Introduction

Majority of the current successful business are driven by connectivity, largely powered by data. Data has been a part of not only the so-called technology business like service aggregators, platforms and e-business companies, but also business in retail, finance, automobile and media. Over the last 10 years, companies have been investing heavily in acquiring digital talent and developing digital talent in-house. The COVID-19 Pandemic has accelerated the need for digital skills, a) 26 times for relocating digital talent among business units, b) 12 times for dedicating time to learn about digital technology and c) 4 times on data analysis of customer and business needs. Thus, there this need to develop the digital executive and the need to reorient the curriculum and teaching, learning and student development processes in business schools to create digital executives who would possess the data and technical skills along with the domain skills.

Resource person

Mr. Kyle Porter Clark , Senior Skills Transformation Consultant,Coursera, Mountain View, California

Mr. Clark holds a MBA degree from University of California, Berkeley, Haas School of Business and has 12 years of working experience. As Senior Skills Transformation Consultant, He works with leading companies and governments on skills transformation as part of Coursera’s global enterprise business. He manages partnership with over 2,000 customers, including governments, universities, and Fortune 500 companies, to help them build the workforce of the future using the best online education from 200 of the world’s top universities and industry experts. Prior to his current assignment, he has served as Enterprise Content Expert, Coursera; Program Manager, CITRIS Foundry; Farber Fellow, REDF; Growth Strategy, Localwise; Lead Facilitator, Higher Expectations; Business Analyst, Management Consulting & Strategy Consultant, Accenture; and Urban Public Policy, Center for Houston’s Future, Inc.

Participants

Seventy-eight participants from five schools such as School of Management, School of Rural Management, School of Humanities, School of Languages, School of Law.

Learning outcomes

1. The relevance of data and technology skills for MBA graduates
2. The concepts involving data and technology (the theory part of data and technology)
3. How to include data and technology related aspects into MBA curriculum/ courses
4. How to orient teaching to develop data and technology skills in MBA students
5. How to design assessment tasks to measure data and technology skills in MBA students

Methodology

1. Interactive lecture
2. Discussions
3. Experience sharing related to best practices
4. Skill graph and skill taxonomy