#GreaterIBM Big Data Tweet Chat Preview: Is Data Science Your Next Career? on 12/4/13

BigDataCubeThinking about a career as a data scientist?  You may soon become one of the most sought-after people in the  industry.  Think about this – the data scientist career is projected to grow by 18.7 percent by 2020, and Big Data is expected to be a 53.4 billion industry by 2016 (Source, VentureBeat).

So what is a data scientist exactly and what kind of skills are needed to succeed in this career?

Chat Recap Here

Join the conversation as The Greater IBM Connection (#GreaterIBM) hosts a Tweet Chat on the topic of Data Science careers on Wednesday, December 4, 2013 from 12pm-1pm ET.  (Alternate link to join if Twubs is down = http://tweetchat.com/room/GreaterIBM)

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Panelists

Our panelists for the Tweet Chat will be Jim Kobielus and Tom Deutsch

Jim Kobielus, IBM Photo Credit:  Data Informed

Jim Kobielus, IBM Senior Program Director, Product Marketing, Big Data Analytics (Photo Credit: Data Informed)

James Kobielus (@jameskobielus) is an industry veteran and serves as IBM’s big data evangelist. He spearheads IBM’s thought leadership activities in Big Data, Hadoop, enterprise data warehousing, advanced analytics, business intelligence, data management, and next best action technologies. He works with IBM’s product management and marketing teams in Big Data. He has spoken at such leading industry events as Hadoop Summit, Strata, and Forrester Business Process Forum. He has published several business technology books and is a very popular provider of original commentary on blogs and many social media.  Prior to joining IBM in 2012, Jim worked as a Senior Analyst on Big Data at Forrester Research and an editor at Network World.  To learn more about Jim, see the links below:

Tom Deutsch, IBM Program Director - Big Data and Advanced Analytics

Tom Deutsch, IBM Program Director – Big Data and Advanced Analytics

Tom Deutsch (@thomasdeutsch), IBM Program Director in Big Data & Analytics, has more than 20 years in the industry.  As a veteran of two startups, Deutsch is an expert on the technical, strategic and business information management issues facing the Enterprise today.  Most of Tom’s work has been on emerging technologies and business challenges, and he brings a strong focus on the cross-functional work required to have early stage project succeed.  He played a formative role in the transition of Hadoop-based technology from IBM Research to IBM Software Group, and he continues to be involved with IBM Research Big Data activities and transition from Research to commercial products. Tom created the IBM BigInsights Hadoop based product, and then has spent several years helping customers with Apache Hadoop, BigInsights and Streams technologies identifying architecture fit, developing business strategies and managing early stage projects across more than 200 customer engagements. Tom has co-authored a Big Data book (Harness the Power of Big Data) and multiple thought papers.  To learn more about Tom, see the links below:

So, please join the #GreaterIBM Tweet Chat on 12/4/13 from 12pm – 1pm ET as we discuss “Is Data Science Your Next Career?”. You can join at twubs.com/GreaterIBM

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IS DATA SCIENCE YOUR NEXT CAREER questions:

  • Q1: Why is the data science field growing so much?
  • Q2: How would you define ‘data scientist’ as a profession?
  • Q3: What are the hottest specialties for data scientists?
  • Q4: What type of skills, education, and aptitude are needed to become a data scientist?
  • Q5: What are the chief pitfalls to avoid in building a career as a data scientist?

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#GreaterIBM Tweet Chat

Date: Wednesday, December 4, 2013
Time: 12pm – 1pm US ET
Join the Tweet Chat: twubs.com/GreaterIBM
Hashtags to follow & engage in the conversation in real-time: #GreaterIBM

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About #GreaterIBM

The Greater IBM Connection is IBM’s global business and professional network that brings together current and former IBMers around the world. As the evolving technology industry increasingly calls for relationship led sales, marketing, branding, and recruiting, The Greater IBM Connection provides a tremendous opportunity to stay connected and engaged with market influencers. We hope you join and contribute today!

Related Big Data Tweet Chats

You can continue to follow Big Data discussions via the following Tweet Chats:

IBM Blu Every other Wed 1-2pm Big Data #ibmblu
CXO Mon 12-1pm Big Data Customer Experience Optimization #CXO

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Additional Resources:

- Posted by Julie Yamamoto, Program Manager The Greater IBM Connection

Why Are There Still So Few Women in STEM?

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Graphic credit: IBM in ‘Helping Women in STEM Thrive’

At the Solvay Conference on Physics in 1927, the only woman in attendance was Marie Curie.  Today, there are still few women who pursue a STEM degree or career (science, technology, engineering, mathematics).  In the US, only one-fifth of physics Ph.D.’s are awarded to women, and only 14 percent of all the physics professors are women.  Globally, only 30 percent of women, on average, participate in STEM fields, both private and public.  A Yale study published last year demonstrated that a young male scientist applying for a STEM job in education is viewed more favorably on average than a woman with the same qualifications and offered a salary nearly $4000 higher. (All facts sourced from 1 and 2 below in ‘Related’ list).

IBM is investing in women, whether new to the company, previous employees or current employees. It is providing support through mentoring and networks that can create a foundation for a career path towards technical leadership roles.  Watch the Technologista YouTube series (below) for an inside glimpse of what women at IBM are doing, and learn more about women at IBM here.

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Related:

- Posted by Julie Yamamoto, Program Manager The Greater IBM Connection

The Skills Gap: U.S. Requires a New Educational Model for Economic Growth, Says IBM’s Stan Litow

Linking educators and employers is key to economic recovery and maintaining American global competitiveness

by Stanley Litow, IBM Vice President of Corporate Citizenship and Corporate Affairs and president of the IBM International Foundation, in U.S. News and World Report

Author Stanley Litow

Although the latest U.S. employment numbers are trending positively, there remain deep and systemic issues that have made fuller economic recovery elusive. Chief among these is the disconnect between the availability of skilled workers and the tens of thousands of good jobs waiting to be filled. Our understandably intense focus on restoring full employment in the current down-cycle economy has led some to relegate education and education reform to the back burner.

But we do so at our peril. The fact of the matter is that a redesigned and stronger educational system is essential to a sustainable economic recovery. We do ourselves—and future generations—a disservice if we fail to acknowledge this critical relationship.

Teachers and administrators say students are more focused with the shorter week, but critics are skeptical.

Recent statistics from the U.S. Department of Education indicate a significant increase in high school completion rates. That would have been great news had it happened more than 40 years ago, when a high school diploma still was either a ticket to a middle-class lifestyle or meaningful preparation for postsecondary education. In 1970, nearly 75 percent of people with only a high school diploma were middle class. But that’s ancient history in a world where the time between generations shrinks every year. In less than 10 years, fully two thirds of all middle-class jobs will require postsecondary education or training. Workers with only a high school diploma—including the 75 percent of community college students who fail to complete their associate degrees—will have few opportunities to earn more than poverty wages.

According to The College Payoff: Education, Occupations, Lifetime Earnings report by the Georgetown University Center on Education and the Workforce, the United States currently has 29 million middle-class jobs that require at least two years of postsecondary education or training, with an additional 14 million jobs coming online over the next 10 years. These current and future jobs span industries such as healthcare, information technology, business, professional services, and office and sales support. In addition, many of these jobs offer entry to lifetime careers, especially for the 30 percent of community college graduates who go on to complete their bachelor’s degrees.

It is clear that education is firmly linked to economic growth. But simply funding education without reforming it is a mistake. To achieve education performance results that are meaningful in today’s economy, we need to commit to both support and innovation. We need to retool our school systems to enable businesses, educators, and communities to collaborate on strategies that leverage diminishing resources to the greatest advantage for our young people.

Two initiatives that have the potential to maximize educational performance and create solid economic value are career and technical education (CTE) and a new approach to professional apprenticeships. Implementing these programs via deep collaborations across businesses and education systems at all levels could refocus billions of dollars of current funding on innovative solutions to the challenges facing our young people in the 21st century, and offer larger numbers of them a ticket to opportunity.

Today’s CTE programs replace what we used to call vocational education—now an outmoded model. Twenty-first century CTE programs must emphasize public-private partnerships between educators and employers, and ensure that school curricula are academically rigorous and economically relevant. Working together, educators and employers can structure course content and classroom experiences to create a seamless link between education and careers. One such partnership is the collaboration among the New York City Schools, The City University of New York, and IBM on New York’s Pathways in Technology Early College High School (P-TECH), a grade 9-14 school that confers both the high school diploma and an associate degree in technology. Now entering its second year, P-TECH is achieving exciting results that are both replicable and scalable nationwide. The core concepts of this initiative are embodied in the U.S. Department of Education’s Blueprint for Education Reform.

Adopting a new approach to professional apprenticeships enables us to link education to employment in another important way. In Enterprising Pathways: Toward a National Plan of Action for Career and Technical Education coauthors IBM and Opportunity Nation suggest repurposing Federal College Work-Study funds (currently about $1 billion that provides on-campus wages for nearly 1 million college students) to help pay salaries for off-campus jobs that are directly connected to the students’ academic majors and intended careers. Replacing “cafeteria work” with meaningful professional apprenticeships with a built-in funding source, these new-model work-study jobs could be in the public, private, or nonprofit sectors. But these jobs must be designed to build skills, not just provide funds to pay tuition; they can and should do both. The distinguishing characteristics of these jobs would be the opportunities they would offer for college students to learn relevant skills to advance their learning and careers.

Working together to connect education to careers, educators and employers will help millions of our young people prepare for both higher education and meaningful lifelong employment. The United States has a distinguished history of adapting educational requirements to evolving market demands to maintain a competitive and stable economy. America enacted historic initiatives that increased mandatory education from eighth grade to high school, and later enabled broad access to higher education via the GI Bill. Both were education initiatives that fueled unprecedented economic growth. Just as we did in the past, it is now time for us to invest our efforts and resources in new educational models that will grow the skills of our young people and strengthen America’s global competitiveness.

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What steps do you think should be taken first?