Formula for success: Using an accreditation to excel data literacy in early-career sport performance analysts

Abstract

Whilst frameworks for the applied practice of Sport Performance Analysis (SPA) are established, a framework for the development of competencies in early-career analysts remains unexplored. Student perceptions on integrating the Microsoft Office Specialist (MOS) Excel accreditation into a first-year SPA university module were gathered to assess the value of professional accreditations for curriculum design. Ten focus groups centred as unstructured forums involving 1^st or 2^nd year students were held to gather honest reflections on e-lessons, peer–review feedback and the professional accreditation embedded into the module. Following transcription of audio files, thematic analysis was performed collaboratively utilising an inductive approach to identify themes before refining codes deductively. Analysis revealed SPA students enjoyed self-regulating the pace of learning with online resources however not in place of face-to-face sessions. Face-to-face sessions provided a collaborative environment making feedback and support easier to gain, which boosted engagement and learning. Further findings highlighted the importance of accreditation content reflecting industry demands including time constraints and data used. Therefore, as a foundation to developing a competency framework, early-career analysts should prioritise accreditations to objectively demonstrate skill competency. Organisations can use accreditations to validate recruitment processes and continue the development of employees.

Keywords

Competency framework e-learning industry-based skills peer feedback reflective practice

Introduction

Sport performance analysis (SPA) has seen rapid growth across the applied sport sector since the early 2000's as it becomes a recognised subsidiary of coach and player development.^1,2 Coaches utilise SPA to objectively navigate the inter-related facets of performance with the aim of increasing performance outcomes.¹ Therefore, effective SPA provision relies on the ability to use computer software to build analysis systems (Input), deal with the data generated (Throughput), before drawing meaningful conclusions and presenting to key stakeholders (Output).² Data handling and processing skills are central for all three stages of the SPA workflow therefore analysts must develop robust data skills to demonstrate competency within the industry.^3,4 Moreover, technological advances have increased the data availability for organisations to collect, analyse and report, allowing deeper understanding of tactical and game related behaviours.^5,6 Consequently, professional SPA skills now place greater emphasis on data and data programming.⁷ Roles within the profession have also diversified to include both applied analysts and data positions.⁷ Whilst data analysts are required to be proficient in data programming software, many sporting organisations utilise Microsoft Excel as a means of handling data before visualisation.⁷ Furthermore, the International Society of Performance Analysis in Sport (ISPAS) place data analysis as a foundational competency to evidence across all levels of professional accreditation.⁸ Therefore, proficiency in Microsoft Excel should be regarded as a primary competency to develop within early-career analysts as they progress towards achieving ISPAS accreditation.

Recruitment for applied analysts often require individuals to have an undergraduate or postgraduate qualification.⁷ Therefore, many analysts enrol on relevant tertiary education to develop their intellectual competency. Given the rise in specialist SPA roles and increase in professionalism across several sports,^7,9 a proliferation of sport related degrees has emerged.¹⁰ These degrees are designed to provide students with the theoretical knowledge necessary to support practical skills required of the profession. Accordingly, developing data skills within SPA degrees is imperative to increase employability and alignment to professional standards.^8,9,11 However, the knowledge pool of incoming SPA students is heterogenic, mirroring the diversity across individuals and their prior educational experiences.¹² Unlike core subject areas such as science disciplines, SPA specific knowledge is scarce. Therefore, many students initiate their SPA degree with limited Microsoft Excel experience despite having general computer proficiency.¹³ As prior knowledge is a predictor of academic performance,¹⁴ bridging the knowledge gap within the first year of study is crucial to creating an equitable learning environment for continued development.¹⁵

University course structures now incorporate both asynchronous and synchronous material, supported by face-to-face and virtual learning environments (VLE). Aligning with Generative Learning Theory, students must actively engage with both environments to develop intrinsic understanding of concepts which can be applied to novel situations and develop applied competency.^16–18 However, this is thwarted by a student's motivation,¹⁹ and therefore integrating professional accreditations is suggested to increase motivation, perceptions of task mastery and preparation for industry.^20,21 Increasing perceived mastery through professional accreditations is thought to enhance student's self-efficacy which may predict the likelihood of completing more challenging tasks in the future.^22,23 Therefore, this pedagogical framework creates authentic learning experiences and mirrors the need to adapt to the complex and nuanced nature of SPA.² Subsequently, professional accreditations have been utilised within various university curriculum to mitigate engagement concerns and facilitate learning of industry-based skills.^24,25 Despite well-established frameworks for applied SPA practice,^2,26 research on competency frameworks for early-career analysts remains limited. While professional accreditations have shown benefits in other disciplines,^27–29 their impact on demonstrating student competencies to future employers remains disputed.³⁰ Therefore, the benefit of accreditations may be discipline specific. This study aims to evaluate the integration of MOS Excel accreditation within the first-year SPA degree curriculum, aiming to provide evidence-based insights to inform curriculum design, improve student competency, and better prepare graduates for the evolving demands of the SPA industry.

Methods

Participants

During Term 2 of the 2023/24 academic year, all 1st and 2nd year SPA undergraduate students were invited to participate in this study. During recruitment, students were informed of the aims, requirements and prerequisites including the need to have completed the Term 1 mandatory first-year module: SPA. Following a recruitment process, a total of 40 students (1st Year: 22 participants; 2nd Year: 18 participants) enrolled voluntarily. The study protocol was approved by the Ethics Committee of Cardiff Metropolitan University and participants were informed of their right to withdraw at any time, prior to signing the consent form.

Procedures

Students were organised into 10 focus groups based on academic year group (1st / 2nd) and group sizes varied (2 to 6 students) dependant on student availability. Focus groups took place in person on campus and were centred as unstructured forums gathering honest reflections of student experiences on e-lessons, peer–review feedback and professional accreditations, all of which were embedded into the module. First year students were invited by researchers to gather their perceptions on the introduction to SPA and the recently completed module. Second year students were invited to investigate how the content had supported their development in 2nd year modules.

The module was developed as an innovative approach to delivering the ‘Throughput’ pillar by adapting and incorporating the MOS Excel accreditation into the module (Figure 1). In keeping with the MOS content, 10 e-lessons were developed focusing on sport data applicable to performance analysts. The e-material was divided into three projects with each project supplemented by an in class practical session delivered by a tutor. Post session, students were encouraged to engage in e-lessons and submit workbooks to VLE. Two formative assessments (project 1 and 2) were embedded into the module, encouraging students to learn through their peers with a summative assessment (project 3) submitted and marked by tutors at the culmination of the module. On completion of projects, students were signposted towards the MOS Excel exam invigilated by the IT department to gain the official accreditation. This was supplementary to the module. All authors resumed the role of tutors within the module, delivering the synchronous material and providing academic support to students. The lead and second author took roles as module leader coordinating the VLE and content delivery to the wider module team across the two cohort years (2022/23 and 2023/2024, respectively).

Figure 1.

MOS Accreditation delivery within a 12-week module. Dots indicate teaching week. Solid lines denote teaching weeks focused on completing MOS Accreditation workbooks. Dotted lines denote release of resources and deadlines within teaching weeks. Teaching weeks without lines, involved wider application sport performance analysis tasks involving MOS Excel skills.

Data collection and analysis

Prior to commencing data collection, a focus group guide was developed and piloted. The pilot focus group enabled facilitators to assess questions and make minor adjustments.

Each focus group was facilitated by a member of the research team. These were audio recorded to support the reliability of data collection and aid accuracy of transcribing. Once data was gathered, raw data files were safeguarded onto One Drive - a password protected site used by the university and subsequently removed from portable audio recording devices.

To ensure consistency, the transcription of focus groups was completed by one individual. Following transcription, thematic analysis aligned with Fife and Gossner,³¹ was performed taking both inductive and deductive approaches. Initially the lead researcher took an inductive approach, allowing the data to guide the identification of themes. Subsequently, a deductive approach was taken to reorganise and refine codes using existing concepts. Co-authors resumed roles as “critical friends” to challenge initial interpretations of the data and refine aggregated themes into dimensions that reached consensus by all researchers.^32,33 This dual approach provided a balance between flexibility and structure, enhancing the theoretical depth and rigour of the findings.

Trustworthiness

To ensure the trustworthiness of data, a four-step approach adapted from Rodrigues et al.,³⁴ was implemented. First, an open-ended questioning format was used to explore participants’ thoughts in depth. Second, focus groups were conducted in an environment that promoted impartiality and openness. Third, all transcriptions were carefully reviewed and cross-checked for accuracy. Finally, member checking was employed, whereby participants were provided with copies of their transcripts and invited to verify the accuracy and authenticity of the recorded information.

Results and discussion

This chapter presents student perceptions on the integration of the professional accreditation. The findings are organised into five key dimensions: (1) E-learning v Face-to-Face, (2) Structured Learning, (3) Feedback on Peer Review, (4) Perceived Value and Application, and (5) Limitations and Constraints (Figure 2).

Figure 2.

Higher order themes and dimensions.

E-Learning v face-to-face

This dimension presents student preferences for e-learning and face-to-face learning modalities. E-learning, often implemented through a flipped learning approach, allows students to engage with lecture content outside the traditional classroom setting.³⁵ This approach is well-established in higher education,^36–38 positioning students at the centre of the learning process. Analysis revealed that SPA students valued e-learning for developing technical skills (Throughput) based on three higher-order themes: Flexibility, Support Structures, and Learning Retention.

Flexibility and autonomy in learning

With the rising cost of living, students’ priorities are shifting, and an increasing number are engaging in paid employment alongside their studies.³⁹ This investigation found that students valued the flexibility of e-learning, particularly its ability to let them control the pace and personalise their learning using pre-developed resources. This contrast to face-to-face delivery overcomes challenges of lecture timetables conflicting with work commitments.⁴⁰ E-learning enables students to revisit content at a convenient time, with features such as pause and replay,⁴¹ aiding the digestion of data processing material in Microsoft Excel.

“I very much prefer to be able to go through something at your own pace and look at it as many times as you want, it's better than being in class seeing it once and having to remember when you want to use it again”. [St20; Second Year]

“I think it's good being able to access it constantly rather than - we’ve done the module now. That's it! If we did need to go back to it, it's there and we know where to find it, it's quite easy”. [St07; First Year]

These findings align with those of Waha and Davis,³⁸ who reported students appreciated the adaptability of online content, as it enabled them to balance academic responsibilities with other commitments such as analyst placements. Through asynchronous material delivered via VLE, students could self-regulate their learning, reducing barriers to participation found in traditional practices.⁴² Enabling students to engage with relevant SPA datasets at their own pace increased both engagement and relevance of tasks.³⁵

Support and interaction

Reflecting the delivery of feedback in the coaching process,^43,44 SPA students noted the importance of interpersonal relationships and interactive learning,¹ in face-to-face sessions. This allows the opportunity for real-time feedback, immediate clarification and collaborative discussions. All factors that align with their expected experiences within the applied SPA environment. Specifically, students expressed a preference to ask questions to the tutor directly, echoing findings by Waha and Davis³⁸ and aligning with the two-way communication essential for developing a shared understanding in the coaching process. Demonstrations and the opportunity to observe peers were also identified as strengths of face-to-face sessions, supporting Mensch and Ennis⁴⁵ who suggested such interactions enhanced both confidence and motivation to learn.

“I found it helpful because if I had any questions or something wasn’t working and couldn’t find what the error was, I could then go to the tutor in the practical and ask them to have a look and gain a better insight of why it wasn’t working”. [St11; First Year]

“The mix works well; you work through those skills and you're able to ask for help easily with the tutor being there. I think that helps”. [St22; Second Year]

“It was good that you could have a chat about how they (peers) did it … rather than getting the tutor all the time”. [St37; Second Year]

Therefore, when delivering content to early-career analysts, it is important to balance flexible delivery methods with face-to-face sessions, as socially collaborative learning environments can significantly influence learning behaviours.⁴⁶

Knowledge consolidation

Knowledge consolidation examines how learning formats contribute to long-term knowledge retention and students’ ability to apply data processing skills effectively. Flipped classroom approaches, characterised by high-quality online materials such as videos, quizzes, and workbooks have shown to support development and revision, particularly in scientifically oriented courses.⁴² Yet the effectiveness of flipped classrooms is dependent on student engagement with preparatory material to allow meaningful participation in subsequent classroom activities.⁴⁷ Students recognised the need to attend taught sessions whereby engagement in preparatory material alone was not enough.

“You can keep referring to it. It's almost like you can keep going through it as many times as you like” [St19; Second Year]

“I think it's useful to have it there as a backup because it's been over a year since we did it, so we will forget some of it … I can imagine throughout my career I will and perhaps next year in placement, I will need to use it, so perhaps it's good to have it there so that I know if I become stuck, there is a resource I can use”. [St03; Second Year]

Structured learning

Content provided within learning environments must be structured to promote continued engagement. Analysis of perceptions revealed three high order themes within this dimension: Applied Learning, Scaffolded Knowledge Development, and Intentional Course Design.

Applied learning

The efficacy of accreditations for competency development is influenced by the applied structure of the learning activities.⁴⁸ Applied learning allows students to build on their understanding of formulae by establishing connections across excel functions to generate solutions to novel performance analysis data problems.

“Yes, that format was so much better, because there were tasks you had to do which related to the video. It was interactive, you could do tasks along with it”. [St17; Second Year]

“We were able to learn and practice the skills, we were taught to put them into practice in those Excel sessions, so it was good to learn what we were doing and then put into practice what we’ve already learned into Excel”. [St36; Second Year]

Consequently, the applied learning of accreditations encourages active recall of information and attain self-regulation of student's learning.^16,49 Therefore, it is suggested that increasing self-regulatory skills can boost the application of data skills to novel problems independently.^16,50,51 Given the dynamic interrelationships of sporting performance,² developing the ability for novices to adapt to different performance problems replicates the industry requirements and thus the competency of early-career analysts. Furthermore, applied learning allows elements of deliberate practice to be implemented into the curriculum. Students are therefore able to practice skills several times which is thought to increase mastery⁵² and self-efficacy in novices.⁵³

“Once you do it you start to understand the process rather than what you're actually doing, because you're doing the same thing over and over again, it becomes more repetitive and you kind of understand it a bit more.” [St17; Second Year]

However, the success is underpinned by the availability of feedback.⁵² Therefore, educators should ensure feedback can be provided and discussed following tasks in the learning environment.

Scaffolded knowledge development

Research suggests that individual effort has a greater influence on academic success than prior knowledge.⁵⁴ Therefore, development of Excel competency requires promoting sustained deliberate practice by ensuring students are not overwhelmed by the volume or complexity of the content. To support motivation and self-efficacy, content should be introduced incrementally across the curriculum, allowing analysts to build confidence and skill over time.

“Because I hadn’t used Excel much before I found it was helpful because it started off nice and easy and then progressed into the trickier bits.” [St32; First Year]

“I thought it was so great. Because it broke everything down and it made it a lot easier to learn and we were progressively developing our knowledge” [St10; First Year]

“It's quite nicely broken down, I think it's just the initial sort of “Oh my goodness! We’ve got a lot to do here!” [St23; First Year]

By creating an environment with dynamic scaffolding, students are placed within the ‘zone of proximal development’ (ZPD) for longer stretches of time.^55,56 Providing incrementally challenging content in the presence of a more knowledgeable other (Tutor or Peer), such as face-to-face sessions, increases learning to a greater extent than when problem solving independently. Therefore, institutions should be cautious of learning environments that exclusively use isolated, independent problem-solving tasks.

Intentional course design

Given the abstract nature of mathematical formulae and the limited data skills which many students begin their degree programmes,¹³ incorporating sports-specific data can enhance learning outcomes by increasing perceived relevance and motivation.⁵⁷ As students’ progress their competency, providing alternative contexts allows learners to transfer learning to further build intrinsic understanding. Moreover, providing a range of data contexts helps cater for the diverse interests and career aspirations of student analysts which may further increase the motivation and engagement in content. Adjusting accreditation content to SPA likely allowed better comprehension of material and improved retention of information.^58–60

“I think it was good that it was a mixture of both, because there was the analysis part as well as the sport, so you could see it in relation to two separate ways it could be done, and both integrate together so I think that was beneficial.” [St12; First Year]

“I think the sport data made you kind of grasp an idea of what you were actually doing.” [St33; First Year]

Given the continuous assessment of accreditation content, students are more likely to engage with the material across the module.⁶¹ Therefore, having constructive alignment between learning tasks and assessments aids in students’ perception of the learning environment and helps them feel confident when completing formative assessments and the accreditation exam.

“The e-lessons had one spreadsheet, and you had tasks to do on that spreadsheet…some of them were like reference each other and go back and forth in between…On the test, I think you had one worksheet with about ten spreadsheets and then you would go back and forth between them referencing them, each one was relevant to the one before. I think in that sort of style they replicated it quite well and it was a good indication of what might be in the test.” [St04; Second Year]

“The format of the questions was the same on the practice test. You used to how they were wording the questions and stuff”. [St24; First Year]

By implementing MOS Excel accreditation content with contextual adjustments, students can engage with a positive learning environment to develop industry competencies.⁶² However, caution should be taken to balance the structure of materials to avoid feelings of repetition and academic boredom which may lead to diminishing engagement and competency development.^63,64

“It was a good introductory course in the sense that it covered all the basics quite quickly. The only thing I found was that at times, it felt a bit repetitive and a bit slow, I suppose”. [St09; First Year]

Feedback on peer review

Self and peer assessment tools offer several benefits for students. These methods provide highly individualised feedback,⁶⁵ and support the development of transferable skills such as communication and autonomous working.⁴² Specifically, peer assessment offers opportunities for students to evaluate work, offer constructive feedback and reflect on learning; practices that have been positively linked to skill development.⁶⁶ Yet, concerns have also been raised regarding the consistency, depth and quality of student engagement with these tasks.⁶⁷ Mixed outcomes were mirrored in this investigation, where students shared varied experiences of peer assessment.

Challenges in peer feedback quality

Integrating peer feedback within accreditation delivery allows students to benefit from peer modelling and receive feedback which can boost their self-awareness of their metacognition.⁶⁸ Given that performance analysts play a critical role in supporting athlete learning, this dimension was seen as valuable for developing the ability to deliver constructive feedback to others; an essential skill required in an analyst's toolkit.² However, this sub-section highlights concerns regarding the credibility and depth of peer-feedback. Specifically, students raised their personal lack of knowledge to conduct this process effectively, suggesting they felt underqualified to provide effective formative feedback.

“Our knowledge for marking is quite slim really, we don’t really know what is expected to reach those marks. So maybe we were just guessing what we thought it was, but it may not have been”. [St36; Second Year]

“I struggled with peer reviewing other people's because I didn’t really understand how to do it anyway - so when I was trying to give feedback, it was like I don’t really know what I'm saying, because I don’t know what I'm doing”. [St08; First Year]

Developing reflective practice and responsibility

The peer review process fosters self-regulated learning by encouraging students to critically engage with their own and others’ work. This approach reinforces the analytical experience of evaluating submissions against defined criteria and providing constructive feedback.⁴² Students in this study expressed a sense of responsibility to perform peer evaluation to the best of their ability and valued the opportunity to discuss outcomes with peers, facilitating mutual learning. The collaboration mirrors the importance of interpersonal communication and teamwork to effectively navigate technical challenges, and workflow demands in applied performance environments.

“I quite liked it because once you’d submitted it, you then had to approach it from a marker's perspective. Not only were you looking at it as the participant but also breaking it down whilst looking at someone else's”. [St03; Second Year]

“Yes definitely, because you can communicate with the people around you as to why someone got this answer, so for example if you’re marking one you know you got wrong and you don’t understand, you can speak to the people around you”. [St04; Second Year]

Structural assessment support

Serrano et al.,⁴² highlight the value of students evaluating peer submissions against clearly defined criteria, noting that such engagement enhances critical thinking and learning. However, they also stress the importance of tutors providing clear guidelines to ensure the peer review process is structured and purposeful.

“For the marker as well, you feel like you have the responsibility to approach it from a serious point of view rather than just ticking the ‘yes boxes’, so actually breaking it down, making sure that person has got it right so they can get a better understanding”. [St03; Second Year]

Perceived value and application

Career and professional development

As advertisements for SPA roles continue to evolve,⁷ it is assumed the competition for roles is also more competitive, reinforcing the importance of accreditations to complement practical experience.¹ This supports the integration of the MOS accreditation within the university module, as it was perceived highly relevant to real-world applications and immediately applicable to SPA settings. Positively, this was the reflection of most students, with many appreciating the value of the accreditation for their CV's and job applications.

“I’d say I’ve got a personal interest in recruitment and that's a lot of data, but I've already had a look at creating player profiles using the skills I've learnt from the accreditation. It's made looking at different perspectives a lot easier and I can really see how the skills I've learnt are going to be very, very useful in the few next years, if I do continue to go down that route”. [St03; Second Year]

“Yes, I feel like it's definitely made those e-lessons and that whole module worthwhile and something I can put on my CV to say, ‘I've got these skills’”. [St03; Second Year]

“It was something that would look good on your CV. I’d say it motivated quite a few of us to put a bit of work in to actually do it.” [St27; First Year]

Low stakes engagement

A key factor emerging from the responses, was students’ willingness to attempt the accreditation due to the low-pressured assessment environment. While passing the accreditation offered the benefit of earning a globally recognised accreditation, failure to achieve the pass threshold carried no financial penalty and did not affect module grades. The lack of risk appeared to positively influence student engagement. Holmes⁶⁹ similarly found that implementing low-stakes continuous weekly summative e-assessments in first-year undergraduate modules encouraged consistent student engagement across the academic year.

“I guess it's - you've got the opportunity you might as well take it. If you don't pass it, then you lose nothing. If it's free!”. [St22; Second Year]

“In the module, if I were to get an Excel accreditation at the end of it, that would make me feel better about myself. Feel that me putting the effort in had benefited me”. [St28; First Year]

“It's just an extra thing that's quite good. I was already at university, so I thought I might as well attempt it”. [St37; Second Year]

Questioning value and relevance

Despite the module's structured design and blended delivery, a minority of students questioned the relevance of the accreditation citing concerns regarding its content, alignment with personal goals, or perceived recognition. This highlights the importance of not assuming that clearly defined learning outcomes are automatically understood or valued by students. Further discussions are essential to identifying and addressing any areas of ambiguity, ensuring that students fully appreciate the purpose and value of such accreditations.

“I just didn’t really think I needed to be fair”. [St35; Second Year]

“If I could see the value in the future, I’d probably put more work in. If it looks good on my CV for example, I will work hard for it, but I think it's like, show me the value in the first place so I understand why it would be valuable”. [St38; Second Year]

Limitations and constraints

Student characteristics and thus their learning preferences, are changing in line with increasing social and economic pressures faced by young adults.⁷⁰ Analysis revealed constraints to student engagement which are characterised into two higher order themes: Barriers to Engagement in Online Learning and Learner Familiarity.

Barriers to engagement in online learning

Several students identified that the efficiency in which they could complete content was a significant factor in their decision to engage.

“Text would be my preference because you can look through it so much faster…I haven't watched pre-lecture stuff because it's like 40 min”. [St16; Second Year]

“E-lessons, they can be really useful but in smaller stints…I don’t think anyone has time to sit down and listen to a whole 50-min video. I would rather…a smaller tutorial where you’ve got more of a feel of someone walking you through the process. That would be a lot better!”. [St03; Second Year]

“…sometimes it (pre-content) was too much, especially as we had other assignments to do, so you'd start slacking them off, basically”. [St38; Second Year]

Time burden, known to be a pertinent barrier for engagement,^41,71 is likely to have greater influence with the rise of students balancing paid employment alongside their studies.³⁹ Therefore, organisations aiming to develop early-career analysts must carefully consider overall workload demands to ensure sustained engagement with all training materials. Frydenburg³⁵ found that students preferred Excel resources delivered in short, concise formats to aid locating information when revisiting materials. Short videos and instructional screencasts provide the optimal balance between enjoyment and learning, appealing to students’ visually oriented and attention-driven learning preferences.^38,70 Consistent with these findings, this study found that students favoured formats that incorporated tools such as search functions, further reducing the time burden and enabling quicker access to relevant content.

“Even if the video is transcribed, half the time you can just Ctrl F and search for it. That's what you end up doing, it just saves so much time. No-one wants to just sit there”. [St16; Second Year]

However, searching isolated terms can limit students’ understanding of the broader context, leading to a narrow approach to learning. Shallow learning may solve immediate problems but hinders the deeper understanding necessary for effective knowledge transfer and problem-solving in industry settings.^2,72 As such, educators should consider the structure of all learning materials ensuring that students can develop contextualised understanding rather than isolated engagement with theory. Students in this study reported, lectures were most effective when used to establish foundational knowledge, with asynchronous pre-lecture material often revisited post-session to consolidate learning. They also noted a reluctance to engage in asynchronous pre-material when face-to-face lectures were perceived as sufficient for learning. Consequently, offering review resources within the VLE for post-session engagement may better align with the learning preferences of Generation Z early-career analysts.⁴¹

“I felt like more confident looking at them afterwards because I didn’t know where to start before. It seemed hard to understand what you were doing but they helped with that understanding.” [St26; First Year]

“Sometimes if the delivery of it (the lecture) isn’t very good you sort of lose a bit of motivation, because the lectures are the foundation, and you build on it.” [St23; First Year]

Learner familiarity

Microsoft Office is native to Windows operating systems, and therefore the accreditation content was developed using the Windows version of Excel. In contrast, most SPA software is designed for iOS platforms,⁷ meaning that many students complete their degree utilising iOS hardware. Consequently, students encountered difficulties learning Excel due unfamiliarity with the Windows interface, which differs from the iOS version.⁷³

“I did find it hard because I have a MacBook, and you couldn’t revise on a MacBook, you have to use Windows. The revision I found really, really difficult.” [St11; First Year]

“Maybe, limits to technology (prevented completing accreditation). If somebody doesn't know how to work their laptop properly or doesn't maybe have access to good Internet or anything, you might start to come up against some problems.” [St21; Second Year]

Moreover, students recognised the variation in prior knowledge within the cohort, acknowledging that the transfer of Excel skills posed a greater challenge for some than others. To support equitable learning and accessibility, instructional resources should be tailored to the operating system used by the individual.

“People come in with various levels of experience…some people may have it in school… some may not have touched it. I think different levels of experience might make it easier for some people to remember certain bits compared to others”. [St36; Second Year]

Although the content aligned with the structure of the accreditation exam, the associated time constraints were not replicated. This highlights a trade-off between allowing students to self-pace their learning and providing opportunities to practice skills under conditions that reflect real-world pressures.

“I struggled a little at the time. In class the clock just went like that. The process was fine. It's fairly basic, it was nothing more than the first weeks of the MOS stuff.” [St23; First Year]

“There's not really that much pressure on you to do them compared to maybe if you had to go into a room and do it. I definitely think maybe that comfort of doing it at your own speed on your laptop, in a space you feel comfortable, that might eliminate some of the nerves you get, if you don't really like exam conditions”. [St21; Second Year]

Therefore, these findings further emphasise the importance of contextualised learning and the alignment of educational experiences with industry expectations.

Limitations

Although this study has comprehensively investigated the perceptions of early-career analysts, researchers also acknowledge the study's limitations. The researchers held roles as personal tutors within the module and therefore the existing student-staff rapport may have impacted student responses. Additionally, recruited students had varying levels of industry exposure which will inherently influence their reflection of applied SPA practices and subsequent perceptions of the accreditation. A future recommendation would be to invite analysts with no less than a years’ experience. Recruitment of students was also random whereby engagement in module content was not controlled. Whilst the majority highlighted their commitment to reviewing resources, those with limited engagement may have skewed responses. A purposeful approach would be considered in the future. Furthermore, consideration to the proximity of completing the module and conducting focus groups must be a future consideration, this to reduce issues with recall evidenced in some student's responses.

Conclusion

This investigation evaluates the efficacy of integrating MOS Excel accreditation to develop data competencies within student analysts. Analysis revealed that SPA students valued the accreditation process, appreciating the blend of face-to-face and flexible e-learning sessions. Educators should balance the timing and volume of face-to-face versus e-learning sessions when developing and delivering learning courses. Face-to-face sessions are important to provide a foundation of learning and the appropriate scaffolding of feedback and support to situate students in their ZPD.⁵⁵ E-learning resources for engagement post face-to-face sessions are beneficial for students to revise, practice and extend learning around other commitments including part-time employment or voluntary positions. Accreditations should be contextually aligned with industry standards to aid learning and enhance validity of candidate recruitment for SPA employers by providing objective indicators of technical proficiency. Therefore, completion of accreditations, such as MOS Excel, should be prioritised by early-career analysts to objectively evidence key competencies as they progress through ISPAS professional accreditation pathways.

Footnotes

Declaration of conflicting interests

The authors declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.

Ethical considerations

The Ethics Review Committee at Cardiff Metropolitan University approved the project (approval: STA-8631) on February 27, 2024. Respondents gave written consent for data collection and publication of information, before data collection commenced.

Funding

The authors disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This work was supported by Pedagogic Research Funding at Cardiff Metropolitan University.

ORCID iDs

Gemma L Davies

Alf Dinnie

Lauren E N

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