In 1983, as an international student, Nabil Tamimi entered The University of Scranton MBA program in operations management. Ten years later, he returned as an educator in the Kania School of Management. Throughout his 31 years on the faculty and 17 years as chair of the Operations and Analytics Department (previously called Operations and Information Management), Dr. Tamimi has been instrumental in developing a business analytics program that meets both student needs and industry expectations.
The department’s advancement, under Dr. Tamimi’s guidance, includes a steady stream of new offerings in the business analytics field: an undergraduate major (2019), a Master of Science (2020) available online and on-campus and a graduate certificate (in 2021). Business analytics specializations are offered in multiple master’s programs, including Business Administration (MBA), Accounting (MACC), Finance (MSF), Health Administration (MHA) and Health Informatics (MS). This prescient planning readied the University’s students to fill a need even before Forbes labeled it the “data science talent gap” in 2022.
In an interview with The Scranton Journal, Dr. Tamimi discusses the Operations and Analytics Department and new business analytics offerings he describes as ever-evolving and expanding.
How did the business analytics programs come about?
Our team conducted a benchmarking study on highly sought-after programs in business analytics and identified the key skills that are integrated into the coursework. Since business analytics is one of the fastest-growing professions, we wanted to create programs designed to teach students how to analyze complex data for informed decision-making. This restructuring has facilitated student placements at Deloitte, Goldman Sachs, and CHOP (Children’s Hospital of Philadelphia) and Fortune 100 companies. But what I find most rewarding is taking something intimidating for students and making it relatable, leading to their “light-bulb moment” as they learn to apply these essential skills practically. Developing the curriculum has been a collaborative departmental effort.
What has contributed to the growth of your business analytics programs, particularly for graduate enrollment among international students?
Our well-designed curriculum covers a broad range of relevant topics. Hands-on projects, case studies, and the use of industry-standard tools and software give students a practical approach to learning. Additionally, our STEM-designated program offers numerous benefits for international students. STEM (science, technology, engineering and math) fields are in high demand worldwide, with many countries facing a shortage of skilled professionals that increases the likelihood of securing employment after graduation. International students in STEM programs are also eligible for Optional Practical Training (OPT), allowing them to work in the U.S. for up to three years post-graduation. This extension provides ample time to gain valuable work experience and improve employability. For international students aiming to maximize their return on investment in education, our programs offer a significant advantage.
How do you feel about the recent national recognition of the business analytics specialization in Scranton’s MBA program?
It’s ranked 25th in the nation in U.S. News & World Report’s 2024-25 Best Graduate School listing. This accolade is a testament to the dedication and expertise of our faculty, who are deeply committed to student success. Their rigorous academic standards, combined with real-world experience, have created an enriching learning environment that equips students with the critical skills needed in today’s data-driven business world.
How do majors in supply chain management and business analytics enhance career potential for Scranton graduates?
We have all the key industry skills incorporated into our courses. Students learn about process optimization, logistics, procurement, and inventory management, which are essential for cost-effective operations. We realize that companies across various sectors need professionals to optimize their supply chains, improve efficiency and reduce costs and structure. Our curriculum is structured to address these needs across myriad industries.
Our business analytics program focuses on analyzing data so students can learn how to make informed business decisions, a skill increasingly important as companies seek to leverage big data for competitive advantages. This helps our graduates become versatile and capable of pursuing a wide range of career paths for interpreting historical data, predicting future trends, and prescribing actions.
The emergence of AI (Artificial Intelligence) has increased the demand for data analysts, business intelligence analysts, and data scientists. Our faculty seeks innovative ways to integrate AI into their coursework to equip students with the essential skills needed to excel in these positions.
How does the graduate certificate in business analytics provide essential business analytics skills?
This certificate arms students with fundamental skills crucial for professionals in business analytics. It offers valuable micro-credentialing, acting as a gateway to pursuing either an M.S. degree or specializing in analytics within an MBA program. Specifically designated for STEM, this certificate is tailored for those seeking to enhance their expertise without committing to a full master’s program. The considerable market demand for such skills, alongside competitive salaries and extended OPT opportunities for international students, underscores the immense value of our certificate program.
Tell us about the department’s future offerings and initiatives.
In the fall of 2024, we are renaming our operations management major and minor to “supply chain management” to encompass a broader spectrum of traditional operations management studies. We also continue to adapt to evolving trends, including the integration of AI into our courses. Additionally, we are considering Six Sigma certification to provide our students with another valuable micro-credential, enhancing their competitiveness in the job market.
What attracted you to The University of Scranton when you were pursuing your MBA, and what inspired you to come back years later as a faculty member?
I was initially attracted to The University of Scranton for my MBA due to its strong emphasis on Jesuit values, the personalized attention from faculty, and the robust alumni network. These factors provided a supportive and enriching environment that helped me grow both academically and professionally. Returning as a faculty member was inspired by my desire to give back to the community that had such a positive impact on my career, and to contribute to the University’s mission of educating the whole person. You’ve been chosen as KSOM Professor of the Year twice by student vote during your tenure.
How do you effectively engage your students and make abstract concepts relatable for them?
To effectively engage my students and make abstract concepts relatable for them, I use a lot of customized videos that I create specifically to illustrate complex ideas in a visual and practical manner. These videos often include real-world examples and applications that help bridge the gap between theory and practice. Moreover, my classes incorporate hands-on applications that allow students to directly engage with the material and see the immediate impact of their learning. This combination of personalized content, interactive methods and practical applications helps make the learning experience more engaging and accessible for my students.
