Hibernia College has launched a new one-year Postgraduate Diploma in Science in Business Data Analytics.
In response to the growing number of career opportunities arising in the field of data analytics here and overseas, and the challenge employers face sourcing qualified personnel with the required skill set, Hibernia College has launched a new Postgraduate Diploma in Science in Business Data Analytics.
Applications now open
Embracing the three pillars of business analytics, technology, and data science, Hibernia College has tailored the programme to support the career development of the modern data professional. Applications for the programme are now open.
The programme is a one-year 60-credit NFQ Level 9 flexible blended learning initiative. It will run for three 12-week semesters between September and June, with approximately 10 hours of classes weekly. Blended live webinars, face-to-face tutorials, and laboratory tasks will be scheduled in the evenings and on Saturdays, in addition to on-demand online learning.
The programme will begin in Autumn 2022 and is accredited by Quality and Qualifications Ireland (QQI).
Hibernia College has partnered with the Analytics Institute, Ireland’s professional membership organisation for the data science and analytics industry. The Analytics Institute will coordinate a 12-week work placement for students with its 120+ member organisations.
A number of places are funded by The Human Capital Initiative Pillar 1 fund and eligible applicants can apply through Springboard+.
Dr Catherine Mulwa, Programme Director said:
“The central aim of this programme is to ensure that our graduates will develop as reflective, critical thinkers who are academically strong, skilled in data analytics and technology-empowered”.
Hibernia College is highly experienced in the delivery of blended learning programmes that address the need for a flexible approach to learning.
A prospectus outlining further details of this programme can be viewed on the Hibernia College website.
Hibernia College: Experienced in the delivery of blended learning