Volume 22
Abstract: With businesses increasingly prioritizing data-driven decision making, the demand for business analysts is high and expected to grow. In response, many universities and institutions have developed courses and programs related to business analytics to prepare more graduates for careers in this field. Business analytics programs and educators consistently strive to achieve a high level of student learning success, ensuring competence in working in the business analytics field after graduation. In this study, we aim to examine key factors influencing student learning in business analytics, focusing on performance expectancy and satisfaction. We examined specific factors, including personal interest, career relevance expectancy, learning effort, and perceived course structure effectiveness, from perspectives related to both students and instructors. A research model was developed and empirically tested. The results showed that all factors significantly influenced both perceived academic performance and learning satisfaction. Additionally, personal interest and career relevance expectancy could significantly impact learning effort. Download this article: ISEDJ - V22 N4 Page 48.pdf Recommended Citation: Dang, M.Y., Zhang, Y.G., Williams, S., Anderson, J., (2024). Examining Essential Factors on Student Performance and Satisfaction in Learning Business Analytics. Information Systems Education Journal 22(4) pp 48-61. https://doi.org/10.62273/JBVL2064 | ||||||