistent with what the title of the unit of instruction implies; C) The admission and graduation requirements for the unit of instruction are consistent with the stated objectives of the unit of instruction (b)(3): Appropriate steps shall be taken to assure that professional accreditation needed for licensure or entry into a profession as specified in the objectives of the unit of instruction is maintained or will be granted in a reasonable period of time (a)(2)(c) Requirement for Programs in which State Licensure is Required for Employment in the Field: In the case of a program in which State licensure is required for employment in the field, a program can be found to be in good standing if the institution is able to provide evidence that program graduates are eligible to take the appropriate licensure examination and pass rates are maintained as specified in the objectives of the unit of instruction. If there is no such evidence, the institution shall report the program as flagged for review. a. Admission Requirements Provide a brief narrative description of the minimum admission requirements for this program. Where relevant, include information about licensure requirements, student background checks, GRE and TOEFL scores, and admission requirements for transfer students. Degree Required: Bachelor s degree. Baccalaureate Field: Individuals from all baccalaureate fields are encouraged to apply. The exact course requirements will be determined based on an individual s baccalaureate field and work experience. All applicants must have had the following background coursework: mathematics through the level of calculus covering integration and differentiation, and statistics through regression analysis. Grade Point Average: At least 3.00/4.00 for the final 60 semester hours (90 quarter hours) of undergraduate studies. Applicants with a master s degree must have maintained a GPA of at least 3.00/4.00 in that program. Tests Required: GMAT or GRE taken within five years of entry into the program. UIC and UIUC students or alumni (graduated within 5 years of applying) with a cumulative GPA of 3.00/4.00, and a GPA of 3.00/4.00 in selected IDS-related courses will be waived from the GMAT or GRE requirement Minimum English Competency Test Score: TOEFL 585 (paper-based); 80, with subscores of Reading 19, Listening 17, Speaking 20, and Writing 21 (ibt Internet-based), OR, IELTS 6.5, with subscores of 6.0 for all four subscores. Letters of Recommendation: Two required. Approved November 19, 2010 Part 3 [Page 8 of 28 ]

12 Personal Statement: Required. b. Program Description Provide a description of the proposed program and its curriculum, including a list of the required core courses and short ( catalog ) descriptions of each one. (This list should identify all courses newly developed for the program. The learning objectives on which the curriculum is based are discussed in Section 10) This section also should discuss: The unique qualities of this program Its delivery method (face-to-face, online, hybrid, etc.) Its curriculum s alignment with national standards (if applicable) The proposed MS in Business Analytics combines foundational knowledge in data management and business intelligence, applied statistics, and data mining approaches for analytics, with knowledge of business functional areas, analytics applications in specific contexts, and understanding of analytics and information management practice and strategy in organizations. It is targeted both at students with undergraduate degrees from business and other disciplines who seek specialized knowledge and training to work in increasingly data-rich business environments, as well as working professionals looking to develop business intelligence and analytics capability. The distinguishing feature of the proposed program is in the combination of data management, business intelligence, and analytics capabilities with understanding of business functional areas and processes, analytics application to specific problems, and role of data and analytics in organizational contexts. The program requires a minimum of 32 hours of graduate coursework beyond the program prerequisites. Students with the necessary background can expect to complete the program within 12 months; students requiring pre-requisite preparation may take from months to complete the program. The coursework consists of 12 hours of required core courses, 4 hours of a required capstone course, and 16 hours of electives. Electives are defined as analytics electives and business electives, which can be chosen according to individual career goals and industry-related work interests. The courses will be delivered in a regular face-to-face setting. Some content can be offered online or in hybrid mode. Program prerequisites are established to determine adequate preparation for the main coursework, and to allow students from different backgrounds to develop the necessary background. The program requires students to take three core courses, each for 4 credit hours: IDS Advanced Database Management IDS 575 Statistical Models and Methods for Business Analytics IDS 572 Business Data Mining Approved November 19, 2010 Part 3 [Page 9 of 28 ]

13 and a required capstone course (4 credit hours): IDS 560 Analytics Strategy and Practice. The first core course (IDS 521) builds on the basic prerequisite knowledge of relational databases and querying to develop advanced data querying skills, knowledge of data integration, data warehouse design, analytical queries, data organization and querying for big data, provision for business intelligence, and effective data management and governance practices. The second and third core courses (IDS 575 and 572) cover the necessary analytical methods, including statistical and machine learning techniques applicable to varied business data and problems. All the core courses involve training for hands-on capabilities with software and tools in current use. Description of required courses IDS Advanced Database Management (4 credit hours) Data analysis for database design; logical data modeling, transaction modeling; implementation models; physical database design; database tuning and performance evaluation; database decomposition; distributed database; database security IDS 575* Statistical Models and Methods for Business Analytics (4 credit hours) Correlation, Regression, Generalized Linear Models, Principal Components, Factor Analysis, Discriminant Analysis, Time series analysis. Application of the above to varied business problems. IDS 572 Business Data Mining (4 credit hours) Introduction to data mining for business. Applications to marketing, credit scoring, quality assurance, operations management and human resources management. IDS 560* Analytics Strategy and Practice (4 credit hours) This course will utilize projects and case studies to allow students to learn how to apply the analytic skills developed in the MS Business Analytics curriculum to practical problems. It will also address analytics related issues in the context of organizational strategy. (* indicates new course) New courses, including electives, developed for the program: IDS 575 Statistical Models and Methods for Business Analytics (4 credit hours) IDS 560 Analytics Strategy and Practice (4 credit hours) IDS 576 Advanced predictive models and applications (4 credit hours) IDS 561- Analytics for Big Data (4 credit hours) IDS 564 Social media and network analysis (4 credit hours) IDS 566 Advanced Text analytics (2 credit hours) IDS 567 Business Data visualization ( 2 credit hours) c. Graduation Requirements Approved November 19, 2010 Part 3 [Page 10 of 28 ]

14 Provide a brief narrative description of all graduation requirements, including, but not limited to, credit hour requirements, and, where relevant, requirements for internship, practicum, or clinical. For a graduate program, summarize information about the requirements for completion of the thesis or dissertation, including the thesis committees, and the final defense of the thesis or dissertation. If a thesis or dissertation is not required in a graduate program, explain how the functional equivalent is achieved. The program requires a minimum of 32 hours of graduate coursework beyond the program prerequisites. Technical Prerequisites: IDS 371 (Business Statistics II) or IDS 570 (Statistics for Management), or equivalent Knowledge of a programming language like C, C++, Java at the level of IDS 401 or equivalent. Knowledge of relational databases and querying using SQL at the level of IDS 410 or equivalent. Business Prerequisites: Two introductory courses in any two functional areas of business: operations management, IDS 532; accounting, ACTG 500; finance, FIN 500; marketing, MKTG 500. Each course may be waived based on equivalent prior course work or appropriate work experience in the functional area. Prerequisite courses will not count towards the minimum degree requirement of 32 hours. Required courses IDS 521 Advanced Database Management (4 hours) IDS 575 Statistical Models and Methods for Business Analytics (4 hours) IDS 572 Business Data Mining (4 hours) IDS 560 Analytics Strategy and Practice (4 hours) - Capstone Electives 16 credit hours chosen from the following list, with at least 8 hours of analytics electives. Analytics electives: IDS 576 Advanced Predictive Models and Applications (4 hours) IDS 561 Analytics for Big Data (4 hours) IDS 564 Social media and network analysis (4 hours) IDS 435 Optimization Methods and Applications (4 hours) IDS 566 Advanced Text Analytics (2 hours) IDS 567 Business Data Visualization (2 hours) IDS 594 Special Topics (1-4 hours) Business electives analytics-related business electives approved by the Director of Graduate Studies. Sample courses include: ACTG 516 Financial Statement Analysis (4 hours) FIN516 Theory and Structure of Options and Futures Markets (4 hours) FIN 510 Investments (4 hours) Approved November 19, 2010 Part 3 [Page 11 of 28 ]

15 MKTG 561 Consumer Behavior (4 hours) MKTG 594 Marketing Analytics (4 hours) IDS 518 Electronic Marketing (4 hours) IDS 552 Supply Chain Management (4 hours) IDS 523 Audit and control of Information Systems (4 hours) IDS 573 Risk Management (4 hours) Electives are to be chosen with the approval of the Director of Graduate Studies. Based on student background and interests, other analytics-related courses may be taken with the advice and approval of the Director of Graduate Studies. Students entering the program with sufficient background in any of the required core courses may, with the approval of the Director of Graduate Studies, take an advanced analytics elective in its place. No more than two 400-level courses may be used to count towards degree requirements. Comprehensive Examination: None Thesis, Project, or Course Work Only Options: Course work only. The required capstone course (IDS 560) ties together the technical material in the core courses and electives with discussion and cases to address issues related to analytics strategy for organizations and effective analytics practice. This course further integrates this material with project work that involves either detailed study of analytics strategy and practice in organizations, or development of analytics related solutions for specific problems. Such projects, organized as part of the capstone course, can be driven by specific client needs, or framed around problems as currently encountered in practice. d. Specialized Program Accreditation Describe the institution s plan for seeking specialized accreditation for this program. Indicate if there is no specialized accreditation for this program or if it is not applicable. No specialized accreditation applicable for this program. All College of Business Administration programs are accredited through the Association to Advance Collegiate Schools of Business, which requires well defined processes for assessment of student learning and necessary feedback for improvement of learning. The program will follow processes developed in the college for this. e. Licensure or Certification for Graduates of the Program If this program prepares graduates for entry into a career or profession that is regulated by the State of Illinois, describe how it is aligned with or meets licensure, certification, and/or entitlement requirements. Not applicable. Approved November 19, 2010 Part 3 [Page 12 of 28 ]

16 10. Plan to Assess and Improve Student Learning Illinois Administrative Code: (b)(1)(D) Provision is made for guidance and counseling of students, evaluations of student performance, continuous monitoring of progress of students toward their degree objectives and appropriate academic record keeping. a. List the program s student learning objectives. Each objective should identify what students are expected to know and/or be able to do upon completing this program. Student Learning Outcomes: Students graduating from this program will demonstrate knowledge, - To apply concepts of data design, storage, integration, access and querying, data warehousing, and business intelligence - To apply a broad range of analytical methods for data driven inference and modeling, and will be able to apply analytical methods to various business problems - To effectively communicate with various stakeholders on requirements, methods, results, and broader business issues for deriving value from analytics applications - Of business and functional areas and be able to evaluate an organization s data assets and potential for data-driven and analytics approaches; further they will be able to frame and develop such approaches for effectively addressing varied organizations needs - Of best practices and governance approaches related to data and analytics in organizations b. Describe how, when, and where these learning objectives will be assessed. Your description should demonstrate that the assessment will: be systematic (that is, occur at different points throughout the program, including courseby-course and end-of-program); include multiple, discipline-appropriate measures of student learning; emphasize direct measures (e.g., assessments of learning via capstone courses, internships, portfolios, recitals, exhibits, theses, dissertations; standardized, locallydeveloped, comprehensive, or professional licensure and certification exams; and so on); and include indirect assessments from key stakeholders such as current students, alumni, employers, graduate schools, etc. These may include job placement/career advancement/graduate school acceptance rates of graduates, graduate/employer satisfaction survey results etc. Achievement of learning objectives will be assessed through: - systematic monitoring of performance in the core courses - case studies in the capstone course to assess the ability to relate technical knowledge with business context and issues - performance on the capstone project to assess the ability to effectively address data and analytics applications to specific problems - evaluation of project related communication effectiveness in the capstone course - indirect assessment of overall analytics competency from project sponsor and employer feedback and from student s placement success Approved November 19, 2010 Part 3 [Page 13 of 28 ]

17 c. Identify faculty expectations for students achievement of each of the stated student learning objectives. What score, rating, or level of expertise will signify that students have met each objective? Provide rating rubrics as necessary. Regular letter grades will be used for all courses. Students will be required to earn a grade of C or better on all pre-requisites courses. Students must earn a grade of C or better on all core and elective courses and maintain a minimum GPA of 3.0 out 4.0 in the program. d. Explain the process that will be implemented to ensure that assessment results are used to improve student learning. Multiple mechanisms will be used to ensure that assessment results are effectively used to improve student learning: 1. Faculty in individual courses will monitor student progress on (a) basic knowledge of course material; (b) hands-on competency with required software and tools; and (c) ability to effectively communicate methods, results and relation to business problem and context. 2. Student performance in the capstone course will be monitored to evaluate ability to relate technical knowledge with business context, and to effectively manage and communicate on project work. 3. Regular department faculty meetings will discuss student performance in courses, project work, and feedback from project sponsors and employers, and necessary actions to improve student learning, both in individual courses as well as programmatic updates. 4. The program will be accredited through Association to Advance Collegiate Schools of Business which requires well defined processes for assessment of student learning and necessary feedback for improvement of learning. The program will follow processes developed in the college for this. 11. Plan to Evaluate and Improve the Program Illinois Administrative Code: (a)(2): The design, conduct, and evaluation of the unit of instruction, research or public service are under the direct and continuous control of the sponsoring institution s established processes for academic planning and quality maintenance (a)(1) Three years after approval of a new program, the institution shall provide a program progress report to the Board as part of the institution's annual report. The third year progress report shall describe the institution's performance in meeting program objectives and show where any improvements are necessary. The placement of a program in voluntary temporary suspension will not negate the requirement of submitting a third year progress report. Describe the program s evaluation plan.* Approved November 19, 2010 Part 3 [Page 14 of 28 ]

18 This plan should identify the methods of program evaluation (e.g., faculty self study, curriculum committee review, external review, feedback from key stakeholders such as current students, alumni, employers, and/or staff at residency/internship/practicum sites) as well as its key elements (e.g., curriculum, teaching, research, public services, diversity, quality, cost effectiveness, employer demand, etc., as is relevant to the program), and the goals that will be set for each one. It also should illustrate the existence of regular review and feedback processes to ensure that results of the evaluation will be used to improve the curriculum, instruction, and the overall quality of the program. Your discussion may include (but is not limited to) the following items: Faculty/student collaboration in research, community service, or other projects; Faculty productivity (in research, scholarship, creative activities, instruction, and public service); Student engagement in integrative learning activities (internships, practica, service learning, study abroad, etc.); External funding such as research grants and contracts; Support of one or more of the Goals of The Illinois Public Agenda; Results of student learning assessment; Employer, alumni, and other satisfaction survey results; Percent of students involved in faculty research or other faculty led projects; Percent of graduate students in the program presenting or publishing papers; Pass rate of graduates on the end-of-program, comprehensive, standardized, and/or certification/licensure examinations; Retention, graduation, and time-to-degree completion rates; and Job placement, career advancement, and/or graduate school acceptance rates. *This plan may be based on the institution s process for the submission of a progress report to the IBHE at the end of the 3 rd year of operation and the program s participation in the IBHE s 8-year program review process or the program s specialized accreditation review process. The requirements for accreditation by the Association to Advance Collegiate Schools of Business require that all programs engage in annual and five-year review programs. As part of this process, the following information is collected annually and reviewed by a team of external reviewers every five years to maintain the campus accreditation with AACSB for its business programs: Survey of graduating student satisfaction and engagement conducted by Educational Benchmarking Institute (collected biannually) Report of placement data for all graduates at time of graduation, three months after graduation, and six months after graduation (including salaries) in accordance with the standards of the Graduate Management Admissions Council Report of diversity of the students enrolled in the program Ongoing assurance of learning program to both assess achievement of student learning outcomes and demonstrate how assessment data is used to modify and/or improve the program Approved November 19, 2010 Part 4 [Page 15 of 28 ]

19 Report on the engagement of instructional staff with students in accordance with AACSB accreditation standards Report of the qualifications of instructional staff to teach in their respective areas based on their academic and scholarly productivity or active engagement with professional practice in the field in accordance with AACSB accreditations standards. 12. Budget Narrative Fiscal and Personnel Resources Illinois Administrative Code: (a)(5): A) The financial commitments to support the unit of instruction, research or public service are sufficient to ensure that the faculty and staff and support services necessary to offer the unit of instruction, research or public service can be acquired and maintained; B) Projections of revenues necessary to support the unit of instruction, research or public service are based on supportable estimates of state appropriations, local tax support, student tuition and fees, private gifts, and/or governmental grants and contracts. Budget Rationale Provide financial data that document the university s capacity to implement and sustain the proposed program and describe the program s sources of funding. a. Is the unit s (Department, College, School) current budget adequate to support the program when fully implemented? If new resources are to be provided to the unit to support the program, what will be the source(s) of these funds? Is the program requesting new state funds? (During recent years, no new funds have been available from the state (IBHE) to support new degree programs). Both UIC and the College of Business Administration have budget allocation processes that provide funding based on the tuition and differential tuition revenue generated by each individual program. No additional investment of funds beyond tuition revenue generated by the program will be required to support the program when fully implemented. b. Will current faculty be adequate to provide instruction for the new program or will additional faculty need to be hired? If additional hires will be made, please elaborate. When fully implemented, it is anticipated that two faculty FTE will be required to serve the students in the program. As the college s budget model is based on allocating permanent funding based on student demand, as student demand increases, funds for the department to augment the faculty will be available as is necessary. While we project a net gain of two faculty lines, the funding mechanism for the program allows for growth to meet demand. c. Will current staff be adequate to implement and maintain the new program or will additional staff be hired? Will current advising staff be adequate to provide student Approved November 19, 2010 Part 5 [Page 16 of 28 ]

20 support and advisement, including job placement and or admission to advanced studies? If additional hires will be made, please elaborate. The college funds support functions similarly to how academic departments are funded. As student demand grows, funds are allocated to the support units to support students. We anticipate no specific increase in administrative staff associated with this program. But need for additional staff may occur as a result of overall increases in college enrollments, of which this program would be a part. For example, there would not be a student advisor hired to support the MS in Business Analytics per se, but a student advisor may be hired to support an increased number of graduate students. d. Are the unit s current facilities adequate to support the program when fully implemented? Will there need to be facility renovation or new construction to house the program? (Refer to Section #13.1). No new facilities or renovations are required for this program. The program will require regular investment in computer infrastructure to ensure that students have access to businessrelevant technology in their learning experience. e. Are library resources adequate to support the program when fully implemented? (Refer to Section #13.2). Library resources are adequate to support the program. f. Are any sources of funding temporary (e.g., grant funding)? If so, how will the program be sustained once these funds are exhausted? This program will be funded based on the tuition it generates. g. If this is a graduate program, please discuss the intended use of graduate tuition waivers. If the program is dependent on the availability of waivers, how will the unit compensate for lost tuition revenue? The program is not dependent upon tuition waivers to be sustained. While students in this program will have and will develop skills that may make them attractive to units as graduate assistants to support their administrative operations, the intent of the program is to attract tuition paying students. h. Complete the budget Table 2 below ESTIMATED COSTS OF THE PROPOSED PROGRAM Category Unit of Year One 5 th Year Approved November 19, 2010 Part 5 [Page 17 of 28 ]

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