Data and artificial intelligence are reshaping industries, policies, and even everyday decisions. At the University of Canberra, Senior Lecturer Jeanette Cotterill is preparing the next generation of IT professionals to not only master analytics but to use them responsibly and creatively. In conversation with me, she shared how hands-on learning, industry partnerships, and a focus on ethics are putting her students at the cutting edge of the data revolution.   Ian Edwards: Jeanette, you’ve been leading students into the world of data and analytics for years. What first inspired you to bring tools like SAS into your teaching?   Jeanette Cotterill: I wanted students to experience what it feels like to solve problems with the same tools that industry and government rely on every day. Theory and open-source software are important, but enterprise-grade platforms like SAS Viya let students see how analytics works at scale. In our Capstone program, students often start with zero knowledge of SAS, yet within twelve weeks they’re producing client-ready solutions that could be put into practice immediately. One standout project involved students designing a data-driven home loan origination scorecard for the Australian mortgage industry—at a time of rising interest rates and regulatory pressures. That experience gave them a deep appreciation for how data can drive smarter, fairer, and more responsive financial systems.   Ian Edwards: That’s impressive - students going from beginner to professional in just one semester. How does that kind of teaching prepare them for real-world careers?   Jeanette Cotterill: Employers are looking for graduates who can add value right away. By working with SAS, and other analytics tools, students get used to solving problems with platforms they’re likely to encounter in the workforce. But more importantly, they develop confidence. When you’ve built a predictive model for a bank or presented your findings to a panel of industry mentors, walking into a job interview doesn’t feel daunting—it feels like the next step. It marks a shift from completing academic assignments, to learning to think critically, manage complexity, and communicate results effectively in professional environments.   Ian Edwards: You mentioned Capstone projects. How do you make sure they reflect real-world challenges rather than classroom exercises?   Jeanette Cotterill: Every final-semester IT student, undergraduate or postgraduate, works on a live project with an external sponsor. Our partners range from global tech firms to government departments, start-ups, and not-for-profits. The projects aren’t hypothetical—they’re pressing challenges sponsors want solved. SAS, for example, doesn’t just provide software; they provide technical mentors and even invite our students to present their outcomes to senior managers. That exposure simulates the pressure of consulting while giving students a safe space to learn. It’s authentic, it’s challenging, and it produces results that matter to both students and sponsors.   Ian Edwards: Have there been moments when you’ve been surprised by what your students achieved?   Jeanette Cotterill: Absolutely. One of my favourite stories involves two students who started with no SAS background at all. They learned the platform during their Capstone, delivered a professional-grade solution, and after graduation, they were hired by SAS. Today, those same graduates sponsor and mentor our current students - completing the learning circle. It’s an inspiring reminder that with the right environment, motivated learners build strong foundations for leadership in just a short time. That kind of progression is exactly why I believe in blending theory with practice from day one.   Ian Edwards: You’ve seen analytics tools evolve over time. What do you think sets SAS apart?   Jeanette Cotterill: Reliability and trust. SAS is known globally for producing analytics that stand up to scrutiny, which is vital in sectors like finance and government. But what makes it special in education is how quickly students can move from exploration to impact. Within weeks, they’re not just generating outputs—they’re building visualisations and models that influence decision-making. We encourage fluency across a range of platforms, but SAS occupies an important place in that toolkit because it bridges learning with professional credibility.   Ian Edwards: Let’s talk trends. What’s happening in data science and AI that excites you the most?   Jeanette Cotterill: Two big ones stand out. The first is responsible AI - making sure that algorithms are transparent, accountable, and fair. The second is ESG analytics, which measures how organisations perform on environmental, social, and governance factors. What I love about both is that they take abstract values - like sustainability or fairness - and turn them into measurable outcomes. That way, companies and governments can be held accountable in meaningful ways. Teaching students to think about these broader impacts is as important as teaching them technical skills. After all, today’s IT professionals are no longer just technologists—they’re decision shapers.   Ian Edwards: For someone just starting out with analytics tools, what advice would you give?   Jeanette Cotterill: Start with a problem that matters. It could be housing affordability, climate change, or even sports performance. Employers want more than a set of outputs. They want people who can contextualise results and solve the real issue. Tools support this. SAS Viya, for example, helps you test ideas, iterate, and show value. The thinking leads. Once students see that they are solving something tangible, their confidence soars.   Ian Edwards: And if you could change one thing about how analytics is usually taught?   Jeanette Cotterill: Flip the sequence. Too often, we teach theory first and application second. I prefer to start with a real-world problem, let students wrestle with it, and then bring in the theory to deepen their understanding. SAS has helped us implement that approach, but it applies across all technologies. The result is that students internalise the theory because it matters to the problem they are solving. It makes learning more dynamic, more engaging, and ultimately, more transformative.   Ian Edwards: Finally, what do you see as the role of analytics in shaping Australia’s future?   Jeanette Cotterill: Data and analytics will be central to tackling issues like housing affordability, sustainability, and resource management. One of the biggest hurdles we face is a shortage of job-ready graduates who can bridge the gap between data insights and actionable strategies. Universities have a responsibility to prepare students not just with technical skills, but with the adaptability and ethical awareness to thrive in a fast-changing landscape. That’s what we’re doing with our Capstone program, and it’s why the model has gained international recognition—most recently winning the Global Triple E Award for Community Engagement in 2025. For me, the greatest reward is seeing students leave not just as data specialists, but as confident, ethical IT professionals ready to make a difference.   Inspiration for students and prospective employers   Jeanette’s approach shows that teaching data and AI isn’t just about building technical expertise—it’s about shaping professionals who can navigate complexity with confidence and conscience. By blending real-world projects with ethical awareness, she’s preparing graduates who are ready to lead in industries that are being transformed by analytics. As Australia and the world face pressing challenges, her students will be among those turning data into decisions that truly matter.     Jeanette Cotterill is a Senior Lecturer at the University of Canberra and senior mentor for the ITS Capstone Program. She specialises in authentic, community-engaged learning that connects students with industry, government, and not-for-profit partners. Passionate about preparing students for the workplace, she blends academic rigour with real-world problem solving, guiding the next generation of IT professionals, including data scientists into careers that matter. ... View more

    The final part of our three-part series (read part 1 here and part 2 here) takes a long view of the future: how do we prepare graduates for industries that are changing faster than universities can print diplomas?     My conversation with Professor Mike Blumenstein brings the series to a close by tackling questions of employability, leadership, and lifelong learning in an AI-driven age. With cycles of technological disruption shortening from decades to years, the challenge is no longer just about teaching skills — it’s about cultivating adaptability and resilience.     In this discussion, Mike explains how UTS combines fundamentals with industry co-design, and how initiatives like advisory boards, co-curricular projects, and innovation hubs equip students to lead, not just follow. At stake is more than just career readiness; it’s the ability of a nation’s workforce to thrive in an AI-powered world. This article reframes education not as preparation for a job, but preparation for a lifetime of reinvention.    Mike, I often reflect on how quickly the half-life of knowledge has shrunk. Skills that once lasted a career may now be obsolete in five years, sometimes less. That’s daunting for students investing time and money in education, but it’s equally daunting for universities asked to prepare them for jobs that don’t yet exist. AI accelerates that clock even further — breakthroughs are coming not every decade but every year. Mike, how does a university remain relevant in such a compressed cycle of disruption?    Prof. Mike Blumenstein: The challenge is speed. When I was a student, we knew technology evolved quickly, but it wasn’t to the point where knowledge could be outdated before graduation. Now, the cycles of AI disruption are shrinking — from decades, to years, to months. Look at the leap from the first neural models to deep learning, then to large language models — the gaps keep getting shorter. Universities need to prepare students not just with today’s tools but with the capacity for lifelong learning. That means grounding them in fundamentals, while also teaching them how to adapt, critique, and continuously re-skill. In other words, we’re preparing students not just to survive disruption, but to lead it.    Ian Edwards: Leadership itself seems to be evolving. No longer is it about hierarchy or titles — increasingly it’s about initiative, collaboration, and the ability to adapt. I see students leading robotics teams, hackathons, or even AI societies before they’ve finished their second year. These experiences seem to forge confidence in ways that no lecture ever could. How do you at UTS deliberately cultivate these leadership qualities alongside technical skills?    Prof. Mike Blumenstein: Leadership opportunities are everywhere at UTS — and they’re often student-led. We see it in co-curricular projects like the rocketry and rover teams, which require teamwork, AI, and systems thinking. We see it in student societies for AI and cybersecurity, where undergraduates take on roles that inspire incoming students. And we see it in programs like UTS Startups, where students practice entrepreneurial leadership in real time. What’s powerful is that leadership isn’t forced; it’s nurtured. Students step up because they see value in it — and when they do, we support them with mentoring, connections, and exposure to industry leaders. That combination of technical skill and leadership confidence is exactly what industry is asking for.    Ian Edwards: Employers often tell me their top frustration is graduates who are bright but not “work ready.” They want people who can hit the ground running, who can add value from day one. I know you’ve built advisory structures that bring industry directly into curriculum design. That feels like a quiet revolution in how universities stay aligned with the real world. Can you talk about how that works in practice?    Prof. Mike Blumenstein: We have two mechanisms that make a huge difference: industry advisory boards and professional advisory boards. At the high level, CEOs and senior managers advise us on macro trends in engineering and IT. At the ground level, practitioners help fine-tune our curriculum so that graduates are job-ready. One great example is the KADECHI program, where companies employ our students from day one of their degree — they “earn and learn” simultaneously. Partnerships with technology leaders like SAS, AWS, and Cisco also keep us at the forefront. We’re constantly revising our programs to integrate new content, guest lectures, and real-world projects. The result is graduates who can walk into industry on Monday morning and contribute from day one.    Ian Edwards: One last thought, Mike. I sometimes hear people in education talk about AI with a note of fear — as if it’s something to keep out of the classroom. But the truth is, graduates will walk into workplaces where AI is ubiquitous. It seems to me the real question is not whether we allow AI into education, but whether we have the courage to use it wisely. How do you see that challenge?    Prof. Mike Blumenstein: I mean we can’t treat AI like a threat to learning — we have to see it as an amplifier. Students will use ChatGPT, they’ll use AI tools, and employers will expect them to. So our role as educators is to teach them to think critically about AI outputs, to question assumptions, and to demonstrate their own understanding. We lean into AI by embedding it in assessments, by modeling its ethical use, and by giving students opportunities to co-create with it. This approach prepares them for workplaces where AI is already pervasive. The worst mistake universities could make would be to ignore or resist AI. The smarter path is to embrace it — responsibly, ethically, and creatively — so graduates leave ready to thrive in a world powered by intelligent systems.    The long view on life-long learning  As we conclude this series, one truth stands out: education can no longer be a one-time investment. In an age of AI, where each breakthrough seems to arrive sooner than the last, learning must be continuous, adaptive, and deeply connected to industry realities.     Professor Blumenstein makes the case that universities like UTS must “lean into” AI rather than fear it — modeling its use responsibly, embedding it into curricula, and preparing students for a future where AI is ubiquitous. The long view here is both hopeful and demanding: the workforce of tomorrow will need technical expertise, leadership confidence, and the ability to keep learning long after graduation.     This final article closes the loop on our three-part series, showing how UTS is confronting the speed of change head-on and ensuring that its graduates are not just ready for today’s jobs, but for tomorrow’s possibilities. ... View more

  If AI is Australia’s superpower, then universities are the training grounds where that superpower is forged.     In this second article of a three-part series (read part 1 here), I continue my conversation with Professor Mike Blumenstein to uncover what makes UTS a standout in the landscape of higher education. At a time when employers demand graduates who are “work-ready,” UTS has developed a model that blends academic excellence with deep industry immersion.     From dual internships to startup incubators to partnerships with tech giants like AWS, Cisco, and SAS, the university has embedded collaboration at the heart of the student experience. What emerges is an institution not content with producing employees, but committed to nurturing entrepreneurs, innovators, and leaders. Here, we explore how UTS bridges the gap between classroom and industry, preparing students not only to participate in the digital economy but to shape it.    If universities are the factories of talent, then the best ones are also the laboratories of ideas. Yet too often I hear companies complain that graduates arrive armed with theory but untested in practice. That disconnect between classroom and workplace has been a stubborn barrier in many education systems worldwide. UTS has been held up as a different kind of model — one that fuses industry, entrepreneurship, and hands-on learning. Mike, what makes your approach stand apart from the rest?    The first thing I’d say is that we are unapologetically a university of technology. That means we don’t just teach theory; we integrate industry at every step of the student journey. In our engineering degree, for example, students complete two embedded internships, often with different companies — that’s unheard of in Australia. Add to that our “Studios” model, which are essentially turbocharged tutorials where student teams solve live industry problems, and our capstone projects co-designed with partners. Beyond the classroom, we have initiatives like Tech Fest, where students spend their breaks working alongside industry in hackathons and challenges. When you add it all up — internships, projects, extracurricular opportunities — UTS provides more touchpoints with industry than any other university in the country.    Ian Edwards: I’m intrigued by this shift in ambition I see among young people. A generation ago, success meant landing a job at a large company; today, many students dream of creating the next Canva or Atlassian. The entrepreneurial instinct is not just alive, it’s flourishing. What’s fascinating is that UTS isn’t just tolerating that shift — you’re nurturing it at scale. How have you built an environment where students can genuinely become founders while they’re still studying?    Prof. Mike Blumenstein: That’s exactly what we’re seeing — a cultural shift where nearly 80% of students tell us they want to lead their own business, not just work for someone else. That’s why UTS Startups has become such a phenomenon. It’s now the largest student-led startup community in Australia, with more than 1,000 ventures incubated — and about half of them are in AI. We’ve just opened a new startup space with 400 desks, and it was full before it even launched. Students are building companies while they study, and thanks to our location in Tech Central — right next door to Atlassian and Canva — they’re part of one of the most exciting tech ecosystems in the world. It’s reminiscent of how SAS itself was born out of a university partnership in the North Carolina Tech Triangle. Our students are not just preparing for the job market; they’re shaping it.    Ian Edwards: When I visit innovation hubs around the world, what separates the good from the extraordinary is often the physical environment. Spaces that hum with creativity and collaboration seem to unlock ambition in ways that lecture halls never could. Sydney is becoming one of those places — and UTS sits right at its heart. What role do your facilities play in transforming students into professionals ready for the frontier?    Prof. Mike Blumenstein: Facilities like our Botany Bay Tech Lab and the new Cyber Precinct are game-changers. At Tech Lab, we have eight industry partners co-located on site, from small startups to companies building satellites — students can literally walk across campus and contribute to world-class space technology. Our Cyber Precinct simulates real-world cyberattacks in a safe, controlled environment, giving students hands-on experience they couldn’t get in a traditional classroom. And then there’s the UTS Vault, a secure facility where students check their phones at the door and operate under conditions resembling government and defense environments. These spaces don’t just teach — they immerse students in the professional realities they’ll face after graduation. That’s the advantage of being a technology-focused university: we replicate industry inside the university walls.    Long View: The story of UTS is not one of incremental improvements, but of a structural reimagining of what a university can be. As Professor Blumenstein explains, every touchpoint of the student journey — from labs to lecture halls to startup spaces — is designed to collapse the distance between education and industry. That approach has already yielded one of the largest student startup communities in the country, a thriving presence in Sydney’s Tech Central, and graduates who are as confident leading companies as they are joining them. This second article in our three-part series highlights how UTS is uniquely positioned to deliver the next generation of AI and data leaders. In the final article, we’ll zoom out to consider the longer-term challenges and opportunities facing graduates, as universities adapt to accelerating disruption and an AI-powered workforce.    Part 3 is available here.   About University of Technology Sydney (UTS)   As Australia's #1 young university, UTS stands for creativity and collaboration where award-winning researchers fuel innovation across disciplines, empowering UTS to push boundaries and shape new ideas. Recognised globally for its commitment to positive social impact, UTS ranks among the world's top 100 universities and stands out as a leading partner in building a sustainable future. UTS works with partners across the globe to create meaningful change, connecting with industry to tackle the world's big challenges. ... View more

  Artificial intelligence and data are often spoken of as abstract forces shaping the global economy, but for Australia they represent something more tangible: a chance to redefine national competitiveness and social resilience.     In this first of a three-part series, I sit down with Professor Mike Blumenstein, Pro Vice Chancellor (Business Creation & Major Facilities) at UTS, to explore how AI is already reshaping industries and communities. From manufacturing to healthcare to environmental monitoring, AI’s fingerprints are everywhere — and yet its story is not only one of algorithms, but of people, partnerships, and purpose.     We trace how data has become the “new oil” of decision-making, and how AI is both engine and compass for navigating the challenges ahead. This conversation sets the tone for the series by grounding AI’s potential not in hype, but in its power to deliver real-world impact across Australia.    Ian Edwards: When I think about Australia’s economic future, I often hear conversations dominated by energy, climate resilience, and advanced manufacturing. Yet I can’t help but wonder if the most transformative lever is less visible: data and artificial intelligence. These aren’t just technologies; they’re the new infrastructure on which decisions, industries, and even public trust will be built. If data is indeed the new oil, then AI is the refinery and the distribution network — it touches every corner of our economy and society. Mike, from your vantage point, how do you see AI re-shaping Australia in the decade ahead?    Prof. Mike Blumenstein:That’s exactly how I see it, Ian — data really is the new oil, and AI is the engine that runs on it. If you look at Australia’s “made in Australia” ambitions in advanced manufacturing, none of it happens without data-driven decision-making. AI models allow businesses to enhance productivity, improve accuracy, and anticipate challenges before they arrive. The same applies in healthcare — AI can improve the patient lifecycle, from diagnostics to aftercare, by providing predictive insights doctors can trust. But we mustn’t forget the social good side of AI either. At UTS, we’ve seen how AI can protect communities through projects like SharkSpotter® and CrocSpotter, which use computer vision to detect dangerous animals along our coasts and rivers. That’s a great example of how AI strengthens both the economy and society.    Ian Edwards: It strikes me that the “AI revolution” isn’t about algorithms in isolation, but about ecosystems that link research, industry, and community outcomes. I’ve seen many grand claims made about AI’s potential, but fewer examples of real impact delivered in partnership with people and institutions. What excites me about your work is that you’re equally comfortable discussing patents, start-ups, and public safety. To me, that suggests a model of innovation that blends technical excellence with civic responsibility. How does UTS anchor itself in that balance?    Prof. Mike Blumenstein: UTS operates on two strong pillars — education and research — and both are deeply tied to AI. On the education side, we’re not just producing data scientists and AI specialists; we’re embedding data literacy across disciplines, from speech therapy to allied health, so graduates can bring AI-enabled insights into their fields. On the research side, we’re ranked #5 globally for AI research, which gives us the credibility to work with industry and government at the highest level. But ranking alone doesn’t matter unless the research translates into impact. That’s why so much of our work is done in partnership with business, NGOs, and industry consortia — creating AI models that solve real-world problems, whether it’s improving coastal safety, predicting traffic flows, or supporting sustainable cities. What makes UTS special is how quickly and flexibly we work with partners; we’re known as a university that’s easy to collaborate with.    Ian Edwards: There’s a tension at the heart of this AI conversation. On one side, the promise of productivity, healthcare breakthroughs, and safety. On the other, the risks of job displacement, bias, and misuse. As I listen to you, I think the question isn’t whether AI will define our future — it’s whether we have the courage and wisdom to shape it responsibly. What gives you confidence that universities like UTS can help Australia get that balance right?    Prof. Mike Blumenstein: Those concerns are absolutely valid, and they’re precisely why universities like UTS play a critical role. It’s not enough to just develop the technology; we must develop the ethical frameworks, governance structures, and multidisciplinary perspectives that ensure AI is fair, transparent, and inclusive. For instance, when we embed AI into health or social policy, it’s always alongside domain experts to ensure context is respected. I often tell my students: it’s not about replacing jobs, it’s about creating better systems where humans focus on higher-value tasks. And the truth is, new industries are emerging because of AI — think of the thousands of AI-powered startups we’ve already seen in Sydney’s Tech Central precinct. The opportunity is enormous, provided we lead responsibly.    The long view on balance  AI is no longer confined to labs or research papers — it is woven into the fabric of Australia’s future. Yet what stands out is Professor Blumenstein’s insistence on balance: between economic opportunity and social good, between research excellence and practical application.     That balance may well define how Australia thrives in a data-driven century. The first article in this three-part series offers a reminder that the AI revolution is not something arriving in the distance; it is already here, and it demands thoughtful leadership.     As we look ahead, the question is less about whether AI will shape the nation, but about how responsibly and creatively we harness it. The following two articles will explore how UTS is equipping the next generation of AI leaders, and how universities can prepare graduates to thrive in industries transformed by intelligent systems.   Part 2 is available here.   Professor Michael Blumenstein is currently the Pro Vice Chancellor (Business Creation and Major Facilities) at the University of Technology Sydney (UTS). Michael previously served as the Deputy Dean (Research and Innovation) in the Faculty of Engineering & IT at UTS and earlier held the positions of Associate Dean (Research Strategy and Management) and Head of the School of Software (now Computer Science). Previously, Professor Blumenstein worked at Griffith University in Queensland where he accumulated over a decade of experience in leadership roles including portfolio Dean (Research) of the Sciences Group and Head of the School of ICT.    Professor Blumenstein has served in numerous leadership roles with industry and professional associations over two decades, including most recently as a Board Member of the Internet of Things Alliance Australia (IoTAA). Previously he served as Vice President (Academic) of the Australian Computer Society (ACS), and prior to that as Director of Technical Advisory Boards. Professor Blumenstein was also elected onto and served as a member on the NSW Council of the Australian Information Industry Association (AIIA). Prior to moving to NSW, he served as the Chair of the Queensland Branch of the Institute for Electrical and Electronic Engineers (IEEE) Computational Intelligence Society. He was also the Gold Coast Chapter Convener and a Board Member of the ACS Queensland Branch Executive Committee. He is a past Chairman of the IT Forum Gold Coast and a former Board Member of IT Queensland.     Michael has served on the Australian Research Council's (ARC) College of Experts on the Engineering, Mathematics and Informatics (EMI) panel. In addition, he also served on the Executive of the Australian Council of Deans of Information and Communication Technology (ACDICT).  ... View more

    Let’s start with what an industry visit is! Typically, it’s when students visit a corporate office or headquarters, to gain firsthand exposure to the company’s culture and industry practices. Students typically participate in interactive sessions with executives, managers and employees, with the goal to understand how the business operates, but most importantly develop their thinking and understanding of, what they are studying, and how it will affect their career opportunities. Or how the theory they are learning can be applied in the real-world. And for some students, it may open the door to an internships or job interview. Industry visits take place all around the world at SAS offices. 2 such recent events included:   A university cohort visit to SAS Malaysia A school group visit to SAS Australia   A university cohort visit to SAS Malaysia The SAS Malaysia industry visit provided the students with an enhanced understanding of how data, AI and software solutions, deliver value to industry. The visit was organized as part the SAS Global Academic Program, with the goal to expose students to modern industry practices in data and AI and data-driven decision-making. And connected classroom learning with industrial application, particularly in the fast-evolving digital economy.   Students learnt about the organisational structure and operations of SAS, the organisations role in the data and AI domain, and showcased how software solutions help businesses optimise performance. Additionally, the visit introduced students to emerging technologies such as GenAI, Agentic AI and Digital Twins, while also fostering awareness of potential career paths in these fields.   The visit included an introductory briefing on SAS’s history, global presence, and contributions to the world of data and AI. Demonstrations on SAS apps and highlighted how SAS, data and AI deliver value to the healthcare and finance sector. Interactive Q&A sessions allowed students to clarify concepts and gain practical insights from industry experts. And a guided tour of the company’s facilities provided an overview of its collaborative working culture and technological infrastructure.   The result. The visit significantly enhanced students understanding of the data and AI industry. Students were able to see how theoretical concepts, including machine learning, data modelling, and visualization, are applied in real-world business scenarios. And introduced students industry case studies that increased awareness of industry expectations and the skills required to succeed in data and AI related careers. The day also highlighted the importance of continuous or life long learning given the rate of technological and business change in the world today.   A school group visit to SAS Australia SAS’s Girls in Tech Day was a great opportunity for a group of schoolgirls to gain valuable insights into the tech industry and learn what skills it takes to follow a career path into data and AI.   The visit started with an overview of a day in the life of a SAS intern. Two SAS interns talked about how they spend their days, working in each of their relevant roles. And shared insights about the projects they are working on, while explaining how what they had learnt at school had lead them to where they are today. And also what they were learning while at SAS and how they were further developing their skills.    Graduate program employees talked about how they were learning to use technology to collect and clean data, build visualisations, and identify trends and patterns. They demonstrated how various types of visualisation can effectively represent complex data sets. And critically how to interpret these technical insights and present them to a business audience. The team also talked about their individual employment experiences and the academic pathways that led them to SAS. And the importance of selecting HSC courses as a pathway to either university or employment, plus tips and tricks of finding work experience, and getting ready for job interviews.     The SAS Girls in Tech Day was an empowering event aimed at inspiring young women to pursue careers in technology, data, and AI. And the day brought together schoolgirls from across Melbourne to explore the world of STEM through interactive, hands-on workshops, networking, and presentations.   Call to Action A good industry visit can shine a light on what life after study looks like. What a job in the workplace looks like and how careers differ to jobs. A great industry visit inspires the next generation not just carve out a career pathway, but to make a difference. To inspire others to follow in their footsteps and to become a coach and mentor to others. And every organisation can make their industry visits great. With a bit of time and effort and a lot of passion.   ... View more

  In an increasingly data-driven world, building a robust talent pipeline in analytics and AI begins with immersive, real-world learning experiences. The SAS Viya for Learners Challenge is such an experience and for the last 5 years has been an incubator of tomorrow’s data professionals.   Bridging Classroom Theory with Practical Skills Hosted on Kaggle, the SAS Viya for Learners Challenge invites students to navigate a complete analytics lifecycle—from data exploration to deployment—using SAS Viya. Based in the cloud, SAS Viya for Learners offers students the opportunity to either use no-code apps like SAS Visual Analytics, or program in SAS, Python, or R. Students work through a simulated, business-focused problem, gaining hands-on exposure to data wrangling and machine learning model building.   Gamified Learning Drives Engagement Run across 5 days, the challenge leverages gamification—leaderboards, badges, and interactive feedback—to heighten motivation and enhance learning. Students track their progress in real time, creating a healthy competitive spirit that pushes them to continually improve their analytical models. These game-like elements not only make analytics fun but also reinforce persistence, experimentation, and critical thinking—key traits for aspiring data professionals.   Credentialing with Digital Badges Completing the challenge also earns participants a digital badge, a modern credential that bolsters resumes and LinkedIn profiles. This immediate recognition serves as a tangible indicator of competency in analytics and SAS Viya, giving students a competitive edge in the job market.   Anchoring Students in Real-World Context A critical element of the challenge is the real-world use case. Developed by SAS experts, the use cases provide students the opportunity to apply theory and knowledge learnt as part of degree programs, alongside SAS technology skills and application methodology. This mix enhances students understanding of how theory is put into practice and how AI and analytics generate business insights and inform decisions. Building readiness for industry roles.   Building Careers One Challenge at a Time Alumni of the challenge go on to meaningful careers. For example, Alejandro Rivera Alvarez described their experience as an opportunity to “demonstrate my skill & knowledge but also to learn more, with SAS Viya for Learners,”. Alejandro is now a Supply Chain Finance Analyst at Kraft Heinz. Another participant, Pragathee Velraj from the University of Queensland, noted that the leaderboard format motivated her to “proactively solve problems” and clarified her enthusiasm for a data science career.   Integrating the Challenge into Curriculum Educators play a crucial role in scaling the impact of this initiative. The SAS Viya for Learners Challenge can be embedded into university or college programs in several ways: Capstone Projects: Lecturers can use the challenge as a project for analytics, data science, or statistics courses. Students apply classroom concepts directly in a competitive, applied setting. Assessment Integration: Participation in the challenge can count toward coursework grades, incentivizing students to fully engage. Educators can assess not only model accuracy but also teamwork, documentation, and interpretation of results. Skill-Building Workshops: Faculty can run preparatory workshops that teach students how to navigate SAS Viya, work with large datasets, and interpret leaderboards, ensuring that students enter the challenge confident and ready. Industry Linkages: By highlighting employer interest in challenge credentials, educators can show students the tangible career value of participation, strengthening industry-academia ties. Cross-Disciplinary Use: Because SAS Viya supports multiple programming languages and industries, the challenge can be integrated into business, engineering, healthcare, and social science programs alike. Empowering a Robust Talent Pipeline Events like the SAS Viya for Learners Challenge and the upcoming SAS Hackathon enable experiential learning. And can play a pivotal role in developing industry-ready data & AI talent. Educators who embed the challenge into their curriculum help students graduate not just with knowledge, but with demonstrable, real-world analytics experience. ... View more

For the last 4 years, the Global Academic Program here at SAS Australia / New Zealand, has offered the Industry Project Program. “What’s is it and how is it relevant to me?”, is a question that you might be asking.   The Industry Project Program is a quick and easy way for SAS customers to establish and grow university-industry partnerships. With the goal of finding and onboarding student talent, by leveraging the SAS Global Academic Program university partner ecosystem. You’ve probably heard of capstone projects, or final year projects. The industry project program is a way for SAS customers to connect with SAS university partners, access the capstone program, and have students, work on a project that from your business point of view, might be important, but not urgent. What better way to work with the next generation workforce!   SAS Australia has 5 flagship university partners, supports 25+ premiere university programs and is integrated into 300+ subjects. SAS New Zealand has 2 flagship university partners, supports 5+ premiere university programs and is integrated into 30+ subjects. This is mirrored regionally and globally.   What is a capstone project? Put simply, it’s an opportunity for a student to apply academic, subject and domain knowledge to a real-world project or business problem. Capstone projects allow students to apply the theories, concepts, and skills they've learned throughout their degree, to solve a real industry problem. This hands-on experience is often more in-depth work than traditional coursework and the program gives students a tangible way to showcase their skill and knowledge to potential employers. The capstone often results with a report, presentation, prototype, or research paper, which students can showcase in their professional portfolio.   Customer Benefit Students typically select capstone topics that are aligned to their career interests and aspirations. So, from an industry point of view, customers know they’re working with talent that is already connected to their industry space, and is providing the student the opportunity to deep dive into a subject they are interested in. And that will help students discover new areas of interest and refine their career direction.   In short it provides customers with the opportunity to: Access innovative solutions and fresh perspectives Incorporate up-to-date knowledge, and creative thinking Leverage out-of-the-box thinking Avoid constraints as students often approach problems in novel ways Benefits can stretch further, for example supporting corporate branding and corporate social responsibility. Community engagement and commitment to education and workforce development. And increase brand visibility amongst higher education, enhancing the company's reputation on campus.   Talent Benefit It goes without saying, that the Industry Project Program also provides students a skill building opportunity. Capstones develop essential soft and hard skills that customers highly value, such as: Teamwork and collaboration Communication and presentation Problem-solving and critical thinking Project management and research Skills that often mirror those required in entry-level professional roles. Capstone also provide students networking opportunities and may involve collaboration with industry mentors, faculty advisors, and external stakeholders. These networking relationships can lead to job referrals, internships, or professional mentorship.   In short increased employability. Having a completed capstone project gives students a competitive edge during job interviews. It provides a structured example of their ability to manage a complex project from start to finish—something employers highly value.   Bringing Industry Capstone Engagements to Life So how does the Industry Project Program bring capstone opportunities to our customers? Well, its as simple as contacting Academic@oz.sas.com.   We recently supported the University of Canberra capstone program. As a SAS Global Academic Program partner, the University of Canberra is committed to preparing students for professional and personal success.  And the capstone project program ensures students are equipped to make meaningful impact in their community. The program enhances student learning by providing exposure to industry and is a successful bridge between academia and industry, such as local business, big tech companies and government agencies.   We’ve also connected with capstone programs at the University of New South Wales, Macquarie University, University of Queensland, Royal Melbourne Institute of Technology, Australia National University and more.   What’s is it and how is it relevant to me? Hopefully we’ve answered the question “What’s is it and how is it relevant to me?”. And you’re excited to reach out to the SAS Australia New Zealand Academic Program team to discuss identifying a university partner to work with via the industry project program. You too can be a bridge from the university classroom to future early career employees.   ... View more

  The World Economic Forum, Future of Jobs Report, 2023, states that by 2027, companies are expected to increase their use of AI by 75%. Why is this important? Because we know Australian and New Zealand businesses are experiencing a skyrocketing requirement for data and AI skills. So, when a SAS customer says, “where can I find SAS skilled data and AI talent”, part of your response should include – “SAS has a program that focuses on developing early career talent. Have you heard of the SAS Global Academic Program and the Talent Connection Program?”   Building a pipeline of SAS skilled talent  You may have a customer who reports, “staff are required to pick up old SAS jobs to run, but don’t know how to fix/improve them”. New staff then try to export the data into R, Python or other apps like MS PowerBI which can threaten SAS’s position within the client. Or a client that shares “the team skilled in SAS has a high turnover”. Most of the new recruits have only open-source skills and no SAS skills. Which again can threaten SAS’s position within the client.   This is why SAS created the Global Academic Program and offers our customers access to the Talent Connection Program. That’s why SAS is committed to building a data, AI, and technology-enabled workforce. And why we support higher education institutions that deliver programs to close the data and AI skills gap, as well as academic-industry collaborations that help our customers develop a strong data and AI culture.   Don't listen to me, read the Commonwealth Secretariat journey As an example, it is SAS’s commitment to building a data, AI, and technology-enabled workforce, that grabbed the attention of the Commonwealth Secretariat, leading to the recent launch of the Commonwealth and SAS Data Literacy and AI initiative. A program designed to enhance data literacy and artificial intelligence (AI) skills across Commonwealth nations.   Our customer commitment So when a customer says, we find it difficult to recruit SAS skilled talent. You can, in part reply “The Commonwealth Secretariat were so impressed with SAS’s commitment to building a data, AI, and technology-enabled workforce, that they chose to partner with SAS and…” Commitments such as the Workforce Connection program that helps customers like Westpac access early career talent.   Call to Action So, next time you speak to your customer, you can share that SAS is committed to building a data, AI, and technology-enabled workforce. That’s why we support higher education institutions that deliver programs to close the data and AI skills gap, as well as academic-industry collaborations that help our customers develop a strong data and AI culture. The SAS Talent Connection program fosters this ecosystem by building partnerships that integrate industry-relevant, applied data, AI, and technology learning pathways into higher education programs. It also connects our customers with academic partners and emerging talent. ... View more

   What does it take to turn the spark of an idea into tangible results? From my experience with Torrens University – it’s one thing: PEOPLE. I’ve spoken to the partnership with Torrens Uni on 3 occasions: Supporting Higher Education, Starting from a different place & DataStorm articles. Each time, highlighting a completely different program of collaboration. In all instances, focused on preparing students for the world of work – digital work! About providing students with the opportunity to learn practical skills and develop a competitive edge for when they enter the workforce.   So, 18 months on, and on reflection, what are the highlight?   Integration of SAS into Curriculum. Torrens University stands out as the first Australian institution to mandate the SAS Machine Learning Specialist certification for its Master of Business Analytics students. This initiative ensures that graduates are proficient in SAS® Viya® and SAS® Visual Data Mining and Machine Learning, aligning their competencies with industry demands. The university's approach emphasises practical application, engaging students in real-world projects that utilise SAS's machine learning capabilities. This hands-on experience allows students to apply theoretical knowledge to complex data challenges, enhancing their problem-solving skills and readiness for professional roles.   Impact on Employability and Curriculum Development The collaboration has significantly influenced curriculum design at Torrens University, ensuring that course content remains relevant to current industry practices. By embedding SAS's analytics insights into their programs, the university bridges the gap between academic learning and industry requirements, thereby enhancing the employability of its graduates. Associate Professor Claire Davison, Associate Dean of the School of Analytics and Business Information Systems, highlighted that this alliance is crucial for keeping pace with advancements in analytics and artificial intelligence. The partnership not only enriches the curriculum but also fosters a culture of innovation and continuous improvement within the academic community.   Student Experiences and Outcomes Students have reported positive outcomes from the integration of SAS into their studies. For instance, Chenkun Sun, a Master of Business Analytics graduate, noted that the practical projects and case studies involving SAS Machine Learning enabled him to apply theoretical knowledge to real-world scenarios effectively. Achieving the SAS Machine Learning certification early in his career enhanced his ability to tackle complex data challenges, thereby improving his employability.   Future Prospects and Industry Relevance The partnership between Torrens University and SAS exemplifies the importance of aligning academic programs with industry needs. By providing students with access to cutting-edge analytics tools and certifications, the university ensures that its graduates are well-equipped to meet the demands of the modern workforce. This collaboration serves as a model for how educational institutions can proactively adapt to technological advancements and prepare students for successful careers in data analytics.   Was all the hard work worth it? The strategic alliance between Torrens University and SAS has led to the integration of industry-focused learning and certifications into the academic curriculum. In turn supporting our joint goal to enhance student learning experiences and employability. Our collaboration underscores the value of partnerships between academia and industry and the value the SAS and Global Academic Program brings to Higher Education. ... View more

    According to the World Economic Forum Future of Jobs Report 2025. technology-related roles are the fastest- growing jobs in percentage terms. This means Big Data Specialists, AI and Machine Learning Specialists and Software and Application Developers. A career in big data and AI requires curiosity, passion and creativity. That’s why the SAS Global Academic Program collaborates with universities around the work to empower students to become the data and AI leaders of the future.   So where did it begin for me?   My journey began in 1990 with the decision to study mathematics and statistics at university. When Total Recall depicted self-driving cars controlled by AI and Terminator 2: Judgement Day stared a cyborg assassin from a world controlled by AI.   While I didn’t learn how to build self-driving car or autonomous robot, I did learn about the foundational approaches that we use to tackle big data and AI today. For example, probability theory such as Bayesian statistics, statistical theory such as linear modelling and optimisation techniques such as maximum likelihood. As well as programming and computational efficiency. But also automating intelligence through problem solving and logic. Robustness through validation and testing. Linguistics through natural language processing and ethics and responsibility by understanding and avoiding bias.   In its own way the SAS Global Academic Program extends the opportunity for todays students to explore these fields and develop the type of analytical and critical thinking that underpins the subject, through program of events such as the Student Connection Series.   Finding the breaks, making luck   In many ways starting university, making friends, learning to live away from home, is harder than learning about mathematics and statistics. But this too builds skill and resilience, that as you take your first steps towards your career path, develops the kind of personal and networking skills that grow as your professional career builds. And finding opportunities to apply what you’ve learnt is event more beneficial. Whether a gig with a local business or your own thing online, or a student or virtual project, the chance to put the theory you’ve learnt into practice helps connects the dots. And while it can take persistence to find these opportunities, this is also a lifelong lesson learnt, as the experiences we most value, tend to be the ones we work at most.  Competitions like Curiosity Cup are fantastic ways to create these opportunities. And events like SAS University Days are great place to meet people, ask questions, share experiences, understand the range of journeys and of course build your own network.   Always looking forward   Coming back to the World Economic Forum Future of Jobs Report and the growth in the fields of Big Data, AI and Machine Learning and Software Development. The skill gap continues to be considered the biggest barrier to business transformation, with 63% of employers identifying it as a major barrier over the next 5 years.   Collaboration between academic institutions and industry is critical and continues to evolve when it comes to workforce development. Here in Australia, Melbourne Business School Centre for Business Analytics with Founding Partner SAS, is at the forefront of data-informed decision making, uniting scholars, practitioners, students, and organisations driven by the challenge of leveraging data for organisational success. University of Technology Sydney Innovation Hub features a state-of-the-art edge-to-enterprise AI and IoT streaming data processing research platform and unlocks the opportunity to tackle real-world use cases and put AI and machine learning models to work.   And further afield, Malaysia’s Quest International University's global partnerships programme has enhanced graduate employability through experiential learning opportunities. In India, the Indian Institutes of Technology (IITs) collaborate with tech firms to create innovation hubs. This generates substantial annual research and development. In the UK, Early-Stage Prosperity Partnerships by the Engineering and Physical Sciences Research Council (EPSRC) bring universities and businesses together to tackle challenges like biodegradable polymers and aerospace materials.   My commitment    I’m passionate about education. That’s why I lead the SAS Global Academic Program.  Since our founding in 1976 SAS has invested in higher education through software provision, curriculum support, enablement and research. It’s in the long-term interest of industry and higher education to maintain close ties, to embrace new directions in technology and support the development of critical skills and knowledge.   Worldwide over 4,000 higher education institutions and universities collaborate with SAS. In Australian and New Zealand, we support over 50 higher education institutions and universities Since our founding SAS has invested in higher education through free academic software, curriculum, enablement and research support, to support the academic community, develop innovative learning programs which bring AI and analytics into the classroom. And help students develop critical skills in-demand throughout industry.   I look forward to sharing more insight as to how over the coming months. ... View more

   Vocational Education and Training (VET) institutes are crucial in providing the future ready workforce.  VET Institutes equip individuals with practical, job-specific skills to prepare them for the workforce. They offer a wide range of qualifications, from Certificates to Advanced Diplomas, including more recently micro credentials – focused educational qualifications designed to provide learners with specific skills and knowledge, often tailored to meet industry demands and enable the learner to upskill or reskill without the need to commit to a 12+ month education program. And they emphasizes hands-on, competency-based learning. Where students learn practical skills directly applicable to workplace settings.   That why SAS is a core partner of TAFE NSW – Institute of Applied Technology Digital (IATD). A cutting-edge educational initiative located at TAFE NSW Meadowbank, focusing on providing innovative training in digital skills that align with industry demands. Our Beginnings The partnership between SAS and IATD began in 2022, when SAS committed to advise TAFE NSW on the development of the IATD’s new and innovative education model. To ensure agility with an industry informed digital skills curriculum, with a strong commitment to contribute towards transforming the delivery of education in the VET system via four pillars:   Co-Design – of the education model and incumbent micro skills and credentials, by offering industry and subject domain experts, educational curriculum, industry certification and access to SAS Software Co-Deliver – of micro skills and credentials programs, leveraging industry and subject domain experts, digital industry themed learning pathways and SAS Software Co-Locate – working with the Foundation Partners on premise and in stream, to present a unified IATD experience Co-Partner – providing ongoing expert industry input via the IATD Industry Advisory Boards.   Our Partnership TAFE NSW investment in IATD represents a significant effort to address Australia's data analytics skills shortage. SAS is partnering with IATD specifically in the fields of Artificial Intelligence and Data Analytics. Part of the partnership has seen the alignment if SAS digital learning pathways and SAS Industry Certification with a series of Foundation and Intermediary micro-credentials. For example aligning the Machine Learning Foundation micro-credentials with the Applied Statistics for Machine Learning industry certification pathway. And aligning Understanding Data Analytics micro-credentials with the Visual Business Analyst industry certification pathway.   SAS subject and domain leads have also guest lectured as part of several of Artificial Intelligence and Data Analytics micro-credentials and recorded a number of interviews and webinars designed to showcase how industry leverages AI, data and technology to solve complex business problems. The unique approach involves creating stackable credentials which enable learners to progressively enhance their skills while building pathways to advanced qualifications. Te approach also emphasizes collaboration with industry experts, ensuring the curriculum stays relevant and that learners are equipped for evolving job markets.   What’s Next Our ambitious next step see’s SAS co-deliver the Data Analytics Work Integrated Learning Program. This program is a 10-week course that was co-designed by SAS and provides both technical and enterprise skills in areas such as data modelling, visualization, and machine learning. This new micro-credential is part of a new "Data Pathway" which includes four stackable micro-credentials, including Understanding Data Analytics, Data Visualization Foundations, Python for Data Analytics, and a capstone work-integrated learning module.   The program offers learners the opportunity to develop knowledge of core industry skills including problem solving, critical thinking, collaboration, communication, project management and teamwork. How to define a business problem, take a data-driven hypothesis testing approach and collect data and the approach to exploratory data analysis, and how to approach building advanced dashboards and applying data modelling and machine learning techniques. While outlining the importance of data governance and ethics.   The Future is here Across Australia, industries are increasingly adopting data technologies to meet the rising demand for data-driven decision-making and real-time analytics. The IATD – SAS partnership has developed and continues to develop practical learning micro skills and credentials and provide hands-on experience with real-world projects based activities. The partnership represents one of the new approaches to developing the new type of learning pathway to develop the workforce of the future.   ... View more

  SAS has a longstanding partnership with UTS which centres around an on-campus Innovation Lab, featuring an industrial-standard, state-of-the-art edge-to-enterprise AI and IoT streaming data processing research platform. The Lab offers the opportunity to tackle real-world use cases across areas including healthcare, manufacturing and agribusiness. This technology combines with AI and machine learning models to analyse and process real-time data.   What is the Innovation Lab solving? The SAS x UTS Innovation Lab is tackling a number of real-world use cases such as: Leveraging IoT, real-time distributed data and analytics to enable distributed energy resources (DER) trading to enable reduced costs, enhanced profitability and provide a pathway to strengthen national energy security Every year, three million seniors are treated in emergency departments for fall-related injuries. An AIoT device called DeepCare uses radar streaming data to detect seniors’ activities including falling. Using an AI-enabled IoT platform to advance smart lighting technologies   What’s behind initiatives like the SAS x UTS Innovation Lab? Organisations in Australia are enthusiastically adopting technologies such as AI and capabilities like Generative AI (GenAI), with a recent SAS study finding Australia among the most advanced markets when it comes to maturity and implementation of GenAI technologies. UTS are front and centre in helping prepare the next generation of data and AI professionals, working with SAS to upskill graduates and create a pathway to connect students with organisations across Australia that have a need for AI skills. A recent study found that 75 percent of Australian organisations are actively searching for candidates with AI skills, underlining the importance of the Innovation Lab partnership.   So how can you get involved? Want to know more about the UTS & SAS Innovation Lab? Looking to establish a talent partnership with UTS & SAS? Contact UTS: Ayesha Ubaid (Australian Artificial Intelligence Institute), ayesha.ubaid@uts.edu.au Contact SAS: Ian Edwards (Global Academic Program), Ian.Edwards@sas.com ... View more

   Back in June 2024, I posted “It’s a hackathon – but not as you know it”. I said at the time that I’d check back in and share how the program is progressing. August was a busy time with both the Design and Marketing teams working hard to design and develop the hackathon event – now called “DataStorm”.   DataStorm - Design Team The Design team have been busy designing the event experience. Including defining the events purpose, the goals and objectives, the technical requirements including data needs and AI insight opportunities and event deliverables and success criteria.   No surprise that the purpose of the event is to provide participants with the opportunity to develop industry ready skills. By designing an event that develops real-world problem-solving skills and critical thinking. And that encourages participants to think creatively and innovatively about how to solve a data problem. Of course the event design also gives participants the opportunity to develop SAS skills, and also the means to focus on creating practice al and implementable solutions. With a dash of team development through networking and mentorship.   The Design team have also defined how participants must submit their insights. Via project submissions, including reports and solutions. And a final presentation, both oral and written. And defined the judging criteria and mechanisms for evaluation and feedback. The expected outcomes? Increased participant employability, enhanced data, AI and SAS skill and knowledge. And interaction with the business community.   DataStorm - Marketing Team The Marketing team have been equally busy designing the event brand. Including how to present the vision of the event, articulate the benefit to participants and the value to sponsors and plan to execute to achieve these objectives.   It was the Marketing team who came up with the name DataStorm and associated brand. As a means to create a visual and emotive brand that resonates with both students and industry. The team also created a campaign plan to execute all elements of event promotion, including the design for digital marketing, promotion assets and implementation channels.   Crucially the team defined event success metrics including effectiveness of promotion and event plan, implementation of strategy, collaboration framework, engagement and participation rates and lastly quality of impact of submissions.   DataStorm DataStorm is a collaboration between Torrens University and SAS, specifically the university Social Enterprise Hub (SEH) and SAS’s Global Academic Program.   SEH is an innovative initiative by Torrens University, dedicated to fostering social entrepreneurship and sustainable business practices. SEH serves as a platform for students, entrepreneurs, and community members to collaborate on projects that address social, environmental, and economic challenges. By providing resources, mentorship, and a supportive community, SEH empowers individuals to develop and implement solutions that create positive social impact. The Social Enterprise Hub delivers consultancy services to purpose-driven and not-for-profit enterprise partners from across Australia and globally. SHE helps to drive productivity and impact where in exchange, students gain practical and meaningful industry experience that helps prepare them for their future careers. As a student-led consulting agency, students get to shape its design, assist in the coordination of operations, and deliver consultancy projects.   The SAS Global Academic Program is committed to building a data, AI and technology enabled workforce. That’s why we support tertiary education institutes that deliver programs that close the data & AI skills gap, and why we support academic - industry engagements that empower our customers develop their data & AI culture & capability. The SAS Global Academic Program enables this ecosystem, by developing academic partnerships that deliver tertiary education and industry certification programs that embed industry relevant and applied data, AI and technology learning pathways.   DataStorm objective is to design a dynamic and inclusive event that brings together data enthusiasts and students from diverse backgrounds to collaboratively address pressing challenges through innovative solutions. The hackathon will focus on not only solving data-driven problems but also on enhancing participants' employability by equipping them with practical skills and industry knowledge. DataStorm is an innovative collaborative activity to achieve these goals. ... View more