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Most four‐year business degree programs have a common body of knowledge (CBK) or “business core,” composed of courses from all the major disciplines in the business curriculum. All business majors, regardless of specialization or area of concentration, are required to take these courses, or their equivalent, as a part of their degree programs. On many campuses, non‐business majors are also enrolled in these courses. Some of these non‐business students are required by their curriculum programs to take specific business courses; others take them as electives. The result is a mixture of students with varying backgrounds and interests in some CBK classes. This mix of business and non‐business majors in the same course raises several questions, three of which were examined in this study. In a mixed course, is there any difference between business and non‐business majors’ attitudes about the course? Is there any significant difference in performance between business and nonbusiness majors in the same course? What are the attitudes of faculty who teach such courses concerning student performance and instruction of the course? A survey was administered to study perceptions of business and non‐business majors concerning a single CBK course at one institution. In addition, course grades for business and non‐business majors at that institution were compared. Another survey was administered to ascertain the opinions of professors teaching the same CBK course at institutions located throughout the southeastern United States. Results of the surveys showed that faculty and students had different perceptions and that student grades tended to differ by major.

Although Total Quality Management (TQM) hasrecently become the often cited “panacea” for the ails of production and service industries, until recently, little thought seems to have been given to the application of TQM to the field of education. There are many signs of incipient interest in applying TQM to campus operations. Examples include a limited number of journal articles and professional papers, promotional flyers, and a few job vacancy notices for individuals to head up TQM operations on college campuses. The application of TQM in the education sector has two dimensions: (1) design and curriculum issues and (2) operations and administration issues. The purpose of this article is to address some of the issues relating to installing and administering a TQM approach in a business school and to give specific guidelines and suggestions to operationalize a TQM program.

Volume 25 celebrates the 25th year of publication for the American Journal of Business (AJB). Launched by eight MAC schools of business in March 1986, the Journal has featured more than 700 authors who have contributed more than 330 research articles at the intersection of theory and practice. From accounting to marketing, management to finance, the Journal prominently covers the breadth of the business disciplines as a general business outlet intended for both practitioners and academics. As the Journal reaches out beyond the MAC in sponsorship, authorship, and readership, we assess the Journal’s first quarter century of impact.

Communications regarding this column should be addressed to Mrs. Cheney, Peabody Library School, Nashville, Tenn. 37203. Mrs. Cheney does not sell the books listed here. They are available through normal trade sources. Mrs. Cheney, being a member of the editorial board of Pierian Press, will not review Pierian Press reference books in this column. Descriptions of Pierian Press reference books will be included elsewhere in this publication.

There is a large literature about crisis entrepreneurship, spanning from necessity, natural disaster and long-term conflict entrepreneurship. This paper situates pandemic entrepreneurship as a unique form of crisis entrepreneurship.

The authors utilize the Kirznerian and Schumpeterian theories of entrepreneurship to understand pandemic entrepreneurship. Using evidence from the US COVID-19 pandemic, the authors argue that pandemics impact both the “identification” and “action” moments of entrepreneurship.

The Kirznerian identification moment becomes much more uncertain for entrepreneurs because of fluctuating conditions, such as public health conditions, new potential variants of the virus causing the pandemic, shifting government mandates and rules and so forth. The Schumpeterian action moment becomes more challenging because of the necessity of physical distancing and because, generally, all crises raise the cost of entrepreneurial action. That said, the authors still document considerable entrepreneurship during pandemics as entrepreneurs adapt to the increased uncertainty and costs by rely upon local and customary knowledge.

This research finds that entrepreneurs, depending upon the crisis, face differing constraints. Specifically in times of pandemic, entrepreneurs face difficulty recognizing opportunities because of shifting conditions and acting upon opportunities because of financial and political constraints. This research thus implies that there are large opportunities for alleviation of such constraints if there were to be future variants or pandemics.

Practically speaking, this research affects how people study entrepreneurship. By recognizing the differing constraints that pandemic entrepreneurs face, the authors can better understand the last several years, and can also prepare better policy wise for future pandemics or further variants of COVID-19.

Socially, entrepreneurship can be a large factor in recovery from disasters and crises. By recognizing and perhaps alleviating constraints that pandemic entrepreneurs face, future crises could have better responses and recoveries.

Although several studies have examined entrepreneurship during the COVID-19 pandemic, the extant literature on pandemic entrepreneurship remains relatively underdeveloped and has not yet focused on what distinguishes pandemic entrepreneurship from other forms of crisis entrepreneurship. The authors highlight what pandemic entrepreneurship has in common with other forms of crisis entrepreneurship and pinpoint the various ways that is distinct.

Communications regarding this column should be addressed to Mrs. Cheney, Peabody Library School, Nashville, Term. 37203. Mrs. Cheney does not sell the books listed here. They are available through normal trade sources. Mrs. Cheney, being a member of the editorial board of Pierian Press, will not review Pierian Press reference books in this column. Descriptions of Pierian Press reference books will be included elsewhere in this publication.

I suppose that most noticeable of all the changes in our profession since I came into it has been the multiplicity of the methods by which one can become a librarian. A. E. Standley says in a recent article in the L.A.R., in 1970: “The term librarian includes the Library Association chartered librarian, the graduate with a degree in librarianship, the scholar librarian, the information and intelligence officer, the translator, the abstracter, the non‐library‐qualified subject expert”.

IN The verdict of you all, Rupert Croft‐Cooke has some uncomplimentary things to say about novel readers as a class, which is at least an unusual look at his public by a practitioner whose income for many years was provided by those he denigrates.

Within the past few years, responsible educators, librarians, parents, counselors, social workers, therapists, and religious groups of all sexual persuasions and lifestyles have recognized the need for readily available reading material for lesbian and gay youth. Unfortunately, this material is often buried, because it is embedded in larger works. To meet this need, I have compiled and annotated 100 of the best works for young homosexuals, bisexuals, and heterosexuals. I have also included a few of the best works currently available on heterosexuality as a much needed source of knowledge for all young adults whether they are gay or straight, whether they remain childless or eventually become parents.

The management of children′s literature is a search for value and suitability. Effective policies in library and educational work are based firmly on knowledge of materials, and on the bibliographical and critical frame within which the materials appear and might best be selected. Boundaries, like those between quality and popular books, and between children′s and adult materials, present important challenges for selection, and implicit in this process are professional acumen and judgement. Yet also there are attitudes and systems of values, which can powerfully influence selection on grounds of morality and good taste. To guard against undue subjectivity, the knowledge frame should acknowledge the relevance of social and experiential context for all reading materials, how readers think as well as how they read, and what explicit and implicit agendas the authors have. The good professional takes all these factors on board.