Data comes from a rich variety of sources in a rich variety of types, shapes, sizes, and properties. The analysis can be challenged by data that is too tall or too wide; too full of miscodings, outliers, or holes; or that contains funny data types. Wide data, in particular, has many challenges, requiring the analysis to adapt with different methods. Making covariance matrices with 2.5 billion elements is just not practical. JMP^® 12 will address these challenges.

There is a widely forecast skills gap developing between the numbers of Big Data Analytics (BDA) graduates and the predicted jobs market. Many universities are developing innovative programs to increase the numbers of BDA graduates and postgraduates. The University of Derby has recently developed two new programs that aim to be unique and offer the applicants highly attractive and career-enhancing programs of study. One program is an undergraduate Joint Honours program that pairs analytics with a range of alternative subject areas; the other is a Master's program that has specific emphasis on governance and ethics. A critical aspect of both programs is the synthesis of a Personal Development Planning Framework that enables the students to evaluate their current status, identifies the steps needed to develop toward their career goals, and that provides a means of recording their achievements with evidence that can then be used in job applications. In the UK, we have two sources of skills frameworks that can be synthesized to provide a self-assessment matrix for the students to use as their Personal Development Planning (PDP) toolkit. These are the Skills Framework for the Information Age (SFIA-Plus) framework developed by the SFIA Foundation, and the Student Employability Profiles developed by the Higher Education Academy. A new set of National Occupational Skills (NOS) frameworks (Data Science, Data Management, and Data Analysis) have recently been released by the organization e-Skills UK for consultation. SAS^® UK has had significant input to this new set of NOSs. This paper demonstrates how curricula have been developed to meet the Big Data Analytics skills shortfall by using these frameworks and how these frameworks can be used to guide students in their reflective development of their career plans.

At NC State University, our motto is Think and Do. When it comes to educating students in the Poole College of Management, that means that we want them to not only learn to think critically but also to gain hands-on experience with the tools that will enable them to be successful in their careers. And, in the era of big data, we want to ensure that our students develop skills that will help them to think analytically in order to use data to drive business decisions. One method that lends itself well to thinking and doing is the case study approach. In this paper, we discuss the case study approach for teaching analytical skills and highlight the use of SAS^® software for providing practical, hands-on experience with manipulating and analyzing data. The approach is illustrated with examples from specific case studies that have been used for teaching introductory and intermediate courses in business analytics.

Real-time web content personalization has come into its teen years, but recently a spate of marketing solutions have enabled marketers to finely personalize web content for visitors based on browsing behavior, geo-location, preferences, and so on. In an age where the attention span of a web visitor is measured in seconds, marketers hope that tailoring the digital experience will pique each visitor's interest just long enough to increase corporate sales. The range of solutions spans the entire spectrum of completely cloud-based installations to completely on-premises installations. Marketers struggle to find the most optimal solution that would meet their corporation's marketing objectives, provide them the highest agility and time-to-market, and still keep a low marketing budget. In the last decade or so, marketing strategies that involved personalizing using purely on-premises customer data quickly got replaced by ones that involved personalizing using only web-browsing behavior (a.k.a, clickstream data). This was possible because of a spate of cloud-based solutions that enabled marketers to de-couple themselves from the underlying IT infrastructure and the storage issues of capturing large volumes of data. However, this new trend meant that corporations weren't using much of their treasure trove of on-premises customer data. Of late, however, enterprises have been trying hard to find solutions that give them the best of both--the ease of gathering clickstream data using cloud-based applications and on-premises customer data--to perform analytics that lead to better web content personalization for a visitor. This paper explains a process that attempts to address this rapidly evolving need. The paper assumes that the enterprise already has tools for capturing clickstream data, developing analytical models, and for presenting the content. It provides a roadmap to implementing a phased approach where enterprises continue to capture clickstream data, but they bring that data in-house to be merg ed with customer data to enable their analytics team to build sophisticated predictive models that can be deployed into the real-time web-personalization application. The final phase requires enterprises to continuously improve their predictive models on a periodic basis.

The experiences of the programmer role in a large SAS^® shop are shared. Shortages in SAS programming talent tend to result in one SAS programmer doing all of the production programming within a unit in a shop. In a real-world example, management realized the problem and brought in new programmers to help do the work. The new programmers actually improved the existing programmers' programs. It became easier for the experienced programmers to complete other programming assignments within the unit. And, the different programs in the shop had a standard structure. As a result, all of the programmers had a clearer picture of the work involved and knowledge hoarding was eliminated. Experienced programmers were now available when great SAS code needed to be written. Yet, they were not the only programmers who could do the work! With multiple programmers able to do the same tasks, vacations were possible and didn't threaten deadlines. It was even possible for these programmers to be assigned other tasks outside of the unit and broaden their own skills in statistical production work.