Proposal for Masters of
Research & Data Analytics
A Collaboration of the Department of
Psychology and the Department of
Sociology
The Employment Market
Organizations have long utilized social science data for analysis and decision-making, and
various tools, including surveys, focus groups, and increasingly “big data” are important for
organizational success. The MS program in Research and Data Analytics (RDA) is designed to give
students the skills necessary to work in a variety of data-driven positions. Although “data scientist” is
currently the term used to describe such practitioners, such employment opportunities are not so much
new as they are newly trendy. These skills have long been valuable, but are today in higher demand.
The Bureau of Labor Statistics does not currently keep records for “data scientist” as a separate
employment category, but similar professions have existed for many years and represent a potentially
lucrative field for college graduates. For example, in 2013 MS-level sociologists had a median salary of
$74,960, survey researchers $45,050, and Market Research Analysts $60,300. Similarly, statisticians with
a MS degree earned $72,100 and Operations Research Analysts $75,560.1 In 2012, Harvard Business
Review named “data scientist” one of the sexiest careers of the 21st century2, and job listings have been
growing consistently according to Indeed.com.
Figure 1. Job Growth according to Indeed.com
According to the McKinsey Global Institute, Big Data is the new “frontier” of innovation, but for
the foreseeable future there will remain a shortfall of qualified personnel to fill the burgeoning
demands. The report estimated this shortfall to be in the range 140,000-180,000 jobs that will require
data analytic skills and training. Thus the demands of the labor force represent an explosion of need for
scientifically trained research and “data analytics” personnel, and this demand will remain unmet until
institutions of higher education begin providing programs that provide appropriate training for this field.
The McKinsey Global Institute report also suggests that the shortfall of properly trained personnel is
1
2
Bureau of Labor Statistics Occupational Outlook Handbook http://www.bls.gov/ooh/
http://hbr.org/2012/10/data-scientist-the-sexiest-job-of-the-21st-century/ar/1
1
Figure 2. Google Trends “data analytics jobs” search terms (note: similar trends found for “big data” and “big data
analytics” search terms)
injuring the competitive advantage of economic firms, who are presently not taking advantage of what
Big Data has to offer (they estimate fewer than ten percent of firms are doing so). Curiously, what is
often termed “big data” and “data analytics” is primarily new applications and tools based on traditional
research methods. Nevertheless, examination of search terms, provided by Google Trends, shows that
there is a high and growing interest in this field of data analytics.
In response to this demand, some traditional programs have changed their names to reflect new
terminologies, such as the Applied Social Research program at Queens College that is now known as
Data Analytics and Applied Social Research. One limit to a purely “data science” approach to such a
program is the overreliance on particularly quantitative over qualitative techniques as well as a relative
dearth on research and theory used to interpret data. The unique aspect of this program is its ability to
integrate qualitative and quantitative analysis with research that is applicable to the real world.
Local Demand
Perhaps not surprisingly, many SUNY Oneonta students have expressed an interest in researchfocused careers. In a survey administered to students and recent graduates in the School of Social
Science (see Appendix B), 16.3 percent of those surveyed indicated that they are “very interested” in
such a program and an additional 39 percent said they would be “somewhat interested” in such a
program. This represents a potential pool of 200 applicants, and additional applicants could be gleaned
from the wider community and Open SUNY.
2
Table 1: Respondents’ Interest in Pursuing a Career in Research
Frequency
Percent
Valid Percent
Cumulative
Percent
Very interested
Valid
59
16.3
16.4
16.4
Somewhat interested
141
39.0
39.2
55.6
Not very interested
116
32.0
32.2
87.8
Not at all interested
44
12.2
12.2
100.0
360
99.4
100.0
2
.6
362
100.0
Total
Missing
System
Total
Table 2 shows that 207 respondents indicated that they would be interested in such a program
at SUNY Oneonta.
Table 2: Respondents’ Interest in the Proposed Program at SUNY Oneonta
Frequency
Percent
Valid Percent
Cumulative
Percent
Very Interested
Valid
66
18.2
18.3
18.3
Somewhat Interested
141
39.0
39.1
57.3
Not very interested
107
29.6
29.6
87.0
Not at all interested
47
13.0
13.0
100.0
361
99.7
100.0
1
.3
362
100.0
Total
Missing
Total
System
In short, social science students (and one must presume some in other schools as well) want a
program at SUNY Oneonta that will provide them with the high-demand research skills.
Table 3 shows the number of students expressing interest in the program by major. Of the 346
respondents who reported their major (or were undeclared), 134 (38.7 percent) expressed an interest in
applying for admission to the program to begin in June 2017.
3
Table 3: Respondents’ Interest in Applying for June 2017 Cohort, by Major
Very
Somewhat
Not Very
Department/Major
Interested
Interested
Interested
Communication Arts/
1
6
18
Communications
Political Science/ Political 1
7
8
Science
Psychology/ Psychology
16
33
47
14
8
8
Sociology/ Sociology
0
2
0
Sociology/ Gerontology
7
10
18
Sociology/ Criminal
Justice
Sociology Total
21
20
26
All Other Social Science
7
22
39
Departments
TOTAL RESPONDENTS 46
88
138
Not at all
Interested
8
TOTAL
RESPONDENTS
33
1
17
26
8
2
8
122
38
4
43
18
21
85
89
74
346
The Program
The Research & Data Analytics (RDA) MS Degree is a research-focused program designed to
provide graduates with the skills necessary to work in an organization that requires original research and
the analysis of data. Graduates would seek employment in research organizations, government
agencies, not-for-profit and educational institutions, as well as private sector companies. At the
completion of the program, students would be capable of data collection and analysis appropriate to an
administrative and planning context.
The design of the RDA program is modular. The degree would require 30 semester hours to
complete, including an introductory summer session that blends online coursework with a one-week
residency, as well as either a capstone project (thesis) or a research practicum. The program is designed
around an 18 s.h. research methods “core” and a three-course “cognate” sequence. The program would
start with a cognate in Social Trends Analysis that would deliver the social science research necessary for
interpreting data with an emphasis on understanding community and social change. In the future,
additional cognate areas may be added to the methods core to create new data analytics
concentrations. Two concentrations in consideration are Educational Assessment and Environmental
Policy & Sustainability.
Utilizing internet-based instructional technology, students would be required to be at the SUNY
Oneonta campus for only a one week residency before completing the degree online. The residency
would take place at the beginning of the program as a means of building a cohort as well as introducing
course material not readily presented in an online format, specifically qualitative research methods
(focus groups and interviewing). The structure of the first 6 s.h. of the program would involve online
coursework in the first two weeks, a week-long residency, and the completion of both courses (RDA 509
and RDA 525) over the remaining 5 weeks. The summer program would be constructed in an 8 week
term.
4
Research & Data Analytics MS
Employment Targets:
 Research Organizations
 Government Agencies
 Not-for-Profit Organizations
 Educational Institutions
 Private Sector businesses
In need of a professional to study policy, planning and administrative functions that require social
science research and data analysis
Program Goals:
By the conclusion of the program the student will:
 Demonstrate a mastery of data collection techniques appropriate to an applied setting
 Perform data analysis
 Demonstrate an ability to interpret and apply research findings in an administrative and
planning context (Social Trends Analysis concentration)
Curriculum:
Methods Core:
RDA 509: Introduction to Social Research (Overview of research methods, sources of data, and
research ethics)
RDA 512: Statistical Analysis I (up to regression)
RDA 515: Statistical Analysis II (multivariate analysis)
RDA 518: Secondary Data and Social Media Analysis
RDA 521: Survey Design
RDA 525: Applied Qualitative Methods (Interviewing and Focus Groups): offered as a 1 week residency
that can be taken anytime in program
Social Trends Analysis Concentration:
RDA 562: Organizational Behavior
RDA 565: Social Policy and Change
RDA 568: Spatial Demography
RDA 590: Capstone Project
(OR)
RDA 592: Research Practicum
Total Program: 30 s.h.
* For course descriptions see appendix
5
Course Sequencing
Full Time Students
Summer
RDA 509*
RDA 525*
Fall
RDA 512
RDA 562
RDA 515
RDA 565
Spring
RDA 518
RDA 568
RDA 521
RDA 590 or 592
*RDA 509 and RDA 525 are completed at the residency and via online course during the first summer session
Part Time Students
Summer 1
Fall 1
RDA 509*
RDA 512
RDA 525*
RDA 515
Summer 2
RDA 592 (optional)
Fall 2
RDA 562
Spring 1
RDA 518 or
RDA 568
RDA 565
Spring 2
RDA 518 or
RDA 568
RDA 521
RDA 590 or 592 (if
not taken earlier)
*RDA 509 and RDA 525 are completed at the residency and via online course during the first summer session
Admissions Requirements
The RDA-MS is open to students with relevant coursework leading to a research-focused degree.
All applicants will be reviewed by a graduate admissions committee composed of members of each
department substantively participating in the RDA program. All students applying for admission to
degree status are required to:

Submit a completed application and non-refundable fee. Application fee will waived for SUNY
Oneonta Alumni.

Provide evidence of completion of a Bachelor’s degree in the social sciences or a functionally
related area (e.g., Market Research or National Science Foundation discipline). Students not
meeting these requirements may be admitted on the condition that undergraduate deficiencies
be made up.

Submit three letters of recommendation.

Submit a written statement explaining the purpose/goal for seeking the degree.
After consultation with people working in the field it was found that a background in computer
programming is not necessary. A student with sufficient knowledge in academic research, particularly in
the social or natural sciences, should have an understanding of how specific computer programs are
used. More central to the program is the design of research instruments, data analysis, and application
in a real-world setting.
6
Impact on Other Programs
The program will utilize faculty from the Departments of Sociology and Psychology. The addition
of new faculty (see below) will reduce the faculty-student ratio but otherwise not impact existing
undergraduate programs. There is currently no competing program within a sixty-mile radius.
Enrollment data for the two departments are shown below.
Enrollment Data for Sponsoring Departments
Department
Students
Students
Fall 2014 (sections) Spring 2015 (sections)
Psychology
1,636 (39)
1,457 (40)
Sociology
1,542 (46)
1,328 (43)
Totals
3,178 (85)
2,785 (83)
Totals
2014-2015
2,870 (89)
3,093 (79)
5,963 (168)
Student-Faculty
Ratio
32.2
39.3
35.4
Student/Faculty ratios in both departments are well above the college’s 18:1 ratio. It is
proposed that the program hire two full-time faculty to support teaching the program’s ten courses. As
the addition of a new faculty line to each department will result in 14 new course slots, the
student/faculty ratio for each department will decline with less reliance on part time faculty.
Resources
The RDA MS will utilize computer and library resources that already exist at SUNY Oneonta,
including licenses for Blackboard, SPSS, and a Virtual Desktop client. Additional costs are related to the
addition of AMOS and Modeler to the SPSS site license, participation in SUNY Learning Network, and
potentially a Virtual Desktop for faculty involved in this program. However, the College already is a
member of SUNY Learning Network, provides a Virtual Desktop to undergraduate students, has a limited
AMOS license, and Modeler is currently available so we anticipate any resources to be minimal. There
are no additional expenses related to library resources.
The RDA MS will utilize the skills of two additional faculty with quantitative data skills who can
contribute research to the program. The new faculty should also have active research agendas capable
of assisting students in the development of capstone projects, and as such should be hired at the
advanced assistant or associate level. In addition to teaching responsibilities, new faculty will contribute
research that can be utilized by students enrolled in the program as part of the capstone experience.
Faculty will also contribute to the undergraduate programs of each department, thereby contributing to
lower total FTEs for undergraduate programs. The costs and revenue related to this expense are as
follows:
7
Personnel Costs
Line
Psychology
Sociology
Total
Salary Placeholder
$62,500
$62,500
$125,000
*As faculty are state supported the fringe rate is not applicable
In addition, a course release may be required for administration of the program as a graduate
director position may be created.
Projected Enrollment & Revenue
Given the labor market and a sizable potential internal market of interested graduates at SUNY
Oneonta—Sociology and Psychology together have nearly one thousand students, and the program
would be open to all majors at the College—the three-year projection below is considered conservative.
Although 66 students in the school survey indicated that they would be “very interested” in such a
program and 134 indicated that they would potentially apply for the first cohort, we have projected
enrollments that assume A) not all students who indicated interest would actually apply, and B) that we
could use the graduate admissions process to hold cohort sizes down to the levels below by admitting
only the most qualified applicants. As estimates, however, it is possible that the specific mix of part-time
versus full-time students could be different than those noted below. Also, as the program would be
available to applicants outside the School of Social Science, additional applications coming from the
wider community as well as Open SUNY should improve the applicant pool.
Projected Enrollment 2017-2020
Part Time1
Full Time
Total
1
Summer
2017
2
10
12
Fall 2017
2
10
12
Spring
2018
2
10
12
Summer
20181
4
15
19
Fall 2018
4
15
19
Spring
2019
4
15
19
Summer
20191
4
20
24
Fall 2019
4
20
24
Spring
2020
4
20
24
Assumes all part time student elect to take capstone experience during their last spring semester
As shown in the next table revenues based on these projections should be more than adequate
to cover any additional costs, including personnel.
8
Projected Revenue
Semester
PT1
s.h.2
Revenue3
FT4
s.h.2
Revenue3
Summer
2017
Fall 2017
Spring 2018
Summer
2018
Fall 2018
Spring 2019
Summer
2019
Fall 2019
Spring 2020
2
6
$5,184
10
6
$25,920
Total
Revenue5
$31,104
2
2
4
6
6
6
$5,184
$5,184
$10,368
10
10
15
12
12
6
$51,840
$51,840
$38,880
$57,024
$57,024
$49,248
4
4
4
6
6
6
$10,368
$10,368
$10,368
15
15
20
12
12
6
$77,760
$77,760
$51,840
$88,128
$88,128
$62,208
4
4
6
6
$10,368
$10,368
20
20
12
12
$103,680
$103,680
$114,048
$114,048
Annual Revenue 2019-2020
$290,304
1
Part time enrollment for given term
Semester hours per student
3
Revenue=s.h. x $432 per s.h. x enrollment.
4
Full time enrollment for given term
5
Total Revenue for given term
2
9
Appendix A: Course Descriptions
RDA 509 Introduction to Social Research: An introductory seminar for students enrolled in the Research
& Data Analytics program. The course introduces students to the scientific method, provides an
overview of research methods and sources of data. The course also introduces students to professional
ethics applicable to social and behavioral research. This course is offered as a blended online offering
that begins at the summer residency and is completed online.
RDA 512 Statistical Analysis I: An introduction to basic statistical procedures commonly used in the
social sciences. Topics covered include descriptive statistics, t-tests, analyses of variance, correlation,
and linear regression.
RDA 515 Statistical Analysis II: The goal of this course is to develop skills with a range of procedures and
programs for multivariate data analysis. Topics covered include multiple regression, analysis of
covariance, MSNOVA, factor analysis, path analysis, structural equation modeling, and meta-analysis.
RDA 518 Secondary Data and Social Media Analysis: This course introduces students to the methods
used for finding, transferring, and processing existing data sources – particularly those related to social
media. Topics covered include study design, measurement, data management techniques, selection and
use of analytic tools, and best practices in presentation of research findings.
RDA 521 Survey Design: This course examines techniques of survey design and administration. Issues
related to questionnaire design, sampling, and data analysis and interpretation are important
components of surveys. The ethical use of surveys is also of concern.
RDA 525 Applied Qualitative Methods: Discussion and practice of applied qualitative research methods
focusing on models of interviewing and focus groups. This course is offered as a blended online offering
that begins at the summer residency and is completed online.
Social Trends Analysis Concentration:
RDA 562 Organizational Behavior: Course that examines the social and psychological effects of
participating in complex organizations. The course examines bureaucratic structure, communication,
change, and external relations.
10
RDA 565 Social Policy and Change: This course examines the influence of social policy and cultural
trends on people, the environment, and communities.
RDA 568 Spatial Demography: This course analyzes trends in human population growth and distribution
as it relates to economic and social trends. The interaction between population, culture and behavior is
an important component of the course.
RDA 590 Capstone Project: Capstone experience for the Research and Data Analytics program based on
individual research and analysis of a given issue.
(OR)
RDA 592 Research Practicum: Capstone experience for the Research and Data Analytics program based
on completion of an original project as part of an ongoing research program.
11
Appendix B: Survey
Survey on Student Research and Data Analytics Careers and Graduate Programs
Background
The Departments of Psychology and Sociology are developing a Master’s Degree in Research and
Data Analytics. The program is designed to provide students with the skills necessary to seek
employment in fields requiring basic research and analysis. The program will require a one-week
residency in June with the rest of the requirements completed online. The online format will allow
students to complete the program anywhere in the world with an internet connection. Full-time
students will complete the program in one year by the following May, while part-time students will
require two years to complete the program.
In 2012, Harvard Business Review named “data scientist” one of the sexiest careers of the 21st
century, and job listings have been growing consistently according to Indeed.com (see below). The
Bureau of Labor Statistics does not currently keep records for “data scientist” as a separate employment
category, but similar professions have existed for many years and social science graduates have typically
been well-positioned for such jobs. For example, MS-level sociologists had a median salary of $74,960,
survey researchers $45,050, and Market Research Analysts $60,300. Similarly, statisticians with a MS
degree earned $72,100 and Operations Research Analysts $75,560.
Given these trends in the workplace, colleges and universities have responded by creating
programs that prepare student for a career in research and data analytics. SUNY Oneonta is in the
process of planning such a program, provided there is enough interest and support. As part of our
exploration and planning process, we would like to hear from you! Please complete the enclosed
questionnaire asking about your interest in research careers and graduate school training. Your input is
very important as we consider potential demand for this program at SUNY Oneonta.
Figure 2. Job Growth according to Indeed.com
12
Questionnaire
Research and Data Analytics
1. About how interested are you in pursuing a career in research?
() Very Interested () Somewhat Interested () Not very interested () Not at all interested
2. Given the above information, about how interested would you be in enrolling in a MS program that
teaches the skills necessary for these jobs?
() Very Interested () Somewhat Interested () Not very interested () Not at all interested
3. About how interested would you be in participating in a graduate program at SUNY Oneonta that
trained you for a research career?
() Very Interested () Somewhat Interested () Not very interested () Not at all interested
4. About how interested would you be in participating in a graduate program at another college or
university that trained you for a research career?
() Very Interested () Somewhat Interested () Not very interested () Not at all interested
5. If the program were to begin in June 2017, about how likely would you be to apply for admission to
that entering class?
() Very likely () Somewhat likely () Not very likely () Not at all likely
6. About how likely would you be to apply for admission to the program after June 2017?
() Very likely () Somewhat likely () Not very likely () Not at all likely
Information about You
Please indicate which category best applies to you:
Gender: ( ) Male
Female ( )
Year:
( ) Sophomore ( ) Junior
( ) Freshman
( ) Senior
( ) Graduate
( ) Other
Major: _____________________ _____________________(list)
In what year were you born? _____
Thank you for your time!
13
Analysis of Questionnaire Data
About how interested are you in pursuing a career in research?
Frequency
Percent
Valid Percent
Cumulative
Percent
Very interested
Valid
59
16.3
16.4
16.4
Somewhat interested
141
39.0
39.2
55.6
Not very interested
116
32.0
32.2
87.8
Not at all interested
44
12.2
12.2
100.0
360
99.4
100.0
2
.6
362
100.0
Total
Missing
System
Total
About how interested would you be in participating in a graduate program at SUNY Oneonta that
trained you for a research career?
Frequency
Percent
Valid Percent
Cumulative
Percent
Very Interested
Valid
66
18.2
18.3
18.3
Somewhat Interested
141
39.0
39.1
57.3
Not very interested
107
29.6
29.6
87.0
Not at all interested
47
13.0
13.0
100.0
361
99.7
100.0
1
.3
362
100.0
Total
Missing
System
Total
Given the above information, about how interested would you be in enrolling in a MS program that
teaches the skills necessary for these jobs?
Frequency
Percent
Valid Percent
Cumulative
Percent
Very Interested
97
26.8
26.9
26.9
130
35.9
36.0
62.9
Not very interested
96
26.5
26.6
89.5
Not at all interested
38
10.5
10.5
100.0
361
99.7
100.0
1
.3
362
100.0
Somewhat Interested
Valid
Total
Missing
Total
System
14
About how interested would you be in participating in a graduate program at another college or
university that trained you for a research career?
Frequency
Percent
Valid Percent
Cumulative
Percent
Very Interested
Valid
51
14.1
14.7
14.7
Somewhat Interested
121
33.4
34.9
49.6
Not very interested
119
32.9
34.3
83.9
Not at all interested
56
15.5
16.1
100.0
347
95.9
100.0
15
4.1
362
100.0
Total
Missing
System
Total
About how likely would you be to apply for admission to the program after June 2017?
Frequency
Percent
Valid Percent
Cumulative
Percent
Valid
Very likely
47
13.0
13.6
13.6
Somewhat likely
99
27.3
28.6
42.2
Not very likely
133
36.7
38.4
80.6
Not at all likely
67
18.5
19.4
100.0
346
95.6
100.0
16
4.4
362
100.0
Total
Missing
System
Total
If the program were to begin in June 2017, about how likely would you be to apply for admission
to that entering class?
Frequency
Percent
Valid Percent
Cumulative
Percent
Valid
Very likely
46
12.7
13.3
13.3
Somewhat likely
88
24.3
25.4
38.7
Not very likely
138
38.1
39.9
78.6
Not at all likely
74
20.4
21.4
100.0
346
95.6
100.0
16
4.4
362
100.0
Total
Missing
Total
System
15
Please indicate which category best applies to you
Frequency
Percent
Valid Percent
Cumulative
Percent
Male
Female
94
26.0
27.2
27.2
250
69.1
72.3
99.4
2
.6
.6
100.0
346
95.6
100.0
16
4.4
362
100.0
Valid
Transgender
Total
Missing
System
Total
Please indicate which category best applies to you
Frequency
Percent
Valid Percent
Cumulative
Percent
Other (please specify)
Valid
4
1.1
1.2
1.2
Freshman
86
23.8
24.9
26.0
Sophomore
35
9.7
10.1
36.1
Junior
86
23.8
24.9
61.0
Senior
89
24.6
25.7
86.7
Graduate
46
12.7
13.3
100.0
346
95.6
100.0
16
4.4
362
100.0
Total
Missing
Total
System
16
In what year were you born?
Frequency
Percent
Valid Percent
Cum. Percent
27
7.5
7.5
7.5
12/27/1991
1
.3
.3
7.7
1886
1
.3
.3
8.0
1963
1
.3
.3
8.3
1966
2
.6
.6
8.8
1967
1
.3
.3
9.1
1968
1
.3
.3
9.4
1969
1
.3
.3
9.7
1972
1
.3
.3
9.9
1976
1
.3
.3
10.2
1977
1
.3
.3
10.5
1981
2
.6
.6
11.0
1982
1
.3
.3
11.3
1983
2
.6
.6
11.9
1985
1
.3
.3
12.2
1987
3
.8
.8
13.0
1988
1
.3
.3
13.3
1989
2
.6
.6
13.8
1990
2
.6
.6
14.4
1991
6
1.7
1.7
16.0
1992
13
3.6
3.6
19.6
1993
55
15.2
15.2
34.8
1994
60
16.6
16.6
51.4
1995
62
17.1
17.1
68.5
1996
42
11.6
11.6
80.1
1997
65
18.0
18.0
98.1
1998
1
.3
.3
98.3
2000
1
.3
.3
98.6
2015
1
.3
.3
98.9
92
1
.3
.3
99.2
93
1
.3
.3
99.4
97
1
.3
.3
99.7
February 26, 1997
1
.3
.3
100.0
362
100.0
100.0
Valid
Total
17
Major of Respondent * About how likely would you be to apply for admission to the program after June 2017?
Crosstabulation
Count
About how likely would you be to apply for admission to the program
Total
after June 2017?
Very likely
Somewhat likely
Not very likely
Not at all likely
Undeclared or Unanswered
2
4
4
6
16
Anthropology
0
3
0
0
3
Business
0
0
1
0
1
Communications
1
8
17
7
33
Criminal Justice
6
11
18
8
43
Education
0
0
2
0
2
Environmental Science
0
3
9
0
12
Major of
Geography
0
0
1
1
2
Respondent
Gerontology
1
1
0
2
4
History
2
2
3
2
9
International Studies
2
3
5
2
12
Mass Communications
0
5
12
7
24
Museum Studies (MS)
1
1
3
2
7
Political Science
2
6
7
2
17
Psychology
19
38
43
22
122
Sociology
11
14
8
6
39
47
99
133
67
346
Total
18