Course Syllabus for QMB 3302 - Business Analytics

2016 Summer Semester

General Information
Course Number/CRN QMB 3302/CRN 50534
Course Title Business Analytics
Semester/Year Summer/2016
Offering College/ Lutgert College of Business (LCOB)/Information Systems and Operations Management
Department (ISOM)
Credit Hours 3
Meeting This course is delivered fully online in asynchronous mode from June 20 to July 29, 2016.
Times/Location Class “meets” online on the CANVAS Learning Management System at
http://canvas.fgcu.edu.
Is this a DL Course? YES
Method of Delivery • Internet activities. This QMB 3302 course is entirely delivered in asynchronous
(anytime/anywhere) mode using the Canvas system at URL http://canvas.fgcu.edu.
• To guide the learning process, the instructor will be posting announcements and weekly
instructions on Canvas containing detailed tasks (assignments). These tasks usually
include textbook readings, exercises, quizzes, discussions and collaborations, and
homework, among other learning strategies.
Course URL http://canvas.fgcu.edu
Prerequisites STA 2023 for level Undergraduate with minimum grade of C and MAC 2233 for level
Undergraduate with minimum grade of C

Instructor Information
Instructor Yabing Jiang, PhD
Phone Number 239-590-7163
E-Mail Address yjiang@fgcu.edu
Office Hours Online via Canvas or e-mail at yjiang@fgcu.edu
Important Note: During the first week of classes, all students are required to login on Canvas and take the
MANDATORY PerformancePrognosis quiz.

Course Information
The course is an introduction to Business Analytics. It covers managerial statistical tools in
Description descriptive analytics and predictive analytics, including regression. Other topics covered
include forecasting, risk analysis, simulation, and data mining, and decision analysis. This
course provides students with the fundamental concepts and tools needed to understand
the emerging role of business analytics in organizations and shows students how to apply
basic business analytics tools in a spreadsheet environment, and how to communicate with
analytics professionals to effectively use and interpret analytic models and results for
making better business decision. Emphasis is placed on applications, concepts and
interpretation of results, rather than theory and calculations. Students use a computer
software package for data analysis.

• Select, understand and apply appropriate analytical tools in the analysis of

Learning Objectives quantitative and qualitative data from a variety of business scenarios.
• Use software package for data analysis; understand data gathering and input
considerations; and be able to analyze and interpret output (graphs, tables,
mathematical models, etc.)
• Know considerations in collecting data and selection of appropriate analysis tools;
and know how to report results in a fair, objective and unbiased manner.
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 1. Required Textbook: Business Analytics by James R. Evans, 2nd edition; Publisher:
Required Materials Pearson; ISBN-13: 9780321997821
2. Required Data Files: Access the companion website to download important course
resources (data files) used in class instructions
Companion website at: http://wps.prenhall.com/bp_evans_bus_2/
3. Required Software: Microsoft Excel and Frontline System’s Risk Solver Platform and
XLMiner (student version), see instruction at the end.
Optional: There are several helpful web tutorials, example models, and YouTube
channel which could be useful to students through the course.
• http://www.solver.com/simulation-tutorial
• http://www.solver.com/risk-analysis-tutorial
• http://www.solver.com/monte-carlo-simulation-tutorial
• http://www.solver.com/video-demos
• https://www.youtube.com/user/FrontlineSolvers
Optional: You may also want to read a good book about how companies are using what
we cover in this course to gain a competitive edge in the business world:
Competing on Analytics - The New Science of Winning (Hardcover) by Thomas H.
Davenport and Jeanne G. Harris, Harvard Business School Press.
Course Pedagogical Instructor's Role: The instructor serves as facilitator in the learning process:
Strategy and
Teaching Philosophy  Creating learning opportunities for the students
 Assigning readings and challenging assignments
 Assessing students' work and stimulating participation and learning

Student's Role: Students (you!) should be active participants in the learning process:

 Read assigned chapters and practice assigned exercises

 Participate in online discussions and collaborations– actively ask and answer questions
 Complete assigned exercises and assignments, and participate in quizzes and exam -
per course schedule on Canvas

Many students have been spoon-fed (teaching to the test) in high school and think that they
need a lecture in order to understand the content. However, experiences and studies show
that many students aren’t learning well in traditional classrooms. For this online course, I
adopt a student-centered teaching approach that encourage students to actively engage in
the material being taught instead of passively listening and taking notes. Course materials
are divided to fit into a fully packed six-week schedule. The course activities and
assessments are designed to focus on hands-on applications and developing students’
understanding on the subjects taught. Students are required to complete passive learning
activities such as going over definitions, rules, and concepts discussed in the textbook
ahead of time so that they can have enough time during the week to work on hands-on
exercises, put the concepts from the textbook into practice, and learn how to analyze and
solve problems.

Because online learning is more decentralized and personalized than a traditional course
design, assessment is a key to foster consistently engaging and productive learning
experiences for students. I have designed 5 online discussion and collaboration activities, 4
individual homework, and 5 Canvas quizzes to assess your understanding of the course
materials. You should think of them as “an approach to learning rather than something to
complete.”

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 Students are encouraged to ask and answer questions through a weekly online discussion
forum. To encourage student contribution to online discussion and collaboration, 5 bonus
points are offered (1 per week for weeks 1 to 5) to reward students who have made high
quality and quantity contributions.
Distance Learning The Weekly Module portion of the course is composed of reading requirements,
Strategy PowerPoints, online discussions and collaborations, sample exercises and quizzes,
homework, and (graded) quizzes. Be sure to get started as early as possible.

During the last week of class the final exam will be posted. Be sure to complete this on time!

“Credit hour” statement (developed by LCOB)

For each credit of a class, you should expect to spend one hour in class and an average of 2
hours preparing outside of class each week in a 15-week term. Therefore, since this is a 3-
credit class in a 6-week term, you should plan to devote at least an average of 20 hours a
week to this class.
Please be aware that FINAL GRADES FOR THIS COURSE ARE FINAL. No extra credit or
Grading Policy additional assignments are available at the end of the course.

Points Total
Graded Learning Activities/Assignments
Each Points
Exam
Final Exam 15
Quizzes
Quiz 1 to 5 4 20
Online discussions and collaborations
Weekly online discussion & collaboration (W1-W5) 3 15
Homework assignments
HW 1 to 4 8 to 17 50
Bonus
• Mandatory PerformancePrognosis survey (1)
• Active and high quality contribution to weekly online 1 6
discussion and collaboration (week 1 - week 5)
Class Total 106

Grading Policy
A: 90 points or above.
B+: Less than 90 – 87 points.
B: Less than 87 – 80 points.
C+: Less than 80 – 77 points.
C: Less than 77 – 70 points.
D+: Less than 70 – 67 points.
D: Less than 67 – 60 points.
F: Less than 60 points.
Assignment rubrics policy:
Each weekly discussion and collaboration assignment is worth 4 points (3+1 bonus). The
discussion and collaboration subjects are closely related. The instructor reserves the right to
fine-tune the grading of the assignment as appropriate based on individual student’s
contribution to both discussion and collaboration and relative to other students contribution
levels. The instructor reserves the right to fine-tune the grading of assignments as
appropriate, giving scores not specified in the attached rubrics on Canvas.

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 A general rule of thumb is: work on all assignments as early as possible to minimize the
Policy regarding impact of unexpected network or system problems.
missed exams and • Per policy, no make-up for missed exam and quizzes for any reasons except for the
assignment authorized and excused absence specified in the university catalog. A student who seeks
completion an authorized or excused absence must submit documentations (such as a physician’s
deadlines note) to the instructor in a timely manner. See the university catalog for more
information.
• No late assignments will be accepted for any reasons except the authorized and excused
absences specified in the university catalog. A student who seeks an authorized or
excused absence must submit documentation (such as a physician’s note) to the
instructor in a timely manner. See the university catalog for more information.
• You should start reading the assigned textbook chapters and contribute to the online
discussions and collaborations ahead of time. No credits will be given for late
submissions.
• Unfortunately, "dropped by the University for not paying the full tuition" is not an
authorized and excused absence as specified in the university catalog.
• An emergency situation such as unavailability of or inaccessibility to CANVAS due to
network problems will be considered by the instructor on a case by case basis. Students
must submit documentation (such as a screenshot of error messages) to the instructor
in a timely manner.
Statement on e‐mail In addition to CANVAS posted activities and assignments, we will use Canvas announcement
usage in Eagle Mail and inbox as the primary communication methods. Students are expected to check Canvas
and/or CANVAS email and announcement on a daily basis. It is recommended that you link your Canvas
email inbox to Eagle Mail.
Last Day to Be aware that Friday, July 8 is the last day to withdraw from class without academic
withdraw penalty.
Assignments, schedules & due dates, instructions, and other course information presented
Disclaimer in CANVAS are integral components of the course material and are hereby incorporated as
part of this syllabus.
The instructor reserves the right to change, modify, alter, or transform any part of this
syllabus, provided only that notice thereof is given to or at any party or parties that are
thereby affected, subject to the rules and regulations of Florida Gulf Coast University.
University Statements
Academic Behavior Standards and Academic Dishonesty
All students are expected to demonstrate honesty in their academic pursuits. The university policies regarding issues
of honesty can be found in the FGCU Student Guidebook under the Student Code of Conduct and Policies and
Procedures sections. All students are expected to study this document which outlines their responsibilities and
consequences for violations of the policy. The FGCU Student Guidebook is available online at
http://studentservices.fgcu.edu/StudentConduct/guidebook.html.
Sanctions for academic dishonesty may include receiving an “F” in this course – FGCU may impose additional
penalties. Any incidents of academic dishonesty may be referred to the FGCU Office of Judicial Affairs.
Some examples of what is not acceptable:
• Working with another student & turning in the same work
• Emailing or posting your work online (even if it is unintentional) to let someone else “just see how you did
it”.
• Copying someone’s assignment or copying something from a book or the Internet.
• Giving or receiving help from someone (in person, online or on the phone) during a quiz/test.
• Telling or asking someone else what is on a test.
Examples of what is acceptable:
• Discussing how to approach an assignment with another student.

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 • Showing someone where they might have made a mistake on an assignment.
• Asking the professor for help.

Disability Accommodations Services

Florida Gulf Coast University, in accordance with the Americans with Disabilities Act and the university’s guiding
principles, will provide classroom and academic accommodations to students with documented disabilities. If you
need to request an accommodation in this class due to a disability, or you suspect that your academic performance
is affected by a disability, please see me or contact the Office of Adaptive Services. The Office of Adaptive Services is
located in the Wellness Building. The phone number is 239-590-7956 or Video Phone (VP) 239-243-9453. In
addition to classroom and campus accommodations, individuals with disabilities are encouraged to create their
personal emergency evacuation plan and FGCU is committed to providing information on emergency notification
procedures. You can find information on the emergency exits and Areas of Rescue Assistance for each building, as
well as other emergency preparedness materials on the Environmental Health and Safety and University Police
Department websites. If you will need assistance in the event of an emergency due to a disability, please contact
Adaptive Services for available services and information.

Student Observance of Religious Holidays

All students at Florida Gulf Coast University have a right to expect that the University will reasonably accommodate
their religious observances, practices, and beliefs. Students, upon prior notification to their instructors, shall be
excused from class or other scheduled academic activity to observe a religious holy day of their faith. Students shall
be permitted a reasonable amount of time to make up the material or activities covered in their absence. Students
shall not be penalized due to absence from class or other scheduled academic activity because of religious
observances. Where practicable, major examinations, major assignments, and University ceremonies will not be
scheduled on a major religious holy day. A student who is to be excused from class for a religious observance is not
required to provide a second party certification of the reason for the absence.

Center for Academic Achievement

The Center for Academic Achievement (CAA) offers academic support services for any FGCU student. The services
are at no extra charge to students and include: peer tutoring, Supplemental Instruction, Student Success
Workshops, and individualized academic coaching. If you would like to participate in or learn more about these
services, please visit the CAA in Library 103. You may also email the CAA at caa@fgcu.edu or call at (239) 590-
7906. The CAA website is www.fgcu.edu/caa.
QMB 3302 Summer 2016 Tentative Schedule (Subject to Change)
Weeks/Dates Topics Graded Assignments
Wk1 (June 20-26) Syllabus, Course Introduction, Chapters 1&4: get Mandatory assignment –PerformancePrognosis quiz
to know business analytics and descriptive due on June 27
statistical measures Discussion 1 on Ch. 1-4 due on June 24
Review Chapters 2&3: re-familiarize yourself of Collaboration 1, Quiz 1 on Ch. 1-4, and HW1 due on
basic spreadsheet techniques June 27
Wk2 (June 27-July Chapter 5 Probability distribution and applications Discussion 2 on Ch. 5-6 due on July 1
3) Chapter 6 Sampling and estimation Collaboration 2, Quiz 2, and HW2 due on July 5
Wk3 (July 5-10) Chapter 7 Statistical inference Discussion&Collaboration 3 on Ch. 7-8 due on July 10
Chapter 8 Regression Analysis Quiz 3, and HW3 due on July 13
Wk4 (July 11-17) Chapter 9 Forecasting Discussion&Collaboration 4 on Ch. 9-10 due on July 17
Chapter 10 Introduction to data mining Quiz 4, and HW4 due on July 20
Wk5 (July 18- 24) Chapter 11 Spreadsheet modeling and analysis Discussion&Collaboration 5 on Ch. 11-12 due on July 25
Chapter 12 Simulation and Risk Analysis Quiz 5 due on July 27
Wk6 (July 25-29) Final Exam Final Exam due on July 29

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 Follow these instructions to download and install Frontline System’s Analytic Solver
Platform for Education (ASPE, which includes Risk Solver Platform and XLMiner)

IMPORTANT NOTES, PLEASE READ!!!

DO NOT register as Students on www.solver.com. This URL is intended for large companies. Most mistakes occur
when students do not have – or fail to enter – the Course Code and Textbook Code (given below). This results in
confusion and lost time, which you can mitigate or avoid by following the software installation instruction below.

To register, you need the Course Code and Textbook Code (given below). Next, you need to download, run
SolverSetup, and enter a password and license activation code, and the password and activation code will be sent to
you by email. This is all very simple to do, if you read and follow the instructions. Yet when courses are starting up,
the software company is handling hundreds of support tickets per day, repairing situations for students who just
haven’t read the instructions, or have read them, but decided to do something else. This will delay your start and
impact your performance in the course. The instructor is not responsible for the proper setup of the software. Make
sure you follow these instructions correctly and in advance of the start of the course.

Software Installation Instruction

Preparation:
1. The software DOES NOT run under any Excel version for Mac. There is a commercial Premium Solver Platform for
Mac, but the company does NOT offer it for academic or textbook use, and it will NOT support students attempting to
use it (unless they buy a license for $2,000). If you have a Mac, visit and read http://www.solver.com/using-frontline-
solvers-macintosh. To use the software for this course, you’ll need to install Windows alongside Mac OSX, and install
Excel or Office for Windows. This will also allow you to use other Windows software, as well as Mac software on your
machine.

2. Check whether you have 32-bit or 64-bit Excel – this determines which software version you should download. You
probably have 32-bit Excel.

You have 64-bit ONLY if (i) in Excel 2010, you click File – Help, and you see 64-bit in the lower right, or (ii) in Excel
2013, you click File – Account – About Excel, and you see 64-bit at the top of the dialog.

Registration:
1. Point your browser to http://www.solver.com/welcome-students
(Do not attempt to register or download anywhere else on Solver.com – this will cause troubles later.)

2. Fill out the form on this page. Enter your email address (to ensure you receive your license activation code), enter a
login password you can remember, enter your first and last name, and Florida Gulf Coast University for your school.

3. Enter EBA for the Textbook Code and QMB3302S16 for the Course Code. These are special for our course – entering
these will give you a 140-day license. (Leaving them blank will give you a 15-day license.)

4. Check the box to acknowledge that you accept the Frontline Systems license agreement. Note: Frontline receives no
money from you, or the textbook publisher, or the university; this free 140-day license is a courtesy that they offer to
students.

5. Click the button Proceed to Download Page. If everything is OK, this will take you to the Download page.

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Download:
1. On the Download page, change 32-bit to 64-bit ONLY if you’ve confirmed that you have 64-bit Excel (see above).
Click the blue Download Now button.

2. In some browsers you will see a dialog "Do you want to run or save this file?" Click Save to save the file, named
either SolverSetup.exe or SolverSetup64.exe.

3. Now check your email, at the email address you entered above, for a message containing an installation password
and a license activation code. Frontline sends this email twice, from different servers, to ensure that you receive it. If
you don’t get it, visit www.solver.com/installation-password-request and login to request another email message.

Installation:
1. Make sure that Excel is closed (not running), then run the program SolverSetup.exe (or SolverSetup64.exe).
SolverSetup will prompt you to enter the password and activation code from the email message above – enter them
exactly as shown in the email (you can copy and paste).

2. The SolverSetup program will prompt you to choose between Analytic Solver Platform, Risk Solver Platform and
XLMiner. Choosing Analytic Solver Platform gives you all the features of Risk Solver Platform and XLMiner, so this is
usually the best choice. (You can CHANGE this choice later in Excel, by choosing a menu option Help – Change Product
on the Ribbon.)

3. When the SolverSetup program finishes, start Excel (the last Setup dialog prompts you to do this). You should see
new tabs on the Ribbon for Analytic Solver Platform or Risk Solver Platform, and XLMiner. Click the Solver Platform tab
– you should see a “Welcome” dialog with various links. Use the Help dropdown menu to open Help text, the User
Guide and Reference Guide, and load example workbooks. (See the screenshot on next page.)

If all has gone well, you’re ready for our class exercises. If you have problems, the best avenues to get help are to
email support@solver.com (this creates a support ticket in Frontline’s Help Desk) or start a Live Chat from any page on
www.solver.com, or from within Excel (Help – Support Live Chat).

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