data analytics

Is this the new class every student should take?

Data analytics, 101: The class your students need to take today for tomorrow.

The Need for Data Analytics 101

This need for “computational thinking,” as some are now calling it, is one of the reasons why President Obama, just prior to leaving office, launched the “Computer Science for All” initiative, designed to introduce more people to the art and science of coding. It’s also one of the reasons why, as the New York Times noted in a recent article, that computer science is now the most popular major at many of the Ivy League schools, as well as at prestigious non-Ivy schools such as Stanford, MIT and Tufts.

Those not majoring in computer science, including many classic liberal arts majors, are also showing an interest in these types of courses. These students realize that, at some level, computers, coding and data-analytics are going to shape their lives – and they better start learning, at the very least, the rudiments of computers and computer coding.

But data analytics, a relatively new field of study, goes much further than learning the basics of computer coding. It’s ultimately about what questions need to be asked about data; how to ask those questions; and then how to specifically tell, or code, computers to sift through data to arrive at potential answers.

Think about the future of medicine. Today medicine is not personalized. But with the availability of electronic medical records and genomic information, we are approaching a world where medical treatments informed by analytics will be targeted for specific patients.

Now think of other fields that can benefit from intense data analytics – airline travel, retail operations, entertainment, manufacturing supply chains or, if you’re a literary professor after getting your doctorate in 18th Century English literature, analyzing the number of times authors reference certain words or phrases to better gauge what they’re thinking and conveying.

This burgeoning interest in data analytics is spreading – and spreading fast.

Last year, I led the development of a new master of business analytics program at the MIT Sloan School of Management. We started with 300 applicants for a class of 16 students. This year: We had 900 applicants for a class of 30 students. My online MOOC (“Massive Open Online Courses”) class at MIT – entitled “The Analytics Edge’’ – now attracts tens of thousands of people from around the world.

Other universities are experiencing the same surge in interest in business analytics – and I firmly believe the trend will rapidly expand to community colleges and other centers of learning, including, perhaps, even some high schools. Why? Because data analytics is the future (like it or not) and we all need to know how it works in order to better understand how it’s shaping our lives.

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