Progress Report on Research Project "A Comparative Analysis of Value Propositions of Analytics and AI Programs in US Higher Education "
Faculty Department
School of Business
Presentation Type
Powerpoint
Location
H239
Zoom Link
Start Date
February 2025
End Date
February 2025
Description (Abstract)
As demand grows for professionals skilled in analytics and artificial intelligence (AI), universities are accelerating efforts to develop and offer academic programs in these high-impact areas. This paper analyzes how U.S. higher education institutes are designing and positioning undergraduate and graduate programs specifically focused on analytics and AI. Through a comparative analysis of curricula, program materials, and related marketing contents, key findings reveal differentiated value propositions to different target groups. While some programs emphasize technical skills for quantitatively-oriented students, others take a broader approach appealing to diverse backgrounds through focus on business strategy and applications. Programs offer different balances in terms of depth versus breadth in content coverage and hands-on learning. Notable innovations include integration with industry partners and project-based capstones. As analytics and AI fundamentally transform business, findings inform recommendations for crafting competitive yet distinctive program offerings. The presentation will be a progress report on the progress of this research.
Keywords
Value Proposition, Program Offerings, Business Analytics, Artificial Intelligence
Related Pillar(s)
Study
Progress Report on Research Project "A Comparative Analysis of Value Propositions of Analytics and AI Programs in US Higher Education "
H239
As demand grows for professionals skilled in analytics and artificial intelligence (AI), universities are accelerating efforts to develop and offer academic programs in these high-impact areas. This paper analyzes how U.S. higher education institutes are designing and positioning undergraduate and graduate programs specifically focused on analytics and AI. Through a comparative analysis of curricula, program materials, and related marketing contents, key findings reveal differentiated value propositions to different target groups. While some programs emphasize technical skills for quantitatively-oriented students, others take a broader approach appealing to diverse backgrounds through focus on business strategy and applications. Programs offer different balances in terms of depth versus breadth in content coverage and hands-on learning. Notable innovations include integration with industry partners and project-based capstones. As analytics and AI fundamentally transform business, findings inform recommendations for crafting competitive yet distinctive program offerings. The presentation will be a progress report on the progress of this research.
Short Biography
Professor Alexander Chan (Alex) started his academic career at Cardiff University in the UK after completing his PhD in Artificial Intelligence in 1996.
In the late 1990s he joined the mobile technology industry. For over 15 years he took a series of senior roles in sales and marketing with leading British and European companies.
From 2004 and 2011, Alex was VP of Sales for Asia Pacific based in Beijing with annual sales revenue in excess of €40 million.
The customers managed by Alex included well-known multinationals such as Google, Samsung, LG, Nokia, Motorola, Microsoft, Toshiba, Panasonic, HTC, Lenovo, Huawei and China Mobile.
From 2018 to 2023 Alex ran his own consulting firm Brainy Alliance providing corporate training and consulting services, on wide ranging topics such as Business Strategy, Management, Leadership, Innovation and Design Thinking, to companies such as Estee Lauder, Haitong International, ICBC, Bank of Singapore and Hong Kong Productivity Council.
In terms of engagements in the academia, Alex has lectured at different universities around the world. His mission is to be an enabler who provides transformational learning experiences to business students of all backgrounds.