Relevant bibliographies by topics / Christian universities and colleges – Swaziland

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  2. Dissertations / Theses
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Academic literature on the topic 'Christian universities and colleges – Swaziland'

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Published: 4 June 2021
Last updated: 13 February 2022

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Journal articles on the topic "Christian universities and colleges – Swaziland"

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Coley, Jonathan S. "Have Christian Colleges and Universities Become More Inclusive of LGBTQ Students Since Obergefell v. Hodges?" Religions 11, no. 9 (September 9, 2020): 461. http://dx.doi.org/10.3390/rel11090461.

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Due to rapid changes in societal attitudes toward LGBTQ (lesbian, gay, bisexual, transgender, and queer) people, as well as the U.S. Supreme Court’s 2015 decision Obergefell v. Hodges legalizing same-sex marriage nationwide, Christian colleges and universities are experiencing more pressure to become inclusive of LGBTQ students. This article draws on U.S. Department of Education data on all four-year, not-for-profit Christian colleges and universities, as well as an original longitudinal dataset of LGBTQ student groups across Christian colleges and universities, to describe the landscape of LGBTQ student inclusion on Christian campuses before and after Obergefell v. Hodges. In 2013, two years before the U.S. Supreme Court legalized same-sex marriage, just under half (45%) of Christian colleges and universities had LGBTQ student groups. However, the U.S. Supreme Court’s Obergefell decision has evidently had little effect on holdouts: in 2019, the percentage of Christian colleges and universities that were home to LGBTQ student groups was only slightly higher (47%). Logistic regression analyses reveal that Christian colleges and universities that have recently become home to LGBTQ student groups were already predisposed to having LGBTQ groups in the first place, given that they are associated with social justice-minded denominations, have large student bodies, and have higher percentages of women students. The article’s findings hold implications for ongoing research on the status of LGBTQ people within Christian institutions.
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McKnight, Cynthia M., David D. McIntire, and Douglas P. Stude. "Faculty Governance At Evangelical Christian Colleges And Universities." Christian Higher Education 6, no. 2 (April 2, 2007): 79–87. http://dx.doi.org/10.1080/15363750500182851.

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Coley, Jonathan S. "Reconciling Religion and LGBT Rights." Social Currents 4, no. 1 (July 31, 2016): 87–106. http://dx.doi.org/10.1177/2329496516651639.

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Why do some Christian colleges and universities approve lesbian, gay, bisexual, and transgender (LGBT) groups and inclusive nondiscrimination policies while others resist them? Scholars are beginning to develop models to explain LGBT inclusion in schools, but they have undertheorized the role of religion in facilitating or impeding LGBT inclusion. In this article, I draw from the literature on religion and the “culture wars,” especially insights into religions’ theological orientations, to explain Christian colleges and universities’ inclusion of LGBT students. I show that communal orientations—theological emphases on social justice—strongly predict the adoption of LGBT groups and inclusive nondiscrimination policies at Christian colleges and universities. By contrast, individualist orientations—theological emphases on personal piety—impede the adoption of such groups and policies. Importantly, I find little support for alternative explanations of Christian colleges and universities’ inclusion of LGBT students that focus on liberal or conservative teachings on same-sex relationships. Beyond bridging literatures on the political sociology of LGBT rights and religion and the culture wars, the article supports an emerging theoretical framework for understanding the role of religion in a wide range of social justice debates.
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Jeffers, James S. "Envisioning a Christian Liberal Arts Education." Journal of Interdisciplinary Studies 14, no. 1 (2002): 141–64. http://dx.doi.org/10.5840/jis2002141/27.

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Increasing specialization and the fragmentation of knowledge have become the hallmarks of contemporary higher education. The general education or core curriculum at American colleges and universities has gradually also lost its useful original purpose to help each student become an educated person with a clear set of beliefs and values, a citizen capable of leading a moral, compassionate, and committed life. Christian hitter education has followed this general trend, despite the fact that most Christian colleges and universities have a core identity which they want to pass on to their students. The Torrey Honors Institute at Biola University offers a way for Protestant Christian colleges to revitalize their liberal arts education. Its curriculum uses the Great Books of the West to combine the study of theology and the Bible with the study of the humanities and social sciences. Its pedagogy uses elements of active learning as well as mentoring and technical innovations, to enhance the classroom experience.
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Vanderwoerd, James R., and Albert Cheng. "Sexual Violence on Religious Campuses." Canadian Journal of Higher Education 47, no. 2 (August 27, 2017): 1–21. http://dx.doi.org/10.47678/cjhe.v47i2.187967.

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Religious colleges and universities make up a substantial segment of the higher education landscape in North America, but the incidence of sexual violence on these campuses remains understudied. This study estimates the incidence of sexual violence on independent Christian campuses using a sample of part-time and full-time undergraduate students (N = 668) from eight private Christian colleges in Ontario, Canada. Using two widely used measures of sexual violence enabled comparisons with studies of self-reported incidents at secular and public colleges and universities. The findings show that 18% of women at religious colleges reported experiencing unwanted sexual contact within the past year, compared to studies of self-reported rates on secular campuses ranging from 21.4% to 31.4%. Exploratory investigation of factors related to victimization suggests that religious colleges may provide a “moral community” that could reduce the risk of sexual violence.
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Lumsden, D. Barry, John G. Plotts, C. Richard Wells, and Ron W. Newsom. "Profiling the Presidents of Christian Colleges and Universities: A Comparative Study." Journal of Research on Christian Education 9, no. 1 (March 2000): 61–74. http://dx.doi.org/10.1080/10656210009484897.

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PHILLIPS, W. KENNETH. "TEACHING TECHNIQUES AMONG CHINESE INTERNATIONAL STUDENTS IN CHRISTIAN COLLEGES AND UNIVERSITIES." Christian Higher Education 1, no. 4 (October 2002): 347–69. http://dx.doi.org/10.1080/15363750214578.

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OBENCHAIN, ALICE M., WILLIAM C. JOHNSON, and PAUL A. DION. "INSTITUTIONAL TYPES, ORGANIZATIONAL CULTURES, AND INNOVATION IN CHRISTIAN COLLEGES AND UNIVERSITIES." Christian Higher Education 3, no. 1 (January 2004): 15–39. http://dx.doi.org/10.1080/15363750490264870.

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Johnson, Jacob J. "Attention-Deficit/Hyperactivity Disorders Among Students in Christian Colleges and Universities." Christian Higher Education 10, no. 1 (January 13, 2011): 57–70. http://dx.doi.org/10.1080/15363751003609119.

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Fagan, Ronald W., and Raymond G. DeVries. "The practice of sociology at christian liberal arts colleges and universities." American Sociologist 25, no. 2 (June 1994): 21–39. http://dx.doi.org/10.1007/bf02691951.

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Dissertations / Theses on the topic "Christian universities and colleges – Swaziland"

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Walz, Jerald H. "The Faculty Perceptions of Academic Freedom at Christian Colleges and Universities." Diss., Virginia Tech, 2017. http://hdl.handle.net/10919/78622.

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Academic freedom is a much-discussed topic in the literature. However, little empirical research has been performed that describes the faculty perceptions of academic freedom at Christian colleges and universities, a unique segment of institutions within US higher education. Specifically, little recent research has shown how faculty members at Christian colleges and universities define academic freedom, how they describe experiences where they encountered issues of academic freedom, and how they navigate the interaction between academic freedom and institutional religious doctrines (as found in official statements of faith). The purpose of this study was to describe and analyze how faculty members at Christian colleges and university perceive academic freedom. For this qualitative study, I employed the Critical Incident Technique (Flanagan, 1954) to collect data from full-time faculty members of Christian institutions. I present the findings discovered through this study, discuss their ramifications, offer recommendations, and draw conclusions.
Ph. D.
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Melton, Bruce. "The benefits to the small Bible College of achieving accreditation through the Transnational Association of Christian Colleges and Schools." Lynchburg, Va. : Liberty University, 2009. http://digitalcommons.liberty.edu.

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Smith, Jenni L. "Academic advising among institutions in the Council for Christian Colleges and Universities." Virtual Press, 2007. http://liblink.bsu.edu/uhtbin/catkey/1371478.

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The purpose of this study was to examine how academic advising was conducted among institutions in the Council of Christian Colleges and Universities (CCCU). The study examined organizational advising models used by these institutions and to what extent they utilized developmental advising methods. The sample consisted of all 105 member institutions of the CCCU. The sample equaled the population. A web-based survey was sent to each person responsible for academic advising at the 105 institutions.More than three-fourths of the respondents in this study reported they did not have a stand-alone office for academic advising. Faculty advisors were the primary group responsible for academic advising. The organizational model most utilized was the Faculty-Only Model. When asked if the respondent's institution achieved six ideal student developmental outcomes for advising programs, over 50% responded partially achieved for each of the six categories.If these institutions want to do more than partially achieve student developmental outcomes, they may need to reevaluate what they want their advising goals to accomplish and what type of organizational model is best for their institution. In order to combine the benefits of using both faculty and professional advisors, it would be beneficial for many of the CCCU institutions to gradually move toward a shared organizational advising model as time and institutional resources allow.
Department of Educational Leadership
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Harris, Norman Scott. "Tenure Practices in Christian Higher Education: Policies of Member Institutions in the Council for Christian Colleges and Universities." Thesis, University of North Texas, 2005. https://digital.library.unt.edu/ark:/67531/metadc4873/.

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This study identified tenure policies and practices among Council for Christian Colleges & Universities (CCCU) member schools. A survey of CCCU member schools was conducted; 65 usable questionnaires were received. A response rate of 69% was achieved. Schools also provided portions of their faculty handbooks addressing tenure. The purpose of the study was to determine (a) what CCCU schools grant tenure, (b) why they grant tenure, (c) specific tenure policies and practices, (d) what CCCU schools do not grant tenure, (e) why they do not grant tenure, (f) retention policies used in place of tenure, and (g) how CCCU schools' tenure policies compare with the American Association of University Professors (AAUP) guidelines. The data suggests that (a) the majority of CCCU schools (68%) grant tenure, (b) these schools represent nearly all religious affiliations within the CCCU, and (c) they are large in relation to CCCU schools that do not grant tenure. The predominant reasons given for granting tenure are protection of academic freedom, mutual commitment by institution and faculty, and recruiting / retaining quality faculty. The schools grant tenure based on teaching, scholarship, service, and the integration of faith and learning. Tenure success rates seem high. Thirty-two percent of the CCCU colleges and universities do not grant tenure. These schools are small in relation to CCCU schools that grant tenure. They represent nearly all religious affiliations within the CCCU. The predominant reason given for not granting tenure is tradition / institutional values. The majority of these schools use a gradated contract system while some use an eventual continuous contract system. The CCCU member schools' tenure policies are largely consistent with AAUP guidelines.
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Titarchuk, Victor N. Lumsden D. Barry. "Christian liberal arts higher education in Russia a case study of the Russian-American Christian University /." [Denton, Tex.] : University of North Texas, 2007. http://digital.library.unt.edu/permalink/meta-dc-3607.

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Page, Homer Lee Wigger John H. "Francis Wayland Christian America-liberal America /." Diss., Columbia, Mo. : University of Missouri--Columbia, 2008. http://hdl.handle.net/10355/7198.

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Title from PDF of title page (University of Missouri--Columbia, viewed on February 24, 2010). The entire thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file; a non-technical public abstract appears in the public.pdf file. Dissertation advisor: Dr. John Wigger. Vita. Includes bibliographical references.
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Kittleman, Shaw E. "An analysis of the roles performed by public relations practitioners of the Council for Christian Colleges and Universities and how they correlate with Grunig's four models of public relations." Virtual Press, 2007. http://liblink.bsu.edu/uhtbin/catkey/1379436.

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An ongoing concern within the young field of public relations is the profession's lack of acceptance. In general, the literature agrees that public relations practitioners should have a "seat at the table" within top management though many scholars and professionals feel this has not yet occurred, especially within higher education. This would tend to suggest that practitioners are not yet in the managerial role or not following the two-way models of public relations. However, public relations roles and models within education have not been researched as heavily, especially in institutions of higher education or Christian higher education.This study attempts to gauge the readiness of public relations practitioners within Christian higher education for a seat at the decision table, through the use of role theory and the application of Grunig's four public relations models. Twenty-seven senior public relations practitioners from member institutions of the Council for Christian Colleges and Universitiesformed the sample for this study. Q methodology was used to elicit practitioner perceptions of Grunig's four models of public relations. A survey was employed to determine which of Broom and Smith's four public relations roles they perform. Correlation was used to compare model perceptions with role performance.Two factors, the Cooperators and the Protectors, emerged from this study's Q sort, indicating general agreement with Grunig's two-way models of public relations. Additionally, the sample of senior CCCU public relations practitioners indicated performing tasks most related to the expert prescriber and communications technician roles. However, there was no significant relationship between the Q factors and role performance.
Department of Journalism
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Armstrong, Jerilynn W. (Jerilynn Wood). "A Critical Evaluation of the Image Texas Baptists Have of Their Eight Colleges and Universities." Thesis, North Texas State University, 1985. https://digital.library.unt.edu/ark:/67531/metadc500264/.

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The problem undertaken in this study was an attempt to discover the image Texas Baptists have of their eight colleges and universities, and to recommend steps to ensure a positive image. The two methods used to determine the image was a questionnaire distributed through a weekly newsmagazine, the Baptist Standard, and telephone interviews. From the study it was concluded that Texas Baptists have a positive image of their eight colleges and universities and rely on the Baptist Standard for their information. The major strength of the eight colleges and universities is the spiritual emphasis, and the major weakness is the high cost of attending a private college or university.
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Dorlus, Jean V. "A proposal to found a Christian university in Haiti." Online full text .pdf document, available to Fuller patrons only, 2003. http://www.tren.com.

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Plotts, John G. (John George). "Career Paths of Presidents of Institutions Belonging to the Coalition for Christian Colleges and Universities." Thesis, University of North Texas, 1998. https://digital.library.unt.edu/ark:/67531/metadc277994/.

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This study described the career paths of presidents of institutions of higher education which constitute the Coalition for Christian Colleges and Universities (CCCU). This study identified the demographic characteristics of the CCCU presidents and compared the career paths of the CCCU presidents with a corresponding national profile of American college presidents.
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Books on the topic "Christian universities and colleges – Swaziland"

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Swaziland, University of. 25 years of academic development, 1982-2007. 2nd ed. [Swaziland]: Publications & Information Office, UNISWA, 2008.

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1935-, Heie Harold, ed. Slogans or distinctives: Reforming Christian higher education. Lanham, Md: University Press of America, 1993.

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Kidokkyo taehak. Sŏul: Han'guk Changnogyo Ch'ulp'ansa, 2009.

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Taiwan) Fu ren da xue (Hsin-chuang shih. Twenty-first century Christian higher education in multi-cultural Asian societies = [Er shi yi shi ji ji du zong jiao jiao yu zai Yazhou duo yuan wen hua she hui zhong zhi jiao se]. [Hsin-chuang shih]: Fu Jen Catholic University, 2000.

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C, Carper James, ed. Religious colleges and universities in America: A selected bibliography. New York: Garland, 1988.

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Christian liberal arts: An education that goes beyond. Lanham, Md: Rowman & Littlefield, 2000.

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Taking every thought captive: Forty years of Christian scholar's review. Abilene, Tex: Abilene Christian University Press, 2011.

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Hughes, Brian W. Saving wisdom: Theology in the Christian university. Eugene, Or: Pickwick Publications, 2011.

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1943-, Hughes Richard T., ed. The vocation of the Christian scholar: How Christian faith can sustain the life of the mind. Grand Rapids, Mich: W.B. Eerdmans Pub. Co., 2005.

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The Christian parent and student guide to choosing a college. Brentwood, Tenn: Wolgemuth & Hyatt, 1989.

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Book chapters on the topic "Christian universities and colleges – Swaziland"

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Ringenberg, William C. "Independent Christian Colleges and Universities." In Religious Colleges and Universities in America, 208–16. Routledge, 2018. http://dx.doi.org/10.4324/9780429442889-17.

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Vance Trollinger, William. "Independent Christian Colleges and Universities." In Religious Higher Education in the United States, 519–42. Routledge, 2018. http://dx.doi.org/10.4324/9780429442940-22.

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Cummins, D. Duane. "Christian Church (Disciples of Christ) Colleges and Universities." In Religious Colleges and Universities in America, 146–50. Routledge, 2018. http://dx.doi.org/10.4324/9780429442889-7.

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"The Ambiguous Position of Christian Theology." In The Study of Religion in Colleges and Universities, 105–38. Princeton University Press, 2015. http://dx.doi.org/10.1515/9781400870820-006.

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Coley, Jonathan S. "The Context of Change." In Gay on God's Campus. University of North Carolina Press, 2018. http://dx.doi.org/10.5149/northcarolina/9781469636221.003.0002.

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This chapter addresses the question of how something that seemed unthinkable even in the early 2000s – LGBT inclusion at Christian colleges and universities – has suddenly become possible. Specifically, the chapter provides an historical overview of three currents of the LGBT movement – the emergence of the LGBT rights movement as a force in U.S. politics, the spread of Gay-Straight Alliances across U.S. schools, and the inroads by LGBT advocates into religious denominations – and argues that the increasing openness of some Christian denominations to LGBT equality in particular has emboldened LGBT and allied students working to advance LGBT equality on Christian college and university campuses. The chapter then provides descriptive statistical data on the presence of LGBT groups and inclusive nondiscrimination statements across all Christian colleges and universities in the United States. The chapter shows that it is when Christian colleges and universities are affiliated with Christian denominations that maintain a historical body of social justice teachings that they are most inclusive of LGBT students.
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Kim, Young K., David Edens, Oscar Espinoza Parra, and Kizzy M. Lopez. "Sense of Belonging in Religious-Based Colleges and Universities." In Gender and Diversity Issues in Religious-Based Institutions and Organizations, 269–90. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-4666-8772-1.ch012.

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Given the shifting demographic composition of the American higher education system and the need to understand how students of various backgrounds develop sense of belonging within a normative religious environment, this chapter examines how the level and predictors of sense of belonging among students of color at Christian colleges and universities differ from those for their White counterparts. This chapter provides an overview of sense of belonging with the purpose to understand the challenges and experiences of students of color in religious homogenous settings. The theoretical frameworks of this chapter are grounded in Astin's input-environment-output (I-E-O) model and Hurtado and Carter's sense of belonging study. While other studies have examined similar issues in secular institutions, the structure of the religious environment suggests unique patterns and predictors of sense of belonging among both White students and students of color. Implications for scholars and practitioners are discussed.
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Marsden, George M. "The Christian Legacy in the Age of Science." In The Soul of the American University Revisited, 101–8. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780190073312.003.0010.

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The era after the Civil War saw growing efforts to turn the old-style colleges into modern universities. Particularly important was the scientific ideal, not only promoting science and technology but also promoting scientific standards as the model for most of academic thought. Andrew Dixon White, who with the financial backing of Ezra Cornell founded Cornell University, was a leading proponent of the idea that Darwinism provided scientific justification for freeing academic thought from traditional Christian theology–related restrictions. White faced criticism that his Cornell University was “godless.” However, he still recommended a broadly Christian moral purpose for the modern universities.
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Coley, Jonathan S. "Introduction." In Gay on God's Campus. University of North Carolina Press, 2018. http://dx.doi.org/10.5149/northcarolina/9781469636221.003.0001.

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This introductory chapter reviews the central problem facing past theories of activist group participation: the assumption that all activists share the same motivations for joining and committing to activist groups and that all activists follow the same biographical pathways after participating in activist groups. The chapter illustrates this problem through a vignette of three activists mobilizing for LGBT equality at their Christian colleges and universities, one who fits the traditional portrait of a highly politicized activist, but two others who come from relatively conservative or apolitical backgrounds and contradict most assumptions about activists. After outlining the book’s intervention into the literature on activist group participation, the chapter then addresses the question of why readers should care about issues facing LGBT students at Christian colleges and universities, even though the federal government currently allows Christian colleges and universities to discriminate against LGBT people and even though LGBT people could theoretically choose to attend other schools. The chapter concludes with a brief discussion of the qualitative, in-depth interview data on 65 students at the book’s four primary sites, specifically, Belmont University, the Catholic University of America, Goshen College, and Loyola University Chicago.
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Coley, Jonathan S. "Creating Change." In Gay on God's Campus. University of North Carolina Press, 2018. http://dx.doi.org/10.5149/northcarolina/9781469636221.003.0005.

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This chapter addresses the question of how LGBT activist groups impact Christian colleges and universities. Specifically, the chapter analyses the ways LGBT activist groups change campus policies, by pressuring their schools to adopt nondiscrimination policies inclusive of sexual orientation and gender identity, and campus climates, by working to create campuses where LGBT people can be open about their sexuality or gender identity without fear of bullying or harassment. The chapter shows that LGBT activist groups are most effective at changing campus policies and climates when they simultaneously engage in conversations about Christianity and LGBT rights and thus transform people’s understandings about what it means to be a Christian university, a Christian community, and an LGBT Christian. LGBT activist groups that avoid these conversations are less successful at creating change at their colleges and universities. The chapter draws on insights on social movements and culture to advance sociological theory on social movement outcomes.
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Glanzer, Perry L., Nathan F. Alleman, and George Marsden. "How Christianity Animates a Teacher’s Background Beliefs." In The Outrageous Idea of Christian Teaching, 38–59. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190056483.003.0003.

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This chapter and the next two explore the following question: What difference does being a Christian make for a person’s teaching? Chapter 2 begins by reviewing the authors’ findings concerning the background role that teachers’ Christian identity and related convictions play in their teaching practices. Although various scholars explore this question by drawing from theory or their personal experience, most discussions about the difference Christianity might make for teaching have not relied on empirical findings. In light of this gap in the literature, this chapter describes the sample (2,300 Christian teachers at 49 Christian colleges and universities) and focuses on the background role that teachers’ Christian identity and related convictions play in their teaching. Overall, the study found that participating teachers’ Christian identity influences three factors: (1) their motivation to teach, (2) the ways they think about teaching, and (3) their understanding of their students.
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