Using language that is more accessible—but no less authoritative—students can spend more time learning the theories with local examples and a variety of features.
Academics are given the flexibility of designing an engaging unit for a mixed cohort of students with courseware that drives technical and soft skills through authentic learning tools and assignments for hybrid, online and face-to-face units.
David M. Levine is Professor Emeritus of Statistics and Computer Information Systems at Baruch College (City University of New York). He received BBA and MBA degrees in statistics from City College of New York and a PhD from New York University in industrial engineering and operations research. He is nationally recognised as a leading innovator in statistics education and is the co-author of 14 books, including such best-selling statistics textbooks as Statistics for Managers Using Microsoft Excel, Basic Business Statistics: Concepts and Applications, Business Statistics: A First Course and Applied Statistics for Engineers and Scientists Using Microsoft Excel and Minitab. He also is the co-author of Even You Can Learn Statistics: A Guide for Everyone Who Has Ever Been Afraid of Statistics (currently in its second edition), Six Sigma for Green Belts and Cham-pions and Design for Six Sigma for Green Belts and Champions, and the author of Statistics for Six Sigma Green Belts, all published by FT Press, a Pearson imprint, and Quality Management, third edition, published by McGraw-Hill/Irwin. He is also the author of Video Review of Statistics and Video Review of Probability, both published by Video Aided Instruction, and the statistics module of the MBA primer published by Cengage Learning. He has published articles in various journals, including Psychometrika, The American Statistician, Communications in Statistics, Decision Sciences Journal of Innovative Education, Multivariate Behavioral Research, Journal of Systems Management, Quality Progress and The American Anthropologist, and he has given numerous talks at the Decision Sciences Institute (DSI), American Statistical Association (ASA) and Making Statistics More Effective in Schools and Business (MSMESB) conferences. Levine has also received several awards for outstanding teaching and curriculum development from Baruch College.
Kathryn A. Szabat is Associate Professor and Chair of Business Systems and Analytics at LaSalle University. She teaches undergraduate and graduate courses in business statistics and operations management. Szabat’s research has been published in International Journal of Applied Decision Sciences, Accounting Education, Journal of Applied Business and Economics, Journal of Healthcare Management and Journal of Management Studies. Scholarly chapters have appeared in Managing Adaptability, Intervention, and People in Enterprise Information Systems; Managing, Trade, Economies and International Business; Encyclopedia of Statistics in Behavioral Science; and Statistical Methods in Longitudinal Research. Szabat has provided statistical advice to numerous business, non-business and academic communities. Her more recent involvement has been in the areas of education, medicine and non-profit capacity building. Szabat received a BS in mathematics from State University of New York at Albany and MS and PhD degrees in statistics, with a cognate in operations research, from the Wharton School of the University of Pennsylvania
Judith Watson teaches in the Business School at UNSW Australia. She has extensive experience in lecturing and administering undergraduate and postgraduate Quantitative Methods courses. Judith’s keen interest in student support led her to establish the Peer Assisted Support Scheme (PASS) in 1996 and she has coordinated this program for many years. She served as her faculty’s academic adviser from 2001 to 2004. Judith has been the recipient of a number of awards for teaching. She received the inaugural Australian School of Business Outstanding Teaching Innovations Award in 2008 and the 2012 Bill Birkett Award for Teaching Excellence. She also won the UNSW Vice Chancellor’s Award for Teaching Excellence in 2012 and a Citation of Outstanding Contributions to Student Learning from the Australian Government’s Office for learning. Judith is interested in using online learning technology to engage students and has created a number of adaptive e-learning tutorials for mathematics and statistics and cartoon-style videos to explain statistical concepts.
Dr Nicola Jayne is a lecturer in the Southern Cross Business School at the Lismore campus of Southern Cross University. She has been teaching quantitative units since being appointed to the university in 1993 after several years at Massey University in New Zealand. Nicola has lectured extensively in Business and Financial Mathematics, Discrete Mathematics and Statistics, both undergraduate and postgraduate, as well as various Pure Mathematics units. Her academic qualifications from Massey University include a Bachelor of Science (majors in Mathematics and Statistics), a Bachelor of Science with Honours (first class) and a Doctor of Philosophy, both in Mathematics. Nicola also has a Graduate Certificate in Higher Education (Learning & Teaching) from Southern Cross University. She was the recipient of a Vice Chancellor’s Citation for an Outstanding Contribution to Student Learning in 2011.
Dr Martin O’Brien is a senior lecturer and Head of the Discipline of Economics at the School of Economics, University of Wollongong. Martin earned his Bachelor of Commerce (first-class honours) and PhD in Economics at the University of Newcastle. Martin’s PhD and subsequent published research is in the general area of labour economics, and specifically the exploration of older workers’ labour force participation in Australia in the context of an ageing society. He has taught a wide range of quantitative subjects at university level, including business statistics, quantitative analysis for decision making, econometrics, financial modelling, business research methods and quality management. Martin also has a keen interest in the development of new teaching technologies and the analysis of alternative teaching methods such as practice-into-theory.
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