work immersion business plan

Work Immersion Program – Philippines

Context: In the Philippines, youth unemployment continues to play a role in hampering meaningful economic development. In July 2020, the number unemployed Filipinos aged 15–24 was estimated at 4.6 million. This was 2.1 million higher than in July 2019, largely due to the impact of the COVID-19 pandemic on the education and employment sectors, and adverse effects on students’ transitions to enter the work force.

Implementation of programme/ initiative: Since 2017, the Work Immersion Program for senior high school students has been implemented by the Filipino Government’s Department of Education (DepEd) and supported by The Asia Foundation’s Coalitions for Change (CFC), working alongside national and local government agencies, private and public enterprises and nongovernmental organizations. The Program is offered as a pre-requisite to graduation to Grade 11 and 12 students, aged 15–18, of DepEd public schools, private schools, state colleges and universities, and technical-vocational institutions. Due to the lack of knowledge, skills, and work experience that puts students at a disadvantage, as part of the programme, DepEd has made it a requirement for them to attain hands-on experience through work simulation of their chosen track to give them greater opportunities to apply their knowledge and capabilities. Participating students are trained, having close mentorship in their work environment with industry supervisors for a period of 80–320 hours during their two years of study. Learners cannot exceed eight working hours per day, anytime between 06.00-18.00 hours. To prepare for Work Immersion, learners have to take four specialized subjects where they can gain experience in a work environment related to their field of specialization. This aims to better equip senior high school students for college, work or business; develop life and career skills; and have attitudes, appreciation and respect for work. It also allows them to have a smooth transition from school to work after they gain valuable experience.

Main challenges: The 2018 Program report outlined certain inconsistencies; in particular there were suggestions of variations in workplace effectiveness of the Program, including with regard to relationships between Work Immersion supervisors and learners. In different areas of work, the number of tasks assigned to students varied; for instance, learners in Accountancy, Business and Management learned a lot during their experience in a bank setting, as well as future employment opportunities, whereas those in the General Academic Strand reported that they were only given minimal duties. Therefore, more years, along with adjustments in the Program are likely to be needed to show more coherent effectiveness of the Program.

Results achieved: Since its operation in the school year 2017—2018, over 390,000 senior high school students have undergone the Work Immersion Program, with 60 per cent subsequently becoming employed. To date, the Program has been achieving good results, for instance, with a high passing rate in National Certification for tourism-related specializations and graduates joining the workforce right after graduation.

Moving Forward: Looking ahead, Work Immersion will help the DepEd Bureau of Curriculum Development recognize the need for a curriculum in more education institutions that responds to local government and industry priorities. DepEd is looking to identify more companies willing to provide immersion opportunities and venues for student learning at the local level, and find linkages with industry partners for greater support in enhancing skills and training.

Replicability: The Work Immersion initiative demonstrates how national and local governments and industries can better coordinate and learn from each other through close collaboration in designing curricula and learning materials that will help senior high school graduates compete in high-growth, high-value and high-employment sectors. DepEd intent to pay close attention to changing job markets and provide relevant training and work experience programmes shows the importance of adjusting to industry expectations and better preparing youth for the world of work. The Program thus provides useful lessons in showing how to help reduce youth unemployment by increasing the number of more-skilled young candidates that join the workforce and boost development in the economic sector and beyond.

Acknowledgement: 

This good practice was kindly prepared by Ms. Alysha Brahmantiara Putri.

References:

https://asiafoundation.org/publication/work-immersion-real-world-experience-at-senior-high/

https://www.pressreader.com/philippines/sunstar-pampanga/20190507/281603831898716

https://mb.com.ph/2020/02/08/work-immersion-for-shs-not-suspended-deped/

Project Details

Date: January 29, 2021

• Career Advice
• Carpe Careers

Immerse Yourself With Intention

By  Laura N. Schram

You have / 5 articles left. Sign up for a free account or log in.

iStock/monkeybusinessimages

Most graduate students do not have the luxury of time to devote to lots of career exploration activities that aren’t directly relevant to their scholarly commitments (course work, dissertation writing, teaching and so on). The vast majority of graduate students can’t take time off to pursue an internship opportunity, and the few who are able to do so might take advantage of such an opportunity just once in their graduate careers. Yet, as Paula Di Rita Wishart noted in her previous “Carpe Careers” column on job experience , an internship is not the only way to explore your career interests in an experiential way and to make professional connections.

You can accomplish that by immersing yourself for a relatively short period of time in a new professional context. In immersives , as we call them at Rackham Graduate School, students spend a day or two learning more about the workplaces, projects, research and other opportunities involved in a specific career context. Immersives give students the chance to network with and visit an organization of interest to them, as well as to engage in its work.

For example, our immersive students conduct practice teaching for the university teaching and learning center, write short grant reviews at our state humanities council, participate in the local community foundation’s annual community meeting, or design a lesson plan for a university museum tour. Students typically participate in those experiences after they’ve narrowed their career interests a bit as a next step beyond informational interviewing. Or they use them as an opportunity to just dive in and explore something that piques their interest to see if it’s a good fit with their career values, interests and skills.

Similarly, after an exciting informational interview, you might want to engage in some kind of activity at an organization -- to participate in or even contribute to a community event, to provide advice or analysis on a specific project that intrigued you, or to attend a public advisory board meeting to see how an organization runs. You do not need a structured program to do this, and we frequently encourage students who have an organization they’ve already connected with in mind to design their own immersive.

That said, engaging in something like an immersive for several hours or even a day does not necessarily mean you’ll learn from the experience. Those of you who teach will know this from your experience as an instructor. You design a great active learning activity for your students, only to find when you assess their learning at the end of class that some of the students still didn’t get it. Maybe they didn’t do the reading, they didn’t have some essential prior knowledge, they were distracted, or they were unmotivated and passively engaged in the activity. Whatever the reason, experience doesn’t always translate to learning.

For example, after spending a half day at a museum to learn more about museum research careers, one of our earliest immersive participants confided in me that she didn’t get the most out of the time she had there and felt it was a missed opportunity. What was missing?

As someone who has been shepherding students through these experiences for several years now, I would like to share four best practices I’ve learned to immerse yourself most productively so that you leave such experiences with greater career clarity and ideas about your next steps.

Engage Actively

If you want to go beyond the information you can gain from an informational interview, you need to do more than observe passively or ask questions. Students often fall back on shadowing to learn more about a job, and there’s nothing wrong with that. But what task can you complete during a brief shadowing experience to get a firsthand sense of the skills needed for this work? You should offer to take on a concrete assignment for a specific project or activity, such as analyzing data or text, designing something, conducting topic research, or facilitating a small piece of a larger event.

Meet a Need

Of course, in your own career development, your primary goal is to gain marketable experience and clarity on your professional goals. However, a successful immersive typically results when a student thinks beyond their own professional needs and designs a mutually beneficial experience with an organization or a professional mentor. In our most impactful immersives, a student identifies a need that an organization has and contributes her expertise to meet that need. Organizations will be much more likely to let you sit in on an important meeting, volunteer at an exciting event or have access to information on an emerging project if you can contribute to their organizational goals and needs. As you think about where you might want to explore and engage in a short-term professional experience, ask yourself, “What distinct skills can I contribute that will meet this organization’s needs?”

The student I mentioned earlier who didn’t get the most out of her museum visit confessed to me that she just didn’t prepare. She didn’t research the organizational mission, she didn’t read the staff biographical profiles online, she didn’t think about whom she wanted to meet with individually while she was there and she didn’t investigate what museum research typically involves. You don’t need to invest a ton of time in preparing -- remember, the goal here is to gain a bit of experience in a field that piques your interest yet not spend significant time away from your scholarly work. But you should set aside one hour to apply your well-honed research skills to prepare for the experience so that you make the most out of the short time you have at an organization. Prepare questions, research the organization’s mission and staff, and read at least one relevant article about the field or organization.

Reflect on What You Learned

Just as preparation before an experience will help you to get the most out of immersing yourself, reflection afterward is extremely important in identifying lessons learned and next steps. Perhaps the experience crystallized an important insight for you, or you discovered an important skill that is required for the work that you need to develop further. You may even have discovered that the organization was not a good fit for some reason, in which case it is valuable to think through why and what that means for your interests going forward. Pick up your journal or open up your individual development plan -- wherever you are tracking notes or thoughts on your own career development -- and set aside time to reflect on the following questions:

• What stands out to you from your experience, and why is that important for your career clarity?
• What benefits did you gain (values engaged, skills acquired, knowledge learned) as a result of this experience?
• What do you see as your next step(s)?

Even better, I’d encourage you to process these questions together with a graduate career counselor, a professional mentor or a trusted peer to integrate the experience into your broader career development.

Immersives are an excellent way to get a taste of a career area that intrigues you. If you apply these four best practices, you will set yourself up to get the most out of the experience and make progress in your career exploration process.

Increasing Student Motivation Through Assignment Choice

Offering options helps make them more affirming and meaningful, which ultimately increases student learning, writes C

Share This Article

More from carpe careers.

Navigating the Postdoc Office: Part 2

Victoria Hallinan and Karena Nguyen share their advice, as well as that of a postdoc and several other administrators

In Search of Lost Time

As the new academic year begins, Vanessa Doriott Anderson raises some key questions to ask yourself to help you manag

Rethinking Professional Development for Grad Students

Laura Kuizin describes how to create opportunities that go beyond the classroom and prepare students for the dynamic

• Become a Member
• Sign up for Newsletters
• Learning & Assessment
• Diversity & Equity
• Career Development
• Labor & Unionization
• Shared Governance
• Academic Freedom
• Books & Publishing
• Financial Aid
• Residential Life
• Free Speech
• Physical & Mental Health
• Race & Ethnicity
• Sex & Gender
• Socioeconomics
• Traditional-Age
• Adult & Post-Traditional
• Teaching & Learning
• Artificial Intelligence
• Digital Publishing
• Data Analytics
• Administrative Tech
• Alternative Credentials
• Financial Health
• Cost-Cutting
• Revenue Strategies
• Academic Programs
• Physical Campuses
• Mergers & Collaboration
• Fundraising
• Research Universities
• Regional Public Universities
• Community Colleges
• Private Nonprofit Colleges
• Minority-Serving Institutions
• Religious Colleges
• Women's Colleges
• Specialized Colleges
• For-Profit Colleges
• Executive Leadership
• Trustees & Regents
• State Oversight
• Accreditation
• Politics & Elections
• Supreme Court
• Student Aid Policy
• Science & Research Policy
• State Policy
• Colleges & Localities
• Employee Satisfaction
• Remote & Flexible Work
• Staff Issues
• Study Abroad
• International Students in U.S.
• U.S. Colleges in the World
• Intellectual Affairs
• Seeking a Faculty Job
• Advancing in the Faculty
• Seeking an Administrative Job
• Advancing as an Administrator
• Beyond Transfer
• Call to Action
• Confessions of a Community College Dean
• Higher Ed Gamma
• Higher Ed Policy
• Just Explain It to Me!
• Just Visiting
• Law, Policy—and IT?
• Leadership & StratEDgy
• Leadership in Higher Education
• Learning Innovation
• Online: Trending Now
• Resident Scholar
• University of Venus
• Student Voice
• Academic Life
• Health & Wellness
• The College Experience
• Life After College
• Academic Minute
• Weekly Wisdom
• Reports & Data
• Quick Takes
• Advertising & Marketing
• Consulting Services
• Data & Insights
• Hiring & Jobs
• Event Partnerships

4 /5 Articles remaining this month.

Sign up for a free account or log in.

• Sign Up, It’s FREE

Academia.edu no longer supports Internet Explorer.

To browse Academia.edu and the wider internet faster and more securely, please take a few seconds to  upgrade your browser .

Enter the email address you signed up with and we'll email you a reset link.

• We're Hiring!
• Help Center

THE EFFECTIVENESS OF WORK IMMERSION IN IMPROVING THE COMMUNICATION SKILLS OF GRADE 12 STUDENTS IN SELECTED WORKIMMERSION SITES

2020, MARIO RIVERA LAZARO JR.

Related Papers

Jomarie P Salvador

The Work Immersion program of the Department of Education, under the newly established educational curriculum – K to 12, is one of the key features of this educational innovation. The researcher of this study would like to evaluate the effectiveness and its impacts to the students of John J. Russell Memorial High School, Sibul Springs, San Miguel, Bulacan. The study used the semi-structured interviews with the help of the researcher-made instrument. The said instrument is merely made by open-ended questions; this type of questions will open a wider space for the students to express their feelings and to voice out their insights regarding the problem. Researcher-made instruments were given to the chosen respondents by means of random sampling under the probability or unbiased category. This kind of sampling procedure is one of the simplest form of collecting data. The researcher used thematic analysis as a means to gain insight and knowledge from data gathered. The method enables the researcher to develop a deeper appreciation for the group or situation he is researching. Thus, the conclusion made by means of this analysis offered a wider, specific, attainable and reasonable recommendations.

PSU Multidisciplinary Research Journal

Dr. Liza L. Quimson PSU

Isel Ramirez

Journal of World Englishes and Educational Practices

Sean Catelo

The researcher proposed intervention plan that will provide specific program that will address the problems in Work Immersion Delivery Model and to improve and provide step by step procedure to fill the needs found on the assessment of the work immersion program. It is in this context, the researcher assessed the work immersion program with corresponding variables and proposed intervention program that aims to cater teacher, industry partners and students in the Division of Pasay City to enhanced the better implementation of the work immersion program.

The URSP Research Journal

Jerwin M . Mahaguay

This paper aims to determine the difficulties encountered by the students in their work immersion concerning family support, supervisory support, work habit, and competence. The research was conducted during the academic year 2018-2019 in Vicente Madrigal National High School. Descriptive research is employed since its purpose is to determine the difficulties encountered by the students in their work immersion. The study employed the learning theory of Thorndike on the Law of Exercise and Law of Effects. There are 50 respondents further, questionnaire checklist is the instrument used while data were treated using percentage, rank, weighted mean, and two-way ANOVA. The study revealed that the difficulties encountered by work immersion students with work immersion supervisors have no relationship with their sex, while work habit and competence were significant. In terms of monthly family income, there was no significant difference in the different aspects. The study concluded that the majority of the respondents were male and belonged to 9,000-below family income. Work immersion students received financial and emotional support from the family; work immersion supervisors guided the students in accomplishing tasks. However, visitation on the venue is limited and tasks given were not all strand related. The value of volunteerism is not very evident from the respondents as well as the knowledge on basic troubleshooting of hardware and software, monthly family income and sex were not a determining factor of difficulties.

International Journal of Research Publications

Ma. Ann Criselda Arceta

Psychology and Education: A Multidisciplinary Journal

Psychology and Education

The study aimed to evaluate the skills of grade 12 Technical-Vocational-Livelihood Students of Santa Cruz North Cluster in work immersion during pandemic. The performance of work immersion students was assessed in terms of technical skills, interpersonal skills, entrepreneurial skills, and behavioral skills. The study also determined problems encountered by the work immersion students regarding resources needed, workplace, and execution of skills. An investigation of the relationship between work immersion performance and problems faced by students during work immersion was also included. The TVL teachers and a team of specialists in the skills were among those who responded. In addition, there were fifty-four (54) Grade 12 work immersion students who acted as study participants. The study revealed that the work immersion program is effective, showing that students gained good performance ratings in technical, interpersonal, behavioral, and entrepreneurial skills. Hence, communication skills and entrepreneurial skills are the least mastered skills among students. The study also found that students encountered problems in the workplace, resource requirements, and skill execution. There was no significant association between skills and challenges in work immersion during the pandemic, according to data obtained by the computed p-value. As a result, the researcher did not reject the null hypothesis. Thus, there are still skills to be developed and challenges to be solved. The objective of education is to prepare graduates for the tasks they will perform on the job. These findings will eventually teach the curious minds of work immersion students what kind of workplace they expect after graduation.

IOER International Multidisciplinary Research Journal

IOER International Multidisciplinary Research Journal ( IIMRJ) , DR. MARVIN B . MANAYAN, LPT

This study aimed to determine the significant influence between the industry experts' technical assistance to the students' job performance. It explored to find out the significant relationship between the technical assistance and students' job satisfaction which this study utilized quantitative research design through correlational method. Furthermore, probability sampling technique through simple random sampling was used for the selection of 187 Senior High school students to share their responses regarding on the technical assistance rendered by their industry experts. Those number of students were evaluated by their work immersion teachers regarding on the students' job satisfaction and performance during their work immersion training for the academic year 2019-2020. Findings revealed that, there is no significant influence between the technical assistance rendered to the students' job satisfaction, and, no significant relationship between the technical assistance to the students' performance. Further, students are independent enough to render their working progression to maintain their job performance and satisfaction despite of industry experts successfully rendered their technical assistance. The Industry Immersion Administrators have to strengthen communication with industry partners in order to figure out the current trends regarding on industry demands, and prepare the students to equip the necessary knowledge, skills and competence that suits to the expectations of the industry.

Katlyn Pascua

PASCUA, KATLYN F. Extent of Implementation of Work Immersion and Level of Satisfaction Of Senior High School Students during Crisis Management: Basis For Work Immersion Action Plan. Doctoral Dissertation. The study utilized mixed method of research to identify the different perspectives of the 330 students and Work Immersion teachers towards Work Immersion during pandemic setting. The quantitative aspect of the study identified the extent of implementation of Work Immersion in terms of phases of implementation and learning competencies provided by the Department of Education. For the qualitative aspect, the study was able to enumerate the best practices and challenges utilized and experienced by the Work Immersion teachers in delivering Work Immersion during crisis situation. Specifically, the study sought to: determine the extent of implementation of work immersion in terms of phases of implementation and strand competencies; identify the satisfaction level of the Senior High school students in work immersion; determine if there a significant relationship between the extent of implementation and level of satisfaction in the work immersion of the participants; describe the best practices of the selected Integrated Senior High Schools in implementing work immersion; enumerate the challenges encountered of the Work Immersion teachers in the implementation of work immersion; and develop an action plan based on the result of the study. The utilization of descriptive correlation as a quantitative tool was used to identify the extent of implementation of work immersion focusing on pre-immersion, immersion proper and post immersion as well as the learning competencies. In addition, the study also determined the level of satisfaction of the participants in work immersion. Furthermore, the study's qualitative component would be a description of the best practice and challenges faced by participants in Work Immersion as outlined vi in the DepEd Memorandum CI-2020-00085 in 2020 – Guidelines of Work Immersion during Crisis situation. Lastly, Using thematic analysis, the study was able to identify the best practices and challenges experienced by the informants of during work immersion. The data were measured using Standard error of the mean to identify the accuracy of the selection of the participants. Spearman rank correlation was also used to analyze the relationship of the extent of implementation and level of satisfaction of the participants in work immersion during crisis situation. Lastly, the Thematic analysis was used to identify the best practices and challenges experiences by the informants in work immersion during crisis management. Important ethical considerations were utilized in the research that involves fairness, anonymity, and confidentiality. The study entitled, “ Extent of Implementation of Work Immersion and Level of Satisfaction of Senior High School Students During Crisis Management: Basis for Work Immersion Action Plan” . The study utilized mixed method of research to identify the different perspectives of the 330 students and Work Immersion teachers towards Work Immersion during pandemic setting. The study identified the extent of implementation of Work Immersion in terms of phases of implementation and strand competencies. For the qualitative aspect, the study was able to enumerate the best practices and challenges utilized and experienced by the Work Immersion teachers. The utilization of descriptive correlation as a quantitative tool was used to identify the extent of implementation of work immersion and learning competencies. In addition, the study also determined the level of satisfaction of the participants in work immersion. Using Spearman rank correlation, the result determined the relationship between the presented variables. Furthermore, the study's qualitative component using thematic analysis, it was enumerated he best practices and challenges faced by participants. vii Based on the findings, there is a very high level of work immersion implementation across all implementation phases, with a value of 3.35, which is equivalent to fully implemented. In addition, in terms of the implementation of strand competencies, ABM strand perceived that there is an adequate extent of implementation, while HUMSS and STEM strands achieved very high extent of implementation which is equivalent to fully implemented. In addition, with the value of 3.39, the results revealed that the students strongly agree that they are very satisfied with the implementation of work immersion. On the other hand, using the Spearman Rank Correlation Coefficient, the study's findings demonstrate that the computed spearman rank correlation coefficient was 0.643 for the pre-immersion, 0.653 for the immersion proper, 0.802 for the post-immersion, and 0.083 for the overall, with a p- value of 0.000, which is significant at the 0.05 level. It also demonstrates that participants’ satisfaction levels increase in direct proportion to the degree to which work immersion is implemented in terms of its phases, or vice versa. The best practices of work immersion in crisis managements according to the informants as emerged based on the thematic analysis were Developing Career Related Simulations, Integration of the subjects, Developing Online Trainings, Assigning Competent Teacher in Teaching Work Immersion and Creating Learners’ Packet to Showcase the Student’s Talent/Ability. While the challenges they have experienced comprises of Lack of Communication Means ,Lack of Participation in Group Projects, Lack of Gadgets to Perform/Submit School Activities, Excessive Teaching Loads, Questionable Student Competency, Preparation for Pandemic Induced Changes in Work Immersion It was recommended that the Division of Cavite may consider adapting the proposed action plan of Work Immersion during crisis management which caters the demands of the students and teachers.

International Journal of Multidisciplinary: Applied Business and Education Research

Jestoni Alcobendas

Work immersion is a key subject under the Senior High School (SHS) curriculum that is conducted in different ways and time frame as needed by SHS learners. This study was conducted to find out the work immersion performance of the Grade 12 students at San Isidro High School and Subic National High School, Zambales, Philippines. The IV-DV model of this research involved the profile of the student respondents and their work immersion performances in the schools’ partner companies. This study utilized the descriptive method of research which adapted the DepEd Schools Division of Bulacan’s checklist for work immersion performance. Data revealed that student-trainees performed very satisfactorily on their work immersion showing good work ethics and personality suitable of a future employee in any company they want to apply in. Male and female ABM students have the same level in job skills which implied that the profile variables of the trainees have no influence on the work immersion per...

Loading Preview

Sorry, preview is currently unavailable. You can download the paper by clicking the button above.

RELATED PAPERS

International Journal of Science and Research (IJSR) ISSN: 2319-7064 Impact Factor (2018): 7.426

Celso Alcantara

International Journal of Advanced Research

Arlene Garcia

AJARCDE (Asian Journal of Applied Research for Community Development and Empowerment)

SHELLA MAE PAREJA

Gem Marie Clet

Research on Communication

Bahadır Gülbahar

International Journal of Advance Research in Computer Science and Management Studies [IJARCSMS] ijarcsms.com

Tagaytay City Science National High School

Mary Krystine P Olido

marivic pimentel

Renata Tomaszewska, PhD Hab.

Journal of Education and Practice

arifin ahmad

Risma Niswaty

Ermilyn Tablatin

Jurnal Office

nurul sazwani

International Journal of Learning and Instruction (IJLI)

Iwan Ramadhan

Jennifer Paño

Asian Journal on Perspectives in Education

Donnie Marc Louie Roble

Danijela Ljubojevic

Zenodo (CERN European Organization for Nuclear Research)

Jover jabagat

Journal of Economics Education and Entrepreneurship

Suroto Suroto

Jurnal Pendidikan Teknologi Kejuruan

Subijanto Subijanto

Jurnal Pendidikan Vokasi

Sri Rahmadhani

•   We're Hiring!
•   Help Center
• Find new research papers in:
• Health Sciences
• Earth Sciences
• Cognitive Science
• Mathematics
• Computer Science
• Academia ©2024

• Events. It will open in a new tab Events
• International Offices. It will open in a new tab International Offices
• Online Campus. It will open in a new tab Online Campus
• Contact. It will open in a new tab Contact

Master in Business Analytics and Data Science

• Master In Business Analytics And Data Science

MASTER IN BUSINESS ANALYTICS AND DATA SCIENCE

The Master in Business Analytics and Data Science molds future data scientists ready to help their companies become data-driven businesses by extracting relevant insights from data and using advanced analytics and the power of AI to drive decision-making processes. They are professionals who are capable of rethinking and rebuilding processes, products, and services by applying machine learning & AI to solve user problems.

It is delivered in two formats so you can choose the option that best fits your lifestyle:

• Full-Time 11-months* ( immersive year in Madrid and international destination ).
• Part-Time 17 months* ( online with face-to-face periods in Madrid and an international destination ).

*The 2024-2025 part-time intake starts on February 9th.

*The 2024-2025 full-time Spring intake starts on April 15th.

What makes our programs unique

At IE School of Science and Technology, we take pride in offering the most comprehensive master's programs. Our commitment to excellence is reflected in the robust set of opportunities we provide to our students . All our master programs come packed with essential features, including:

• International, Diverse and Professional Faculty
• Individual Tech Industry Mentors
• Professional & Industry Certifications
• Datathon / Hackathon
• Immersion Week
• Internships
• Electives & Concentrations
• International Exchanges
• Sustainability Certificate
• Careers Department
• Capstone Projects
• Venture Lab

PART TIME PROGRAM - EXPLORE THE MASTER IN BUSINESS ANALYTICS & DATA SCIENCE

• PERIODS Display more information 17 Months

The rise of data is creating a landscape that’s overflowing with new challenges and opportunities across all sectors. With our Master in Business Analytics & Data Science Part-Time , over 17 months, you’ll develop a holistic skill set across four key areas: Business Transformation, Data Science, Big Data Technologies and Professional Skills.

You’ll gain real-world experience in data collection, data transformation, and data analytics, working with a wide range of tools in visualization, machine learning, deep learning, and artificial intelligence. With the guidance and support of our expert faculty, you’ll also work with emerging tools and technologies to prepare for a career in business analytics, and refine your professional skills to make impactful business decisions in the future.

*Please note that our program content is continually updated to remain in sync with market demands. Therefore, we advise you that the content is subject to change and it can be dependent on student demand.

Tech Immersion Week: discover all it has to offer

Tech certifications.

The Master in Business Analytics and Data Science offers a variety of professional certifications to expand your technical knowledge of data science and AI applications and enhance your practical skill set . We provide numerous resources to help you prepare for the requisite examinations at the end of your certification, including in-class sessions with relevant topics embedded in the program curriculum, as well as select electives to focus your learnings.

Additionally, you also have access to self-paced online courses and additional tutoring sessions to further boost your expertise . Students can tailor their certification examinations to their specific goals.

IE School of Science and Technology became in 2022 Official Center for:

AMAZON WEB SERVICES ACADEMY

Build your cloud computing skills preparing for Amazon Web Services cloud certification through lectures, assessments, hands-on labs, group discussions, and individual projects that are taught by experienced AWS Academy accredited education.

Berkeley Immersion Week

Attend talks on emerging technologies, innovation, start-ups, leadership, and various skills like networking, product management, fundraising, etc.

Explore the hands-on opportunities of Berkeley Immersion Week through the perspectives shared by the Managing Director and Chief Learning Officer at the Sutardja Center for Entrepreneurship & Technology (SCET).

Companies from various industries will provide your team with real data sets, and you will have to uncover actionable insights and drive innovation.

DATA SCIENCE COMPETITIONS

At the end of each period, you will have the opportunity to compete against other students in an individual Kaggle-style competition that will put what you’ve learned to the test.