Student Views on the Cost of and Access to Textbooks: An Investigation at University of Otago (New Zealand)

Sarah Stein,Richard White,Simon Hart,Philippa Keaney

doi:10.5944/openpraxis.9.4.704

Abstract

The rising cost of textbooks is influencing students’ choice of courses, as well as the quality of their learning experience once they are enrolled in a course, according to recent studies. This paper builds on those studies by exploring the possible effects that textbook costs may be having on study behaviours of students at one New Zealand tertiary institution: University of Otago. Perceptions of undergraduate students (n-811) about cost of, and access to, textbooks and possible influences on their study behaviours were gathered through a questionnaire. Results showed that students: are more likely to buy textbooks than access them through libraries; experienced purchasing expensive textbooks that were rarely used; questioned the value of textbooks; described alternative resource-seeking behaviours; and are heavily reliant on alternatives suggested by lecturers. Perceptions about affordability and academic value, access issues and consequential influences on study-related behaviours and attitudes are discussed.

Highlights

Background to the StudyThe traditional print textbook has been regarded as the foundation for advancing learning, designed to provide an authoritative and pedagogic version of an area of knowledge, according to the community’s or society’s beliefs about what is important for students to learn (e.g., Lowe, 2009; Williams, 2014)
We present the findings of the analysis, grouped into two areas of focus: affordability and accessibility behaviours, with each in turn revealing perceptions about value and general experiences, attitudes and behaviours related to textbooks
Possible reasons for this may include the existence of the course-related costs that are part of student loans in New Zealand, or that for many courses at the University of Otago, minimal information is provided before enrolment

Summary

Introduction

The traditional print textbook has been regarded as the foundation for advancing learning, designed to provide an authoritative and pedagogic version of an area of knowledge, according to the community’s or society’s beliefs about what is important for students to learn (e.g., Lowe, 2009; Williams, 2014). At the University of Otago in New Zealand, textbooks remain a critical component of many courses and academic programmes, with anecdotal evidence suggesting that there is a tendency to rely on traditional, purchased textbooks rather than, or in association with, other resources including digital resources and e-books. The choice of required textbooks tends to be made by lecturers and others involved in designing courses. Students have no involvement in this choice, even though they are directly affected by it. Cost of purchasing the chosen textbook is the most obvious impact on them but alongside this is access: libraries can provide copies

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Discussion

Conclusion