especially since the problem statement
and solution methodology is also evolving along the way for most projects.
All of the students in this projects
course ultimately learn that these capabilities are truly essential in order for
them to be able to answer even moderately challenging business questions whose answers are data-driven.
As such, after teaching this class for a
second time last spring, I began thinking
that a programming prerequisite might
be worth creating. The course that I had
envisioned would be ruthlessly practical
(fundamental programming logic, basics
of relational databases and SQL, and examples of how to manipulate data in a few
different environments including Python,
SAS, SPSS and R). The goal would be
to give them a little more skill – and a lot
more confidence – in their ability to manage the data on subsequent projects.
It turns out that I’m not the only business faculty member thinking about
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