Dissertations / Theses: '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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Gwaltney, Richard T. "Resident Assistant Training Programs at Member Schools of the Council of Christian Colleges and Universities." Wright State University / OhioLINK, 2000. http://rave.ohiolink.edu/etdc/view?acc_num=wright979162215.

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Moreton, April L. "Career Paths of Female Chief Academic Officers in the Council for Christian Colleges and Universities." Thesis, University of North Texas, 2001. https://digital.library.unt.edu/ark:/67531/metadc2788/.

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This study examined the career paths of women administrators serving as chief academic officers in Christian colleges and universities which belong to the Council for Christian Colleges and Universities (CCCU). The CCCU is a professional association of evangelical Christian institutions dedicated to integrating faith and learning. The exploration included each administrator's demographic information; her early, adolescent, college, and graduate school experiences; early vocational experiences; the effect of marriage and motherhood on her career; critical factors she identified as important in achieving her current position; and the importance of spiritual convictions or Christian faith in career decision making. Sixteen of the eighteen identified women holding the rank of chief academic officer agreed to participate in the study. The typical woman administrator was 50, married, and the mother of one or more children. She most likely had received her education in the humanities, with the terminal degree of choice being a Ph.D. She had served at her current institution for more than five years, but in her current administrative position for less than five. As an adolescent she excelled in the humanities, less so in math and science, and was involved in many extracurricular activities, including music endeavors, leadership, and her local church. She had received the most encouragement from her mother, although both parents expected her to do her best in school. For post secondary education, she had benefited from a mentor, had excelled easily, and had taken no time off between her bachelor's and master's degrees or between her master's or doctoral degrees. Although she had aspired to teach and received most of her early vocational experience in the professoriate, she had not aspired to be an administrator. As an adult, she had married in her 20's and had children before the age of 30. She had an unusually supportive spouse and believed her marriage to be a key factor in her career success. Her family and professional roles were potentially conflicted and required her to "juggle" her responsibilities. She believed the influence of her mentors, faith influences, and chairing an academic department were critical experiences that had led to her position in administration. Regarding her spiritual convictions and disciplines, she adamantly believed both affect her daily work and personal life. CCCU women administrators are deeply committed to their Christian higher education callings, highly educated, persistent, spiritually minded, and devoted to their families.

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Williamson, Robin Marie. "Student Engagement Theory: A Comparison of Jesuit, Catholic, and Christian Universities." Thesis, University of North Texas, 2010. https://digital.library.unt.edu/ark:/67531/metadc28491/.

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This research study analyzed the results of the Jesuit Universities Consortium in comparison with the results of the Catholic Colleges and Universities and the Council for Christian Colleges Consortia as measured by the 2005 National Survey of Student Engagement (NSSE) in order to determine and identify any statistically significant differences between the consortia. One-way ANOVA analyses and Tukey HSD post hoc comparisons were conducted on the data from freshmen/first year students and seniors/fourth year students on each of the five clusters of the NSSE to determine any statistically significant difference and, subsequently, the effect size of any found differences. The study found that there were statistically significant differences on the following: 1) freshmen/first year students in the Jesuit Universities Consortium and the freshmen/first year students in the Council for Christian Colleges and Universities Consortium on the NSSE cluster of Academic Challenge, 2) freshmen/first year students in the Jesuit Universities Consortium and the freshmen/first year students in the Catholic Colleges and Universities Consortium on the NSSE cluster of Enriching Educational Experiences, 3) freshmen/first year students in the Jesuit Universities Consortium and the freshmen/first year students in the Council for Christian Colleges and Universities Consortium on the NSSE cluster of Supportive Campus Environment, 4) seniors/fourth year students in the Jesuit Universities Consortium and the seniors/fourth year students in the Catholic Colleges and Universities Consortium on the NSSE cluster of Active and Collaborative Learning, and 5) seniors/fourth year students in the Jesuit Universities Consortium and the seniors/fourth year students in both of the Catholic Colleges and Universities and the Council for Christian Colleges and Universities Consortia on the NSSE cluster of Supportive Campus Environment. While statistically significant differences were found in the aforementioned analyses, effect sizes were small for all. Future research studies, including longitudinal studies, are needed to fully investigate levels of student engagement within the three consortia.

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Snively, Daniel M. "The intentional design and assessment strategies for character development of students in Christian coalition colleges." Virtual Press, 1987. http://liblink.bsu.edu/uhtbin/catkey/497738.

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The study was designed to investigate the practices of Christian college educators in identifying and translating ethical and moral ideals into written character development objectives for integration into curricular and co-curricular activities. A second purpose was to determine what sponsored curricular and co-curricular activities were designed as effective means to develop desirable character traits in students of the institution.Chief academic officers and chief student personnel administrators from seventy Christian Coalition colleges were mailed character development strategies questionnaires. Of the 140 surveys mailed, 85 were returned for a sixty-one percent response rate. Data were analyzed by frequency distribution, measures of central tendency, and measures of dispersion.Major conclusions included:1) The lack of coherence and pervasive integration-of the institutional mission and ideals into curricular and cocurricular programs has contributed to the diminishing distinctiveness of Christian higher education.2) Moral reasoning is considered to be the most effective approach in promoting character development in Christian Coalition students and values clarification was rejected as a viable approach.3) The neglect of developing an assessment strategy to calibrate student integration of desired moral and ethical ideals contradicts the espoused importance, intentionality, and purposefulness of character development of students as a central mission and justification of Christian education.4) There is little difference between public and Christian higher education regarding the intentional programming of character development in students.

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Gumm, John Eric Smith Al. "Transfer transitions first semester experiences of transfer students at selected Texas Christian universities /." Waco, Tex. : Baylor University, 2006. http://hdl.handle.net/2104/4193.

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Stone, Annyce K. N. "Biblical criteria for the selection of female presidents of Christian colleges and universities : a case study /." Free full text is available to ORU patrons only; click to view:, 2005. http://proquest.umi.com/pqdweb?did=920927511&sid=1&Fmt=2&clientId=456&RQT=309&VName=PQD.

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Karppi, Daniel G. Hankins Barry. "Render unto Caesar, render unto God Texas denominational colleges and universities and the politics of the Civil War era /." Waco, Tex. : Baylor University, 2008. http://hdl.handle.net/2104/5157.

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Mutsch, Gregory D. "A study of the history and future of Pensacola Christian College and its contributions to fundamentalist education." Online full text .pdf document, available to Fuller patrons only, 1999. http://www.tren.com.

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McMinn, Lisa Graham. ""Staying" and "straying" : social reproduction and resistance to secularization." PDXScholar, 1992. https://pdxscholar.library.pdx.edu/open_access_etds/4427.

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This thesis explores how church-founded liberal arts colleges--specifically fundamental/evangelical liberal arts colleges--stayed the drift toward secularization. It uses comparative case studies to examine the structures and beliefs which enabled "staying" schools to resist secularization. Social reproduction theories are used to explain both the reproduction of the dominant culture (secularization) and the reproduction of a subculture (fundamentalism/evangelicalism). Secularizing institutions conform to state incentives and so reproduce what the state sees as necessary for societal survival. Resisting institutions isolate themselves from the dominant culture by establishing boundaries which let in only what accords with the church and so reproduce a culture the church sees as necessary for the survival of evangelicalism/fundamentalism.

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Jackson, Robert Roy. "A strategy for evaluating the Liberty University convocation program." Lynchburg, Va. : Liberty University, 1997. http://digitalcommons.liberty.edu.

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Swartzendruber, Loren E. "Increasing Mennonite parental involvement in the college choice decision." Online full text .pdf document, available to Fuller patrons only, 2000. http://www.tren.com.

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O'Dell, Jeremy Blake. "The relationship between the leadership practices of presidents and the organizational culture of christian colleges and universities." Thesis, Biola University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3617670.

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The purpose of this study was to examine the relationship between the leadership practices of presidents and the organizational culture of Christian colleges and universities. The leadership practices of presidents were measured utilizing the Leadership Practices Inventory-Self (LPI-S) and the Leadership Practices Inventory-Observer (LPI-O). The spiritual leadership practices (a combination of spiritual gifts and leadership behaviors) of presidents were measured utilizing the Spiritual Leadership Practices-President (SLP-P) and the Spiritual Leadership Practices-Employee (SLP-E) scales. Organizational culture types were assessed utilizing the Organizational Culture Assessment Instrument (OCAI). The target population for this study was the presidents of the 115 member institutions of the Council for Christian Colleges and Universities (CCCU) in the United States. Participants in this study consisted of the presidents and a random sample of administrators, faculty members, and administrative staff members from each participating institution. Out of the 115 presidents and institutions in the target population, 35 responded that they could not participate due to various reasons. This situation left a convenient sample of 80 presidents and institutions. A total of 32 Presidential Questionnaires were completed and returned to the researcher for a response rate of 40%. A total of 56 of 96 Employee Questionnaires were completed and returned to the researcher for a response rate of 58.33%. Results from the statistical analysis of the data and hypotheses revealed statistically significant positive relationships between the leadership practices Model the Way (MTW), Inspire a Shared Vision (ISV), Challenge the Process (CTP), Enable Others to Act (EOA), Encourage the Heart (ETH) and the Clan organizational culture type. Results also revealed a statistically significant positive relationship between the leadership practice Challenge the Process (CTP) and the Adhocracy organizational culture type. In addition, results revealed a statistically significant positive relationship between the Spiritual Leadership Practices-Employee (SLP-E) scale and the Clan organizational culture type. Thus, there is a relationship between the leadership practices of presidents and the organizational culture of Christian colleges and universities.

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Lee, Jeong Gi. "An investigation and analysis of the teaching styles of faculty members in Midwestern Christian colleges and universities /." Search for this dissertation online, 2004. http://wwwlib.umi.com/cr/ksu/main.

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Jones, Don Wayne. "Shared Governance and Organizational Commitment Reported by Enrollment Managers in the Council of Christian Colleges and Universities." Thesis, Arkansas State University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10262602.

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Many faith-based liberal arts institutions are tuition-dependent and are forced to compete with both public institutions as well as private for-profit colleges and universities to maintain student enrollment levels. Some faith-based institutions have adopted strategic enrollment management policies and procedures that emulate the best practices used by aggressive for-profit colleges. In many institutions, the point person for this marketing and recruiting strategy is the enrollment manager/admission director. The roles and titles vary across institutions, but using the descriptions of Presswood (2011) and Higher Education Publications (2016), the job functions are interchangeable. This study will therefor refer to the enrollment manager/admission director throughout.

The Council of Christian Colleges and Universities (CCCU) is a coalition of 118 faith-based institutions founded in 1976 “to advance the cause of Christ-centered higher education…” (Council for Christian Colleges and Universities, 2013). Between 1990 and 2004, CCCU institutions enjoyed growth rates that were considerably higher than those experienced by public institutions and other independent colleges.

This study asked four research questions. First, is there a relationship between the reported level of shared governance in decision making by CCCU enrollment managers/admission directors and the organizational commitment they claim to their institutions? Second, are the respondent characteristics of age, gender, and tenure related to the organizational commitment of CCCU enrollment managers/admission directors? Third, is the faith-based mission of the institution related to the degree of organizational commitment claimed by CCCU enrollment managers/admission directors? Forth, is institution size (student enrollment) related to the degree of organizational commitment claimed by CCCU enrollment managers/admission directors?

Enrollment managers/admission directors from all 118 CCCU institutions were invited to participate in this study. Surveys were collected via SurveyMonkey and data analysis was compiled using SPSS 23.0 software. Results indicated that CCCU enrollment managers/admission directors report high levels of organizational commitment and positive levels of shared governance in decision making. Respondents also reported that their commitment to their respective organizations was related to the historic faith-based mission of their institutions. Statistical analysis found no correlation between reported levels of organizational commitment and shared governance, demographic characteristics, institution size, or the historic faith-based mission of the university.

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Beverly, Aleza Davette Cannon. "The recruitment and retention of African American faculty in predominantly white faith-based colleges and universities." Virtual Press, 2004. http://liblink.bsu.edu/uhtbin/catkey/1290773.

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The purpose of this study was to understand some of the lived experiences of seven African American faculty members in predominantly white faith-based institutions and to draw on these experiences to provide insight into how recruitment and retention efforts can increase African American presence. Information was gathered to answer the following questions: 1) Who are these African American individuals and why have they chosen to serve in faculty positions at predominantly white faith-based institutions? 2) What are their experiences, perceptions, and recommendations in regards to the recruitment and retention of African American faculty members at predominantly white faith-based institutions?A phenomenological approach and multiple semi-structured interviews were used to understand the stories of the seven participants. Individual narratives were written to share each African American voice. The stories were further analyzed as a group to uncover the following five themes:1. God's Plan and Purpose - Relationships with God call and sustain African American faculty members.2. God's Blessings - Relationships with students provide joy in times of struggle.3. God's Grace - Relationships with colleagues provide support.4. God's Challenge - Building diverse relationships requires personal and institutional commitment.5. God's Connections - Connections and relationships with external and internal sources are needed to increase recruitment.Faculty recommendations were categorized as following (listed Appendix D):1. Demonstrate institutional commitment to faculty diversity by creating a Statement of Diversity Commitment.2. Include minority resources in all recruitment activities.3. Build relationships with African American students that encourage them to return after further studies.4. Use African American faculty and staff as resources to attract qualified African American faculty.5. Convey your institution's commitment to diversity in application materials and interviews.6. Use challenges (location, finances, perceptions of Christian institutions, etc.) as obstacles that will be overcome, not used as excuses.7. Use "the call" and "God's will" as an additional university attraction. 8. Find and hire the best African Americans.9. Welcome African American families and help them in their transition. 10 Address tenure issues in ways that capitalize the strengths of African American faculty and scholars.11. Go to God about faculty diversity.
Department of Educational Studies

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Kehl, Kevin L. Cloud Robert C. "Differences in self-efficacy and global-mindedness between short-term and semester-long study abroad participants of selected Christian universities." Waco, Tex. : Baylor University, 2005. http://hdl.handle.net/2104/3013.

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Kadyakapita, Mozecie Spector John. "A critical realist exploration of the emergence, development, management and sustainability of a Christian private institution of higher education in Malawi." Thesis, Rhodes University, 2013. http://hdl.handle.net/10962/d1001818.

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This study was prompted by an interest in exploring ways in which the development of private higher education in Malawi could be more sustainable. It examines the challenges that private institutions of higher education face in different contexts and the underlying causes of these challenges. The aim of the study was to explore the emergence of private higher education (PHE) in Malawi, its management, development, the challenges it faces and the generative mechanisms of these challenges. The research is a case study of one of the earliest private institutions of higher education in Malawi. The institution is owned and operated by a Christian church organisation that has been operating a network of private primary and secondary schools and health centres since its establishment in Malawi in the early 1890s. Critical realism is used as an underlabourer for its stance on ontological, epistemological and ethical assumptions of reality and its views on agency and structure. Two theoretical frameworks - complexity theory and transformational leadership theories - are used as lenses to help make sense of the nature of social organisations and also as heuristic devices for organising and making sense of data. Data were collected using qualitative interviews, archival document content analysis and observation. Twenty participants were purposefully selected for interviews. The participants comprised a senior officer at the MoEST headquarters, proprietors, members of the top management team of the institution, administrative assistants, heads of academic and nonacademic departments, teachers and non-teaching staff and students. Abstracted data were analysed using inductive, abductive and retroductive modes of inference. The study established that the emergence of private higher education in Malawi was generated by a number of mechanisms. These include the need to survive the threat to socioeconomic development posed by global trends in scientific and technological issues that heavily rely on access to the knowledge economy; the need to respond to demand for equity and access to higher education; the need to carry out the mission of the Christian church; government’s failure to expand and widen access to higher education; and the agential need to survive economic demands. The research findings indicate that a critical challenge that the emergence of private higher education faced was the lack of adequate and efficient structures and systems in the Ministry of Education, Science and Technology to expeditiously process applications to establish and accredit, monitor and control the development of private higher education institutions. It was also found that the challenges that the private higher education faces include high level of authoritarian governance and management practices, weak institutional management and control systems and structure, secularisation, lack of adequate funds to meet operation and capital development costs, facilities and resources to support teaching – learning functions, learner support facilities and services and a critical shortage of appropriately qualified administrative and academic personnel. The underlying causes of the challenges include the perceived threat to personal power and survival; fear of apostasy and secularisation; cultural values, adverse socioeconomic conditions; lack of diverse sources of funding, ineffective communication skills; weak governance systems and structures; low level of self-control; unfavourable attitudes towards educational institutions and the need to restore equity. To make private institutions of higher learning more sustainable, the study recommends that governance practices be guided by clear structures, policies and guidelines in the interest of transparency and accountability. It also recommends that government works in close partnership with private providers, reviews unfair policies concerning government scholarships, subsidizes the cost of materials for instruction and infrastructure development, and provides technical assistance to prospective and active providers. Lastly, the study recommends that private providers form an association so as to share experiences and to collectively deal with issues of common interest and concern.
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Webb, Kerry S. "Presidents' Leadership Behaviors Associated with Followers' Job Satisfaction, Motivation Toward Extra Effort, and Presidential Effecitveness at Evangelical Colleges and Universities." Thesis, University of North Texas, 2003. https://digital.library.unt.edu/ark:/67531/metadc4377/.

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Transformational leaders have tendencies that include: 1) projecting confidence and optimism about goals and followers' ability, 2) providing a clear vision, 3) encouraging creativity through empowerment and rewarding experimentation, 4) setting high expectations and creating a supportive environment, and 5) establishing personal relationships with followers. Transactional leadership as a process in which leaders and followers decide on goals and how to achieve them through a mutual exchange. The leader provides followers with resources, rewards, and punishment in order to achieve motivation, productivity, and effective task accomplishment. Laissez-faire leadership is the process of letting followers work without direction or guidance from the leader. The laissez-faire leader avoids providing direction and support, shows a lack of active involvement in follower activity, and abdicates responsibilities by maintaining a line of separation between the leader and the followers. The primary purpose of this study was to investigate the assumption that a combination of transformational and transactional leadership factors is more predictive of greater followers' job satisfaction, motivation toward extra effort, and perceived presidential effectiveness than either leadership style alone. The study investigated perceptions of the degree to which transformational leadership, transactional leadership, and laissez-faire leadership were practiced by presidents of member colleges and universities in the Council for Christian Colleges and Universities (CCCU). In addition, the study considered whether some combination of transformational and transactional behaviors is more predictive of job satisfaction, motivation toward extra effort, and perceived presidential effectiveness than either transformational or transactional leadership alone. The independent variables in the study included the transformational, transactional, and laissez-faire leadership behaviors of the college and university presidents and the dependent variables were job satisfaction, motivation toward extra effort, and perceived presidential effectiveness. This study points to specific behaviors that are predictive of job satisfaction, motivation toward extra effort, and perceived presidential effectiveness. By combining the behaviors identified as transformational, transactional, and laissez-faire leadership behaviors, this study determines specifically which behaviors are predictive of the three dependent variables. By combining the transformational leadership behaviors of Attributed Charisma and Individual Consideration with the transactional leadership behavior of Contingent Reward, leaders may develop leadership styles that are more satisfying, motivating, and effective for followers than solely using the transformational model of leadership. Followers indicate that they are more satisfied and motivated by leaders who possess great energy, high levels of self-confidence, strong beliefs and ideals, are assertive, have the ability to make followers feel more confident, who create greater personal confidence within their followers, and who use positive reward systems to affirm desired behavior. This information provides empirical data to support the concept that a combination of charisma, personal consideration, and a reward system may increase follower's job satisfaction, motivation toward extra effort, and perceptions of leaders' effectiveness better than transformational leadership behaviors alone.

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Forseth, Eric A. "Factors influencing student-athletes' college choice at evangelical, church-supported, NAIA institutions in Ohio." The Ohio State University, 1987. http://rave.ohiolink.edu/etdc/view?acc_num=osu1260448852.

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Melson, Richard J. "The X factors for presidential leadership of member institutions of the Council for Christian Colleges and Universities| A comparative study." Thesis, Dallas Baptist University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3634585.

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Recent empirical research and literature in higher educational leadership posited a sharp increase in the vacancies of college and university presidencies in the near future. To complicate this problem further, the literature also indicated a significant shortfall in the number of qualified candidates to fill this leadership vacuum. The purpose of this research study was to consider the X factors for presidential leadership of member institutions of the Council for Christian Colleges and Universities (CCCU) compared to the presidents of public universities and other private colleges in the U.S. The primary research question sought to understand the characteristics and differences of the presidents of CCCU member institutions compared to the presidents of public universities and other private colleges, and focused on seven facets of college and university presidents including: (a) demographics; (b) career paths; (c) educational background; (d) search and hiring processes; (e) duties; (f) characteristics of long-serving presidents; and (g) job satisfaction. The dataset provided by the American Council on Education's The American College President 2012 research study was used to determine if statistically significant differences exist between the presidents of CCCU member institutions and the presidents of public and other private colleges and universities. The results from this research study indicated there were statistically significant differences between the presidents of CCCU member institutions compared to the presidents of public universities and other private colleges with regard to demographics, career paths, search and hiring processes, duties and characteristics of long-serving presidents.

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彭淑敏. "師資與財務 : 民國時期福建協和大學之研究(1916-1949) = Staffing and financing : a study of the Fukien Christian University during the Republican period (1916-1949)." HKBU Institutional Repository, 2010. http://repository.hkbu.edu.hk/etd_ra/1113.

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Wentz, Joel M. "An analysis of the collegiate experience of gay and lesbian students enrolled in faith-based higher education." CardinalScholar 1.0, 2010. http://liblink.bsu.edu/uhtbin/catkey/1569030.

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College is a formative stage of identity development for many young adults. This study presents an in-depth analysis of how some young adults who identify as gay or lesbian experience higher education in a faith-based setting. The theoretical framework for the research was founded in the literature of two separate fields: the general experience of college students and homosexual identity formation. Utilizing models created by Chickering (1969), Cass (1984), and D’Augelli (1994), among others, the intent of this study was to discover how an explicitly faith-based college environment impacts the collegiate experiences of students who identify as gay and lesbian. This study was grounded in qualitative, phenomenological methodology. Data were gathered through semi-structured interviews with students who identified as gay or lesbian while enrolled in private, faith-based institutions of higher education. Interviews were completed during the spring semester of 2010. Data analysis was conducted based on steps identified by Moustakas (1994) and Strauss and Corbin (1990), and predominant themes were discovered. The researcher concluded that a faith-based institutional setting impacts the collegiate experience of gay and lesbian students in considerable ways. Students encountered significant struggles, including identity denial, pressure to conceal sexuality, and frustration regarding school policies. Based on these themes, specific conclusions were drawn regarding students’ enrollment decisions, sexual identity formation during the collegiate experience, reconciliation of faith and sexual identity, encouraging supportive networks for gay and lesbian students, and policy development regarding sexual behaviors on campus. Suggestions were presented for administrators, counselors, faculty, staff, and students at faith-based universities.
Department of Educational Leadership

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Curry, Douglas M. "The challenge of worshipful learning an assessment of corporate worship in the chapel experience at Messiah College /." Online full text .pdf document, available to Fuller patrons only, 2002. http://www.tren.com.

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Scibetta, Dominica J. "But the greatest of these is love| How staff members negotiate their relationships with LGBTQ students at Christian colleges and universities." Thesis, California State University, Long Beach, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10065207.

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Christian college environments remain connected to Biblical doctrine that can create a challenge for student affairs practitioners responsible for supporting all students but then instructed to take “corrective” (e.g., disciplinary) action against LGBTQ students. This study examined experiences of ten student affairs staff at Christian campuses negotiating institutional context, professional relationships, and personal values when interacting with LGBTQ students. Interview data was organized along three themes: campus culture, tensions, and strategies to manage tension. Participants perceived campus culture as familial, but also as silent, fearful, and confusing on LGBTQ issues. Consequently, they experienced tensions between personal beliefs in serving students versus supporting institutional values about LGBTQ identity and behavior. Participants employed cognitive, interpersonal, and intrapersonal strategies to negotiate these tensions and balance service to their institution with advocacy for LGBTQ students. Recommendations provided relate to staff development, graduate level training, and sustainability of the Christian college approach to human sexuality.

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35

Woodrow, Robert Earl. "A marriage preparation course for Christian students at Oklahoma State University." Theological Research Exchange Network (TREN), 1996. http://www.tren.com.

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Turcotte, James C. (James Carlton). "Factors Associated with Students' Decisions to Attend Selected Private Postsecondary Christian Institutions." Thesis, University of North Texas, 1995. https://digital.library.unt.edu/ark:/67531/metadc278523/.

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This study was designed to compare the college choice decisions of first-year students in the fall of 1993 attending selected private Christian institutions of higher learning with a national sample of colleges. The data for the study were collected using the Entering Student Survey (ESS), published by the American College Testing program (ACT).

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Spore, Roy L. "Pedagogy and the Old Testament a model for teaching the Hebrew scriptures /." Theological Research Exchange Network (TREN), 1986. http://www.tren.com/search.cfm?p100-0125.

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Handy, Jessica. "Foundations for teaching as ministry a pilot study of small group vocational discernment in teacher education programs at Christian colleges and universities /." Theological Research Exchange Network (TREN), access this title online Theological Research Exchange Network (TREN) Access this title online, 2005. http://www.tren.com.

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Sheridan, Sean O. "Canon 812 the role of the university in its implementation at Franciscan University of Steubenville /." Theological Research Exchange Network (TREN), 2007. http://www.tren.com/search.cfm?p029-0696.

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Sherlock, Jeffrey F. "The assessment of student learning outcomes in management and business-related adult accelerated degree completion programs in the Coalition for Christian Colleges and Universities." Virtual Press, 1997. http://liblink.bsu.edu/uhtbin/catkey/1063414.

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The purpose of this study was to document and analyze the current state of student learning outcomes assessment by administrators in adult accelerated degree completion programs (AADCPs) in management and business-related majors within the Coalition for Christian Colleges and Universities (CCCU). The study was descriptive in nature; it described the various methods employed by administrators to determine what adults in their accelerated degree completion programs have learned in their course of study.The study found that assessment in AADCPs is influenced by a variety of internal and external bodies. Regional accreditation associations, AADCP faculty, college/university faculty, and non-AADCP faculty exercise influence on assessment processes and practices. AADCP administrators do not have a clear consensus regarding the influence of state education oversight bodies on assessment practices and processes.AADCPs use a variety of methods to assess student outcomes and to evaluate the effectiveness of individual courses. Assessment methods used in AADCPs include: student surveys/course evaluations, summary projects/papers, weekly assignments (graded or for discussion only), faculty assessment of group and/or individual outcomes, and final exams. More than half the AADCPs in this study utilize three or more persons to review outcomes of individual courses.AADCPs use a variety of assessment methods to evaluate overall program effectiveness. Assessment instruments include: student attitudinal surveys, capstone research projects, internally and externally-developed instruments, faculty and employer surveys, and standardized tests. Assessment instruments designed to measure cognitive outcomes (e.g., ETS Major Field Test in Business) are not widely used in CCCU AADCPs. Nearly three quarters of the AADCPs in this study utilize three or more persons to review assessment of program effectiveness.Results of this study indicate that many AADCPs are making substantial attempts to assess outcomes of individual courses and of their programs using multiple assessment instruments and multiple reviewers. However, assessment efforts tend to focus on affective and behavioral outcomes rather than cognitive, content outcomes. Few AADCPs in the CCCU are giving serious attention to the assessment of cognitive outcomes. More research based on the findings of this study are suggested.
Department of Educational Leadership

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Pessia, Wayne J. "Millennial Learners and the Missions of the Members of the Council of Christian Colleges and Universities and the Association of Biblical Higher Education." Ashland University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1393426628.

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Patten, Todd A. "The institutional integration of the religious minority at a systemic religiously affiliated university /." Related article in Christian higher education; vol. 8, no. 1; Jan 2009 , pages 42 - 53, 2009. http://search.ebscohost.com/login.aspx?direct=true&db=afh&AN=35731177&site=ehost-live.

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Cooper, Monte Vaughan. "Attitudes of Faculty Members Toward the Integration of Faith and Discipline at Selected Southern Baptist Colleges and Universities." Thesis, University of North Texas, 1990. https://digital.library.unt.edu/ark:/67531/metadc332001/.

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The attitudes toward the integration of faith and discipline of full-time faculty members at five selected Southern Baptist colleges and universities which are members of the Christian College Coalition were explored for this study. The integration of faith and discipline is a concept unique to Southern Baptist higher education. Arthur Walker, Jr., of the Education Commission of the Southern Baptist Convention defines the concept as referring to the mission of the institution, the personal faith of faculty members, and the professional involvement and interaction of faculty members with their students, regardless of disciplines. Since little information exists on faculty attitudes toward this concept, data were collected through a survey instrument on three dimensions of integration: professorial integration in the classroom, professorial integration in and out of the classroom, and institutional integration of faith and discipline.

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Roadcup, David. "Training for teleios an evaluation of the student discipling ministry at Atlanta Christian College /." Theological Research Exchange Network (TREN) Theological Research Exchange Network (TREN) Access this title online, 2006. http://www.tren.com.

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45

Wilcoxson, Douglas A. Baier John L. "An investigation of the effective supervision and communication competence of chief student affairs officers in Christian institutions of higher education." [Denton, Tex.] : University of North Texas, 2007. http://digital.library.unt.edu/permalink/meta-dc-5110.

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46

Lewis, Stephen R. "The impact of the Civil Rights Restoration Act of 1987 upon Protestant institutions of higher education." Thesis, University of North Texas, 1990. https://digital.library.unt.edu/ark:/67531/metadc332467/.

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The purpose of this study was to explore the impact of the Civil rights Restoration Act of 1987 on America's Protestant institutions of higher education and to examine whether the new law, without the expanded religious exemption, is perceived by the presidents of these institutions as inpinging upon the religious liberty guaranteed under the First Amendment.

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Davis, Beth 1948. "A Theoretical Framework of Organizational Pluralism: an Analysis of the Organizational Dimensions of Substance Abuse Programs in Selected Private Sectarian Institutions of Higher Education in Texas." Thesis, University of North Texas, 1993. https://digital.library.unt.edu/ark:/67531/metadc278237/.

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The researcher examined a relatively unexplored and limited territory dealing with higher education organizational pluralism pertaining to particalized substance abuse programs in private sectarian institutions of higher learning with student populations of under five thousand. The conceptual framework, which was a recapitulation of Lee G. Bolman and Terrence E. Deal's (1984) "multifaceted lens," applied to the human resource framework, the structural framework, the symbolic/cultural framework and the political framework in the administration of these selected substance abuse programs. The frames under which the respective substance abuse programs operate were identified by utilizing a semi-structured interview protocol. The study found usage of management frames by substance abuse program administrators to be in agreement with Bolman and Deal's "four frames theory," with the preferred management style consistent across the frames. The administrators of the substance abuse programs prefer the human resource frame almost categorically. Each institution places a strong emphasis on recruitment of an ideal type of student, modeled after a very clear and concise institutional mission statement. The pervasive theme of the mission message seeks potential Christian leaders only. Almost exclusively, the institutions studied do not tolerate substances of any sort. The administrators interviewed were knowledgeable about the various organizational frames and expressed concerns regarding the symbolic/cultural framework. With the exception of one institution, administrators of programs believe that the Christian ethic practiced throughout their institutions is the most significant factor preventing their institutions from utilizing the political frame during times of dwindling economic resources, thus remaining congruent with the institutional mission. The institutions studied were not complex in management structure and provide relatively unambiguous environments. The students and personnel have free access to administrators of substance abuse programs, who utilize prayer and the Christian ethic as important tools in intervention. This qualitative approach captured the essence of the organizational dimensions of these substance abuse programs in the selected private sectarian institutions of higher studies in Texas.

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Jack, Andrew S. "Tassel flipping a portrait of the well-trained youth-ministry graduate /." Theological Research Exchange Network (TREN), 2007. http://www.tren.com/search.cfm?p088-0188.

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Liu, Yuan. "We Are Ginling: Chinese and Western Women Transform a Women’s Mission College into an International Community, 1915-1987." Case Western Reserve University School of Graduate Studies / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=case1585222813888865.

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Bryan, Vanessa Roberts. "A Phenomenological Study of Gay and Lesbian College Students' Spiritual Experiences at Religious Higher Education Institutions." Thesis, University of North Texas, 2017. https://digital.library.unt.edu/ark:/67531/metadc984178/.

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Despite recent scholarly interest in college students' spirituality and spiritual development, as well as research indicating that students are interested in spirituality and have a strong desire to integrate spirituality into their lives, few researchers have addressed the spiritual experiences of gay and lesbian college students. Utilizing a phenomenological qualitative approach, I explored the spiritual experiences of nine gay and lesbian college students at two religiously affiliated universities in the southwest region of the United States. The ages of the participants ranged from 19 to 23, with a mean of 21. There were five female, three male, and one gender queer participants. Seven participants identified as white, while the other two participants identified as Hispanic. I identified three major themes related to their lived experience of spirituality: (1) spiritual quest characterized by struggle and pain, (2) finding reconciliation and acceptance, and (3) the importance of support from the university, student groups, friends, and family. Implications for practice included the importance of establishing an official recognized student organization to support gay and lesbian students, creating spaces for personal reflection, meditation, prayer, and solitude as well as safe spaces, the need for educational and outreach programs for faculty, staff, and students, and an evaluation of institutional policies the might negatively impact gay and lesbian students. Suggestions for future research are discussed including the exploration of the impact that faculty members have on students' spiritual growth.

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

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