Abstract
Increasing demand in dealing with massive data and the shortage of data scientists requires effective teaching strategies for analytics. Business analytics combines analytical skills, information technology and business domain knowledge. Teaching business analytics to non-analyst business students is challenging. This chapter demonstrates that business undergrads can benefit from an experiential project-based learning approach (PjBL). By having student groups collect data around a research question of their choosing and using descriptive and predictive analytics, we observed an increased understanding of the data-driven decision-making process and improved analytical skills to approach, solve and communicate business problems.