Abstract
This article unites product life cycle theory and curriculum development in higher education to create a quantitative assessment of a new subject area: casino education. The historical use of product life cycle theory introduces the subject so that Hiraoka's (Education 93(4) (1973) 367) theoretical application for curricula in universities can be discussed. Using a revised version of Clifford's (Manage. Rev. 54(6) (1965b) 34) quantitative steps for a life cycle analysis, the rise of gaming and casino education is evaluated to explore the issue: in what stage of the product life cycle is casino gaming? This adaptation can be a new tool to assess curricula and forecast trends in subject areas.
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