White paper: Educational publishers of the future

Educational publishers of the future –how to meet market demands in times of digitisation, new media, and new learning methods

OCTOBER 2013 #02

SCHILLING WHITE PAPER SURVEY - OCTOBER 20132

“WE DON’T SELL TEXTBOOKS. WE SELL EDUCATION”.Educational publisher

We live in a time where digitisation challenges the raison d’être of educational publishers but also brings new opportunities – a time where access to knowledge is no longer restricted to textbooks and teacher-controlled classroom activities. This affects educational institutions and puts new demands on teachers and students and on the methods and resources that they use. Different publishers face different challenges, depending on whether their main customers are primary schools, secondary schools, or the academic world, but fact is that teaching methods of yesteryears – popularly speaking the old class textbooks – are under pressure.

To ensure their survival many educational publishers are in the process of redefining themselves to fully exploit the new opportunities and fulfil the potential brought on by the digital changes. They are doing this because there is a generally positive attitude in the industry: digitisation is mostly a good thing! The question is, to what extent have publishers already managed to adapt to the multitude of new opportunities, and what else do they need to do?

Digitisation has redefined books – and the way we consume them. Therefore changes are also happening in the part of the food chain that produces and distributes books. Specialised publishers who work with the development and publication of books and other resources for the educational sector are facing a range of specific problems but they also have unique opportunities. Not only are they moving away from print towards digital – new media are changing the learning approach. Teachers and students take on new roles.

These trends in educational publishing are presented and analysed by Schilling in this white paper titled “Educational publishers of the future”.

• Distruption: What disruptive players and forces will the future bring?• Content: What kind of content is relevant in a time where information and access to

knowledge are virtually free?• Product development and production: What kinds of products will educational publishers

sell in the future when print is no longer the customers’ only – or even first – choice?• Contract, rights and royalty management: How will new business models influence

the processes for contracts, rights, royalty licensing, etc.?• Customers: Who will they be and what are their needs?• Sales: How will new business models and a changing market influence sales concepts

and customer relations?

Introduction

SCHILLING WHITE PAPER SURVEY - OCTOBER 2013 3

SEPTEMBER 2013 #02


Topical industry white papers

For the third year in a row, Schilling is zooming in on the publishing industry. In 2011 we focused on the general challenges in the trade publishing market in “European publishing towards 2015” with discussions about digitisation, new business models, product development, rights, the editorial process, sales and marketing, and the relation between publishers and authors. And in 2012 we published “Author and publisher relations – how publishers stay competitive in digital publishing” together with O’Reilly Media.

For the new whitepaper, Schilling conducted qualitative interviews in Europe and the US with lead-ing executives from educational publishers and with selected customers, including headmasters of private and public schools. The interviews were conducted in the spring and summer of 2013 during which the interviewees were asked to give their views on the most important challenges educational publishers face in the coming years. What do customers need? What will publishers sell?

We aim to inspire and spur the creation of new ideas and visions to empower educational publishers to not just meet the challenges brought on by increased digitisation heads on, but to help the industry fulfil its growth potential by meeting customer demands for new products, both print, digital, and combined solutions.

“WE NEED TO BE READY WHEN THE TIPPING POINT COMES – WHEN WORKING DIGITAL BECOMES MAINSTREAM. THIS IS BOTH OUR CHALLENGE AND OUR OPPORTUNITY”.Educational publisher

PARTICIPANTS IN THIS WHITE PAPERGyldendal Uddannelse, Studentlitteratur, Sanoma Utbildning, Intertaal, Pearson Education, Sanoma Pro, Otava Publishing Company, Malmberg, Gyldendal Norsk Forlag, Aschehoug, Liber, Cornelsen Schulverlage, Rygaards International Secondary School, Langebjergskolen, Studymates, New Publishing Solutions.

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Author and publisher relations –how publishers stay competitive in digital publishing

NOVEMBER 2012 #01

Educational publishers of the future –how to meet market demands in times of digitisation, new media, and new learning methods

OCTOBER 2013 #02

of digitisation, new media, and new learning methods


“DIGITISATION IS THE ISSUE – NOTHING ELSE COMES EVEN CLOSE. BUT I DO NOT SEE IT AS A THREAT. I SEE IT AS AN OPPORTUNITY”.Educational publisher

The educational publishers represented in this white paper have a lot in common in relation to history, organisation, core services, and market interests. So it comes as no surprise that they foresee many of the same challenges and opportunities for the future. However, in some areas publishers differ from one another. We shall also take a look at their different interests and thoughts about the future.

There appear to be four general, value-creating dimensions:

DIDACTICSSome educational publishers maintain that they should first and foremost keep focusing on didactics, supplying their traditional core services: content plus learning. They do, however, concede that these services can – and must – be distributed in new ways. The platform itself is less important.

MARKET FOCUSSome publishers look to sales and marketing and focus on the fact that in times with increased competition, new players on the market, and new technological opportunities, publishers must be better at marketing themselves, strengthening their brand value, and bringing attention to the type of product they sell.

TECHNOLOGYSome publishers see the development of new IT as significant. They believe they can improve their competitiveness and market position by actively taking part in the development of IT systems and improving their employees’ technical skills, whether this happens in-house – for example in combination with new appointments – or in partnership with other providers on the market.

POLITICSFinally, some publishers – particularly those who operate in the publically controlled markets – emphasise the significance of politics within the educational sector. The political influence can be felt above and beyond cutbacks in public budgets, including schools’ and universities’ budgets for teaching resources. Varying political statements mean that schools – and thus also publishers – are uncertain as to what they should focus on. Some publishers see this as a tough nut to crack, but other publishers focus on the need to be able to navigate through the shifting political landscapes and learn to adapt quickly to the changing demands. Publishers need to understand the political process, make their voices heard when education and learning are on the political agenda, and not hesitate to embrace political lobbyism.

So how do publishers adapt efficiently and appropriately to the new digital reality? How should they adjust their business model? What kind of competency development for employees is it important to focus on? What new tools and equipment are necessary? The strategic positioning of publishers must take into consideration that successful publishers should be able to operate effectively in all four dimensions even if the main value creation comes from one single dimension.

Executive summary

A NEW WORLD OF LEARNING SPELLS DISRUPTIONSome publishing employees find that everything they know is being turned upside down. They are not sure what the future will bring. In particular, the following issues are on their minds:

• The traditional role of publishers – “to make publically known” – is rapidly being phased out with the expansion of the internet. Demand for traditional textbooks is decreasing. New ideas are needed. However, this does not mean that publishers’ expertise is not necessary in the future. Rather, publishers must find new ways to exploit their expertise. Teaching in the future will still require know-how and quality control. What is changing is the form – the methods by which teaching is brought to students. Being able to produce high-quality content will still be of considerable value to the market.

• Other players in the market are challenging the monopoly-like status of traditional publishers. These are giants such as Apple and Google who constantly develop and expand their market interests and business areas, but smaller IT companies from untested start-ups to more established organisations are also moving into the market for educational resources. There is a steadily increasing interest in e-learning, such as for example learning management systems that allow for an individualised learning curve based on fragmentation of standard learning resources. One example that points towards future learning processes that are radically different from the ones we know, is a project run by the Indian-Bangladeshi-American entrepreneur and multimillionaire, Salman Khan, from Harvard University and Massachusetts Institute of Technology. He established the Khan Academy in 2006, a non-profit organisation that distributes free education via the internet channel YouTube, primarily within scientific and academic disciplines. At the time of writing, the academy has produced more than 4.300 freely available high-quality teaching videos. These videos are supported by a learning management system that enables teachers to follow and support an individual student in his/her learning process.

By playing to the strength of the disruptive forces, educational publishers may turn threats into opportunities. Disruption indicates a shift in customer value perception and demand, which requires a better understanding of customer data in order to support an agile product development system. Business intelligence is a key component in moving closer to customer needs and bridging sales, marketing, production, and distribution.

“TECHNOLOGY MUST BE EMBRACED – XML AND DIGITAL ASSET MANAGEMENT IN PARTICULAR. PUBLISHERS MUST STOP PRODUCING PRINTED BOOKS FIRST AND THEN ADD DIGITAL VERSIONS LATER”.Educational publisher


The digitalclass room

RULES OF ENGAGEMENT• In the long run it is not viable to only think of the production of traditional textbooks. It will not do either

to maintain the notion that the “old” publishers have unique know-how that must (or can) be protected. The new process of sourcing content enables publishers to harvest customer satisfaction digitally and thus understand customer behaviour early in the sourcing process – for some even prior to signing a contract – or to make the contract terms and royalty rates depend on user satisfaction and learning effect. Engaging users in the content creation requires a structured sourcing process and an IT system that creates an overview and supports the process.

• Another top priority will be the development of new employee competencies and the employment of staff with skills that traditionally have not interested educational publishers, for example from the IT world. This is a natural consequence of the fact that publishers will spread over new and larger product areas and will start collaborating with providers of digital content and digital communication solutions.

“SOURCING BECOMES MORE COMPLICATED BECAUSE WE HAVE TO INVOLVE DIFFERENT PEOPLE AND SUPPLIERS IN OUR PROJECTS. IT RAISES THE DEMAND ON OUR PEOPLE FOR PROJECT MANAGEMENT SKILLS. EDITOR IS THE WRONG TITLE – THEY ARE NOW PORTFOLIO AND PROJECT MANAGERS”.Educational publisher

INCREASED DEMAND FOR CREATIVITYDigitisation provides innumerable opportunities to communicate know-how and education.

• Learning management systems make it possible to work with individual learning curves and tests, customised to each individual student. Thus, teaching is tailored to the individual person, and it is possible to measure the effect of the publishers’ solutions. Atomisation of content broadens the business area so that publishers can expand their business to include more products and solutions, but it also adds complexity to the production, project management, rights, contracts, sales and marketing – and poses new challenges to employee skills and IT infrastructure in order to reach the desired learning effect.

• Educational institutions demand creativity in the teaching resources they use. They also require continuous support from providers to ensure that the learning process stays creative. Gamification is an important factor in product development for educational publishers in the future. Gamification means adding elements from games to the digital solutions used for teaching on websites, tablets, and other platforms. The purpose is to make learning more intuitive, attractive, and easily available. These elements encourage desired user behaviour, for example by giving points and making lists of high scores that students know well from real games.

“MASS INDIVIDUALISATION IS COMING. WE HAVE TO CATER TO INDIVIDUAL NEEDS ON A LARGE SCALE. THE LEARNING CURVE OF A STUDENT IS NOT NECESSARILY DECIDED AT CLASS LEVEL BUT AT THE SKILL LEVEL OF THAT INDIVIDUAL.”Educational publisher


“GAMIFICATION IS GOING TO PLAY A GREATER ROLE – IT IS A PHENOMENON THAT HAS TO BE TAKEN SERIOUSLY.”Educational publisher

COMPLEXITY NECESSITATES THE MANAGEMENT OF CONTRACTS, RIGHTS AND ROYALTYNew business models are usually more complex than old ones. There is a difference between development and sales of classroom textbooks and the fragmented, individualised approach to teaching, indeed to the entire learning process, that seems to be currently developing. Needless to say, increased complexity creates new demands, including demands on publishers and their organisation, employees, and IT systems.

• Rights management is necessary to utilise and support new business opportunities.

• A clear contract strategy is a necessity in the sense that publishers must have a clear picture of how they want to utilise the learning assets they acquire when signing a contract with an author, illustrator, or other kinds of suppliers. Agility in creating new learning resources should not be hampered by a lack of overview of rights and permissions.

• The individualisation of the learning process – the fact that teaching resources can be fragmented and tailored to meet the needs of the individual student – may well enable publishers to expand their business area and income, but at the same time administration of content becomes a new burden that requires the development of new employee skills and a new IT infrastructure.

• Royalty settlements are already a time-consuming task for most educational publishers, and the emerging new business models such as subscriptions and “slice ‘n’ dice” will add to the complexity and necessitate a royalty system that is linked to the contract and rights management automation system.

THE EVER DEMANDING CUSTOMEROn the customer side we also see changes driven by digitisation.

• Teachers and students have new requirements for teaching resources because they are used to living in a digital age with free access to a multitude of information. Publishers will therefore experience increasing demands from their customers – wanting learning to take place with new media and teaching resources that are interactive, creative, well designed and individualised in an entirely different way than traditional textbooks and class teaching. As mentioned above, gamification is one such shortcut.

• Customer demands are multiple. Publishers must incorporate the customers’ requirements in the devel-opment process and do it earlier, and cut costs without compromising on quality. Customers – schools and the politicians who set the budgets for procurement of teaching resources – see digital products as “cheaper” than traditional textbooks. In reality, this is rarely the case. Publishers therefore have some explaining to do regarding their sales efforts, to make their customers understand that a digital solution often increases the quality of a particular teaching resource and therefore should cost the same as – if not more than – traditional resources.


“… DIGITAL PRODUCTION ALLOWS US TO CONSTANTLY DEVELOP THE PRODUCT. WE EVEN IMAGINE THAT USERS, BOTH TEACHERS AND STUDENTS, WILL BE IN A POSITION WHERE THEY HAVE AN IMPACT ON OUR PRODUCT. BUT I DON’T BELIEVE IN THE IDEA THAT TEACHERS WILL COMPILE THEIR OWN TEACHING RESOURCES AS SUCH. THEY WILL STILL WANT ACCESS TO COMPLETE AND COMPILED RESOURCES THAT HAVE ALREADY BEEN DEVELOPED AND TESTED.”Educational publisher

CREATE SYNERGIES BETWEEN SALES, MARKETING AND PRODUCTION

“LICENCES, SUBSCRIPTIONS, ETC. WILL INCREASE. A LICENCE TO USE WILL BE THE CORE OF OUR FUTURE BUSINESS MODELS. WE WILL NEVER JUST SELL AND THAT’S IT – SALES IS GOING TO BE A CONTINUING PROCESS.”Educational publisher

• An important factor in the strategies of publishers is to get closer to the customers – teachers, students, and parents – so that they can tailor new products to the customers’ needs to an even larger extent. Subscrip-tion selling has an in-built possibility for long-term customer relationship but this means that publishers must concern themselves with their customers’ activities, satisfaction level, and even learning results in the subscription period, if they want to obtain renewals.

Publishers must enhance their organisational cooperation and improve synergy. This includes bridging the gap between sales, marketing, content providers, and editorial in an iterative process to have a “cook to order” production. Thus, the imminent risk of producing titles that do not meet market demands is mitigated, but it does require an agile publication process and an IT infrastructure that creates an overview and a relation between customer needs and the publishing process.

“A MOVE TOWARDS SERVICE AND A TRANSFORMATION FROM PRINT TO DIGITAL – THESE ARE THE TWO DRIVERS IN THE FUTURE.”Educational publisher

THE POLITICAL GAMEThe significance of political agendas and constantly changing political decisions within the educational sector should not be underestimated. Political decisions on finance, for example budget cuts for schools and universities, obviously pose a challenge to educational publishers. But political initiatives and visions for learning and education may also influence and change the sector in a broader sense, and thus also redefine the needs and requirements that teachers, students, and parents have for new teaching resources. At the same time, the increasing political focus on digital learning and also, in some cases, politically motivated changes in how learning institutions select and buy learning materials – the move from the local level to a more centralised level – presents new potential and opportunities. This once again underlines the importance of having a clear business strategy: Who are your customers, what is your product, and how can the needs of your customers develop and be influenced by the agendas of other players in the sector, i.e. politicians?

“POLITICAL FOCUS ON EDUCATION AS AN ANSWER TO THE INCREASED COMPETITION THAT FOLLOWS FROM GLOBALISATION HAS MADE IT EVEN MORE IMPORTANT FOR PUBLISHERS TO BE ABLE TO UNDERSTAND AND INFLUENCE THE POLITICAL AGENDA.”Publishing consultant



“YOU DON’T FATTEN THE PIG BY WEIGHING IT…”Educational publishing consultant

The leading executives from the publishers in Sweden, Denmark, Norway, Finland, Holland, the UK, and the US whom Schilling has talked to in preparation for this white paper agree that they have to rethink their identity as publishers. They must develop their business models and position in the market, cope with external notions about conservatism and inertia in the industry, and make clear that they can maintain their core services and core values while at the same time show that they are not afraid of digitisation but on the contrary that they embrace it and are ready to seek the opportunities for development and growth that it provides.

Digitisation is commonly recognised as being the major disruptive trend in the industry, but educational publishers see digitisation as an evolutionary process rather than a revolutionary process. Publishers wish to push the discussion forward so that the talk is about changes that have already happened rather than about changes that are coming so that they can focus resources on finding new solutions rather than on diagnosing the situation.

“I DON’T THINK THE WORD ‘PUBLISHER’ FITS OUR BUSINESS VERY WELL. I SEE US MORE AS SERVICE PROVIDERS.”Educational publisher

Publishers have several tasks ahead of them:• The significance of a publisher’s brand, of the publisher as a brand, will only increase in the future. Publishers

– and editors – of the future will to a larger extent act as project managers and manage a process where internal and external suppliers supply constituent parts for a complete production that may be digital or a combination of print and digital, in the form of text, audio, stills, video, etc. of which the publisher is the overall manufac-turer. Publishers that are best able to adapt to the new production form and can carry on the long tradition for quality and authority that well-established educational publishers have, will win the day.

• These adjustments can only be made if the publisher’s organisation adapts to the changes. One way is to break away from traditional organisational forms where editors are typically responsible for a narrow field of content, and instead create a project-based organisation that continuously adapts according to the tasks that need to be solved. New ways of cooperating with suppliers must be established, and qualifications and skills of employees must be enhanced so that publishers recruit the best external people – this includes entering agreements with authors and experts and buying the right software and other IT solutions, and being part of the development of digital communications platforms. Finally, the editor’s sourcing role must be expanded to be linked even closer to market needs and learning styles.

“DIGITAL MEANS WE CAN PROVIDE MORE AND BETTER INSPIRATION. FROM NOW ON WE MUST BE ABLE TO SELL EDUCATIONAL JOURNEYS. THE CHALLENGE IS TO BE GOOD ENOUGH AT CREATING NEW PRODUCTS AND RESOURCES OF GOOD QUALITY.”Educational publisher

• It is vital that we move away from the way of thinking that sees digital as being merely a way of reusing printed content and instead work with all the opportunities for creative education that digital provides. This requires new financial and technical processes in the company, not least an IT upgrade, so that staff are well equipped to produce long-term multimedia productions.

Caught between the old world and the new world



“IT IS CRUCIAL FOR PUBLISHERS TO KEEP THEIR FOCUS ON THE RIGHT PEDAGOGY AND TAP INTO LEARNING MODELS WHEN THEY CREATE TOOLS FOR EDUCATION. TOO OFTEN TOOLS ARE LOST IN THE WORLD OF IT AND TECHNOLOGY INSTEAD OF FOCUSING ON THE CORE OF LEARNING.”School official

Customers demand these basic elements in teaching resources of the future:• They must be future-proof.• They must incorporate digital.• They must be easy to use.• Continuous support and development must be part of the product.• They must be designed so that they match the quality of the user interface that students meet in their

daily movements on the internet.

Despite a common curriculum, students have individual potential and objectives which can be taken into consideration to a far greater extent today through the digital methods of differentiating and tailoring teaching resources. Similarly, teachers have different strengths and weaknesses. In the future, good publishers will produce packages of teaching resources that also include advice on how to enhance the strengths of the individual teacher. Customers are also to a larger extent requesting the possibility to test students and keep track of their learning and development electronically, so that teachers can step in with specific actions in relation to individual students and individual areas where they might have difficulties.

“STUDENT DIFFERENTIATION BECOMES MORE AND MORE IMPORTANT. DIGITAL TECHNOLOGY OFFERS THE POSSIBILITY OF TAKING THE VISUAL, THE AUDITORY, THE TACTILE, AND THE KINAESTHETIC COMMUNICATION INTO CONSIDERATION WHEN PUBLISHERS DEVELOP NEW TOOLS FOR EDUCATION.”Educational publisher

“SOLUTIONS HAVE TO BE INTUITIVE. WHEN ALL IS SAID AND DONE, TEACHERS ARE AT VERY DIFFERENT LEVELS, AND PUBLISHERS NEED TO TAKE THAT INTO CONSIDERATION – THE SOLUTION SHOULD BE A TOOL, NOT AN OBSTACLE. ALSO, AESTHETICS AND DESIGN ARE ESSENTIAL WHEN IT COMES TO EDUCATIONAL RESOURCES. STUDENTS ARE USED TO STATE-OF-THE-ART SOFTWARE AND APPLICATIONS, AND POOR DESIGN MATTERS WHEN YOU WANT TO MAINTAIN THEIR FOCUS.”School official

As publishers increase the number of digital publications, they must give greater priority to sales and marketing. For a long time they have tended to focus on cost – but this carries a risk of compromising on quality. Yet guaranteed quality and validity of content are the hallmarks of publishers and the very things that may secure their position on the market – provided that they can communicate this to their customers and strengthen their brand value. For example, academia and the business world willingly pay more for smaller books where content is boiled down to the essential. But if the learning effect and time saved from the concise format are not made clear in the sales process, it will not be possible to ask for any added cost for this value creation, and price will end up being the single competitive parameter. At the same time, new digital products require proper launching. The customer must be told what is on offer and why the particular product is worth investing in. Digital solutions also require a much higher degree of support and follow-up, including technical and content

issues. The benefit of digital products is that they can be developed further and improved continuously. This flexibility enables publishers to customise individual products to individual customers’ needs but it also requires new skills from publishers’ employees – not least when it comes to sales. The employees must focus more directly on customers and the market. As we mentioned previously, the fragmented market and close contact with and understanding of customers’ individual requirements also require a new technical infrastructure, new IT systems, and the courage to break away from traditional organisational structures.

“WE NEED NEW SALES SKILLS AS WE ARE GOING FROM CONVENTIONAL SALES TO SOLUTION SALES. OUR PRODUCTS ARE BECOMING MORE COMPLEX AND WE NEED TO BE ABLE TO EXPLAIN TO OUR CUSTOMERS WHAT THEY ARE BUYING IN A MORE PROFESSIONAL WAY.”Educational publisher

“WE ARE IN A TENSION FIELD. WHAT DO OUR CUSTOMERS WANT? WHAT DO THE POLITICIANS WANT? WHAT CAN WE SUPPLY?”Educational publisher

Ultimately, educational publishers are facing a range of exciting challenges in the coming years, driven by digiti-sation. With the right focus and investment in new business models, new partnerships, new employee skills, and new IT solutions, the potential can be fulfilled and customers’ demands can be met.

• As the markets of K-12 and academia are very different, so are publishers and their individual roles also very different. All publishers need to tailor their business models and processes precisely to the individual position they have chosen and the segment they are catering to.

• The need for individualised learning paths – what one publisher calls “mass individualisation” and what could be referred to as content slice ‘n’ dice – is the future of educational publishing. A new distribution platform is required, preferably integrated into the ERP realm in order for development and production to be agile and market-driven.

• When developing new products and incorporating digital solutions, it is important to keep focus on the fact that in the near future quality will go beyond the editorial process and content and into learning effect. In-depth knowledge of your customers’ needs and requirements will become far more important than it ever was before.

• In a future where educational publishing branches out and sells individualised learning resources produced in collaboration with new external partners, the administrative burden requires an automated IT platform that can handle rights management and contractual processes.

• The need for boosting skills within the areas of sales, digital marketing, testing, and tracking is imminent. There is also widespread focus on the need to develop new technical skills in-house, such as data analysis, data mining, XML, and e-conversion. While these skills are increasingly important, they are skills that can be obtained through collaboration with external partners.

• Strategic positioning should be undertaken with a solid foothold within each of these dimensions. The main focus should be market needs, regardless of whether you work with production and content, sales and marketing, politics, or IT.



We would like to thank all the people who have participated in our white paper survey and have shed new light on the challenges and opportunities that educational publishers must deal with in the face of the digitisation of the publishing industry in the coming years.

Therefore, our warmest thanks to all who have shared their thoughts with us – and with our readers:

Educational publishers

Hanne Salomonsen, member of the board of directors, Gyldendal Uddannelse

Stefan Persson, Managing Director, Studentlitteratur

Erik Larsson, Managing Director, Sanoma Utbildning, Sanoma Learning

Wouter de Vries, Publishing Director, Education, Intertaal

Kath Donovan, Managing Director, Primary, Pearson Education UK

Salla Vainio, Managing Director, Sanoma Pro, Sanoma Learning

Teuvo Sankila, Publishing Director, Education, Otava Publishing Company

Rianne Rhodes, Publishing Director, Malmberg, Sanoma Learning

Ulv Pedersen, Publishing Director, Education, Gyldendal Norsk Forlag

Arne Magnus, Publishing Director, Education, Aschehoug

Jerker Nilsson, Managing Director, Liber

Dr. Anja Hagen, Managing Director, Cornelsen Schulverlage

Frank Thalhofer, Managing Director, Cornelsen Schulverlage

School officials

John Paul Barker, Head of Rygaards International Secondary School

Hans Frøslev Jensen, Vice Principal, Langebjergskolen

Educational publishing consultants

Graham Lawler, Consultant, Studymates

Carl Robinson, Publishing Consultant

Ilse Wolfe, Partner and Consultant, New Publishing Solutions

Thank you


Schilling develops and provides the publishing industry with innovative turn-key solutions. Our trademark is our know-how, employees, and the added value we create for our customers in partnership with them.

Our know-how is all about innovation grounded in knowledge, personal integrity, and strong process management focused on enhancing the customer’s business. Schilling employees are second to none in the industry – that is why we hired them. Our customers are high-profiled and leading publishing companies in the Scandinavian and European markets. Most of them have been with us for the past 10 to 20 years.

We represent more than 40 years’ experience in the industry. We are situated south of Copenhagen, 15 minutes by car from the city centre and Copenhagen Airport. In the past four decades we have managed to build a company known for its attractive work environment and its ambitious systems developers with a vast knowledge of the publishing industry and a burning desire to make a difference.

Our core competence that builds on close relations with each and every one of our customers and based on the unique Schilling model helps publishing companies improve their bottom line. ”Successful delivery” is not good enough. Our aim is to “supply success” – to grow publishing. The success of our customers is our success.

One example is our service and update agreement which is part of the Schilling model. Another example is our round tables at which we share knowledge with key opinion leaders in the industry. Without knowledge we are unable to fulfil our promises. Our work revolves around our core, the Schilling staff.

Schilling is to a great extent grounded in knowledge – that is why most of our employees hold a master’s degree from leading universities or have earned their position through experience from the publishing industry. A Schilling virtue is to hire only the best – and make them even better. But our first, last and everything are our customers. We grow publishing – in partnership with them. It is of the highest importance that we succeed in enhancing our customers’ business through consultancy and our innovative turn-key solutions, such as:

• Contract, rights and royalty management • Product and production management • Publishing portal • Publishing intelligence • Stock, logistics and distribution management • Subscription management • CRM

Our relationship with our customers goes beyond the traditional business relationship – it is a partnership. Together, we grow solutions and our customers’ business. We are proud to say that our customers are among the largest and healthiest publishing houses in Europe. Publishing companies have been made more profitable from our solutions that make the handling of logistics, royalty, rights, production, and their overall business more efficient.

We make sure that our educational business arm serves to update employee skills in the publishing industry through our tailor-made courses. And we are proud to say that through conferences, especially the Scandinavian Executive Publishing Meeting, we are generously sharing industry trends with the whole industry.

ContactFor further information about this white paper, please contact Kent Valentin Fallesen at [email protected] or see www.schilling.dk

WE GROW PUBLISHING

KENT VALENTIN FALLESENVP of [email protected]: +45 29 72 70 02

JAKOB LARSENPrincipal [email protected]: +45 20 21 24 03

ANJA BELTOFT Marketing [email protected]: +45 21 47 46 20

Schilling A/SBaldersbaekvej 24-26DK-2635 IshoejDenmarkTel: +45 70 27 99 [email protected]

www.schilling.dk

For more informationplease contact

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White paper: Educational publishers of the future

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