Over the last decade considerable interest has been generated into the use of analytical methods in organisations. Along with this, many have reported a significant gap between organisational demand for analytical-trained staff, and the number of potential recruits qualified for such roles. This interest is of high relevance to the operational research discipline, both in terms of raising the profile of the field, as well as in the teaching and training of graduates to fill these roles. However, what is less clear, is the extent to which operational research teaching in universities, or indeed teaching on the various courses labelled as analytics , are offering a curriculum that can prepare graduates for these roles. It is within this space that this research is positioned, specifically seeking to analyse the suitability of current provisions, limited to master s education in UK universities, and to make recommendations on how curricula may be developed. To do so, a mixed methods research design, in the pragmatic tradition, is presented. This includes a variety of research instruments. Firstly, a computational literature review is presented on analytics, assessing (amongst other things) the amount of research into analytics from a range of disciplines. Secondly, a historical analysis is performed of the literature regarding elements that can be seen as the pre-cursor of analytics, such as management information systems, decision support systems and business intelligence. Thirdly, an analysis of job adverts is included, utilising an online topic model and correlations analyses. Fourthly, online materials from UK universities concerning relevant degrees are analysed using a bagged support vector classifier and a bespoke module analysis algorithm. Finally, interviews with both potential employers of graduates, and also academics involved in analytics courses, are presented. The results of these separate analyses are synthesised and contrasted. The outcome of this is an assessment of the current state of the market, some reflections on the role operational research make have, and a framework for the development of analytics curricula. The principal contribution of this work is practical; providing tangible recommendations on curricula design and development, as well as to the operational research community in general in respect to how it may react to the growth of analytics. Additional contributions are made in respect to methodology, with a novel, mixed-method approach employed, and to theory, with insights as to the nature of how trends develop in both the jobs market and in academia. It is hoped that the insights here, may be of value to course designers seeking to react to similar trends in a wide range of disciplines and fields.

Entrepreneurship discourse constructs a specific sphere that prioritizes the dominance of the Western male perspective in Western dialogues. The discourse of how an entrepreneur comes into being has transformed from the perception that an entrepreneur is made from birth, to recognizing that an entrepreneur becomes, through life situations, opportunities and the social and political embeddedness.This study embraces the viewpoint that entrepreneurship is a pursuit infused with ethical and aesthetic dimensions, involving a departure from established norms of normalcy, naturalness, and necessity. The authors seekto explore the intersection of decolonizing pedagogy and EntrepreneurshipEducation within the Swedish university context. By examining the content and pedagogy of an entrepreneurship program through the lens of a norm critical pedagogical perspective, this study aims to contribute to the advancement of inclusive and socially responsible education within the Swedish higher education system. Further on, feminist perspective is used to critically analyze how scientific knowledge and practices have been influenced by and continue to perpetuate gender biases, inequalities, and male-dominated ideologies.The central question guiding this thesis is: How can decolonizing Entrepreneurship Education lead to social change? Using qualitative methods, this study provides a nuanced understanding of Entrepreneurship Education at Linnaeus University and its potential to foster social responsibility and inclusivity. To answer the research question, we conducted interviews with two teachers and a former Program Director at an entrepreneurship program. Additionally, we held a focus group interview with students and an individual interview with one student. With the current EE landscape often perpetuating gender biases, inequalities, and male-dominated ideologies, particularly within Western contexts, it poses significant challenges in creating an inclusive and socially responsible educational framework. The findings, derived from 2thematic analysis, indicate that Entrepreneurship Education is undergoing a transformation. This transformation is challenged by its capacity to drive social progress amidst enduring rigid structures of higher education hindering the implementation of norm-critical pedagogy, which further highlights the need for a deeper pedagogical shift towards decolonization and inclusivit