Higher Education: Open for Business addresses a problem in higher learning, which is newly recognized in the academic spotlight: the overcommercialization of higher education. The book asks that you, the reader, think about the following: Did you go to a Coke or Pepsi school? Do your children attend a Nike or Adidas school? Is the college in your town a Dell or Gateway campus? These questions should not be a primary concern for students, parents or faculty in an environment that has to allow students to freely focus on learning. But in a time of fiscal uncertainty, can higher education ignore the benefits of commercial ventures? It may seem foolish to do so. However, commercialism has gotten too close to certain aspects of academia such as the campus environment, classroom activities, academic research, and college sports. This disturbing encroachment of academic ground is addressed in Higher Education: Open for Business by a diverse host of authors who are closely involved in higher learning.

Higher Education: Open for Business addresses a problem in higher learning, which is newly recognized in the academic spotlight: the overcommercialization of higher education. The book asks that you, the reader, think about the following: Did you go to a Coke or Pepsi school? Do your children attend a Nike or Adidas school? Is the college in your town a Dell or Gateway campus? These questions should not be a primary concern for students, parents or faculty in an environment that has to allow students to freely focus on learning. But in a time of fiscal uncertainty, can higher education ignore the benefits of commercial ventures? It may seem foolish to do so. However, commercialism has gotten too close to certain aspects of academia such as the campus environment, classroom activities, academic research, and college sports. This disturbing encroachment of academic ground is addressed in Higher Education: Open for Business by a diverse host of authors who are closely involved in higher learning.

Examining the increasingly common dilemma experienced by consumers who face an overabundance of choices, Overchoice: Too Much to Choose From, Too Little Time provides a much-needed context for the quandary and offers tools to help cope with it. The book creates an unobstructed overchoice narrative. It examines overchoice as a psychological theme and establishes its sociological foundations. It explores the economic nature of overchoice and its impact on the marketplace. It provides an overview of consumer culture, consumer overload, and the resultant consumer disenchantment. Lastly, it addresses the informational complexity created by overchoice. Developed to help readers recognize that the most plentiful choice is not necessarily the best one, Overchoice shows them how to analyze and make discerning decisions about the abundance that is regularly offered to consumers today. This timely text is well-suited for courses in marketing, consumer behavior, social psychology, and economics.

As the number of college and university programs that are integrating on-line classes continues to increase, the issue of course evaluation methods may raise many questions. One of the main questions raised is to assess whether or not faculty who teach on-line courses perceive their current method of student course evaluations as an effective tool. Should these on-line courses use the same student evaluation tool that is used in the traditional lecture courses? Are there issues and concerns within the on-line teaching environment that should be addressed in such tools? What is the perception of faculty regarding the effectiveness of the current tools? There is a definite lack of information regarding the effectiveness of student course evaluations for on-line courses. Many institutions have adopted the criteria already in place for traditional courses to be used for their on-line courses.