What are the motivations for publishing new editions of an existing textbook, beyond new discoveries in a...
In many of my undergraduate classes, professors required up to date editions of textbooks. This was across a number of subjects from Computer Science to Accounting and across introductory and more intermediate levels.
What is motivating new editions of textbooks? Are professors who published contractually obligated to publish new editions? Are they incorporating student feedback?
books publishers
New contributor
add a comment |
In many of my undergraduate classes, professors required up to date editions of textbooks. This was across a number of subjects from Computer Science to Accounting and across introductory and more intermediate levels.
What is motivating new editions of textbooks? Are professors who published contractually obligated to publish new editions? Are they incorporating student feedback?
books publishers
New contributor
Are they incorporating student feedback? Sometimes you can tell by reading the acknowledgements
– user2768
3 hours ago
add a comment |
In many of my undergraduate classes, professors required up to date editions of textbooks. This was across a number of subjects from Computer Science to Accounting and across introductory and more intermediate levels.
What is motivating new editions of textbooks? Are professors who published contractually obligated to publish new editions? Are they incorporating student feedback?
books publishers
New contributor
In many of my undergraduate classes, professors required up to date editions of textbooks. This was across a number of subjects from Computer Science to Accounting and across introductory and more intermediate levels.
What is motivating new editions of textbooks? Are professors who published contractually obligated to publish new editions? Are they incorporating student feedback?
books publishers
books publishers
New contributor
New contributor
New contributor
asked 11 hours ago
user3737411user3737411
362
362
New contributor
New contributor
Are they incorporating student feedback? Sometimes you can tell by reading the acknowledgements
– user2768
3 hours ago
add a comment |
Are they incorporating student feedback? Sometimes you can tell by reading the acknowledgements
– user2768
3 hours ago
Are they incorporating student feedback? Sometimes you can tell by reading the acknowledgements
– user2768
3 hours ago
Are they incorporating student feedback? Sometimes you can tell by reading the acknowledgements
– user2768
3 hours ago
add a comment |
6 Answers
6
active
oldest
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Publishers want new editions so that they can make money selling copies of the new edition and reduce the market for used copies. The new edition might be significantly updated, but in many cases the updates are small. For textbooks in lower division general education courses, new editions come out as often as every three years.
It's quite common for textbook publishing contracts to include clauses that give the authors right of first refusal to produce an updated edition but allow the publisher to add a new coauthor and produce a new edition if the authors are unwilling to do so.
But what is the motivation of requiring the most recent editions from students, (except increasing the shares from new sales)?
– Vladimir F
6 hours ago
@VladimirF - The motivation is that of the colleges to help sell the books, written by their employees, that they own the rights to. See also, Spaceballs Two: The Search for More Money.
– Mazura
5 hours ago
2
@Mazura, sorry, but I don't know of any textbooks that any college has any rights to. The authors don't give up anything to their universities. Or at least I've never heard of any such case.
– Buffy
4 hours ago
4
@VladimirF, I think the usual motivation is that new editions have new exercises and the prof wants to assign them by chapter and number. Everyone having the same edition, whether new or not, makes this simple.
– Buffy
4 hours ago
add a comment |
There're many possible reasons for writing a new edition:
- New discoveries in the field (e.g. detection of gravitational waves)
- Removing outdated material (e.g. if an exercise question involved a lecturer using transparencies, it would make sense to switch to a lecturer using Power Point)
- Change in syllabus (e.g. new discovery means courses should cover that, and to make room, another topic is removed)
- Student feedback (as you mentioned)
Authors are not usually obliged contractually to produce a new edition. At most, they might be contractually obliged to publish new editions with the same publisher.
But what is the motivation of requiring the most recent editions from students, (except increasing the shares from new sales)?
– Vladimir F
6 hours ago
@VladimirF that's a question for the professor to answer. Presumably he/she thinks the new material is worth it.
– Allure
5 hours ago
@Allure Vladimir seems to have posted the same comment / question in every possible place...
– Solar Mike
5 hours ago
@Allure Indeed I have. I do not think it is for the professot to answer. It is the question the OP literally has posted (at least O inderstand it so given the first sentence of the question). That is why I have put it under questions that did not address this point.
– Vladimir F
3 hours ago
2
@VladimirF the question doesn't ask that though? The first sentence isn't a question.
– Allure
3 hours ago
|
show 1 more comment
When sales start to lag on a popular title, publishers want a refresh. They want to try to boost sales back to where they were. Adding a chapter on new material is relatively easy. Adding or changing exercises makes it harder to use older editions for adopters.
Note that authors normally give up copyright to the material so publishers are free to leave authors behind in the preparation of a new edition, but are unlikely to do so even in the absence of a contract. This is because adopters often (usually?) associate the book with its author as much or more than with its title. So including the author has value. But, as Brian Borchers says, there is usually language in the contract about this.
I think it is very unlikely that student feedback is used in the preparation of a new edition, other than from students of the authors. But book representatives (acquisition editors) usually attend professional conferences and ask for feedback on books from attendees. They will also sometimes poll adopters of the book to get feedback and this can be given to the author to aid in the preparation of the next edition. Some of that feedback is contradictory, however, and some is contrary to the ideas of the authors.
In fact, some acquisition editors will ask for feedback on the (popular) books of competitors to learn why those books were chosen instead of their own.
add a comment |
They can update a book for several reasons:
1) new material,
2) updating material (addition or removal), chapters or sections based on feedback - changing the order of sections
3) more examples with solutions and/or practice problems with or without solutions
So technical books are updated as necessary but they are not done for lucrative reasons - fiction authors sell more copies and do make money... technical books don’t sell in the same numbers...
2
Textbook publishing can actually be quite lucrative when it comes to textbooks used in lower division general education courses (think "College Algebra" or "Introductory Statiatics". "Calculus" is pretty advanced by this standard.)
– Brian Borchers
10 hours ago
@BrianBorchers so you match copy numbers of someone like Lee Childs? Author of the Jack Reacher books... Also there tend to be several "introductory" texts each competing for the same limited market...
– Solar Mike
10 hours ago
But what is the motivation of requiring the most recent editions from students, (except increasing the shares from new sales)?
– Vladimir F
6 hours ago
1
@VladimirF so when you refer to an example question or set of problems or specific text in a chapter, all students have the same information...
– Solar Mike
5 hours ago
add a comment |
- Error corrections. Somebody pointed to a typo or more serious error, this is corrected. Teaching a course can be difficult if some students have the errors and some have the corrections.
- Media rights. An image might have been licensed for the initial print run, it is not possible to renew the license. Or there never was a license to start with, things were more sloppy in previous decades. An image might have been licensed for print only and now they want a digital edition, too.
add a comment |
Have you ever been involved in someone teaching a lecture from a "script"? I don't know if there is a specific English term for this, I mean that the teacher/professor collates the material beforehand without publishing it in a book form, and makes it available to students.
If you see this being done year afer year, you will see what kind of changes are made.
The importance/length of sections is changed relative to each other, due to changing emphasis, the need to make space for new material, and the time needed by the professor and/or students to get through a section
practical problems are changed to be more understandable, new problems are added, etc.
material that was difficult to bring across is rewritten to be presented in a new way
small new discoveries are mentioned, such as using the results of nifty new studies as examples that emphasize a point
corrections are made, since there are usually errors at the beginning
I would say that textbooks go through similar changes between editions. This is entirely normal - a large and complicated artefact like a textbook is best created in an iterative manner, not unlike a software programm.
Major discoveries in the field are much less likely to trigger a new edition. First, the future impact of many discoveries is not recognizable when they are made, and they linger in some small journal before the discipline notices them and makes something out of them.
Second, even when something is recognizably new and different, and excites scientists, it is still not "fleshed out" enough to be taught to students, since it doesn't yet have its own ecosystem supporting literature, successful application in large projects, whatever. Third, the kind of professor who gets to publish a textbook is usually old, experienced - and set in his ways. If he dedicated his life to building superconductors out of metal alloys, and some young upshot shows that graphene can be used in a superconductor, the professor will wait for a few years whether that new technology (which is in direct competition to his own research) will establish itself, before starting to give it space in his textbook.
I think there are a few exceptions to that "discoveries percolate slowly into textbooks" tendency, for example I heard somewhere that CRISPR/CAS entered general genetics textbooks rather quickly. But it is much more typical, especially in undergraduate level textbooks, that changes between editions are incremental improvements of existing material.
There are also some fields where the changes are very impactful. This happens in fields which study human-created rule systems, typically law, but also accounting. In a law textbook, a subset of laws changes every year, and their interpretation by courts also changes with new case decisions. The new editions of textbooks have to reflect these changes.
A reason for professors to want the newest edition (beside monetary ones) is simply that it makes it easier to teach. With a class where the students use multiple editions at once, there will be difference in the text, but especially also in the problems. Making sure that everybody reads the same text, or is solving the same problem when homework is given, is a huge headache if students use different editions.
add a comment |
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6 Answers
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6 Answers
6
active
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Publishers want new editions so that they can make money selling copies of the new edition and reduce the market for used copies. The new edition might be significantly updated, but in many cases the updates are small. For textbooks in lower division general education courses, new editions come out as often as every three years.
It's quite common for textbook publishing contracts to include clauses that give the authors right of first refusal to produce an updated edition but allow the publisher to add a new coauthor and produce a new edition if the authors are unwilling to do so.
But what is the motivation of requiring the most recent editions from students, (except increasing the shares from new sales)?
– Vladimir F
6 hours ago
@VladimirF - The motivation is that of the colleges to help sell the books, written by their employees, that they own the rights to. See also, Spaceballs Two: The Search for More Money.
– Mazura
5 hours ago
2
@Mazura, sorry, but I don't know of any textbooks that any college has any rights to. The authors don't give up anything to their universities. Or at least I've never heard of any such case.
– Buffy
4 hours ago
4
@VladimirF, I think the usual motivation is that new editions have new exercises and the prof wants to assign them by chapter and number. Everyone having the same edition, whether new or not, makes this simple.
– Buffy
4 hours ago
add a comment |
Publishers want new editions so that they can make money selling copies of the new edition and reduce the market for used copies. The new edition might be significantly updated, but in many cases the updates are small. For textbooks in lower division general education courses, new editions come out as often as every three years.
It's quite common for textbook publishing contracts to include clauses that give the authors right of first refusal to produce an updated edition but allow the publisher to add a new coauthor and produce a new edition if the authors are unwilling to do so.
But what is the motivation of requiring the most recent editions from students, (except increasing the shares from new sales)?
– Vladimir F
6 hours ago
@VladimirF - The motivation is that of the colleges to help sell the books, written by their employees, that they own the rights to. See also, Spaceballs Two: The Search for More Money.
– Mazura
5 hours ago
2
@Mazura, sorry, but I don't know of any textbooks that any college has any rights to. The authors don't give up anything to their universities. Or at least I've never heard of any such case.
– Buffy
4 hours ago
4
@VladimirF, I think the usual motivation is that new editions have new exercises and the prof wants to assign them by chapter and number. Everyone having the same edition, whether new or not, makes this simple.
– Buffy
4 hours ago
add a comment |
Publishers want new editions so that they can make money selling copies of the new edition and reduce the market for used copies. The new edition might be significantly updated, but in many cases the updates are small. For textbooks in lower division general education courses, new editions come out as often as every three years.
It's quite common for textbook publishing contracts to include clauses that give the authors right of first refusal to produce an updated edition but allow the publisher to add a new coauthor and produce a new edition if the authors are unwilling to do so.
Publishers want new editions so that they can make money selling copies of the new edition and reduce the market for used copies. The new edition might be significantly updated, but in many cases the updates are small. For textbooks in lower division general education courses, new editions come out as often as every three years.
It's quite common for textbook publishing contracts to include clauses that give the authors right of first refusal to produce an updated edition but allow the publisher to add a new coauthor and produce a new edition if the authors are unwilling to do so.
answered 10 hours ago
Brian BorchersBrian Borchers
28.8k352106
28.8k352106
But what is the motivation of requiring the most recent editions from students, (except increasing the shares from new sales)?
– Vladimir F
6 hours ago
@VladimirF - The motivation is that of the colleges to help sell the books, written by their employees, that they own the rights to. See also, Spaceballs Two: The Search for More Money.
– Mazura
5 hours ago
2
@Mazura, sorry, but I don't know of any textbooks that any college has any rights to. The authors don't give up anything to their universities. Or at least I've never heard of any such case.
– Buffy
4 hours ago
4
@VladimirF, I think the usual motivation is that new editions have new exercises and the prof wants to assign them by chapter and number. Everyone having the same edition, whether new or not, makes this simple.
– Buffy
4 hours ago
add a comment |
But what is the motivation of requiring the most recent editions from students, (except increasing the shares from new sales)?
– Vladimir F
6 hours ago
@VladimirF - The motivation is that of the colleges to help sell the books, written by their employees, that they own the rights to. See also, Spaceballs Two: The Search for More Money.
– Mazura
5 hours ago
2
@Mazura, sorry, but I don't know of any textbooks that any college has any rights to. The authors don't give up anything to their universities. Or at least I've never heard of any such case.
– Buffy
4 hours ago
4
@VladimirF, I think the usual motivation is that new editions have new exercises and the prof wants to assign them by chapter and number. Everyone having the same edition, whether new or not, makes this simple.
– Buffy
4 hours ago
But what is the motivation of requiring the most recent editions from students, (except increasing the shares from new sales)?
– Vladimir F
6 hours ago
But what is the motivation of requiring the most recent editions from students, (except increasing the shares from new sales)?
– Vladimir F
6 hours ago
@VladimirF - The motivation is that of the colleges to help sell the books, written by their employees, that they own the rights to. See also, Spaceballs Two: The Search for More Money.
– Mazura
5 hours ago
@VladimirF - The motivation is that of the colleges to help sell the books, written by their employees, that they own the rights to. See also, Spaceballs Two: The Search for More Money.
– Mazura
5 hours ago
2
2
@Mazura, sorry, but I don't know of any textbooks that any college has any rights to. The authors don't give up anything to their universities. Or at least I've never heard of any such case.
– Buffy
4 hours ago
@Mazura, sorry, but I don't know of any textbooks that any college has any rights to. The authors don't give up anything to their universities. Or at least I've never heard of any such case.
– Buffy
4 hours ago
4
4
@VladimirF, I think the usual motivation is that new editions have new exercises and the prof wants to assign them by chapter and number. Everyone having the same edition, whether new or not, makes this simple.
– Buffy
4 hours ago
@VladimirF, I think the usual motivation is that new editions have new exercises and the prof wants to assign them by chapter and number. Everyone having the same edition, whether new or not, makes this simple.
– Buffy
4 hours ago
add a comment |
There're many possible reasons for writing a new edition:
- New discoveries in the field (e.g. detection of gravitational waves)
- Removing outdated material (e.g. if an exercise question involved a lecturer using transparencies, it would make sense to switch to a lecturer using Power Point)
- Change in syllabus (e.g. new discovery means courses should cover that, and to make room, another topic is removed)
- Student feedback (as you mentioned)
Authors are not usually obliged contractually to produce a new edition. At most, they might be contractually obliged to publish new editions with the same publisher.
But what is the motivation of requiring the most recent editions from students, (except increasing the shares from new sales)?
– Vladimir F
6 hours ago
@VladimirF that's a question for the professor to answer. Presumably he/she thinks the new material is worth it.
– Allure
5 hours ago
@Allure Vladimir seems to have posted the same comment / question in every possible place...
– Solar Mike
5 hours ago
@Allure Indeed I have. I do not think it is for the professot to answer. It is the question the OP literally has posted (at least O inderstand it so given the first sentence of the question). That is why I have put it under questions that did not address this point.
– Vladimir F
3 hours ago
2
@VladimirF the question doesn't ask that though? The first sentence isn't a question.
– Allure
3 hours ago
|
show 1 more comment
There're many possible reasons for writing a new edition:
- New discoveries in the field (e.g. detection of gravitational waves)
- Removing outdated material (e.g. if an exercise question involved a lecturer using transparencies, it would make sense to switch to a lecturer using Power Point)
- Change in syllabus (e.g. new discovery means courses should cover that, and to make room, another topic is removed)
- Student feedback (as you mentioned)
Authors are not usually obliged contractually to produce a new edition. At most, they might be contractually obliged to publish new editions with the same publisher.
But what is the motivation of requiring the most recent editions from students, (except increasing the shares from new sales)?
– Vladimir F
6 hours ago
@VladimirF that's a question for the professor to answer. Presumably he/she thinks the new material is worth it.
– Allure
5 hours ago
@Allure Vladimir seems to have posted the same comment / question in every possible place...
– Solar Mike
5 hours ago
@Allure Indeed I have. I do not think it is for the professot to answer. It is the question the OP literally has posted (at least O inderstand it so given the first sentence of the question). That is why I have put it under questions that did not address this point.
– Vladimir F
3 hours ago
2
@VladimirF the question doesn't ask that though? The first sentence isn't a question.
– Allure
3 hours ago
|
show 1 more comment
There're many possible reasons for writing a new edition:
- New discoveries in the field (e.g. detection of gravitational waves)
- Removing outdated material (e.g. if an exercise question involved a lecturer using transparencies, it would make sense to switch to a lecturer using Power Point)
- Change in syllabus (e.g. new discovery means courses should cover that, and to make room, another topic is removed)
- Student feedback (as you mentioned)
Authors are not usually obliged contractually to produce a new edition. At most, they might be contractually obliged to publish new editions with the same publisher.
There're many possible reasons for writing a new edition:
- New discoveries in the field (e.g. detection of gravitational waves)
- Removing outdated material (e.g. if an exercise question involved a lecturer using transparencies, it would make sense to switch to a lecturer using Power Point)
- Change in syllabus (e.g. new discovery means courses should cover that, and to make room, another topic is removed)
- Student feedback (as you mentioned)
Authors are not usually obliged contractually to produce a new edition. At most, they might be contractually obliged to publish new editions with the same publisher.
answered 9 hours ago
AllureAllure
34.3k19103156
34.3k19103156
But what is the motivation of requiring the most recent editions from students, (except increasing the shares from new sales)?
– Vladimir F
6 hours ago
@VladimirF that's a question for the professor to answer. Presumably he/she thinks the new material is worth it.
– Allure
5 hours ago
@Allure Vladimir seems to have posted the same comment / question in every possible place...
– Solar Mike
5 hours ago
@Allure Indeed I have. I do not think it is for the professot to answer. It is the question the OP literally has posted (at least O inderstand it so given the first sentence of the question). That is why I have put it under questions that did not address this point.
– Vladimir F
3 hours ago
2
@VladimirF the question doesn't ask that though? The first sentence isn't a question.
– Allure
3 hours ago
|
show 1 more comment
But what is the motivation of requiring the most recent editions from students, (except increasing the shares from new sales)?
– Vladimir F
6 hours ago
@VladimirF that's a question for the professor to answer. Presumably he/she thinks the new material is worth it.
– Allure
5 hours ago
@Allure Vladimir seems to have posted the same comment / question in every possible place...
– Solar Mike
5 hours ago
@Allure Indeed I have. I do not think it is for the professot to answer. It is the question the OP literally has posted (at least O inderstand it so given the first sentence of the question). That is why I have put it under questions that did not address this point.
– Vladimir F
3 hours ago
2
@VladimirF the question doesn't ask that though? The first sentence isn't a question.
– Allure
3 hours ago
But what is the motivation of requiring the most recent editions from students, (except increasing the shares from new sales)?
– Vladimir F
6 hours ago
But what is the motivation of requiring the most recent editions from students, (except increasing the shares from new sales)?
– Vladimir F
6 hours ago
@VladimirF that's a question for the professor to answer. Presumably he/she thinks the new material is worth it.
– Allure
5 hours ago
@VladimirF that's a question for the professor to answer. Presumably he/she thinks the new material is worth it.
– Allure
5 hours ago
@Allure Vladimir seems to have posted the same comment / question in every possible place...
– Solar Mike
5 hours ago
@Allure Vladimir seems to have posted the same comment / question in every possible place...
– Solar Mike
5 hours ago
@Allure Indeed I have. I do not think it is for the professot to answer. It is the question the OP literally has posted (at least O inderstand it so given the first sentence of the question). That is why I have put it under questions that did not address this point.
– Vladimir F
3 hours ago
@Allure Indeed I have. I do not think it is for the professot to answer. It is the question the OP literally has posted (at least O inderstand it so given the first sentence of the question). That is why I have put it under questions that did not address this point.
– Vladimir F
3 hours ago
2
2
@VladimirF the question doesn't ask that though? The first sentence isn't a question.
– Allure
3 hours ago
@VladimirF the question doesn't ask that though? The first sentence isn't a question.
– Allure
3 hours ago
|
show 1 more comment
When sales start to lag on a popular title, publishers want a refresh. They want to try to boost sales back to where they were. Adding a chapter on new material is relatively easy. Adding or changing exercises makes it harder to use older editions for adopters.
Note that authors normally give up copyright to the material so publishers are free to leave authors behind in the preparation of a new edition, but are unlikely to do so even in the absence of a contract. This is because adopters often (usually?) associate the book with its author as much or more than with its title. So including the author has value. But, as Brian Borchers says, there is usually language in the contract about this.
I think it is very unlikely that student feedback is used in the preparation of a new edition, other than from students of the authors. But book representatives (acquisition editors) usually attend professional conferences and ask for feedback on books from attendees. They will also sometimes poll adopters of the book to get feedback and this can be given to the author to aid in the preparation of the next edition. Some of that feedback is contradictory, however, and some is contrary to the ideas of the authors.
In fact, some acquisition editors will ask for feedback on the (popular) books of competitors to learn why those books were chosen instead of their own.
add a comment |
When sales start to lag on a popular title, publishers want a refresh. They want to try to boost sales back to where they were. Adding a chapter on new material is relatively easy. Adding or changing exercises makes it harder to use older editions for adopters.
Note that authors normally give up copyright to the material so publishers are free to leave authors behind in the preparation of a new edition, but are unlikely to do so even in the absence of a contract. This is because adopters often (usually?) associate the book with its author as much or more than with its title. So including the author has value. But, as Brian Borchers says, there is usually language in the contract about this.
I think it is very unlikely that student feedback is used in the preparation of a new edition, other than from students of the authors. But book representatives (acquisition editors) usually attend professional conferences and ask for feedback on books from attendees. They will also sometimes poll adopters of the book to get feedback and this can be given to the author to aid in the preparation of the next edition. Some of that feedback is contradictory, however, and some is contrary to the ideas of the authors.
In fact, some acquisition editors will ask for feedback on the (popular) books of competitors to learn why those books were chosen instead of their own.
add a comment |
When sales start to lag on a popular title, publishers want a refresh. They want to try to boost sales back to where they were. Adding a chapter on new material is relatively easy. Adding or changing exercises makes it harder to use older editions for adopters.
Note that authors normally give up copyright to the material so publishers are free to leave authors behind in the preparation of a new edition, but are unlikely to do so even in the absence of a contract. This is because adopters often (usually?) associate the book with its author as much or more than with its title. So including the author has value. But, as Brian Borchers says, there is usually language in the contract about this.
I think it is very unlikely that student feedback is used in the preparation of a new edition, other than from students of the authors. But book representatives (acquisition editors) usually attend professional conferences and ask for feedback on books from attendees. They will also sometimes poll adopters of the book to get feedback and this can be given to the author to aid in the preparation of the next edition. Some of that feedback is contradictory, however, and some is contrary to the ideas of the authors.
In fact, some acquisition editors will ask for feedback on the (popular) books of competitors to learn why those books were chosen instead of their own.
When sales start to lag on a popular title, publishers want a refresh. They want to try to boost sales back to where they were. Adding a chapter on new material is relatively easy. Adding or changing exercises makes it harder to use older editions for adopters.
Note that authors normally give up copyright to the material so publishers are free to leave authors behind in the preparation of a new edition, but are unlikely to do so even in the absence of a contract. This is because adopters often (usually?) associate the book with its author as much or more than with its title. So including the author has value. But, as Brian Borchers says, there is usually language in the contract about this.
I think it is very unlikely that student feedback is used in the preparation of a new edition, other than from students of the authors. But book representatives (acquisition editors) usually attend professional conferences and ask for feedback on books from attendees. They will also sometimes poll adopters of the book to get feedback and this can be given to the author to aid in the preparation of the next edition. Some of that feedback is contradictory, however, and some is contrary to the ideas of the authors.
In fact, some acquisition editors will ask for feedback on the (popular) books of competitors to learn why those books were chosen instead of their own.
answered 4 hours ago
BuffyBuffy
56.9k17179274
56.9k17179274
add a comment |
add a comment |
They can update a book for several reasons:
1) new material,
2) updating material (addition or removal), chapters or sections based on feedback - changing the order of sections
3) more examples with solutions and/or practice problems with or without solutions
So technical books are updated as necessary but they are not done for lucrative reasons - fiction authors sell more copies and do make money... technical books don’t sell in the same numbers...
2
Textbook publishing can actually be quite lucrative when it comes to textbooks used in lower division general education courses (think "College Algebra" or "Introductory Statiatics". "Calculus" is pretty advanced by this standard.)
– Brian Borchers
10 hours ago
@BrianBorchers so you match copy numbers of someone like Lee Childs? Author of the Jack Reacher books... Also there tend to be several "introductory" texts each competing for the same limited market...
– Solar Mike
10 hours ago
But what is the motivation of requiring the most recent editions from students, (except increasing the shares from new sales)?
– Vladimir F
6 hours ago
1
@VladimirF so when you refer to an example question or set of problems or specific text in a chapter, all students have the same information...
– Solar Mike
5 hours ago
add a comment |
They can update a book for several reasons:
1) new material,
2) updating material (addition or removal), chapters or sections based on feedback - changing the order of sections
3) more examples with solutions and/or practice problems with or without solutions
So technical books are updated as necessary but they are not done for lucrative reasons - fiction authors sell more copies and do make money... technical books don’t sell in the same numbers...
2
Textbook publishing can actually be quite lucrative when it comes to textbooks used in lower division general education courses (think "College Algebra" or "Introductory Statiatics". "Calculus" is pretty advanced by this standard.)
– Brian Borchers
10 hours ago
@BrianBorchers so you match copy numbers of someone like Lee Childs? Author of the Jack Reacher books... Also there tend to be several "introductory" texts each competing for the same limited market...
– Solar Mike
10 hours ago
But what is the motivation of requiring the most recent editions from students, (except increasing the shares from new sales)?
– Vladimir F
6 hours ago
1
@VladimirF so when you refer to an example question or set of problems or specific text in a chapter, all students have the same information...
– Solar Mike
5 hours ago
add a comment |
They can update a book for several reasons:
1) new material,
2) updating material (addition or removal), chapters or sections based on feedback - changing the order of sections
3) more examples with solutions and/or practice problems with or without solutions
So technical books are updated as necessary but they are not done for lucrative reasons - fiction authors sell more copies and do make money... technical books don’t sell in the same numbers...
They can update a book for several reasons:
1) new material,
2) updating material (addition or removal), chapters or sections based on feedback - changing the order of sections
3) more examples with solutions and/or practice problems with or without solutions
So technical books are updated as necessary but they are not done for lucrative reasons - fiction authors sell more copies and do make money... technical books don’t sell in the same numbers...
edited 9 hours ago
answered 10 hours ago
Solar MikeSolar Mike
14.9k52654
14.9k52654
2
Textbook publishing can actually be quite lucrative when it comes to textbooks used in lower division general education courses (think "College Algebra" or "Introductory Statiatics". "Calculus" is pretty advanced by this standard.)
– Brian Borchers
10 hours ago
@BrianBorchers so you match copy numbers of someone like Lee Childs? Author of the Jack Reacher books... Also there tend to be several "introductory" texts each competing for the same limited market...
– Solar Mike
10 hours ago
But what is the motivation of requiring the most recent editions from students, (except increasing the shares from new sales)?
– Vladimir F
6 hours ago
1
@VladimirF so when you refer to an example question or set of problems or specific text in a chapter, all students have the same information...
– Solar Mike
5 hours ago
add a comment |
2
Textbook publishing can actually be quite lucrative when it comes to textbooks used in lower division general education courses (think "College Algebra" or "Introductory Statiatics". "Calculus" is pretty advanced by this standard.)
– Brian Borchers
10 hours ago
@BrianBorchers so you match copy numbers of someone like Lee Childs? Author of the Jack Reacher books... Also there tend to be several "introductory" texts each competing for the same limited market...
– Solar Mike
10 hours ago
But what is the motivation of requiring the most recent editions from students, (except increasing the shares from new sales)?
– Vladimir F
6 hours ago
1
@VladimirF so when you refer to an example question or set of problems or specific text in a chapter, all students have the same information...
– Solar Mike
5 hours ago
2
2
Textbook publishing can actually be quite lucrative when it comes to textbooks used in lower division general education courses (think "College Algebra" or "Introductory Statiatics". "Calculus" is pretty advanced by this standard.)
– Brian Borchers
10 hours ago
Textbook publishing can actually be quite lucrative when it comes to textbooks used in lower division general education courses (think "College Algebra" or "Introductory Statiatics". "Calculus" is pretty advanced by this standard.)
– Brian Borchers
10 hours ago
@BrianBorchers so you match copy numbers of someone like Lee Childs? Author of the Jack Reacher books... Also there tend to be several "introductory" texts each competing for the same limited market...
– Solar Mike
10 hours ago
@BrianBorchers so you match copy numbers of someone like Lee Childs? Author of the Jack Reacher books... Also there tend to be several "introductory" texts each competing for the same limited market...
– Solar Mike
10 hours ago
But what is the motivation of requiring the most recent editions from students, (except increasing the shares from new sales)?
– Vladimir F
6 hours ago
But what is the motivation of requiring the most recent editions from students, (except increasing the shares from new sales)?
– Vladimir F
6 hours ago
1
1
@VladimirF so when you refer to an example question or set of problems or specific text in a chapter, all students have the same information...
– Solar Mike
5 hours ago
@VladimirF so when you refer to an example question or set of problems or specific text in a chapter, all students have the same information...
– Solar Mike
5 hours ago
add a comment |
- Error corrections. Somebody pointed to a typo or more serious error, this is corrected. Teaching a course can be difficult if some students have the errors and some have the corrections.
- Media rights. An image might have been licensed for the initial print run, it is not possible to renew the license. Or there never was a license to start with, things were more sloppy in previous decades. An image might have been licensed for print only and now they want a digital edition, too.
add a comment |
- Error corrections. Somebody pointed to a typo or more serious error, this is corrected. Teaching a course can be difficult if some students have the errors and some have the corrections.
- Media rights. An image might have been licensed for the initial print run, it is not possible to renew the license. Or there never was a license to start with, things were more sloppy in previous decades. An image might have been licensed for print only and now they want a digital edition, too.
add a comment |
- Error corrections. Somebody pointed to a typo or more serious error, this is corrected. Teaching a course can be difficult if some students have the errors and some have the corrections.
- Media rights. An image might have been licensed for the initial print run, it is not possible to renew the license. Or there never was a license to start with, things were more sloppy in previous decades. An image might have been licensed for print only and now they want a digital edition, too.
- Error corrections. Somebody pointed to a typo or more serious error, this is corrected. Teaching a course can be difficult if some students have the errors and some have the corrections.
- Media rights. An image might have been licensed for the initial print run, it is not possible to renew the license. Or there never was a license to start with, things were more sloppy in previous decades. An image might have been licensed for print only and now they want a digital edition, too.
answered 7 hours ago
o.m.o.m.
58434
58434
add a comment |
add a comment |
Have you ever been involved in someone teaching a lecture from a "script"? I don't know if there is a specific English term for this, I mean that the teacher/professor collates the material beforehand without publishing it in a book form, and makes it available to students.
If you see this being done year afer year, you will see what kind of changes are made.
The importance/length of sections is changed relative to each other, due to changing emphasis, the need to make space for new material, and the time needed by the professor and/or students to get through a section
practical problems are changed to be more understandable, new problems are added, etc.
material that was difficult to bring across is rewritten to be presented in a new way
small new discoveries are mentioned, such as using the results of nifty new studies as examples that emphasize a point
corrections are made, since there are usually errors at the beginning
I would say that textbooks go through similar changes between editions. This is entirely normal - a large and complicated artefact like a textbook is best created in an iterative manner, not unlike a software programm.
Major discoveries in the field are much less likely to trigger a new edition. First, the future impact of many discoveries is not recognizable when they are made, and they linger in some small journal before the discipline notices them and makes something out of them.
Second, even when something is recognizably new and different, and excites scientists, it is still not "fleshed out" enough to be taught to students, since it doesn't yet have its own ecosystem supporting literature, successful application in large projects, whatever. Third, the kind of professor who gets to publish a textbook is usually old, experienced - and set in his ways. If he dedicated his life to building superconductors out of metal alloys, and some young upshot shows that graphene can be used in a superconductor, the professor will wait for a few years whether that new technology (which is in direct competition to his own research) will establish itself, before starting to give it space in his textbook.
I think there are a few exceptions to that "discoveries percolate slowly into textbooks" tendency, for example I heard somewhere that CRISPR/CAS entered general genetics textbooks rather quickly. But it is much more typical, especially in undergraduate level textbooks, that changes between editions are incremental improvements of existing material.
There are also some fields where the changes are very impactful. This happens in fields which study human-created rule systems, typically law, but also accounting. In a law textbook, a subset of laws changes every year, and their interpretation by courts also changes with new case decisions. The new editions of textbooks have to reflect these changes.
A reason for professors to want the newest edition (beside monetary ones) is simply that it makes it easier to teach. With a class where the students use multiple editions at once, there will be difference in the text, but especially also in the problems. Making sure that everybody reads the same text, or is solving the same problem when homework is given, is a huge headache if students use different editions.
add a comment |
Have you ever been involved in someone teaching a lecture from a "script"? I don't know if there is a specific English term for this, I mean that the teacher/professor collates the material beforehand without publishing it in a book form, and makes it available to students.
If you see this being done year afer year, you will see what kind of changes are made.
The importance/length of sections is changed relative to each other, due to changing emphasis, the need to make space for new material, and the time needed by the professor and/or students to get through a section
practical problems are changed to be more understandable, new problems are added, etc.
material that was difficult to bring across is rewritten to be presented in a new way
small new discoveries are mentioned, such as using the results of nifty new studies as examples that emphasize a point
corrections are made, since there are usually errors at the beginning
I would say that textbooks go through similar changes between editions. This is entirely normal - a large and complicated artefact like a textbook is best created in an iterative manner, not unlike a software programm.
Major discoveries in the field are much less likely to trigger a new edition. First, the future impact of many discoveries is not recognizable when they are made, and they linger in some small journal before the discipline notices them and makes something out of them.
Second, even when something is recognizably new and different, and excites scientists, it is still not "fleshed out" enough to be taught to students, since it doesn't yet have its own ecosystem supporting literature, successful application in large projects, whatever. Third, the kind of professor who gets to publish a textbook is usually old, experienced - and set in his ways. If he dedicated his life to building superconductors out of metal alloys, and some young upshot shows that graphene can be used in a superconductor, the professor will wait for a few years whether that new technology (which is in direct competition to his own research) will establish itself, before starting to give it space in his textbook.
I think there are a few exceptions to that "discoveries percolate slowly into textbooks" tendency, for example I heard somewhere that CRISPR/CAS entered general genetics textbooks rather quickly. But it is much more typical, especially in undergraduate level textbooks, that changes between editions are incremental improvements of existing material.
There are also some fields where the changes are very impactful. This happens in fields which study human-created rule systems, typically law, but also accounting. In a law textbook, a subset of laws changes every year, and their interpretation by courts also changes with new case decisions. The new editions of textbooks have to reflect these changes.
A reason for professors to want the newest edition (beside monetary ones) is simply that it makes it easier to teach. With a class where the students use multiple editions at once, there will be difference in the text, but especially also in the problems. Making sure that everybody reads the same text, or is solving the same problem when homework is given, is a huge headache if students use different editions.
add a comment |
Have you ever been involved in someone teaching a lecture from a "script"? I don't know if there is a specific English term for this, I mean that the teacher/professor collates the material beforehand without publishing it in a book form, and makes it available to students.
If you see this being done year afer year, you will see what kind of changes are made.
The importance/length of sections is changed relative to each other, due to changing emphasis, the need to make space for new material, and the time needed by the professor and/or students to get through a section
practical problems are changed to be more understandable, new problems are added, etc.
material that was difficult to bring across is rewritten to be presented in a new way
small new discoveries are mentioned, such as using the results of nifty new studies as examples that emphasize a point
corrections are made, since there are usually errors at the beginning
I would say that textbooks go through similar changes between editions. This is entirely normal - a large and complicated artefact like a textbook is best created in an iterative manner, not unlike a software programm.
Major discoveries in the field are much less likely to trigger a new edition. First, the future impact of many discoveries is not recognizable when they are made, and they linger in some small journal before the discipline notices them and makes something out of them.
Second, even when something is recognizably new and different, and excites scientists, it is still not "fleshed out" enough to be taught to students, since it doesn't yet have its own ecosystem supporting literature, successful application in large projects, whatever. Third, the kind of professor who gets to publish a textbook is usually old, experienced - and set in his ways. If he dedicated his life to building superconductors out of metal alloys, and some young upshot shows that graphene can be used in a superconductor, the professor will wait for a few years whether that new technology (which is in direct competition to his own research) will establish itself, before starting to give it space in his textbook.
I think there are a few exceptions to that "discoveries percolate slowly into textbooks" tendency, for example I heard somewhere that CRISPR/CAS entered general genetics textbooks rather quickly. But it is much more typical, especially in undergraduate level textbooks, that changes between editions are incremental improvements of existing material.
There are also some fields where the changes are very impactful. This happens in fields which study human-created rule systems, typically law, but also accounting. In a law textbook, a subset of laws changes every year, and their interpretation by courts also changes with new case decisions. The new editions of textbooks have to reflect these changes.
A reason for professors to want the newest edition (beside monetary ones) is simply that it makes it easier to teach. With a class where the students use multiple editions at once, there will be difference in the text, but especially also in the problems. Making sure that everybody reads the same text, or is solving the same problem when homework is given, is a huge headache if students use different editions.
Have you ever been involved in someone teaching a lecture from a "script"? I don't know if there is a specific English term for this, I mean that the teacher/professor collates the material beforehand without publishing it in a book form, and makes it available to students.
If you see this being done year afer year, you will see what kind of changes are made.
The importance/length of sections is changed relative to each other, due to changing emphasis, the need to make space for new material, and the time needed by the professor and/or students to get through a section
practical problems are changed to be more understandable, new problems are added, etc.
material that was difficult to bring across is rewritten to be presented in a new way
small new discoveries are mentioned, such as using the results of nifty new studies as examples that emphasize a point
corrections are made, since there are usually errors at the beginning
I would say that textbooks go through similar changes between editions. This is entirely normal - a large and complicated artefact like a textbook is best created in an iterative manner, not unlike a software programm.
Major discoveries in the field are much less likely to trigger a new edition. First, the future impact of many discoveries is not recognizable when they are made, and they linger in some small journal before the discipline notices them and makes something out of them.
Second, even when something is recognizably new and different, and excites scientists, it is still not "fleshed out" enough to be taught to students, since it doesn't yet have its own ecosystem supporting literature, successful application in large projects, whatever. Third, the kind of professor who gets to publish a textbook is usually old, experienced - and set in his ways. If he dedicated his life to building superconductors out of metal alloys, and some young upshot shows that graphene can be used in a superconductor, the professor will wait for a few years whether that new technology (which is in direct competition to his own research) will establish itself, before starting to give it space in his textbook.
I think there are a few exceptions to that "discoveries percolate slowly into textbooks" tendency, for example I heard somewhere that CRISPR/CAS entered general genetics textbooks rather quickly. But it is much more typical, especially in undergraduate level textbooks, that changes between editions are incremental improvements of existing material.
There are also some fields where the changes are very impactful. This happens in fields which study human-created rule systems, typically law, but also accounting. In a law textbook, a subset of laws changes every year, and their interpretation by courts also changes with new case decisions. The new editions of textbooks have to reflect these changes.
A reason for professors to want the newest edition (beside monetary ones) is simply that it makes it easier to teach. With a class where the students use multiple editions at once, there will be difference in the text, but especially also in the problems. Making sure that everybody reads the same text, or is solving the same problem when homework is given, is a huge headache if students use different editions.
edited 3 hours ago
answered 3 hours ago
rumtschorumtscho
3,2341833
3,2341833
add a comment |
add a comment |
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Are they incorporating student feedback? Sometimes you can tell by reading the acknowledgements
– user2768
3 hours ago