RICS-SBE/02/RI/S001/R02
2020 – 2021
COURSE GUIDE
Course Title: Data Analytics for Built Environment
Course Code: AUMREAL665
Semester: 2nd
Programme: MBA CPM & MBA REUI
RICS School of Built Environment
1. Course Objective
The course aims to develop proficiency in data analysis and management along with managerial
decision making, centered on analysis of data.
2. Student Learning Outcomes
Upon completion of the course, students will be able to:
1. Demonstrate reasonable understanding and knowledge of Statistical concepts to read,
describe and manage data (M008, T095)
2. Demonstrate ability to analyse and assess data and draw conclusions (T095, T085)
3. Recognize and Assess significance of big data in the business decisions; analysis of data for
making predictive models (T007, T095)
4. Develop ability to use statistical software for the data analysis (T0095)
3. Competencies Addressed
Competency Type Code
Programming and planning Technical T085
Data management Mandatory M008
Research methodologies and techniques Technical T095
Big Data Technical T007
4. Prerequisites:
Students who haven’t undergone any statistics course ever; are recommended to undertake
basic free online course like - https://in.udacity.com/course/statistics--st095
5. Detailed Subject Structure
Course Title Data Analytics for Built Environment
Program MBA CPM & MBA REUI Semester 2nd
Course Code AUMREAL665
L T P/S SW/FW Total credit units PSDA Activities
Credit Units
2 0 1 0 3
1 no.
L T P/S SW/FW Total Teaching Hours
Teaching Hours
2 0 2 0 4
Compe
Course Content Weightage SLO
tencies
Module I – Descriptive Statistics & Probability
Introduction to Data Analysis for Business Management - Types of Data -
Levels of Measurement - Data Visualisation - Measures of Central Tendency, 30% 1 M008
Dispersion and Skewness - Introduction to Probability - Probability
Distributions - Normal Distribution
Module II – Inferential Statistics
Sampling & Sampling Distributions - Estimation - Confidence Interval - M008,
Significance Level - Standard Error - Hypothesis Testing: One & Two Sample 30% 2,4
T095
Tests, Testing of Means, Testing of Proportions - Analysis of Variance -
Correlation Analysis - Regression Analysis: Linear & Logistic Regression
Module III – Predictive Analytics
Time Series and Forecasting - Index Numbers - Decision Theory - Introduction
to Data Science - Lifecycle of Data Science - Business Intelligence vs. Data M006,
Science - Big Data Analytics - Predictive Causal & Prescriptive Analytics, 40% 2,3
M008
Machine Learning for making Predictions & Pattern Discovery - Emerging
Tools & Techniques in Data Science and its application in built environment.
Big data visualisation techniques and colour management
6. Teaching and Learning Strategy
A managed combination of the following methods will be used:
▪
Lectures
▪
Practical
▪
eLearning
▪
Case studies
▪
Independent learning
Professional Skill development (wherever suitable)
Online/Offline Lectures
Lectures would present the key conceptual material in the form of convergent teaching strategy.
Lectures would be supported by readings. In order to prepare for lectures, the student must read the
readings set for the class and should prepare short notes on them. The lecturers will bring the
important issues to your attention and add other information that may not be gleaned from the
weekly readings. During the course, additional examples may be presented that are relevant to the
completion of this course.
Lecture slides and/or notes will be uploaded/emailed on LMS. These are not substitutes for the
lecture. Many students find it beneficial to take print-outs of the lecture slides and/or notes to the
lecture and to annotate them with comments, examples, etc. These will generally be available
before the lecture.
Practical
Hands-on sessions will be conducted on Microsoft Excel software in both convergent and guided
divergent form of teaching methods. Practice data / resource files would be made available over
LMS or thru email. The instructor will lead and first explain the concepts using various features /
commands in the software application on the screen to the class and the students then need to
follow and perform the steps on their own on their individual PCs. Participants will be encouraged to
discuss & ask doubts in the class and afterwards work on additional examples or exercises to become
more adept with the subject matter & software usage.
eLearning:
This aims at improving self-learning among the students, with an element of critical thinking and
problem solving. Use of online-learning content and virtual classroom facilities would be used. The
course delivery team would identify certain content from the syllabus to be delivered as eLearning.
Sessions would be organised for discussion and assessment of learning outcome. The following four
modes would be used wholly or partially while delivering eLearning.
• Online-Learning Content, Virtual Classroom
• Online-Tutoring, Online-Coaching, Online-Mentoring
• Collaborative Learning (Discussion Forum)
• Online Assessment
Collaborative learning:
Use of LMS/MS Teams for collaborative learning, where inbuilt forums would be used to keep an open
discussion log for comments and keeping track of the progress of the PSDA component of each group.
Case Studies:
Case studies would provide insights about the practical aspects related to this course and would be
referred time to time in lectures as well materials provided during self work for enhanced learning
experience. Discussions on the case studies would be encouraged in the sessions.
7. List of Professional Skill Development Activities (PSDA)
Students are required to work in a group of 4 towards the presentation on the top factors that
are significant for the buyers of residential apartment in the region.
8. Assessment Description
THEORY:
▪
PSDA & Project Presentation (30%)
Identify one area of Mumbai/Navi Mumbai or any metro city region and carry out analysis of
top factors that are significant for the buyers of residential apartment in that region.
Targeted participants are the sector of the people who you are targeting to provide the best
property option in the location say, LIG, MIG and HIG. These groups vary from region to
region. So, study the market condition of your chosen region and then fix the targeted
participants for your project along with their budget range for residential property. Carryout
MCDM technique to rank the preferred properties in the identified region.
▪
Mid Term Test (15%)
Written test has 15% weightage on overall marks. The syllabus of class test is module 1 and
decision theory from module 3. The detailed instruction about the same will be provided at
least one week prior to the test. The tests will be conducted in the 9th week of the semester.
There will not be any repeat test under any circumstances.
PRACTICAL:
▪
Project Assignment Report (45%)
The theme of the assignment is to analyze customer preferences for choosing an apartment
by running an online survey and performing Multiple Linear Regression modelling on the
responses in Excel application. Students must then analyze & interpret the results and make
recommendations. This project is a major assignment having total weightage of 45% out of
50% allocated to practical component of internal assessment. The task aims to prepare
students for dealing with practical corporate situations in Built Environment sector requiring
analysis of complex data using sophisticated statistical tools & techniques.
9. Assessment Schedule
S. No. Assessment Type Submission week Assessment Type
Continuous Assessment of PSDA
1. Component 3rd Week Guided Divergent
2. PSDA Assessment Presentation 6th Week Guided Divergent
3. Project Assignment Report Submission 12th Week Guided Divergent
4. Mid Term Test 8th / 9th Week Convergent
10. Weekly Session Plan
Lecture Topic Practical
Week
(2hr/week) (2hr/week)
I
Course Guide Introduction and Discussion Topics intro and ice-breaker
II Introduction to Data Analysis for Business Assignment briefing and group
Management - Measures of Central formation
Tendency, Dispersion and Skewness
III Decisions: Decision- making under
In-depth tour of MS Excel
certainty,
highlighting relevant features from
uncertainty and risk situations; Structuring
syllabus
Uses of Decision tree
IV Distribution s and descriptive
Decision Making with AHP : Analytical
statistics - measures of central
Hierarchical Process Theory, AHP Step-By-
tendency & variance; making
Step Validation
interpretations about the data set
V Grouping data and generating
Introduction to Probability - Probability
frequency distribution table &
Distributions - Normal Distribution
histogram
VI Sampling & Sampling Distributions - Data visualization, covariance,
Estimation correlation & regression
VII Predictive modelling using linear
Confidence Interval - Significance Level - and nonlinear regression -
Standard Error extrapolation and analyzing
significance & goodness of fit
Modelling using multiple regression
VIII Mid Term Revision
- commenting on causality
IX MID TERM TEST
Hypothesis Testing: One & Two Sample Sampling, normal distribution,
X
Tests central limit theorem
t-Distribution, confidence &
XI Testing of Means, Testing of Proportions
estimation
Analysis of Variance -Correlation Analysis -
Hypothesis testing of means &
XII Regression Analysis: Linear & Logistic
proportions - Z and T tests
Regression
Introduction to Data Science - Lifecycle of Assignment presentations
XIII
Data Science
Business Intelligence vs. Data Science - Big
Assignment presentations
XIV Data Analytics - Predictive Causal &
Prescriptive Analytics
XV Revision
RICS-SBE/02/RI/S001/R02
Revised on: 24-05-2019
Content Development Approach
Course Resource person 25% Syllabus identified from the Module
course
E-Tutorial E-content Discussion forum Assessment
Module 1
Types of Data - Levels of External case
Measurement - Data Visualisation study / e-book
- Measures of Central Tendency, / video / audio Discussion forum Online LMS
Data Analytics for Vignesh Ayyathurai, Dispersion and Skewness / podcast link, Instructional videos on on LMS would be formative quiz
Built Environment Rajesh Joshi 1,2,3 web resources the identified topics willused for two-way would be conducted
Module 2 will be shared be uploaded on LMS interaction and on E-Learning
Logistic Regression with the posting queries content
students on
Module 3 the LMS
Decision Theory
RICS-SBE/02/RI/S001/R02
Revised on: 24-05-2019
11. SLO Mapping
SLO Project End Term
Mid Term Test PSDA Assessment
No. Assignment Exam
1. × x x ×
2. × × ×
3. x × x ×
4. × x
12. Assessment Scheme:
Theory Lecture (%) Practical (%)
50% 50
Lecture Assessment:
Continuous Assessment / Internal Assessment End Term Examination
Components
PSDA & Project Presentation Class Test Attendance
50%
Weightage
30% 15% 5%
(%)
Practical Assessment:
End Term
Continuous Assessment / Internal Assessment
Examination
Components Project Report Attendance
50%
Weightage (%) 45% 5%
Notional Hours:
Lecture Contact 30
Practical Contact 30
Self-Work 0
Field Work 0
Assessment 30
Total Hours 90
13. Indicative performance threshold for course work
Qualitative Value Performance description
§ Clearly demonstrates a highly creative, critical, and thought- provoking
understanding of the topic.
§ Novel and complex problems are solved with reference to theory and practice.
§ Provides clear evidence of originality and independence of thought and with an
exceptional ability to develop highly systematic and logical or insightful
80% and Above
argument, solution, or evaluation.
(Outstanding)
§ Demonstrates exceptional ability in the appropriate use of the relevant literature
with intext citations and references, theory, methodologies, practices, tools,
techniques etc., to analyze and synthesize the given problem.
§ Shows an exceptionally high level of clarity, focus and strength in communication.
§ The writing perfectly accomplishes the objectives of the assignment.
§ Clearly demonstrates a persuasive, critical and thorough understanding of the
topic.
§ Some evidence of novel and complex problems solved with reference to theory
and practice.
§ Provides evidence of independence of thought and clearly demonstrates the
75 – 79% ability to develop a highly systematic and logical or Insightful argument, solution
(Excellent) or evaluation of the problem.
§ Demonstrates excellence in the appropriate use of the relevant literature with
intext citations and references, theory, methodologies, practices, tools,
techniques etc., to analyze and synthesize the given problem.
§ Shows a high level of clarity, focus and strength in communication.
§ The writing perfectly accomplishes the objectives of the assignment.
§ Clearly demonstrates a well-developed, critical and comprehensive understanding
of the topic.
§ Provides some evidence of independence of thought and clearly demonstrates
the ability to develop a systematic and logical or insightful argument, solution or
68 – 74% evaluation of the given problem.
(Good) § Demonstrates a high degree of competence in the appropriate use of the relevant
literature with intext citations and references, theory, methodologies, practices,
tools, techniques, etc., to analyze and synthesize the given problem.
§ Shows clarity, focus and strength in communication
§ Accomplishes the goals of the assignment with an overall effective approach.
§ Demonstrates a systematic and substantial understanding of the topic.
§ Demonstrates the ability to develop a systematic argument or solution to the
given problem.
60 – 67% § Demonstrates a significant degree of competence in the appropriate use of the
(Above Average) relevant literature with intext citations and references, theory, methodologies,
practices, tools, techniques etc., to analyze and synthesize the given problem.
§ Provides evidence of clarity and focus in communication.
§ Minimally accomplishes the goals of the assignment.
§ Provides evidence of a systematic understanding of the key aspects of the topic.
§ Demonstrates the ability to present a sufficiently structured argument or solution
to the given problem.
52 – 59% § Demonstrates an acceptable degree of competence in the appropriate use of the
(Average) relevant literature with intext citations and references, theory, methodologies,
practices, tools, techniques etc., to analyze and synthesize the given problem
§ Provides evidence of effective communication.
§ Minimally accomplishes the majority of the goals of the assignment.
§ Provides evidence of some understanding of key aspects of the topic and some
ability to present an appropriate argument or solution to the given problem.
§ Demonstrates some competence in the appropriate use of the relevant literature
45 -51%
with intext citations and references, theory, methodologies, practices, tools,
(Satisfactory)
techniques, etc. to analyze and synthesize the given problem.
§ Provides some evidence of effective communication.
§ Minimally accomplishes the majority of the goals of the assignment
§ Demonstrates limited competence in the appropriate use of the relevant
literature with intext citations and references, theory, methodologies, practices,
40 – 44%
tools, techniques, etc. to analyze and synthesize the given problem.
(Border Line)
§ Provides limited evidence of effective communication.
§ Fails to accomplish the majority of the goals of the assignment
Less than 40% Work that is unacceptable. Erroneous/wrong, missing, extremely limited,
(Fail) inappropriate, insufficient, incoherent, unstructured
14. Course Material
Lecture slides will be made available to the student’s post the lecture has been delivered and will be
uploaded on LMS. Also, specific reading material for Lecture components would be uploaded on LMS.
Text Book:
1. Levin, Rubin, Rastogi, Siddiqui, Statistics for Management- 8th Edition, Pearson Publication,
ISBN: 9789332581180
2. Aczel, Sounderpandian, Saravanan, Complete Business Statistics – 7th Edition, McGraw
Hills Publications, ISBN: 9780071077903
15. What is expected from students?
▪
Attend the class regularly on time.
▪
Be respectful, respect their faculty and respect each other.
▪
Switch off mobile phones or keep it in a silent mode during the class time.
▪
Come to class each day ready to learn, prepared, focused and motivated.
▪
Take notes in class, be active learners and participants and enjoy the learning process.
▪
Do homework /assignments and submit it on time as per the specified date.
▪
Refer to the text books for more information.
▪
Read the course guide carefully.
▪
Check the LMS and notice board regularly for information/announcement.
16. What the students can expect from Faculty?
▪
Provide a mutually respectful environment
▪
Present the materials clearly and systematically
▪
Prepare and present an intellectual lecture notes and slides
▪
Adopt a positive and professional approach towards teaching process
▪
Creative use of teaching and learning methods / aids
▪
Be more supportive and understand the students’ difficulties
▪
Motivate the students to participate actively in the class
▪
Encourage the students to refer to the text/reference books for more information
▪
Inspire the students to thinks independently, creatively and critically
▪
Supporting topics with real life examples and useful classroom exercises.
17. Plagiarism
“Plagiarism is defined as presenting another person’s work as one’s own work. Presentation
includes copying or reproducing it without the acknowledgement of the source.”
Plagiarism involves copying of phrases, clauses, sentences, paragraphs or longer extracts from
published or unpublished work (including from the Internet) that exceeds the boundaries of the
legitimate cooperation without acknowledgement of the source. Plagiarism could be intentional
(dishonest plagiarism) or non-intentional (negligent plagiarism). This definition also applies for
figures and figure legends and for tables and table legends which you copy into your text.
It is mandatory that each course work shall be checked for plagiarism through Turnitin or similar
software before submission. The content which is based on existing published work must come from
properly quoted material and from the references cited section. After checking the accuracy of the
citations and references of such content the plagiarism report should not return similarity index of
more than 15% in any circumstance. However, if the matching text is one continuous block, the
index of 15% could shall be considered plagiarism. Any report with higher than this percentage
matching must be explained by the student. The details of copy rights, professional ethics are given
in Plagiarism Prevention Policy of the University.
Referencing Guidelines
Referencing helps to acknowledge other peoples’ ideas and helps the reader/instructor to locate the
cited references easily, also to evaluate the interpretation of our ideas. It reduces risk of plagiarism
(i.e. taking other peoples’ thoughts, ideas or writings and using them as though they are your own).
Direct quotations, paraphrases, facts and figures, ideas and theories both from published and
unpublished sources must be referenced. The sources for written (text) and graphic material may
include books, journal or magazine articles, newspapers, company, government or institutional
reports, websites or personal communication. Please note improper or no referencing will be
penalized in terms of marks awarded.
Referencing style at RICS School of Built Environment – In-text referencing
The Harvard style is an example of an in-text referencing style. In this system within the text, the
author’s name is given first followed by the publication date and usually the page number/s for the
source (Citation). The list of references or bibliography at the end of the document contains the full
details listed in alphabetical order for all the in-text citations.
Citation
Although Handy (1994) has argued that education is the key to economic success for individuals,
organizations and nations, a majority of adults in the UK have yet to be convinced or persuaded of
this argument. Of these, a significant majority was from social class groups A, B and C. Only a
quarter of adults from semi-skilled or unskilled work backgrounds had involved themselves in
formal education (Tuckett 1999).
List References in Full at the End of an Assignment
Start with the last name(s), followed by initials of the author(s), contributor, editor, producer or
speaker. If you don’t have the name of an author, start with the name of the originator. This can be
an organization name, e.g. BBC, or name of a website, e.g. Bized.
This is followed by the year of publication; put this in brackets. In this event date is missing, put (no
date), or (n/d). With Internet sources, look for a year the item was placed on the site, or in the
absence of this, when the site was last updated (the year in question), or if unsuccessful with either
of these two, the year you looked at the information.
This is followed by the title of the source. The main source is usually emphasized in some way, e.g.
underlined or italics. The main source would be, for example, the title of a book, name of the
magazine, journal or newspaper, broadcast production source, video or CD-ROM etc. Whichever
mode of emphasis you choose- underlining or italics - keep it consistent throughout. The pattern in
this booklet is to emphasize main sources by the use of italics.
In most printed items you would give details of the publisher. You first give the name of the town or
city where the source was published, followed by the name of the publisher.
In the case of a journal article, you finish with the reference details of volume, edition/issue number
(if shown) of the journal and the page numbers of where the article can be found.
Example: Hagen, J. (2002). Basic Skills for Adults. Birmingham: The Guidance Council.
Tuckett, A. (1999) ‘Who’s Learning What?’ The Guardian 18/5/1999, p. 13.
Citation: (Introna et al 2003)
Reference: Introna, L., Hayes, N., Blair, L., and Wood, E. (2003). Cultural Attitudes Towards
Plagiarism. http://www.jiscpas.ac.uk/apppage.cgi?USERPAGE=7508 [Accessed 13/12/2005].
18. Attendance policy
5 marks are allocated for 100% attendance and 75% is required for appearing for examinations (as
per Amity University guidelines). Record of the student’s attendance will be taken at the beginning
of each class. All absences/ late entries to class will be considered unexcused absences, and no
changes will be allowed. Please refer to the student Handbook for further information.
19. Academic Policies
Refer Amity University Guidelines for the academic policies and procedures
