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Business Intelligence in Education

Akiti Madhusudhan, [email protected]

BIS 625 Research in Information Systems

College of Business Administration, Department of Business Information Systems

Central Michigan University

Mount Pleasant, Michigan 48858

USA

1. Background:

Education has been identified as the most important method in every country around the world. The efficiency of education management is the key goal or aim that we are directed to be our successful (Kleesuwan, Mitatha, Yupapin, & Piyatamrong, 2010). The integration of competences for SD in higher education programs can be seen as an important step in achieving sustainability in higher education (Lambrechts, Mulà, Ceulemans, Molderez, & Gaeremynck, 2013).

Now a day's education is the most important thing and it has an emerging demand in the world. All the educational institutions must have an automated and updated technology support to compete in the present market. So as to get stand in the market and also with other educational institutions or universities, they need to develop the education system in several aspects like results, competitive exams, experienced faculty and infrastructure, large number of student enrollments per every year, well organized execution and administration of the institution or university towards the goals.

In the present world beside computer has come into our life, learning, independent from time and place, is implemented in an effective structure. Since many studies are consummated education is implemented in a structure which takes into account (Gharehchopogh & Khalifelu, 2011). From several years higher education has been in a manner of a business with showing special concentration on or giving importance to knowledge exchange, innovational thoughts and ideas, and team working skills with a range of initiatives designed to take action on economic development (Blewitt, 2010). The education sector is under constant pressure to meet a wide range of challenges relating to academic standards, achievements, student activity and financial activities. In particular, higher education institutions (HEIs) must have characterized value, to compete and get stand with the new comers to the market, and an increasingly outstanding student population or enrollments (Stocker, 2012).

The major findings reveal that the utilization level of educational intelligence applications was low despite the fact that all higher educational institutions were well equipped with educational technologies and facilities (Latip, 2007). There will be a strong forward moment to the uptake of business intelligence solutions in the education market as institutions recognize the capability of using their own data as a powerful to respond to the increasing demands for accountability and improved performance by a group of supported people, adjustment groups for ensuring the accuracy standards and funding sources (Presswire, 2006).

To expand the database and business intelligence knowledge of MIS graduates, a business intelligence teaching module was developed, tested, and successfully applied in various upper division university database courses (Olsen & Bryant, 2012).

Business Intelligence in Education:

Business Intelligence (BI) is about the process of making data into information as ready to use, using a various collection of tools and techniques, and applications (Bygstad, 2012). Business intelligence software is existing  in private industry to measure, monitor, and communicate progress toward strategic goals, this process is being adopted in education system (AIR, 2015). In the report “State of Business Intelligence in Academia 2010” by Wixom and Ariyachandra found that the discipline faces many challenges in its way from practice to academics. For the professors, various challenges such as accessing to information or data sets and finding suitable or possible real cases or situations, as well as providing realistic and meaningful examples and for the students it is to like theoretical concept or abstract.

Business Intelligence as a concept and technology has important role in transforming data from distributed and different sources into an integrated enterprise view for supporting organizational decision-making, management and strategic planning. The concept of BI was introduced as a result of the need to collect, combine and report the data into an enterprise view for supporting decision-making and strategic planning (Duan, 2013). Business Intelligence has the capacity to utilize large amounts of gathered data to support in making better and faster business decisions (Olsen & Dupin-Bryant, 2013).

Business intelligence (BI) is an umbrella term that include various levels of analysis and decision support, starting from predictive analytics tools up to standard reporting tools (Grenci, 2015). Education sector, though it falls under non-profit domain or industry category has also seen increase in the implementation and using concepts of business intelligence and knowledge centric processes over the past several years(Gupta, Mehrotra, & Sharma, 2015).

Figure1: The Components of Business Intelligence (genkiosk, 2011)

Over the last decade many universities, primary and secondary schools are facing lot of business problems in managing and reporting because of the more growth of private education institutions. As a result of this along with other financial problems, lot of schools and colleges and universities are showing interest to include and use business intelligence to rid of problems such as lack of problem solving students and children, Professors or Lecturers have lack conceptual knowledge and explanation skills, performance of the students in competitive examinations, and other academic examinations. These type of problems can be implementing Key Performance Indicator (AIR, 2015) and special course work or guidelines for problem solving skills and puzzle based learning (Bygstad, 2012) in the students.

Optimal management of the educational institutions consists of processes managing and arranging, making funds and resources (students and employees). All of these categories can be monitored as input variables and as the processes by which they are transformed into output variables. The most important is the teaching process, which can be improved by the providing timely and relevant information for decision making. The efficiency of the study process can be measured by the number of  students graduating per year, which is an important criteria in several financing education institutions  or universities (Zilli, 2014).

Using Business Intelligence library research and competitive intelligence may utilize similar tools depending upon the research need to help students in their respected academics or areas, researches or thesis. Assuming that most of the information collected for competitive intelligence comes from free and/or publicly available information, sources such as newspaper articles, magazine articles, Educational journals, advertising, and Television channels or program (McGuigan, 2003). Maintaining business intelligence resources is one of the most crucial part of any analyst or manager's job. Knowing where the money goes and the value of each expense spent as part of managing activity is very essential (Keil, 2011).

Current research shows that to enhance creativity to improve innovation, merely putting more resources on developing capital will not work out, but on enhancing knowledge and the capacity continually to generate new knowledge and explore its applications (Chen & Chen, 2011).

2. Research Questions and Objectives:

1. How Business Intelligence (BI) is used to implement digital education?

2. Scope of Business Intelligence to reach future goals in the educational institutions?

3. Research Method:

Research Design: This research method consists of literature review and analysis of the existing problems and obstacles in the present education system by conducting surveys on students, and their parents and institution administration. Conducting or giving seminars for the institute management or administration authorities about how to resolve the problems and how implanting methods such as KPI and Problem solving and Puzzle based learning in students.

Case Study: As part of the research proposal, I am thinking arrange a meeting with the management department or Administration authority of Sri Chaitanya Concept High School, Jagityal, Telangana, India to perform the survey and conduct questionaries' regarding the research proposal.

Techniques: The techniques that implemented in this research as follows:

Key performance Indicator: Key Performance Indicator evaluates the efficiency and performance of the students in exams, efficiency and quality of teaching by the Lecturers, professors, number of students enrolling, number of students graduating, etc. By using analysis of data such as spreadsheets, progress reports, performance by students in various competitive examination, etc.

Implementing Digital Education: By implanting digital education such as power point presentations for lectures, using collaboration tools for project works and assignments. By using tool such as Microsoft Office suite, Blackboard and Qlickview. Qlickview is a tool which allows and suggest the students to analyze, consolidate and review the data and it unleashes analytical and critical thinking skills that make learning experience rich(Chaudhary, 2013).

Problem Solving and Puzzle Breaking Skills: These skills can be gained by producing, explaining and solving practical and real time examples and situations. These skills also helps to increase or develop the analytical and quantitative skills.

Participants: In this proposal students, Lecturers or professors, parents of the students and

Administrative are the participants.

Resources: As I want to do my research on an existing school or schools in India, and there will be no problem for accessing the data or information and also it is near to my hometown so there will be financial issues at all.

4. Time scale:

5. References:

AIR. (2015). Impact of Business Intelligence on Institutional Research. (Association for institutional research(AIR) Data and Decisions by Higher Education).  Retrieved from http://www.ellucian.com/White-Papers/Impact-of-Business-Intelligence-on-Institutional-Research/

Blewitt, J. (2010). Higher education for a sustainable world. Education + Training, 52(6/7), 477-488. doi:doi:10.1108/00400911011068432

Bygstad, W. P. a. B. (2012). Business Intelligence in College:  A Teaching Case with Real Life Puzzles Journal of Information Technology Education: Innovations in Practice, 11.  Retrieved from http://www.jite.org/documents/Vol11/JITEv11IIPp121-137Presthus1075.pdf

Chaudhary, V. (2013). Business intelligence can be used across various domains in education. (The Indian Express Online Media Pvt. Ltd).  Retrieved from http://search.proquest.com.cmich.idm.oclc.org/docview/1283582990?accountid=10181

Chen, I.-S., & Chen, J.-K. (2011). Creativity strategy selection for the higher education system. Quality & Quantity, 46(3), 739-750. doi:10.1007/s11135-010-9411-z

Duan, Y. C., Guangming; One, Vincent; Woolley, Marcus. (2013). Intelligent student engagement management : applying business intelligence in higher education.  Retrieved from http://uobrep.openrepository.com/uobrep/handle/10547/308828

genkiosk. (2011). Business Intelligence Defined. In B. I. C. image (Ed.).

Gharehchopogh, F. S., & Khalifelu, Z. A. (2011). Evaluation of Intelligent Tutoring Systems:Instruction and Education Approach. International Journal of Innovation, Management and Technology, 2(5), 425. doi:http://dx.doi.org/10.7763/IJIMT.2011.V2.170

Grenci, R. (2015). Incorporating Business Intelligence Into Marketing And Management-Related Coursework. Academy of Educational Leadership Journal, 19(1), 217-226.  Retrieved from http://cmich.idm.oclc.org/login?url=http://search.proquest.com/docview/1693219083?accountid=10181

Gupta, P., Mehrotra, D., & Sharma, T. K. (2015). Identifying Knowledge Indicators in Higher Education Organization. Procedia Computer Science, 46, 449-456. doi:http://dx.doi.org/10.1016/j.procs.2015.02.043

Keil, O. (2011). Business Intelligence. Facility Care, 16(4), 8.  Retrieved from http://cmich.idm.oclc.org/login?url=http://search.proquest.com/docview/927935661?accountid=10181

Kleesuwan, S., Mitatha, S., Yupapin, P. P., & Piyatamrong, B. (2010). Business Intelligence in Thailand's Higher Educational Resources Management. Procedia - Social and Behavioral Sciences, 2(1), 84-87. doi:http://dx.doi.org/10.1016/j.sbspro.2010.01.018

Lambrechts, W., Mulà, I., Ceulemans, K., Molderez, I., & Gaeremynck, V. (2013). The integration of competences for sustainable development in higher education: an analysis of bachelor programs in management. Journal of Cleaner Production, 48, 65-73. doi:http://dx.doi.org/10.1016/j.jclepro.2011.12.034

Latip, H. A. (2007). THE UTILIZATION OF EDUCATIONAL INTELLIGENCE TECHNOLOGY APPLICATIONS IN HIGHER EDUCATIONAL INSTITUTIONS IN SARAWAK. International Journal of Business and Society, 8(1), 64-73.  Retrieved from http://cmich.idm.oclc.org/login?url=http://search.proquest.com/docview/275141240?accountid=10181

McGuigan, G. S. (2003). Online research as competitive intelligence: Notes on the use of electronic library resources in business education. Information Technology Newsletter, 14(2), 15-17.  Retrieved from http://cmich.idm.oclc.org/login?url=http://search.proquest.com/docview/198203135?accountid=10181

Olsen, D. H., & Bryant, P.-D. (2012). Business Intelligence And Information Systems: Enhancing Student Knowledge In Database Courses. The Review of Business Information Systems (Online), 16(1), 1.  Retrieved from http://cmich.idm.oclc.org/login?url=http://search.proquest.com/docview/1418721806?accountid=10181

Olsen, D. H., & Dupin-Bryant, P. A. (2013). Combining Business Intelligence And Stock Market Data: A Primer For Data Analytics And Business Intelligence. Journal of Applied Business Research, 29(1), 139.  Retrieved from http://cmich.idm.oclc.org/login?url=http://search.proquest.com/docview/1426769799?accountid=10181

Presswire, M. (2006, 06/16/2006 Jun 16). MindBranch: "A Lightning Rod for Business Intelligence in Education [Market focus]" by Datamonitor. M2 Presswire, p. 1. Retrieved from http://cmich.idm.oclc.org/login?url=http://search.proquest.com/docview/443601289?accountid=10181

Stocker, R. (2012). The Role of Business Intelligence Dashboards in Higher Education. Credit Control, 33(1), 37-42.  Retrieved from http://cmich.idm.oclc.org/login?url=http://search.proquest.com/docview/1029938629?accountid=10181

Zilli, D. (2014). Self-Service Business Intelligence For Higher Education Management Retrieved from http://www.toknowpress.net/ISBN/978-961-6914-09-3/papers/ML14-765.pdf

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