Given the significant, sustained growth in services experienced worldwide, Arizona State University's Center for Services Leadership embarked on an 18-month effort to identify and articulate a set of global, interdisciplinary research priorities focused on the science of service. Diverse participation from academics in a variety of disciplines working in institutions around the world-in collaboration with business executives who lead organizations ranging from small startups to Global 1000 companies-formed the basis for development of the priorities. The process led to the identification of the following 10 overarching research priorities:• Fostering service infusion and growth • Improving well-being through transformative service • Creating and maintaining a service culture • Stimulating service innovation • Enhancing service design • Optimizing service networks and value chains • Effectively branding and selling services • Enhancing the service experience through cocreation • Measuring and optimizing the value of service • Leveraging technology to advance service For each priority, several important and more specific topic areas for service research emerged from the process. The intent is that the priorities will spur service research by shedding light on the areas of greatest value and potential return to academia, business, and government. Through academic, business, and government collaboration, we can enhance our understanding of service and create new knowledge to help tackle the most important opportunities and challenges we face today.
(TUN) cosponsored the Business Intelligence Congress 3 and conducted surveys to assess academia's response to the growing market need for students with Business Intelligence (BI) and Business Analytics (BA) skill sets. This panel report describes the key findings and best practices that were identified, with an emphasis on what has changed since the BI Congress efforts in 2009 and 2010. The article also serves as a "call to action" for universities regarding the need to respond to emerging market needs in BI/BA, including "Big Data." The IS field continues to be well positioned to be the leader in creating the next generation BI/BA workforce. To do so, we believe that IS leaders need to continuously refine BI/BA curriculum to keep pace with the turbulent BI/BA marketplace.
Current trends suggest that academia may be behind the curve in delivering effective Business Intelligence programs and course offerings to students. In December 2009 and 2010, the AIS Special Interest Group on Decision Support, Knowledge and Data Management Systems (SIGDSS) and the Teradata University Network (TUN) cosponsored the Business Intelligence Congresses and conducted surveys to improve the understanding of the state of BI in academia. This panel report describes the key findings and best practices that were identified. The article also serves as a -call to action‖ for universities regarding the need to close a widening gap between the BI skills of university graduates in Information Systems and other fields and BI market needs. The IS field is well positioned to be the leader in creating the next generation BI workforce. To do so, it is important for IS to begin moving on this opportunity now. We believe the necessary first step is for BI and IS leaders to advance the BI curriculum.
Business intelligence (BI), "big data", and analytics solutions are being deployed in an increasing number of organizations, yet recent predictions point to severe shortages in the number of graduates prepared to work in the area. New model curriculum is needed that can properly introduce BI and analytics topics into existing curriculum. That curriculum needs to incorporate current big data developments even as new dedicated analytics programs are becoming more prominent throughout the world. This paper contributes to the BI field by providing the first BI model curriculum guidelines. It focuses on adding appropriate elective courses to existing curriculum in order to foster the development of BI skills, knowledge, and experience for undergraduate majors, master of science in business information systems degree students, and MBAs. New curricula must achieve a delicate balance between a topic's level of coverage that is appropriate to students' level of expertise and background, and it must reflect industry workforce needs. Our approach to model curriculum development for business intelligence courses follows the structure of Krathwohl's (2002) revised taxonomy, and we incorporated multi-level feedback from faculty and industry experts. Overall, this was a long-term effort that resulted in model curriculum guidelines.Virhe. Määritä Aloitus-välilehdessä Title, jota haluat käyttää tähän kirjoitettavaan tekstiin. 450 Volume 36Article 23 Volume 36 Article 23 analytics, information security and privacy, e-government, and role of culture in IT. Her work has been published in journals such as
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