Mapping Success in Business Analytics Education: The Role of Self-Efficacy, Presence, and Demographics

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Detalles Bibliográficos
Publicado en:	Journal of Information Systems Education vol. 36, no. 1 (Winter 2025), p. 65
Autor principal:	Dang, Mandy Yan
Otros Autores:	Zhang, Yulei Gavin, Wen, Bo, Liu, Steven, Li, Yiyan Stella, Qi, Howard
Publicado:	EDSIG
Materias:	Demographics Gender Influence Distance learning Hypotheses Knowledge Decision making Effectiveness Online instruction Higher education institutions Self-efficacy Higher education Investigations Analytics School environment Mathematics education Knowledge management Students Perceptions Learning Educational objectives Confidence intervals Mathematics teachers Information systems Business analytics Graduate students Quantitative analysis Demography College students Models Teaching Mapping Cognition Learning environment Organizational effectiveness Business Satisfaction Teachers Workforce Undergraduate students Business students Competitive advantage Learning outcomes Teacher Effectiveness Student Satisfaction Self Efficacy Online Courses Instructional Effectiveness In Person Learning MOOCs Educational Environment Course Content Educational Quality Learning Strategies Learning Processes Educational Technology Meta Analysis Communities of Practice Electronic Learning Data Analysis Outcomes of Education Computer Use Educational Needs
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Descripción
Resumen:	Business analytics has become a critical tool in today's data-driven world, enabling organizations to extract insights, optimize decisions, and gain competitive advantages. As the demand for skilled professionals in business analytics grows, higher education institutions are increasingly focused on equipping students with the necessary knowledge and skills to succeed in this field. Understanding the factors that influence student learning outcomes in business analytics education is essential for designing effective and inclusive learning environments. This study examines key factors affecting perceived learning effectiveness and satisfaction in business analytics courses, including cognitive presence, teaching presence, quantitative analytics self-efficacy, and prior experience. A research model was tested across different demographic groups, highlighting variations based on gender and academic level. Results show that teaching presence consistently drives learning outcomes, while cognitive presence is more critical for undergraduates. Quantitative analytics self-efficacy significantly influences male graduate students' learning outcomes, whereas prior experience is more relevant for graduate students. Notably, the model was less effective for female graduate students, suggesting the need for further exploration of factors influencing this group. This research provides actionable insights for educators, emphasizing the importance of fostering teaching presence and adapting strategies to students' backgrounds and confidence levels. By tailoring approaches to gender and academic level, educators can enhance learning effectiveness and satisfaction, ultimately supporting the development of a skilled workforce in business analytics.
ISSN:	1055-3096 2574-3872 1055-3104
DOI:	10.62273/QTVU3081
Fuente:	ABI/INFORM Global