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Journal of Statistics Education, Volume 21, Number 2 (2013)

The “Core Concepts Plus” Paradigm for Creating an Electronic

Textbook for Introductory Business and Economic Statistics

M. Ryan Haley

University of Wisconsin Oshkosh

Journal of Statistics Education Volume 21, Number 2 (2013),

www.amstat.org/publications/jse/v21n2/haley.pdf

individuals, but it may not be republished in any medium without express written consent from

the author and advance notification of the editor.

Key Words: Textbook Costs; Textbook Rental Programs; Professor-Specific Textbooks

Abstract

This paper describes a flexible paradigm for creating an electronic “Core Concepts Plus”

textbook (CCP-text) for a course in Introductory Business and Economic Statistics (IBES). In

general terms, “core concepts” constitute the intersection of IBES course material taught by all

IBES professors at the author’s university. The “Plus” component of the paradigm is embodied

in self-written, professor-specific sections that are combined with the core-concepts material to

produce professor-specific versions of the IBES CCP-text. The paradigm entails a vertically

integrated text creation process with two primary aspects: first, non-IBES faculty members that

ultimately receive former IBES students are included in the text-writing process; second, some

former IBES students (e.g., tutors) are included in the text-writing process. Student learning

experiences with the CCP-text are summarized with survey results; the learning outcomes are

assessed using three semesters of pre- and post-test data; and a textbook cost study is used to

contextualize the savings to students. The CCP-text appears to be efficacious in all three of these

areas. Recommendations concerning how and where the paradigm might be replicated are also

presented.

1. Introduction and Motivation

Providing students with a textbook that effectively complements lecture has long been a

pedagogical practice. Accordingly, tactics for improving the textbook-teacher-student interaction

are worthy of study. Such improvements can assume many forms. The paradigm described in

this paper focuses specifically on vertically integrating the curriculum, maximizing the textbook-

professor complementarity, providing textbook cost relief to students, improving student

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Journal of Statistics Education, Volume 21, Number 2 (2013)

satisfaction and learning, and being replicable at other universities and for other courses. These

five desiderata appear in Chart 1.

Chart 1: Project Desiderata

•

D1: Tighten the connection between lower- and upper-level courses.

•

D2: Preserve professor-specific control over textbook content and structure.

•

D3: Save students money.

•

D4: Improve student learning experiences and outcomes.

•

D5: Create a disseminable textbook creation paradigm for other colleges and universities.

During the 2009-2011 timeframe the author created a Core Concepts Plus (CCP) textbook for

Introductory Business and Economic Statistics (IBES). The project was generously funded by a

grant from the Fund for the Improvement of Post-Secondary Education (FIPSE), a component of

the US Department of Education. This paper constitutes a description of the project, its

outcomes, and its potential for replication in other courses and at other universities.

The primary outcome of the project was a collection of four professor-specific versions of the

IBES CCP-text, which was subjected to a rigorous external peer-review process like traditional

IBES texts. The CCP-text was written primarily by the Principal Investigator /author (PI) with

three secondary contributing authors, all of whom regularly teach IBES and are members of the

economics faculty in the College of Business (COB) at the author’s university.

IBES is taught exclusively by the economics faculty at the author’s university, a regional

comprehensive that offers several advanced degrees, but which primarily focuses on

undergraduate education. Approximately 600 pre-business and economics students enroll in

IBES each year, the majority of whom are sophomores. Most students that take IBES ultimately

complete a major in Economics or one of the seven business majors: Accounting, Finance,

Human Resources Management, Information Systems, Marketing, and Supply Chain

Management.

This project was motivated by several observations about the IBES course itself and the

concomitant textbooks. Traditional statistics textbooks are expensive and often include numerous

add-ons and accessories of questionable value. The poor resale prospects – in part because new

editions are issued with increasing frequency (Office of Operations Review and Audit 2007) –

only exacerbate this issue. While some professors choose older textbook editions, the DVDs or

CD-ROMs are often missing, pages are marked, needed websites have been taken down, and

data sets may not be timely. Other professors opt for economical textbooks now offered by some

publishing houses. While timely and less expensive, they are still more costly than necessary. As

with most standard texts, these “low cost” offerings are written by authors that are not directly

invested in the welfare of a specific group of students. Furthermore, IBES, more so than some

other business pre-requisites, is a lynch pin to student success, both in their major and in their

profession. Without good retention of material in IBES, students will encounter difficulties in

many mid- and upper-level business and economics courses. A common complaint among

upper-level course professors is that they must spend undue time reviewing basic statistics. And

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Journal of Statistics Education, Volume 21, Number 2 (2013)

so the search for an improved IBES experience, for both students and faculty, became the

impetus for the CCP project.

The remainder of the paper is organized into three sections. The next section contains a more

detailed description of the existing ideas and background that inspired the CCP approach.

Section three is comprised of five subsections, each containing a discussion of how the CCP-text

envelops one of the five desiderata. Section four contains summary comments and

recommendations about expanding the paradigm.

2. The Genesis of the CCP Idea

One way to enhance the textbook-teacher-student interaction is to carefully combine and

improve upon existing ideas. Some of the existing ideas that motivated this project were: a) the

advent of electronic textbooks (e-texts) that capitalize on leading edge computer technology; b)

publishing houses that permit professors to partially customize a textbook (e.g., selecting certain

chapters) to fit professor-specific needs or preferences; c) publishing houses that offer less

expensive paperback texts containing fewer add-ons (e.g., no DVDs with canned slide shows);

and d) textbook rental programs that can reduce textbook costs for students and potentially

increase the uniformity in course coverage and delivery across professors. To refine these

existing ideas entails identifying where they can be improved; each of a)-d) is considered in turn

below.

Alongside the many advantages of e-texts reside concerns that a sophisticated electronic-only

interface may not be accessible for all students due to software compatibility issues or student-

specific special needs. Students may prefer reading and studying (e.g., highlighting or making

notes in page margins) from a hard-bound traditional-style textbook instead of reading from a

computer screen. In fact, reading from a computer screen was the leading complaint about e-texts

among our students. The portability of the e-text after the course is completed also poses

questions (Clark 2008): Can it be accessed or stored so the student can reference it in future

courses? Elaborate digital mechanisms (e.g., 3-d interactive models, adaptive quizzes) for

creating and displaying e-texts may not easily comply with the Americans with Disabilities Act.

Several authors have found additional concerns regarding e-texts, such as the lack of

standardization in the e-text industry (Murray and Pérez 2011) and student preference for

traditional textbooks (Paxhia 2011). Woody, Daniel, and Baker (2010) note that even students

with prior e-text experience generally still preferred traditional texts for learning and when using

supplemental materials.

Young (2009) discusses the “Kindle Experiment” tried by Northwest Missouri State University,

which serves as a cautionary tale about making a textbook “too electronic” or “only electronic”

too quickly. The CCP paradigm is particularly mindful of this issue by seeking a middle ground

wherein some of the basic advantages of the budding e-text paradigm (e.g., hyperlinking) are

harnessed without also including a cornucopia of “nifty” electronic add-ons that the literature

suggests are off-putting to students. This is accomplished by having a dual-pronged textbook

offering: one version in PDF and another in hard copy. The former is made freely available

through the course website and the hard copy is printed and spiral bound by the university copy

For more details, see http://www.readingrights.org/digital-publishing-higher-education

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Journal of Statistics Education, Volume 21, Number 2 (2013)

center and sold to students at the cost of paper and toner (no money returns to the PI). The

student is free to choose either or both formats, whichever suits their needs and preferences. The

CCP paradigm may constitute a transition-type textbook genre that bridges what may be the

declining era of traditional texts to the budding, but not yet familiar or standardized era of e-

texts.

Many publishing houses now permit professors to order semi-custom versions of a traditional

hard-copy textbook. These variations can help the professor organize the material to better match

their learning goals for the course. However, these customized texts are not necessarily cheaper

and they often have poor re-sale (if any). The degree to which a traditional text can be

customized has some practical limitations. For example, chapters must often be ordered in a

certain way to properly harness the cumulative nature of the IBES subject area.

Inexpensive hardcopy textbooks are becoming common. They feature fewer add-ons and are

bound more parsimoniously – fewer glossy color photos and in paperback. These types of texts

do help lower costs, but they raise questions about quality: Is the student getting what they pay

for? Do the authors and publishing house editors of these texts put the same time and effort into

exposition, practice problems, and solutions as they would for a higher priced textbook?

Parsimoniously priced e-texts are also available, but are often cheaper because they offer fewer

supplements and include access expiration dates (Clark 2008).

Textbook rental programs have some promise.

For example, they allow for the use of a fully

functional textbook, typically with all the desired add-ons (e.g., DVDS, answer keys, web sites).

The rental price is often significantly lower than the direct purchase price of the textbook, hence

saving students money. The use of a single rented text across all sections and professors of a

particular course can possibly increase the uniformity in the educational experience across said

sections – same text, same problems, etc. Different professors using different texts for the same

course may precipitate more heterogeneity in course coverage, style of exposition, and overall

learning experience.

There are some imperfections in the textbook rental paradigm. First, students cannot keep the

textbooks, which may be a meaningful disadvantage as they move through subsequent courses.

This is especially problematic for a core course like IBES, concepts from which students will use

in junior- and senior-level business and economics courses. Second, lack of text ownership may

entail or incite less (or no) highlighting and note-taking in the margins, which can dull the

learning process. Third, rental texts are often purchased on a large scale to enjoy cost savings,

which means that professors of a large multi-section course may have to agree on a single text.

This can create considerable consternation (perhaps even rancor) among professors, each of

whom often has their own preferences over candidate textbooks. When one text is selected, those

disenfranchised by the chosen text may be less willing and able to teach the class effectively. For

example, a professor may marginalize in-class use of the rented text or cover the chapters and

sections in an unusual order, either of which may erode the learning experience. Finally, a rental

program entails ensconcing another layer of bureaucracy in the textbook acquisition and use

process. This can be off-putting to students and faculty.

One of the author’s sister universities uses a text rental program, the details of which can be found at:

http://www.uwsp.edu/AcadAff/Handbook/CH5-6%2012-13.pdf

Journal of Statistics Education, Volume 21, Number 2 (2013)

The pluses and minuses of rental programs are on full display in a textbook rental system study

at Appalachian State University (2006), page 19. The study notes that “In the Spring 2005 SGA

survey of faculty, which had 262 respondents, 59% said they were somewhat or completely

dissatisfied with the rental system” and 47% said the rental system harmed their ability to teach.

The study also notes that students generally like the textbook rental idea, but appear to mostly

appreciate the cost savings aspect. For example, one student stated “I like the rental system,

because it saves me money, but I have found that there are many times that professors do not

even use the text because they find them useless.”

3. The CCP Paradigm

Mindful of these existing tools for textbook construction and delivery, the CCP paradigm,

outlined in Chart 2, was crafted to meet desiderata D1-D5. This section discusses how the CCP

paradigm addresses D1-D5; each is considered in turn.

Chart 2: A Schematic of the CCP Project

IBES

CCP-Texts

CCP-Text Sections:

Marketing

Finance

Accounting

Supply Chain

Human Resources

Information Systems

Upper-Level Students

Journal of Statistics Education, Volume 21, Number 2 (2013)

3. The CCP Paradigm

3.1

Desideratum D1: Vertical Integration

The first desideratum entails improving the ties between the IBES course and the mid- and

upper-level courses into which it feeds. In the author’s COB, there is also a junior-level business

statistics course called Quantitative Business Analysis (QBA), which all business majors must

take. All majors have upper-division courses containing selected topics, class presentations,

individual or team-based research projects, etc. that rely on statistical competence. IBES is the

course where these statistical competencies germinate. Accordingly, an opportunity to improve

the flow of statistical knowledge from IBES to QBA to upper-division courses is a place where

possible improvements can be made. Chart 2 contains a schematic of how this linkage was

implemented. Non-IBES faculty from the business majors, listed on the right side of the chart,

sent editorial comments, problems, and solutions to the PI, which were then incorporated into the

CCP-text. These linkages are described in more detail in due course.

Students often forget IBES topics because they do not necessarily believe that subsequent

courses will really use IBES material. This belief is pervasive, despite explicit reminders to the

contrary by advisors and professors. The CCP-text seeks to undo this detrimental belief by

enlisting professors from QBA and all the business majors (see Chart 2) to edit the sections of

the CCP-text most germane to their course needs. These same non-IBES faculty also wrote 20

questions, with verbose solutions, which were inserted into the chapters, sections, or sub-sections

of the CCP-text where appropriate. Each of these questions appears in the CCP-text with the

corresponding major label affixed to it. For example, “P1.8 (Accounting)” indicates that problem

8 in chapter 1 was written by a professor in the accounting department. Moreover, IBES students

are repeatedly reminded that the CCP-text questions were not written by just any accounting

professor, but by the actual accounting professors that they will take classes from should they

choose to become an accounting major in our COB. Implied by this, but also explicitly

emphasized to IBES students, is that the CCP-text questions were not written by graduate

students at some far-away university, but by local faculty members that interact with area

businesses (e.g., via consulting), and that have the most direct interest in their students’ success.

This construction provides students with tangible examples of the statistical expectations of the

faculty members that teach upper-level business and economics courses.

The interactions between the PI and the three secondary authors of the CCP-text (see left side of

Chart 2) and these other non-IBES business professors resulted in some mutually beneficial

professional development by learning how each major area uses statistics.

For example, area-

specific nomenclature or notation was noted in the CCP-text to help avoid the perennial problem

where students get confused because Professor A uses one set of terminology for a statistical

method whereas Professor B uses a different set of terminology to exposit the same statistical

method.

Chart 2 lists a “Professor 4” but only three secondary authors are mentioned in the narrative. The fourth professor

was the PI himself, who wrote professor-specific sections for his own version of the CCP-text.

Journal of Statistics Education, Volume 21, Number 2 (2013)

To further smooth the transition from IBES upward, several particularly successful IBES

students were hired to read, edit, and solve every problem in the CCP-text. Most of these

students either were or became tutors for one of the business areas. This not only gave the CCP-

text a “grass-roots” feel, but also created a series of tutors exceptionally well positioned to help

students struggling with IBES. This component of the paradigm is depicted in Chart 2 as a line

from the Upper-Level Students box to the PI. A publishing house, seeking to market an IBES

text internationally, would have considerable difficulty mimicking these types of “grass roots”

tactics.

3.2 Desideratum D2: Professor-Specific Control

A common complaint about rental texts is that they partially compromise professor-specific

control over course content and structure (see, for example, the previously referenced

Appalachian State Study). This can lead to uninspired teaching and frustrated students. To

combat this, the CCP-text uses, as its name indicates, a core-concepts plus approach. What this

means is that a core concepts text was written, that included all the topics taught by all IBES

professors – the intersection of IBES statistical concepts. These core concepts precipitated from a

series of interactions among the IBES faculty and interactions between the IBES faculty and the

larger community of business faculty. The former occurred in a series of extended meetings,

while the latter was guided by a formal survey put out to all COB faculty members to help

ascertain their IBES topical coverage needs. Both of these activities were done in years prior to

the grant window in an effort to prepare the COB for assurance of learning as dictated by the

Association to Advance Collegiate Schools of Business (AACSB), the accrediting body for the

COB. Thus, the core concepts for IBES had already been determined by a faculty-driven and

AACSB-focused effort prior to the inception of the CCP-text idea. This piece of good fortune

made it relatively easy to write the core-concepts text, which constitutes about 85-95% of the

final CCP-text, depending on the professor. However, recent work by Woodard and McGowan

(2012) regarding the determination of introductory statistics coverage would be a useful

reference if a university seeking an IBES CCP-text had not yet settled on its core concepts.

The remaining 5-15% of a CCP-text’s content was professor-specific material written by said

professor to cover non-core material of particular interest to said professor. For example, some

IBES professors wanted sections on the geometric and hypergeometric distribution whereas

others did not, preferring instead to have additional sections on the geometric mean and the

coefficient of variation. Others wanted extended discussions of the expectation and variance

operators while some included interaction terms in the regression chapters, etc. It is because of

this professor-specific flexibility in content that the plural term “CCP-texts” is used, where

appropriate, throughout the paper. Specifically, there is one core-text, which is then augmented

with these professor-specific additional sections to create a full IBES CCP-text for each

particular professor. These professor-specific sections, when added to the core-concepts sections,

permit each professor to apply their individual tastes and additions, giving them partial

ownership of the CCP-text and the students a complete IBES experience.

It is important to note that these professor-specific sections were not simply tagged to the end of

the core concepts text, but rather inserted throughout the core concepts text in the order and the

exact locations desired by the specific professor. The software used to create the CCP-text, called

Journal of Statistics Education, Volume 21, Number 2 (2013)

LaTeX (

www.miktex.org

), allowed the PI to produce professor-specific versions of the text by

making only minor changes to a master file – a process requiring only minutes to produce each

professor-specific version of the text. Moreover, the software re-numbers all the problems,

tables, and figures, includes selected answers on a professor-specific basis, and creates a

hyperlinked table of contents and glossary to exactly match each professor-specific version of

the text. The software also permits each professor to have their own notation for their version of

the CCP-text, if so desired. Hyperlinking the table of contents, glossary, figures, and tables

enhances the students’ ability to navigate the PDF version of the CCP-text. The links are reduced

to plain text in the hard copy version, and accordingly function just like a traditional textbook.

For example, the hard copy glossary looks and functions exactly as it would when using a

traditional text. This was done to give students with strong “hard copy” preferences a familiar

product. Efforts were taken to ensure that the hyperlinks, when printed in hard copy, did not

cloud the hard copy version of the text. Specifically, all links to websites were written in full

URL detail in the PDF, so students with a hard copy version would be able to type in the entire

address.

This project could have been completed using more standard word processing software.

However, LaTeX has several notable strengths. First, it is freely available. Second, it is heavily

used in the math-based disciplines because it handles mathematical expressions commonly found

in IBES more readily than standard software. This aspect is especially important when hundreds

of mathematical equations appear over several hundred pages of text. Third, LaTeX source code

creates and stores figures and tables as text, and as such the file size is extremely small. Even as

a PDF, the entire CCP-text is only about 2 megabyes (unzipped). This compactness was an asset

early in the project when student email capacity was quite limited. Fourth, products exist for

converting PDF to XML, if needed or preferred, and LaTeX itself can be used to produce XML

files directly.

The professor-specific sections proved very popular among the IBES professors. Accumulated

discussions with each of them, as well as conversations with conference participants, revealed

that professors appear to have strong opinions for or against an entire textbook based on how it

treats selected topics over which the professor has particularly strong pedagogical opinions.

Endowing the professor with the ability to adhere to the core concepts idea, but then also

permitting professors to add sections – large and small – throughout the CCP-text eased much of

the angst that would have otherwise precipitated had a single rental text been imposed on all

IBES professors. In short, a large degree of commonality was preserved, hence inducing a more

uniform or horizontally integrated IBES experience for students taught by different IBES

professors. And, each professor was able to assert their professorial identity and specific

statistical interests within the IBES course. Moreover, this was done “seamlessly” because of the

software’s wonderful ability to easily accommodate nearly every type of professor-specific

desire. While a number of publishing houses now offer various e-text-like products, they cannot

supply the degree of professor-specific control, updating, and real-time maintenance offered by

the CCP paradigm.

Journal of Statistics Education, Volume 21, Number 2 (2013)

3.3 Desideratum D3: Save Students Money

A core tenet of the project was to save students money by delivering a publisher-quality,

externally reviewed textbook at little or no cost to students. While the CCP paradigm has several

advantages over publishing-house textbooks – many of which parallel the desired properties

discussed in Advisory Committee on Student Financial Assistance ACSFA (2007) – this section

focuses on textbook costs savings.

It is well known that textbooks are a significant cost of post-secondary education. The

Government Accountability Office GAO (2005) found the average price for textbooks in the

2003-2004 academic year to be roughly $900, or about 26% of tuition and fees for a typical four-

year public university. The nominal price of textbooks has risen by more than twice the amount

of inflation since 1986, largely due to the proliferation of “extras” such as CDs, Microsoft

PowerPoint

slides, websites, etc. Publishers cite a demand for these extras, especially among

adjunct professors. However, the controversial packaging practices of these extras with the

textbook generally result in higher prices for all purchasers, and often negatively influence buy-

back options for students.

Publishing houses have also increased the frequency at which they produce new editions (OORA

2007). This contributes to the students’ textbook financial burden because it reduces buy-back

options. This accelerated turnaround of textbook editions may be justifiable in some areas of

study where current material is the core substance of the course, but in many areas of study, like

introductory-level mathematics and statistics, substantial topical changes are unlikely to occur

between editions.

Many textbooks are available in “international” versions at a lower price than a “domestic”

version. This offers motivated and informed students a possible way to reduce textbook

expenditures. However, the GAO (2005) notes the following:

In response to concerns that the international availability of less expensive

textbooks might negatively affect textbook sales, publishers have taken

steps to limit large-scale textbook reimportation.

The specific types of actions taken to reduce large-scale reimportation are also noted:

Specifically, publishers told us [the GAO] that they have strengthened their

agreements with foreign wholesalers to prevent the large-scale sale of U.S.

textbooks back to the United States. Some publishers also said they have

made an agreement with an online retailer outside the United States to limit

the number of copies of a given textbook that can be delivered to a single

U.S. address in one order.

The GAO report also notes other pressures seeking to limit the international-edition option:

Journal of Statistics Education, Volume 21, Number 2 (2013)

Concerned about the effects of differential pricing on college stores, the

National Association of College Stores has called on publishers to stop the

practice of selling textbooks at lower prices outside the United States.

As noted in ACSFA (2007), textbook costs are problematic in that those that require the

textbooks (the professors) do not have to shoulder the financial burden of their decision. Instead

the consumers (the students) bear the cost with no say over the content, structure, or the price of

the textbook. As ACSFA (2007) and Koch (2006) note, the rising cost of textbooks is especially

taxing for students of modest means. Textbook costs clearly affects students, often inducing

them to avoid purchasing textbooks unless absolutely necessary, which certainly has potential to

contaminate the learning process. Buczynski (2007) describes the idea that some courses might

be effectively taught by accessing information from various freely available online sources. He is

optimistic about such a paradigm for selected courses; however, the economists will always

remind us that “there is no free lunch.”

One of the reasons IBES was specifically targeted for this project was the high cost of traditional

statistics textbooks used by the IBES faculty prior to the development of the CCP-texts. These

costs ranged from $110-$200+ depending on how the professor wanted the text packaged.

Having the CCP-text freely available to IBES students during three semesters of the project, a

total of approximately $150,000 was saved in new textbook costs (this estimate uses 2011 prices

averaged across several vendors). Had all students been able to obtain a used version of the text,

the total savings would have been about 75% of that figure (OORA 2007). By the sixth semester

of use, student savings on textbook expenditures will surpass the total FIPSE grant award that

supported the CCP project.

3.4 Desideratum D4: Improve Student Learning Experiences and Outcomes

The student learning experience with the course materials was gauged using a student

satisfaction survey. Some questions were open ended, but most were Likert-scaled. Here are the

results from the two main open-ended questions from the survey:

•

What are the biggest strengths of having and using CCP-texts? Cost (48%); Easy to

access (23%); Able to search them (16%); Less weight to carry (9%); Other (4%).

•

What are the biggest challenges of having and using CCP-texts? Reading from a

computer screen (38%); Need a computer to access (26%); None (15%); Can’t

highlight/write notes in book (8%); Getting used to it (6%); Distractions when on the

computer (3%); Other (4%).

Here are the results from several of the central indicator and Likert-scaled questions:

•

Do you like the idea of CCP-texts? Yes (97%); No (3%)

•

Do you think using CCP-texts in school would save money? Yes (98%); No (2%).

•

CCP-texts are as good as print books. Strongly Agree (53%); Agree (34%); Disagree

(8%); Strongly Disagree (3%); NA (2%).

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