Abstract: As the demand for business intelligence (BI) professionals continues to grow, educators need to calibrate their instruction to accommodate the demand of practitioners for specific technical skills while also providing college students with a broader foundation that includes a general understanding of BI concepts and problem-solving skills that are applicable across disciplines. This paper describes a pedagogical method called report-oriented learning which seeks to combine the established methods of problem-based learning and case-based learning. Report-oriented learning requires students to reflect on the knowledge gained during the conceptual parts of the course and use critical thinking and storytelling skills as they prepare and present several comprehensive reports in class. We applied the report-oriented method in a business intelligence course that consists of four instructional approaches: (1) section preview, (2) lectures and quizzes on basic concepts, (3) application of concepts and development of practical skills with hands-on projects, and (4) comprehensive reflection and inquiry in the form of reports. We surveyed students with anonymous questionnaires in the report-oriented BI courses from 2021-2023. The results indicate that the method was effective and perceived by students as having improved their critical thinking and practical skills related to the application of BI techniques and the professional presentation of their findings.

Keywords: Business intelligence, Report-oriented learning, IS curriculum, Teaching tip

Download This Article: JISE2024v35n1pp73-85.pdf

Recommended Citation: Shi, Y., Gebauer, J., Kline, D. M., & Gillenson, M. L. (2024). Teaching a Report-Oriented Business Intelligence Course: A Pedagogical Experience. Journal of Information Systems Education, 35(1), 73-85. https://doi.org/10.62273/RTPL4395