Jindal Global Business School
Course Outline
Course Title Introduction to Analytics
Program and Batch BBA 2020
Semester & Academic Year Spring 2023
Credits 3
Discipline/Area Information Systems & Analytics
Provide details if this course is a Prerequisite for NA
any course/specialization
Name of the Faculty Member/Course Instructor Prof. Patanjal Kumar, Prof. Nidhi Bisla
Contact Details of the Faculty Member patanjal.kumar@jgu.edu.in; +91-7419813534
nidhi.bisla@jgu.edu.in; +91- 8901376521
Contact Details of Support Staff JGBS – EO, jgbs-eo@jgu.edu.in
Faculty Member’s Open Office Day/s & Time Prof. Patanjal Kumar: TBD
Prof. Nidhi Bisla: TBD
Introduction to the Course
This course exposes the students’ various analytics techniques and how these are applied in the business
world. This course will explore such key areas as the analytical process, data types, and how the
organization works with data and creates the environment in which analytics can be used to solve
problem in a structured manner. The students will learn analyse data for their assignments by application
of appropriate methods, models and techniques.
Student Learning Outcomes
CLO1: Understanding the concepts for analytics.
CLO2: Understanding effective and efficient business solutions using appropriate analytic technique.
CLO3: Understanding and applying analytical solutions for relevant business problems.
Programme Competency Goals
BBA Programme Competency Goals (PCGs) BBA Programme Learning Objectives
(PLOs)
Students will be able to
1 Responsible Global Citizenship: Ability to 1. Understand local business issues
understand the interplay between local and global 2. Understand global business issues
issues and to act with sensitivity towards ethical and 3. Demonstrate sensitivity towards ethical
social issues issues
4. Demonstrate sensitivity towards social
issues
2 Effective communication: Ability to effectively 5. Present their ideas with clarity
exchange ideas and information 6. Write in a coherent manner
7. Use technology for communication
3 Critical Thinking: Ability to identify, analyze 8. Identify main issues of business
business problems and propose effective solutions problems
9. Examine information from different
sources
10. Draw inferences from analysis
4 Teamwork: Ability to work and contribute 11. Understand the factors to work
effectively in group -settings effectively in groups
12. Contribute effectively in groups
CLO-PLO-PCG Assessments Mapping Matrix
Course Learning Outcomes Program Learning Program Course
(CLOs) Objectives (PLOs) Competency Goals Assessment Item
(PCGs)
On successful completion of the This course helps you This course helps This learning
course, students should be able to: to develop the you to develop the outcome will be
following Program following Program assessed in the
Learning Outcomes: Competency Goals: following items
CLO1: Understanding the PLOs 7,8 PCG 2, PCG 3 A1, A2, A3, A4
concepts of analytics.
CLO2: Understanding effective PLOs 5, 7, 8, 9 & 10 PCG2, PCG3 A1, A2, A3, A4
and efficient business solutions
using appropriate analytic
technique.
CLO3: Understanding and PLOs 5, 7, 8, 9 & 10 PCG2, PCG3 A1, A2, A3, A4
applying analytical solutions for
relevant business problems.
Description of Assessments: Grading Rubrics for Homework and, Projects
Criteria 10 – Outstanding 9 – Proficient 8 – Basic 7 (or lower) - Below
Expectations
OBJECTIVE
Completed All portions of the assignment, including presentations, data preparation, and visualizations, were attempted and
homework as submitted.
per This is a pass / fail component. All or no points are awarded.
requirements
Data is The data set chosen or used Data is appropriate, but Data is related but not Data has little or no relation
appropriate is appropriate, correct, and minor data issues may sufficient to support the to the topic being explored.
and sufficient sufficient to support the be present, or analysis, or significant Errors will lead to an
for the thesis of the analysis. enhancements may be data issues prevent a incorrect conclusion, and/or
analysis needed for a proper clear reading of the data issues make the analysis
analysis. results. unusable.
Headers, Clear direction is provided. Header, footers, and The user must self- The user has little or no
directions, Visual cues, tooltips, and instructions are present, discover functionality. indication of how to engage.
citations, and citations are consistently but visual cues may be Headers and footers may Directions are missing on
visual cues are and correctly employed to missing or could be be missing. Difficult to clear. Missing headers and
given as guides inform and guide. improved. know what to do. footers for context and
meaning.
Basic Chart types are suitable Chart types chosen are Charts are incorrectly Difficult to understand what
visualization and the best options for the acceptable, but axes may used for the purpose is intended with the chart and
rules and best analysis. All axes and text be cluttered or have intended. Axes are data. Color actively distracts
practices are are treated appropriately. rotated text. Color difficult to read and and confuses. Chart junk
consistently The application of color is choices communicate detract from dominates the visualization,
applied and correct and clearly conveys meaning but can be understanding. Color and the meaning is
meaning. improved. used in a distracting or unreadable.
demonstrated
unsuitable manner.
The The visualization A study is required to The visualization does The visualization is
visualization facilitates quick cognition interpret the data and not directly address the completely inappropriate and
allows the user and leads to a fact-based how it applies to the topic or rely on cannot be used to conduct the
to conduct the conclusion or assertion. thesis of the analysis. presentation support. intended analysis.
intended
analysis
SUBJECTIVE
Visualization The 4Cs are well Aspects of the 4Cs are Multiple aspects of the Significant or complete
is clean, clear, represented; the apparent; the 4Cs are missing or have disregard for the guidance
concise, and visualization is clear, opportunity exists for not been well addressed present in the 4Cs, resulting
captivating clean, concise, and further enhancement. in the visualization. in poor visualization.
(Shaffer 4 C’s) captivating.
Attractiveness Fonts choices are The visualization shows Visualization appears Little or no apparent thought
Description of Assessments: Grading Rubrics for Homework and, Projects
Criteria 10 – Outstanding 9 – Proficient 8 – Basic 7 (or lower) - Below
Expectations
and attention conscious and consistent, thought and planning, sloppy and may be or given and visualization
to design and proper grammar and and most aspects work difficult to understand as comes across as disorganized.
details of craft spelling is used, and choice in harmony. May exhibit a coherent whole. It may be visible through
of position, size, and minor issues with Multiple issues with numerous spelling or
emphasis integrate spelling, alignment, or spelling, font grammar issues, poor
elements into a visually sizing mismatched with consistency, positioning, alignment and positioning
appealing and engaging importance. or other distracting choices, inappropriate font
whole. characteristics. use, etc.
The The visualization is There is a clear message The visualization No apparent message or
visualization is targeted to the audience, or story conveyed, but suggests some relevancy to the user; no
usable and the story is evident, and the the action or conclusion possibilities but does not actions can nor should be
actionable conclusion or action that should be drawn is lead to clarity of taken based on the analysis.
(Duell Rules) required is clearly not definitive. It may understanding, and
apparent. No additional require interpretation. therefore action is not
interpretation is needed. possible.
Quality, The analysis shows a level The overall conclusions The analysis shows a The analysis appears to be
integrity, and of quality, integrity, and of the analysis seem to trend or suggests a result poorly conducted, greatly
impact of the competency that makes the be sound, with support but is not trustworthy compromising the integrity of
findings and viz impactful, generating a by anecdotes or because of errors in some or all of the
analysis high level of trust. additional evidence. process, omission, or visualization.
scope.
The overall The visualization (or Delivery provides a The presentation and The communication and
effectiveness of presentation) is delivered strong argument and is communication leave presentation result in
communicatio in a convincing way that well supported; minor concerns or a lingering confusion and a low level of
n and demonstrates confidence, details should be vetted lack of clarity. Work confidence in the analysis,
presentation competency, and and affirmed. required to review and requiring a significant or
thoroughness. confirm. complete re-do.
Teaching Method
The course will consist of lectures, in-class discussions, and hands-on exercises for understanding
concepts and solving the problems using analytics software. Solving problems would help the students to
see the steps involved and application of the concept learned. The course will also have a class discussion
approach with questions and answers sessions in between.
Evaluation Schema
The course grade will be determined based on following.
Assessment Assessment Weightage Nature Week of PLOs to be Assessed
Item Task Assessment
A1 Quizzes 20% Individual Week 4, Week PLO5, PLO7, PLO8,
10 PLO10
A2 Class 10% Individual Continuous PLO5,
participation PLO7, PLO8, PLO9,
PLO10
A3 Mid-Term 20% Individual JGBS Mid- PLO5,
Exam Term Week PLO7, PLO8, PLO9,
PLO10
A4 End – Term 50 % Individual JGBS End - PLO5,
Exam Term Week PLO7, PLO8, PLO9,
PLO10
Description of Assessments:
A1 Quizzes: During the semester, we will have two quizzes (10 marks each). The quizzes shall be
announced two weeks in advance and no requests for re-quiz/ make-up quiz/ alternate assignments shall
be entertained.
A2 Class Participation: The participation of the students in class discussion, hands-on practice problems
and guest lectures shall be evaluated out of 10 marks.
A3 Mid-Term Exam: The mid-term will be conducted in a physical mode, and it will be pen and paper-
based exam of maximum duration 90 mins. (The dates will be announced by the school)
A4 End-Term Exam:. There will be an end-term examination of 50% weightage after completion of
Week 15. The students would be evaluated comprehensively on their understanding of the course. The
end-term will be conducted as Sit-in exam in a physical mode, and it will be pen and paper-based exam of
maximum duration 180 mins.
Recommended Textbook
1) A General Introduction to Data Analytics. João Moreira, Andre Carvalho, Tomás Horvath.
ISBN: 978-1-119-29626-3 June 2018, 352 Pages.
Additional Reference Books
1) Business analytics: Data analysis & decision-making Albright, S. C., & Winston, W. L. (2014).
Cengage Learning. ISBN-13: 978-1133629603, 1145 Pages.
2) HBR Guide to Data Analytics Basics for Managers (HBR Guide Series). Harvard Business
Review. (2018). Harvard Business Review Press, 257 Pages.
Recommended Software Package.
1) R, RStudio
Guest Lectures
S. Guest Speakers Week #
Faculty member(s)
No. [Name, designation, and company] (Tentative)
1 Prof. Nidhi Bisla 1. Dr. Amit Sangroya, Senior data scientist – 8th Week,
TCS 12th Week
2. Dr. Manoj Kumar, Lead Analyst,
Solverminds
1. Dr. Gaurav Khatwani, Data Scientist, CFA-
ESG Certified, EY
8th Week,
2 Prof. Patanjal Kumar 2. Mr. Ankit Kumar Bhagat, AI Architect,
12th Week
Operations Research and Data Science,
Wipro Technologies
Session Plan
Session Details PLOs covered
Session 1 Introduction and overview of analytics PLO 5,7,8
Objective of the sessions To make student familiar about analytics, its importance, and
applications
Subtopics to be covered a. Meaning of analytics,
b. Types of analytics,
c. Applications of analytics.
Readings Chapter 1
Pedagogy Lecture, discussions
Session 2 Introduction and overview of data types PLO 5,7,8
Objective of the sessions To make student familiar about the data and taxonomy of data
analytics
Subtopics to be covered a. What is data?
b. What can we do with data?
Readings Chapter 1
Pedagogy Lecture, discussions
Session 3 The Growing Role of Analytics in Businesses PLO 5,7,8,10
Objective of the sessions To understand the role of data analytics in different business
domains
Subtopics to be covered Application of analytics in
a. Marketing
b. Operations
Readings Business Analytics: What It Is & Why It’s Important (HBS) –
D2L
Pedagogy Lecture, discussions
Session 4 The Growing Role of Analytics in Businesses PLO 5,7,8,10
Objective of the sessions To understand the role of data analytics in different business
domains
Subtopics to be covered Application of analytics in
a. Finance
b. HR
Readings Business Analytics: What It Is & Why It’s Important (HBS) –
D2L
Pedagogy Lecture, discussions
Session 5 Descriptive Statistics PLO 5,7,8,9,10
Objective of the sessions To interpret historical data to better understand changes in a
business organisation.
Subtopics to be covered a. Introduction to Descriptive Statistics
b. Univariate Frequencies
Readings Chapter 2
Pedagogy Lectures, discussions, problem-solving, and case study
Session 6 Descriptive Statistics PLO 5,7,8,9,10
Objective of the sessions To interpret historical data to better understand changes in a
business organisation.
Subtopics to be covered a. Univariate Data visualization
b. Univariate Statistics
c. Descriptive Bivariate Analysis
Readings Chapter 2
Pedagogy Lectures, discussions, problem-solving, and case study
Session 7 Descriptive Multivariate Analysis PLO 5,7,8,9,10
Objective of the sessions To describe simple multivariate methods and show how they
can be applied to a data set
Subtopics to be covered a. Multivariate Frequencies
b. Multivariate Data Visualization
c. Multivariate Statistics
Readings Chapter 3
Pedagogy Lecture, discussions
Session 8 Data Quality and Preprocessing PLO 5,7,8,10
Objective of the sessions To describe data quality issues
Subtopics to be covered a. Data quality
b. Redundant data
c. Noisy data
Readings Chapter 4
Pedagogy Lectures, discussions, problem-solving, and case study
Session 9 Data Quality and Preprocessing PLO 5,7,8,10
Objective of the sessions To describe data quality issues
Subtopics to be covered a. Different scale types,
b. Data transformation and
c. Dimensionality reduction
Readings Chapter 4
Pedagogy Lectures, discussions, problem-solving, and case study
Session 10 Experiential Learning Session - I PLO 5,7,8,9,10
Objective of the sessions To acquaint the students with solving business problems
(applications of learnings in sessions 1-9)
Subtopics to be covered NA
Readings NA
Pedagogy Reflection and hands on session
Session 11 Clustering PLO 5,7,8,9,10
Objective of the sessions To group similar observations into a number of clusters based
on multiple variables for each individual observed value or
similar dimensions.
Subtopics to be covered a. Introduction to Clustering
b. Distance Measures
Readings Chapter 5
Pedagogy Lectures, discussions, problem-solving, and case study
Session 12 Clustering PLO 5,7,8,9,10
Objective of the sessions To group similar observations into a number of clusters based
on multiple variables for each individual observed value or
similar dimensions.
Subtopics to be covered a. Clustering techniques
b. K-means
Readings Chapter 5
Pedagogy Lectures, discussions, problem-solving, and case study
Session 13 Frequent Pattern Mining PLO 5,7,8,9,10
Objective of the session To understand patterns in data and derive inferences.
Subtopics to be covered a. Introduction to Frequent Pattern Mining
b. Frequent Item sets
c. Association Rules
Readings Chapter 6
Pedagogy Lectures, discussions, problem-solving, and case study
Session 14 Experiential Learning Session - II PLO 5,7,8,9,10
Objective of the session To acquaint the students with solving business problems
(applications of learnings in sessions 11-13)
Subtopics to be covered NA
Readings NA
Pedagogy Reflection and hands on session
Session 15 Guest Lectures - I PLO 5,7,9
Objective of the session We will have an industry guest speaker in this session to how
s/he is using analytics in her/his field of work.
Readings NA
Pedagogy Lecture, discussions
Session 16 Correlation and Regression PLO 5,7,8,9,10
Objective of the session To find patterns and answer crucial business questions
relating to the future. To understand conditions, what if
prescriptive analytical solutions fail?
Subtopics to be covered a. Introduction to Correlation
b. Introduction to Regression
Readings Chapter 8
Pedagogy Lecture, discussion, problem-solving
Session 17 Regression PLO 5,7,8,9,10
Objective of the session To find patterns and answer crucial business questions
relating to the future. To understand conditions, what if
prescriptive analytical solutions fail?
Subtopics to be covered a. Regression coefficients
b. Types of Regression
Readings Chapter 8
Pedagogy Lecture, discussion, problem-solving
Session 18 Regression PLO 5,7,8,9,10
Objective of the session To find patterns and answer crucial business questions
relating to the future. To understand conditions, what if
prescriptive analytical solutions fail?
Subtopics to be covered Types of Regression
Readings Chapter 8
Pedagogy Lecture, discussion, problem-solving
Session 19 Classification PLO 5,7,8,9,10
Objective of the session To be able to classify data into different classes.
Subtopics to be covered a. Introduction to classification
b. Binary Classification
Readings Chapter 9
Pedagogy Lecture, discussions, problem-solving, and case study
Session 20 Classification PLO 5,7,8,9,10
Objective of the session To be able to classify data into different classes.
Subtopics to be covered a. KNN algorithms
b. Naïve bayes algorithm
Readings Chapter 9
Pedagogy Lecture, discussions, problem-solving, and case study
Session 21 Predictive Analysis PLO 5,7,8,9,10
Objective of the session To go beyond knowing what has happened to provide a best
assessment of what will happen in the future
Subtopics to be covered a. Introduction to Predictive Analysis
b. Applications of Predictive Analysis
Readings Chapter 10,11
Pedagogy Lectures, discussions, problem-solving, and case study
Session 22 Predictive Analysis PLO 5,7,8,9,10
Objective of the session To go beyond knowing what has happened to provide a best
assessment of what will happen in the future
Subtopics to be covered Predictive Analysis Algorithms
Readings Chapter 10,11
Pedagogy Lectures, discussions, problem-solving, and case study
Session 23 Experiential Learning Session - III PLO 5,7,8,9,10
Objective of the sessions To acquaint the students with solving business problems
(applications of learnings in sessions 16-22)
Subtopics to be covered NA
Readings NA
Pedagogy Reflection and hands on session
Session 24 Guest Lecture- II PLO 5,7,9
Objective of the sessions We will have an industry guest speaker in this session to how
s/he is using analytics in her/his field of work.
Subtopics to be covered NA
Readings NA
Pedagogy Lecture and discussion
Session 25 Data Analytics Application-Text PLO 5,7,8,9,10
Objective of the sessions To describe three current fields of data analytics that are
attracting a great deal of attention due to their wide
application in different domains
Subtopics to be covered Recommender Systems
Readings Chapter 13
Pedagogy Lectures, discussions, problem-solving, and case study
Session 26 Data Analytics Application-Text PLO 5,7,8,9,10
Objective of the sessions To describe three current fields of data analytics that are
attracting a great deal of attention due to their wide
application in different domains.
Subtopics to be covered a. Recommender Systems
b. Social Network Analysis
Readings Chapter 13
Pedagogy Lectures, discussions, problem-solving, and case study
Session 27 Prescriptive Analytics PLO 5,7,8,9,10
Objective of the session To take the best decision for optimizing the
cost/time/manpower/material for various business models.
Subtopics to be covered a. Basics of Prescriptive Analytics
b. Commercial Applications of Prescriptive Analytics
c. Integrating Predictive and Prescriptive Analytics
Readings Case/Dataset handed by faculty in class
Pedagogy Lectures, discussions, problem-solving, and case study
Session 28 Prescriptive Analytics PLO 5,7,8,9,10
Objective of the session To take the best decision for optimizing the
cost/time/manpower/material for various business models.
Subtopics to be covered a. Commercial Applications of Prescriptive Analytics
b. Integrating Predictive and Prescriptive Analytics
Readings Case/Dataset handed by faculty in class
Pedagogy Lectures, discussions, problem-solving, and case study
Session 29 Experiential Learning Session - IV PLO 5,8,10
Objective of the session To acquaint the students with solving business problems
(applications of learnings in sessions 24-28)
Subtopics to be covered NA
Readings NA
Pedagogy Reflection and hands on session
Session 30 Course summary and wrap up PLO 5,7
Objective of the session In the last session of the course, we will wrap up by drawing
connections between the different concepts discussed in the
course.
Subtopics to be covered NA
Readings NA
Pedagogy Discussion
Disability Support
JGU endeavours to make all its courses accessible to students. The Disability Support Committee (DSC)
has identified conditions that could hinder a student's overall wellbeing. These include physical and
mobility-related difficulties, visual impairment, hearing impairment, mental health conditions, and
intellectual/learning difficulties, e.g., dyslexia and dyscalculia. Students with any
known disability needing academic and other support are required to register with the Disability Support
Committee (DSC) by following the procedure specified at https://jgu.edu.in/disability-support-
committee/
Students who need support may register any time during the semester up until a month before the end
semester exam begins. Those students who wish to continue receiving support from the previous
semester, must re-register within the first month of a semester. Last-minute registrations and support
might not be possible as sufficient time is required to make the arrangements for support.
The DSC maintains strict confidentiality about the identity of the student and the nature of
their disability and the same is requested from faculty members and staff as well. The DSC takes a strong
stance against in-class and out-of-class references made about a student's disability without their consent
and disrespectful comments referring to a student's disability.
All general queries are to be addressed to disabilitysupportcommittee@jgu.edu.in
