Kellogg’s unique approach to data analytics 11-26

Kellogg’s unique approach to data analytics

It’s been a busy few weeks for data analytics at Kellogg. Earlier this month, Professor Florian Zettelmeyer hosted a panel discussion about the topic with prominent alumni at Facebook headquarters in Menlo Park, Calif. And this past weekend, three One-Year MBA students took first place in the Adobe Digital Analytics Competition, where they walked away with a check for $15,000.

With all the buzz about big data, Kellogg continues to be focused on preparing business leaders to harness the power of analytics.

“We believe that data analytics is fundamentally a leadership problem, and not primarily a data science or a technology problem,” Zettelmeyer said at the Facebook event. “While it’s true that data scientists are in short supply, I think what is even more in short supply are managers who know how to operate and lead effectively in this space.”

Zettelmeyer is the director of the Program on Data Analytics at Kellogg. The program is made up of a cross-disciplinary curriculum split into three sections, depending on the level of expertise students are looking to achieve.

• To prepare for learning analytics, 
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• students should take the Foundational courses. These are core courses that all students – regardless of their interest in data analytics – are required to take.
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• To obtain a working knowledge of analytics,
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•  students should take the Foundational courses and Competitive Advantage courses. The latter classes are organized by different business problems where data analytics adds value.
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• To become fluent in analytics,
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• students should take the Foundational courses, Competitive Advantage courses, Deep-Dive courses and the Experiential lab. These courses provide depth in key aspects of analytics and help you gain real-world experience.

In addition to the distinct curriculum, the program benefits from collaborative relationships with companies on the cutting edge of big data and analytics, as well as proven thought leadership led by faculty members who drive and inspire conversations surrounding the intersection of business and analytics.

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Which subjects should a student study? 03-04

Which subjects should a student study?

By Steven David Horwich

Which subjects should be studied is a contentious issue.  Exactly who should decide which subjects are to be studied by a student? 

For some bizarre reason, we have acceded power for this decision to the government and to educators who supposedly “know better” than we do what our children are interested in, or should be interested in.

I’m personally a fan of the idea found in classical “liberal” education, in which the student is exposed to many subjects.   Please note that I said “exposed to”, not “forced to study”.

I believe strongly that we should allow students to experience the world and all of its many offerings – and then let the student tell us what they find of interest.  I think that it’s great when a student experiences everything from fishing to oboe, physics to cooking, map-making to star-charting – and then decides for him or herself what sparks his or her interest.

The moment that Little Johnny says “THAT interests me” is the moment that his parents and teachers should step in. They should create as much of an opportunity as possible for Johnny to truly experience in depth the subject that has caught his attention.

I also do somewhat agree with those who strongly feel that a student should acquire a level of understanding in certain “key subjects” commensurate to the needs of our civilization.  I personally think that a person who, for instance, has no knowledge of basic math, of government, or who is illiterate, who knows little or nothing about computers, science or art is to the extent of their lack of experience and knowledge handicapped.

But in the final analysis, and this may shock some of you – so what? No one does everything well.

Civilizations exist on the basis of specialization.  I know many fine and successful artists who can’t balance their checkbook.  They hire specialists, business managers, to do so – and hope that the people handling their money are honest and capable.  But these artists do some things that few others can do.  They are every bit as specialized as their business managers.  The artist’s specialty is the communication of ideas and emotions at a level demanding appreciation and response.  Now there’s a great specialization!   So if an artist does not know a pulsar from a carburetor, who cares?  There are astronomers and car mechanics that are equally specialized in their fields and who will pick up the pieces.

If a scientist knows nothing about football or home economics, who cares?  So long as he find that cure for cancer, an accomplishment that can only be reached by a person blessed with focus and a kind of tunnel-vision – and one which will change life on our planet.

If a lawyer is unaware of science, of math, of art – but he can protect the innocent from prosecution, then personally I do not care what else he knows.

If I personally were to set the standards for what should be studied, your students would be doing a lot of creative writing, history, science, speech and acting, etc.  And, well, um – no math.  And no dissections in Biology.  

Baseball and Basketball – yes.  Football, no.  Soccer, maybe.  Dance, assuredly, and voice.  Fishing, heavens no!  

Learning to handle a gun – never.

I should not set the standards for your student, certainly not regarding the subjects to be studied.  No one should decide what your student will study except the student him or herself, working closely with a teacher and family when necessary.

The correct standards for the subjects selected for study:

To be determined by the student as a natural part of a process of exposure to many, many subjects.  Once determined, to be encouraged and fueled by parents and teachers until, when and if the student either cries out “enough”, or better, takes on the entirety of the task of mastering that subject out of devotion, love and ambition.

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