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The purpose of this paper is to generate an understanding of the value-added to students enrolled in selected undergraduate business programs from an academic and market perspectives. Although there are numerous studies that rank undergraduate colleges and universities, the selection of the “best value” undergraduate business program is a formidable task for prospective students. This study uses data envelopment analysis (DEA), a linear programming-based tool, to evaluate undergraduate business administration programs. The DEA model connects costs (inputs) with benefits (outputs) to evaluate the value-added to students by undergraduate business programs from a market as well as academic perspectives. The study’s findings should assist prospective students in selecting business programs that provide the best value from their individual perspectives. The results can also help schools to identify their corresponding market niche and allocate their recourses more effectively.

Use DEA method. DEA was developed by Charnes et al. (1979) to evaluate the performance of multi-input and -output production operations. The analytical and computational capacities of DEA are firmly based on mathematical theory.

This study takes a different approach toward the ranking of college programs. Most studies rank-order programs (universities) based on arbitrary weightings of attributes of quality and provide a general ranking of programs that is said meet the needs of many different constituencies including students, parents, donors, administrators’ faculty and alumni.

This is an original research using DEA and The Bloomberg/Businessweek online data for business school ranking.

As information professionals, reference librarians are well aware of the importance of keeping up not only with the volume of professional reading that crosses their desks, but also with recent trends and developments, such as new titles that are issued annually and new databases available from major vendors. The overwhelming tendency is to focus on items of immediate concern and postpone dealing with other matters. The short‐range effect is that the job gets done; the long‐range effect is that we sometimes “cannot see the forest for the trees.” We get so focused on meeting the everyday demands of the job that the “big picture” is missed, or significant issues of concern to the profession are given little thought.

The ACEI (Association for Childhood Education International) in its five year interval Bibliography of Books For Children includes a spearate section on reference books for children. One aspect of this section is a presentation of the “State of the Art” as far as reference materials for elementary school age children are concerned. Textbooks on literature for children also include a lesser narrative and bibliographic section on reference books for elementary‐age children. Recent publications such as Carolyn Sue Peterson's give book‐length multi‐page descriptions of optimum reference book collections for elementary grade schools, junior high schools and high schools. No one of these attempts to say categorically that the state of the art of reference materials for children and young adults is at this stage progressing historically from few reference books for children to a late twentieth century plethora of richness and complexity. Peterson gives dates of the initial editions of many works and states that there are many gaps in the areas covered by reference books printed for children and young people.

The purpose of this research is to examine web accessibility initiative (WAI) guidelines for web accessibility so as to incorporate web accessibility in information systems (IS) curriculum.

The authors used the WebXact software accessibility evaluation tool to test the top pages of web sites of the 23 California State University (CSU) campuses in order to identify the level of compliance to federal standards. The authors also designed and conducted a questionnaire to survey the students who were enrolled in the first web development course at CSU, Dominguez Hills to access their knowledge and skills in various web accessibility topics.

The research findings show that the majority of the CSU campuses' top web pages failed to meet WAI guidelines at some point. Moreover, two‐thirds of the students who responded to the survey have no knowledge of web accessibility topics included in the questionnaires. The results indicate that IS programs failed to incorporate accessibility in their curricula and produce web developers with the skills and knowledge in web accessibility.

The limitation of this research is that the sample size is small. The authors intend to increase the number of universities' web site in the test and survey all students in the IS program in a future study.

This research is background work that will help the authors to incorporate accessibility topics in their web development courses that include web accessibility basic concepts, universal design, Section 508 of the US Rehabilitation Act, web content accessibility guidelines, WAI guidelines for web accessibility, and web accessibility testing tools.

This research improves the current state of web accessibility in curriculum higher education.

Many years ago a thrifty house‐wife presided over a men's boardinghouse near the campus of a well‐known American university. Often while planning daily menus, the hard pressed matron would appeal to her houseboy, “What shall we serve for dessert?” He persistently recommended, “Ice cream and cake,” but she invariably rejected this extravagant proposal, derisively reminding him, “The boys don't like ice cream and cake.” Then, with painstaking concern, she would judiciously select tapioca, chocolate pudding, or some other gelatinous concoc‐tion. Since all the young college students had ravenous appetites and greedily consumed anything set before them, they always confirmed the sagacious selections of the frugal dame. When anyone asked her what college boys liked most for dessert, she had her time‐proven answer, “Tapioca”. She knew that “the proof of the pudding is in the eating.”

A year or so ago I discovered Writer's Choice: a Library of Rediscoveries, by Bill and Linda Katz which is, in fact, a book of recovery. As a librarian, I am acquainted with the Katzes' well‐known reference tools. As an author, I felt immediate solidarity with their bookman's idea of bringing back literary works that had somehow disappeared before due notice had been taken—a whole world of neglected books into which my own overlooked novel would have fitted nicely, if anyone had known of it to nominate mention.

Misbegotten, misnamed, antisocial homo oeconomicus is now contrasted with the more human personae of homo oeconomicus honorabilis, the “open”/ “Semi‐economic Man” of Pantaleoni and Marshall, the still arcane homo oeconomicus humanus of Nitsch and Malina, and (most recently) the positivistic (neo‐) homo socio‐economicus of Etzioni et al., which ‐‐in turn – harks back to Smith′s Theory of 1759‐90. Showing the essential identity of modern economics and Aristotle′s oikonomikē, and recognising the ozone layer as pre‐eminent among once‐free but now very scarce resources (chrēmata ) that have to be utilised efficiently and administered prudently, the author joins forces with Herman Daly et al. in proposing an Aristotelian/Biblical homo oeconomus as a “Good Steward” in the spirit of Frigerio′s L′Economo Prudente (1629) and qualitative improvement over the being who has masqueraded as homo oeconomicus. Uniting this prudent conservator and caretaker of our natural endowment with “Homo Faber, the Subject‐creator of Social Economy” of an earlier work yields the antithesis of the veritable homo oeconomicus impudens of Classical‐Neoclassical infamy.

AN ESTEEMED correspondent points out that there are about two dozen library magazines of all sorts and sizes in circulation, whereas when he started his career there were no more than three. Our correspondent has himself had considerable editorial experience, and it may be that he is still in harness in that regard. One of his earliest efforts was in running the magazine of the old Library Assistants' Association, and it is not likely that that magazine has ever reached the same heights of excellence as it attained in his day. He observes that there are far too many library magazines now in circulation. We agree.

For a library planning to add to a collection and develop a bibliography in a given area, the computer database can be a key factor in terms of efficiency of the process and the comprehensiveness of the end result. The Ohio State University Libraries (OSUL) in Columbus, Ohio house the outstanding William Charvat Collection of American Fiction, named in honor of a distinguished professor of American authorship at Ohio State University. For works published in the 18th and 19th centuries, the Charvat Collection compares favorably with collections at Yale University, the Henry E. Huntington Library, and the American Antiquarian Society. The Charvat collection is particularly strong for the period 1876–1900. Among 20th‐century titles, its holdings for the period 1901–1925 are rivalled only by the Library of Congress. Efforts have begun to develop holdings in American fiction from 1926 through the present.

A survey of current work on database systems is presented. The area is divided into three main sectors: data models, data languages and support for database operations. Data models are presented as the link between the database and the real world. Languages range from formal algebraic languages to attempts to use a dialogue in English to formulate queries. The support includes hardware for content addressing, database machines and software techniques for optimizing and evaluating group expressions. Mathematical models are used to organize this support. Throughout there is a tutorial component and evaluation, which in both cases is related to the application of database ideas to documentation.