Quantitative methods professors' perspectives on the cost of college textbooks.

Silver, Lawrence S. ; Stevens, Robert E. ; Tiger, Andrew 等

INTRODUCTION

Textbooks in higher education are used by instructors in varying ways. Some instructors use the text as a supplement to other course material while other instructors use the text as the primary source of course material. In either case, the textbook is a critical element in higher education instruction. Stein, Stuen, Carnine, and Long (2001) noted that textbooks are believed to provide 75 to 90 percent of classroom instruction. This central role of textbooks in the instructional process is normally an impetus for college professors to spend a considerably amount of time selecting the appropriate text for their classes.

One factor of textbook adoption that has received a great deal of interest recently is the cost of the text (Carbaugh and Ghosh, 2005; Iizuka, 2007; Seawall, 2005; Talaga and Tucci, 2001; Yang, Lo, and Lester, 2003). For the first quarter of 2007, college textbook sales totaled $324.3 million (Educational Marketer, 2007). Additionally, the price of college textbooks has increased an average of 6% each year since the 1987-88 academic year. While this growth is twice the rate of inflation, tuition has increased at a 7% annual rate. Textbooks and supplies are estimated to cost students between $805 and $1,229 for the 2007-08 school years (National Association of College Stores). The problem has captured the interest of students, professors, and state legislators. In fact, some states have begun to mandate that instructors offer more choice in textbooks, provide the least costly option without sacrificing content, and work to maximize savings to students (HB, 2103).

This study examined the attitudes of quantitative methods professors toward the cost of textbooks. Specifically, we looked at attitudes toward various options that state legislatures, universities, and publishers are now using or have discussed as a future action to control the increasing costs of textbooks. Additionally, we sought to find out the extent to which faculty understand how their university bookstores are operated and how the profit from these bookstores is allocated within the university. The purpose of identifying key variables assists in reducing the cost of textbooks. Once identified, both academia and publishers can use the information to reduce costs. For this research, quantitative professors were chosen because no similar study existed that focused solely on quantitative methods. Quantitative method textbooks rely heavily on software such as MS Excel and often publishers must produce a new edition solely based on updated versions of software. For example, Winston and Albright's (2009) reason for their Practical Management Science revised 3e was

In 2007, Microsoft released its newest version of Office, Office 2007 (also called Office 12). This was not just another version with a few changes at the edges. It was a completely revamped package. Suddenly, many of the screenshots and instructions in our books were no longer correct because of the extensive user interface changes in Excel 2007. To add to the confusion, third-party developers of add-ins for Excel, particularly Palisade for our books, had to scramble to update their software for Excel 2007. (p. xiii).

The paper is organized by first presenting the textbook price problem with a review of the current literature and actions taken by various stakeholders to reduce textbook cost. Then we present our findings from a survey of quantitative methods faculty. Finally, we conclude with the implications of our research for professors, students, and universities.

THE TEXTBOOK PRICE PROBLEM

Several factors contribute to the high cost of college textbooks and the perceptions of students and some faculty that these prices are unreasonable. One suspected cause of increased prices is that there are fewer textbook publishers due to consolidations in the publishing industry. Seawall (2005) refers to this consolidation as a flawed production system noting that just four firms--McGraw-Hill, Pearson/Prentice-Hall, Cengage, and Houghton-Mifflin--dominate the industry. Moreover, barriers to entry in the textbook publishing business are large. Publishers have large fixed costs in printing as well as a need for editors and reviewers. Variable costs can also be substantial depending on the amount of color used in the text and the costs of distribution (Hofacker, 2009; Seawall, 2005).

Although many students and legislators believe that publishers intentionally drive up the costs of textbooks with new editions, the production and marketing of textbooks is very complex and it is difficult if not impossible to assign blame for the higher prices (Carbaugh and Ghosh, 2005). Publishers contend that used texts and conflicts with authors over royalties contribute to reduced profits on the books that are published (Carbaugh and Ghosh, 2005; Iizuka, 2001). This has created a unique relationship among authors, publishers, bookstores, and wholesalers.

Publishers argue that new editions of texts are necessary to offset a reduced sales volume often due to students either purchasing used books or not purchasing a book at all (Carbaugh and Ghosh, 2005). In fact, Iiszuka (2001) found that, like other durable goods producers, textbook publishers engage in planned obsolescence. That is, textbook publishers came out with new editions when the supply of used books increases to the point that sales of the older version are negatively impacted by the supply of used texts. The purpose of the new version is to "kill off" the supply of used books. Publishers are aware that if new versions come out too often, the life of the book is shortened to the extent that people are unwilling to pay a high price for the book. Therefore, publishers have to find an optimal revision cycle coordinated with the supply of used texts.

The result is a distinctive competitive environment among college textbook publishers. Demand for new textbooks is depressed by the comprehensive system of buying and selling used textbooks set up by used book dealers. Since not all students purchase the required text for a class, the demand for both new and used books is reduced. However, professors believe in the instructional value of textbooks and continue to assign them as required reading in courses. Further, professors make these assignments with the expectation that students will purchase the book or attain one for use during the course.

Rather than reduce costs, textbook publishers have been accused of using tactics that actually increase the cost of textbooks. For example, publishers drive up the costs of new texts with extras such as CDs, workbooks, and online material. These items are often "bundled" with the textbook so the student has to purchase these items even if they are not used in the class for which the textbook was purchased. This tactic increases the cost of texts because it requires additional investments by the publishers that have to be recouped in shorter and shorter time frames.

Another player in this picture is the used textbook wholesaler. The used textbook business thrives by purchasing used textbooks from students, college bookstores, and examination copies from professors. Used texts cost between 25% and 50% below the price of a new book and are a frequent substitute for new books. New and used texts present differing merchandising problems for university bookstores. Because of the high costs of new books charged to the bookstore by the publisher, the markup is so low that many university bookstores have low profit margins on new textbook sales and rely on the sale of other merchandise to make a profit (Carbaugh and Ghosh, 2005). The markup for used texts is much better, but there are sourcing problems. Bookstores may have difficulty getting the correct edition of a particular text in the quantity needed. Often this process means contacting several wholesalers for one text. Further, used textbook wholesalers typically do not allow unsold texts to be returned while the publishers do allow returns. If a bookstore miscalculates on used texts, it could find itself with substantial unsold inventory.

Publishers have also found themselves in a difficult situation in terms of the international version of textbooks. Publishers will often "dump" textbooks overseas by selling them for less in a foreign market than they do in the domestic market. The argument is that foreign students cannot afford to pay more than the price charged overseas and that the publisher needs to produce the books to achieve economies of scale (Carbaugh and Ghosh, 2005). A criticism of this practice is that textbook publishers are allowing relatively affluent American students to subsidize students in other countries. In response, many students will purchase the international edition of the text in order to reduce their costs (Paul, 2007).

Authors also pressure textbook publishers to lower the price. Since the author is paid a percentage of the revenue, his or her income is maximized when more books are sold at a lower price. Publishers are more interested in profits and desire a higher price to maximize the difference between revenue and costs (Carbaugh and Ghosh, 2005).

While the textbook industry may be an oligopoly with four major firms, once the decision is made by a professor to adopt a particular text, the publisher has a monopoly for that course (Iizuka, 2007; Talaga and Tucci, 2001). Faced with a monopolistic situation, students have the option to buy the book new, used, or not at all. Other product variables such as quality, brand, and packaging are eliminated so students focus on the only option left--price.

Students combat the high cost of textbooks with some alternative strategies. A National Association of College Stores survey found that only 43% of students buy the required books for their courses (Carlson, 2005). Students share a textbook with another student taking the same course, borrow a textbook, or rent if from one of the book vendors. Additionally, some students turn to online texts which were preferred by 11% in one survey (Paul, 2007). Online books are generally less expensive than the same texts available at the university bookstore (Yang, et al., 2001). Seventy-three percent of students still prefer traditional texts, however (Carlson, 2005). Other strategies employed by students include renting textbooks online (Foster, 2008), swapping books online (American Association of State Colleges and Universities), and viewing the library copy of the text (Paul, 2007).

CONTROLLING THE COST OF TEXTBOOKS

Universities and faculty are exploring ways to lower the costs of textbooks. For example, the University of Dayton and Miami University use e-textbooks for some courses (Gottschlich, 2008). The faculty of Rio Salado College in Arizona print their own textbooks by picking and choosing only what they need for a course (Guess, 2007). Additionally, there are advertiser supported free textbook downloads (The Campaign to Make Textbooks More Affordable) and textbook reserve programs where texts for basic courses are purchased by the student government association and are put on a two hour reserve in the library.

Textbook publishers are aware of the market's concern with the cost of textbooks and are attempting to address the problem. The methods by which textbooks are marketed also increase the costs. Publishers encourage professors to examine and adopt their books by marketing directly to them. Textbook publisher marketing budgets have increased along with efforts at more effective marketing. Examination copies drive up the cost of textbooks for students, contribute to the used book market, and involve ethical issues (Robie, Kidwell, and Kling, 2003; Smith and Muller, 1998).

The practice of sending out complimentary copies of textbooks for possible adoption has traditionally been the best way to get adoptions for new texts. However, this is also a high cost promotional approach since the books are usually not returned and they also find their way to textbook wholesalers which reduces the profitability of the text for the publisher. Other options that may be explored by publishers include:

1. Send a few unbound chapters of a text, sample cases and instructors' notes, or parts of solution manuals rather than the entire book.

2. Develop a tracking system to identify "book collectors", those who order examination copies of textbooks but never adopt them and have them purchase the examination copy for some nominal fee.

3. Do not send unsolicited copies of a text to professors unless they are using a previous edition of the text. One colleagues' publisher sent out 4000 unsolicited copies of a new marketing text to "get the product in the hands of the decider". The result was that the wholesale market was flooded with copies of the text and even book buyers wouldn't buy unused copies of the book.

4. Request information from the examination copy requestor of the course name and number, if the course is currently being taught, and the name of the current text being used.

5. Send books out on a 30 day review period for those requesting an examination copy and bill the requestor at the end of the time period for the at least the cost of the book to the publisher.

6. Provide online access to professors requesting an examination copy or a CD of a new text.

7. Provide only one examination copy per department instead of sending one to everyone in the department who request a copy.

While all of these approaches, except the online examination, represent new costs of preparing and mailing, they would reduce the cost of sending out complete packages and reduce the risk of complete texts finding their way to the book buyers. Since reproduction of CDs is relatively low, this could be a way to get the examination copies to faculty although a market may develop for these items.

As be seen from the above review, textbook pricing is a complex issue with many players and economic factors influencing the price charged for any individual book. In an effort to expand our understanding of attitudes toward some of these initiatives to control textbook prices, we conducted a survey of quantitative methods faculty to determine their reactions to various textbook cost issues. The details of the study and the results are presented below.

THE STUDY

This study was conducted using Internet survey methodology. A total of 1,500 quantitative methods professors were selected from universities throughout the United States using university websites. These individuals were sent an e-mail explaining the purpose of the study and a link to click on if they were willing to participate.

The survey consisted of 17 questions addressing the topic of textbook costs and related issues. A 5-point rating scale was used to measure faculty reactions to various potential university, governmental, and publisher actions to control textbook cost. Additional questions dealt with the frequency of adoptions, ownership of the university bookstore, competition from non-campus bookstores, and questions about years of experience, discipline, university size, etc... The final section of the questionnaire permitted respondents to make specific comments about the issue of textbook costs.

The resulting data was analyzed using SPSS. Percentages and means were calculated where appropriate and t-tests or ANOVA were used to analyze differences in responses based on classification variables related to respondents' rank, teaching experience, size of institution, etc.

RESULTS

Of the 1,500 e-mails sent, 126 were returned for various reasons such as a wrong e-mail address, insufficient e-mail address, or the e-mail was viewed as spam by the university's e-mail filter system. Of the 1,374 e-mails that were delivered, 94 responded, yielding a response rate of 6.8%. While this low response rate is problematic for both analysis and generalization, the responses do provide some insight into respondents' views on textbook cost issues.

A typical respondent had been teaching for 20 or more years (54%), held the rank of full professor (47%), and taught at a public institution (59%) with an enrollment of less than 5,000 students (35%). Their institution offered a bachelor's (86%) and/or a master's degree (93%).

As is shown in Table 1, content ranked as the number 1 selection criteria, followed by cost of the text, ancillary material, edition of the text, and length of the text. In earlier studies by the authors, cost was the third most important consideration in textbook adoption, which may indicate little change in sensitivity to cost as a selection criterion.

Table 2 shows the frequency of changing textbooks. The majority of respondents changed book within 3 or fewer years. This may coincide with the cycle of new editions introduced by publishers.

When asked about student complaints regarding textbook cost, 81% reported receiving student complaints about textbook cost and they estimated that only 55% of their students actually purchased or rent the required text for their courses.

Most respondents reported that the university's bookstore was outsourced (61%) and 89% reported that they did not know what the profits from bookstore operations were used for. Of those that reported that they knew how profits were utilized, they felt the profits were used for faculty salaries.

Respondents' attitudes toward various state and university actions were measured using a 5 point scale of strongly agree to strongly disagree. High means indicate stronger disagreement with a particular action. As is shown in Table 3, there was disagreement with all of the potential actions measured. This was particularly true of a university policy requiring low cost textbooks be adopted and requiring instructors to keep textbooks for all classes for at least 3 years.

Respondents' attitudes toward various publisher actions were also measured using a 5-point scale from completely acceptable to completely unacceptable. As is shown in Table 4, the actions that were most acceptable were requesting course name and number for examination copies; providing online or CD versions of the text for review for possible adoption; and sending arts of texts rather than entire text. The two least agreeable actions were sending an invoice after a 30 day review period and sending only one examination per department.

ANALYSIS

Appendix B shows three tables: B1, B2 and B3 of t-tests and ANOVA that were run on the data to compare possible differences in respondents based on classification variables related to respondents' rank, teaching experience, size of institution, etc. Table B1 shows that respondents who had received complaints from students about textbook cost and with less than 10 years of teaching experience were more likely to rank cost of the text more important as a selection criterion.

As might be expected, Table B2 shows that those respondents who switch text every three years or more were more favorable to legislation requiring that textbooks for multiple sections be kept for a minimum of three years. Similarly, instructors tended to favor keeping textbooks for a minimum of three years compared to Assistant, Associate and Full Professors.

Table B3 shows that smaller universities preferred publishers not sending unsolicited copies unless the university was using the current edition. In addition, full professors were more receptive to publishers developing tracking systems to identify "book collectors".

SUMMARY

The concern for the cost of textbooks has led many students, faculty, universities, and some state legislatures to explore actions to reduce textbook cost. Some newer publishers have sought to enter the market based on lower cost options for students, including providing free online access to texts and lowering textbook prices. This may lead to heightened sensitivity to cost as criteria in textbook selection in the future.

Quantitative methods professors appear to have strong resistance to university, legislative, and publisher actions that infringe on their options in selecting textbooks and how long they would have to use a specific text before replacing it with a newer edition. This was particularly true of legislation requiring that textbooks for multiple sections be kept for a minimum of three years.

When faculty were asked for other comments in the survey, several trends were noted in their comments: (1) many felt that online versions of text would eventually replace hard copies of textbooks and (2) that many of the ancillaries offer by publishers increased the cost of textbook without adding real value to a student's learning experience. Thus new technologies and increased publisher competition may cause changes in both the way textbooks are accessed and how they are marketed.

Although opposed to legislation, results do show that faculty respond to student complaints by being cost conscious when selecting textbooks. Similarly, most faculty were not aware of how book store profits were used on campus. These could be key drivers in reducing costs by developing processes that increase faculty awareness.

APPENDIX A--Survey Questions

Q1. Rank the importance of the following: content, edition, ancillary material, cost of text, length of text. Note: 1= most important, 2= second most important, 3=third most important, 4=fourth most important, 5=least important.

Q2. How often do you switch textbooks? Once a year; every two years; every three years; every four years; every five years; longer than five years.

Q3. Received complaints from students about cost of textbooks?

Q4. Do all of your students purchase or rent the required textbooks for your classes?

Q5. If no, what percentage of your students would you say purchase or rent the required textbooks for your classes? Q6. How is your university bookstore operated? University operated; outsourced; don't know.

Q7. How does the university utilize the profits or outsource fee from the campus bookstore? Technology upgrades; faculty salaries; student scholarships; campus improvements; student government activities; athletics; don't know.

Q8. Is there one or more off-campus bookstores near your campus? Yes; no.

Q9. For courses with multiple instructors, what is the textbook decision-making process at your institution or within your department? Group; individual.

Q10. Rank the importance of the following: Legislation require publishers to provide cost info.; legislation require publishers to unbundle; require publishers provide textbook copies on reserve in library; Univ. policy require lowest cost textbook; multiple courses use the same textbook; multiple sections keep textbooks for a minimum of three years; instructors keep textbooks for all classes min. 3 years; purchase textbook then rent them for a low fee.

Q11. Rank the importance of the following: Send particle text rather than entire; tracking system to identify book collectors;

do not send unsolicited copies unless using previous edition; request course name/number be sent with exam copy; 30-day review period after which invoice the cost of book; online access or CD of new text for review; only one examination copy per department

Q12. How long have you been teaching? 5 years or less; 6-10 years; 11-15; 16-20; more than 20 years.

Q13. What is your current rank? Adjunct; Instructor; Assistant Professor; Associate Professor; Full Professor.

Q15. What is your institution's current student enrollment? Less than 5,000; 5,000-9,999; 10,000-19,999; 20,000 or more.

Q16. Is your institution public or private? Public; private.

Q17. What business degree programs are offered at your institution? Associate's; Bachelor's; Master's; Doctor's. APPENDIX B--ANOVA and t-tests (***, **, * represent significance at 0.01, 0.05 and 0.10 respectively) Table B1. Question 1 by Questions 2, 12, 13, 14 and 15 Question 1 by Q2 (how often switch textbooks) 2 years 3 years or less or more Rank importance of content 1.25 1.31 Rank importance of edition 3.48 3.74 Rank importance of ancillary materials 3.13 3.31 Rank importance of cost of text 3.26 2.95 Rank importance of length of text 3.87 3.74 Question 1 by Q3 (receive complaints from students about cost of textbooks) Complaints No Complaints Rank importance of content 1.30 1.22 Rank importance of edition 3.72 3.39 Rank importance of ancillary materials 3.27 3.17 Rank importance of cost of text 2.90 3.67 Rank importance of length of text 3.85 3.56 Question 1 by Q4 (purchase or rent textbooks) Rent/ No rent/ Purchase purchase Rank importance of content 1.15 1.39 Rank importance of edition 3.60 3.76 Rank importance of ancillary materials 3.29 3.30 Rank importance of cost of text 3.06 2.97 Rank importance of length of text 3.96 3.57 Question 1 by Q12 (years of teaching) 10 years/ 11-20 less years Rank importance of content 1.21 1.62 Rank importance of edition 4.05 3.58 Rank importance of ancillary materials 3.21 3.00 Rank importance of cost of text 2.58 3.21 Rank importance of length of text 3.95 3.58 Question 1 by Q13 (rank) Instructor Assistant Rank importance of content 1.00 1.29 Rank importance of edition 4.25 4.08 Rank importance of ancillary materials 3.12 2.92 Rank importance of cost of text 2.62 2.69 Rank importance of length of text 4.00 4.31 Question 1 by Q15 (university enrollment) < 10,000 10,000 or more Rank importance of content 1.30 1.28 Rank importance of edition 3.52 3.75 Rank importance of ancillary materials 3.25 3.25 Rank importance of cost of text 3.07 3.07 Rank importance of length of text 3.93 3.64 Question 1 by Q2 (how often switch textbooks) Rank importance of content Rank importance of edition Rank importance of ancillary materials Rank importance of cost of text Rank importance of length of text Question 1 by Q3 (receive complaints from students about cost of textbooks) Rank importance of content Rank importance of edition Rank importance of ancillary materials Rank importance of cost of text Rank importance of length of text Question 1 by Q4 (purchase or rent textbooks) Rank importance of content Rank importance of edition Rank importance of ancillary materials Rank importance of cost of text Rank importance of length of text Question 1 by Q12 (years of teaching) Rank importance of content Rank importance of edition Rank importance of ancillary materials Rank importance of cost of text Rank importance of length of text Question 1 by Q13 (rank) Associate Full Rank importance of content 1.46 1.26 Rank importance of edition 3.46 3.45 Rank importance of ancillary materials 3.38 3.28 Rank importance of cost of text 3.12 3.25 Rank importance of length of text 3.58 3.75 Question 1 by Q15 (university enrollment) Rank importance of content Rank importance of edition Rank importance of ancillary materials Rank importance of cost of text Rank importance of length of text Question 1 by Q2 (how often switch textbooks) t p Rank importance of content -0.26 0.79 Rank importance of edition 0.38 0.34 Rank importance of ancillary materials -0.70 0.49 Rank importance of cost of text 1.39 0.17 Rank importance of length of text 0.51 0.61 Question 1 by Q3 (receive complaints from students about cost of textbooks) t p Rank importance of content 0.31 0.76 Rank importance of edition 1.04 0.30 Rank importance of ancillary materials 0.33 0.74 Rank importance of cost of text -3.02 0.00 *** Rank importance of length of text 0.97 0.34 Question 1 by Q4 (purchase or rent textbooks) t p Rank importance of content -1.17 0.25 Rank importance of edition -0.60 0.55 Rank importance of ancillary materials -0.02 0.98 Rank importance of cost of text 0.40 0.69 Rank importance of length of text 1.57 0.12 Question 1 by Q12 (years of teaching) t p Rank importance of content -1.27 0.21 Rank importance of edition 1.30 0.20 Rank importance of ancillary materials 0.61 0.54 Rank importance of cost of text -2.06 0.05 ** Rank importance of length of text 0.97 0.34 Question 1 by Q13 (rank) F p Rank importance of content 0.53 0.67 Rank importance of edition 1.86 0.14 Rank importance of ancillary materials 0.48 0.70 Rank importance of cost of text 1.60 0.20 Rank importance of length of text 1.34 0.27 Question 1 by Q15 (university enrollment) t p Rank importance of content 0.14 0.89 Rank importance of edition -0.89 0.38 Rank importance of ancillary materials 0.00 1.00 Rank importance of cost of text 0.00 1.00 Rank importance of length of text 1.22 0.23 APPENDIX B--ANOVA and t-tests (***, **, * represent significance at 0.01, 0.05 and 0.10 respectively) Table B2. Question 10 by Questions 2, 3, 4, 12, and 13 Question 10 by Q2 (how often switch textbooks) 2 years 3 years or less or more Legislation require publishers to 3.23 2.84 provide cost information Legislation require publishers to 3.13 2.77 unbundle Require publishers provide textbook 3.32 3.31 copies on reserve in library Univ. policy require lowest cost 4.77 4.64 textbook Multiple courses use the same textbook 3.00 2.89 Multiple sections keep textbook for 4.00 3.28 min. 3 years Instructors keep textbooks for all 4.13 3.67 classes min. 3 years Purchase textbooks then rent them 2.97 3.15 for a low fee Question 10 by Q3 (receive complaints from students about cost of textbooks) Complaints No Complaints Legislation require publishers to 2.96 3.00 provide cost information Legislation require publishers to 2.85 3.06 unbundle Require publishers provide textbook 3.34 3.22 copies on reserve in library Univ. policy require lowest cost 4.65 4.83 textbook Multiple courses use the same textbook 2.85 3.22 Multiple sections keep textbook for 3.47 3.72 min. 3 years Instructors keep textbooks for all 3.81 3.89 classes min. 3 years Purchase textbooks then rent them 3.07 3.17 for a low fee Question 10 by Q4 (purchase or rent textbooks) Rent/ No rent/ Purchase purchase Legislation require publishers to 2.77 3.22 provide cost information Legislation require publishers to 2.75 3.11 unbundle Require publishers provide textbook 3.15 3.42 copies on reserve in library Univ. policy require lowest cost 4.54 4.86 textbook Multiple courses use the same textbook 3.00 2.67 Multiple sections keep textbook for 3.52 3.44 min. 3 years Instructors keep textbooks for all 3.73 3.92 classes min. 3 years Purchase textbooks then rent for a 3.08 2.97 low fee Question 10 by Q12 (years of teaching) 10 years 11-20 or less years Legislation require publishers to 2.79 3.35 provide cost information Legislation require publishers to 3.00 2.70 unbundle Require publishers provide textbook 3.00 3.13 copies on reserve in library Univ. policy require lowest cost 4.84 4.61 textbook Multiple courses use the same textbook 2.63 3.00 Multiple sections keep textbook for 3.16 3.65 min. 3 years Instructors keep textbooks for all 3.53 3.91 classes min. 3 years Purchase textbooks then rent them for 2.84 3.00 a low fee Question 10 by Q13 (rank) Instructor Assistant Legislation require publishers to 2.56 3.21 provide cost information Legislation require publishers to 2.22 3.21 unbundle Require publishers provide textbook 2.89 3.07 copies on reserve in library Univ. policy require lowest cost 4.22 4.93 textbook Multiple courses use the same textbook 2.33 2.79 Multiple sections keep textbook for 2.56 3.21 min. 3 years Instructors keep textbooks for all 2.56 3.57 classes min. 3 years Purchase textbooks then rent them for 2.89 3.31 a low fee Question 10 by Q15 (university enrollment) < 10,000 10,000 or more Legislation require publishers to 2.91 3.02 provide cost information Legislation require publishers to 2.93 2.87 unbundle Require publishers provide textbook 3.48 3.15 copies on reserve in library Univ. policy require lowest cost 4.82 4.55 textbook Multiple courses use the same textbook 2.75 3.11 Multiple sections keep textbook for 3.55 3.49 min. 3 years Instructors keep textbooks for all 3.77 3.87 classes min. 3 years Purchase textbooks then rent for a 3.19 2.96 low fee Question 10 by Q2 (how often switch textbooks) Legislation require publishers to provide cost information Legislation require publishers to unbundle Require publishers provide textbook copies on reserve in library Univ. policy require lowest cost textbook Multiple courses use the same textbook Multiple sections keep textbook for min. 3 years Instructors keep textbooks for all classes min. 3 years Purchase textbooks then rent them for a low fee Question 10 by Q3 (receive complaints from students about cost of textbooks) Legislation require publishers to provide cost information Legislation require publishers to unbundle Require publishers provide textbook copies on reserve in library Univ. policy require lowest cost textbook Multiple courses use the same textbook Multiple sections keep textbook for min. 3 years Instructors keep textbooks for all classes min. 3 years Purchase textbooks then rent them for a low fee Question 10 by Q4 (purchase or rent textbooks) Legislation require publishers to provide cost information Legislation require publishers to unbundle Require publishers provide textbook copies on reserve in library Univ. policy require lowest cost textbook Multiple courses use the same textbook Multiple sections keep textbook for min. 3 years Instructors keep textbooks for all classes min. 3 years Purchase textbooks then rent for a low fee Question 10 by Q12 (years of teaching) Legislation require publishers to provide cost information Legislation require publishers to unbundle Require publishers provide textbook copies on reserve in library Univ. policy require lowest cost textbook Multiple courses use the same textbook Multiple sections keep textbook for min. 3 years Instructors keep textbooks for all classes min. 3 years Purchase textbooks then rent them for a low fee Question 10 by Q13 (rank) Associate Full Legislation require publishers to 3.16 2.86 provide cost information Legislation require publishers to 3.04 2.81 unbundle Require publishers provide textbook 3.16 3.52 copies on reserve in library Univ. policy require lowest cost 4.68 4.71 textbook Multiple courses use the same textbook 3.44 2.86 Multiple sections keep textbook for 3.76 3.71 min. 3 years Instructors keep textbooks for all 4.12 4.05 classes min. 3 years Purchase textbooks then rent them for 2.76 3.26 a low fee Question 10 by Q15 (university enrollment) Legislation require publishers to provide cost information Legislation require publishers to unbundle Require publishers provide textbook copies on reserve in library Univ. policy require lowest cost textbook Multiple courses use the same textbook Multiple sections keep textbook for min. 3 years Instructors keep textbooks for all classes min. 3 years Purchase textbooks then rent for a low fee Question 10 by Q2 (how often switch textbooks) t p Legislation require publishers to 1.29 0.20 provide cost information Legislation require publishers to 1.22 0.23 unbundle Require publishers provide textbook 0.04 0.97 copies on reserve in library Univ. policy require lowest cost 0.82 0.41 textbook Multiple courses use the same textbook 0.36 0.72 Multiple sections keep textbook for 2.62 0.01 ** min. 3 years Instructors keep textbooks for all 1.63 0.11 classes min. 3 years Purchase textbooks then rent them -0.67 0.51 for a low fee Question 10 by Q3 (receive complaints from students about cost of textbooks) t p Legislation require publishers to -0.11 0.91 provide cost information Legislation require publishers to -0.58 0.56 unbundle Require publishers provide textbook 0.33 0.74 copies on reserve in library Univ. policy require lowest cost -0.95 0.35 textbook Multiple courses use the same textbook -0.97 0.34 Multiple sections keep textbook for -0.70 0.48 min. 3 years Instructors keep textbooks for all -0.23 0.82 classes min. 3 years Purchase textbooks then rent them -0.30 0.76 for a low fee Question 10 by Q4 (purchase or rent textbooks) t p Legislation require publishers to -1.52 0.13 provide cost information Legislation require publishers to -1.26 0.21 unbundle Require publishers provide textbook -0.91 0.36 copies on reserve in library Univ. policy require lowest cost -2.31 0.02 ** textbook Multiple courses use the same textbook 1.08 0.29 Multiple sections keep textbook for 0.26 0.80 min. 3 years Instructors keep textbooks for all -0.67 0.51 classes min. 3 years Purchase textbooks then rent for a 0.38 0.70 low fee Question 10 by Q12 (years of teaching) t p Legislation require publishers to -1.42 0.16 provide cost information Legislation require publishers to 0.74 0.47 unbundle Require publishers provide textbook -0.31 0.76 copies on reserve in library Univ. policy require lowest cost 1.07 0.29 textbook Multiple courses use the same textbook -0.87 0.39 Multiple sections keep textbook for -1.13 0.27 min. 3 years Instructors keep textbooks for all -0.93 0.36 classes min. 3 years Purchase textbooks then rent them for -0.41 0.69 a low fee Question 10 by Q13 (rank) F p Legislation require publishers to 0.66 0.58 provide cost information Legislation require publishers to 1.16 0.33 unbundle Require publishers provide textbook 0.90 0.44 copies on reserve in library Univ. policy require lowest cost 1.72 0.17 textbook Multiple courses use the same textbook 1.64 0.19 Multiple sections keep textbook for 2.43 0.07 * min. 3 years Instructors keep textbooks for all 4.46 0.01 *** classes min. 3 years Purchase textbooks then rent them for 1.08 0.36 a low fee Question 10 by Q15 (university enrollment) t p Legislation require publishers to -0.38 0.70 provide cost information Legislation require publishers to 0.21 0.83 unbundle Require publishers provide textbook 1.17 0.25 copies on reserve in library Univ. policy require lowest cost 1.76 0.08 * textbook Multiple courses use the same textbook -1.17 0.25 Multiple sections keep textbook for 0.20 0.85 min. 3 years Instructors keep textbooks for all -0.37 0.71 classes min. 3 years Purchase textbooks then rent for a 0.88 0.38 low fee APPENDIX B--ANOVA and t-tests (***, **, * represent significance at 0.01, 0.05 and 0.10 respectively) Table B3. Question 11 by Questions 2, 3, 4, 12, 13 and 15 Question 11 by Q2 (how often switch textbooks) 2 years 3 years or less or more Send partial text rather than entire 2.19 1.97 Tracking system to identify book 2.97 2.66 collectors Do not send unsolicited copies unless 2.87 2.47 using previous edition Request course name/number be sent 1.74 1.66 with exam copy 30-day review period after which 4.13 3.47 invoice the cost of book Online access or CD of new text for 2.06 1.98 review Only one examination copy per 4.00 3.73 department Question 11 by Q3 (receive complaints from students about cost of textbooks) Complaints No Complaints Send partial text rather than entire 2.07 1.94 Tracking system to identify book 2.83 2.50 collectors Do not send unsolicited copies unless 2.60 2.61 using previous edition Request course name/number be sent 1.73 1.50 with exam copy 30-day review period after which 3.76 3.39 invoice the cost of book Online access or CD of new text for 2.04 1.89 review Only one examination copy per 3.91 3.44 department Question 11 by Q4 (purchase or rent textbooks) Rent/ No rent/ Purchase purchase Send partial text rather than entire 1.82 2.24 Tracking system to identify book 2.75 2.89 collectors Do not send unsolicited copies unless 2.55 2.55 using previous edition Request course name/number be sent 1.80 1.61 with exam copy 30-day review period after which 3.57 3.84 invoice the cost of book Online access or CD of new text for 2.04 1.95 review Only one examination copy per 3.53 4.32 department Question 11 by Q12 (years of teaching) 10 years/ 11-20 less years Send partial text rather than entire 2.16 1.88 Tracking system to identify book 2.74 3.25 collectors Do not send unsolicited copies unless 2.37 2.83 using previous edition Request course name/number be sent 1.63 1.92 with exam copy 30-day review period after which 3.47 3.71 invoice the cost of book Online access or CD of new text for 2.05 2.17 review Only one examination copy per 3.84 3.88 department Question 11 by Q13 (rank) Instructor Assistant Send partial text rather than entire 1.22 2.07 Tracking system to identify book 3.33 2.79 collectors Do not send unsolicited copies unless 2.67 2.43 using previous edition Request course name/number be sent 2.00 2.14 with exam copy 30-day review period after which 3.67 3.79 invoice the cost of book Online access or CD of new text for 1.89 2.14 review Only one examination copy per 3.44 4.00 department Question 11 by Q15 (university enrollment) < 10,000 10,000 or more Send partial text rather than entire 2.27 1.83 Tracking system to identify book 2.67 2.83 collectors Do not send unsolicited copies unless 2.29 2.87 using previous edition Request course name/number be sent 1.73 1.64 with exam copy 30-day review period after which 3.73 3.66 invoice the cost of book Online access or CD of new text for 1.76 2.19 review Only one examination copy per 3.80 3.83 department Question 11 by Q2 (how often switch textbooks) Send partial text rather than entire Tracking system to identify book collectors Do not send unsolicited copies unless using previous edition Request course name/number be sent with exam copy 30-day review period after which invoice the cost of book Online access or CD of new text for review Only one examination copy per department Question 11 by Q3 (receive complaints from students about cost of textbooks) Send partial text rather than entire Tracking system to identify book collectors Do not send unsolicited copies unless using previous edition Request course name/number be sent with exam copy 30-day review period after which invoice the cost of book Online access or CD of new text for review Only one examination copy per department Question 11 by Q4 (purchase or rent textbooks) Send partial text rather than entire Tracking system to identify book collectors Do not send unsolicited copies unless using previous edition Request course name/number be sent with exam copy 30-day review period after which invoice the cost of book Online access or CD of new text for review Only one examination copy per department Question 11 by Q12 (years of teaching) Send partial text rather than entire Tracking system to identify book collectors Do not send unsolicited copies unless using previous edition Request course name/number be sent with exam copy 30-day review period after which invoice the cost of book Online access or CD of new text for review Only one examination copy per department Question 11 by Q13 (rank) Associate Full Send partial text rather than entire 2.19 2.17 Tracking system to identify book 3.19 2.36 collectors Do not send unsolicited copies unless 2.69 2.57 using previous edition Request course name/number be sent 1.73 1.48 with exam copy 30-day review period after which 3.73 3.67 invoice the cost of book Online access or CD of new text for 2.08 2.00 review Only one examination copy per 3.58 3.95 department Question 11 by Q15 (university enrollment) Send partial text rather than entire Tracking system to identify book collectors Do not send unsolicited copies unless using previous edition Request course name/number be sent with exam copy 30-day review period after which invoice the cost of book Online access or CD of new text for review Only one examination copy per department Question 11 by Q2 (how often switch textbooks) t p Send partial text rather than entire 0.81 0.42 Tracking system to identify book 1.01 0.32 collectors Do not send unsolicited copies unless 1.26 0.21 using previous edition Request course name/number be sent 0.36 0.72 with exam copy 30-day review period after which 2.48 0.02 invoice the cost of book Online access or CD of new text for 0.31 0.76 review Only one examination copy per 0.98 0.33 department Question 11 by Q3 (receive complaints from students about cost of textbooks) t p Send partial text rather than entire 0.37 0.72 Tracking system to identify book 0.90 0.37 collectors Do not send unsolicited copies unless -0.03 0.98 using previous edition Request course name/number be sent 0.87 0.39 with exam copy 30-day review period after which 1.06 0.29 invoice the cost of book Online access or CD of new text for 0.49 0.63 review Only one examination copy per 1.17 0.26 department Question 11 by Q4 (purchase or rent textbooks) t -1.58 p 0.12 Send partial text rather than entire Tracking system to identify book -0.50 0.62 collectors Do not send unsolicited copies unless -0.01 0.99 using previous edition Request course name/number be sent 0.90 0.37 with exam copy 30-day review period after which -0.95 0.34 invoice the cost of book Online access or CD of new text for 0.37 0.71 review Only one examination copy per -3.25 0.00 *** department Question 11 by Q12 (years of teaching) t p Send partial text rather than entire 0.74 0.46 Tracking system to identify book -1.30 0.20 collectors Do not send unsolicited copies unless -1.01 0.32 using previous edition Request course name/number be sent -0.87 0.39 with exam copy 30-day review period after which -0.56 0.58 invoice the cost of book Online access or CD of new text for -0.28 0.78 review Only one examination copy per -0.09 0.93 department Question 11 by Q13 (rank) F p Send partial text rather than entire 1.52 0.22 Tracking system to identify book 2.76 0.05 ** collectors Do not send unsolicited copies unless 0.11 0.96 using previous edition Request course name/number be sent 1.85 0.15 with exam copy 30-day review period after which 0.03 0.99 invoice the cost of book Online access or CD of new text for 0.11 0.96 review Only one examination copy per 0.80 0.50 department Question 11 by Q15 (university enrollment) t p Send partial text rather than entire 1.66 0.10 Tracking system to identify book -0.56 0.58 * collectors Do not send unsolicited copies unless -1.95 0.05 using previous edition Request course name/number be sent 0.44 0.66 with exam copy 30-day review period after which 0.26 0.79 invoice the cost of book Online access or CD of new text for -1.88 0.06 * review Only one examination copy per -0.11 0.91 department

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Carbaugh, R., & Ghosh, K. (2005). Are college texbooks priced fairly? Challenge, 48(5), 95- 112.

Carlson, S. (2005). Online textbooks tail to make the grade. Chronicle of Higher Education, 51(23, February 11), A35-A36.

College Publishers take hit in march. still ahead for the year. (2007). Educational Marketer, 38(11), 6-7.

Foster, A. L. (2008). To avoid high price of textbooks, students turn to renting. The Chronicle of Higher Education. Retrieved June 30, 2008 from http://chronicle.com/wiredcampus/article/3128/to-avoid-high-price-of- textbooks-students-turn-to-renting.

Gottschlich, S. (2008). Schools, publishers experiment to cut textbook prices. Dayton Daily News. Retrieved from www.daytondailynews.com/n/content/oh/story/news/local/2008/03/ 09/ddn031008textbooks.htm. March 10, 2008

Guess, A. (2007). To cut textbook costs, they're printing their own. Inside Higher Ed. Retrieved November 15, 2008 from www.insidehighered.com/news/2007/11/15/textbooks.

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Iizuka, T. (2007). An emprical analysis of planed obsolescence. Journal of Economics & Management Strategy, 16(1), 191-226.

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Oklahoma HB 2103, c. 368, [section] 2, eff. November 1, 2007.

Paul, R. (2007). 8 tips for saving money on college textbooks. Associated Content. Retrieved February 2, 2008 from www.associatedcontent.com/ article/132925/8_tips_for_saving_money_oncollege.html?cat=4.

Robie, C., Kidwell, Jr., R. E., & Kling, J. A. (2003). The ethics of professional bookselling: morality, money, and "black market" books. Journal of Business Ethics, 47, 61-76.

Seawall, G. T. (2005). Textbook publishing. Phi Delta Kappan, March, 498-502.

Smith, K. J. & Muller, H. R. (1998). The ethics of publisher incentives in the marketing textbook selection decision. Journal of Marketing Education, 20, 258-268.

Stein, M., Stuen, C., Carmine, D. & Long, R. (2001). Textbook evaluation and adoption. Reading & Writing Quarterly, 17, 5-23.

Talaga, J. A., & Tucci, L. A. (2001). Consumer tradeoffs in on-line textbook purchasing. The Journal of Consumer Marketing, 18(1), 10-18.

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Winston, W.L. & Albright, S.C. (2009). Practical management science revised 3e. Mason, OH: South-Western.

Yang, B., Lo, P., & Lester, D. (2003). Purchasing textbooks online. Applied Economics, 35, 1265-1269.

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Kenneth E. Clow, University of Louisiana Monroe Table 1 RANKING OF SELECTION CRITERIA Mean * Rank importance of content 1.29 Rank importance of edition 3.65 Rank importance of ancillary material 3.25 Rank importance of cost of text 3.06 Rank importance of length of text 3.79 * 1 = most important, 2 = second most important, 3 = third most important, 4 = fourth most important, 5 = least important Table 2 FREQUENCY OF CHANGING TEXTBOOKS Frequency Percentage Once a year 1 1.1% Every two years 31 33.0% Every three years 40 42.6% Every four years 7 7.4% Every five years 4 4.3% Longer than five years 11 11.7% Table 3 ATTITUDES TOWARD VARIOUS ACTIONS TO CONTROL TEXTBOOK COST Potential Action: Mean Legislation to require publishers to provide cost info. 2.97 Legislation require publishers to unbundled textbook 2.89 material Require publishers to provide textbook copies on 3.32 reserve in library Univ. policy require lowest cost textbook be adopted 4.68 Multiple sections use the same textbook 2.92 Multiple sections keep textbooks for minimum of 3 years 3.52 Instructors keep textbooks for all classes a minimum 3.83 of 3 years University purchase and rent textbooks for a low fee 3.09 Scale is 1 = strongly agree to 5 = strongly disagree Table 4 ATTITUDES TOWARD VARIOUS ACTIONS BY PUBLISHERS TO LOWER TEXTBOOK COSTS Publisher action: Mean Send parts of text rather than entire text 2.04 Develop a tracking system to identify "book collectors" 2.76 Don't send unsolicited copies unless using previous 2.60 edition Request course name/number be sent with exam copy 1.69 30-day review period after which an invoice for the 3.69 cost of book is sent to the instructor Offer online access or CD of new text for review 2.01 instead of a hard copy of text Send only one examination copy per department 3.82 Scale 1 = completely acceptable to 5 = completely unacceptable.