Examining Trends in Business Analytics Education From 2011 to 2020 in AACSB-Accredited Information Systems Programs

Authors

Robert J. Mills, Utah State UniversityFollow
Kelly J. Fadel, Utah State UniversityFollow
Timothy Olsen, Gonzaga UniversityFollow
Katherine M. Chudoba, Utah State UniversityFollow
Pamela A. Dupin-Bryant, Utah State UniversityFollow

Abstract

The demand for graduates with coursework in business/data analytics continues to grow, and many career rankings list these skills among the top in demand by industry. This study examines trends in how Information Systems (IS) academic departments have adapted to this demand by incorporating business analytics in their departmental naming conventions, majors, minors, concentrations, and course curriculum. Based on sample data of 127 AACSB-accredited schools, only one school (<1%) in 2011 included analytics in its department name. By 2018, this number grew to 8% and then to 13% in 2020. Further, in 2018, 28% of our sample offered majors or concentrations in analytics. Just two years later, this number had risen to 61%. This research provides benchmarking guidance to IS faculty and administrators who are considering a shift to incorporate analytics into their degree offerings.

Recommended Citation

Mills, Robert J.; Fadel, Kelly J.; Olsen, Timothy; Chudoba, Katherine M.; and Dupin-Bryant, Pamela A. (2022) "Examining Trends in Business Analytics Education From 2011 to 2020 in AACSB-Accredited Information Systems Programs," Journal of Information Systems Education: Vol. 33 : Iss. 3 , 232-244.
Available at: https://aisel.aisnet.org/jise/vol33/iss3/4