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001 9781003042303
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008 210519s2021 xx o 000 0 eng d
040 _aOCoLC-P
_beng
_erda
_epn
_cOCoLC-P
020 _a9781000376555
_q(electronic bk.)
020 _a1000376559
_q(electronic bk.)
020 _z9780367486907
020 _a9781003042303
_q(electronic bk.)
020 _a1003042309
_q(electronic bk.)
020 _a9781000376548
_q(electronic bk. : PDF)
020 _a1000376540
_q(electronic bk. : PDF)
035 _a(OCoLC)1251804336
035 _a(OCoLC-P)1251804336
050 4 _aLC1085
072 7 _aCOM
_x021030
_2bisacsh
072 7 _aCOM
_x021000
_2bisacsh
072 7 _aUTF
_2bicssc
082 0 4 _a378.1035
_223
100 1 _aPriestley, Jennifer.
245 1 0 _aClosing the Analytics Talent Gap: An Executive's Guide to Working with Universities.
264 1 _a[Place of publication not identified] :
_bCRC Press (Unlimited) :
_bAuerbach Publications,
_c2021.
300 _a1 online resource.
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_bcr
_2rdacarrier
490 1 _aData Analytics Applications
505 0 _aCover -- Half Title -- Series Page -- Title Page -- Copyright Page -- Contents -- Preface -- Acknowledgements -- About the Authors -- 1. Analytics and Data Science 101 -- From Plato to Davenport and Patil -- Universities Answer the Call -- A Wide Range of Solutions -- Endnotes -- 2. Navigating Universities -- Where to Start -- Universities 101 -- What Do Universities Actually Do? -- University Classifications and the Role of Research -- Teaching and Training -- Incentives -- Why Would a Faculty Member Take Your Call? -- The Taxonomy of Faculty -- Tenured Faculty
505 8 _aPre-Tenure (Tenure-Track) Faculty -- Non-Tenure Track Faculty -- Research Faculty -- A View from the Ground -- Khalifeh Al-Jadda, Director of Data Science, The Home Depot -- Internships -- Research Collaboration -- Advisory Board Membership -- Our Summary Checklist for Working with Universities -- Endnotes -- 3. Collaborating with Undergraduate Programs -- What Do Undergraduates Really Know? -- The Rise of Undergraduate Data Science Programs -- Views from the Ground -- Structuring Successful Internships -- Structuring Successful Capstones -- High Impact in Action -- Two Case Studies
505 8 _aOur Summary Checklist for Working with Undergraduate Students -- Endnotes -- 4. Collaboration with Master's Programs -- Differences Between Master's and Undergraduate Education -- The Rise of Master's Programs in Analytics and Data Science -- A View from the Ground -- The University -- The Company -- The Student -- Our Summary Checklist for Working with Master's Students -- Endnotes -- 5. Collaboration with Doctoral Programs -- Differences Between Doctoral and Master's-Level Education -- The Rise of the PhD in Data Science -- Establishing a Research Lab -- A View from the Ground
505 8 _aChristopher Yasko, Equifax Vice President, Innovation Office -- A Second View from the Ground -- Our Summary Checklist for Research Partnerships with University Doctoral Programs -- Endnotes -- 6. Continuing Education, Training, and Professional Development -- Continuing Education 101 -- Analytics and Data Science -- Revisited -- Certificates, Certifications, Badges, "Mini" Degrees, and MOOCs -- Certificates -- Digital Badges/Micro-Credentials -- Massive Online Open Courses (MOOCs) -- "Mini" Degree -- Certification -- A View from the GroundThe
505 8 _aTim Blumentritt, PhD, Dean, College of Continuing and Professional Education -- Our Summary Checklist for Working with Universities for Continuing Education -- Endnotes -- Index
520 _aHow can we recruit out of your program? We have a project - how do we reach out to your students? If we do research together who owns it? We have employees who need to "upskill" in analytics - can you help me with that? How much does all of this cost? Managers and executives are increasingly asking university professors such questions as they deal with a critical shortage of skilled data analysts. At the same time, academics are asking such questions as: How can I bring a "real" analytical project in the classroom? How can I get "real" data to help my students develop the skills necessary to be a "data scientist? Is what I am teaching in the classroom aligned with the demands of the market for analytical talent? After spending several years answering almost daily e-mails and telephone calls from business managers asking for staffing help and aiding fellow academics with their analytics teaching needs, Dr. Jennifer Priestley of Kennesaw State University and Dr. Robert McGrath of the University of New Hampshire wrote Closing the Analytics Talent Gap: An Executive's Guide to Working with Universities. The book builds a bridge between university analytics programs and business organizations. It promotes a dialog that enables executives to learn how universities can help them find strategically important personnel and universities to learn how they can develop and educate this personnel. Organizations are facing previously unforeseen challenges related to the translation of massive amounts of data - structured and unstructured, static and in-motion, voice, text, and image - into information to solve current challenges and anticipate new ones. The advent of analytics and data science also presents universities with unforeseen challenges of providing learning through application. This book helps both organizations with finding "data natives" and universities with educating students to develop the facility to work in a multi-faceted and complex data environment. .
588 _aOCLC-licensed vendor bibliographic record.
650 0 _aAcademic-industrial collaboration.
650 0 _aData mining.
650 7 _aCOMPUTERS / Database Management / Data Mining
_2bisacsh
650 7 _aCOMPUTERS / Database Management / General
_2bisacsh
700 1 _aMcGrath, Robert.
856 4 0 _3Taylor & Francis
_uhttps://www.taylorfrancis.com/books/9781003042303
856 4 2 _3OCLC metadata license agreement
_uhttp://www.oclc.org/content/dam/oclc/forms/terms/vbrl-201703.pdf
999 _c5716
_d5716