Mastering Business Analytics: The real MBA for career success, Step-by-Step



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An MBA for Quants:

Quants: A recurrent quant/Geek (e.g., SlashDot) forum topic poses:
A "What can I do that's high-paying with my hard-science degree and/or analytical experience?" Arguably, the best answer is:
B quantitative business analytics. (Rough translation: Aiding executives to see more THAN the numbers by seeing more IN the numbers — a highly evolved form of what predictive analytics and BI attempt.) It is an extremely efficient gateway to virtually all high-paying and challenging jobs.)

Objective: The Core provides a series of career stepping stones which are virtually invulnerable to global and corporate economic vagaries alike. (Who's going to "can" the guy — neuter gender — who's best bailing the imperiled corporate ship?) Primarily, it provides career-steering toward high-visibility, executive-staff "special projects" based upon Core-developed superior skills in both analysis and communication. The project-participant role morphs, often rapidly, into managerial. Secondarily, the Core's objective is to prompt the analyst's employer to conspicuously invest in said analyst's career, e.g., formal education. Together, those are the career access codes for the fast-track. As already noted, today's MBA is largely a waste ... but the value of getting your firm to pay for your MBA: Priceless. (Contrast: A classic career non-strategy with myriad analogs!)

Curriculum: Each (first level) functional module amounts to graduate school-level concentrations of function-specific content. However, since our coverage isn't fettered by presumed math-phobia, our "engineering" modules extend student learning far beyond the typical MBA. So, for instance, the two financial modules cover all of an MBA finance concentration PLUS direct mathematical implementations from Computational Finance. Students don't just talk about it; they DO it. At the same time, the entirety is grounded in strategy so that finance, marketing, and operations, together, always "make sense." Relatedly, when our graduates speak, they're able to make sense, too.

Note that the two capstone modules ("curriculum," above) reflect two distinct perspectives. STM 1 (strategy, tactics, metrics) focuses upon senior manager decision-making; STM 2 focuses upon senior executive decision-making. It's imperative to be able to communicate, eventually, with both of these "classes" of managers. These capstones enable our students to become both effective at and comfortable in communicating with their "seniors."

We encourage multiple concentrations owing to accelerating business demand for executives with knowledge breadth and depth. Overkill? Perhaps. Business, however, is becoming ever more competitive. How hard do you want to be able to play?

Suggestion: Reading the paragraphs on the next page and working through the Excel example (also cited above) — which roughly equates with our initial day-1 starter-model — will benefit your career. They'll certainly make you a better informed consumer of higher education in the realm of business.

Several former students who previewed this survey for us, suggested highlighting the following implementation strategy. First, code-scavenge and re-purpose a model — this one was most often mentioned. Second, lay-in your firm's numbers. Third, after showing your boss, "float" your model outside your realm — typically in the financial, marketing, or operations areas.

Quite a few seem to have received immediate, "Wow!," responses and favorable results. One enterprising soul apparently parlayed a variant into 4 promotions in 14 months — your mileage will likely vary. If you've got the moxie, skip the classes and just use the models, but make sure that you understand and can explain what the specific model's doing. [To that latter end, here's some help. In fact, here's a (worst case) do-it-yourself primer.]

Finally: Again, you might do well to continue reading on, and there's a SURVEY link at the bottom of the NEXT PAGE, too. But, if you've had enough, might we get your opinions, please? Once again, our approach doesn't fit the distance-education model, but, that apart, we'd welcome any suggestions. Thanks for your help, here's the SURVEYlink — please ENTER "mid" at the beginning of the Question 9 Comment Box.

Uniquely, if our students aren't satisfied, we aren't satisfied. Should a class ever fail
to live up to student expectations, there's no charge for it.