he rapid technological development is typical for the IT industry, and it poses a challenge for the curricula to stay up to date. It can also be problematic to bring new technologies into the curriculum so that the contents and views of the technologies have sufficient maturity. The aim of this paper is to illustrate how the competences of the developed Data analytics (DA) and Artificial Intelligence (AI) curriculum in a higher education organization map to the requirements of data-driven real-life work. In spring 2017, the Institute of Information Technology at Jamk University of Applied Sciences started to develop its competence in DA and AI. Based on the experience of the research team, each use case is divided into substances, and the substances are categorised as courses which were formed for the 30-credit study module. After this, the course content is generated from the learning outcomes and they are reflected on the data-driven process model and the competencies defined based on the model phases.
Mika Rantonen, Mika Karjalainen
Rantonen, M., & Karjalainen, M. (2022). Development of Data-Driven Curriculum Courses in the Bachelor of Engineering Degree Program. Journal of Strategic Innovation and Sustainability, 17(1). https://doi.org/10.33423/jsis.v17i1.5186
This work was supported by the Regional Council of Central Finland/Council of Tampere Region and European Regional Development Fund as part of the Data for Utilisation -Leveraging digitalisation through modern artificial intelligence solutions and cybersecurity project of JAMK University of Applied Sciences Institute of Information Technology. The authors would like to thank Ms. Tuula Kotikoski for proofreading the manuscript.