Abstract: There is increasing use of business analytics (BA) systems in industry to support decision making and process improvement. BA systems provide specialized functions for data collection, cleaning, analysis, query, and reporting. The need for BA skills in the workplace is driving the growth of graduate and undergraduate programs. However, such curriculum presents pedagogical challenges due to the interdisciplinary nature of enterprise BA work and the demand for a broader range of skills by the industry. BA courses need to go beyond emphasizing tool procedural skills and quantitative statistical knowledge. Project based learning (PBL) refers to pedagogy that engages students in educational content that is based on standards and practical business use cases and supports building higher level competencies such as problem solving, critical thinking, collaboration, communication, and innovation. Incorporating PBL in a BA course allows students to experience real world BA projects by working with business end-users. This study collects interview data from the students and participating business users and explores how PBL leverages real-world situational conditions, and group interactions to increase higher level cognitive learning outcomes. The research uses grounded theory to identify relationships among PBL, and group and individual factors on cognitive outcomes
Download this article: JISAR - V15 N3 Page 35.pdf
Recommended Citation: Ghosh, B., (2022). Grounded Theory Investigation into Cognitive Outcomes with Project-Based Learning. Journal of Information Systems Applied Research15(3) pp 35-45. http://JISAR.org/2022-3/ ISSN : 1946 - 1836.