The Great Textbook Debate
Examining Implications & Applications
Participant Reaction White Paper
The Great Textbook Debate
Examining Implications & Applications
Participant Reaction White Paper
The Great Textbook Debate
Acknowledgements
Special thanks to Patricia A. Hudson, MPsSC, CAE, president of the Center for Excellence in
Association Leadership (CEAL), for implementing The Great Textbook Debate and facilitating the Applications and Implications session at CAMEX 2006 and for authoring the core
text of this White Paper.
Thanks to the member volunteers of the 2006 CAMEX Educational Program Committee for
their vision and leadership in developing and implementing The Great Textbook Debate and
all related programs and resources. The members of that committee follow:
Mark Patten, Committee Chair, MacEwan Bookstores, Grant MacEwan College,
Edmonton, AB, Canada
Mary Ellen Martin, CCR, UMF Bookstore, University of Maine at Farmington
Ken Bowers*, Follett’s Stanford University Bookstore, Stanford, CA
Julie Jirik Balamut, CCR, College of St. Catherine Bookstore, St. Paul, MN
Kim Young, Viking Shop, Barstow College, Barstow, CA
Dennis Baker, Temple, TX
Lynn Addison, Brewton-Parker College Bookstore, Mt Vernon, GA
Loreen Maxfield, UIC Bookstore, University of Illinois-Chicago
Donald Bonnewell*, NCSU Bookstores, North Carolina State University, Raleigh, NC
Donald J. Williams, Virginia Tech Services Inc., Blacksburg, VA
Tony Ellis, CAE, Committee Staff Partner, NACS, Oberlin, OH
* Special thanks to committee members Ken Bowers and Don Bonnewell for serving as the
content experts for the CAMEX debate program and the two debate teams.
© 2006 NACS
All rights reserved. No part of this report may be used or reproduced in any manner whatsoever,
without express permission from NACS, 500 E. Lorain St., Oberlin, OH 44074-1294.
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Acknowledgements
The Great Textbook Debate
Table of Contents
Introductory Remarks ........................................................................................6
Results in Brief ....................................................................................................7
The Great Textbook Debate: Implications and Applications
Background ........................................................................................................8
Approach and Methodology: The Debate and the Discussion ......................9
Findings ............................................................................................................10
Cultural and Economic ....................................................................................11
Legislative and Regulatory Reform ................................................................13
Relationships Among Key Groups ..................................................................14
Instructional Design ..........................................................................................15
Willingness to Change......................................................................................16
Production and Distribution ............................................................................17
Technology ........................................................................................................18
Next Steps and Conclusion..............................................................................19
Appendix
CAMEX 2006 Programming ............................................................................20
The Great Debate: Participant Comments ......................................................22
Table of Contents
5
The Great Textbook Debate
Introductory Remarks
Our members expect access to the information, knowledge, and tools needed to respond
successfully to their business-related challenges. While many avenues exist to gain that
insight, CAMEX offers the most immediate and direct support. It is this knowledge that
drives the CAMEX Educational Program Committee to continually look for new and different learning opportunities for members. CAMEX 2006 provided an opportunity for members to observe and participate in a new learning format dedicated to one of our more controversial issues: “the future of the textbook.”
In keeping with NACS’ commitment to create more unique learning opportunities, we
designed a session in which students, experienced in debate, would freely and competitively
share their insights and perspectives on the topic. Conference participants would have an
opportunity to request clarification and offer comments as well. To reinforce the learning
experience and to gain insight into members’ perspectives about the issue, a second session
was added.
This report describes the steps taken, the ideas presented, the discussion that resulted, and
the expectations held by the membership for further support from NACS. We believe that
the information gained through this experience can serve as a helpful reference to those volunteer and staff leaders who are actively involved in identifying strategies that will address
the imminent change facing textbooks initiated by advances in computer technology.
2006 CAMEX Educational Program Committee
6
Introductory Remarks
The Great Textbook Debate
Results in Brief: An Abstract
Conference participants explored the “future of the textbook” in a unique and different way
during two educational sessions at CAMEX 2006. Using a debate format, conference attendees had the opportunity to hear students, representing two very successful debate teams,
discuss the pros and cons of universities and colleges eliminating print textbooks in the next
five years. Students presented many reasons for and against the change including: the economics, the impact on the environment and instructional design, the willingness of all parties involved to change, and means by which the technology could make the change more
inviting and user-friendly.
In a subsequent session, conference participants had an opportunity to examine the issues
further as well as share some additional concerns including the public policy implications
and the importance of building productive working relationships among key groups.
The sessions were specifically designed not to draw a definitive conclusion, but rather to
uncover a wide range of perspectives. The feedback from the discussion during these two
sessions has been captured for reference and possible use by the NACS leadership, committees, and task forces examining issues affecting the “store of the future.”
Results in Brief: An Abstract
7
The Great Textbook Debate
The Great Textbook Debate
Implications and Applications
Background
Among the number of key trends affecting college store operations, the means of production
and use of the textbook has and continues to generate significant debate among members.
Advancements in computer technology in the delivery channels for course content have created dramatic changes. The options available to faculty to support instructional design have
changed, as well. The printed textbook, which once played a pivotal role in the learning
process, is being challenged by other course content formats. While disagreement exists
regarding when a complete change from printed textbooks to alternative forms of course
materials might occur, most agree it is underway and will have a significant impact on college store operations.
The 2006 CAMEX Educational Program Committee (made up of college store professionals
and charged with creating the educational program for CAMEX) saw this year’s conference
as an opportunity to focus on this controversial issue once again. This time they chose a way
that would challenge members’ thinking through the delivery of two unique learning formats. The intent of the first was to generate a productive discussion by using a debate format
focusing on the strategic question, “What is the future of the textbook?” Instead of recruiting
members to participate in the debate format, experienced debate teams were secured from
nearby universities. Since students are the primary customers of college stores, it was
believed that members would find their perspectives and opinions immediately worthwhile.
But knowing that members would also want an opportunity to discuss the issue further, a
second session was designed. The committee recognized that from these two sessions, information might emerge that could benefit NACS leaders and members as they explore the
“store of the future.” To that end, it was decided that the ideas, information, and outcomes of
these two programs would be captured and converted into a reference document—this
White Paper.
8
Background
The Great Textbook Debate
Approach and Methodology
The Debate and the Discussion
The Great Textbook Debate session attracted approximately 600 conference participants. The
debate format provided an opportunity to present opposing views on this controversial issue
without having the dialogue descend to insult, emotional appeal, or personal bias. It allowed
members to challenge their own assumptions as student debate teams drew upon their own
personal experiences, research, and debating skills to present different points of view.
Students representing debate teams from the University of Houston (U of H) and Texas
Southern University (TSU) were invited to participate. They were instructed to focus discussion in such a way that would make conference participants think more about the use of the
traditional textbook in an environment in which information is easily accessible via technology. Students from the Texas Southern University agreed to debate in support of the following resolution: “The use of computers will eliminate the need for hard cover textbooks within the next five years.” Students from the University of Houston spoke in opposition.
Reasons for supporting this resolution by the TSU team included:
• reducing the additional weight caused by multiple textbooks would improve the
students’ physical health
• current technology could provide students with the opportunity to review the
information in any setting
• information could be continually updated without bearing the expense of purchasing
another textbook
• production costs would eventually decrease because of the virtual means of
disseminating the information
• competition to be the source for secure information might create more attractive
consumer prices
The U of H team challenged the TSU team by suggesting their reasons were not well founded.
They gave the following reasons:
• textbooks do not crash, lose power, or become immobilized
• textbooks do not pollute the environment in the same way as the hardware that is
required to review the information
• textbooks do not require compatibility or upgrades in order to function effectively
• while digital reference materials are available, textbooks have a greater sense of permanence (especially those titles that the student will want to keep and reference)
• there are many undefined logistics required for the use of and access to the digital
content
Approach and Methodology
9
The Great Textbook Debate
After a hearty debate, the students welcomed comments and questions from the audience.
Many comments commended the effort suggesting that it provided an opportunity to listen
to the “customer” in a new and different way. Comment cards collected from participants of
the debate program identified issues that participants thought were not adequately covered
during the debate. Those comments have been compiled and are addressed below and presented verbatim in Appendix A.
The debate format was purposely designed not to draw a definitive conclusion about the
“future of the textbook” so to allow conference participants the opportunity to explore possible options with colleagues in the subsequent session. The second session provided an
opportunity for conference participants to engage in dialogue with peers on the subject matter. Approximately 80 participants evaluated the key points that emerged during the debate.
Of all the points identified during the debate, this group of industry members selected seven
that they thought would have a more immediate impact on the profession. Participants of
this session sub-divided into smaller workgroups and explored the “impact of acting too
soon or not acting soon enough” and other concerns in seven key areas:
1) cultural and economic
2) legislation and regulation
3) relationship among key groups
4) instructional design
5) willingness to change
6) production and distribution
7) technology
Findings
The comments generated from the debate session far exceeded expectations with nearly one
of every six participants submitting a comment card. Most of the cards contained additional
insights that conference participants wanted NACS to consider. Many indicated a willingness
to be contacted in the future to offer additional clarification. The number of comment cards
submitted suggests that the debate session achieved its objective of challenging assumptions
and encouraging additional productive dialogue. The attendees of the second session, intentionally fewer, demonstrated an interest among members to be part of a process that would
examine the issues further and explore avenues for action. The findings that follow reflect
the areas of concern held by those attending these two sessions.
For each of the seven key areas, the issues and implications discussed during the following
conference sessions are presented first. Following, questions to consider are offered to help
continue the dialogue.
10
Findings
The Great Textbook Debate
1) Cultural and Economic
Issues and Implications
Regardless of other existing factors, participants voiced the belief that change will most likely
occur as a result of “supply and demand.” As a greater percentage of students seek to purchase textbooks from sources that offer greater financial relief, publishers will be forced to
examine new and different ways of delivering the product in order to stay profitable.
According to the fall 2005 Student Watch® report (provided by NACS and supported by the
NACS Foundation), price is the top reason students are buying online. Another challenge is
the fact that some faculty members require specific textbooks as part of the course materials,
but do not use the textbook during the course of the term. Fall 2005 Student Watch® data
revealed the students’ claim that only 76% of professors are using their required textbooks in
class. The lack of use has reduced the perceived value of textbooks and created a disincentive
for students to purchase required texts. Fewer purchases result in lower sell-through and
higher returns—both of which increase operating costs and reduce sales efficiency within
the industry.
Feedback suggests an expectation that digital textbooks cost less to produce than printed
ones, thus increasing profitability for the publisher. Whether valid or not, publishers are perceived by college store professionals as focusing greater attention on profit. It is not surprising, therefore, that store professionals expect that publishers will encourage authors to produce works in digital formats and encourage faculty to require students to purchase these
digital products. And while publishers are for-profit entities (and should be working to
increase profits), many store professionals are continuously confronted with the students’
desire for lower prices—placing them betwixt and between two somewhat mutually exclusive sets of priorities and expectations.
While the current student population may be more ambivalent to using digital versus printed textbooks, it is believed that more students are becoming accustomed to securing information in a digital form. As such, within a relatively short period of time, students will come
to expect and prefer information in this format. The greatest concern is the existence of a
digital divide at the college level. Many students do not currently have and cannot afford
access to the hardware necessary to shift to receiving information solely in a digital format.
At the same time, many universities are not equipped to provide the necessary technology to
their students. This is a major consideration that must be resolved before the publishing
industry can eliminate textbook production in printed form. Some also expressed concern
that the rush to create digital textbooks might be premature without serious consideration of
its consequence to learning outcomes. While the initial expectation is that moving in this
direction will provide financial relief, nothing has been proven to that effect.
Finally, it is yet unclear what the impact will be for students who depend on recycling their
textbooks to supplement their financial needs. Shifting textbooks to digital form suggests
that this practice will be eliminated. While some books have no buy-back value, many
Cultural and Economic
11
The Great Textbook Debate
students have come to depend on the resale value of their textbooks as part of their financial
assistance.
Questions for Consideration
Discussion regarding this key issue raised the following questions that require further
study:
Access and Affordability
1. Who will be responsible for providing the hardware needed to make the transition?
The student? The university? The publisher?
2. Will the purchase of equipment (as a means of gaining access to digital content) be
replaced with more affordable lease or rental options (allowing greater flexibility to
upgrade without great expense)?
3. Can advances in technology provide hardware affordable for all current markets (in
the U.S. and overseas)?
4. Will publishers need to have two forms of production in order to serve other
markets that cannot currently afford necessary hardware?
5. Will the systems that currently provide support to students (e.g., financial aid) keep
pace with change and provide support toward the purchase of textbooks in digital
form along with the hardware necessary to access them?
6. Can the access to the Internet that is widely available in metropolitan areas be
expanded and made available in rural areas as well?
Learning Outcomes
7. Does the technology provide a better environment for students to learn?
Market and Competition Changes
8. Will this technology eliminate price differentials for the same textbook in
international markets?
9. What role will college stores play if the product changes?
10. Will there be any new players in the “digital pipeline” that will add cost to the
product?
Textbook Costs
11. Is the fascination with shifting toward digital content distracting examination of the
real problem, the current cost of textbooks?
12. Can publishers re-engineer their operations to make the transition to digital content without passing all the costs to students?
13. Will publishers be willing to pass on the cost-savings, if they exist, to students?
14. Will publishers reduce their profit margins to make the product more affordable for
and attractive to students?
15. Will the rush toward digitization cause the consolidation of publishing companies?
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Cultural and Economic
The Great Textbook Debate
2) Legislative and Regulatory Reform
Issues and Implications
Those participating in the sessions expressed concern as to whether state and national legislators and regulators would be able to address adequately and in a timely manner the public
policies that will be needed to support the conversion of textbooks from print to digital
form. Current experience suggests that effective legislative and regulatory reform lags far
behind the pace of current technology. Much of this is due to the complexity of the issue,
lack of sufficient time to educate public policy officials, and legislative term limits. This could
have significant implications in two ways: income and ownership.
The effect of the conversion on sales tax income at the state and federal levels is unclear. Other
industries are grappling with how to appropriately generate sales tax on Internet purchases.
Whether these groups can resolve these issues and set precedent for other professions and
industries is yet to be determined. What has become clear is that in order to secure the kind of
public policy that will be of greatest advantage, NACS will need to be proactive in its discussions with these legislative and regulatory bodies, and demonstrate the ability to self-regulate
to avoid unnecessary and unwanted government intrusion. Authors, on the other hand, are
expected to become more concerned about whether existing legislation to protect intellectual
property rights (copyright) will become obsolete with the move toward digitization.
Questions for Consideration
Discussion regarding this key issue raised the following questions that require further
study:
1. To what extent can we educate public policy officials to increase awareness and
reduce decision-making based on facts rather than personal perspective?
2. What kind of systems will need to be put in place to maintain a high degree of
awareness among new and tenured public policy officials?
3. Do we have the capacity to compile, analyze, and report on the kind of data that
will be of greatest interest to the public policy official (e.g., sales tax)?
4. Do we have the level of legitimacy and influence necessary to persuade public policy officials to support our position?
5. What is the future of copyright? How will copyright apply to digital course material
components in the future (e.g., content packets that are created initially as a digital
product)?
6. What precedent will be set by the movie and music industries regarding digital
rights management (DRM)? In what ways can that precedent support and protect
textbook authors?
Legislative and Regulatory Reform
13
The Great Textbook Debate
3) Relationship Among Key Groups
Issues and Implications
Those in attendance opined that each of the players affected by the digitization of textbooks
hold their own unique, inherent goals that tend to be mutually exclusive of the other. From
an academic perspective, this is known as a “competing values” problem. Publishers are
interested in generating profit while providing a quality product. College and university
administrators are focused on the quality of education balanced by cost. Faculty, who author
textbooks, depend on textbooks to achieve recognition within their discipline and the university community. Libraries are working to provide easy access to content for educational
purposes. College stores are interested in maintaining their role as intermediary between the
university and the student while ensuring profitability. And finally, students are focused primarily on securing an education at a reasonable cost.
As textbooks shift from print to digital form, it is not yet certain how each of these groups
will be affected. Further, the “competing values” issue described above often creates strained
working relationships among these groups. As a result, there is concern that, without some
intervention or new collaborative approach, attempts to resolve challenges related to digital
content in higher education may prove unsuccessful.
Questions for Consideration
Discussion regarding this key issue raised the following questions that require further
study:
1. What are the goals of each stakeholder population? How might these competing
values be leveraged?
2. If universities and colleges have their own vision and goals, what will be the impact
of the shift of textbooks from print to digital?
3. What factors will drive university and college administrators to endorse this shift?
4. In what ways could the transition be more productive for all involved?
5. What role could the college store play in helping to bring these groups together?
6. What impact might digitization have on the accreditation process?
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Relationship Among Key Groups
The Great Textbook Debate
4) Instructional Design
Issues and Implications
The “resolution” that the two teams were asked to debate was based on the premise that the
shift from print to digital would occur within the next five years. Conference participants
examined the potential effect of this shift on instructional design. In order for publishers to
make the shift, faculty will need to embrace and incorporate this new form of content into
their teaching style and practices. No known study has been done to measure the impact of
time on faculty for making the shift from print to digital within their instructional design. For
publishers to move forward, participants suggested that faculty must:
• gain a greater level of comfort with digital content and digital textbooks
• believe that the transition will not severely impact their ability to prepare for class
instruction
• be able to use the course materials during class to achieve learning objectives
Questions for Consideration
Discussion regarding this key issue raised the following questions that require further
study:
1. In what ways can the publishers influence faculty to accept textbooks in digital rather
than print form?
2. Will the introduction of this technology (and additional advances) reduce the need
for students to attend classes?
3. Will the use of this technology impact the continuous diminishing of knowledge?
4. Will there be a need to demonstrate that information in digital form is as effective as
print form for achieving learning outcomes?
5. Will digitization of the information change the cost of updating research? Make it
more affordable? Change its attractiveness to the faculty?
6. In what ways will using the textbook in digital form affect instructional design? Will
it make it more or less interactive in the classroom?
7. In what ways can the college store maintain its role of being the conduit to serving
faculty and students in relation to course materials?
8. In what ways will this process be adapted for disabled students (blind or hearing
impaired)?
9. What security measures will be needed to ensure that the data will not be
compromised?
Instructional Design
15
The Great Textbook Debate
5) Willingness to Change
Issues and Implications
It is difficult to separate the issues related to textbooks/digital transition and the willingness
to change. They are inextricably tied together. As such, participants noted that one of the
major factors in evaluating the elimination of the printed textbook was the willingness or
ability for all involved to change. Key topics presented previously in this document were considered with the understanding that reticence on the part of any one group could impact the
pace or the ability for change to occur. On the outset, many participants admitted a belief
that the five-year timeline of the debate resolution was unrealistic. Although the technology
might be ready, participants suggested that the “human factor” would delay the change at
least an additional five years. Feedback suggested that faculty would be the least willing to
change for many of the same reasons already shared. Government would be slow to change
simply because of the dynamics that occur with massive bureaucracy, not to mention efforts
by groups that oppose any change. College stores were considered the group third least willing to change in the next five years. The foremost reason was that the result of doing so
might destabilize its role in the sales channel and within the university system. Students
(who grew up with the technology), as well as university and college administrators, were
considered the stakeholders most willing to change. Most thought that students and campus
administrators would see the shift as a financial benefit.
Questions for Consideration
Discussion regarding this key issue raised the following questions that require further
study:
1. How willing are we to change habits related to books and course materials (e.g.,
able to take a book to any location versus using a laptop)?
2. What new habits will replace old ones?
3. Will competition for high-performing students drive university and college administrators to encourage the use of the new technology regardless of the consequence
it might have on college stores?
4. What expectations will students have for buying this digital content?
5. Will the use of digital content be an expectation for universities seeking future
faculty?
16
Willingness to Change
The Great Textbook Debate
6) Production and Distribution
Issues and Implications
A great amount of discussion focused on the nature of the product itself. For many, the
portability and use of the printed textbook (despite the physical weight of some books) had
greater advantages than accessing the digital textbook on a laptop. Others challenged the
dependability of a textbook in digital form—primarily due to recent negative experiences
with hardware and software. Discussion also focused on logistical matters. Many questions
centered on how the process might work from design through distribution, including
whether the publisher would accept digital returns in the same fashion as they now accept
returns of printed textbooks.
Questions for Consideration
Discussion regarding this key issue raised the following questions that require further
study:
1. What will be the return policy in the event the student drops the course, withdraws
late, or fails to complete the course for good reason?
2. What security measures will publishers want implemented to limit unauthorized
reproduction and use of the textbook by other students?
3. What is the chance that this change will reduce sales rather than increase them?
4. Who will control the distribution of the digital files?
5. Will college stores no longer be needed as an intermediary?
6. Will students want to reproduce the digital text for study purposes?
7. What measures of compliance will be necessary to ensure data is not reproduced
without permission?
8. In what ways will digitization affect royalty payments to authors?
Production and Distribution
17
The Great Textbook Debate
7) Technology
Issues and Implications
Certainly, there is currently great interest in digital textbooks. However, store professionals
pointed out that new and different options might be available within a short period of time.
Keeping pace with the changing technology will be impossible for some educational institutions—if not many. The concern, among those examining the issue during these CAMEX
programs, was that those who do not lead the change might be forced to accept its consequences. The future form of textbooks may not be a priority for university and college
administrators or faculty. But the participants thought that if these groups are not involved
in the decision-making process, they might find that the resulting expectations and demands
will give them little choice. In some way, these groups need to be directed to consider the
effect of digitization on course design and instruction (including interactive learning).
The debate raised the point that the current equipment (e.g., laptops, desktop computers) is
not convenient for learning. While that might be true, it also was suggested that the technology is becoming more user-friendly and flexible with each and every innovation. In fact, new
technology may offer more reliability for the user by providing options in the event of hardware failure. Additionally, concerns about managing access may be solved by innovations
such as biometrics (e.g., the password code is the individual’s thumbprint). The one element
that did not seem to have an immediate resolution was the environmental impact caused by
the disposal of the current equipment. Some arguments support the fact that print textbooks
are easier to recycle than the current hardware. At the present time, no innovation has been
introduced to resolve this issue.
Questions for Consideration
Discussion regarding this key issue raised the following questions that require further
study:
1. How long will each digital course material be made available?
2. What are the costs if the student wants to keep the textbook permanently?
3. In what ways will the student be assured of permanent compatibility of the digital
file regardless of software advancements?
4. Is there any way to evaluate the short- and long-term consequences on one’s health
of using the technology (e.g., eye-strain)?
18
Technology
The Great Textbook Debate
Next Steps and Conclusion
This report chronicles the key elements shared by members attending special sessions at
CAMEX 2006 surrounding the issue of the “future of the textbook.” Those involved recognized the effects that current technology will have on business operations.
In summarizing the findings, participants expressed that college store managers could play a
pivotal role in managing this change. In some cases, store professionals have already established working relationships with all of the key players. With the right tools, they could lead
the change by securing and sharing the kind of information that will help their institutions
make an educated and productive decision. In doing so, these professionals could both maintain control in defining their role in the process, and also enhance their position within the
institution as a consultant for the best way to secure and distribute student course materials.
With that in mind, the session participants offered suggestions on how NACS could be supportive in this endeavor:
1. Develop a piece to educate faculty on the issues related to the emergence of digital
course materials; specifically, its impact on them, their teaching methods, the college store, and students.
2. Build tools to support college store professionals who seek to become the facilitator
of change on their campus. Provide a guide on how to organize the campus to
address this complex issue.
3. Translate information that is received and “scanned” by the association leadership
and staff, and share openly as much information as possible with other groups that
have a stake in the process.
4. Connect with large publishing groups to examine the issue and seek solutions from
their perspective.
Finally, this report provides insight from NACS members on the “future of the textbook”
and the “store of the future” dialogue. Many who participated in both of these CAMEX programs indicated that they would be willing to provide additional support. Their offer suggests that many members are eager to chart the course of the change rather than simply
accept its consequences.
Next Steps and Conclusion
19
The Great Textbook Debate
Appendices
20
Appendix A
The Great Textbook Debate
Appendix A
CAMEX 2006 Programming Objectives
By participating in these two programs, NACS members will:
• Challenge their assumptions and broaden their knowledge base and understanding of
issues surrounding the future of the textbook.
• Be willing to explore appropriate action to address issues surrounding this strategic
question.
• Be willing to further investigate this question by participating in possible future initiatives or studies.
Program Descriptions
Session One: The Great Textbook Debate
This unique educational program sets the nationally recognized debate teams from the
University of Houston and Texas Southern University in an actual debate on the future of
the textbook. This animated style of academic sparring is based on solid research by each
team and brings our core customers—students—to the frontlines of one of our industry’s
key “debates.” This unique experience will offer you the chance to challenge your assumptions surrounding the future of the textbook and explore actions to address issues surrounding this strategic question.
Moderator: Patricia A. Hudson, MPsSc, CAE, Center for Excellence in Association
Leadership
Texas Southern University Debate Team: Stephen-Timothy Bright, Angel Bernard
Palacios
University of Houston Forensic Society: Felipe Valdez, Cameron Batz
Session Two: The Great Debate: Implications and Applications
In a forum-like setting, this session offers you the opportunity to engage in a structured and
guided discussion of the issues and themes that surfaced during The Great Textbook Debate.
Short presentations will be incorporated to support discussion and ensure you are aware of
the key NACS programs, products, and services that are available to you regarding course
materials, education, and awareness.
Facilitator: Patricia A. Hudson, MPsSc, CAE, Center for Excellence in Association
Leadership
21
The Great Textbook Debate
Appendix B
The Great Debate Session: Participant Comments
The comments below reflect the actual perspectives, opinions, and suggestions from conference participants attending The Great Debate session at CAMEX 2006. These comments are
verbatim from comment cards submitted at the close of the session. The comments have
been grouped by topic but are unedited.
Cultural and Economic
■ None of the debaters discussed ability to sell back material. Also when discussing
cost—while cost for digital content is being marketed at discount. I feel this is temporary; the cost of R&D, production, hosting material, maintaining technology and digital reception (e.g. PC, iPod, etc.) is costly!
■ My question and comments regard the “Affordability” portion of the debate—
Publishers contend that their primary reason for increasing the price of textbooks for
beyond the rate of inflation; the last 15 years is the used book market; I have an email
from a publisher in which an email from a corporate executive at the publishers was
included. In that note the executive proclaimed, “we know we are the war with the
bookstores.” Bookstores are being attacked by publishers in a war we didn’t know we
were raging on the behalf of students; the one protection students have always had
from publishers is the local used book market the bookstores provide. You argued
that publishers and books to function not solely for profit, but more for education.
Institutionally-run bookstores do strive for a balance. One of our priorities is generating revenue for our campuses, but with the parameters that assist students. Publishers
are for more profit-driven, as are their commissioned reps. My question: what you
think will stop publishers from continuing to increase prices when their sole competition of used books, and price protection for students, is eliminated?
■ This is a perspective (from both sides) that is strictly urban. There are many schools
in rural or remote areas that don’t have (and may never have) 24/7 access to wireless
internet access. The area I live in has limited cell phone access let alone wireless.
■ What about the loss of the buyback? How do we guard copyright laws? Music industry
for example—can they download to more than one device? Can they share info with
other students? Is there really a savings when you add in self-printing costs such as ink
cartridges and paper? What about upkeep on computer equipment?
■ In this disposable society, we’re considering a cheaper solution of electronic course
materials on CD, web or flash-drive. 3 to 5 years from now THAT technology will be
out of date. Remember beta tape? LP records? If this happens that material will be lost.
A textbook when taken care of will last forever and can serve as a resource forever.
■ Thoughts about leisure reading textbooks—examples pool, beach, hot tubs; Price:
What about buyback? One time use e-books vs. textbooks buyback (recycling)—Is
this serving the students? What is the average price of an e-book? $65 $45 $35;
Textbook new $100 ... used $75 If a student purchased the text used $75 at the buy-
22
Appendix B
The Great Textbook Debate
back, the student could sell the text back for half the new price; student receives $50
total cost to the student $25; last minute students refer to the sells a week before
finals; textbooks are readily available; e-books require more attention than textbooks
(laptops, PCs, downloading, space); If the test is tomorrow and the program will not
load, who will the student blame—the seller of the software.
■ Is the shift to online going to further widen the gap between haves and have nots;
given that access to and ability to use new technology starts with the rich and trickles
down? Example: currently we send outdated textbooks to third-world countries. Will
we be sending old CDs to student without access to computers?
■ How do we solve the costs to students who cannot afford technology to work at
home? Costs to re-tool classrooms for power and battery power of 2 hrs for books
■ Would students accept the fact that digital books would no longer be involved in
book buyback? How would the possible elimination of buyback because of digital
books affect the store’s income and financial standing?
■ Is the issue that digital format really provides a better product or are we having this
discussion because the cost of the textbooks has reached a point that the consumer
will not support?
■ What about the digital divide? Computer access is still an issue, especially at the community college level. As for environmental concerns, less paper production is great,
however, a growing problem in today’s landfills are the poisons in disposed computer
and electronic equipment is ongoing and growing everyday. How does this impact
human interaction, one of the underlying core aspects of going off to college or going
to college period? Part of the learning environment is this interface/interaction in the
growth of individuals preparing for a career in the global marketplace. Portability of
textbooks is another issue that laptop’s electronic devices cannot survive. Electronic
equipment doesn’t like sand, water, heat, suntan oil or lotions. Books don’t care. They
take abuse well. Also books don’t require a power source, i.e. batteries, AC power. Until
there is a less dependent energy source, electronic devices have limitations. Publishers
have infrastructure issues, distribution chains, and content costs that cannot easily be
eliminated from this issue in the short term. 10-15 years YES—5 years NO
■ Publishers are not going to lose money; therefore the costs will probably remain close
to the same; Publishers do make a profit but so do universities; Computers are constantly being outdated so tech companies can make a profit; very few people like to
read online.
■ Most of our students rely on financial aid/student charge system to buy books. How
will this affect our students?
■ With so many non-traditional students especially in Community Colleges with little
or no computer experience—isn’t a five year shift unreasonable? Many of these students are afraid of technology (computers); they cannot type—much less access digital information.
■ With digital textbooks there is no buy-back. If digital textbooks are 25% less their net
cost is higher than a textbook bought and then sold back. How will this affect this
change? Digital access is more difficult than we might think. With drop-adds, late
Appendix B
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The Great Textbook Debate
enrollment, flexible semesters, complete withdrawal, etc. access cannot simply be handled with access codes and passwords which have a given life. While I am sure this
problem will be overcome, can it be solved in only 5 years? Comment: Ours is a community college with average income of our student’s family at or below the poverty
level. If the college takes on the expense of providing computer access to all, we will
have to have thousands instead of several hundred computers. This added expense
would have to be passed along as higher tuition and fees therefore negating the cost
savings of digital textbooks.
■ Isn’t the textbook industry led by publishers? Aren’t they driven by profits? Where
their highest profit is—is where the industry will go. The teams did a great job of presenting the issues.
■ Why would any generation eliminate retainable value? A used textbook with no buyback value still has value of reference material to others.
■ How do we buy back digitized textbooks? At what cost to students would digital textbooks be? Each college student may not have access to a computer or laptop. Could
these be purchased on financial aid? I wonder.
■ Will consumer need for cheaper texts cause faculty to convert to digital and cause
campuses to bear more of the burden by buying computers for each class? Both
would cause campuses to be against digital. Your thoughts?
■ If bookstores phase out hardcopy textbooks—what will be available for students and
universities that do not have unlimited technological resources?
■ Not every student can afford a PC. With technology and its fast pace, once you have
paid for the PC it is obsolete. Then you have a problem with hardware and software.
Universities will have to supply all students with a PC.
■ Why do you believe digital textbooks will remain a low cost alternative to the traditional
bound textbook? Publishers-shareholders require a return on investment as well as
authors require return for works. Do you believe they will accept less revenue?
■ Has the percentage of students at public institutions and/or qualifying for financial
aid been determined? Then has the percentage of students who do not own laptops
(not desktops) been determined? Only a laptop can be as accessible (2 AM studying)
or as comprehensive (studying a McDonalds) as a textbook.
■ What about the buyback? Will students want to go digital and lose the possibility of
selling material for cash? I really enjoyed the session!
■ Assuming that hard copy textbooks will continue to be with us during the next five
years, what do you think is the major contributor to the perceived high price of textbooks? What actions do you think can be taken to reduce the price of textbooks?
■ The woman on the plane next to me is a student at Wharton. She says the students
there give money to international students so a student from India, for example,
shops at home over a break. She says their books are 1% of U.S. prices. Is this a widespread practice, having international students buy at home outside of the USA? What
about just going to foreign websites instead? Widespread? Do you buy your texts
online or at your college stores? Why? Do you value price above convenience?
Savings?
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Appendix B
The Great Textbook Debate
A factor not considered was proven/historically demonstrated greed. Publishers will
not relinquish profit enough to make this happen soon. In fact, I believe they will try
to exploit this situation for greater profits (this too is proven to date)
■ Much of the debate focused upon the technological aspect of the debate. The price
aspect could have been left out because of antitrust concerns. However—the role of
price sensitivity in the debate, including the importance of traditional buyback is a
very important aspect which needs to be explored.
■ If traditional course books (hard copy form) were priced at half of what they are now
(and if more used books were available) would there still be the current aggressive
push toward digital versions of such books, considering that most students actually
prefer books, versus spending even more time looking at a screen and digital books
have no buy back value? Can a well-designed textbook be the most efficient and productive delivery vehicle?
■ What does the bookstore serve as then? A gift shop?
■
Legislative and Regulatory Reform
■ The abuse of copyright is a huge issue—it has become an ethical issue that I don’t feel
is being addressed. How can it be protected better? With digital this generation thinks
nothing of copying material—justifying the cost or lack of funds.
Relationship among Key Groups
■ I don’t think any bookstore questions the fact that digital textbooks are coming. I feel
that the main problem bookstores have is publishers selling directly to students cutting out the bookstore. I would like to see this addressed
Instructional Design
■ What is the feasibility that the publishing industry can or move all of their content to
make it available as digital?
■ My son is very computer oriented and just graduated from college. If digital delivery
is going to lead to lack of discussion; he refused to take online courses because of lack
of class discussion.
■ Do you see a time coming when course materials will be provided digitally to students by the university as part of the class? In essence the University buying the materials needed and passing that cost on through enrollment fees—possibility loaded on
a school provided laptop?
■ My concern about the extended use of technology for learning is the continuous
diminishing of knowledge.
■ Much of today’s debate focused on physical characteristics of a movement from traditional printed textbooks to digital delivery of content. However, is there perhaps a learning retention problem with digital content that may be a fundamental flaw? Does the
medium of content have any impact on a student’s ability to remember and retain both
the source or content of the information and the ability to fully understand the information? And the ability to understand the information? My point is that digital content
Appendix B
25
The Great Textbook Debate
may not be retained as well as from traditional printed media. That method of source
of information (assuming many sources are used) is not as high with digital content
that the content of concepts within the entire work is more easily lost with digital content, etc. there may be a depth of learning advantage through use of traditional textbooks and that digitized content may never make huge inroads as a replacement.
■ The real ultimate question is—Will people/students learn less or more with the new
technology?
■ What studies have been done to show that digital learning is as effective as traditional
learning materials? How will health concerns that arise from viewing textbook on a
computer screen vs. the page be addressed?
■ Digital textbooks are so dominating in the future in teaching then way have professors? On reducing the amount of professors. Why have textbooks? Go digital! Why
have professors? Go digital? Why have a college campus? Go digital! No building—
just stay home and turn on your computer.
Willingness to Change
■ Just because you can does not always mean you should; are we prepared to address all
the problems and concerns related to this issue? My thought is that not yet.
■ Great arguments on both sides but this issue will be driven by what students relate to
and are comfortable with; so the question is: What do students want?
■ I am in a K-12 where we are seriously considering e-books more and more; it might
be worth while for colleges to turn to the K-12 and gauge the use of e-books by how
rapidly they are integrating there
■ Do you think that the author of the digital text will update the book as soon as there
is a change? Do you think they won’t charge you for that info and the time they
spent? How long would a text be available online—10 years from now would we be
able to access that text? Comment: higher tuition to supply a computer lab to hold all
students. If textbooks were included in your tuition would you then want a textbook
and digital copy?
■ Fact: copying a digital text is easier and cheaper. Fact: faculty like to use their own
textbook to obtain royalty payment on “new” textbook sales. Won’t faculty realize this
shift to digital format will greatly reduce their royalty income? If so, decide to continue using hardcopy texts?
■ I sense that there may be generational differences in the value placed on the environmental advantages of digitization…this may be among the primary selling points in
the future.
■ Computers are not the future but the present—it is in the best interest of the
publishers—they have a vested interest in eliminating the wholesaler and they want to
eliminate the bookstore as well.
■ If five years is not the timeline, how long will it be before we eliminate the hard cover
textbook?
■ Why have a university if we have digital textbooks? Students will not go to class if this
happens.
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Appendix B
The Great Textbook Debate
Production and Distribution
■ Publishers have a giant machine built to produce and distribute textbooks. This system of manufacture supports many other industries i.e. paper, transportation, stores,
etc. Why would publishers relinquish this system? We all know the harms of cigarettes. Why have they not gone away? How do we replace jobs to those displaced? I
hear the argument of the advancement from the 8-track to the CD. The recording
industry went through many technological changes over the past years. They were not
eliminating a product but upgrading through advances in technology. Textbooks will
not be eliminated—new delivery systems will be available. Choice will still exist. I still
own and listen to LPs and CDs.
■ What is the primary use of the textbook? What is the relationship between the textbook and the classroom? Who carries the textbook to class? Life expectancy of the
textbook. What input do students have on the materials used? Technological changes.
What is the function of a textbook? Why do I want the materials?
■ What should booksellers be doing now to face the issue of digital course materials?
■ Who will have distribution of the digital content—the bookstore or the publishers?
■ TSU—where is the evidence of a trend cumulating in absence of books; your only
argument is “digital is better;” no mention of advanced in digital paper; U of H—
why no mention of advances in DRM to support your case?
■ Isn’t there room for an amalgamation of both formats? When our eyes tire from
squinting at the screens or our laptops and our arms tire from the carpal tunnel we’ve
developed; can we still rely on the bound format that we can curl up on the sofa with?
■ At my university, 20,000 students’ population, the college catalog is available digitally
and in paper. The paper version costs 25% more and yet still outsells the digital version 10 to 1; why is this true and would that also true if the item was a textbook?
■ Without profits no textbooks—conservation is real life—liberalism is in the classroom; students will only do what the instructor tells them; pro textbook team won
hands down…can’t sell back online source but you can sell back the textbook; $80
text; $40 BB equals $40 cost to student/$50 online ed cost to student; and the $40 is
without the cost of a computer
■ Are you aware that there are interactive formats already available? In fact there are at
least 4 VBK (vital book), SafariX, UMC, and ETM Coding, Pearson, Thomson,
McGraw Hill, Wiley and Elsevier) are already producing these.
■ With most of the cost of a textbook going to the creating and researching of the book
will there be a significant decrease in the cost of the text? Will not the new technology
and demand increase the cost eventually?
■ Unique format—enjoyed the varied discourse that took place. What about the blind?
Hearing impaired?
■ Electronic textbooks are no different than traditional textbooks in their method of
dispensing information—interactive textbooks/learning have been around for two
decades; they dispense information much more efficiently—I contend that the electronic textbooks will become interactive and that will replace the basic textbooks.
Appendix B
27
The Great Textbook Debate
They underestimate the salesmanship of the young publisher reps that are “desperate” for new sales and will push this new technology for their commissions.
■ What digital copy equipment should be the standard for purchase by either bookstores or college copy centers to facilitate digital content delivery?
■ Access to information will come at a cost. Students will have to pay for the access
whether digital or printed. Access codes for digital information expires where there is
no expiration date on printed material.
■ Digital textbooks are not as flexible to be changed from computer to computer.
■
Technology
■ Realistically do you think students will want to read all their course material on a
computer screen? What about easy portability; what about being able to use it on
more than one computer?
■ Comment: perhaps print and digital content will co-exist; Question—if print hadn’t
been invented and all content was digital and someone invented a print book—
wouldn’t we be having the same debate about the demise of digital?
■ Are digital texts time sensitive? Will access be good for 1 semester? 1 year? Or indefinitely?
■ If all we need to take classes is a computer and the digital book, why would we need
campuses and faculty and dorms?
■ Cost compare: hard text over 4yrs, and IPAC with downloads. Space saving: books on
CD is smaller than hard books. Memory vs. page much smaller. Textbooks vs. online:
books don’t stop kids from coming to class not putting universities online.
■ My concern is the security access of the digital text.
■ How do we prepare for the change starting now instead of waiting and playing catch
up?
Compiled March 2006
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