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How schools can use consultants

Published: 04 June 1973 Publication History

Abstract

Data processing consulting firms today offer a variety of professional services to schools. Users of these services, however, often differ in their opinions of the value of these services.
The point of this presentation is simply that unsatisfactory consultant relationships can have their source not only in the consultant himself, but also in the school's use of the consultant's services. In other words, use of consultive services implies a two-way relationship which is subject to misuse and abuse by either party.
The experience throughout the educational computer area demonstrates that time and effort devoted to sound use of consultants will pay substantial dividends. That factor should be a major one in the planned use of a consultant.
An experienced consultant will bring expertise to a study based upon his experiences with other clients. This should result in client confidence and in assuring that the unique needs of the clients will be identified and addressed.
  1. How schools can use consultants

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    AFIPS '73: Proceedings of the June 4-8, 1973, national computer conference and exposition
    June 1973
    936 pages
    ISBN:9781450379168
    DOI:10.1145/1499586
    Permission to make digital or hard copies of all or part of this work for personal or classroom use is granted without fee provided that copies are not made or distributed for profit or commercial advantage and that copies bear this notice and the full citation on the first page. Copyrights for components of this work owned by others than ACM must be honored. Abstracting with credit is permitted. To copy otherwise, or republish, to post on servers or to redistribute to lists, requires prior specific permission and/or a fee. Request permissions from [email protected]

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    • AFIPS: American Federation of Information Processing Societies

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    Association for Computing Machinery

    New York, NY, United States

    Publication History

    Published: 04 June 1973

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