Report On
Textbook Initiative
By Karim Meijer, Student Regent
The University of Texas System Board of Regents
This paper reflects the personal observations and opinions of the author.
Topics Addressed
HISTORY
o Evaluate the textbook market and understand its role in textbook costs
in higher educations.
REFORM
o Share outcomes from the Textbook Pilot Study conducted by the UT
System in 2008
o Explore the results of the eBook Pilot Study conducted at UT-Austin in
2009
LEGISLATION
o Describe the current state and federal efforts concerning textbooks
USED TEXTBOOKS MARKET
o Research current programs students within the UT System utilize to
marginalize textbook costs
TEXTBOOK INITIATIVES AROUND THE U.S.
o Understand the current efforts made by systems across the nation that
address textbook affordability
FOCUS GROUPS/CONFERENCE CALLS
o Report the outcomes of meetings with students from the UT System and
the collaborative efforts with the Student Regents from the State of
Texas
“THE DIGITAL LEARNING ENVIROMENT”
o Present a new idea for how eTextbooks can enhance higher education as
well as address cost
APPENDIX
o HB 4149
o RP 73 – Executive Order
History
Textbook prices have been rising dramatically in recent years at 6% a year which
is twice the rate of inflation (GAO 2005). This has become extremely burdensome for
many students within our system and across the country. Students are forced to take
on more loans, work more hours, or even extend their years of education because of the
financial demands imposed by textbooks. Expenditures on textbooks equal almost 25%
the cost of tuition at some U. T. institutions, such as UT Brownsville, UT-Pan American,
and UT-El Paso as well as across the country. The average estimated cost of books and
supplies per first-time, full-time student for academic year 2003-2004 was $898 at 4year public institutions, or about 26 percent of the cost of tuition and fees (GAO 2005).
Another U.S. survey by the Student Public Interest Research Group confirmed this
finding.
We must remember that textbooks have long been the gold standard of
“information transfer” in higher education, but as technology evolves, standards must
change. We have seen this in video with the 8mm tape being trumped by the VHS which
was superseded by the DVD. We see it in music with the tape deck being taken over by
CDs and then by MP3s. As technology evolves, we must continue to keep pace and
provide students with the latest means of innovation in higher education. This means
digital textbooks, and more specifically, a “digital learning environment” must become a
greater part of the solution to address our textbook crisis.
Used Textbook Market
The Underlying Cause of Rising Textbook Prices
For a real understanding of why new textbook prices are rising, one must
understand the role of the used textbook market and how its growth further drives new
textbook price. Publishers and authors generate revenue only when a new edition of a
textbook is produced. Without a continuous stream of new editions and revisions, both
publishing companies and contributing authors would see revenue after textbooks are
sold. As we have seen in recent years, the turnover cycle of new editions has
accelerated from 4-5 years to almost every 2 years. After these new editions become
used editions, a multitude of avenues and industries take advantage of this, thus
transforming textbooks into commodities.
Several large bookstores serve as
middlemen to buyback used texts and resell them at a premium. At times, these used
textbooks provide students with affordable options for textbooks. However, this
perception of increased affordability is contingent upon many variables such as the
length of time a professor requires a certain edition to be used, course scheduling, and
availability of a used text. Ultimately, students do not always receive the financial
benefit that used books are assumed to deliver.
Pricing Models
Domestic Textbook Sales vs. International Textbook Sales
Pricing models abroad are very different from what is seen in the United States.
Publishers acknowledge selling textbooks at reduced prices in the countries around the
world in order to compete with the local markets and resources of the customers. Many
US students can find the same textbooks abroad at lower cost but are restricted from
importing them to the US. Essentially, it appears that domestic textbook sales subsidize
the costs of the international textbooks.
Textbook Reform
History within the UT System
Efforts to provide textbooks at lower costs have been conducted multiple times
by University of Texas students. Most recently, in May 2007 the U. T. System Student
Advisory Council recommended the following measures: “1. All U.T System institutions
maintain and publish book lists in a timely manner to allow students the opportunity to
purchase their textbooks from multiple venues. 2. Discourage the purchase of bundled
textbooks in cases where are purchasing options and not all of the contents of the
bundle are required by the professor.” (Office of Academic Affairs UT System). The first
recommendation was acknowledged and a task force on textbook affordability was
launched. Its findings and results are discussed later. The second recommendation was
acknowledged and sent to individual institutions for discussion.
University of Texas Textbook Study Group 2008
The primary finding of the Textbook Study Group was “in the short-term, faculty
members selecting learning materials are the key to controlling and reducing the
expenses students face with regard to textbooks (UT Textbook Study Group 2008).”
Many of the recommendations pertain only to the short term and will be enforced by
the Higher Education Opportunity Act effective July 2010.
eBook Pilot Study
Late in 2008 UT-Austin and John Wiley publishers entered into an e-Textbook
pilot study where the university purchased a textbook license for every student enrolled
in the selected courses that were involved in the study. Students were given access to a
(.pdf) version of the textbook as well as the option to purchase a low-cost, black and
white, unbound print version of the book from the UT print shop. The study ran for two
consecutive semesters beginning in the spring of 2009 then into the fall of 2009.
The first semester eBook pilot had seven courses with a total of 807 students.
The courses selected were contingent upon the availability of Wiley textbooks and
professor interest. The courses were in the fields of Math, Mechanical Engineering,
Business Administration (Master’s Level) and Economics. The results of the first
semester pilot showed enough promise despite some logistical problems students and
professors faced. These logistical issues such as how students were informed of the
eBooks and what printing options were available were addressed in the second
semester study. The second eBook pilot had eighteen instructors and 1,198 students
enrolled in course that had both a Wiley published eBook available and an interested
professor. The participating courses were in Accounting, Biological Sciences, Business
Administration, Chemical Engineering, Economics, and Mechanical Engineering. Many
themes and concerns emerged from the students in both semesters that provide
valuable information into the role of eTextbooks and their effect on affordability and
quality. The main concerns students raised with the eTextbooks was the poor
usability/navigation, viewing options and lack of device portability. These three
concerns represented 53% of the problems with the reminder spread out on issues such
as highlighting/note-taking options and web-access. Other suggestions were for features
that were already included, which highlights the importance of professors’ commitment
to understanding the software. Without the involvement of the professors, one can not
expect students to fully benefit from the available technology. Furthermore, the second
pilot showed increasing dissatisfaction among the students concerning eTextbooks. Only
35% of students were satisfied with the eBook compared to 49% the previous semester.
In fact, the only thing that excited students was the cost savings the eTextbooks
provided even though the product delivered was well-below students’ expectations.
The pilot also looked into the use of the eTextbooks by the students and why
certain students did not use the eTextbook. The study found that the majority, roughly
two-thirds in both semesters, preferred to have a hard copy of the book to read and
nearly 75% in both semesters said they would only use an eBook if it were free. This
meant nearly a quarter of students would not use the current eBook even if it was free.
The driving reasons were stated above as well as the technical issues with the platform
delivered by Wiley. The clear demand from students in both semesters with the current
eTextbooks was to always have the option to purchase a low cost (under $25) version of
the eTextbook. More importantly, students with eTexbooks appeared to use their
eTextbook less and were not motivated to study anymore than students with the hard
copy. Again, it was clear that the eTextbooks provided did not enhance the education of
students.
The importance of printing services as well as the option to have a low cost print
option emerged as very promising component of the study. The UT Print Shop seemed
to satisfy the needs of the students with over 90% of students stating they would again
purchase an unbound copy of their textbook from the print shop. This shows students
preferences for low cost textbook options compared to the traditional hardback, color
prints.
Future eBook Pilot Studies
1. Work with publishers to create new platforms for eTextbooks
2. Dedicate time and resources to the education of professors for the integration of
a new “digital learning environment” that will enhance their core curriculum
3. Engage in partnerships with device makers such as the iPad, the Courier, and the
Entourage, and Kakai
4. Collaborate with School of Education to conduct a formal study into the
outcomes of using the new “digital learning environments.”
5. Expand course selection to more classes from freshman to senior level and
across disciplines
Textbook Legislation
State Legislation
A few key bills enacted during the 81st Texas Legislative session affect textbook
costs.
H.B. 4149 (see Appendix A) - Requires the Texas Higher Education Coordinating
Board to conduct a study and make recommendations regarding electronic
textbooks. In addition, the Board must focus its study on UT Austin’s electronic
textbook pilot. The ten appointed student regents in the State of Texas are to be
involved in this process (see Appendix).
H.B. 1096 - Required institutions to provide students with notice that they are
not obligated to purchase books at campus bookstores.
Executive Order RP73 (see Appendix B) – Directs the THECB, in cooperation with
Texas institutions of higher education, to undertake a broad and comprehensive
review of costs associated with higher education in the state of which textbooks
is included.
Federal Legislation
The Higher Education Opportunity Act (HEOA) is a key piece of federal legislation
that will affect textbook affordability in the United States. It will go into effect July 1 st,
2010.
The intent of HEOA is to ensure that students have access to affordable course
materials by decreasing costs to students and enhancing transparency and
disclosure with respect to the selection, purchase, sale and use of course
materials. The bill further encourages “all involved parties, including faculty,
students, administrators, institutions of higher education, bookstores,
distributors, and publishers, to work together to identify ways to decrease the
cost of college textbooks and supplemental materials for students while
supporting the academic freedom of faculty members to select high quality
course materials for students (HEOA 2008)”
Publishers are required to disclose pricing, copyright dates, and alternative
formats to faculty.
Course schedules posted on the internet need to have textbook information.
Colleges/universities are required to supply bookstores all necessary information
concerning course schedules, number of students enrolled, and max enrollment
numbers.
College/universities are encouraged to advertise any programs such as textbook
rentals, buy-back programs, or alternative content delivery programs to students
The implementation of this act will be the reviewed by the Government
Accountability Office with a formal report issued by July 2013.
Current Textbooks Programs within the UT System
Students will forever be resourceful when it comes to saving money on
textbooks The following on a few example of what students are doing are different
campuses to curtail their costs.
Campus Textbook Exchange Programs
Quid Pro Libro is currently used at UT Southwestern Medical School in Dallas,
Texas as a means to reduce textbook costs for medical students. Students can post their
textbooks for sale or search for textbooks to buy at Quid Pro Libro. Students will post a
sale or purchase price for the text. The program will run an algorithm and the fair
market price for the book and send an e-mail to each student finalizing the sale.
http://quidprolibro.com/Help/OverviewJul2009.pdf
Online Textbook Rental Programs
Chegg.com is an online book rental company used by many UT students across
all institutions. It has become a popular option for students across the nation searching
for more affordable textbooks.
Campus Rental Program
Although not unique to the UT System, UT-Arlington is one of six campus
bookstores with a textbook rental pilot program run by Follett Higher Education Group.
Studies have shown that students spend about $130-$240 per year on rentals. On a per
book basis, books can be rented for the semester at about 42.5% of retail
(CityTownInfo.com). The rental program offers about 20% of the classes available and
seems to work best for large undergraduate courses. Students do save money in the
short-term, but require the cooperation of institutions, professors and campus book
stores to make it happen. For the program to work successfully, textbooks must be used
for multiple years requiring the commitment from professors. These programs require a
large amount of capital to start and ultimately lead to perpetuation of a used-textbook
market. Also, the class must be large enough to make financial sense for the institution
to make an investment in the program.
A few disadvantages to students are obvious with rental program: 1. Students
are generally required to return the textbooks with minimal markings or “wear-andtear.” These subjective requirements are often enforced and students end up
purchasing the full price. 2. Also, the possibility of providing a rental program from all
courses is unrealistic, thus the impact of a rental program is limited in scope.
Online e-Textbook
Café Scribe is an e-textbook service currently being used and advocated by
students at UT-El Paso. Of note, Café Scribe is owned by Follett Corporation, which is an
operator of college bookstores, and a major distributor of textbooks to institutions at all
educational levels.
http://www.cafescribe.com/
Provide Different Qualities of Textbooks
From black and white with no binding to hardback and high gloss, textbooks
could be purchased at different levels of quality if universities had the licensing
agreement to reproduce each copy at a different level of quality and price. This would
allow for greater variation in costs within the textbooks market, thus providing a costsaving to students. Open source textbook company Flat World Knowledge is basing their
business on this notion that students will pay for ancillary services if they see a value in
the product provided. For example, students can purchase additional study guides or
low-cost print versions to name a few.
Programs Implemented by Other University Systems
A summary of the variety of programs and efforts launched by other university
systems around the country can be found at the following website:
http://www.aplu.org/NetCommunity/Page.aspx?pid=1056
The website provides a small synopsis of the each system’s approach toward
reducing the costs of textbooks in higher education. I believe the Ohio University
System is the most innovative in terms of moving toward a “digital learning
environment” while the University of California-Davis addresses the short term solution
best.
What are students saying?
Lessons learned from across the State of Texas
Focus Group: U. T. System Student Advisory Council
On February 5th, 2010 I had the privilege to visit with 30 student leaders from
across our 15 institutions and have a conversation about textbooks and the potential
transition to e-textbooks in higher education. Students ranged from professional schools
to undergraduate programs and had different majors ranging from the humanities to
business to medicine and everything in between. A preliminary poll showed that 5 out
of 30 present have already begun to use e-textbooks in at least one class.
Discussions with Other Student Regents
In addition, on March 4th, I took part in a conference call with the Texas Higher
Education Coordinating Board and Student Regents for all Texas public universities of
higher education. The data obtained is summarized below.
Usability
Many students were hesitant about the transition because of the unknown form
of implementation. Some were worried about the picture quality of the digital media
which stemmed from negative experiences they had in a class. Other did not think etextbooks would relate to their major because professors urged students to engage
their books through writing, highlighting, and annotations. Studies at Princeton
University, Case Western Reserve University, and the University of Virgina’s Darden
School of Business confirmed that the inability to highlight text was the biggest
detriment to students who were using an eReader, the Kindle DX. Other students in the
humanities were concerned that an e-textbook may not provide the needed “intimacy”
with a text. A majority were worried about the affects of reading at a computer screen
and the affect on their eyes. Many were unsure whether or not e-readers would be able
to solve this concern. However, only one person in the room had used an e-reader for
personal use and reiterated its ease on the eyes.
Pricing
Interestingly about half of the group considered moving to e-textbook as long as
they saved money. The specific amount of savings was not elaborated; however, almost
everyone said they would buy if the price was right. Based on the eBook Pilot, the price
seems to be one-third of retail hardback textbooks. The pricing model of the eTextbooks
was also a concern and clarification of who controlled these prices was discussed. Some
were afraid university bookstores would monopolize the eTextbooks.
Portability
Other concerns included professor awareness of these e-readers and to allow
students to have these and/or laptops in class. Many students stated that professors do
not allow laptops in class and if a transition to e-textbooks occurs, they were worried
professors may limit their ability to have laptops or e-readers out. Others were curious
as to where the eTextbooks would be held, either physically on a hard drive or on-line
where access could be anywhere an internet connection was available.
Non-Traditional Student
Another question raised by students was the affect of e-textbooks on nontraditional students who enter universities at older ages. How would these students
deal with digital books and would their ability to learn be affected?
Printing Option
Some students even proposed that an eTextbook could never be cost-effective
as long as students continue to print out the digital versions. The eBook Pilot confirmed
this concern because 48% of students stated that if an eBook were available, they would
still buy a low cost (under $25) print option (eBook fall 2009).
“The Digital Learning Environment”
Future of e-Textbooks
E-textbooks will be loaded with many additional features that will enhance
education and provide a more efficient way of learning than a hardback textbook.
Students are demanding more from eTextbooks that will embrace technology and adapt
to their different lifestyles. Let me present a few tangible examples. Envision a freshman
learning about Civil Rights that is accompanied by embed footage of Martin Luther King
Jr’s speech. Imagine a physics student who can bring up a video that would help him or
her with a problem. Imagine the organic chemistry student confused about a protein
structure which can be clarified through an interactive 3D model built into the text.
Imagine the medical school learning about heart murmurs and with the simple click of a
mouse can hear the murmur come to life on head phones. Imagine the busy student
who can load the complementary audio of the text on to their mp3 player and enjoy a
workout while listening to chapter 3 of an American History text. These are a few but
very real possibilities that eTextbooks and specifically a “digital learning environment”
can provide.
What the e-Book pilot program at U. T. Austin told us was that students are not
looking for merely a digital version of their textbook. In other words, a (.pdf) version of
the textbook does not solve the cost problem, address the needs of the students, or
enhance the learning environment. Students today are asking for what I have been
calling a “digital learning environment” that is facilitated by professors. The advances in
technology are coming and will continue to come as eReaders continue to evolve. The
current problem in the market today is that too many companies and institutions of
higher learning are trying to fit the current eReaders designed for casual reading into an
environment of academic learning. Bringing a Kindle to the university is like bring a
wheelbarrow to a construction site when you really need a dump truck to move the dirt.
Academia is a completely different setting that needs the appropriate equipment for the
job, which at this time, has not yet been produced. As the marketplace finally
understands that products geared for the casual reader will not suit a student, new
products will emerge that specialize in eTextbooks. With the emergence of the iPad and
soon enough many more eReader/tablets, we will begin to see products that have the
potential to sustain these “digital learning environments.”
The next generation of students is not confined to the classroom made of brick
and mortar but is adept to learning at all hours of the day and night. Engaging with their
peers and professors, students are looking for more than just a digital version of their
hardback textbook.
Companies such as Macmillian through software called
DynamicBooks are already capitalizing on this momentum. DynamicBooks allows
professors to edit digital editions of textbooks and customize them to their own classes.
They even have the ability to add videos, upload course syllabi, notes, powerpoints and
other reference material. It is platforms like this that allow professors the freedom to
teach in the manner they please. Professors should not be confined by a hardback
textbook or burden students to purchase many different texts, yet only use a few
chapters out of each. Not only is this new model for e-textbooks beneficial for
education, it is economical. Most books through this company are 35% the cost of new
retail hardback books. Allowing professors to teach the material they want from the
sources they see fit is exactly what we should be paying them for and if technology
allows this, we should embrace it.
Appendix A
H.B. 4149
AN ACT
relating to certain studies and reports by the Texas Higher Education Coordinating Board
regarding achievable cost-saving measures and the use and availability of electronic
textbooks at institutions of higher education.
BE IT ENACTED BY THE LEGISLATURE OF THE STATE OF TEXAS:
SECTION 1. Subchapter C, Chapter 61, Education Code, is amended by adding
Section 61.0664 to read as follows:
Sec. 61.0664. STUDY OF ACHIEVABLE COST-SAVING MEASURES; REPORT. (a)
The board shall conduct a study to identify achievable cost-saving measures in the
management and operation of institutions of higher education.
(b) Not later than January 31, 2011, the board shall report the results of the
study required by Subsection (a) to the governor, lieutenant governor, speaker of the
house of representatives, and presiding officer for each legislative standing committee
with primary jurisdiction over higher education. The report must include:
(1) the board's recommendations concerning cost-saving measures that
are achievable at institutions of higher education; and
(2) an estimate of the amount of money that would be saved during a
five-year period through the implementation of each recommendation.
(c) This section expires January 31, 2011.
SECTION 2. Subchapter C, Chapter 61, Education Code, is amended by adding
Section 61.0665 to read as follows:
Sec. 61.0665. STUDY ON USE AND AVAILABILITY OF ELECTRONIC TEXTBOOKS.
(a) The board shall conduct a study and recommend policies regarding the use and
availability of electronic textbooks in higher education in this state and in other states.
The study and policy recommendations must include a specific focus on the results of
the pilot program implemented by The University of Texas at Austin with respect to the
use of electronic textbooks and must address methods for encouraging the use of
electronic textbooks at public or private institutions of higher education in this state.
(b) Each student regent serving under Section 51.355 or 51.356 shall assist the
board in performing the board's duties under Subsection (a). The board shall establish
procedures to assist a student regent in complying with this subsection.
(c) The board may solicit and accept gifts and grants from any public or private
source to conduct the study and develop policy recommendations under this section.
(d) Not later than December 1, 2010, the board shall make an initial report and
recommendations based on the study to the governor, lieutenant governor, speaker of
the house of representatives, and presiding officer of each legislative standing
committee with primary jurisdiction over higher education. This subsection expires
January 31, 2011.
SECTION 3. This Act takes effect immediately if it receives a vote of two-thirds of
all the members elected to each house, as provided by Section 39, Article III, Texas
Constitution. If this Act does not receive the vote necessary for immediate effect, this
Act takes effect September 1, 2009.
______________________________
President of the Senate
______________________________
Speaker of the House
I certify that H.B. No. 4149 was passed by the House on April 30, 2009, by the
following vote: Yeas 144, Nays 0, 1 present, not voting; and that the House concurred in
Senate amendments to H.B. No. 4149 on May 23, 2009, by the following vote: Yeas 138,
Nays 0, 1 present, not voting.
______________________________
Chief Clerk of the House
I certify that H.B. No. 4149 was passed by the Senate, with amendments, on May
21, 2009, by the following vote: Yeas 31, Nays 0.
______________________________
Secretary of the Senate
APPROVED: __________________
Date
__________________
Governor
Appendix B
RP73 - Relating to a comprehensive review of higher education cost efficiencies.
BY THE GOVERNOR OF THE STATE OF TEXAS
Executive Department
Austin, Texas September 9, 2009
Relating to a comprehensive review of higher education cost efficiencies.
WHEREAS, students, parents and taxpayers must be assured of the greatest value for
the investment they make in higher education; and
WHEREAS, Texas has made great progress in expanding higher education opportunities
to more young Texans; and
WHEREAS, Texas’ higher education funding system must continue to improve to keep
pace with changes in the global economy and the modern marketplace; and
WHEREAS, the State of Texas is entrusted by the taxpayers to ensure that public
institutions of higher education are operating efficiently; and
WHEREAS, while Texas public institutions of higher education are giving attention to
containing costs, the state would benefit from a systematic and comprehensive effort to
save taxpayer dollars while sustaining and improving quality; and
WHEREAS, the state budget for higher education has increased by $9.3 billion in the
past decade, and institutions of higher education currently consume 12.4 percent of the
state’s budget;
NOW THEREFORE, I, RICK PERRY, Governor of the State of Texas, by virtue of the power
and authority vested in me by the Constitution and the laws of the State of Texas, do
hereby order the following:
The Texas Higher Education Coordinating Board, in cooperation with Texas public
institutions of higher education, shall undertake a broad and comprehensive review of
system-wide opportunities for achieving cost efficiencies, including, but not limited to:
state funding based on student course completion;
restructuring the state’s financial aid programs to improve administrative
efficiencies and to provide financial aid to students who work hard to
academically prepare for college;
academic program consolidation and elimination of programs that produce
relatively few graduates;
faculty workload;
articulation agreements between two-year and four-year institutions
distance learning;
alternatives to creating new campuses;
course redesign to improve quality and reduce instructional costs for more
courses;
cooperative, cross-system contracting and purchasing
space utilization;
energy use; and
cost of instructional materials.
In addition, the Texas Higher Education Coordinating Board shall conduct a review of
higher education cost efficiencies implemented in other states and other countries.
Based on the findings of this review, the Texas Higher Education Coordinating Board
shall develop practices, policies and recommendations for cost-containment among
public institutions of higher education in Texas and submit these practices and policies
to the governor, the legislature and public institutions of higher education by November
1, 2010.
This executive order supersedes all previous orders in conflict or inconsistent with its
terms and shall remain in effect and in full force until modified, amended, rescinded, or
superseded by me or by a succeeding Governor.
Given under my hand this the 9th day of September, 2009.
RICK PERRY (Signature)
Governor
Attested by:
ESPERANZA "HOPE" ANDRADE (Signature)
Secretary of State
References
Granof, Michael. “Easing Textbook Pain for Students.” The New York Times. August 12,
2007.
Report and Recommendations of the University if Texas System Textbook Study Group.
May 22, 2008
eBook Initiative Pilot: Spring 2009 Results. The University of Texas at Austin.
eBook Initiative Pilot: Fall 2009 Results. The University of Texas at Austin.
Lou, Mori. UT Southwestern Librarian. Information obtained via meeting and e-mail.
http://www.legis.state.tx.us/tlodocs/81R/billtext/doc/HB04149F.doc
http://www.citytowninfo.com/career-and-education-news/articles/retailers-creatingtextbook-rental-programs-09071701
Koch, James P. "An Economic Analysis of Textbook Prices and the Textbook Market",
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Chevalier, Judith and Austan Goolsbee. 2005. “Are Durable Goods Consumers Forward
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Roediger, Roddy. “Why Are Textbooks So Expensive?” Academic Observer. January
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http://www.aplu.org/NetCommunity/Page.aspx?pid=1056