Select Program below.
Shared Cores are available in Acalog for shared information in program curriculum.
The Business Analytics Certificate is composed of six courses (18 credit hours) from the core and elective of the MBI program. It offers an alternative to students not wishing to complete the entire MBI program. It will help students gain an increased level of knowledge associated with the analytics field, specifically in the context of business. The courses in the certificate will help prepare students to analyze data, merge their findings, and present solutions to problems.
Substantive Change: Please use the following link to determine if this will constitute a SACCOC substantive change to NKU's current curriculum. Substantive Change FormThis form must be filled out, signed by the submitter and appropriate Dean (or Designee), and uploaded to this curriculog proposal. If you have question about this form please contact the SACSCOC Liaison, Abdou Ndoye at ndoyea2@nku.edu or 859-572-5379
Master of Science in Business Informatics (MBI): The Business Analytics Certificate is composed of six courses (18 credit hours) from the foundation, core and elective courses of the MBI program. The Certificate leverages existing faculty and NKU resources and broadens the offerings to new pools of potential students. The graduate certificate provides an alternative path for students not wishing to complete the entire MBI degree program with Business Analytics as a Specialization.
All actions in the approval of new programs for public institutions are subject to a stipulation regarding the program’s ability to attain specified goals that have been established by the institution and approved by the Council on Postsecondary Education (the Council). At the conclusion of an appropriate period of time, the program’s performance shall be reviewed by Council staff following criteria established in the Council’s Academic Programs Policy.
A program will adhere to the role and scope of the institution as set forth in its mission statement and as complemented by the institution’s strategic plan.
Follow this link to view the state's postsecondary education strategic agenda.
This new certificate supports the overall NKU mission by delivering innovative, student-centered education. This certificate will address the increasing need of professionals in the Informatics domain, and fit our goal to analyze Information from different perspectives in a business context. There is a substantial demand for employees with the business analytics skill set in the region and across the Commonwealth. Graduates will contributing to the economic, civic, and social vitality of the region.
The program supports the CPE initiative “Stronger by Degrees Strategic Agenda for Postsecondary and Adult Education” both directly and indirectly. Specifically the certificate program supports Objective 4, “Improve the education and skill levels…” by training students with high-in-demand skills and offering this training through a unique modality, an 18 credit certificate, as opposed to a full degree program. Objective 5 is addressed by making instruction more relevant, rigorous and engaging by offering a hybrid approach supporting both traditional and online education, and developing a program of 6 inter-related and comprehensive skills and training—providing timely access an alternative to the cost and time associated with a full degree program. Objective 9: The certificate program improves both the career readiness and employability of graduates.
The curriculum should be structured to meet the stated objectives and student learning outcomes of the program.
The Business Analytics Certificate provides students with the knowledge and skills required for analytics, specifically within the context of business. This level of competence will help students understand and demonstrate the application of analytics concepts, tools, and techniques to business problems. The courses in the certificate will prepare students to analyze data, integrate their findings, and present solutions to problems.
The program-level learning student outcomes (goals) are broken down to specific outcome/objectives and each objective is measured in one or more of the program courses (see attached BA Program Assessment Plan).
This program is centered on business and analytics tools and skills:
6/30
7. Upload the SACS Faculty Roster Form in the Proposal Toolbox . Faculty resources shall be demonstrated to be adequate and appropriate for the proposed program. The number of faculty should meet external standards where appropriate. The qualifications of faculty will support the objectives and curriculum of the proposed program.
Access to the qualitative and quantitative library resources must be appropriate for the proposed program and should meet recognized standards for study at a particular level or in a particular field where such standards are available. Adequacy of electronic access, library facilities, and human resources to service the proposed program in terms of students and faculty will be considered.
Steely Library provides digital access to data bases that are essential for students to conduct effective literature reviews of research in the area of business analytics. Utlization of Business Primier and ABI Informs will serve as data bases for specific research articles. In addition, the library utilizes interlibrary loan of sources that are not readlity avaialable in full text.
Describe the physical facilities and instructional equipment available to support this program. Physical facilities and instructional equipment must be adequate to support a high quality program. The proposal must address the availability of classroom, laboratory, and office space as well as any equipment needs.
As all courses are taught as primarily required and elective courses in MBI, all physical facilities and instructional equipment are readily available.
The admission, retention, and completion standards are similar to other certificate program offerings at Northern Kentucky University. The admission standards are as follows: Prospective students must hold a bachelor’s degree from a regionally accredited institution with an overall minimum undergraduate GPA of 2.5.
For retention, students need to maintain an overall GPA of 3.0 on a 4.0 scale during their progress toward degree completion.
The completion criteria will be the following: completion of 18 credit hours with a minimum of 3.0 on a 4.0 scale; completion of all courses for the degree with a grade of C or better (no more than two C grades are acceptable).
11. Provide the following information for the program and for each concentration (some categories may not apply to all programs):
12. Describe how the proposed program will articulate with related programs in the state. It should describe the extent to which student transfer has been explored and coordinated with other institutions.
Attach all draft articulation agreements related to this proposed program in the Proposal Toolbox .
N/A
13. List courses under the appropriate curricular headings, Then follow the directions below to create proposed curriculum in Proposal. Click here to download the course template.
Step 1
There are two options to add courses for proposed changes: "Add Course" and "Import Course." For courses that already are in the catalog, click on "Import Course" and find the courses needed. For new classes that are in the Curriculog Approval Process click on "Add Course"-- a box will open asking you for the Prefix, Course Number and Course Title.
Step 2
Click on "View Curriculum Schema." Click on "Add Core" which will be the header for your course groups of the program. After creating the different sections you can proceed to assign courses in each header by clicking on "Add Courses" this will bring up the list of courses available from Step 1. Select the courses you wish to add and reorder as needed by dragging courses. For removing courses click on the .
Commonly used headers: Degree Requirements, Core Courses, Electives.
Courses combine various modes of interaction, such as face-to-face, technology enhanced hybrid format, videoconferencing, audio-conferencing, mail, telephone, fax, e-mail, interactive television, or World Wide Web.
Program Demand/Unnecessary Duplication
Proposed programs must respond to the needs of the academy and to larger economic and social environments. Thus, the institution must demonstrate demand for the proposed program. All proposed programs must address student demand. Programs must also address either employer demand or academic disciplinary needs.
1. Student Demand
Out of 97 new applications in the MBI program in the last 2 years, 60 are in Business Analytics specialization area (or 62% of them). The rest of the applications are for other 3 areas of specializations (or 38% of them). Some of the students who applied for other areas of specializations switched their focus area to Business Analytics (8 students in last 2 years). This means that 70% of the MBI students in the last 2 years are interested in developing a Business Analytics expertise.
Potential applicants are mainly in business field (marketing, accounting, finance, etc.) and want to advance their carrier with analytics knowledge and skills. They already have bachelor’s degree, and could even have Master’s degree, and therefore, do not want to spend another 2+ years of studying wide range of skills. Applicants will be reached through college and departmental advisory council members, graduate programs, student organizations, and alumni organizations.
The Certificate will apply the same admission standard that is applied for any graduate student at NKU: an undergraduate GPA of 2.5 or better. All applications will be checked by the program director for their admission to the program.
Primary feeders for the program is the businesses in local area, mainly in Greater Cincinnati region.
Potential applicants who inquired for business analytics had only one choice, MBI with concentration in Business Analytics, with 30+ credit hours, or 2+ years of study. In this busy world, that would have chased away many of those potential students. Now with this new option, university can add positive number of students to the campus.
2. Employer Demand:
Clearly describe evidence of employer demand. Such evidence may include employer surveys, current labor market analyses, and future human resources projections. Where appropriate, evidence should demonstrate employers’ preferences for graduates of the proposed program over persons having alternative existing credentials and employers’ willingness to pay higher salaries to graduates of the proposed program.
Attach additional documentation in Proposal Toolbox.
Data provided in tables should be uploaded in the proposal toolbox.
The obvious choice for a graduate with a degree in business analytics would be to work as a data scientist or a management (business) analyst. According to the US Bureau of Labor Statistics, 115,200 new management analyst jobs will be created between 2016 and 2026. Management analysts will have an estimated job growth of 14 percent until 2026 and had cushy median salaries of US$82,450 in 2017 (https://www.topuniversities.com/student-info/careers-advice/careers-you-can-work-business-analytics-degree).
www.glassdoor.com/ lists 324 Business Analytics jobs in Cincinnati, OH area, 176 jobs in Kentucky, and 28,862 jobs nationwide (on 10/30/2018).
3. Academic Disciplinary Needs:
If the program proposal is in response to changes in academic disciplinary need, as opposed to employer demand, please outline those changes. Explain why these changes to the disciple necessitate development of a new program.
4. Similar Programs:
A new program may serve the same potential student population. The proposed program must be sufficiently different from existing programs in the state or access to existing programs must be sufficiently limited to warrant initiation of a new program.
Identify similar programs in other Southern Regional Education Board (SREB) states and in the nation.
If similar programs exist in Kentucky,
(See attached “Similar Programs in KY and OH.)
4 Kentucky schools offer full Master’s degree programs in fields related to Business Analytics (Bellarmine, EKU, UK, U of L) with 30+ credit hours. Graduate certificate allow students gain knowledge and skills in business analytics with 18 credit hours. Only the other certificate program in Kentucky is U of L’s Certificate in Data Science, which is offered by computer engineering and computer science department and focus more on ‘science’ of data analytics; whereas this BA certificate focuses more on business application of analytics.
The certificate will serve to the same student population who is interested in the business analytics. However, not all students can pursue entire degree programs that require longer time commitment.
Most of Master’s degree program require stricter admission criteria, such as graduate test (GRE/GMAT) scores and/or graduate-level course/work experience. Along with longer time commitment, this restriction chases away potential students.
Many MBI courses are running at/under maximum capacity.
If certificate students want to continue their education to obtain a master degree, the GMAT requirement will be waived for those students that have successfully completed four courses within the Business Analytics Certificate with a GPA of 3.5 or higher. Classes taken within the certificate program will count towards the master’s degree (MBI program degree requirements apply; foundation courses do not count toward the Master of Business Informatics degree).
If the proposed program is an advanced practice doctorate, please address the following 5 questions. If not, skip to the COST/FUNDING section.
For submission to CPE you will need to attach the following, additional documentation, in the Proposal Toolbox.
1. Letter of commitment from each clinical site that specifies the number of students to be accommodated and identifies other academic programs that also use the facilities.
2. Letter from each institution with a similar program stating that the proposed program will not negatively impact the existing program.
The resource requirements and planned sources of funding of the proposed program must be detailed in order to assess the adequacy of the resources to support a quality program. This assessment is to ensure that the program will be efficient in its resource utilization and to assess the impact of this proposed program on the institution’s overall need for funds.
The Business Analytics Certificate is composed of six courses (18 credit hours) from the foundation, core and elective courses of the MBI program. The Certificate leverages existing faculty and NKU resources and broadens the offerings to new pools of potential students. The graduate certificate provides an alternative path for students not wishing to complete the entire MBI degree program with Business Analytics as a Specialization.
This program is trying to capture new students who want to learn new skills and knowledge in upcoming trend of business analytics, but are not willing to spend years in getting a new Master’s degree. Estimated 10 new students per semester, spending on the average of 3 semesters, will bring in new revenues to the university. As all courses are already offered to MBI students, new students taking those courses create minimal (if any) additional costs.
Complete the Funding Sources, by year of program template and Breakdown of Budget Expenses/Requirements template tables for the first five years of the proposed program and provide an explanation of how the institution will sustain funding needs, attach document in Proposal Toolbox. *The total funding and expenses in the table should be the same, or explain sources(s) of additional funding for the proposed program.
Links to the Funding Scource and Budget Expenses/Requirement Templates are:
A. Funding Source Template
B. Budget Expenses/Requiement Breakdown Template
Describe program evaluation procedures for the proposed program. These procedures may include evaluation of courses and faculty by students, administrators, and departmental personnel as appropriate. Program review procedures shall include standards and guidelines for the assessment of student outcomes implied by the program objectives and consistent with the institutional mission.
For each assessment method, please provide direct indicators of achievement of program-level student learning outcomes and frequency of data collection:
All program objectives learned by students are evaluated.
During the course of the classes every semester.
Assessment forms are collected at the end of semester.
Each instructor assesses students learning, fills the form, and send it to the program director. Program director collects and summarizes the results.
For each objectives, it is set in the BA Program Assessment Plan.
Each assessment includes “closing the loop” section that describes the needs for improvement. If it goes beyond single class level, it will be suggested to discuss in the departmental graduate program sub-committee.
Teaching effectiveness will be evaluated by the department chair during the annual performance evaluations. Measures of teaching effectiveness include but not limited to, student evaluation of the course, self-reflection by the faculty on teaching, course material, syllabus, exams, quizzes, peer-reviews.
If a Faculty is needed to improve his/her teaching, he/she will be assigned to mentoring by fellow faculty; faculty are guided to attend teaching workshops at NKU; there will be follow up meetings to see the improvements.
Graduates’ status will be monitored through surveys, alumni events, advisory council meetings, etc.
Help: Show Original: This option displays the proposal as it appeared at launch. No markup will be visible on the form. There will be no differentiation between fields that contain imported content and content that was created or selected by the originator by hand.
Help: Show Current: This option displays the proposal as it appears currently. No markup will be visible on the form. There will be no differentiation between fields that contain imported content and content that was created or selected by the originator by hand.
Help: Show Current with Markup: This option displays the proposal with all of its current content marked to show different editors. Text fields that include imported content are indicated by a blue highlight, and may also include additional changes within, indicated by each editor’s unique color. Fields containing selects, checkboxes, radio buttons, or widgets (such as the curriculum) provide an activity log above the field, indicating each editor’s selection and unique color.
You have not saved your changes to all the assessment fields you edited. You have the following options:
What would you like to do?
You must be logged in, in order to approve.
Please upload the form that you just printed and signed.
This will be used as your signature to sign this proposal upon approval.
Please login to view your personal dashboard.
Login or password is incorrect. Please Try Again.
Listed below are the symbols and colors utilized in Curriculum:
#{text}
