Building data confidence in business students: A redesign of the required statistics course with faculty ownership

Statistics courses are a core component of undergraduate business education, yet they often generate anxiety and low confidence while limiting perceived relevance among non-STEM students. This study examines the impact of transferring a required statistics course to the business faculty and redesigning it using a framework of applied pedagogy, accessible technology, and affective support. Using matched pre- and post-course survey data, changes in students’ self-reported confidence were evaluated. Significant gains in confidence were found, particularly in applied areas such as data visualization and computer-based analysis. The results demonstrate that business faculty ownership, combined with an applied, technology-supported redesign, can strengthen students’ confidence in statistics and data-driven decision making.