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A Business Intelligence Class Project Combining Business Knowledge, Critical Thinking, and Data Exploration for an Online Retail Store

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Title: A Business Intelligence Class Project Combining Business Knowledge, Critical Thinking, and Data Exploration for an Online Retail Store
Language: English
Authors: Jason Triche, Mark McDiffett, David Firth, Shawn Clouse
Source: Information Systems Education Journal. 2026 24(1):42-51.
Availability: Information Systems and Computing Academic Professionals. Box 488, Wrightsville Beach, NC 28480. e-mail: publisher@isedj.org; Web site: http://isedj.org
Peer Reviewed: Y
Page Count: 10
Publication Date: 2026
Intended Audience: Teachers
Document Type: Journal Articles
Reports - Descriptive
Tests/Questionnaires
Education Level: Higher Education
Postsecondary Education
Descriptors: Graduate Study, Business Education, Business Skills, Simulation, Retailing, Internet, Student Projects, Problem Solving, Visual Aids, Data Use, Critical Thinking
ISSN: 1545-679X
Abstract: Teaching Business Intelligence (BI) courses comes with challenges. Unlike traditional IS courses, where the entire course focuses on a specific topic, BI courses utilize skills from several domains, including business knowledge, data analytics, problem-solving, effective communications, and critical thinking. Finding relevant assignments and projects is difficult for instructors. In this paper, we introduce a three-phased class project from a fictitious online retail store that contains different customer segmentations, product offerings, shipping options, and sales regions. Each phase has different deliverables and is geared for different audiences within the business. The project can be modified for difficulty levels, student grade levels, and different course timelines. We introduce the project, lessons learned from assigning the project for several years, and teaching tips to adapt the project for different BI courses. Teaching tips discuss the use of different technologies, BI principles like star schemas and transforming data, and updating the dataset to work in subsequent semesters. After completing the project, the feedback from the students has been positive. [Note: The publication year (2025) shown in the citation on the PDF is incorrect. The correct publication year is 2026.]
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1495142
Database: ERIC
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  Data: Teaching Business Intelligence (BI) courses comes with challenges. Unlike traditional IS courses, where the entire course focuses on a specific topic, BI courses utilize skills from several domains, including business knowledge, data analytics, problem-solving, effective communications, and critical thinking. Finding relevant assignments and projects is difficult for instructors. In this paper, we introduce a three-phased class project from a fictitious online retail store that contains different customer segmentations, product offerings, shipping options, and sales regions. Each phase has different deliverables and is geared for different audiences within the business. The project can be modified for difficulty levels, student grade levels, and different course timelines. We introduce the project, lessons learned from assigning the project for several years, and teaching tips to adapt the project for different BI courses. Teaching tips discuss the use of different technologies, BI principles like star schemas and transforming data, and updating the dataset to work in subsequent semesters. After completing the project, the feedback from the students has been positive. [Note: The publication year (2025) shown in the citation on the PDF is incorrect. The correct publication year is 2026.]
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