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Education Management - Science topic

Educational Management and Administration.
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How do new information technologies implemented in the didactic processes, advanced information processing technologies change and modernize the education process at universities?
Please reply
I invite you to the discussion
Thank you very much
Best wishes
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Standardised online teaching at the global level
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what are the key performance indicators of faculty member in technical education? How to measure?
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Clarity of explanation + associative/ problem solving skills + ability to answer students' questions on material outside the immediate curriculum.
As to how to measure them - it is subjective, I guess. Based on students' opinion. :)
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I am currently conducting research on the factors influencing the students' choice of higher education institution.
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The following factors could affect the tertiary students' choice of university;
1. If international university, the choice would be based on Global ranking, accreditation of school, scholarship facilities, renowned professor, sound administrative support, tuition fees, senior's recommendation, suitable place (the uni should be center of the city for instance, if Malaysia, student try to get admission the uni which is near to KL), research facility, publication history etc.
2. For the local university, students first consider fees, admission test, reputation of university, convenience, superior's recommendation etc.
Thanks and hope that would help you.
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Dear Colleagues! How do you think the concept of "University 3.0" in the world is already outdated? Is there a chance to build a "University 4.0" for those who have not passed the "3.0" stage?
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Hi! Do you know the work of Ronald Barnett. He is on RG. Listened to him once, very interesting, he is ”imagining the university” https://ejournals.bc.edu/ojs/index.php/ihe/article/download/6085/5330 by a constructed concept play: ”The research university”; The bureaucratic university; ”the ecological university” etc and discusses in papers, books and lectures about 40 such concepts of the form ”The xyz University” (maybe more now). Here are some of his slides - see on the second half of the series especially https://slideplayer.com/slide/6222483/ . He is rather critical to ”the entreprenerial university” but kind of likes ”the ecological university” more, but has criticism there as well. Quite interesting framework for nuanced discussion.
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Dear Colleagues! As far as, from your point of view, it is possible (and justified) to implement the concept of Life Long Learning in a professional academic career by completely withdrawing from a successful scientific (teaching) activity, including with a defended doctoral thesis activity in a professional business activity (possibly with a corresponding new education / degree), not connected in any way with research and teaching activities? Do you know and can you give examples of such personal career development?
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I started my career in higher education, then went to work as a contractor for the U.S. federal government after receiving a Ph.D. I now do both, work as a contractor and teach at a university. It keeps me motivated in both areas.
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Dear Colleagues! How, from your point of view, is possible (and justified) the implementation of the concept of Life Long Learning in a professional (non-academic) business career through the complete withdrawal from a successful business activity, including with the preparation and defense of a doctoral dissertation with subsequent teaching (research) activities? Do you know and can you give examples of such personal career development?
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Dmytro Lukianov I am not sure I understand your question correctly, but I started my career in restaurant and tourist businesses both as a successful professional chef and later as a manager. At age 32 I started my academic career for the first time and took a PhD at age 47. I currently work as a lecturer and researcher. In Norway many of my master students are over 40 years of age. My oldest student so far has been 67. Life Long Learning I think is also an economical question. My grandparents would not think of changing their career during their life. I would be very difficult economically.
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Dear Colleagues! In your opinion, how possible (and justified) is the implementation of the concept of Life Long Learning in the academic field by preparing and defending a second (third, etc.) doctoral dissertation in a new direction for a scientist? Do you know and can you give examples of such a scientific career development?
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Hi!
I do not associate the term Life-long-learning with any general right for an academic to do a series of doctoral dissertations in various directions. A doctoral students education and support is a big investment for the state/the taxpayers, the university and the individual. To reach a PhD level is for an individual to be recognised for the ability to really both learn and create new knowledge on ones own.
Then other students should get the possibility to PhD studies. There is possibility to change directions of interest in research anyway.
I don’t want to criticise people who have double PhDs, but to create new possibilities for academics to make a number of dissertations in different subjects is probably not an ideal use of resources.
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Dear Colleagues! Is it possible to consider, from your point of view, taking into account the concept of Life Long Learning, a person of the age category 40+ "young scientists", if at that age he only defended his doctoral thesis? And if 50+? And more? Why?
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There are always newcomers to many events in this life. In research and education newcomers should always be welcome.
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Hi!) I am a university teacher in Russia and looking for an opportunity to gain some research experience. I`ve done Russian bacherlor`s degree in Pedagogical Education, then MSc Education Management and Leadership at the University of Southampton and at the moment doing a PhD in Higher Education at Lancaster University.
I teach English at Perm State National Research University (Russia) and wish I could collaborate with more experienced researchers. I am ready to provide a sample of Russian students and work really, really hard!
Alternatively, there is a conference (with a publication in a research journal included in Web of Science/ Scopus) in December in Nijnii Novgorod (Russia), which I wish I could participate in, if you are interested and ready to provide a sample from your countries, I will be also happy.
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Dear all ,
Sorry for not answering for so long!
1) Norman, they do have research groups. But I wish I could make an international research and, as an english language teacher, I work at the chair of liguistics, so they mostly do research in philology.
2) Jorge and Hassan, I want to offer you to continue discussion either on Facebook, or through email. Could you contact me to confirm what option will be suitable for you!
Kind regards,
Kate
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Which are not included, but, from your point of view, would it be worthwhile to introduce students to them?
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I have managed many library projects over the past 20 years, including first time library automation, moving a library, retrospective conversion of manual records, merging two independent college libraries, and library management system migration . Even though I have a formal PM qualification, it is IT heavy and not slanted to academic library applications. However, I have a strong interest is introducing PM principles, theories  and practice in library schools. My reason is that PM is applicable to all areas of academic study, businesses, services and industries.
Perhaps, a generic course could be introduced at the undergraduate level, and an application focused area taught at the graduate level.
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This is sort of an action research that would involve the whole school (staff, students, administration etc) into the process how to mobilize the community in helping itself solving its own issues. I used to look at the community how it can be helpful to school to achieve its objectives. Now, how this process can be reciprocal in the sense that school help the community to improve. Any suggestions regarding specific literature would highly appreciated. Thanks
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Perhaps you may want to read research about community based actions related to social justice issues. These community led actions for the most part involve a cross section of diverse people within a community
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Kets de Vries, Lipman-Bluman, Padilla, Kellerman Tourish and others have written extensively on the subject of destructive/toxic leadership.  Educational administration literature is rather silent on the topic.  Eugenie Samer in her works, "Trust and Betrayal in Educational Administration" and "Secrecy and Tradecraft in Educational Administration' has broken ground on the subject, but it's pretty rare to find further works on the topic. Specifically, I'm looking at how the environment--governance qualifications, organizational performance measures or the lack thereof (BTW not referring to student achievement here) contribute to senior leader moral disengagement, toxic leadership and organizational 'tribalism' to the detriment of organizational goals.  This problem has a very real face in school districts, but has not been covered in the literature outside of school-based leadership challenges, or examinations of senior leadership behaviour in institutes of higher learning. 
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First, I want to thank Noman, because you have touched on two areas where I'm looking deeper--recruitment, screening processes, and performance measures for senior educational admin leaders.  And, as you've noted, and Dennis Tourish has written, there are some gaps in the leadership curriculum that need to be addressed on the dark side of leadership; otherwise, the leadership pedagogy may very well be part of the problem. 
Victor, I have downloaded the article you recommended, and thank you for the reference. :)
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I am conducting a small pilot study in a Midwestern medical office setting regarding shared medical appointments (versus usual care or DSME) with uncontrolled senior diabetics, while searching for appropriate/optimal clinical outcomes/results.  The evidence-based lit shows decreases in certain clinical parameters such as A1C, B/P, and meeting foot and eye exams mandated for diabetes Type 2.  I am searching for such validation tools of patient satisfaction with these similar features of interest.
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Hi 
You may find this article here in RG useful, the link is 
Also I have attached the report of Assessment of Inpatient Diabetes Care Management and Education in Wisconsin Critical Access Hospitals which got the actual project including the tool used. You can find the contact details in the paper as well. 
Hope this is helpful, good luck. 
Regards
Victor
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I am interested in knowing if you have had many student queries regarding accessing and downloading materials from your University's learning management system with their mobile devices. These include being unable to open and download files in certain formats. Your kind response is greatly appreciated.
many thanks,
Debra
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Dear Debra, my students did not have much problems.   They were able to download lecture notes (as powerpoint) from the college portal.  But we found that when they had the notes in their mobiles or laptops, they did not pay attention during lectures.  So this semester, we do not put notes on the portal anymore.  We taught students Cornell note taking method, and made them write, so that they do not feel secure that they already have notes.  It worked well.  Students are required to pay full attention during lectures.  (For sciences, we have lecture, tutorial and practicals.  These are the 3 modes that we employ to transmit knowledge.)
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I´m writing my thesis on inclusive education management and practice, a comparative study between Nigeria and Sweden. Please how do I go about this research?
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I appreciate regarding your interest & likely contribution for the very important areas of education for which your deserve the compliments . 
In this line i have in a general mode publish an article under the caption ''Education '' for which i have taken liberty to submit the same for your perusal .
In the meantime i wish you every success in your programming plan .
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I wish to compare pass and failure rates state by state in an effort to prove the teacher certification test as a major contribution to the teacher shortage.   
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I googled "Pass rate for Praxis I test" and found a pdf that I have attached for you. It shows the different passing rates for each state and test. Hope it helps.
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The  social and psychological climate and motivation of a faculty of a higher education institution as a success factor of educational management. The factors could either increase or decrease substantive activities of employees. Professional tasks of the organization could significantly influence psychological climate and motivation of the stuff, in its turn.
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Dear, Harshvardhan Singh
Thank you very much for your suggestions !
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Ethics
Teaching
Hinduism
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I think Harshvardhan has given you some good sources. From my experience attending Catholic schools right up to my undergrad level, ethics is taught in relation to the precepts of the faith such as do unto others as you would like them to do unto you. For me, the latter helped to deepen my faith and truly establish a "fear" for God but not in a negative way. In other words, I was in "awe" of God's goodness and might.
Best regards,
Debra
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Name of the tools used?
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Shehzad:
The discussion tool is one of the frequently used learning management system (LMS) for formative assessment. I do not grade the very first discussion but I don't let students know and I use their responses to the discussion question to identify any areas on the discussion rubric that are not being met fully (e.g., no references used and short responses with no analysis), writing gaps (e.g., rules of grammar overlooked), and any netiquette issues (e.g., using !!! that tantamount to a shout: gooooood! as oppose to good!). Then I begin grading the subsequent posts in accordance with the discussion rubric. My article on cultural sensitivity in discussion rubric may also be useful for you.
Many thanks,
Debra
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English type BSc training was introduced some years ago into many EU countries where another higher education system was used former.
The new education instruction form (a 3 year training) has not proved to be too successful. The teaching material and the courses were drastically shortened, the curricula are not suitable for practical aims and the knowledge level of students is questionable.
Recently, a multimillionaire - working in animal husbandry - was interviewed by a national paper and expressed his dissatisfaction with the knowledge level of young BSc holders. In addition, the state secretary of higher education described modestly a decline of higher education in Hungary.
What are the consequences of the new BSc training at your countries? Are you satisfied with it? Is it a high quality training right and proper for new challenges?
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Thanks for agreeing and upvoting, Dr. Laguta.
Maybe I should add another point. Politicians say: The duration of a sequence of a bachelor and a master degree with a total duration of five years be even half a year longer than the old Diplom-degree (or comparable degrees in the countries of East-Europe). From a naive point of view, they are right.
However, what they forget is that the shorter bachelor degree requires employability, which makes courses of practical application necessary at a very early stage. Therefore, a sound background in theory cannot be given within three years in many disciplines. Since then a good part of background knowledge is not applied during three months after learning, it will be forgotten (this is what modern neurosciences tell us). And therefore, in a master course program, it must be learnt newly, which in summary takes more time, as compared to a study program that is optimized for a five-years-duration.
For countries, in which studying is paid (nearly) completely privately, it is necessary for most students to keep the duration of studies as short as possible. Most US-American students start in their professional lifes with a lot of debts, for example.
However, can we afford in the future to do without a majority of well-educated people? Certainly not in a country without natural resources (like Germany). And certainly not in the future, were huge challenges wait for us, e.g. because of climate change, or due to the increasing world population.
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Do you think in present scenario where even a rickshaw puller prefers private edn with his small earnings, how can we improve the edn in govt sector?
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It is true that now-a-days there is rat race of children education through private institutions. If we compare, the qualifications-set, it is on the higher side in private institutions. But if we compare the Skill-set it is exhibited more in private schools. Largely there is also an attitudinal issue as fee-structure is high private institutions as compared to government institutions, and as human being we have the common tendency of 'comparing quality with the price' which means low price means poor quality; whereas it is not true always.
It we can transform qualifications-set into Skill-set both sectors will be comparable.
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60 % schools are govt. owned and 40 % are private CBSE affiliated in India.
The fee structure of pvt. school is 150% higher in comparison to pvt. schools. 
I still see students from pvt. schools are in rush to coaching centre's.
How to build a model to make school education simplify and low performer to high perfoming school
Please Suggest your views:
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First let me be sure if i got it right. In the case the situation is that you have private schools asking higher fees and students are in need to visit additional coaching centres for improving their knowledge.
If i am right, i have no information on background, but for sure you might want to eliminated possibility that it is a financial scheme where private schools make some deal with the coaching centres, and rip off the students more.
Second, you said you see students going for coaching (does this observation has some numeric support) we are taking for granted that your observation is fact. I am just asking if this is massive phenomenon or issue of 10% of students.
Now if you are sure that this is not issue of corruptive practice and that if is case of higher share of population. Than you might start thinking of model for changes.
1. there should be some standards (possibly national ones), according to which you will compare the educational process results and define issues.
2. you will have to make some preliminary interviews with all involved sides in order to determine different perspectives about the issue.
3. Now you probably have enough data to start thinking about the model for changes which depends on the relations defined form point 2.
- can parents move students to other schools
- can people publicly expose bad schools (first bad schools shall be objectively identified. If they are truly private based on market than this might result in internal changes in order to keep the students enrolling)
3a scenario: you want to improve schools or you were asked to help them:
- find out reasons. Since students are searching for coaching it means they want to know more or better so this is somehow internal problem. Leadership of the school can try to introduce different measures from financial incentives for better students (the examination should be done by external institution) and also for their teachers. If there is pattern of "bad teachers" - they need to leave.
You know better your local situation so for sure you can elaborate plan more in details, but for sure before suggesting any models or results - start b defining real reasons. And than motivate.
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I'm looking for a co-researcher from a develop country to conduct a research study on library use and its impact on students' performance in secondary schools
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Chamindra,
This sounds like a potentially interesting research idea although it would be useful if you could expand upon what you mean by "... impact on students' performance in secondary school" in terms of what kind of performance you are thinking of and how you are thinking of measuring this impact. Can you also clarify whetheryou are thinking only of school libraries or school and public libraries?
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Research refer to the role of the prevalent learning cultures within educational institutions in influencing the ways through which people learn. Accordingly, recognizing the features of the learning cultures that Facilitate effective learning seems helpful to improve the quality of learning.
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Hi,
Great discussion - a core problem of education of future which has to turn the current spiral of devolution of culture because of non-effective education of many institutions. Luckily, I am in an innovative institution.
It was written above: There are 4 features that improve quality of learning: engaged learners, great teaching, vibrant community, and successful outcomes.
Response: 1. Quality of learning depends first of all on what we learn. Even the greatest teacher (as a performer) may reproduce devolution (typically the teachers in the dictatorship countries who are good performers to communicate ideology instead quality knowledge). 2. Engaged learner is a good criterion but in many cases the learners is not engaged - he/she may hate what learns but needs it for the success. I would say responsible leaner instead engaged. 3. Great teaching is buried past. I am online education. The role of the teacher is in some cases less than 10%, but because the program is great, we succeed. So, I would replace great teaching with great academic program. 4. Vibrant community. This sounds very non-academic. I even cannot make a comment. Probably it can be replaced by community of a strong common interest. 5. Successful outcomes. These successful outcomes may contribute to devolution if they have been embedded in a corrupted system. I would replace this term is with embedded humanity values. Now many feel that the Renaissance has been nit completely finished and this trouble the world a lot. Quality of learning depends on the embedded values in the learners.
I have responded to this discussion because it helps in reconceptualization of academic mobility (please see my question). I would say the academic mobility improves the quality of learning.
Thanks,
Lolita
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Hi dears;
I'm working on the role of teacher's classroom management on EFL settings. Then I need a validated questionnaire to measure teacher's classroom management. I'm seeking your help.
thanks a lot
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There is merit in what Mahyar outlines. However in his phase 1 I would suggest you focus on surveys where academics were measured on classroom management generally (as the validated questions) don't try and seek for EFL if not been done. You are then adapting the measurement to your situation. I would also go beyond Mayar's phase 6 to add on some maurement of your suggested ultimate model, that is structural equation modelling (SEM). This depends on the level in which you are operating and your audience. The latter SEM approach skirts Masters level research work, if the work is to be published I would say SEM is required, if for a doctorate SEM would be required.
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I am doing a lit review with some focus on knowledge Profiling. Can anyone guide me with regards theories and research documents.
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The idea of a knowledge profile is an interesting subject. As Mr. Said points out there is a perception as to what counts as knowledge and what does not. Would cultural information or cultural specificknowledge be seen as knowledge by another culture? Would a subjective knowledge be seen as knowledge by a person defining knowledge as objective? Would knowledge derived from non scientic means be counted as knowledge?
Building a knowledge profile is a thought, but as seen in the three responses issues of what is knowledge and what is not are present. 
So one suggestion I would make is define and argue for that defination. Alothough this arguement or issue is not new as one can see by examining schooling curriculum
Good Luck
Douglas
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Today there is too little information about Education Management Information Systems (EMIS) and about the practices of it's implementation in North America, Europe... The most popular systems at a school level or regional level are OpenEMIS, Fedena, OpenSIS. UNESCO usually shows the practices of implementation of such systems in less developed countries.
1. Do you know the examples of implementation of such systems at country level in developed countries?
2. And OpenEMIS demo doesn't give all the information that is described in UNESCO reports. In a demo version there is only the list of staff and the list of pupils. Does it mean that OpenEMIS cannot be used for today?
3. Are there any other systems which are implemented on a country level (Analytical Information Systems in Education)?
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I have published some papers that study the students' perceptions towards using e-learning tools in developing countries. I hope you may find them useful
Tarhini, A., Hone, K., and Liu, X. (2013). Extending the TAM to Empirically Investigate the Students’ Behavioural Intention to Use E-Learning in Developing Countries. Science and Information Conference (IEEE), United Kingdom, 07-09 Oct 2013
Tarhini, A., Hone, K., and Liu, X. (2013). User Acceptance Towards Web-based Learning Systems: Investigating the role of Social, Organizational and Individual factors in European Higher Education. Procedia Computer Science 17, 189-197
Tarhini, A., Hone, K., and Liu, X. (2013), Factors Affecting Students’ Acceptance of E-learning Environments in Developing Countries: A Structural Equation Modelling Approach. International Journal of Information and Education Technology Vol 3 (1), 54-59
Tarhini, A., Hone, K., and Liu, X. (2014). A cross-cultural examination of the impact of social, organizational and individual factors on Technology Acceptance between British and Lebanese university students. British Journal of Educational Technology. doi: 10.1111/bjet.12169
Tarhini, A., Hone, K., and Liu, X. (2014). Measuring the moderating effect of gender and age on e-learning acceptance in England: A structural Equation Modelling Approach of an extended Technology Acceptance Model. Journal of Educational Computing Research,51 (2)
Tarhini, A., Hone, K., and Liu, X. (2014). The effects of individual differences on e-learning users’ behaviour in developing countries: A structural equation model. Computers in Human Behavior (In press)
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Generally, eight teachers' competences are required by the end of the teacher education at a university. Those are quite common like guidance, communication, teamwork, LLL, research based assessment, planning, differentiation etc.
I am interested in, what short of competences an inclusive teacher has to have as opposed to a mainstream teacher?
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Dear Ágnes,
Dear All,
I think teachers of mainstream students should be prepared for inclusive education too, because there are more and more students with special educational needs. Dyslexia, dysgraphia, dyscalculia became everyday phenomena which should be considered during teaching, explanations of subjects but also examinations. Often, teachers are not informed about these disabilities and one cannot help in time. I teach morphological subjects needing visual perception and recognition capacities which are very difficult for students with dyslexia and dysgraphia. In mainstream classes one cannot do too much because teaching time and facilities are limited. I think tolerance, repetition of the teaching material, easily available and good quality demonstrative materials are crucial. The good communication ability, the right accent and intonation can help students to understand better the essence.
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Management faculty use case studies in teaching. It is appreciated more and more. Faculty expect students to come prepared in class for discussion. Answers to the questions of cases may be different for different students, but MCQ answers are definite and will be same for all students. In my view there is a contradiction between teaching methodology and evaluation mechanism. I have experienced that would-be managers are not interested in mugging any subject. They are keen to understand. Again, I see a contradiction here. Looking for more insight on this issue from the fellow academics.
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I agree with Hussin Hejase, and feel that both used together form an effective evaluation
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Curriculum development commonly comprises
- analysis (i.e. need analysis, task analysis),
- design (i.e. objective design),
- selection (i.e choice of appropriate learning/teaching methods and materials, choice of appropriate assessment method),
- formation ( i.e. formation of the curriculum implementation committee, curriculum evaluation committee), and
- review ( i.e. curriculum review committee).
Developing a curriculum can be seen as a project, which needs a budget, commitment of workforce and facilities to share. In this case, developers of curricula need an idea of how much relative efforts are to spend on the five tasks listed above (if all tasks are summed up to 100%).
Do you have any data or insights into the relative amount of work spent for different tasks in curriculum development for your field of instruction? I'm especially interested in curriculum development in higher education.
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It depends on what you are designing the program ( rather than curriculum) for. If you are in a University or Institute then you have to abide by the regulations set for postgraduate studies when designing the program. Best start is by forming a commitee of experts on the field. You then agree on an introduction a rationale, objectives including graduates' qualities, duration of the study, courses with credit hours assigned for both theory and practical, self- learning and reading assignments are very imortant. Then you plan for methods of evaluation allocating percentage to each. Most important is the name and duration of the program stated in credit hours.
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I need it for my research work.
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Sirbu, my country is as Yours, member of Bologna process! @Ian already mentioned it. Many changes appeared in a meantime. European Member States must shift from a box-ticking approach and upgrade their quality systems if they want to improve the performance of universities and vocational colleges! The online tool was proposed, follow the link!
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Information technology has advanced greatly. For a developing country like Malaysia, without many data scientists, how can we best manage our education system to train these highly specialized scientists?
Do you think that statisticians who are also versatile at handling data can also function as data scientists?
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Data scientists seem to be a group of people who have specialised skills across a number of domains. (Eg see this clever info graphic: http://www.fico.com/landing/infographic/anatomy-of-a-data-scientist_en.html). So they need these primarily strong maths/stats/analytical skills, but also need to be able to contextualise their findings to the specific business area. That seems to require a deeper understanding of the data itself and how the data systems holding the data will influence results in relation to the business needs. So I think data scientists need maths/stats, informatics skills and also a strong understanding of the business itself. In some areas of industry I think it is easier to become a data scientist from stats/maths and informatics background, and learn about the particular industry through experience. But in some highly specialised industries such as healthcare, I think it is very difficult to have sufficient understanding of the business area without having some experience in the actual business first, eg being a nurse, health scientist or physician first. I think this makes learning to be a data scientist very difficult.
Also I suspect it might be uncommon for someone with the type of brain that is good at maths/stats and technology, to also be god at the communication skills required to contextualise the analytical results and create actionable insights from the data.
From an educational point of view I think this is an extremely difficult field as it cuts across several disparate domains of knowledge and I think it is best structured at post graduate level. However, I think the educational system needs to encourage mixing across disparate areas to stimulate innovative thinking. Mark Dodgson, (innovation researcher, author and corporate adviser) describes innovation as being "T-shaped" because it stretches across disciplines, and I think this has to be the basis of training as a data scientist, which is an innovative emerging scientific domain.