Statistical Components of an Undergraduate Business Degree: Putting the Horse Before the Cart

Zeis, Charles; Shah, Abhay; Regassa, Hailu; Ahmadian, Ahmad

doi:10.1080/08832320109599054

Cited by 5 publications

(5 citation statements)

References 16 publications

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“…By applying the content that they have learned in lectures to a situation in which an understanding of statistics is crucial, students become more aware of the importance of statistics and how it affects their own decisions. Such an approach that puts statistics in the context of business can lead students to believe that they will learn statistics better . Haskin and Krehbiel's survey of business statistics courses at the top 50 US programs reported a strong desire for increased real‐world examples.…”

Section: Additional Applications Of O*netmentioning

confidence: 99%

Using the Occupational Information Network (O*NET) to demonstrate the importance of understanding statistics for undergraduate students

Crisostomo

Chauhan

2018

Teaching Statistics

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Summary Because of the increasing use of business analytics to improve business processes, it is not difficult to argue the importance that undergraduate business students gain the ability to understand, interpret, and communicate statistics. However, a task that may be difficult for statistics instructors is to quickly demonstrate and convince business students the importance of statistics. This paper presents an assignment that utilizes the Occupational Information Network (O*NET) to demonstrate the importance of understanding basic statistical concepts such as population parameters, sampling methods, descriptive measures, and displaying data. This can be administered to an introductory business statistics course in order to drum up students' initial interest and views of applicability of statistics.

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Section: Additional Applications Of O*netmentioning

confidence: 99%

Using the Occupational Information Network (O*NET) to demonstrate the importance of understanding statistics for undergraduate students

Crisostomo

Chauhan

2018

Teaching Statistics

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“…In addition to these five studies, few more papers related to course content and teaching methods in business statistics have been published. Zeis et al (2001) discussed the viability of covering data collection and management in one course followed by another course focusing on analysis and inference. Love and Hildebrand (2002) emphasised the role of active and cooperative learning in business statistics courses and stressed that these courses should be problem-oriented, not oriented towards particular statistical tools.…”

Section: Overview Of Higher Education In Gccmentioning

confidence: 99%

Statistics education in GCC business schools

Hijazi

2016

GBER

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The purpose of this paper is to investigate the state of statistics education in the Gulf Cooperation Council (GCC) business schools in terms of course content, teaching faculty, integration of technology, learning resources and teaching pedagogy in addition to achieved and foreseeable changes on the business statistics education. The study stems from the GCC's need to examine the quality of business education and more specifically the quantitative knowledge of business graduates. This need is driven by the large number of business graduates from higher education institutions in the GCC states and additionally their critical role in generating the knowledge-based economy aspired by the GCC countries. Moreover, the rising quest of GCC higher education institutions for international accreditation of business programs represents another motivation for assessment and reform of business education. A survey of GCC business schools was conducted using an online questionnaire. The results of the study are summarised and benchmarked against a recent study undertaken on top 50 US business schools. Generally, the study provided remarkable evidence about the quality of GCC business statistics education in terms of contents and technology integration; however, it posed several questions about the course delivery and curriculum review.

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“…Students experience the full investigation process when they design their own project, collect their own data, perform the analysis, and make conclusions (Mackisack, ). It is more natural to start with raw data and then “work toward solutions to questions heuristically, graphically, and intuitively” (Zeis, Shah, Regassa, & Ahmadian, , p. 84). Zeis et al.…”

Section: Introductionmentioning

confidence: 99%

“…Zeis et al. () showed that students learned statistics better when the courses were taught with a business research context and when students learned data collection and management before analysis and inference. Spence, Bailey, and Sharp () also found an improvement in statistical knowledge in specific domains when students directed projects.…”

Section: Introductionmentioning

confidence: 99%

“…It is more natural to start with raw data and then "work toward solutions to questions heuristically, graphically, and intuitively" (Zeis, Shah, Regassa, & Ahmadian, 2001, p. 84). Zeis et al (2001) showed that students learned statistics better when the courses were taught with a business research context and when students learned data collection and management before analysis and inference. Spence, Bailey, and Sharp (2016) also found an improvement in statistical knowledge in specific domains when students directed projects.…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Turning Data into Better Decision Making: Asking Questions, Collecting and Analyzing Data in a Personal Analytics Project

Anderson

Williams

2019

Decision Sci J Innov Edu

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In this project, students asked and attempted to answer questions about themselves by collecting and analyzing data. With the prevalence of big data and business analytics, managers have data and quantitative information available more immediately than ever. However, managers need to understand how to use this information. In this project, students developed questions in an area of their choice such as fitness, health, or academics. For 8 weeks students then collected data that was designed to answer these questions. Finally, students applied descriptive analytics, regression, and data visualization techniques to answer their posed questions. Students have been positive about the assignment, and we share lessons learned from both the students and the faculty.

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Statistical Components of an Undergraduate Business Degree: Putting the Horse Before the Cart

Cited by 5 publications

References 16 publications

Using the Occupational Information Network (O*NET) to demonstrate the importance of understanding statistics for undergraduate students

Using the Occupational Information Network (O*NET) to demonstrate the importance of understanding statistics for undergraduate students

Statistics education in GCC business schools

Turning Data into Better Decision Making: Asking Questions, Collecting and Analyzing Data in a Personal Analytics Project

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