Leveraging Experiential Field Projects—Discovery Learning in a Masters in Analytics Program

Abstract

Abstract. In this paper, we present the theoretical rationale behind positioning a field project concurrent with students entering into a master's program in analytics as well as the pedagogical approach to make such an experience successful. The inclusion of such a project creates a discovery learning "scaffold" that facilitates stronger development of and connections between a student's skills, experiences, and analytics mindset. Implementing a field project before and concurrent with student skill development presents some significant challenges that are different from a capstone field project and which must be addressed to create a successful learning experience. After five years of introducing and enhancing this experience at Michigan State University, we believe that other institutions can learn from this experience. The field project learning process and outcomes as well as challenges are highlighted.

A Survey of Research in Field-Based Education: A Summary of Process, Best Practices, and Lessons Learned

“…Risk to student (Bak and Boulocher-Passet 2013) Critical success factor/Best practice Unknown but high levels of effort (Also Gorman 2011, Speier-Pero 2017. Field learning projects tend to require an extremely high but unknown level of effort from the student.…”

Creating Impactful Student Learning in a Business Analytics Program through Leveraging Scholar‐Practitioner Engagement

“…Others have highlighted the importance of applied practice—specifically applying technical concepts and techniques in a specific business/industry domain (Asamoah, Sharda, Zadeh, & Kalgotra, 2017), knitting together detailed knowledge of data and processes with analytics techniques. Several recent papers have highlighted the implementation of applied projects as an effective means to create experiential learning (Hilton, Cai‐Hillon, & Brammer, 2012; Konrad, 2019; Salo, 2012; Speier‐Pero, 2017; Wilder & Ozgur, 2016). This article extends the conversation about experiential learning and applied projects within the context of teaching analytics by describing the additional learning value when implementing and scaffolding a series of industry projects to facilitate learning across an analytics curriculum.…”