Authors
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Samuel K. Teague
Murdoch University
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Kim L. Hudson
Murdoch University
Abstract
This study investigates the transformation in student knowledge pertaining to the study area of ‘data analytics’, and the building of confidence, specifically in non-STEM students, to analyse, interpret, manipulate, and present data to a range of stakeholders using Microsoft Excel. The context of the study is a newly developed, centrally delivered undergraduate data analytics unit, within which a pre-and post-course survey was embedded. These surveys were administered to students across three separate semesters: S2 2022, S1 2023, and S2 2023. The confidence of both non-STEM and STEM students in conducting data analysis was captured. The findings indicate that students benefit from an immersive curriculum where they are exposed to both an understanding of data analytics in a broad global and social context, characterised by rapid technological change, as well as opportunities to master technical skills utilised through Microsoft Excel. The results demystify the notion that non-STEM students are less capable of expanding their depth of knowledge and technological skill development outside their discipline of choice. These results are important in the context of graduate employability and the importance of digital literacy in a rapidly changing world of work.
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Author Biographies
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Samuel K. Teague, Murdoch University
Dr Samuel Teague is a passionate educator, driven by an interest in all facets of the tertiary-level learning and teaching experience for staff and students. He has taught across multiple levels of higher education, including enabling programs, undergraduate, and postgraduate coursework and his experience across these domains has entailed aspects of both unit delivery and curriculum design. He enjoys leading local and transnational teams and working collaboratively. He is passionate about finding novel ways to blend online and face-to-face delivery for an optimal student learning experience.
Sam's current role as Lecturer at Murdoch University entails design and delivery of a unit devoted to developing data analytics skills in students taking non-STEM degrees, supported by the Australian Government's National Priorities and Industry Linkages Fund (NPILF). Sam is the current Academic Chair for Murdoch University's Career Learning Spine, and works on a casual basis for Swinburne Online across its Social Sciences portfolio.
Sam's research spans a number of areas relevant to the Social Sciences, but in particular, has focused extensively on mental health stigma and the role of storytelling in breaking down or reinforcing it. This interest in mental health and wellbeing has extended into the tertiary education sphere, with an interest in staff and student wellbeing, and how academics managed their public and private selves during the COVID-19 pandemic.
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Kim L. Hudson, Murdoch University
Dr Kim Hudson is a positive, people-focused leader and team contributor who brings the flexibility and adaptability to develop and adopt new strategies and coordinate processes. Experienced across a broad range of sectors including higher education and state and local governments, Kim's practical abilities complement academic and theoretical knowledge. Having worked across several fields including sport and recreation, hospitality and tourism, community services and development, health, and health research, Kim has strong cross-industry knowledge and a broad range of stakeholder connections.
Through her current work in Career Learning, Kim supports and mentors tutors and students in developing their employability through a curriculum design that promotes lifelong learning, reflective practice, and strategic skill development. People’s unique circumstances and lived experiences are highly valued by Kim and are central to her approach to mentoring and supporting people in their development.
