Essay on what university presses should do

I owe a huge debt to university presses. They published my books -- knowing they would make no money on them. That selfless act won me tenure at an excellent university.

My debt does not end there. I run a high-minded enterprise that broadcasts interviews with academic authors of new academic titles. The university presses send my little shop scads of free books. That selfless act wins us thousands of listeners. Nor does my debt end there. Being the overeducated type, I really like the books they publish. But I don’t buy them because I don’t need to: the university presses sell them to libraries that then make them available for free to me and everyone like me. That (admittedly only partially) selfless act wins me hours of intellectual enjoyment.

There is one final debt I owe university presses, and it is the most important. I think that the citizens of a liberal democracy should be informed, and that the people doing the informing should themselves be informed. With a very few exceptions, the bottom-line-obsessed executives who run big media companies don’t believe either of these things. There is no other way to explain what passes for "analysis" on major network and cable TV channels. The equally profit-driven executives at big trade publishers may believe the former, but they have little interest in the latter — again, with a very few exceptions. Why else would they publish bad book after bad book with the ridiculous title formula "The Next Big Thing: How [Insert Simplistic Idea Here] Changes Everything”?

The apparently altruistic editors of university presses, however, care both about educating the public and about the expertise of the people doing the educating. They take the ideas of really smart, incredibly knowledgeable researchers and, via books, make those ideas available to everyone. They have the audacity to believe that the public not only deserves the best ideas available, but that the public can understand the best ideas available. As far as I can tell, they are the only folks in the media industry who share that belief — and I love them for it.

That's why I want to help them and, if you believe as I do, you should too. For, though you may not know it, they are in some trouble. For example, the University of Missouri Press just announced that it will be closing its doors. Let me count the problems they face, or at least three of them.

First, most university presses are not economically sustainable. It may look as if university presses publish books like any other commercial press. Just like Random House and the rest, they produce attractive, interesting books and offer them for sale on where you and I can buy them. The difference is that you and I don’t buy them, at least in large numbers: Only university libraries do because they are mandated to buy them as part of "collections development." The university libraries in essence subsidize the university presses. And that would be fine if — and it’s a big "if" — the university libraries had the resources to continue to buy all the $60 books the university presses can print. They don’t.

Their budgets have been broken by the ever-increasing cost of journals, especially scientific journals. The university presses cannot control this cost: the publishers of must-have scientific journals are too few and therefore too powerful to be brought to heel. They can, effectively, force the libraries to buy their journals at whatever price they deem fair. So the university presses cut costs where they can, namely, in acquisitions of books from university presses. Fewer library purchases mean less revenue, and less revenue means increasing reliance on the subsidies most university presses receive from their host universities. That would be fine if the host universities were all willing to pay the increased cost of having a press. Some doubtless are. But some aren’t; for example, the above-mentioned University of Missouri. If university presses can’t pay for themselves, and if fewer universities are willing to pay for them, then there will be fewer university presses.

Second, most university presses are not fulfilling their mission. That mission is to disseminate the research of scholars for the public good. In fairness, they do achieve this aim by making research available to academics and university students. Efficient "scholarly communication" is essential for research and teaching, and ultimately, though indirectly, it does the public lot of good. But the fact of the matter is that university press books rarely directly reach the public. It’s true that if you have a library card for a big university library you can get a university press book for "free." But the vast majority of the world’s population doesn’t have the right card. Even if you don’t have the right card you are still free to buy the book if you have a spare $60. But the vast majority of the world’s population doesn’t have a spare $60.

Hundreds of millions of average people, of course, do have $60 to spend on books. So let’s say you’re one of them. Are you going to buy a university press book? No. Why not? Many academics will tell you that their work is too complicated for common folk to understand. They don’t buy it because they can’t "get it." In some disciplines — mathematics, the hard sciences, quantitative economics — that may be true. But in most disciplines it’s not true at all. A good history book can be understood by most people. But people don’t even buy those.

Again, why not? The reason is that most people don’t have the time or inclination to read. That may sound outlandish, but it’s true. Given the choice (and they have the choice), most people would much rather listen or watch than read. Americans, for example, listen to and watch "media" of various sorts for many hour everyday. In contrast, they read for pleasure for about 15 minutes a day, and they very rarely read books. In short, the university presses have the wrong tool for the job. They are trying to reach the public through expensive books, but people do not want expensive books.

Finally, the university presses do not "get" the Internet. They have blogs and online stores, and in some cases even distribute electronic material. Some, like the University of Michigan, are a lot further up the learning curve. That’s good. Nonetheless, most presses still treat the Internet as if it were another distribution channel for expensive books, like a brick-and-mortar bookshop but better. But here’s the hard truth: the Internet has destroyed the market for expensive books and, more speculatively, university press books in general.

Let’s say you — Jane or John Q. Public — want to know a little something about Subject X. Are you going to go to the library to get a book? No. Too much hassle. Are you going to order a university press book from No. Too expensive and, besides, reading books takes too much time. What do you do? You go to Wikipedia, where you’ll find much of the content of university press books digested into short, convenient, and totally free articles.

But let’s say you want to know more about Subject X. Again, you aren’t going to schlep to the library or fork over $60 for a book you don’t have time to read. Not when the Internet gives you other options. And it does. You could listen to a free podcast interview with the author of a book about Subject X, or you could watch a free video of a course about Subject X taught at a big university. Let’s say, however, that you want to read a book about Subject X. The library and the university press are still both options, but even now you aren’t ready to get out of your chair or plunk down $60.

Not when you can go to any number of sites (Google Books being the biggest) that offer free access to books in multiple electronic formats. Let’s say, finally, that you want a particular university press book about Subject X. Now the library and become more attractive options. They are not, however, the only ports of call. A quick search uncovers an electronic version of the book on file-sharing site. It’s pirated, but it’s also convenient and free. You download it. Again, the university presses have the wrong tool for the job. People have never wanted university press books; now, with the Internet, they don’t need them and, if they do, they don’t always have to buy them.

So what should university presses do to get out of this mess? The obvious answer is to stop printing books, start distributing them electronically, and pass the savings on to both libraries and consumers. This would help a lot, particularly if the university presses could find away to give their books away on the Internet. This may sound ridiculous, but it’s not.

What would it cost an open-access university press to produce an academic book? It could get the “content” for free: academics are quite happy to give their manuscripts to university presses because publication wins them tenure, promotion, and esteem. It could have manuscripts vetted for free:  academics are willing to evaluate manuscripts because they consider it a part of professional service. It could have manuscripts edited and formatted for very little: increasingly, university presses outsource these technical tasks resulting in significant savings. It could distribute books at very low cost: since there is no printing (though print-on-demand could be offered), all the open-access university press needs to do is mount the books on a server. Since the books are not sold, there are no marketing costs.

What’s left? The big expense is editors. Even an open-access university press would need skilled people to find good manuscripts, work with their authors, and shepherd their books through publication. In terms of salary, benefits, and overhead, editors cost roughly the same amount as faculty members, say $100,000 annually on average. A press with five editors, therefore, would cost something in the range of $500,000 each year.

That’s a fraction of the annual budget of an existing five-editor university press. Still, half a million dollars is a lot of money. Since the books would produce no revenue (remember, the open-access university press gives them away), this expense would have to be absorbed by the sponsoring university. Where would it get the money? Hypothetically, out of the library budget. If university presses give away their books, university libraries won’t have to buy them; if the university libraries don’t have to buy them, then they can shunt the money saved to the university presses.

The real challenge facing the open-access model of the university press is getting the ball rolling. If every university press gave away its books, then every university — not to mention the public — would benefit. But someone has to go first, and that someone is going to incur considerable costs not borne by later participants and free riders. After all, the first university press to give away its books will receive nothing in return until the second university press begins to give away its books.

This is a knotty problem, though a number of possible solutions present themselves. The first option is for an altruistic university to begin the process by launching an open access press and absorbing the costs thereof. Such a move might attract similarly altruistic participants. Then again, it might not. A second option is for a consortium of university presses to band together and agree to give their books to one another for free. If this arrangement resulted in considerable savings, it would likely attract other participants.

Finally, a third option is for a foundation to subsidize the transition from closed to open access. The foundation could make grants available to “first mover” universities to offset their expenses until enough institutions have signed on to make the open-access system cost effective for everyone. These options are not mutually exclusive. Some universities have the resources to act as altruists. Others are already in formal groups that might serve as a basis for an open-access consortium. And still others have longstanding relationships with foundations that might support a move to open-access.

As promising as the open-access model appears, it does not go far enough in fixing the broken university press. The reason is simple: even under the open-access model, the university presses are still envisioned primarily as producers of books. This would be fine if everyone loved long, serious books. But almost no one does, the principle exception being academics. Therefore, if university presses want to reach the public, they must begin to think of themselves as the purveyors of ideas rather than the publishers of books. Of course the university presses should still produce books, for there may be no better way for scholars to communicate with one another over vast stretches of space and time. They must, however, also use nontraditional means to "get the word out" about authors and their work, means that appeal to the public.

Some of these new forms will be textual. For example, university presses could post short summaries of their books, aggregate reviews of them, invite experts to begin online discussions of them, cite them on appropriate Wikipedia pages, and so on. Most of the new means of dissemination will, however, inevitably be audiovisual. We know that people would rather listen and watch than read. Heretofore, university presses have had no economical way to take advantage of this predilection. A/V production and distribution were prohibitively expensive. No more. Today good audio and video can be produced and distributed at incredibly low cost and with very little training. Thanks to new media, university presses now have a host of novel ways to "get the word out" about authors and their research. These include podcast interviews with authors, videos based on books or parts of books, and online chats in which authors speak to audiences about their work (a sort of Internet version of the "reading").

What I’m suggesting is that university presses need to do more than publish titles — they also need to help make their authors public intellectuals. Traditionally, public intellectuals have been few and they have enjoyed very large — often national — audiences. The reason for this had little to do with people’s interests and everything to do with the practicalities of the broadcast media. Every "channel" in the broadcast media was (and remains) very expensive.

It costs a fortune to run The New York Times, National Public Radio, and CNN. By necessity, the high costs of broadcast media limited the number of "channels" available and, therefore, the number of public intellectuals who could be featured on them. Broadcast media could only connect huge public intellectuals to huge publics. They could not connect interest-specific public intellectuals to their interest-specific publics.

The Internet, however, can make these connections because it permits economical, finely calibrated "narrowcasting," that is, the transmission of specific information to specific interest groups. Of course print and -- to a much lesser extent -- radio and television also allowed some narrowcasting. Academic journals and industry newsletters are perhaps the best examples. But the scale of narrowcasting on the Internet is orders of magnitude greater than anything known before. Take the blogosphere for example. Here tens of thousands of interest-specific public intellectuals talk to tens of thousands of interest-specific publics concerning every imaginable interest. If you want to know about it — beer brewing, Italian shoes, organic chemistry — you can probably find someone with considerable expertise blogging about it. That’s truly remarkable.

The university presses are well-positioned to take advantage of Internet narrowcasting precisely because they essentially manage a group of experts — authors with books — who are very motivated to reach their publics. Every author wants an audience, even academic authors. The university presses have traditionally helped their authors find their audiences by publishing and promoting books. It’s time to admit that they largely failed, not for any lack of trying, but because the book was the wrong tool. Blogs, podcasts, videos, and types of “programming” not yet conceived or invented offer a much better method of reaching the myriad of communities of interest. If university presses use these methods, everyone wins: the author gets an audience, the audience gets a public intellectual, and the university press fulfills its public-spirited mission.

So, to return to our initial question -- “What should university presses do?” -- my answer is this: spread good ideas by any means available.

Marshall Poe is an associate professor of history at the University of Iowa and editor-in-chief of the New Books Network.

Some of the material on university press budgets was inspired by Bryn Geffert’s lecture "Open Access and the Future of Scholarly Publishing,” at Smith College on April 9, 2012.

Research foresees demand-driven book acquisition replacing librarians' discretion

Smart Title: 

How could the rise of patron-driven acquisition at academic libraries affect the university presses that rely on librarians to buy unpopular monographs?

Essay on closure of University of Missouri Press

American literature is slowly going out of business. The publisher of The Collected Works of Langston Hughes and The Complete Sermons of Ralph Waldo Emerson is closing up shop.

Starting this July, the University of Missouri Press will begin to phase out operations. The press, which was founded in 1958 by a University of Missouri English professor, William Peden, has published approximately 2,000 titles over the course of its history.

Eclectic in its reach, the press has an impressive catalogue that includes offerings in women’s studies, African-American studies, creative nonfiction, journalism, and American, British, and Latin American literary criticism. It serves its region with series such as the Missouri Biography Series and Missouri Heritage Readers Series, and American letters in general with series such as the Mark Twain and His Circle Series and the Southern Women Series.

The press’s catalogue is deep and rich, and holds gems for both the serious scholar and general interest reader. In addition to the seminal collections of Emerson and Hughes, my own recent favorites are Gail Pool’s Faint Praise: The Plight of Book Reviewing in America (2007) and Ned Stuckey-French's The American Essay in the American Century (2011).

One of the measures of a great university is the strength of its press. Press strength is determined by its catalogue, and its catalogue by the choices of its editors and the impact of its authors. Still, not every prestige indicator is marked in this direction.

For example, the existence of a great university press is neither sufficient nor necessary for membership in the prestigious Association of American Universities.

Last year, University of Nebraska, which operates one of the best university presses in the country, was ousted from the AAU; and Georgia Institute of Technology, which does not run a press, was recently admitted. The University of Missouri will neither be ousted nor even punished by the AAU for closing its press. The AAU criteria favor competitive research financing, not competitive catalogues; faculty in the National Academies, not award-winning university press titles.

University presses are nonprofit enterprises. Though these presses may reach a level of financial self-sufficiency in their operation, they are by and large underwritten by their host universities. This is part of the investment of higher education.

Most of the monographs produced by scholars have a limited audience — and very few make their publishers any money. However, their publication is still an important aspect of scholarly activity and knowledge dissemination.

The University of Missouri system afforded its press a $400,000 annual subsidy.

To gain a perspective on this figure and the value of the press to the university, one only has to consider that the head basketball coach at Mizzou makes $1.35 million per year — and the head football coach makes $2.5 million per year.

The interim director of the press makes just under $75,000 — less than an assistant baseball coach. The acquisitions editor makes just under $35,000 — less than an athletic trainer.

Closer to the cost of subsidizing the press are the salaries of the assistant head football coach and the linebacker coach/defensive coordinator, who each make just over $340,000 per year.

How does one compare a football season to a publishing season? Is an 8-5 season more valuable than 30 books published? Is running a press worth losing an assistant coach or two?

In total, the University of Missouri employs over 17,500 individuals. Currently, the press employs 10 people though in 2009 it was nearly twice that number. The economic crash of 2008 forced many state universities such as the University of Missouri to reassess priorities and scale back.

Mizzou made their priorities clear: in 2010, the University of Missouri’s head football coach received a $650,000 raise.

Louisiana State University, another football powerhouse, slated its university press for closure in 2009. Somehow, this press survived the state budget crisis. However, given that it is nowhere near as popular as their football team, I’m sure that it sleeps with one eye open, waiting for the day that university officials have to decide between a subsidy for the press — and a pay raise for the coach.

Other presses were not so lucky. Eastern Washington University, Southern Methodist University, and the University of Scranton all closed their presses.

And even the celebrated University of California Press tightened its belt by discontinuing a poetry series.

University of Missouri administrators are said to be "hashing out ways to create a new and sustainable model to operate a university press." They also assure us that "any future press won’t look like the current operation."

"We believe the publication of scholarly work is important," said the president of University of Missouri. "We’re working very diligently on what” the new press “will look like."

While there is no indication where the University of Missouri administration will go with this, the options here are limited. The most obvious, however, is to go digital. And here there is some precedent.

Though Rice University closed its traditional press in 1996, it reopened in its wake an all-digital press in 2006. According to a 2010 interview with Eugene Levy, who helped finance the revived press during his term as provost at Rice, the all-digital press was costing Rice $150,000 to $200,000 per year. "This was intended as an experiment," said Levy.

Coming from the Andrew Hays Buchanan Professor of Astrophysics at Rice the word "experiment" gains even more gravitas.

Rice hoped to save money by not printing books. Comments Levy, "The hope was that, without the burden of having to maintain a print inventory, the press might sustain itself largely on revenues from print-on demand sales." What the university found out was that there "are base costs that are irreducible" — "and that printing is only one of them."

By 2010, it was determined that there would be no way to recover even the minimal cost of operations. Combine this with slow sales and a fiscal crisis — and the result is a failed experiment.

Rice shut down its all-digital press in the fall of 2010.

However, the decision was not without its detractors.

One of the board members — who wished to remain anonymous — commented that new models of academic publishing are not going to be derived from a sales model. "We’re moving to a different era of scholarly communication where it’s more accessible to more people, and where we don’t have to worry about commercial viability," said the anonymous board member. Humanities publishing is being killed by placing emphasis on commercial viability — "there is no commercial viability," added the board member.

No matter what the form and how diligent the work, a university press requires resources. Just as it takes resources to run a successful athletic program, so too
does it take an investment to run a university press.

And comparatively speaking, the costs are negligible: an editor makes less at Mizzou than an athletic trainer, and even the assistant baseball coaches make more than the press director.

Perhaps the solution is not to compare athletic salaries to press salaries but to treat university presses on the same level as athletic programs. Both are auxiliary operations subsidized by the university, and both play an important role in higher education.

Perhaps we need to measure the scholarly impact of the books published by the press in the same way we measure the impact of the gymnastics or baseball team winning a game or their division. Or think of the cultural capital and prestige generated by the press as akin to the bowl victories or NCAA titles.

And just as we don’t scrap athletics if one of our teams loses games or money, we shouldn’t scrap university presses if they don’t generate enough revenue to cover their operation.

While it may not be the most popular decision for the University of California Press to take one type of book off of their list, if it makes their press more viable in some way; it is akin to downsizing or closing down a sport to make an athletics program stronger.

Think of the $200,000 invested by Rice or the $400,000 at Mizzou as the cost of being a strong university — a cost that in the big picture is most likely a fraction of the cost of one athletic coach.

What does it mean when a university press fails? It means not that its authors are not successful or that its press was not run well. Rather it means that its university has abandoned part of its scholarly mission: namely, supporting the publication of books that are the lifeblood of its faculty — and academia itself.

Jeffrey R. Di Leo is dean of the School of Arts and Sciences, and professor of English and philosophy at the University of Houston at Victoria. His recent books, Academe Degree Zero: Reconsidering the Politics of Higher Education, and Federman’s Fictions: Innovation, Theory, and the Holocaust, have both just been released in paperback.

Survey of university presses attending Book Expo

Intellectual Affairs

At last count, two dozen university presses will have booths or tables at Book Expo America, the annual trade show for the publishing industry, held this week in New York City at the Jacob Javits Convention Center (“Home of the Surprisingly Expensive Hot Dog”). By the time this column appears I will be on a long march through exhibit hall, foraging for the next season’s readings.

In advance of the expedition, I got in touch with each of the listed university presses to ask some questions about how things are going in a publishing environment that is, putting it euphemistically, ever more challenging. About two thirds of them responded to all or most of my questionnaire. In years past, I recall seeing some of the less-known university presses at Book Expo, but fewer of them in recent years; now those in attendance are, for the most part, the well-established places. It's too bad. It's also understandable. The hot dogs are the least of it. The booths are expensive, then they charge for the chairs, and if you want to ship the display copies back home, it'll cost you don't want to know. A lot to gamble on the off-chance that Charlie Rose's producer discovers one of your crossover titles.

Without making any undue claims for the rigor of this survey -- the methodology of which consisted of checking my e-mail every few minutes -- I’d say that the answers give a rough picture of how some university presses are adapting to the new normal.

The obvious question was whether the past year had been one of recovery. Or was “flat [still] the new up,” as the saying from the mid-‘00s had it? (That is, if sales haven’t dropped, you’re actually doing pretty well. See also the blues lyric “Been down so long, it looks like up to me” might be more fitting.) And what effect, if any, did the Borders bankruptcy have?

Out of the 15 university presses that responded to my questions, a dozen presses answered the question about recent business. Five of them said sales were up; another five, that they were flat. At one university press, sales projections had been “on target” – a discreet semi-answer -- while another reported that the year had been satisfactory apart from “a fall [in sales] on the backlist, which is worrying.”

Everyone misses Borders, but you don't hear any sobbing. Few presses noticed much impact on their business. “Borders was a great customer for our American history titles,” recalls Mark Saunders, assistant director of University of Virginia Press, “but their business had declined several years before they closed.” Consumers of scholarly titles continued to buy them -- just through other vendors.

“The closing of Borders did not have a significant impact on our revenue,” said Laura Waldron, marketing director at University of Pennsylvania Press. “Barnes & Noble has always been a much better bookselling partner for us.”

Susan Donnelly, sales and marketing director at Harvard University Press, wondered if the closing of Borders hadn’t created “some change in the way the average book buyer thought about bookstores and their importance to the community.... I would like to think so, would like to believe that people thought that bookstores were necessary.”

A good point. And just the question inspiring the effort to come up with a new sort of bookstore, as considered here two weeks ago.

What about e-books? Trade publishers have taken to the new format in a big way, and lots of e-book-only “presses” have emerged to exploit the market. (And “exploit” is the right word for it, in some cases. A number of skeezy enterprises simply repackage public-domain material – some of it of scholarly interest -- that is already freely available in digital format. Caveat lector.)

So it is undeniably growing readership -- and I'm finding that more and more scholarly titles of personal interest (up to half of them) are available for e-reader. The e-book format also has potential side-benefits for academic publishing. The “read a free sample” option, for example, often proves helpful in deciding whether to buy a hard copy of a book, or look for it at the library.

How many presses had e-books on their lists? What share of revenue did they bring in? And if a press hadn’t gone into e-publishing, was it a matter of some reservation about the format – or was there just a roadblock, institutional or technological?

The latter question proved moot. A dozen presses answered this set of questions. All were offering e-books. Three had just started doing so, and could not venture a guess about the effect on sales. Of the nine presses that did have the numbers on hand, five said that e-books now accounted for 10 percent of their revenue, give or take a little. Figures for the rest ranged from 2 to 7 percent.

Carey C. Newman, director Baylor University Press, said that he and his colleagues “have decided to leave it [e-book income] a zero in the budget until we can get a good track on it.” But caution is not skepticism: “We are expecting sales from e-books to be a nice fat number [over] this next year.”

Circulating each season’s catalog as a PDF ought to spare the cash-strapped university press the expense and hassle of printing and mailing it out. Likewise with the prepublication copies of new book sent out to reporters and reviewers. A few clicks of the keyboard and it’s done.

But such cost-cutting measures work if and only if the intended audience goes along with the change. Here we see the effect of what social scientists used to call “cultural lag.” An awful lot of us still want these things on paper. One day, when we are dead, the publicists can do everything from their laptops. Until then, a catalog must be delivered the old-fashioned way. Reviewing a book that arrives in PDF is possible, but no joy, and something to do only in a pinch.

Thirteen presses responded to my inquiry about this aspect of their business. All report that they offer both print and PDF catalogs. None suggested this arrangement was likely to change any time soon, although at least one sounded ready to let the print edition go as soon as possible. (Fear not: mortality will thin the herd of resisters soon enough.)

The situation with advance copies is broadly similar. Everyone still produces bound galleys, and almost everyone makes e-galleys available. The one exception, University of Pennsylvania Press, expects to offer them soon.

Jessica Pellien, assistant director of publicity for Princeton University Press, is enthusiastic about the ability to customize digital catalogs for specific disciplines or constituencies. She’s enjoyed “pulling out all the math titles for example and emailing that to our math media contacts,” she says, “or all the bird and natural history titles for our bird-blogging friends. I think it allows these contacts to immediately see the books that they are interested in without having to page past a bunch of other titles." It also means she can go anti-specialist when appropriate, “picking out the trade and academic trade titles for general media who are unlikely to review our more specialized books.” But while targeted digital catalogs are "essential for the way we work now,” Pellien says she “can’t imagine walking into a media meeting without a print catalog. So I hope we always have that.”

Susan McIntosh, marketing director for McGill-Queens University Press, calls the print version of their catalog “less of a sales tool [than] a general promotion tool for the press,” since it expresses the press’s "overall commitment to good publishing design.”

As for e-galleys, most respondents indicate that they are provided if a special request is made. “Typically, only urgent requests are done this way” at Indiana University Press, says Mandy Clarke, its trade marketing and publicity manager, “and even then, reviewers want the hard copy mailed. I have heard from a limited number of large review publications that they will be making the switch to e-galleys though.”

Colleen Lanick, publicity director at MIT Press, says that for the past few seasons e-galleys have been an option on the checklist sent out to reviewers over the past few seasons. (I recall seeing one or two other publishers doing so as well.)

New York University Press “will begin offering e-galleys for a select few of our spring and fall titles,” says Betsy C. Steve, a publicist there. “I find that a majority of reviewers and reporters still prefer receiving a hard copy, but enough are starting to request e-galleys and even e-books that we needed to start offering them as an option for our titles. Overseas reviewers are definitely the friendliest to e-galleys, as they eliminate the delays international shipping can sometimes create."

Not all that long ago, hardy pioneers at a few university presses first drove their covered wagons into the wild frontier of the blogosphere. It’s hard to remember how adventurous it all once seemed, how new and risky. The challenge today, rather, would be to find a university press (any sort of press, really) that doesn’t have a blog. Every press responding to my questionnaire had one. I asked how they were generating content, and what they did to promote it. The easiest thing in the world, after all, is to establish a blog, while tending it and finding readers is another story.

Michael Roux, publicity manager for University of Illinois Press, says that three to five items a week go up on the press’s blog, including “author opinion pieces, author Q&As, book announcements, and links to recent reviews, radio/TV interviews, and publishing news.” That list covers the range of content sources identified by the other presses that responded. It is a considerable improvement on the situation a few years ago, when many blog posts were hard to distinguish from catalog listings. Jodi Narde, e-marketing and social media specialist at NYU Press, says the press’s blog “very rarely [has] any marketing-type material” in its posts.

It’s a good policy, and one that others have developed on their own. “We’re doing our best not to be too formulaic about what we post and how we post it,” says Kate O’Brien-Nicholson, marketing director for Fordham University Press. “Obviously, book launches, events, anniversaries, positive press, etc. etc. etc., can be and are shared on the blog but we also try to make connections and provide context that we believe a reader might find interesting.”

Brendan Coyne, exhibits and awards manager at Johns Hopkins University Press, describes a publishing schedule approximating that of a regular periodical. “We carry posts written by our authors every Wednesday,” he says, in addition to two monthly features: The Doctor Is In, which consists of “posts by the doctors who write our consumer health titles,” and Wild Thing, “a look at the natural world around us” by Hopkins authors. A department called Over the Transom “gives brief overviews of different parts of the publishing process,” while Tales from the Assistant's Desk offers “commentary from the perspective of an acquisitions assistant.”

Meredith Howard, publicist for Columbia University Press, says that the blog runs multiple posts per day, including “the occasional shout out to our fellow UPs.”

It’s clear that being a powerhouse in this venue involves posting in both quantity and quality – as well as learning to incorporate platforms as they become available. Laura Sell, publicist at Duke University Press, mentions taking advantage of the graphics-friendly capabilities of a Tumblr blog, “where we feature short excerpts from our books and journals and display interior art from our titles to a visually-oriented audience.”

Carrie Olivia Adams, publicity manager for University of Chicago Press, runs through an overwhelming array of the tools now in use to make Chicago titles more visible, including an individual Facebook page “for each of our trade titles,” used “mainly for announcing author events and linking to review clips.” The box on the right-hand side of The Chicago Blog is a switchboard for making contact with some of the press's content-churning efforts, though not all of them.

She admits that it is difficult to assess the results of all the multifront experimentation. Even so, “we definitely think the online conversation is one worth being a part of, and it engages us with many savvy readers.”

And engaging savvy readers is, of course, what it’s all about.

Thanks to everyone who responded to my inquiries, and sorry not to have incorporated all of the interesting replies. See you at Book Expo.


Anvil Academic aims to provide platform for digital scholarship

Digital Humanities
Smart Title: 

Digital humanities advocates look to hammer out a publishing platform to help institutions apply traditional peer review mechanisms to nontraditional research.

Oxford Press will publish books that are controversial in India

Smart Title: 

Facing criticism from professors worldwide, publisher will re-issue books by scholar whose essay set off controversy in India.

Wards of the Court

Smart Title: 
A sharp split over digitized versions of "orphan works," as well as anger over Google's books project, led authors' group to sue major university libraries.

E-phemeral E-Books

Smart Title: 
In a bid to stoke interest in e-books, some university presses let students and scholars rent electronic volumes for a fraction of the full price.

You Want ME to Write the Institutional History?

For all that they are seen as bastions of knowledge and unfettered flow of information, colleges and universities are not typically known for welcoming rigorous scrutiny of themselves. They often have love-hate relationships with the journalists who cover them.

So imagine my surprise in 2002 when R. Dean Mills, dean of the University of Missouri’s Journalism School, asked me, an investigative reporter on its faculty, to write an institutional history of the school, the world’s first and arguably best, to commemorate its centennial.

The offer felt like an attractive one -- he agreed to pay a sum commensurate with what a New York City book publisher would pay for a trade title found in the country’s major bookstores, and had lined up the University of Missouri Press, a first-rate academic press, to publish it. Still, I said no -- I was under contract to write a trade book, I did not think I could handle a second book project at the same time, and the idea of an institutional history sounded potentially boring. But the dean demonstrated persistence. Each month that passed, the money became increasingly appealing, in part because my advance from the trade publisher had long since run out.

I was sure, though, that my unshakeable demand -- complete editorial independence – would cause the dean to draw back. I was wrong. When he agreed to that condition, I said yes, despite my reservations.

You have it right: Mills chose the person most experienced at unearthing skeletons, digging up dirt, (substitute your own cliché, if you like), to tell his institution’s history. Was he crazy, or gutsy, or what?

Protected by my written promise of complete editorial independence, I began digging -- er, researching. What happened over the next five years surprised me, a veteran of seven trade books, over and over.

Surprise Number One: The secrets hidden in archives. As an investigative reporter, I am accustomed to being stonewalled when I seek information from government agencies, private sector corporations and even not-for-profits such as charities. Yes, I had used archives before, so I grasped their importance. That said, what I found at the University of Missouri archives astounded me at times. The dedicated, skilled archivists delivered box after box to the table where I was taking notes. They never withheld folders, never inquired about my motives, never complained about the voluminous nature of my requests.

Inside the boxes I found revealing information about journalism school programs (including budget increases and cuts) as well as documents about faculty, staff and students, many of them still living. Negotiations preceding faculty hires, disciplinary panels, tenure and promotion applications and votes – all there for my consumption.

Surprise Number Two: The prickly questions of self-censorship I faced. Access to sensitive files meant potential invasions of privacy if I decided to publish what I found. As an investigative reporter writing in the omniscient third person, I worry about invasions of privacy infrequently. A story important to a broad readership must usually trump concern about an individual. That formulation might sound heartless, but those uncomfortable with it should never become investigative reporters.

I felt differently as the chronicler of the journalism school’s history. My name would appear as author, but I did not consider the book so much “mine” as I did “ours,” with me representing current and former faculty, staff and students. I understood from the start that lots of folks constituting “ours” wanted me to produce an upbeat centennial history rather than an expose. As a result, I discussed only the tenure and promotion controversies necessary to document themes, such as the troubles faculty at what is partly a vocational school encounter when being judged for tenure/promotion by a campus-wide committee of Ph.D.s in biology, physics and history.

Not all the self-censorship puzzlements arose from archival material. For example, I knew from my decades at the school of faculty on faculty extramarital affairs; faculty on staff extramarital affairs; and faculty members who began romantic liaisons with students. How to handle those, especially because at least a few affected the educational atmosphere within the school? I considered writing about the impact of some affairs without naming names. But that would have violated my personal ban on anonymous sources and subjects. Furthermore, failing to name names would have cast a shadow on the uninvolved. For better or worse (probably worse), I omitted all such sexual liaisons from the book, except for rumors involving the founding dean and a student, rumors that had been published previously. That student became a faculty member, as well as the dean’s second wife after he spent years as a widower.

Surprise Number Three: Examining my biases. I arrived at the University of Missouri in 1966 as a student. I graduated from the journalism school in 1970. In 1978, I joined the faculty, eventually became a full professor with tenure, and continue to teach there part-time. That means for more than 40 years I have known many of the people mentioned in the book. I never pretended to put aside all biases. I devote more paragraphs than some other author might to my mentors. I devote more paragraphs than other authors would to Investigative Reporters and Editors, a professional group with headquarters at the journalism school; I served as executive director of IRE from 1983-1990, and still serve as an editor on IRE’s magazine. I did my best to avoid score settling, but probably failed to erase or even hide all my negative reactions to certain individuals. In the preface, I warn readers: “When I possess firsthand knowledge of people and occurrences, I have allowed that knowledge to inform the narrative. I am acutely aware that my firsthand knowledge is open to interpretation by others with different values and vantage points.”

Surprise Number Four: The dilemmas of context. The journalism school has been home to ugly episodes of racism, sexism, religious intolerance, homophobia and ageism. I worried about slamming the journalism school for such behavior when the same ugliness permeated the entire university (the first African-American faculty member did not arrive until 1969), city, county, state and nation. I eventually decided to cover a few of the most significant ugly incidents in depth, and omit the rest.

Well, the book is generally available now ( Its main title is The Journalism of Humanity, part of a quotation from the founding dean Walter Williams, who, by the way, never attended college but eventually became the University of Missouri’s president. The subtitle is “A Candid History of the World’s First Journalism School.” I believe the word “candid” is accurate, despite what I omitted.

Steve Weinberg
Author's email:

Thinking Like an Entrepreneur

It can be a frightening time to be in the publishing business. The economic mechanisms that support the reproduction and distribution of information in print have been disrupted by the economics of digital media. The newspaper industry provides just one example. As Eric Alterman pointed out in a recent New Yorker article, “In the Internet Age,… no one has figured out how to rescue the newspaper in the United States or abroad.” Print circulation is at its lowest level since records have been kept and online revenue from advertising and subscriptions are nowhere close to making up for those declines. It is well known that journals and scholarly presses are also struggling to adapt their business models.

At the same time that established publishing organizations are struggling, more and more academics and academic organizations are attempting to enter digital publishing. They are digitizing new content daily, developing new software tools, and collecting new data. Naturally, the creators of these online academic resources (OARs) wish to make them broadly available and to ensure their continued availability and currency.

These new digital resources have generally been created from one-time grant funding or short-term commitments of resources. However, unlike a printed book, digital resources require continued investment. The software systems and platforms on which they depend must be upgraded and kept current. It is the nature of digital resources to be continually growing and changing, attracting new content, and rapidly cycling through revisions and additions.

Increasingly, therefore, foundations, government agencies and universities are asking where they will find the recurring funding to sustain these online resources over time. They are requiring the leaders of such projects to develop sustainability plans that include ongoing sources of revenue; in short, they are looking for academics to act as publishing entrepreneurs. Success in such endeavors requires entrepreneurial expertise and discipline, but in our experience at Ithaka, few OAR projects employ fundamental principles of project planning and management. Why don’t they?

What we have observed is that deep cultural differences separate the scholarly mindset from the mindset of the e-entrepreneur. Most people overseeing online academic resources are scholars, raised in the academy, accustomed to its collegial culture and deliberative pace, shielded from traditional market forces. However, the rapid changes and ruthless competitive landscape of the Internet require a different mindset. The challenge for a successful OAR project leader is to marry the scholarly values essential to the project’s intellectual integrity with the entrepreneurial values necessary for its survival in the Internet economy.

To assist project leaders in successfully managing digital enterprises, Ithaka embarked on a project to study the major challenges to the sustainability of these online academic resources. Working with support from the Joint Information Systems Committee and the Strategic Content Alliance, we interviewed a range of people both in the academy and industry. During that effort, the fruits of which were published last week, we identified several aspects of the entrepreneurial approach that seem particularly important to creating sustainable digital projects:

1. Grants are for start-up, not sustainability. Most often, project leaders should regard initial funding as precisely that -- start-up funding to help the project develop other reliable, recurring and diverse sources of support. The prevailing assumption that there will be a new influx of grant funding when the existing round runs out is counter-productive to building a sustainable approach. There are exceptions to this assertion -- for example, if a grantee offers a service that is vital to a foundation’s mission or is exclusively serving an important programmatic focus of the funder -- but these cases are unusual.

2. Cost recovery is not sufficient: growth is necessary. Project leaders need to adopt a broader definition of “sustainability” that encompasses more than covering operating costs. The Web environment is evolving rapidly and relentlessly. It is incorrect to assume that, once the initial digitization effort is finished and content is up on the Web, the costs of maintaining a resource will drop to zero or nearly zero. Projects need to generate surplus revenue for ongoing reinvestment in their content and/or technology if they are to thrive.

3. Value is determined by impact. OAR project leaders tend to underestimate the importance of thinking about demand and impact and the connections between those elements and support from key stake holders. The scholarly reluctance to think in terms of “marketing” is a formula for invisibility on the Internet. Without a strategic understanding of the market place, it is only through serendipity that a resource will attract users and have an impact on a significant population or field of academic endeavor. And of course, attracting users is essential for garnering support from a variety of stake holders: host universities, philanthropies and government agencies, corporate sponsors and advertisers. The most promising and successful online resource projects are demand driven and strive for visibility, traffic and impact.

4. Projects should think in terms of building scale through partnerships, collaborations, mergers and even acquisitions. Project leaders need to consider a range of options for long-term governance. Start-ups in the private sector, for example, aim for independent profitability but they also consider it a success to merge with complementary businesses or to sell their companies to a larger enterprise with the means to carry those assets forward. Not-for-profit projects should think similarly about their options and pursue different forms of sustainability based on their particular strengths, their competition, and their spheres of activity. Given the high fixed costs of the online environment, collaborations and mergers are critical for helping single online academic resource projects keep their costs down and improve chances for sustainability.

5. In a competitive world, strategic planning is imperative. In the highly competitive environment of the Web, project leaders must embrace the best operating practices of their competitors -- a group that includes commercial enterprises -- for mindshare and resources. That means they will have to act strategically, develop marketing plans, seek out strategic partnerships, understand their competitive environment, and identify and measure themselves against clear goals and objectives for how they will accomplish their missions successfully and affordably. An academic disdain for “commercialism” can doom many a promising scholarly project to failure on the Internet.

Historically, academic projects have been shielded from commercial pressures, in part by funders, but mainly because their economic environment operated independently from other areas of commerce. This separation between the “academic” and “commercial” economies is no longer meaningful. The project leaders that are most likely to succeed in today’s digital environment are those who can operate successfully under the pressures of competition and accountability, and in the messiness of innovation and continual reinvention.

6. Flexibility, nimbleness, and responsiveness are key. OARs need to develop the capability for rapid cycles of experimentation (“fail early and often”), rather than spending years attempting to build the optimal resource in isolation from the market. Unfortunately, many OARs are structurally set up to do the latter – their grants commit them to promised courses of action for several years and tie them to specific deliverables. Leaders of online academic resources may not realize that many funders would prefer nimbleness if it means that the OARs will have a greater impact. Funders, for their part, must recognize that multi-year plans need to be highly flexible to allow for adaptation to new developments in technology and the marketplace.

7. Dedicated and fully accountable leadership is essential. Running a start-up – and developing an online academic resource is running a start-up – is a full-time job requiring full-time leadership. The “principal investigator” model, in which an individual divides her time among a variety of research grants, teaching assignments, and other responsibilities, is not conducive to entrepreneurial success. New initiatives aiming for sustainability require fully dedicated, fully invested, and intensely focused leadership. If a principal investigator cannot provide it, he or she will have to retain a very capable person who can.

If new digital academic resources are going to survive in the increasingly competitive online environment, the academy needs a better understanding of the challenges of managing what are essentially digital publishing enterprises. Leaders and supporters of these projects must orient themselves to an entrepreneurial mindset and embrace principles of effective management. If they are unable to do that, important resources serving smaller scholarly disciplines will disappear, leaving only those projects that are commercially viable.

Kevin M. Guthrie
Author's email:

Kevin M. Guthrie is president of Ithaka, a nonprofit organization with a mission to accelerate the productive uses of information technologies for higher education. From 1995 to 2003, he was the founding president of JSTOR.


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