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Businesses and other organizations across the globe are becoming more and more data-driven, using a combination of descriptive, diagnostic, predictive and prescriptive analytics to gain a strategic advantage through understanding the past, what we hope to happen in the future, and the ability to accurately predict future outcomes. These forms of analytics span from basic statistical summaries and data visualization to artificial intelligence models. Many organizations are now requiring new job applicants, new hires, and existing employees to be data literate. As such, it is becoming incumbent on teachers, students, and practitioners to possess some basic knowledge or experience in business analytics, at least within their educational and functional domains. Current best-practice in business school curriculum embeds some form of analytics across the curriculum. Unfortunately, many business colleges do not have the experience or resources to do so, hence teachers are unprepared to teach, and students are not prepared to enter the business world being data literate. While higher levels of analytics can be statistically intimidating, there are numerous applications of analytics that do not require statistics or higher-level models. This paper introduces one such technique practiced within marketing education and industry since 1995 and is called RFM. RFM has long been known in marketing curriculum and practice but has seen virtually no exposure in business schools outside of marketing major courses. This reflects an unintended consequence of teaching and learning within "functional" silos. It is hoped that teachers and students across the business curriculum, as well as workforce participants, can use this case to gain an appreciation of data literacy and analytics toward application within any functional area of business. The purpose of this paper is to avail those outside of marketing education and practice with an effective, easy to understand, easy to apply model, with no statistics involved. The goal is to facilitate increased data literacy and interest in understanding and/or applying analytics to other functional arear of business. RFM is not unique to this paper but is aimed at broadening teacher, student and workforce participant experience and knowledge of business analytics.

As the demand for business intelligence (BI) professionals continues to grow, educators need to calibrate their instruction to accommodate the demand of practitioners for specific technical skills while also providing college students with a broader foundation that includes a general understanding of BI concepts and problem-solving skills that are applicable across disciplines. This paper describes a pedagogical method called report-oriented learning which seeks to combine the established methods of problem-based learning and case-based learning. Report-oriented learning requires students to reflect on the knowledge gained during the conceptual parts of the course and use critical thinking and storytelling skills as they prepare and present several comprehensive reports in class. We applied the report-oriented method in a business intelligence course that consists of four instructional approaches: (1) section preview, (2) lectures and quizzes on basic concepts, (3) application of concepts and development of practical skills with hands-on projects, and (4) comprehensive reflection and inquiry in the form of reports. We surveyed students with anonymous questionnaires in the report-oriented BI courses from 2021-2023. The results indicate that the method was effective and perceived by students as having improved their critical thinking and practical skills related to the application of BI techniques and the professional presentation of their findings.

The adoption of enterprise-wide systems like Customer Relationship Management (CRM) systems continues to grow globally. Due to the prevalence of CRM software in businesses and CRM's expected growth, Information Systems (IS) graduates will likely interact with a CRM system in their careers. However, learning enterprise systems like CRM is challenging for students due to the complexities surrounding integrating people and processes around a technology platform. This paper illustrates how an information systems course employs a CRM project using an experiential learning approach to help IS students develop functional and technical knowledge of CRM and discover creative ways to solve business problems using Salesforce. Project details, exercises, and lessons learned from previous project implementations are provided. Results of students' assessments indicate the hands-on Salesforce CRM project can lead to improved functional and technical learning outcomes.

Despite their growing importance, differential, process-oriented research on Massive Open Online Courses (MOOCs) for professional learning is scarce. This paper explores learner behavior in Enterprise MOOCs using lag sequential analysis. Data from 13 MOOCs on business and technology-related topics with a total of N = 72,668 active learners were examined. Starting from consistent high-level behavioral patterns, a deeper analysis reveals variations in interaction sequences according to the underlying course design approach. Lecture-oriented, system interaction-oriented, and discussion-oriented courses share a set of common patterns but also differ in various interaction sequences. Results point towards an isolated role of video playbacks across all course clusters, consumerist patterns in lecture-oriented courses, and a positive influence of metacognitively oriented interactions on learning outcomes. Accordingly, initial design recommendations include integrating interactive instructional elements in videos, promoting learner engagement in lecture-oriented courses, and fostering metacognition. Connecting interaction and achievement data may uncover promising behavior patterns that can be further supported by course design. Based on the initial findings, implications for future research and development are discussed.

Campus-community partnerships are integral to community-engaged learning, service-learning and similar pedagogies that extend project-based learning beyond the classroom into "real world" communities. Community-engaged courses have increased in prevalence in engineering education. Evidence suggests that they are effective at connecting engineering theory to practice, engaging students motivated to "make an impact," and preparing students for global and multicultural collaboration. In community-engaged courses, campus partners (students, faculty, staff) and community partners (individuals or organizations from non-academic communities) collaborate on an engineering project that, if successful, benefits community members and contributes to student learning. However, partner relations are not always a primary focus, and partnerships can flounder and fail resulting in limited or imbalanced outcomes, dissatisfaction among partners, or even harm. Building upon documented principles for community engagement and frameworks such as critical service-learning, this paper directs attention to the relationships between campus and community partners as a crucial yet under-studied aspect of engineering community-engaged learning. We interviewed 22 campus and community partners involved in engineering projects spanning seven engineering colleges and five continents. The findings are presented in the form of a Partnerships Compass with guiding questions for nurturing partnerships that are both impactful (in achieving partners' collective goals) and equitable (in attenuating power imbalances, unequal risks of harm, and outcome disparities between partners). Ultimately, the paper aims to provide a timely perspective and actionable tool for engineering instructors, students, and community partners who aim to jointly build enduringly equitable and impactful partnerships.

The rapid development of technology in today's times make business' survival a rather complex task. It is therefore necessary for the specialized organization and administration of each company to differentiate and strengthen its competitive advantages. Gamification is an established practice in many business domains and can enforce employees to engage in business processes and change aspects of their behavior. Even though numerous gamification patterns that are described in literature have been used so far by businesses to various working environments, the outcomes were not the best possible that we would expect in terms of their right utilization to business non-game contexts. Thus, there is need for concise gamification patterns that can offer right guidance to game designers in business. Gamification design patterns can provide a distilled knowledge of techniques of how to design object-oriented software. This paper aims to address this gap in existing literature by describing new gamification design patterns, classifying them according to specific criteria and providing new information to this research domain. Our study is a descriptive literature review and is based on review of previous works. This descriptive literature review tries to give a better understanding by proposing new gamification design patterns in the continuously evolving research domain of gamification design patterns.

In the chemical industry, a new generation of decision-makers is emerging in the next 5 to 10 years with a higher affinity for the use of videos to find information and to connect with other individuals. Through the digital transformation, an "on-demand" culture has become usual. As individuals want to access information at any time, B2B companies need to transform to video-based infrastructures enabling them to build effective relationships through connecting their employees with the new decision-makers of the industry. The specialty chemicals business is characterized by a high level of innovations which is seen as an excellent source to create video content aiming to connect individuals and to change social communication patterns. The current academic literature indicates the advantages of using YouTube in B2B, but a specific framework describing how to embed YouTube in the customer journey to improve B2B social communication and to achieve better social connections between B2B individuals is missing. Using an adopted content analysis, this paper developed a framework for YouTube-based activities combining the four major elements, Content, Touchpoint, Usage and Stimulus, in an interrelated setup.

This paper examines literature from the COVID-19 period (2020-2022) to outline prevalent themes and essential competencies in the post-COVID era. Employing informetrics within a quantitative research approach, the study scrutinizes Scopus database data using COVID-19, e-learning, e-commerce, and media and information literacy terms. Results reveal a surge in scholarly focus on e-commerce, online learning, e-health, and ICTs, including social media. Identified were 355 media and information literacy terms, with digital, information, health, and media literacy at the forefront. Moreover, 244 corresponding competencies and skills were noted. The study emphasizes the necessity for comprehensive media and information literacy programs, diverse competencies, and stakeholder engagement in fostering a digitally literate society. Prioritizing skill development for navigating digital landscapes is vital amid the fourth industrial revolution, laying the groundwork for adept usage of media, information, and digital realms.

Monte Carlo (MC) simulation is widely used in many different disciplines in order to analyze problems that involve uncertainty. Simulation decomposition has recently provided a simple, but powerful, advancement to the standard Monte Carlo approach. Its value for better informing decision making has been previously shown in the investment-analysis field. In this paper, we demonstrate that simulation decomposition can enhance problem analysis in a wide array of domains by applying it to three very different disciplines: geology, business, and environmental science. Further extensions to such disciplines as engineering, natural sciences, and social sciences are discussed. We propose that by incorporating simulation decomposition into pedagogical practices, we expect students to significantly advance their problem-understanding and problem-solving skills.

This study empirically examines how graduate students' attitude, subjective norm, perceived behavioral control, knowledge, and acceptance of agro-business influence student intention to start agro-entrepreneurship and the moderating effect of gender and faculty on the relationship among the factors based on the Theory of Planned Behavior. The study adopted the cross-sectional design from 300 public university students. The results of the study revealed that attitude toward agro-entrepreneurship, perceived behavioral control, and acceptance of agro-entrepreneurial exert a positive and significant effect on agro-entrepreneurial intention among university students. Moreover, the gender-based multiple group analysis revealed that male graduate students accept more agro-business than female students. Thus, policy makers can facilitate the promotion of agro-entrepreneurship among graduate students. Based on Theory of Planned Behavior, this study improves our understanding on university students' agro-entrepreneurial intention in Malaysia. Finally, the discussion, recommendations and conclusion of the study are discussed in the research paper.

Identity directly impacts how university students behave and make decisions in entrepreneurial practice. Therefore, it is significant to explore the factors influencing the identity construction of student-entrepreneurs to understand how processes are internalized by students, which may then affect their entrepreneurial identity. This article interrogates the formation and transition of the entrepreneurial identity of student-entrepreneurs in a Chinese research university. This paper argues that identity formation is a dynamic and nonlinear process where both role and social identities are involved in its development. Factors that would promote the desired identity formation would include, among others, a tolerant atmosphere across universities, integrating identity issues into the process of entrepreneurship education, and providing university-wide support for entrepreneurship which will be beneficial to improving and sustaining entrepreneurial identity among students.

Due to the popularity of sport, the need to have sport management programs that properly train practitioners is justified (Pedersen & Thibault, 2014). However, with 505 sport management bachelors programs worldwide ("Degrees in Sports," n.d.) housed in various academic units, there is little consistency within the field of study. This paper strives to explore the field of sport management and to better understand sport management faculty members' perceptions of the discipline. Grounded in Foucault's (1971) theory of discourse, total of 154 sport management faculty members worldwide participated in the study. The data revealed there is a lack of consistency within the field regarding faculty members' perceptions of sport management. This study offers a vital, first step in an empirical examination of a critical phenomenon in the sport management academy.

Football stadiums have traditionally been named after local sites (e.g. "Goodison Park," Everton FC) or regions ("Ruhrstadion," VfL Bochum). As big business takes increasing precedence in decision making in football at large (e.g. associations and leagues, regarding fixtures, media coverage, kick-off times, player transfers, etc.) and within individual football clubs (e.g. regarding kits and sponsorship), such toponyms are more and more being replaced by company or product names (e.g. "bet365 Stadium," Stoke City). In this paper, we will consider corporate renamings from the German Bundesliga, the English Premier League and the French Ligue 1 and particularly fan reactions to controversial, badly received corporate renamings. As revealed by earlier studies, in our data here we also find the discourse and practices of the fans celebrating local identification with their city or region, often with the stadiums constituting the homestead of a tradition. Where corporate stadium renamings are badly received, this discourse clashes with the discourse of big business and thus a number of tensions are revealed. More specifically, in fans' reactions to controversial corporate stadium renamings, we find a number of recurrent themes -- for example, concerning consequences to fans' identity to the club; in managing (anticipated) humorous retorts from rivals consequent from the stadium renaming; in resisting, but also feeling resigned to, financial pressures in selling the stadium name; etc. -- some of them across our three national contexts and others specific to one national context.