Abstract:

Data dominate our world. However, most primary and secondary students receive little acknowledgment of data’s significance. Neither we do this work with them and rarely engage students in meaningful discussions about data. Convincing of its importance to those already convinced in the Big Data sector such as Data Science students or the computer sector, does not satisfy the business market that is hungry for professionals from all sectors who will make decisions based on data and its logical interpretation. During the classes of Statistics of Business Administration and Management and Marketing Degree on the first course, the students work on business skills and calculation, but not the ability to develop the business connection in the field of Data Science. For this purpose, Datathon has been implemented. Datathon, a fusion of ‘Data’ and ‘Marathon,’ is an event designed to engage students in solving real-world optimization problems using a STEM approach. (Science, Technology, Engineering and Maths) in the world of management.

The proposed learning model concerns the reading comprehension of the students, as a class object for the resolution of the activities. The guidance of the teacher through the leader is fundamental. Everything in a context of high competitiveness, Students participate as teams, guided by a leader, simulating real-life decision-making scenarios. Each team works with different data sets but receives the same problem statement.

Teams develop skills in teamwork, interpreting statements, data processing, and deriving actionable insights, converge in a presentation in Pecha Kucha format emphasizing the rapid delivery of results typical of the dynamism of business. The application of transversal competences and teamwork, as well as the realization of a different format of the routine of the classes, has favored a healthy competitiveness among the students with a high degree of use of the knowledge acquired and applied. The Hackathon concept gives the opportunity to cross interdisciplinary activities with fields of study that may not easily be the object of study in teaching, improving interpersonal skills.

The students' knowledge was assessed showing an increase in the average score of entrepreneurial activities and a reduction in their variance, compared to activities before the Datathon. Statistical tests demonstrated a significative change for these results. The Likert scales showed that most participants strongly agreed that the Datathon accelerated their productivity in the comprehension the subject and that the collection of business objectives was much clearer.

The general findings suggest that the combination of a Hackathon-style event and a model for learning scientific and technological subjects can be effective in motivating and increasing the self-efficacy of university students, specially in versatile careers with high employability.

Keywords:

STEM, Maths Insight, Entrepreneur, Student Enterprise, Hackathon, Competitiveness, Leadership.