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Aspects of statistical consulting not taught by academia

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  • R. Kenett
  • P. Thyregod

Abstract

Education in statistics is preparing for statistical analysis but not necessarily for statistical consulting. The objective of this paper is to explore the phases that precede and follow statistical analysis. Specifically these include: problem elicitation, data collection and, following statistical data analysis, formulation of findings, and presentation of findings, and recommendations. Some insights derived from a literature review and real‐life case studies are provided. Areas for joint research by statisticians and cognitive scientists are outlined.

Suggested Citation

  • R. Kenett & P. Thyregod, 2006. "Aspects of statistical consulting not taught by academia," Statistica Neerlandica, Netherlands Society for Statistics and Operations Research, vol. 60(3), pages 396-411, August.
    • Handle: RePEc:bla:stanee:v:60:y:2006:i:3:p:396-411
    DOI: 10.1111/j.1467-9574.2006.00327.x
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    Cited by:

    1. Ian G. McHale & Philip A. Scarf & David E. Folker, 2012. "On the Development of a Soccer Player Performance Rating System for the English Premier League," Interfaces, INFORMS, vol. 42(4), pages 339-351, August.
    2. Estrada, Samantha & Floren, Michael & Harding, Justin & Wroblewski, Matthew, 2021. "What is your research question? A mixed methods evaluation of an academic statistical consulting center," Evaluation and Program Planning, Elsevier, vol. 89(C).
    3. Ron S. Kenett, 2009. "‘Post‐financial meltdown: What do the services industries need from us now?’ by Roger W. Hoerl and Ronald D. Snee: Discussion 2," Applied Stochastic Models in Business and Industry, John Wiley & Sons, vol. 25(5), pages 527-531, September.
    4. Adrian Bowman, 2007. "Interdisciplinary research: the importance of learning other people’s language," AStA Advances in Statistical Analysis, Springer;German Statistical Society, vol. 91(4), pages 361-365, December.

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