REQUEST TO COLLEGE CURRICULUM COMMITTEE FOR CURRICULAR IMPROVEMENTS

Transcription

1 REQUEST TO COLLEGE CURRICULUM COMMITTEE FOR CURRICULAR IMPROVEMENTS DEPARTMENT: BIS PROPOSED EFFECTIVE SEMESTER: FALL 2014 COLLEGE: HCOB PROPOSED IMPROVEMENTS Academic Program Substantive Course Changes Misc. Course Changes New degree* New course Title New major* Pre or Co-requisites Description (attach current & proposed) New curriculum* Deletion (required by others) Deletion (not required by others) New concentration* Course #, different level Course #, same level New certificate Credit hours Variable credit New minor Enrollment restriction Credit/no credit Revised major Course-level restriction Cross-listing Revised minor Prefix Title and description COGE reapproval Admission requirements (attach current & proposed) Other (explain**) Graduation requirements General education (select one) Deletion Transfer Not Applicable Other (explain**) Other (explain**) ** Other: Title of degree, curriculum, major, minor, concentration, or certificate: Business Analytics Existing course prefix and #: Proposed course prefix and #: Credit hours: Existing course title: Proposed course title: Existing course prerequisite & co-requisite(s): Proposed course prerequisite(s) If there are multiple prerequisites, connect with and or or. To remove prerequisites, enter none. Proposed course co-requisite(s) If there are multiple corequisites, they are always joined by and. Proposed course prerequisite(s) that can also be taken concurrently: Is there a minimum grade for the prerequisites or corequisites? The default grades are D for undergraduates and C for graduates. Major/minor or classification restrictions: List the Banner 4 character codes and whether they should be included or excluded. For 5000 level prerequisites & corequisites: Do these apply to: (circle one) undergraduates graduates both Specifications for University Schedule of Classes: a. Course title (maximum of 30 spaces): b. Multi-topic course: No Yes c. Repeatable for credit: No Yes d. Mandatory credit/no credit: No Yes e. Type of class and contact hours per week (check type and indicate hours as appropriate) 1. Lecture 3. Lecture/lab/discussion 5. Independent study 2. Lab or discussion 4. Seminar or studio 6. Supervision or practicum CIP Code (Registrar s use only): Chair/Director Chair, College Curriculum Committee Date Date Dean Date: Graduate Dean: Date Curriculum Manager: Return to dean Date Forward to: Date Chair, COGE/ PEB / FS President FOR PROPOSALS REQUIRING GSC/USC REVIEW: Date * Approve Disapprove Chair, GSC/USC Date * Approve Disapprove Provost Date Revised May All previous forms are obsolete and should not be used. HCoB 4413

2 1. Explain briefly and clearly the proposed improvement. The Business Analytics (BA) minor addresses an increasing demand in organizations of all types to understand data related to their operations. Investments in information systems throughout the enterprise for the last years are generating tremendous amounts of data, and companies will spend at least the next 10 years developing processes that generate insight from those data. In addition to data generated internally, many companies are exploring the effects of external data, primarily present in social media or web search. The ability to manage data and conduct business projects are the key to success in many disciplines. The BA minor will provide a comprehensive skill set for students to analyze, visualize and report data. The BIS and ISM programs have industry advisory boards supporting this minor. 2. Rationale. Give your reason(s) for the proposed improvement. (If your proposal includes prerequisites, justify those, too. The BIS Department has offered courses in data analytics for many years. The BA minor provides a credentialing process for students in a field of growing importance, and a systemic process to update pedagogy so that course content remains relevant to the developing needs of commercial businesses. 3. Effect on other colleges, departments or programs. If consultation with others is required, attach evidence of consultation and support. If objections have been raised, document the resolution. Demonstrate that the program you propose is not a duplication of an existing one. As stated above, the minor offers data analytics credentials valued by business disciplines in management, marketing, finance, accounting, and computer information systems. The ISM program in the Management department has expressed its support for the new BA minor in BIS (letter attached) 4. Effect on your department s programs. Show how the proposed change fits with other departmental offerings. All courses for the BA minor can be delivered through existing BIS courses. The department already has faculty who specialize in business analytics, and data analysis. The minor will build upon the foundation of CIS 1020 (Business Computing) to study a wide range of business analytics skills in the following three core courses: CIS 2640 (Business Analysis and Reporting), CIS 3640 (Business Analytics), and CIS 4640 (Business Data Mining). This proposed minor offers a specialization that deepens the analytical skills required in business and many other disciplines. 5. Effects on enrolled students: Are program conflicts avoided? Will your proposal make it easier or harder for students to meet graduation requirements? Can students complete the program in a reasonable time? Show that you have considered scheduling needs and demands on students time. If a required course will be offered during summer only, provide a rationale. There are no conflicts with existing programs or majors in HCOB. The 15-credit BA minor is consistent with other minors in the college. The required courses for this minor have been offered one to three times each year. This allows students to complete the minor in a reasonable amount of time. 6. Student or external market demand. What is your anticipated student audience? What evidence of student or market demand or need exists? What is the estimated enrollment? What other factors make your proposal beneficial to students? (a) BA Job Trend We anticipate that the minor will be of great interest to students and employers. Data analytics plays an important role in the second decade of the 21 st century in corporate America. Tools supporting business analytics are exploding. Software designed to obtain data from multiple sources and transform them into actionable intelligence is a $50 billion business growing at 14 to 18 percent per year. According to Indeed.com (one of the major job search engines), the growth of analytics jobs since 2005 has been approximately 370% (see the following figure retrieved from their web site on October 11, 2013). HCoB 4413

3 The growth of business analytics jobs specifically is at an even higher rate (approx. 600%) as shown in the figure below. The higher demand of analytics skills in business provides solid support for offering the BA minor through the business college. (b) Industry Response Recently, the American Management Association (AMA) surveyed approximately 800 business executives in more than 50 industries and 40 countries. The executives surveyed were overwhelmingly favorable toward the need for business analytics skills with 58.3% of respondents evaluating BA vital to their organization today and 81.5% in 5 years. According to the Vice President of AMA, Robert G. Smith, BA skills are needed because competitive and performance pressures are driving the need for better analytics. See the full summary of the AMA survey at HCoB 4413

4 (c) Academic Offerings Academic institutions are responding to the trend. In 2010, more than 390 courses containing analytics content were taught in higher education. The scope of analysis responsibilities in industrial practice is also rising with more functional business specialists building analytical models for business teams. With datadriven decisions more common across the industrial spectrum, and analytical models and methods embedded in increasingly sophisticated software, people with diverse backgrounds and expertise are analyzing data. Microsoft (2009) has been one of the most prominent software companies promoting Business Intelligence for everyone. A few observations of national trends: In early 2012, 21 or 4.80% of Universities have Business Analytics program/concentration/track/minor out of 438 universities listed by USA today. By 2013 Business Analytics programs number in the hundreds. MIT and University of Pennsylvania, among the top 10 business schools in the US as ranked by USA Today have Business Analytics programs. Business schools listed by USA Today with Business Analytics programs offer courses with content identical to courses offered by the BIS department at WMU. The Walton Business School of the University of Arkansas has published learning objectives for its business analytics major. The objectives fit well into the analytics courses offered by the BIS department (see attachment). Table 1 shows a partial list of universities offering concentrations in business analytics Table 1 Universities Offering Business Analytics Concentrations American University Rutgers University Arizona State University Simmons College Bentley College State University of Illinois Carnegie Mellon University Stevens Institute of Technology Central Michigan University Syracuse University Chapman University Texas A&M University-College Station City University of New York University of Arkansas - Little Rock Clark University University of California, Irvine Colorado State University University of California, San Diego Columbia University University of California, Santa Barbara Creighton University University of California, Santa Cruz DePaul University University of Chicago Drexel University University of Cincinnati Duke University University of Connecticut Edinboro University of Pennsylvania University of Denver Emory University University of Florida Florida Atlantic University University of Georgia Fordham University University of Hawaii at Manoa Georgia Institute of Technology University of Memphis Harvard University University of Michigan-Ann Arbor Illinois Institute of Technology University of Minnesota-Twin Cities Indiana University University of Nebraska, Lincoln Indiana University of Pennsylvania University of Pennsylvania Louisiana State University University of Rochester Massachusetts Institute of University of Rochester Technology Michigan State University University of San Francisco National University University of South Carolina - Aiken New York University University of Tennessee, Knoxville North Carolina State University University of Texas at Austin Oakland University University of Virginia, Charlottesville HCoB 4413

5 Oregon State University Pace University Providence College Purdue University Rensselaer Polytechnic Institute University of Washington University of Wisconsin Milwaukee University of Wisconsin-Madison Villanova Virginia Polytechnic Institute and State University Based on the above industry demand and academic landscape, it is the right time for WMU to offer the BA minor. The courses listed in this BA minor are the result of analysis based on academic and industry surveys. 7. Effects on resources. Explain how your proposal would affect department and University resources, including faculty, equipment, space, technology, and library holdings. Tell how you will staff additions to the program. If more advising will be needed, how will you provide for it? How often will course(s) be offered? What will be the initial one-time costs and the ongoing base-funding costs for the proposed program? (Attach additional pages, as necessary.) The BA minor would be serviced from existing CIS courses and BIS faculty. No additional resources would be required. 8. General education criteria. For a general education course, indicate how this course will meet the criteria for the area or proficiency. (See the General Education Policy for descriptions of each area and proficiency and the criteria. Attach additional pages as necessary. Attach a syllabus if (a) proposing a new course, (b) requesting certification for baccalaureate-level writing, or (c) requesting reapproval of an existing course.) n/a 9. List the learning outcomes for the proposed course or the revised or proposed major, minor, or concentration. These are the outcomes that the department will use for future assessments of the course or program. 1. Knowledge in concepts and terminology of business analytics 2. Application of business statistics, data mining, machine learning, business intelligence, predictive analytics techniques to business problems 3. Skills in productivity and analytics software 4. Ability to perform data retrieval from heterogeneous sources, data cleansing/scrubbing, data analysis, advanced reporting, and data visualization 5. Knowledge in basic database theories and applications 6. Ability to automate business processes 10. Describe how this curriculum change is a response to assessment outcomes that are part of a departmental or college assessment plan or informal assessment activities. The BA minor will be an important addition to the college and departmental assessment activities and will be a strong response to student and employer demands for curricular innovation and training in an exciting and rapidly changing discipline. 11. (Undergraduate proposals only) Describe, in detail, how this curriculum change affects transfer articulation for Michigan community colleges. For course changes, include detail on necessary changes to transfer articulation from Michigan community college courses. For new majors or minors, describe transfer guidelines to be developed with Michigan community colleges. For revisions to majors or minors, describe necessary revisions to Michigan community college guidelines. Department chairs should seek assistance from college advising directors or from the admissions office in completing this section. Required and elective courses that are currently transferable will continue to be transferable with the new minor. HCoB 4413

6 CATALOG COPY for Business Analytics (BA) Minor Any undergraduate student at Western Michigan University can complete a Business Analytics minor. The minor requires a minimum of fifteen credit hours consisting of five required courses. CIS majors are required to substitute CIS 4640 with a course from the approved list. Interested students should consult with a designated Business Analytics advisor prior to enrolling in courses for the minor. Required Courses (5 courses 15 credits) BUS 2700: Business-Driven Information Technology Credits: 3 hours STAT 2160 Business Statistics or Equivalent Credits: 3 hours CIS 2640: Business Analysis and Reporting Credits: 3 hours CIS 3640: Business Analytics Credits: 3 hours CIS 4640: Business Data Mining Credits: 3 hours Note: 1. Courses taken to fulfill the BA minor cannot be double counted as required courses for the student s major. 2. CIS majors must substitute one of the following courses for CIS 4640, which is required for the CIS major: CIS 3620: IT Project Management Credits: 3 hours CIS 4500: Customer Relationship Management Credits: 3 hours CIS 4960: Independent Study Credits: 3 hours CIS 4100: Internships Credits: 3 hours CIS 5550: Special Topic Credits: 3 hours HCoB 4413

7 WMU Webmail Plus 10/14/2013 5:20 PM WMU Webmail Plus Re: Request for a Letter of Support for the New Proposed Business Analytics (BA) Minor From : Magdalena Niewiadomska-Bugaj <m.bugaj@wmich.edu> Subject : Re: Request for a Letter of Support for the New Proposed Business Analytics (BA) Minor To : Jyhhorng Michael Tarn <mike.tarn@wmich.edu> Mon, Oct 14, :48 PM Dear Mike, Statistics Department is supporting the Business Analytics minor that your department is proposing. Best wishes in offering your students this valuable and interesting new program, Magdalena From: "Jyhhorng Michael Tarn" <mike.tarn@wmich.edu> To: "Magdalena Niewiadomska-Bugaj" <m.bugaj@wmich.edu> Sent: Monday, October 14, :38:33 PM Subject: Request for a Letter of Support for the New Proposed Business Analytics (BA) Minor Hi Magdalena, I am pleased to let you know that the proposed new Business Analytics (BA) minor has been approved by the BIS Dept faculty and will be submitted to HCOB College Curriculum Committee for approval by tomorrow. Our current schedule is to begin offering this new minor in Fall Attached is the BA Minor framework for your information. The minor requires students to have Statistics as their foundation and therefore we would like to include STAT2160 Business Statistics on the required course list. Since STAT2160 is a pre-business required course, business students should not have any problems to fulfill the requirement. For non-business students who want to take the BA minor, they will need to take STAT2160 or its equivalent course. Could you please help write a letter of support for the BA minor? You can simply reply to this with your support if it is more convenient to you. If you need any more information or have questions, please kindly let me know. Thanks much in advance for your help. Best regards, - Mike ======================================================= Dr. J. Michael Tarn, Professor & Chair Department of Business Information Systems Haworth College of Business Western Michigan University 1903 W. Michigan Ave., MS 5412 Kalamazoo, MI Phone: (269) Fax: (269) mike.tarn@wmich.edu -- Magdalena Niewiadomska-Bugaj, Ph.D. Professor and Chair Department of Statistics Western Michigan University 3305 Everett Tower Kalamazoo, MI (269)

8 WMU Webmail Plus 10/14/2013 9:18 PM WMU Webmail Plus BA Minor From : Sime Curkovic <sime.curkovic@wmich.edu> Subject : BA Minor To : Jyhhorng Michael Tarn <mike.tarn@wmich.edu> Mike, Mon, Oct 14, :12 PM The ISM Program enthusiastically supports the creation of the Business Analyst minor. The courses in this minor have been enthusiastically received by students in the ISM program, and we regularly get feedback on how useful they are for students on internships and full-time positions. We think the Business Analyst minor will help our students be take advantage of the growing trends in supply chain management centered around "Big Data" and in-memory computing that will dramatically change our profession. Thank you. Sime -- Sime (Sheema) Curkovic, Ph.D. Professor, Supply Chain Management Director, Integrated Supply Management Program and Center Western Michigan University, Haworth College of Business Schneider Hall Room 3246 Kalamazoo, MI Tel.: /Fax: sime.curkovic@wmich.edu WMU's ISM program named 12th among nation's best supply chain programs." See: See also:

9 WAlTON COllEGE BUS INESS ANALYTICS CERTI FICATE LEARN ING OBJECTIVES ISYS IT Tool Kit After completing this comse, the student will be able to: )- Advanced Spreadsheet Manipulation Use modem spreadsheet software to import data from various data sources (files, databases, etc.) Manipulate and transform data to confo1m to specified requirements Create simple macros for procedural data manipulation Construct meaningful reports and cha11s from data using multi-dimensional "pivot" feanrres Database Fundmentals Given a set of requirements, determine the types of entities, attributes, and relationships needed to represent the underlying data Given the entities, attributes, and relationships for a set of requirements, constluct a conceptual data model using standard Entity Relationship Diagramming (ERD) and data modeling techniques Translate a conceptual data model into a well-structured logical and physical database design using standard Entity Relationship Diagramming (ERD) and data modeling teclutiques Utilize the Structmed Query Language (SQL) to perform operations on data within a database, including creating, modifying, deleting, and retrieving desired data using single- and multi-table Uoin) queries ISYS Decision Support and Analytics After completing this comse, the student will be able to: )- Explain the fundamental concepts and terminology of decision analytics Explain business analytics (why, what, how), Volume, Velocity, and Variety, and Big Data Explain management dashboai ds and scorecards used to support decision making Interpret and present analytics results to management for decision suppmt Understand decision support systems and the role of the different types of systems in today's compames Explain the use of analytics in decision making (scorecards and dashboards) Explain, interpret, and apply the decision analytics (business statistics) results for decision making Communicate analytics results to management )- Utilize commonly used tools of decision analytics )- Apply data analytics (and summary statistics) concepts to data )- Collect and summai ize data for analysis )- Use analytics (and business statistics) to make business decisions )- Using analytics (and business statistics), develop models for business decisions U N I V E R S I T Y 0 F )- Develop and prepare information for decision support for ARKANSAS management scorecards and dashboards using fundamental SAM M. WALTON analytics results CO LL EGE OF BUS INE SS G RADUATF SCHOOl O F BUSIN F.SS

10 WAlTON COllEGE BUS I NESS ANALYTICS CERTI FICATE LEARN ING OBJECTI VES ISYS Data Management After completing this course, the student will be able to: ~ Database Foundations Describe the advantages and disadvantages of the relational database approach Describe the components and architecture of relational database management systems (DBMS) Explain the differences between types of database architecnues Desctibe the fundamental activities petformed by data and database administrators Describe the activities involved in database development, and their relationship to infonnation systems development activities ~ lntennediate Database Topics Utilize SQL Data Definition Language (DDL) to create and maintain relational databases Utilize SQL Data Manipulation Language (DML) to create, read, update, and delete data in relational databases Construct SQL queries of moderate to high complexity to retrieve data from a relational database );;>- Data Warehousing Explain the fundamental concepts and need for data warehouses Create a dimensional model to represent data warehouse requirements, and implement the model in a relational DBMS Integrate data from multiple sources using an ETL tool to load data into a data warehouse Utilize Online Analytical Processing (OLAP) and SQL to visualize and analyze data contained in a data warehouse );;>- Emerging Topics Describe the concept of in-mem01y computing, and explain the implications on database and data warehouse design and use. Explain ethical decision making with its components and be able to further develop an ethical decision making model as an IT professional, specifically with regard to data (e.g. security, privacy) Explain the concept of cloud computing and its implications for data management Describe how "big data", relational databases, and data warehouses relate to data mining and business analytics UNIVER SITY OF ARKANSAS SAM M. WALTON COLLEGE OF BUSINESS G llaijuare SCII OOL OF BUSINESS

11 WAlTON COllEGE BUS I NESS ANALYTICS CERTI FICATE LEARN ING OBJECTIVES ISYS Business Intelligence/Knowledge Management After completing this course, the student will be able to: ~ Describe, with examples, the various components of business intelligence and knowledge management ~ Present what data mining is and is not ~ Demonstrate the ability to formulate business problems and trausform them to data mining problems ~ Provide examples of each of the data mining tasks )- Describe data mitring methodologies, Apply the role of data preparation )... Explain conceptually how the data mining algorithms work and interpret the results Multiple Linear Regression Decision Trees Neural Networks K-Nearest Neighbor Logistic Regression Clustering Association Analysis );> Apply approptiate data mitring techniques for data mining tasks to solve business problems );> Utilize appropriate data mining software to create data mining models representing data mining tasks to solve business opportunities UNIVER S ITY OF ARKANSAS SAM M. WALTON COLLEGE OF BUS IN ESS G RADUAr~ SCIIOOL 0 1 BUSINlSS