Acquiring a book about AI is easy. Getting it borrowed is the hard part.
Most libraries already hold several. They go out of date, they read like commentary, and students cite them without opening them. This one is built to be opened mid-assignment, which is a different design problem entirely.
Three questions an acquisitions decision actually turns on.
Not whether the content is sound — plenty of it is. Whether the book gets taken down again after the first week.
Is there a reason to open it on a Tuesday afternoon?
A book that explains a subject is read once, if at all. It competes with a lecture, a video and a search box, and it usually loses, because none of those require walking to a shelf.
What this one does instead
Every framework ends in a prompt the reader runs immediately, against their own assignment or case study. The book is not the destination; it is the thing you consult on the way to finishing something.
That changes when it gets picked up. Not at the start of a course, but at the point a student is stuck on a specific question — which is the only moment a reference title earns its shelf space.
Will it still be accurate at the end of the accession period?
This is where most AI titles fail. Technique moves faster than print, so a book bought today ends up carrying advice that is partly wrong — and nothing on the page tells a student which parts.
What this one does instead
Every framework in the printed book carries a QR code pointing at its own page on this site. When a technique changes, that page is rewritten; the printed copy keeps working, because the code points at a page rather than at fixed text.
The shelf copy stays valid without a second edition and without a replacement purchase. What ages is the screen, and the screen is maintained.
Does a faculty member have a reason to point at it?
A title nobody assigns gets borrowed by nobody. Recommending a book usually means restructuring a session around it, which is why most recommendations never happen.
What this one does instead
The ten modules map onto courses already being taught — strategy, entrepreneurship, marketing, operations, organisational behaviour, finance. A lecturer can point at one framework for one session without changing the syllabus around it.
It works as a companion to coursework rather than a replacement for a textbook, which is a far lower bar for a faculty member to clear.
Four steps, and none of them are “read the chapter”.
A second-year student has a case study due and needs to show whether a business model holds. They do not need a chapter on unit economics. They need to run one.
The framework beside this text is what they scan to. It arrives on their phone with the brackets waiting to be filled with the case's own numbers, and it works in whichever model the institution permits.
Act as a startup finance advisor specialising in unit economics. My business model : [DESCRIBE HOW YOU ACQUIRE AND RETAIN CUSTOMERS] Revenue model : [SUBSCRIPTION / TRANSACTION / USAGE-BASED] Help me calculate and analyse my LTV:CAC: LTV CALCULATION: Average Revenue Per Customer (monthly or annual): [X] Gross Margin %: [X] Average Customer Lifespan or Churn Rate: [X] LTV = (ARPC × Gross Margin) / Churn Rate CAC CALCULATION: Total Sales & Marketing Spend (last period): [X] New Customers Acquired (same period): [X] CAC = Total Spend / New Customers ANALYSIS: 1.What is my LTV:CAC ratio? 2.How does it compare to healthy benchmarks for my model? 3.What is the payback period (months to recover CAC)? 4.What one change would most improve this ratio? Factors Influencing LTV : CAC Ratio Customer Lifetime Value Acquisition Cost PRO TIP Payback period is often more important than the LTV:CAC ratio for early-stage companies. A 5:1 LTV:CAC sounds excellent, until you realise the payback period is 36 months and you're burning cash for three years before each customer turns profitable. A 2.5:1 ratio with a 9-month payback is often a healthier business than a 5:1 with a 30-month payback.
Ten modules against courses already on the timetable.
Nothing here needs a new paper or a syllabus revision. Each module sits alongside a course most management programmes already run.
| Module | Sits alongside | Frameworks |
|---|---|---|
| 01 Think Like a Strategist | Strategic Management · Critical Thinking | 13 |
| 02 Design Your Business | Entrepreneurship · New Venture Design | 10 |
| 03 Know Your Market | Marketing Research · Competitive Strategy | 10 |
| 04 Sell Like a Pro | Sales & Distribution Management | 11 |
| 05 Market Your Message | Marketing Management · Brand Management | 10 |
| 06 Build Your Team | Organisational Behaviour · HRM | 12 |
| 07 Operate with Precision | Operations Management · Process Design | 12 |
| 08 Decide with Confidence | Managerial Decision Making | 10 |
| 09 Finance & Metrics | Financial Management · Business Analytics | 9 |
| 10 Lead Yourself First | Leadership Development | 11 |
Course names vary by programme — the mapping is indicative, not a claim of accreditation or endorsement by any institution.
One accession. No replacement edition scheduled.
The usual pattern with a technology title is a purchase, a slow decline in accuracy, a withdrawal, and a repeat purchase of the next edition. That cycle exists because the text and the advice are the same object.
Here they are separated. The printed frameworks — the reasoning, the structure, when to reach for which — do not change. The prompts do, and those live on a page behind a code.
Which means the copy you catalogue this year is the copy that stays accurate, and no part of that depends on the library maintaining anything.
Library copies, department sets, reading-list orders.
Tell us the institution, the number of copies and the department. Orders are handled directly by Raphy and invoiced — there is no platform, subscription or per-student licence attached.
What an institutional order includes
Contact form and ordering details to be added before launch