摘要
This pioneering research represents a unique and singular study conducted within the United States, with a specific focus on non-technical graduate students pursuing degrees in business analytics. The primary impetus behind this study stems from the escalating demand for data-driven professionals, the diverse academic backgrounds of students, the imperative for adaptable pedagogical methods, the ever-evolving landscape of curriculum designs, and the overarching commitment to fostering educational equity. To investigate these multifaceted dynamics, we employed a data collection method that included the distribution of an online survey on platforms such as LinkedIn. Our survey reached and engaged 74 graduate students actively pursuing degrees in Business Analytics within the United States. This comprehensive research is the first and only one of its kind conducted in this context, and it serves as a vanguard exploration into the challenges and influences that shape the learning journey of Python among non-technical graduate Business Analytics students. The analytical insights derived from this research underscore the pivotal role of hands-on learning strategies, exemplified by practice exercises and assignments. Moreover, the study highlights the positive and constructive influence of collaboration and peer support in the process of learning Python. These invaluable findings significantly augment the existing body of knowledge in the field of business analytics. Furthermore, they offer an essential resource for educators and institutions seeking to optimize the educational experiences of non-technical students as they acquire essential Python skills.
This pioneering research represents a unique and singular study conducted within the United States, with a specific focus on non-technical graduate students pursuing degrees in business analytics. The primary impetus behind this study stems from the escalating demand for data-driven professionals, the diverse academic backgrounds of students, the imperative for adaptable pedagogical methods, the ever-evolving landscape of curriculum designs, and the overarching commitment to fostering educational equity. To investigate these multifaceted dynamics, we employed a data collection method that included the distribution of an online survey on platforms such as LinkedIn. Our survey reached and engaged 74 graduate students actively pursuing degrees in Business Analytics within the United States. This comprehensive research is the first and only one of its kind conducted in this context, and it serves as a vanguard exploration into the challenges and influences that shape the learning journey of Python among non-technical graduate Business Analytics students. The analytical insights derived from this research underscore the pivotal role of hands-on learning strategies, exemplified by practice exercises and assignments. Moreover, the study highlights the positive and constructive influence of collaboration and peer support in the process of learning Python. These invaluable findings significantly augment the existing body of knowledge in the field of business analytics. Furthermore, they offer an essential resource for educators and institutions seeking to optimize the educational experiences of non-technical students as they acquire essential Python skills.
作者
Sameh Shamroukh
Teray Johnson
Sameh Shamroukh;Teray Johnson(G. Brint Ryan College of Business, Information Technology & Decision Sciences, The University of North Texas Denton, Denton, USA;Department of Enterprise Transformation, Lifepoint Health, Brentwood, USA)
