Designing a datawarehousing and business analytics course using experiential learning pedagogy

• Main Authors: GOTTIPATI Swapna, SHANKARARAMAN, Venky
• Format: text
• Language: English
• Published: Institutional Knowledge at Singapore Management University 2016
• Subjects: Business analytics; Course design; Data warehousing; Experiential learning; Pedagogy; Databases and Information Systems
• Online Access: https://ink.library.smu.edu.sg/sis_research/6783; https://ink.library.smu.edu.sg/context/sis_research/article/7786/viewcontent/Designing_a_datawarehousing_and_Business_Analytics_course_using_experiential_learning_pedagogy.pdf
• Institution: Singapore Management University

Experiential learning refers to learning from experience or learning by doing. Universities have explored various forms for implementing experiential learning such as apprenticeships, internships, cooperative education, practicums, service learning, job shadowing, fellowships and community activities. However, very little has been done in systematically trying to integrate experiential learning to the main stream academic curriculum. Over the last two years, at the authors’ university, a new program titled UNI-X was launched to achieve this. Combining academic curriculum with experiential learning pedagogy, provides a challenging environment for students to use their disciplinary knowledge and skills to tackle real world problems and issues through inter-disciplinary approaches and activities. A course designated as UNI-X involves external partners from corporate, non-profit or government-sector organisations. The course requires the student to learn knowledge and skills during the classroom sessions and then to apply them in solving a real-world project proposed by the partners. The instructor along with the industry partner plays an active role in the project design, mentoring and assessment. In this paper contribution, the authors share their experience in designing a Data Warehousing and Business Analytics (DWBA) course to include experiential learning activities. The paper describes in detail the content, pedagogy, in-course project, challenges and lessons learned when introducing experiential learning into an existing course. Thus providing one pathway for Information Systems (IS) professors to adapt their analytics course to include experiential learning activities.