How Analytics modifies teaching Statistics in Business Schools: the ESSEC case
Over the last ten years, the content and methodology of teaching Statistics has been significanlty modified in Business Schools. Here we present and discuss the case of ESSEC Business School. ESSEC has a long history in training students in Mathematical Statistics, Applied Statistics, Data Analysis and with applications in the fields of inter alia Econometrics for Economics, Finance, Actuarial Science, Logistics, Marketing and Strategic Management. Yet, the last ten years have witnessed a significant increase in demand from students and companies. The emergence of digital data sources and the development of open source coding have led to a generalization of statistical tools — now referred to as Analytics — in many sectors of management. In parallel, increases in computing capabilities have led Engineering schools to suggest new ways to apply Data Sciences in management contexts. As a result, demand for statistical knowledge by students has increased steeply and it now originates from all programs both in graduate programs and executive education. At ESSEC, we have found it necessary to adapt by modifying the content of our courses, the rhythm of progression, the variety and scope of our teachings, the software environment as well as the partnerships with other schools or universities and the intervention of corporate partners. In this talk, we review the major changes we have experienced, analyze their consequences for the future of statistical teachings in a French Business School, their impact on the statistical literacy of business students and conclude with a perspective on the forthcoming challenges.