A Data Scientist at SIU Paris!

 Data Scientist - Fabrizio Veneziano  

We would like to congratulate Mr. Fabrizio Veneziano, member of the Paris Campus staff, for successfully completing the Data Scientist certificate delivered by the CEPE/Ensae (École nationale de la statistique et de l’administration économique), “one of the most prestigious French Grandes Ecoles of engineering and a member of ParisTech (Paris Institute of Technology) [also] known as the branch school of École Polytechnique for statistics, data science and machine learning” (source).


Data science is a discipline at the crossroads between statistics and IT which “employs techniques and theories drawn from many fields within the broad areas of mathematics, statistics, information science, and computer science, in particular from the subdomains of machine learning, classification, cluster analysis, data mining, databases, and visualization.” (ibid.)

The goals of a data scientist can be more oriented towards analytics descriptions or towards predictive modeling, and often start from data mining actions to collect and clean information needed for the analysis from either structured or non-structured data, and include a data visualization part to present the results to both a technical and non-technical audience, as well as to extract patters which are hard to derive from numerical outcomes only.

Two languages in particular are widely employed by data scientists, that is Python and R, along with a host of different technological tools such as SQL, Hadoop, and Apache Spark among others, the last two in particular are a popular choice for dealing with big data and exploiting cloud storage and distributed computing.

Deep learning in particular has become a major asset in the toolbox of data scientists in a number of different fields including web and business analytics, a domain of increasing relevance for international business or business administration students.


Meet Jeanette Espinal, Schiller University’s Corporate Registrar.

Staff Spotlight, Jeanette Espinal

Staff Spotlight, Jeanette Espinal

Meet Jeanette Espinal, Schiller University’s Corporate Registrar.  Jeanette has been working with SIU since the beginning of 2017 and has been in the industry for over 7 years.  She begun in the Financial Aid department, then moved to the Registrar department and most recently served as a Campus President.  Jeanette describes herself as seeing things in “black and white”, which is why she enjoys her job and the compliance aspect of it in abundance.   She sees the role of the registrar in any school as the “central piece of the puzzle the keeps the whole puzzle connected”, while maintaining the academic integrity and carrying out the mission of the University.

Personally, Jeanette is from Jersey with roots from  the Dominican Republic and is very proud of her heritage.  When asked what her hobby is, she explained that it’s enjoying different cuisine from around the world. Before moving to the Tampa Bay area she lived in West Palm Beach, where she goes back often to see her family.

Welcome Jeanette!!!!

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Schiller Represents at NACAC National College Fair

Schiller International University attended at the National Association for College Admission Counseling’s National College Fair on February 25, 2017.
This year’s exhibit took place at the Florida State Fairgrounds right here in Tampa, Florida. Tampa Campus staff members Diego Angel and Daniel Perez represented Schiller to discuss our programs with prospective students and explain how our students have the unique opportunity for a truly international educational experience through campus transfers to Germany, France, and Spain.

10 Reasons to Study Abroad

10 Reasons to Study Abroad
While in 2006 only 37% of employers valued studies and experience abroad, in the latest data that figure has increased to 64%. The facts are irrefutable, between 90% and 95% of students who have studied a master’s degree or an undergraduate degree abroad found work in their field within the first six months following their graduation. The data published by the Institute of International Education (IIE-Abroad Survey) and the University of California show clearly that studying abroad in an international university will obtain great benefits for those wishing to succeed in the world of employment in the short, medium and long term. Moreover, data from the European Commission and the ICEF Monitor show that: 92% of employers are looking for skills and knowledge they often encounter in students or employees who have lived abroad for longer or shorter periods of time. 64% of employers admit to giving greater responsibility to those new employees who have studied and who have worked abroad. Thus, while in 2006 only 37% of employers valued studies and experience abroad, in the latest data that figure has increased to 64%. The average salaries obtained are between € 65,000 and € 200,000 in sectors related to multicultural communication and negotiation, as well as in the various aspects of international business and commercial management according to Simply Hired. In view of the above, there are 10 reasons why studying and working abroad increases our employability as well as our professional, personal, and intellectual development. “The more countries we have lived in, the greater the use of our brain’s plasticity in adapting to changing environments and situations”

  1. Multicultural competences. Direct understanding of other environments, cultures and the world. As Confucius well said, “I hear and I forget. I see and I remember. I do and I understand.” The more countries we have lived in, the greater will be the use of the plasticity in our brains in adapting to changing environments and situations.
  2. Real learning of other languages and sociocultural immersion in other environments. Language, culture and society are linked, and that combination is only learned in the country of origin under total immersions in the culture and its surroundings. Simultaneous translators know this very well: the real expressiveness of a language is only mastered if its essence is understood.
  3. Exposure to lateral and non-linear vision and thinking. When we study, work and live in other countries using a foreign language, we are forced to break the preprogramming we have been subjected to in our society, culture and religion (linear thinking). This makes us more analytical, creative, dynamic and innovative.
  4. New relationships and international contacts. Expanding and maintaining our network of contacts is one of the cornerstones of social and professional success. Growth is exponential if these relationships cross our borders.
  5. Development of the resolve and proactive attitude based on results and leadership; Improvement of self-esteem, as well as desire and ability to succeed. Leaving the family, social and cultural comfort area leads to the acceleration of intellectual, cognitive, logical and adaptive maturation.
  6. Exposure to new business alternatives and business options. Exposure to services, lifestyles and alternatives fosters our entrepreneurial creativity. Hence, many business ideas and know-how typical of many new startups are fruit of seeing how people live in other countries and how their needs meet.
  7. Maximum valuation of employers. Having studied in an international environment, especially if it has worked simultaneously in other countries, is highly valued by the most prestigious companies.
  8. Development of independence and economic-financial survival skills. In a society in which our students have been directed towards the dependence of the environment – aid, subsidies and unemployment – the international environment redirects them towards self-reliance and survival with scarce means.
  9. Plurality of educational systems, as well as personal management. For better or for worse, there are other systems more flexible, dynamic and plural than Spanish. Adapting to other options gives us new points of view and generates in us additional resources and options that we may not have known before.
  10. Personal challenge and a unique lesson for life. The act of personal improvement and emotional growth that is acquired in other environments, fosters and becomes deeply rooted in our self-esteem and confidence. Although this struggle brings hard times and even frustration, the common denominator that endures is the reminder that the experience of studying and living abroad was worth it, the experience was enriching and, for many of us, fun and unique. By Professor Edgar Barroso – Director of the MBA Program at SIU Madrid Article originally published in Spanish:

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Hubo un tiempo en el que los graduados universitarios eran los elegidos para la gloria. Un tiempo pasado, como bien saben unos graduados que se enfrentan a unas perspectivas laborales poco alentadoras. ¿Compensa embarcarse hoy en una educación universitaria? ### UN GRADUADO UNIVERSITARIO YA NO ES SINÓNIMO DE CLASE MEDIA **Acabar la Universidad ya no significa el ingreso en la clase media, como concluye el centro de investigaciones Pew;** si en el 2012 un 37% de los norteamericanos lo consideraban necesario, hoy esa cifra se reduce al 30%. Un trabajo seguro es, para el 89% del os encuestados, el criterio más importante para formar parte de la clase media. Paradójicamente, hoy el trabajo es lo menos seguro de todo. En apenas dos décadas, la informatización eliminará uno de cada dos puestos de trabajo en los Estados Unidos, según un estudio de la Universidad de Oxford. Y ninguna profesión estará a salvo. Con estos mimbres no es de extrañar el auge de jóvenes que ni estudian ni trabajan: los Ninis. Con datos de la OCDE, este fenómeno afecta ya a uno de cuatro jóvenes en España. Un fenómeno global: en Turquía, un 31% de los jóvenes son Ninis; en Méjico, un 22%. **La Universidad ¿para qué, si además, es tan cara?** ### EL COSTE DE UNA EDUCACION UNIVERSITARIA Desde una perspectiva histórica, es cierto que los costes se han disparado: en 1970 Harvard anunciaba que, por primera vez desde su fundación en 1650, incrementaría la matrícula por segundo año consecutivo hasta los 2.600$. Si incorporamos la inflación, matricularse en Harvard costaría hoy unos 15.000$ con datos de la cadena CNBC. Sin embargo, su coste actual supera los 45.000$, sin incluir alojamiento y manutención. No extraña que la generación que sale ahora de las aulas en EEUU sea la más endeudada de la historia, con 43 millones de graduados acumulando una deuda récord. Y para colmo, abundan los casos de triunfadores contemporáneos que no completaron la universidad: Steve Jobs (Apple), Bill Gates (Microsoft), Larry Ellison (Oracle) o Mark Zuckerberg (Facebook). La realidad, sin embargo, es que para trabajar en esas empresas fundadas por personas sin completar sus estudios, necesitarás graduarte. Hay razones que lo corroboran: ### CUATRO RAZONES PARA OBTENER UN TITULO UNIVERSITARIO 1. **Tendrás más y mejores oportunidades laborales:** De los 2.9 millones de “buenos trabajos” ofertados en EEUU desde 2010 – trabajos con remuneraciones desde 53.000 dólares anuales más beneficios – el 97% fue copado por graduados universitarios según el estudio de la Universidad de Georgetown. 2. **Ganarás más:** el diferencial de ingresos medios no cesa de aumentar entre los que se gradúan y los que no. Entre 1980 y 2013, y a pesar del gran aumento en el número de graduados, el diferencial en los EEUU se dispara y pasa del 33% al 62%. 3. **Te adaptarás mejor:** lo único seguro del futuro es que va a requerir un aprendizaje permanente a lo largo de tu vida laboral. Nada mejor para el advenimiento de la sociedad del aprendizaje que la experiencia y disciplina del marco universitario. 4. **Vivirás más:** son varios los estudios que confirman una correlación entre el nivel de estudios y la esperanza de vida. Un mayor nivel de estudios se asocia a mejores hábitos y mayor esperanza de vida. ### FACTORES QUE DETERMINAN EL ÉXITO A LA HORA DE ELEGIR UNA UNIVERSIDAD Aunque ir a la universidad es determinante para el éxito laboral, un macro- estudio realizado por Gallup en EEUU constata que hay una manifiesta discrepancia entre la percepción de las Universidades – el 96 por ciento de los rectores estima que preparan adecuadamente a sus alumnos – y la realidad: sólo un 11% de los empresarios encuestados cree que los graduados tienen las habilidades necesarias para su desempeño laboral. En base a los resultados de Gallup, hay dos factores que anticipan un mejor desempeño de los graduados en el mundo laboral: el primero es el haber tenido uno o más profesores como mentor, con un genuino interés y acompañamiento en las aspiraciones del alumno; el segundo es la realización de prácticas asociadas a sus estudios. Lo más sorprendente es que estos resultados desmontan la percepción de la importancia del centro de estudio – privado o público, de prestigio o no- para anticipar el éxito posterior de los alumnos. Lo importante no es dónde estudias sino cómo estudias. Revisar el cómo estudiar se hace aún más imperioso con la irrupción de tecnologías disruptivas. Adelantamos unas primeras propuestas para responder a un entorno que cambia de forma vertiginosa. ### IDEAS PARA UNA NUEVA UNIVERSIDAD **Flexibilidad:** un entorno dinámico y cambiante es incompatible con la rigidez de un calendario académico de septiembre a junio. Una Universidad abierta los doce meses del año, adaptando el inicio y ritmo de estudios a tus necesidades es algo que ya ofrece la Universidad de Schiller con un programa académico dividido en módulos mensuales; el alumno cursa y se concentra en una asignatura por mes. **Experiencia práctica:** Para saber algo no basta con haberlo aprendido decía Séneca. Como refleja el estudio de Gallup, hay que llevar la Universidad a la empresa a través de las prácticas. Pero también hay que llevar la empresa a la Universidad. En mis años como docente he podido comprobar que nada enseña y motiva más que un ejercicio lo más parecido a la vida real. Por ejemplo, presentar y defender ante un líder empresarial el plan de negocio que propones para la expansión internacional de su empresa. Un líder que, además, se involucra como mentor en el desarrollo de tu plan. **Movilidad:** Para tener ciudadanos globales, es imprescindible facilitar cursar parte de los estudios en el extranjero. Los datos de la Comisión Europea al evaluar el impacto del programa Erasmus lo confirman: aumenta de forma significativa la relevancia de una experiencia internacional como criterio de selección de candidatos: de un 37% en 2006 a un 64% en la actualidad. Tras el paréntesis estival, millones de universitarios retoman ahora sus estudios. Más de uno se planteará si compensa seguir con una causa que parece perdida por unas perspectivas laborales desalentadoras. Pero lo cierto es que para tener más oportunidades -incluso en términos de esperanza de vida-, más ingresos, y más capacidad de adaptación a un futuro imprevisible, una formación universitaria es tu mejor apuesta. Sin olvidar, como decía Sócrates, que el saber es la parte principal de la felicidad. _Publicado en El Confidencial: