Journal of Information Systems Education (JISE)

Volume 33

Volume 33, Issue 3, Pages 232-244

Summer 2022


Examining Trends in Business Analytics Education From 2011 to 2020 in AACSB-Accredited Information Systems Programs


Robert J. Mills
Kelly J. Fadel

Utah State University
Logan, UT 84322, USA

Timothy Olsen
Gonzaga University
Spokane, WA 99258, USA

Katherine M. Chudoba
Utah State University
Logan, UT 84322, USA

Pamela A. Dupin-Bryant
Utah State University
Tooele, UT 84074, USA

Abstract: The demand for graduates with coursework in business/data analytics continues to grow, and many career rankings list these skills among the top in demand by industry. This study examines trends in how Information Systems (IS) academic departments have adapted to this demand by incorporating business analytics in their departmental naming conventions, majors, minors, concentrations, and course curriculum. Based on sample data of 127 AACSB-accredited schools, only one school (<1%) in 2011 included analytics in its department name. By 2018, this number grew to 8% and then to 13% in 2020. Further, in 2018, 28% of our sample offered majors or concentrations in analytics. Just two years later, this number had risen to 61%. This research provides benchmarking guidance to IS faculty and administrators who are considering a shift to incorporate analytics into their degree offerings.

Keywords: Data analytics, Business analytics, IS programs, IS curriculum, Academic rebranding, Transformation

Download This Article: JISE2022v33n3pp232-244.pdf


Recommended Citation: Mills, R. J., Fadel, K. J., Olsen, T., Chudoba, K. M., & Dupin-Bryant, P. A. (2022). Examining Trends in Business Analytics Education From 2011 to 2020 in AACSB-Accredited Information Systems Programs. Journal of Information Systems Education, 33(3), 232-244.