Proposal for Masters of Research & Data Analytics · Web viewProposal for Masters of Research &...

Proposal for Masters of Research & Data Analytics

A Collaboration of the Department of Psychology and the Department of Sociology

The Employment Market

Organizations have long utilized social science data for analysis and decision-making, and various tools, including surveys, focus groups, and increasingly “big data” are important for organizational success. The MS program in Research and Data Analytics (RDA) is designed to give students the skills necessary to work in a variety of data-driven positions. Although “data scientist” is currently the term used to describe such practitioners, such employment opportunities are not so much new as they are newly trendy. These skills have long been valuable, but are today in higher demand.

The Bureau of Labor Statistics does not currently keep records for “data scientist” as a separate employment category, but similar professions have existed for many years and represent a potentially lucrative field for college graduates. For example, in 2013 MS-level sociologists had a median salary of $74,960, survey researchers $45,050, and Market Research Analysts $60,300. Similarly, statisticians with a MS degree earned $72,100 and Operations Research Analysts $75,560.1 In 2012, Harvard Business Review named “data scientist” one of the sexiest careers of the 21st century2, and job listings have been growing consistently according to Indeed.com.

Figure 1. Job Growth according to Indeed.com

According to the McKinsey Global Institute, Big Data is the new “frontier” of innovation, but for the foreseeable future there will remain a shortfall of qualified personnel to fill the burgeoning demands. The report estimated this shortfall to be in the range 140,000-180,000 jobs that will require data analytic skills and training. Thus the demands of the labor force represent an explosion of need for scientifically trained research and “data analytics” personnel, and this demand will remain unmet until institutions of higher education begin providing programs that provide appropriate training for this field. The McKinsey Global Institute report also suggests that the shortfall of properly trained personnel is

1 Bureau of Labor Statistics Occupational Outlook Handbook http://www.bls.gov/ooh/2 http://hbr.org/2012/10/data-scientist-the-sexiest-job-of-the-21st-century/ar/1

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Figure 2. Google Trends “data analytics jobs” search terms (note: similar trends found for “big data” and “big data analytics” search terms)

injuring the competitive advantage of economic firms, who are presently not taking advantage of what Big Data has to offer (they estimate fewer than ten percent of firms are doing so). Curiously, what is often termed “big data” and “data analytics” is primarily new applications and tools based on traditional research methods. Nevertheless, examination of search terms, provided by Google Trends, shows that there is a high and growing interest in this field of data analytics.

In response to this demand, some traditional programs have changed their names to reflect new terminologies, such as the Applied Social Research program at Queens College that is now known as Data Analytics and Applied Social Research. One limit to a purely “data science” approach to such a program is the overreliance on particularly quantitative over qualitative techniques as well as a relative dearth on research and theory used to interpret data. The unique aspect of this program is its ability to integrate qualitative and quantitative analysis with research that is applicable to the real world.

Local Demand

Perhaps not surprisingly, many SUNY Oneonta students have expressed an interest in research-focused careers. In a survey administered to students and recent graduates in the School of Social Science (see Appendix B), 16.3 percent of those surveyed indicated that they are “very interested” in such a program and an additional 39 percent said they would be “somewhat interested” in such a program. This represents a potential pool of 200 applicants, and additional applicants could be gleaned from the wider community and Open SUNY.

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Table 1: Respondents’ Interest in Pursuing a Career in Research

Frequency Percent Valid Percent Cumulative

Percent

Valid

Very interested 59 16.3 16.4 16.4

Somewhat interested 141 39.0 39.2 55.6

Not very interested 116 32.0 32.2 87.8

Not at all interested 44 12.2 12.2 100.0

Total 360 99.4 100.0

Missing System 2 .6

Total 362 100.0

Table 2 shows that 207 respondents indicated that they would be interested in such a program at SUNY Oneonta.

Table 2: Respondents’ Interest in the Proposed Program at SUNY Oneonta


Percent

Valid

Very Interested 66 18.2 18.3 18.3

Somewhat Interested 141 39.0 39.1 57.3



Total 361 99.7 100.0

Missing System 1 .3

Total 362 100.0

In short, social science students (and one must presume some in other schools as well) want a program at SUNY Oneonta that will provide them with the high-demand research skills.

Table 3 shows the number of students expressing interest in the program by major. Of the 346 respondents who reported their major (or were undeclared), 134 (38.7 percent) expressed an interest in applying for admission to the program to begin in June 2017.

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Table 3: Respondents’ Interest in Applying for June 2017 Cohort, by Major

Department/MajorVery

InterestedSomewhat Interested

Not Very Interested

Not at all Interested

TOTAL RESPONDENTS

Communication Arts/ Communications

1 6 18 8 33

Political Science/ Political Science

1 7 8 1 17

Psychology/ Psychology 16 33 47 26 122 Sociology/ Sociology 14 8 8 8 38 Sociology/ Gerontology 0 2 0 2 4 Sociology/ Criminal Justice

7 10 18 8 43

Sociology Total 21 20 26 18 85All Other Social Science Departments

7 22 39 21 89

TOTAL RESPONDENTS 46 88 138 74 346

The Program

The Research & Data Analytics (RDA) MS Degree is a research-focused program designed to provide graduates with the skills necessary to work in an organization that requires original research and the analysis of data. Graduates would seek employment in research organizations, government agencies, not-for-profit and educational institutions, as well as private sector companies. At the completion of the program, students would be capable of data collection and analysis appropriate to an administrative and planning context.

The design of the RDA program is modular. The degree would require 30 semester hours to complete, including an introductory summer session that blends online coursework with a one-week residency, as well as either a capstone project (thesis) or a research practicum. The program is designed around an 18 s.h. research methods “core” and a three-course “cognate” sequence. The program would start with a cognate in Social Trends Analysis that would deliver the social science research necessary for interpreting data with an emphasis on understanding community and social change. In the future, additional cognate areas may be added to the methods core to create new data analytics concentrations. Two concentrations in consideration are Educational Assessment and Environmental Policy & Sustainability.

Utilizing internet-based instructional technology, students would be required to be at the SUNY Oneonta campus for only a one week residency before completing the degree online. The residency would take place at the beginning of the program as a means of building a cohort as well as introducing course material not readily presented in an online format, specifically qualitative research methods (focus groups and interviewing). The structure of the first 6 s.h. of the program would involve online coursework in the first two weeks, a week-long residency, and the completion of both courses (RDA 509 and RDA 525) over the remaining 5 weeks. The summer program would be constructed in an 8 week term.

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Research & Data Analytics MS

Employment Targets: Research Organizations Government Agencies Not-for-Profit Organizations Educational Institutions Private Sector businesses

In need of a professional to study policy, planning and administrative functions that require social science research and data analysis

Program Goals:By the conclusion of the program the student will:

Demonstrate a mastery of data collection techniques appropriate to an applied setting Perform data analysis Demonstrate an ability to interpret and apply research findings in an administrative and

planning context (Social Trends Analysis concentration)

Curriculum:

Methods Core:

RDA 509: Introduction to Social Research (Overview of research methods, sources of data, and research ethics)

RDA 512: Statistical Analysis I (up to regression)RDA 515: Statistical Analysis II (multivariate analysis)RDA 518: Secondary Data and Social Media AnalysisRDA 521: Survey Design

RDA 525: Applied Qualitative Methods (Interviewing and Focus Groups): offered as a 1 week residency that can be taken anytime in program

Social Trends Analysis Concentration:RDA 562: Organizational BehaviorRDA 565: Social Policy and ChangeRDA 568: Spatial Demography

RDA 590: Capstone Project (OR)RDA 592: Research Practicum

Total Program: 30 s.h.* For course descriptions see appendix

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Course Sequencing

Full Time StudentsSummer Fall SpringRDA 509*RDA 525*

RDA 512RDA 562

RDA 515RDA 565

RDA 518RDA 568

RDA 521RDA 590 or 592

*RDA 509 and RDA 525 are completed at the residency and via online course during the first summer session

Part Time Students Summer 1 Fall 1 Spring 1RDA 509*RDA 525*

RDA 512RDA 515

RDA 518 orRDA 568

RDA 521

Summer 2 Fall 2 Spring 2RDA 592 (optional) RDA 562 RDA 565 RDA 518 or

RDA 568RDA 590 or 592 (if not taken earlier)

*RDA 509 and RDA 525 are completed at the residency and via online course during the first summer session

Admissions Requirements

The RDA-MS is open to students with relevant coursework leading to a research-focused degree. All applicants will be reviewed by a graduate admissions committee composed of members of each department substantively participating in the RDA program. All students applying for admission to degree status are required to:

Submit a completed application and non-refundable fee. Application fee will waived for SUNY Oneonta Alumni.

Provide evidence of completion of a Bachelor’s degree in the social sciences or a functionally related area (e.g., Market Research or National Science Foundation discipline). Students not meeting these requirements may be admitted on the condition that undergraduate deficiencies be made up.

Submit three letters of recommendation.

Submit a written statement explaining the purpose/goal for seeking the degree.

After consultation with people working in the field it was found that a background in computer programming is not necessary. A student with sufficient knowledge in academic research, particularly in the social or natural sciences, should have an understanding of how specific computer programs are used. More central to the program is the design of research instruments, data analysis, and application in a real-world setting.

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Impact on Other Programs

The program will utilize faculty from the Departments of Sociology and Psychology. The addition of new faculty (see below) will reduce the faculty-student ratio but otherwise not impact existing undergraduate programs. There is currently no competing program within a sixty-mile radius.

Enrollment data for the two departments are shown below.

Enrollment Data for Sponsoring DepartmentsDepartment Students

Fall 2014 (sections)Students

Spring 2015 (sections)Totals

2014-2015Student-Faculty

RatioPsychology 1,636 (39) 1,457 (40) 2,870 (89) 32.2Sociology 1,542 (46) 1,328 (43) 3,093 (79) 39.3Totals 3,178 (85) 2,785 (83) 5,963 (168) 35.4

Student/Faculty ratios in both departments are well above the college’s 18:1 ratio. It is proposed that the program hire two full-time faculty to support teaching the program’s ten courses. As the addition of a new faculty line to each department will result in 14 new course slots, the student/faculty ratio for each department will decline with less reliance on part time faculty.

Resources

The RDA MS will utilize computer and library resources that already exist at SUNY Oneonta, including licenses for Blackboard, SPSS, and a Virtual Desktop client. Additional costs are related to the addition of AMOS and Modeler to the SPSS site license, participation in SUNY Learning Network, and potentially a Virtual Desktop for faculty involved in this program. However, the College already is a member of SUNY Learning Network, provides a Virtual Desktop to undergraduate students, has a limited AMOS license, and Modeler is currently available so we anticipate any resources to be minimal. There are no additional expenses related to library resources.

The RDA MS will utilize the skills of two additional faculty with quantitative data skills who can contribute research to the program. The new faculty should also have active research agendas capable of assisting students in the development of capstone projects, and as such should be hired at the advanced assistant or associate level. In addition to teaching responsibilities, new faculty will contribute research that can be utilized by students enrolled in the program as part of the capstone experience. Faculty will also contribute to the undergraduate programs of each department, thereby contributing to lower total FTEs for undergraduate programs. The costs and revenue related to this expense are as follows:

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Personnel CostsLine Salary PlaceholderPsychology $62,500Sociology $62,500Total $125,000*As faculty are state supported the fringe rate is not applicable

In addition, a course release may be required for administration of the program as a graduate director position may be created.

Projected Enrollment & Revenue

Given the labor market and a sizable potential internal market of interested graduates at SUNY Oneonta—Sociology and Psychology together have nearly one thousand students, and the program would be open to all majors at the College—the three-year projection below is considered conservative. Although 66 students in the school survey indicated that they would be “very interested” in such a program and 134 indicated that they would potentially apply for the first cohort, we have projected enrollments that assume A) not all students who indicated interest would actually apply, and B) that we could use the graduate admissions process to hold cohort sizes down to the levels below by admitting only the most qualified applicants. As estimates, however, it is possible that the specific mix of part-time versus full-time students could be different than those noted below. Also, as the program would be available to applicants outside the School of Social Science, additional applications coming from the wider community as well as Open SUNY should improve the applicant pool.

Projected Enrollment 2017-2020Summer 2017

Fall 2017 Spring 2018

Summer 20181


Summer 20191


Part Time1 2 2 2 4 4 4 4 4 4Full Time 10 10 10 15 15 15 20 20 20Total 12 12 12 19 19 19 24 24 24

1 Assumes all part time student elect to take capstone experience during their last spring semester

As shown in the next table revenues based on these projections should be more than adequate to cover any additional costs, including personnel.

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Projected RevenueSemester PT1 s.h.2 Revenue3 FT4 s.h.2 Revenue3 Total

Revenue5Summer 2017

2 6 $5,184 10 6 $25,920 $31,104

Fall 2017 2 6 $5,184 10 12 $51,840 $57,024Spring 2018 2 6 $5,184 10 12 $51,840 $57,024Summer 2018

4 6 $10,368 15 6 $38,880 $49,248

Fall 2018 4 6 $10,368 15 12 $77,760 $88,128Spring 2019 4 6 $10,368 15 12 $77,760 $88,128Summer 2019

4 6 $10,368 20 6 $51,840 $62,208

Fall 2019 4 6 $10,368 20 12 $103,680 $114,048Spring 2020 4 6 $10,368 20 12 $103,680 $114,048

Annual Revenue 2019-2020 $290,3041 Part time enrollment for given term2 Semester hours per student3 Revenue=s.h. x $432 per s.h. x enrollment. 4 Full time enrollment for given term5 Total Revenue for given term

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Appendix A: Course Descriptions

RDA 509 Introduction to Social Research: An introductory seminar for students enrolled in the Research & Data Analytics program. The course introduces students to the scientific method, provides an overview of research methods and sources of data. The course also introduces students to professional ethics applicable to social and behavioral research. This course is offered as a blended online offering that begins at the summer residency and is completed online.

RDA 512 Statistical Analysis I: An introduction to basic statistical procedures commonly used in the social sciences. Topics covered include descriptive statistics, t-tests, analyses of variance, correlation, and linear regression.

RDA 515 Statistical Analysis II: The goal of this course is to develop skills with a range of procedures and programs for multivariate data analysis. Topics covered include multiple regression, analysis of covariance, MSNOVA, factor analysis, path analysis, structural equation modeling, and meta-analysis.

RDA 518 Secondary Data and Social Media Analysis: This course introduces students to the methods used for finding, transferring, and processing existing data sources – particularly those related to social media. Topics covered include study design, measurement, data management techniques, selection and use of analytic tools, and best practices in presentation of research findings.

RDA 521 Survey Design: This course examines techniques of survey design and administration. Issues related to questionnaire design, sampling, and data analysis and interpretation are important components of surveys. The ethical use of surveys is also of concern.

RDA 525 Applied Qualitative Methods: Discussion and practice of applied qualitative research methods focusing on models of interviewing and focus groups. This course is offered as a blended online offering that begins at the summer residency and is completed online.

Social Trends Analysis Concentration:

RDA 562 Organizational Behavior: Course that examines the social and psychological effects of participating in complex organizations. The course examines bureaucratic structure, communication, change, and external relations.

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RDA 565 Social Policy and Change: This course examines the influence of social policy and cultural trends on people, the environment, and communities.

RDA 568 Spatial Demography: This course analyzes trends in human population growth and distribution as it relates to economic and social trends. The interaction between population, culture and behavior is an important component of the course.

RDA 590 Capstone Project: Capstone experience for the Research and Data Analytics program based on individual research and analysis of a given issue.

(OR)

RDA 592 Research Practicum: Capstone experience for the Research and Data Analytics program based on completion of an original project as part of an ongoing research program.

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Appendix B: Survey

Survey on Student Research and Data Analytics Careers and Graduate Programs

Background

The Departments of Psychology and Sociology are developing a Master’s Degree in Research and Data Analytics. The program is designed to provide students with the skills necessary to seek employment in fields requiring basic research and analysis. The program will require a one-week residency in June with the rest of the requirements completed online. The online format will allow students to complete the program anywhere in the world with an internet connection. Full-time students will complete the program in one year by the following May, while part-time students will require two years to complete the program.

In 2012, Harvard Business Review named “data scientist” one of the sexiest careers of the 21st century, and job listings have been growing consistently according to Indeed.com (see below). The Bureau of Labor Statistics does not currently keep records for “data scientist” as a separate employment category, but similar professions have existed for many years and social science graduates have typically been well-positioned for such jobs. For example, MS-level sociologists had a median salary of $74,960, survey researchers $45,050, and Market Research Analysts $60,300. Similarly, statisticians with a MS degree earned $72,100 and Operations Research Analysts $75,560.

Given these trends in the workplace, colleges and universities have responded by creating programs that prepare student for a career in research and data analytics. SUNY Oneonta is in the process of planning such a program, provided there is enough interest and support. As part of our exploration and planning process, we would like to hear from you! Please complete the enclosed questionnaire asking about your interest in research careers and graduate school training. Your input is very important as we consider potential demand for this program at SUNY Oneonta.

Figure 2. Job Growth according to Indeed.com

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Questionnaire

Research and Data Analytics

1. About how interested are you in pursuing a career in research?

() Very Interested () Somewhat Interested () Not very interested () Not at all interested

2. Given the above information, about how interested would you be in enrolling in a MS program that teaches the skills necessary for these jobs?


3. About how interested would you be in participating in a graduate program at SUNY Oneonta that trained you for a research career?


4. About how interested would you be in participating in a graduate program at another college or university that trained you for a research career?


5. If the program were to begin in June 2017, about how likely would you be to apply for admission to that entering class?

() Very likely () Somewhat likely () Not very likely () Not at all likely

6. About how likely would you be to apply for admission to the program after June 2017?

() Very likely () Somewhat likely () Not very likely () Not at all likely

Information about You

Please indicate which category best applies to you:

Gender: ( ) Male Female ( )

Year: ( ) Freshman ( ) Sophomore ( ) Junior ( ) Senior ( ) Graduate ( ) Other

Major: _____________________ _____________________(list)

In what year were you born? _____

Thank you for your time!

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Analysis of Questionnaire Data

About how interested are you in pursuing a career in research?


Percent

Valid

Very interested 59 16.3 16.4 16.4

Somewhat interested 141 39.0 39.2 55.6



Total 360 99.4 100.0

Missing System 2 .6

Total 362 100.0

About how interested would you be in participating in a graduate program at SUNY Oneonta that

trained you for a research career?


Percent

Valid





Total 361 99.7 100.0

Missing System 1 .3

Total 362 100.0

Given the above information, about how interested would you be in enrolling in a MS program that

teaches the skills necessary for these jobs?


Percent

Valid





Total 361 99.7 100.0

Missing System 1 .3

Total 362 100.0

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About how interested would you be in participating in a graduate program at another college or

university that trained you for a research career?


Percent

Valid





Total 347 95.9 100.0

Missing System 15 4.1

Total 362 100.0

About how likely would you be to apply for admission to the program after June 2017?


Percent

Valid

Very likely 47 13.0 13.6 13.6

Somewhat likely 99 27.3 28.6 42.2

Not very likely 133 36.7 38.4 80.6

Not at all likely 67 18.5 19.4 100.0

Total 346 95.6 100.0


Total 362 100.0

If the program were to begin in June 2017, about how likely would you be to apply for admission

to that entering class?


Percent

Valid

Very likely 46 12.7 13.3 13.3

Somewhat likely 88 24.3 25.4 38.7

Not very likely 138 38.1 39.9 78.6

Not at all likely 74 20.4 21.4 100.0

Total 346 95.6 100.0


Total 362 100.0

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Please indicate which category best applies to you


Percent

Valid

Male 94 26.0 27.2 27.2

Female 250 69.1 72.3 99.4

Transgender 2 .6 .6 100.0

Total 346 95.6 100.0


Total 362 100.0

Please indicate which category best applies to you


Percent

Valid

Other (please specify) 4 1.1 1.2 1.2

Freshman 86 23.8 24.9 26.0

Sophomore 35 9.7 10.1 36.1

Junior 86 23.8 24.9 61.0

Senior 89 24.6 25.7 86.7

Graduate 46 12.7 13.3 100.0

Total 346 95.6 100.0


Total 362 100.0

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In what year were you born?

Frequency Percent Valid Percent Cum. Percent

Valid

27 7.5 7.5 7.5

12/27/1991 1 .3 .3 7.7

1886 1 .3 .3 8.0

1963 1 .3 .3 8.3

1966 2 .6 .6 8.8

1967 1 .3 .3 9.1

1968 1 .3 .3 9.4

1969 1 .3 .3 9.7

1972 1 .3 .3 9.9

1976 1 .3 .3 10.2

1977 1 .3 .3 10.5

1981 2 .6 .6 11.0

1982 1 .3 .3 11.3

1983 2 .6 .6 11.9

1985 1 .3 .3 12.2

1987 3 .8 .8 13.0

1988 1 .3 .3 13.3

1989 2 .6 .6 13.8

1990 2 .6 .6 14.4

1991 6 1.7 1.7 16.0

1992 13 3.6 3.6 19.6

1993 55 15.2 15.2 34.8

1994 60 16.6 16.6 51.4

1995 62 17.1 17.1 68.5

1996 42 11.6 11.6 80.1

1997 65 18.0 18.0 98.1

1998 1 .3 .3 98.3

2000 1 .3 .3 98.6

2015 1 .3 .3 98.9

92 1 .3 .3 99.2

93 1 .3 .3 99.4

97 1 .3 .3 99.7

February 26, 1997 1 .3 .3 100.0

Total 362 100.0 100.0

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Major of Respondent * About how likely would you be to apply for admission to the program after June 2017?

Crosstabulation

Count

About how likely would you be to apply for admission to the program

after June 2017?

Total

Very likely Somewhat likely Not very likely Not at all likely

Major of

Respondent

Undeclared or Unanswered 2 4 4 6 16

Anthropology 0 3 0 0 3

Business 0 0 1 0 1

Communications 1 8 17 7 33

Criminal Justice 6 11 18 8 43

Education 0 0 2 0 2

Environmental Science 0 3 9 0 12

Geography 0 0 1 1 2

Gerontology 1 1 0 2 4

History 2 2 3 2 9

International Studies 2 3 5 2 12

Mass Communications 0 5 12 7 24

Museum Studies (MS) 1 1 3 2 7

Political Science 2 6 7 2 17

Psychology 19 38 43 22 122

Sociology 11 14 8 6 39

Total 47 99 133 67 346

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