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Fall 2022 Business Analysis Capstone

PCOM 0141 - Section 1
Closed
MacEwan University
MacEwan University
Edmonton, Alberta, Canada
Ruth Younie
Instructor
4
Timeline
  • September 14, 2022
    Experience start
  • November 24, 2022
    Experience end
Experience
1/2 project matches
Dates set by experience
Preferred companies
Canada
Startup, Social Enterprise, Non profit
Any industries
Categories
Information technology Communications Market research Operations Competitive analysis
Skills
competitive analysis business consulting business strategy strategy research
Learner goals and capabilities

This course will provide students with an opportunity to apply the essential skills and knowledge they have learned throughout the Business Analysis Professional Development Certificate program, in a real-world setting. Working in pre-assigned groups, students will deliver a set of standard business analysis deliverables, as well as specific deliverables outlined by the partner agency. At the end students present their findings to the partner agency.

Learners
Continuing Education
Any level
14 learners
Project
36 hours per learner
Learners self-assign
Teams of 4
Expected outcomes and deliverables

For each Capstone project, students deliver a standard set of business analysis deliverables, as well as specific deliverables outlined by the partner agency. The deliverables would be finalized through discussion wih the Instructor. Some examples of the sponsor specific deliverables are listed below.

  1. Current State Analysis
  2. Stakeholder Analysis, Stakeholder Engagement recommendations
  3. Market Analysis
  4. Competitive Analysis
  5. Marketing Strategt recommendations
  6. Industry/function specific process models
Project timeline
  • September 14, 2022
    Experience start
  • November 24, 2022
    Experience end
Project Examples

Some examples of previous successful Capstone projects include:

  • Standardized process models. In this project, the students developed a set of standard process models specific to an industry.
  • Process streamlining. In this project, students worked for a not-for-profit organization that helps individuals with special needs develop essential life skills they need to grow, succeed and belong. In this project, the students identified various improvements (based on requirements received from the sponsor) to simplify and speed up the registration process.
  • Survey and survey results analysis. In this project, students developed a survey about self-publishing that was distributed to authors. The students produced an analysis of the responses received. The survey was structured to be reused as needed.
  • Market analysis. In this project, students analyzed the businesses within a specific industry niche, preparing a detailed analysis of competitors in the market, as well as potential growth.

In these projects, students research different companies and industries, and develop artifacts that address the organization's specific problem / opportunity. The students have the chance to express their creativity and communication skills, working with a broad base of stakeholders both inside and out of the participating organization.

Companies must answer the following questions to submit a match request to this experience:

Provide a dedicated contact who will act as the student's primary supervisor over the duration of the project. A secondary contact should be provided as a backup. Students will interact virtually with their primary contact on a weekly basis, or as needed.

Attend at least three online or in-person classes for Questions and Answers session and final presentations.

Be available for a quick phone call with the instructor to initiate your relationship and confirm your scope is an appropriate fit for the course.