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                %ACADEMIC SALESMEN'S RESPONSIBILITY 790202

     Salesmen  are successful if they are able to  project
enthusiasm  for  what they are selling, appear trustworthy
to their customers, lead their customers to  conclude that
buying what is offered will be  a  natural development for
them,   promote  anticipation of fulfillment  through  the
acquisition,    and  keep  the  buyers  happy  with  their
purchases.   Sales  success  depends  less  upon  rational
considerations  than  upon  affective  considerations   of
affective   factors   such  as:   the  tone  of   personal
relationships,   non-verbal  messages,   the  context   of
communications,   and the images prompted by the proposals
and deliberations. Repeat sales and sales promoted through
satisfied customers are unlikely---if sales which are made
are  irrational  and  unwise;  but appeals to  reason  and
wisdom are  unlikely to be the keys to prompting decisions
to buy.  Reason and wisdom may  help decide when to try to
make  a sale,  but are unlikely to be the sole  basis  for
convincing the prospective customer to buy.

     These  considerations  are  just as true of  academic
sales as of the more usual commercial sales.  Teachers are
academic  salesmen.   Students are  teachers'   customers.
Students pay in  tuition,   study  time, commitments made,
loyalties formed, visions lost, desensitizations accepted,
collusions entered,  etc.   Academic salesmen  sell ideas,
assumptions, presuppositions, visions,  data, information,
facts, knowledge, skills,  opinions,  perspectives, goals,
concerns,   value systems,  procedures,  techniques,  etc.
Academic salesmen are not very successful  if  they do not
believe in their product,  if they  are  not enthusiastic.
Enthusiasm  is  easier to maintain in  the  absence  of  a
balanced  perspective  of the merits of  the  competitors'
offerings.   For this reason it  is  often difficult for a
truly liberally educated academic salesman (teacher) to be
enthusiastic about any particular component  of  a liberal
education.    Thus those salesmen who  are  not  liberally
educated  may be the most successful ones on the  campuses
of  liberal arts academic market places.   Such successful
academic  salesmen tend to undermine  the spirit  of  such
market places, and turn them into shopping centers full of
specialty  shops under separate managements,  rather  than
promoting  the integrated development of department stores
of academic goods under a holistic management.

                                                                                                                               
                         (c) 2005 by Paul A. Smith in      
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