Page 75 - Special Topic Session (STS) - Volume 3

STS515 Steve MacFeely
data’ exclusively target public sector data, or should it also push for more
openness with private sector data. This discussion is connected to the
nascent but fascinating debate regarding who owns the data held by social
media and search platforms that are essentially the product of our labour.
Is ‘Fake News’ undermining the credibility of science and official statistics
and how can NSOs tackle it without themselves becoming politicised? Has
official statistics failed in its role – why for example, in the face of
overwhelming statistical evidence is the climate crisis not being taken as
seriously as it should? There are interesting ideas, such as, data
infrastructure to be discussed where state information is organized into
state registers supported by unique identifiers [10]. This is a very logical,
effective and efficient approach but requires some sacrifice of privacy to
the state. What are the cultural barriers to this? There are so many
fascinating debates that students could and should be introduced to, so
that they understand, the fascinating range of opportunities available to
them. For example, there is much talk today of Data Revolution, but what
does that mean? Has there really been a revolution or is the data deluge
just another step in the evolution of data? Discuss...

5. Conclusion
I have argued that statisticians require a broad range of skills. One can
anticipate technological skills will playing a greater role in the toolbox of a future
statistician, but they will still be required to have all the core statistical skills. But
in a rapidly changing environment, the requirement for particular technological
skills may change or evolve. However, the core competencies will not. I have
argued that a statistician, whether today or in fifty-year time, will need to be
curious about what’s going on. They must naturally critically analyse trends and
be sceptical of results. The world is a complex, messy and resource constrained
place, and so they must be creative and resourceful if they are to get the job
done.
The role of universities should not only be to impart information and skills
but ignite curiosity and stimulate discussion. Too often statistics is presented
or taught as a black and white set of rules or solutions. But in reality, the
application of statistics to the complex world we inhabit, is at best grey. Official
statistics, in particular, has not been historically well covered in academia –
perhaps as many academics themselves don’t fully appreciate or understand
the role. I have argued, that in addition to teaching the traditional elements of
statistics, more practical, applied and contextual statistics could be taught.
The bigger challenge for universities is how to cultivate and nurture
competencies. This I would suggest might be tackled by introducing students
to what I have termed policy issues and the political economy of data. These
issues are fascinating and could be used to encourage debate, stimulating

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