Dissertations / Theses: 'Education, liberia'

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Manyango, Wilfred M. "Theological Higher Education in Liberia: a Case Study of the Liberia Baptist Theological Seminary." Thesis, University of North Texas, 2012. https://digital.library.unt.edu/ark:/67531/metadc115115/.

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The Liberia Baptist Theological Seminary (LBTS), opened on March 4, 1976, exists to train men and women for Christian ministry. It offers four-year degree programs leading to bachelor of arts in theology, bachelor of arts in religious education, and bachelor of divinity. Three major periods characterized its growth and development. the first, from 1976 to 1989, was a period of growth and prosperity. the second, from 1990-2003, was a time of immense challenge for the seminary because of the Liberian Civil War. the final period, from 2003 to the present, shows the seminary attempting to re-position itself for the future as a premier Christian higher education institution in Liberia. One of the challenges remaining, however, is the lack of historical documentation on factors impacting the growth of the seminary. This historical case study research sought to provide a comprehensive overview of the LBTS within the context of theological higher education in Liberia and the Liberian Civil War. the four major purposes guiding this research were: 1. Historical—to document and evaluate the rise, survival, developments and achievements of LBTS; 2. Institutional—to gain insight into how the seminary operates; 3. to document the effects of the 13-year civil war on the seminary; and 4. to identify the perceived challenges and needs of the seminary. Study participants included administrators, faculty, staff, students, graduates, and trustees, both past and present. Data were gathered through semi-structured interviews and document analysis. with thorough analysis of all data, seven major themes surfaced: 1.The lack of funding and qualified national faculty; 2.The relationship between missionaries and nationals; 3. the need for partnership development nationally and internationally; 4. the strong impact of the civil war on the seminary; 5. Realignment of seminary mission; and 6. the need for Bible training center and seminary perseverance during the war. As the seminary positions itself for the future, it continues to experience need in the areas of financial and educational resources, Internet technology, and the acquisition of qualified national faculty.

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Dillon, Etrenda Christine. "The Role of Education in the Rise and Fall of Americo-Liberians in Liberia, West Africa (1980)." Digital Archive @ GSU, 2008. http://digitalarchive.gsu.edu/eps_diss/18.

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Education has proven to be a powerful tool. Higher education in particular has been and continues to be utilized in various ways around the world and has been instrumental in the rise of societies including Americo-Liberian society in Liberia, West Africa. This study investigates how education has been instrumental in the formation of identity for Americo-Liberians (descendants of historically oppressed groups), demonstrates the relationship that existed between education attainment and social stratification within their system, and uncovers the socialization process that existed within the Americo-Liberian system of education. A critical analysis of social structure and history was undertaken to demonstrate how a mythical norm and cultural capital were key in both the identity formation and destruction of the Americo-Liberian population in Liberia, West Africa. Other theoretical frameworks, in particular "othering" were utilized throughout this dissertation to further demonstrate the rise of Americo-Liberians through their employment of a mythical norm and cultural capital, which ultimately led to their demise. A historical case study method was utilized to uncover the cultural capital of the preferred upper class and political elite, known as Americo-Liberians, which was deeply embedded within their system of education. In all, the system that was set up to ensure their privilege led to their demise and the complete destruction of the country as a whole.

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Forh, Edward S. "Stakeholders' Roles in Prioritizing Technical Vocational Education and Training in Postconflict Liberia." Thesis, Walden University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3665850.

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Postconflict governments and counterparts have collaborated to provide skills training to communities as a critical postconflict development strategy. In these undertakings, the role of community members remains largely undefined. The purpose of this qualitative descriptive case study was to understand the perceptions held by rural community members regarding the role they played in influencing government's policy priority for technical and vocational education and training (TVET) as a local human development strategy in postconflict Liberia. The conceptual framework was based on human capital theory and concepts of motivation and achievement. Fourteen participants were purposefully selected for the study. Data were collected from interviews, focus group discussion, and documents and analyzed using constant comparison. Results indicated that increasing human capital, restoring self-esteem, encouraging civic participation, and building peace were among the community members' motivations for establishing a skills training institution. Leadership, advocacy, and ownership were major roles community stakeholders played in establishing their local skill training institution; voluntarism and collaboration were found to be strategies for support to the local TVET initiatives. Findings have positive social change implications for facilitating community-initiated TVET programs for youth employment as well as informing TVET policies in countries transitioning from conflict to development.

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Forh, Edward S. "Stakeholders' Roles in Prioritizing Technical and Vocational Education and Training in PostConflict Liberia." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/1178.

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Postconflict governments and counterparts have collaborated to provide skills training to communities as a critical postconflict development strategy. In these undertakings, the role of community members remains largely undefined. The purpose of this qualitative descriptive case study was to understand the perceptions held by rural community members regarding the role they played in influencing government's policy priority for technical and vocational education and training (TVET) as a local human development strategy in postconflict Liberia. The conceptual framework was based on human capital theory and concepts of motivation and achievement. Fourteen participants were purposefully selected for the study. Data were collected from interviews, focus group discussion, and documents and analyzed using constant comparison. Results indicated that increasing human capital, restoring self-esteem, encouraging civic participation, and building peace were among the community members' motivations for establishing a skills training institution. Leadership, advocacy, and ownership were major roles community stakeholders played in establishing their local skill training institution; voluntarism and collaboration were found to be strategies for support to the local TVET initiatives. Findings have positive social change implications for facilitating community-initiated TVET programs for youth employment as well as informing TVET policies in countries transitioning from conflict to development.

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Ssenyonjo, Habib. "A critical discourse analysis of public-private partnerships in education in Black Africa : A case of basic education in Liberia." Thesis, Stockholms universitet, Institutionen för pedagogik och didaktik, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-191543.

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With many countries in Black Africa immersed in external debts and yet others grappling with effects of civil wars and pandemics, social services such as basic education and primary health care pose challenges to them. To mitigate such shortcomings in the region, innovative ways to provide basic education are sought by the private sector. To meet the goals of education for all, national governments fall short of alternatives which gives rise to options like low fee private schools (LFPSs). But these innovative ways which are basically home-grown have got foreign competitors who provide the same basic education services. This thesis does not address the element of competition; rather it explores latest global changes that affect almost all aspects of social life – particularly basic education. This thesis looks at the public-private partnerships (PPPs) in education with low fee private schools (LFPSs) as one of the ‘innovative’ ways of providing basic education; this has had an effect of having entire basic education systems contracted out by national governments in the region. With weak public service systems, how can Black Africa implement PPPs with LFPSs? Using Fairclough’s critical discourse analysis – theory and method as well as operationalised space-times theory by Harvey (1990), this thesis probed PPPs with LFPSs in Liberia. The objectives were to understand the nature of educational reforms advocated in PPPs with LFPSs and to examine the kind of relationship between government and private sector service providers in PPPs with a view of locating the power within such relationships. Another objective was to probe how equitable and inclusive these basic education services provided by PPPs with LFPSs were. The study revealed that PPPs with LFPSs are implicated in denying access to the rural communities, limiting equitable and inclusive education to many social groups like the poor, girls and people with disabilities as well as seeming to undermine national and local governments due to power and ideology.

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Quenneh, Taiyee Nelson. "Insecticide Treated Nets as an Effective Malaria Control Strategy in Liberia." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2012.

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Malaria is a vector-borne disease that presents the most persistent and serious public health burden in Liberia. Numerous studies have examined the relationship between ITN use and malaria prevalence. However, little research has explored the effectiveness of ITNs in controlling malaria among children in postwar Liberia. The aim of this study was to examine the association between ITN ownership, parental economic status, ITN installation support, and malaria prevalence among children. This was a quantitative cross-sectional study guided by the health belief model. The study used secondary data from the 2011 Liberia Malaria Indicator Survey. Chi-square for association and Logistic regression were used to analyze the data. The results revealed a significant association between parental education and malaria prevalence. There was also a significant association between parental economic status and malaria prevalence. However, there was no significant association between ITN ownership and malaria prevalence after controlling for parental education and ownership of structure. These findings may foster social change by helping public health authorities in Liberia integrate ITN use with other strategies like mosquito larvae elimination and indoor/outdoor insecticide spraying as part of a comprehensive approach to malaria control. Additionally, massive awareness and economic capacity building should be undertaken to empower malaria endemic communities with the understanding that malaria can be rapidly reduced with other robust strategies in combination with ITN use. These strategies, if implemented, may effectively control malaria prevalence among children and the emotional and financial burdens endure by their families.

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Kinkade, Marion Carlton. "Geospatial Analysis of Care and Mortality in the 2014 Liberia Ebola Outbreak." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6344.

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The Ebola outbreak in West Africa in 2014 to 2016 had more than 28,000 suspected, probable, and confirmed cases. It was the largest Ebola outbreak in history. Of the 28,000 cases in the three Ebola-affected countries, Liberia had 10,000 cases with almost 5,000 deaths. The Ebola Virus Disease (EVD) entered Liberia along the border of Guinea and moved to the capital city of Monrovia where the virus spread. Ebola Treatment Units (ETUs) were constructed throughout the response in locations where there were available facilities versus distance to care challenges. This study examined the association of distance from villages to ETUs and mortality. Using Geographic Information System (GIS) and statistics framed within the Social Ecological Model and the GIS Framework, this study geolocated the Ebola cases by village, mapped the travel routes and calculated the distance to the ETU. A logistic regression was then used to determine if there was an association between distance and mortality, with and without controlling for age and gender, and, to calculate the odds ratio. A logistic regression model showed there is an association between distance and mortality and that Ebola patients living within 12 kilometers of the ETU were 1.8 times less at risk of mortality (OR = 1.778, 95% CI [1.171 - 2.7]) than those living more than 12 kilometers. In addition, males had a 1.4 times lower risk of death due to EVD. This understanding can inform future outbreak responses and placement of treatment units. In addition, this information can lead to social change with respect to individual understanding of access to care, community expectations, and national health care planning.

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Adetunji, Sando. "The Impact of Parental Education Level, Wealth Status, and Location on Female Genital Mutilation Prevalence in Northwestern Liberia." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/4828.

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Walden University College of Health Sciences This is to certify that the doctoral dissertation by Sando Adetunji has been found to be complete and satisfactory in all respects, and that any and all revisions required by the review committee have been made. Review Committee Dr. Chinaro Kennedy, Committee Chairperson, Public Health Faculty Dr. Adebowale Awosika-Olumo, Committee Member, Public Health Faculty Dr. James Rohrer, University Reviewer, Public Health Faculty Chief Academic Officer Eric Riedel, Ph.D. Walden University 2018 Female genital mutilation has been a public health issue in many countries. As a result, researchers across the globe have conducted numerous studies showing that the practice is very harmful toward women's health and safety. Unfortunately, in the northwestern region of Liberia, there have been no recent empirical studies conducted regarding the danger of female genital mutilation on women's reproductive health and safety. The socio-ecological model can guide this study which outlines how environmental variables can impact the experiences of FGM. In this study, a quantitative approach was used to explore whether there were environmental factors such as parental educational attainment, parental wealth (socioeconomic), and location that affect the prevalence of female genital mutilation among girls and women in the northwestern region of Liberia. Secondary data from the 2013 Liberia Demographic Health Survey was used to analyze the multiple determinants that influenced parents and families to join the Sande Bush Society which facilitated female genital mutilation practices in the northwestern region of Liberia. The methods of analysis included chi-square for association and multiple logistic regression. The findings showed that parental wealth and parental education predicted whether females were initiated into the Sande Bush Society, resulting in female genital mutilation practices. There were no significant differences in whether parental region (suburban or rural) predicts the likelihood of initiation into the Sande Bush Society. This study provides additional information to stakeholders, policy makers, and social advocacy groups for developing and implementing laws relevant to female genital mutilation.

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Williams, Sy Jobila Y. "Social Organization Analysis of the Role of Academic Advising: A Case Study at the University of Liberia." W&M ScholarWorks, 2013. https://scholarworks.wm.edu/etd/1539618710.

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Positive educational experiences deliberately sought through advising can lead to increased academic success, improved college experiences, and long-term benefits as graduates become contributing citizens in society. However, much of the research on the role of and advantages related to academic advising has been limited to American colleges and universities. This ethnographic case study conducted at the University of Liberia examined the organizational role of advising from student, faculty, and staff perspectives, and explored the culture, college experiences, and academic progression of students prior to and after the establishment of the Student Academic Advisement and Career Counseling Center particularly among freshmen and seniors. The purpose of this study was to identify the role of advising services in a Liberian higher education setting, to understand the relationships between social organization and advising interactions, and to explore applications of advising approaches in non-Western cultural contexts. Nine faculty, 10 staff, and 20 student participants were interviewed.;The findings suggest that postwar challenges in Liberian higher education and the University of Liberia's shifting perspective on student-centeredness have been the primary elements that have shaped the barriers and opportunities found in the role of advising and college student experience. Implications of this study have expanded our knowledge of academic advising in a non-Western, postwar culture, and highlighted the significance of applying social organization analysis and metaphor to understand complex structures and processes involved in higher education advising processes. as Liberia and other similar developing countries look for ways to improve educational experiences, inspire social consciousness, contribute to national development and workforce needs, address remediation and rehabilitation concerns, enhance student persistence and retention, and improve academic success, academic advising could be a key solution in the process.;Keywords: academic advising, social organization, West Africa.

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James, Simon Christopher. "mLearning : can SMS text messages be used to improve literacy in youth basic education courses? : a case study in Liberia." Thesis, University of Bristol, 2017. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.730864.

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Jarvis, Lukas. "Classroom Reintegration : Education as a tool for Social Reintegration Post-Conflict Societies." Thesis, Uppsala universitet, Institutionen för freds- och konfliktforskning, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-373123.

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Kammah, Jerry Calson. "Legal and Policy Framework for Gender Equality and Women’s Empowerment: a Critical Analysis of the Third Millennium Development Goal in Liberia." Thesis, Malmö högskola, Fakulteten för kultur och samhälle (KS), 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-22834.

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This paper critically analyse the extent to which legal and policy frameworks have contributed in achieving the third Millennium Development Goal (3rd MDG) in Liberia. It explores the feminist theory of Intersectionality by examining the intersection of historical, social and political context which all contribute to social division in Liberia. The paper goes further to examine how these social divisions affects gender equality and women’s empowerment through the indicators associated with the 3rd MDG on education, employment and political participation. It concludes by noting that though 2015 is a year away, much still has to be done to achieve the 3rd MDG, other MDGs as well as promotion of human rights in Liberia.

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Mellish, Mars. "Exploring Skills That Liberian Small-Business Entrepreneurs Use to Succeed in Business." Thesis, Walden University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10133635.

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Over 35 years of gross economic mismanagement and business failures led Liberia’s gross domestic product to collapse by 90% in less than two decades. As a result of a general lack of business skills, up to 80% of Liberian small-business entrepreneurs fail in business beyond the first year. Based on the theory of constraints, the purpose of this exploratory multiple case study was to explore the business skills that Liberian small-business entrepreneurs used to succeed in business beyond the first year. Data came from semistructured face-to-face interviews with 5 central regional Liberian small-business entrepreneurs who had succeeded in business beyond the first year. Participant observation, the use of company documents, and the use of member checking allowed for methodological triangulation and verification of the themes. Analysis of data involved using pattern-matching technique and date coding to evaluate, organize, code, and analyze the raw data. There were 3 prominent themes that emerged among entrepreneurs during data analysis: business knowledge, bookkeeping, and pricing skills. The data from the results indicated, within this particular context, Liberian small-business entrepreneurs used business skills for knowledge, finance, and marketing. Focusing on these practices may lead to increased profit and business success beyond the first year for other Liberian small-business entrepreneurs. The findings from the study could provide mechanisms for social change by giving Liberian small-business entrepreneurs additional ideas for using their business skills in their businesses. Furthermore, the findings may aid the Liberian communities to create training programs and curriculums for numerous Liberian colleges and institutions for future Liberian small-business owners.

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Treasure, Ian Clements. "The Liberal Education Bills : conflict and compromise in religious issues and Liberal Party educational policies, 1906-1908." Thesis, Open University, 1993. http://oro.open.ac.uk/57427/.

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This study follows the religious and educational issues which formed the background to the Education Bills of the Liberal Government in the period 1906-08. The role of the churches and their place in society in the 19th and early 20th Centuries is outlined. The problems of educational provision and lack of resources through the voluntary agencies is reviewed and the impact of the Education Act of 1870 during the period of the School Board era is considered. The position of the Church of England is outlined alongside the provisions of the Education Act of 1902 and an assessment is made of the working of that Act. The claims and grievances of the Nonconformists are reviewed. The political consequences of the Conservative Government's defeat and the return of a Liberal Government to power in 1906 is outlined together with a review of that Election. The role of the newspapers and the demands of the various bodies with a declared interest in religion and education are considered. A detailed examination of the negotiations undertaken between the Liberal Government and the various denominational interests in their attempts to remedy the Nonconformist grievances over the 1902 Education Act during the period 1906-08 is included. The work of the Archbishop of Canterbury on behalf of the Established Church is closely followed to draw the distinction between those working at the highest level of negotiation and those at grass roots level. The Liberal Government's social reforms and the decline in popularity of the Liberal Party as a vehicle for political Nonconformism is reviewed alongside the stalemate in educational legislation affecting religious issues. The growth of that Government's intervention into the field of social welfare and the lessening impact of religion in the overall life of the Nation is also considered together with a review of changes in attitudes towards religion and its part in educational provision in more recent times.

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Ku, Hsiao-Yuh. "Education for liberal democracy : Fred Clarke and educational reconstruction in England 1936-1952." Thesis, University College London (University of London), 2012. http://discovery.ucl.ac.uk/10020674/.

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This thesis explores the connection between the democratic ideas of Fred Clarke (1880-1952), an English educationist, and his contribution to educational reconstruction in England in the 1940s. By drawing on biographical method and documentary research, this thesis demonstrates that Clarke's democratic ideas reflected the ideals of liberal democracy and ways in which his ideas informed his positions on various issues of the educational reform and his actions or activities towards them, which constituted his substantial contribution to the reform. Three general themes in this thesis support the main argument. First, Clarke's ideas about the distinction between community and the State, his conception of equality, and his emphasis on free personality and moral qualities of all citizens found their roots in the ideals of liberal democracy, especially those of developmental democracy. Second, Clarke's ideas of democracy underlay his positions on educational issues such as the reorganization of the central authority; the public schools; the administrative system, selection and organization of secondary education; further education; teacher education and the teaching profession; and adult education. Third, Clarke contributed himself to the reform primarily through arousing and guiding public opinion by means of his speeches, writings, cooperative actions, engagement in professional organizations, and the publication of the first report of the Central Advisory Council, School and Life (1947), which were also in accordance with his ideas of democracy. Clarke also exerted his influence on cultural elites through discussion groups and on policy-makers and key figures through memoranda, private meetings and correspondence. Given these findings, this thesis helps fill a significant gap in the current knowledge as to Clarke's democratic ideas, his contribution to educational reconstruction in the 1940s, and above all, the intimate link between them. Moreover, it sheds some light on the nature and tensions of the major educational reform of this period.

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Duffy, Hugh. "Liberal education and Catholic theology." Thesis, University of Hull, 1989. http://hydra.hull.ac.uk/resources/hull:5719.

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The purpose of this thesis is to analyse and explain the intimate connection that exists between liberal education and Catholic theology. This is done by analysing the changing patterns of interconnections in the historical and on-going relationship between both. The thesis comprises nine chapters. The first two chapters outline the general principles governing the study. The next two chapters deal with the history of the relationship between liberal education and Catholic theology, beginning with the early apologists via Augustine and culminating in Aquinas' scholastic synthesis. This part of the study describes the synthesis which took place from early Christianity until the fifteenth century. The second part of the thesis deals with the separation of liberal education and Catholic theology, which began during the Reformation, and is discussed in Chapters Five and Six. The consequences of this separation which led to the establishment of a secular system of liberal education, divorced from theology, during the Enlightenment, is analysed in Chapter Seven. The final two chapters of the thesis (Chapters Eight and Nine) deal with the 'Catholic Reaction' to the reformed rational system of liberal education, and the 'Rediscovery' of the comprehensive tradition of liberal education, brought about by the historic revival of Catholic scholarship, initiated by Pope Leo XIII.

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Bevan, Ryan. "Liberal educational responses to religious diversity: defending the need for a supplemental dimension of citizenship education in liberal democratic societies." Thesis, McGill University, 2011. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=103678.

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This dissertation explores the relationship between liberal/secular and religious educations. I begin by tracing what I believe to be the source of tension between liberal/secular and religious educations to two highly influential liberal theories that have affected civic education in particular. I begin with an analysis of John Dewey's naturalistic approach to metaphysics and religion, arguing that Dewey's attitude to religious traditions, when used as a basis for civic education, is insufficient. Specifically, I argue that in Dewey's conception, religious doctrines, principles, ideals, beliefs, and ultimately religious traditions as a whole, are important only instrumentally. Furthermore, I conclude that the only possible outcome once one accepts a prior commitment to Dewey's metaphysics (or anti-metaphysics) is that reflection and deliberation on the 'religious' will denude it of its distinctively religious character. My major conclusion is that such a view of religion and the religious is egregiously deficient when evaluated in light of the liberal principle of respect for religion and religious diversity. I then move to a critical examination of the second highly influential liberal theory, political liberalism. The conclusion that I highlight in my critique of Rawlsian political liberalism is that a civic education based on the political ideals of political liberalism can pretty much ignore religious conceptions without detriment to the development of young citizens' deliberative capacities. I strongly challenge this conclusion, because I see engagement with religious conceptions as valuable – even necessary – for good citizenship, and for enabling citizens of diverse societies to do justice to/for each other. In the second half of the dissertation, I propose a theoretical framework for this supplemental dimension which is based on virtue epistemology. I focus specifically on the recent work of James Montmarquet, particularly his notion of subjective justification, which I incorporate as an ideal basis for engagement which focuses on reason-giving and validates the role that religious traditions can play in moral and civic deliberation.
Cette thèse explore la relation entre l'éducations libérale/séculiers et religieux. Je commence par tracer ce que je crois être la source de tension entre éducations libérale/laïques et religieux à deux théories libérales très influent qui ont affecté l'éducation civique en particulier. Je commence par une analyse de l'approche naturaliste John Dewey à la métaphysique et la religion, en faisant valoir que l'attitude de Dewey aux traditions religieuses, lorsqu'il est utilisé comme une base pour l'éducation civique, est insuffisante. Plus précisément, je soutiens que dans la conception de Dewey, les doctrines religieuses, les principes, les idéaux, les croyances et traditions religieuses en fin de compte dans leur ensemble sont importants purement instrumentale. En outre, je conclus que la seule issue possible une fois que l'on accepte un engagement préalable à la métaphysique de Dewey (ou anti-métaphysique) - est que la réflexion et de délibération sur le «religieux»-t-elle priver de son caractère nettement religieux. Ma conclusion majeure est que ce point de vue de la religion et religieux est flagrante carence lorsqu'ils sont évalués à la lumière du principe libéral de respect pour la religion et de la diversité religieuse. Je passe ensuite à un examen critique de la seconde théorie libérale très influent, le libéralisme politique. La conclusion que je souligne dans ma critique du libéralisme politique rawlsien est que l'éducation civique sur la base des idéaux politiques du libéralisme politique ne peut ignorer à peu près les conceptions religieuses sans porter préjudice au développement des capacités des jeunes citoyens de délibération. Je conteste fermement cette conclusion, parce que je vois son engagement avec les conceptions religieuses aussi précieux - voire nécessaire - de civisme, et pour permettre aux citoyens de diverses sociétés de rendre justice à / pour l'autre. Dans la seconde moitié de la thèse, je propose un cadre théorique de cette dimension supplémentaire qui est basé sur l'épistémologie vertu. Je me concentre plus particulièrement sur les travaux récents de James Montmarquet, en particulier sa notion de la justification subjective, que je déclare constituer comme une base idéale pour un engagement qui met l'accent sur la raison qui donne et valide le rôle que les traditions religieuses peuvent jouer dans la délibération morale et civique.

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Stockden, Eric W. A. "Democracy, civic virtue and liberal education." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0032/NQ38509.pdf.

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Hwang, Kyu-ho. "Liberal education in a multicultural society." Thesis, King's College London (University of London), 1993. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.338483.

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McNamee, Blaise. "Education as fairness locating Rawlsian liberalism in liberal education theory /." Diss., Online access via UMI:, 2008.

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Yoo, Jae-Bong. "Education as initiation into social practices : an alternative to liberal education." Thesis, University College London (University of London), 1999. http://discovery.ucl.ac.uk/10019154/.

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This thesis aims at examining the possibility of education as initiation into social practices as an alternative to liberal education. To this end, the main arguments run as follows. Firstly, I argue that liberal education, as both the pursuit of rationality and the promotion of personal autonomy, does not give a satisfactory explanation of educational phenomena because of several internal and external criticisms. Both versions of liberal education have limitations for different reasons: in dealing with human practices and practical matters which are raised by vocationalists and in meeting a variety of social or communal demands that are addressed by communitarians, respectively. Secondly, I analyse the notion of 'social practices' as a basis for understanding 'education as initiation into social practices' by examining a conventional conception and some recent influential conceptions. A conventional usage of 'practice' as opposed to 'theory' is inappropriate in terms both of the Greek notion of 'praxis' and of Ryle's 'knowing how' and Wittgenstein's 'language-games', and is also inappropriate from an educational perspective. On the other hand, positively, I establish my conception of social practices as a modified Maclntyrean conception by analysing MacIntyre's conception of 'a practice' in its various dimensions and discussing Miller's and Schatzki's crucial distinctions within social practices. Lastly, I draw the overall picture of 'education as initiation into social practices' by comparing MacIntyre's, Hirst's and Langford's views and by applying them to teaching as education writ small, and I examine its possibility as an alternative to liberal education. I suggest that 'education as initiation into social practices' should be understood in a 'substantial'(prescriptive) sense and, on the basis of this, I tackle curriculum issues and teaching process. I conclude that social practices-based education could be an alternative to liberal education by taking a middle way between liberal education as the pursuit of rationality and as the promotion of personal autonomy.

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Owen, Roderic Lewis. "Liberal education and moral development: an integrated model of moral education." W&M ScholarWorks, 1985. https://scholarworks.wm.edu/etd/1539618618.

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Two central questions are raised: at a college level, what should be our educational goals and methods in the realm of moral development? and, what curricular or instructional model is most logically consistent and ethically acceptable with the mission and philosophy of liberal education? The major purpose of this study is to answer these questions and develop one reasonable, clearly defined model of college-level moral education.;As a normative inquiry into the goals of moral education, this philosophical study rests on the assumption that statements of moral value can be rationally understood and taught and is guided by an awareness of the major findings in social scientific research on moral development and education and practical use of the conceptual analysis of educational terminology.;In order to answer the central questions, it is argued that the ideal of liberal education (its inherent logical and ethical criteria as well as a developed set of explicit curricular goals) can help determine legitimate curricular goals and methods that are focused on moral development. An extended definition of liberal education is developed through reference to widely accepted historical statements and examination of contemporary principles and goals.;Five contemporary models of undergraduate moral education are next identified and described in detail: values clarification, wholistic, humanities, normative ethics, and cognitive-developmental. The specific criteria for liberal education are then critically applied, evaluating the respective strengths and weaknesses of each model. It is argued that the normative ethics and cognitive-developmental models are most closely connected with the historical aims and contemporary goals of liberal education.;The study concludes with a detailed analysis of the two selected models. Reasons for their integration are developed, pedagogical methods and resources which emerge from their combination are outlined, and a summary of this approach to selecting and developing an acceptable model of college-level moral education is offered. In closing, it is stated that college students can legitimately be taught to reflect on morality, to be committed to the rational analysis and selection of moral values and lifestyles, and to act in accordance with their convictions.

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Michael-Johnston, Georgina. "Helen Maria Williams, liberty, sensibility, and education." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp02/NQ34812.pdf.

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Ruhl, Taylor D. "Organizational culture in the private liberal arts college: A case study." Scholarly Commons, 1996. https://scholarlycommons.pacific.edu/uop_etds/2583.

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The purpose of this study was to describe the organizational culture of Pacific Union College (PUC), a part of the Seventh-day Adventist system of higher education in North America. The design of this research project was a case study, and the methodological paradigm on which this study was based is that of naturalistic inquiry. Three means of inquiry were utilized: an organizational culture survey, interviews, and content analysis. The survey was administered to all salaried personnel of the college. Each respondent also submitted a demographic profile. Interviews further contributed to the triangulation of this study. They were conducted on the campus with 16 faculty selected by the researcher because of their familiarity with the college and their potential to be articulate and informative regarding it. A content analysis of the last institutional self-study done by Pacific Union College (Pacific Union College, 1990) furthered triangulation. Formative studies such as this are conducted for the purpose of improvement rather than to answer a hypothetical question or prescribe for practice. The study addressed five research questions. The results of this study indicated a predominant perception that the collegial culture is dominant. The findings further revealed that the collegial culture is perceived to be dominant without the application of demographics. This contrasts with analysis of the Self-Study (Pacific Union College, 1990) which indicated that the managerial culture was dominant. The findings indicated that there was not cultural congruence between the faculty and administration, but that there was closer congruence between the administration and the department chairs. The findings of the survey showed that the collegial culture was dominant among the faculty while the managerial culture was dominant with the department chairs and administration.

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Pleshakova, Victoria. "The Importance of Teaching Humanities in Higher Education Institutions: in Defense of Liberal Arts Education." ScholarWorks @ UVM, 2009. http://scholarworks.uvm.edu/graddis/182.

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The humanities have always been under attack in the higher education of the United States of America. Corporate culture of the university requires the most money distributed towards research and specialization, while making employability of the graduates the main goal of education. With two thirds of all majors being in business and finance, humanities don’t seem to play a big role in higher education overall. This work makes an attempt in defense of liberal arts education to our students, and the importance of teaching the subjects like English, Literature and Philosophy independent of a student’s major concentration. Even in our age of specialized and corporatized education, these courses are of great importance. These subjects can help young people find their way in this confusing web of life weaved out of pressure, expectations, failures, problems, fears. What other fields of study can teach them about history of cultures and languages, people who made history; who made contribution to the world in art, literature and science; what young people can learn from them. But most importantly, how to raise questions about life in general and search for answers, how to find meaning, how to know what’s important to them. In general, teaching them how to think. I would like to take different approaches in looking at teaching humanities to college students in this country, drawing from my own experiences in both Russia and US, my graduate courses at UVM, as well as works of those in the academia concerned with the same matter. I will look at how corporate culture of the university and research-driven education dictate the curricula in colleges and universities; how multiculturalism and political correctness that saturated higher education these days can influence the way humanities are presented, and explore the influence of humanities in our students’ making meaning of their lives.

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Pack, Robert P., M. Kiviniemi, and S. Mackenzie. "Liberal Education and Professional Education Approaches to Undergraduate Training in Public Health." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/1336.

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Frequently, educational approaches are considered as a dichotomy – liberal versus professional. However, perpetuating this dichotomy may not best serve students or the workforce. We are at the forefront of an educational movement and it is critical that we think intentionally about who we are training our students to be and how do we best do it. Baccalaureate public health education is occurring in a range of locations including community colleges, traditional liberal arts schools, and schools of public health. Faculty and staff have a diverse range of training and experience in educational frameworks, In addition, this educational movement is occurring at a time when the disciplinary boundaries of public health are expanding and becoming less defined.

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Arapoff, Nikan. "Teacher Experiences With Credit-Related Finance Education." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/984.

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Recent financial problems have highlighted the portion of financial literacy classes related to credit and spending. The recent bursting of the real estate asset bubble and the ongoing economic crisis framed the research question for this study regarding the experiences of social studies and business teachers in teaching coursework in credit-related finance management. The purpose of this study was to understand teacher experiences in the classroom that involved teaching financial information related to consumer credit. The study was based on the theoretical foundations of constructivism and a synthesis of related economic and educational thought. A qualitative, constructivist, and interpretive case study was conducted using interviews with and observations of 6 business and 3 economics teachers. The results were horizontalized and then inductively grouped by phenomenological reduction into domains. Analysis showed that business and economics teachers were faithful in incorporating topics related to consumer credit-related finance education at, or greater than, the level outlined by state standards. The best methods recommended by research were prevalent in the instructional strategies. Teachers stressed the importance of literacy and numeracy. The infusion of economics in early grade levels had little effect on student performance. Participants felt that more finance education in high school was needed, either as a stand-alone course or integrated more efficiently into the curriculum. Implications for positive social change include evaluating financial curriculum components to improve instructional practices by being a part of the curriculum review process and helping administrators and teachers address poverty by improving students' financial skills.

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Nam, Sang Don. "Liberal education in the Korea Air Force Academy." Thesis, Monterey, California. Naval Postgraduate School, 1988. http://hdl.handle.net/10945/23285.

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This study is an attempt to analyze the current educational programs of Korea Air Force Academy in terms of Liberal Education. The following two research questions are addressed: (1) What is the over-all structure of Korea Air Force Academy education and training programs? (2) What are the aspects of the current programs with regard to liberal education? Principal findings with regard to research questions are presented. Specific recommendations are also proposed as suggestions for an over-all organization of the educational program. Theses. (sdw)

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Kim, ChoÌ†ng-nae. "Well-being and education in a liberal society." Thesis, Keele University, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.359940.

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Jiang, Youguo. "Current Thinking and Liberal Arts Education in China." Thesis, Boston College, 2013. http://hdl.handle.net/2345/bc-ir:104094.

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Thesis advisor: Philip G. Altbach
Liberal arts education is an emerging phenomenon in China. However, under the pressure of exam-oriented education, memorization, and lecture pedagogy, faculty, university administrators and policy makers have not embraced it whole-heartedly. Through qualitative methodology, this study explores the current thinking of Chinese policy makers, university administrators, and faculty members on liberal arts education and its challenges. A study of the perceptions of 96 Chinese government and university administrators and faculty members regarding liberal arts education through document analysis and interviews at three universities helps in comprehending the process of an initiative in educational policy in contemporary Chinese universities. This research analyzes Chinese policy making at the institutional and national levels on curriculum reform with particular emphasis on the role of education in shaping well-rounded global citizens, and it examines how the revival of liberal arts education in China would produce college graduates with the creativity, critical thinking, moral reasoning, innovation and cognitive complexity needed for social advancement and personal integration in a global context. This research also found that the revival of interest in liberal arts education in China demonstrated that government and universities have begun to realize that the current curricula, professional training, and narrowly specialized education fail to help students to be competent in a globalized economy, and liberal arts is valued in China, and will be more effective as politics, economy and society more developed
Thesis (PhD) — Boston College, 2013
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Leadership and Higher Education

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Bramall, Steven Nigel. "Hermeneutic understanding and the liberal aims of education." Thesis, University College London (University of London), 1998. http://discovery.ucl.ac.uk/10021847/.

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This thesis attempts to adapt Hans-Georg Gadamer's conception of hermeneutic understanding such that it may be of service in the conceptualisation and promotion of liberal educational aims. The thesis takes as its starting point an account of the liberal aims of education which can be summarised as an attempt to transpose the political liberalism of John Stuart Mill into practical educational aims. The argument is made that, in the context of late modernity, these aims are in need of renewal and reinterpretation. In particular, traditional conceptions of the liberal educational aim of personal autonomy based on a model of informed desire satisfaction are argued to be inadequate. Whilst the model of informed desire satisfaction in general is endorsed, criticism is brought to bear on the attendant account of the cognitive requirements for living a liberally conceived flourishing life. Specifically it is argued that the information needed for living a flourishing life cannot be adequately understood as objective knowledge. Rather, knowledge of oneself, of others, and of the institutions and practices of one's society, is argued to be better described as a form of social scientific understanding. Furthermore, this understanding is argued to be hermeneutical in character. Following from the tradition of hermeneutic phenomenology pioneered by Heidegger and developed by Gadamer, an attempt is made to formulate a version of hermeneutic understanding that is philosophically acceptable and of potential practical value in the articulation and promotion of liberal aims of education. In response to the structures and processes associated with the practical and critical conception of hermeneutic understanding generated, some key liberal educational aims are rethought. Consideration is given to the means of promoting hermeneutic understanding in learners as a contribution to the fulfilment of these aims.

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Chamberlin, R. "A philosophical investigation of political liberty and education." Thesis, University of Bristol, 1986. http://hdl.handle.net/1983/d76eff57-4702-46c4-9546-1c98004f69a1.

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Robottom, Ian Morris, and kimg@deakin edu au. "Contestation and continuity in educational reform: A critical study of innovations in environmental education." Deakin University. School of Education, 1985. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20031126.092202.

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This study explores the notion of contestation in environmental education. Contestation is a process in which self-interested individuals and groups in a social organisation cooperate, compete and negotiate in a complex interaction aimed at solving social problems. A "framework for critique" is developed, comprising technicist, liberal

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Sliwka, Anne. "Transplanting liberal education : higher education in 19th century Bombay Presidency, India (1821-1904)." Thesis, University of Oxford, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.267493.

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Smith, Kenneth. "Iraq: My Stories of Life, Liberty and Leadership." ScholarWorks @ UVM, 2014. http://scholarworks.uvm.edu/graddis/319.

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...this war is lost, and the surge is not accomplishing anything... - Harry Reid, April 19, 2007 Human nature prevails. Our desire is to live. Our unalienable right is to be free; to enjoy the fruits of our labor. How we spend our limited time on this earth pursuing happiness is up to each of us: uniquely, individually, with our own distinctive personality, intellect and motivation. In the following personal exploration and scholarly analysis, I discuss how our inherent gift of life and the desire for liberty form an integrated platform from which leadership personifies itself in the lives of many. I examine how my life and the lives of others from both Iraq and America connected on the plains of Al Anbar Province to form a common bond of humanity - not of clashing cultures - that ultimately led a nation of thirty million people to freedom; and identify how leadership decisions led to an Islamist invasion from Syria that threatens that very freedom that 4,400 Americans died to provide I integrate conversations with Iraqis to inform my conclusions about the utility of our occupation, the role leadership played and the implications for theory and practice. This dissertation explores the political, economic and religious distinctions and underlying similarities between perceptions and reality as they relate to life, liberty and leadership in disparate cultures framed by war and peace, and concludes with suggestions how multi-cultural organizations in general, and educational leadership communities in particular, can practically apply what I learned in their daily work processes and relationships. If ever time should come, when vain and aspiring men shall possess the highest seats in Government, our country will stand in need of its experienced patriots to prevent ruin. - Samuel Adams, 1780

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Adams, Steven. "Liberty of conscience and mass schooling." Thesis, The Florida State University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3681681.

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Public education in the United States has seen many changes over the years. Some of those changes came in response to what are now recognized as clear problems with religious liberty in the common education system adopted in the mid 1800's. This dissertation reviews past and current ideas related to religious liberty and the larger issue of liberty of conscience (Nussbaum, 2008) in education and pursues a research question by considering past and current issues. Does a system of general, mass education necessarily infringe upon students' liberty of conscience? This question is pursued following a Deweyan framework of philosophy of education wherein a "felt difficulty" is identified, information is gathered to apply to the difficulty, and possible solutions to problems identified (Dewey, 1938).

I begin with a discussion of liberty of conscience and a discussion of some of the conflicts included in a system of mass education. This establishes the structure of the difficulty, or problem. The history of the public education system in the United States is reviewed with a focus on the common education system adapted in the 1830's along with relevant issues related to religious intolerance. Improvements in the respect for religious diversity applied to that system over time and improvements proposed but not yet fully implemented are discussed. Ideas from religious intolerance literature is introduced to add insight and expose the larger issue of liberty of conscience including how those ideas can be applied to educational systems. The process of religious intolerance (Corrigan & Neal, 2010) is developed into an architecture of religious intolerance that can assist with identifying this type of intolerance in educational settings.

I argue that while many of the strongest issues of religious intolerance in public education have been resolved, many problems still remain. I will also argue that the intolerance is not limited to religious intolerance but includes intolerance for ideas stemming from many different epistemic foundations. This will lead to a consideration of an idea I have labeled as epistemic intolerance. These arguments support an answer to the research question, which is that a system of general, mass education does necessarily infringe on students' liberty of conscience if one or more cultural majorities centrally control that system of education.

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Henry, Colin, and edu au jillj@deakin edu au mikewood@deakin edu au wildol@deakin edu au kimg@deakin. "CASE STUDIES IN HUMAN RIGHTS EDUCATION AND CRITICAL EDUCATIONAL SCIENCE." Deakin University. School of Education, 1995. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20041214.144057.

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This thesis offers an account of the history and effects of three curriculum projects sponsored by the Australian Human Rights Commission between 1983 and 1986. Each project attempted to improve observance of human rights in and through Australian schools through participatory research (or critical educational science). That is, the research included, as a conscious feature, the effort to develop new forms of curriculum work which more adequately respect the personal and professional rights of teachers, especially their entitlement as persons and professionals to participate in planning, conducting and controlling the curriculum development, evaluation and implementation that constitutes their work. In more specific terms, the Australian Human Rights Commission's three curriculum projects represented an attempt to improve the practice and theory of human rights education by engaging teachers in the practical work of evaluating, researching, and developing a human rights curriculum. While the account of the Australian Human Rights Commission curriculum project is substantially an account of teachers1 work, it is a story which ranges well beyond the boundaries of schools and classrooms. It encompasses a history of episodes and events which illustrate how educational initiatives and their fate will often have to set within the broad framework of political, social, and cultural contestation if they are to be understood. More exactly, although the Human Rights Commission's work with schools was instrumental in showing how teachers might contribute to the challenging task of improving human rights education, the project was brought to a premature halt during the debate in the Australian Senate on the Bill of Rights in late 1985 and early 1986. At this point in time, the Government was confronted with such opposition from the Liberal/National Party Coalition that it was obliged to withdraw its Bill of Rights Legislation, close down the original Human Rights Commission, and abandon the attempt to develop a nationwide program in human rights education. The research presents an explanation of why it has been difficult for the Australian Government to live up to its international obligations to improve respect for human rights through education. More positively, however, it shows how human rights education, human rights related areas of education, and social education might be transformed if teachers (and other members of schools communities) were given opportunities to contribute to that task. Such opportunities, moreover, also represent what might be called the practice of democracy in everyday life. They thus exemplify, as well as prefigure, what it might mean to live in a more authentically democratic society.

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Robinson, Jeanene Nicole. ""With liberty and justice for all" assessing cultural competency in schools /." Connect to this document online, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1120058449.

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Thesis (Ph. D.)--Miami University, Dept. of Psychology, 2005.
Title from second page of PDF document. Document formatted into pages; contains [3], vi, 75 p. : ill. Includes bibliographical references (p. 35-37).

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Miller, Alistair. "Liberal education and the good of the unexamined life." Thesis, University College London (University of London), 2014. http://discovery.ucl.ac.uk/10021668/.

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Most philosophers of education assume that the main aim of education is to endow pupils or students with ‘personal autonomy’: to produce citizens who are reflective, make rational choices and submit their values and beliefs to critical scrutiny. The underlying assumption is Socratic: that the unexamined life is not worth living, and that goods and forms of perception that cannot be articulated or rationally justified are not worthy of our consideration. The unstated assumption is Plato and Aristotle’s: that the good life is the life of the philosopher and politically active citizen. It is assumed, moreover, that all pupils should be so educated on egalitarian grounds. In this thesis, I dispute these assumptions. I argue that the good life should not be conceived in exclusively ‘intellectualist’ terms but that an ordinary life - an ‘unexamined’ life - is also worth living; that central to the good life in all its forms is the engagement in worthwhile activities or ‘practices’; and that the best way to prepare pupils for their engagement in these practices is to cultivate a range of moral and intellectual virtues. Instead of foisting on all pupils a universal academic curriculum that produces little more than ‘a smattering of knowledge’, I argue that pupils might (1) cultivate the intellectual virtues through early specialisation in at least one subject, academic or practical, that has the characteristics of a practice, (2) develop the capacity to make practical judgements through a study of rhetoric and the stories of human experience of the humanities, and (3) cultivate certain moral virtues through challenging activity and service learning outside the classroom.

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CHRISTEN, KATHERINE CARR. "CIVIC AND EDUCATIONAL LEADERS' PERCEPTIONS OF THE EFFECTS OF GLOBALIZATION TRANSNATIONAL CORPORATIONS, AND NEO-LIBERAL EDUCATION IDEOLOGY ON AN URBAN MIDWESTERN TOWN." University of Cincinnati / OhioLINK, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1108409101.

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41

Madigan, John J. "Graduate liberal studies: a nontraditional, interdisciplinary approach to higher education." Diss., Virginia Tech, 1991. http://hdl.handle.net/10919/39926.

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Educators, authors and policymakers continue to address the quality and focus of higher education in the United States. Some have noted the unprecedented number of students entering professional colleges and universities as a gateway to promising careers, while others have suggested that our schools lack the wherewithal to reconstitute the idea of a liberally educated person. Yet, over the past 16 years there has been considerable growth in the number of institutions that have established new graduate programs in Liberal Studies. This study examined the growth associated with those programs and addressed the issues of why the programs were started; whom they served; and, how they fit and operated within their host institutions. The methodology encompassed survey and case study research. The population consisted of the total number of schools actively affiliated with the Association of Graduate Liberal Studies Programs (AGLSP).
Ed. D.

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Ramer, Heber M. "Emancipatory technology as liberal art education : a rationale and structure /." The Ohio State University, 1990. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487683401442298.

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Moore, Terrence O. "The enlightened curriculum : liberal education in eighteenth-century British schools." Thesis, University of Edinburgh, 1998. http://hdl.handle.net/1842/22504.

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This dissertation addresses three important aspects of intellectual and cultural history: the history of Enlightenment, the history of education, and the history of the formation of a British national identity. The culture of the English-speaking Enlightenment serves as the intellectual background of education reform in Britain. Eighteenth-century British moralists defined their age against the previous century of religious wars, of idle disputation in the academy, of a lack of concern for the useful and polite arts, and in turn favoured toleration, politeness, and commerce. New ideas of moral and social improvement manifested themselves in the creation of a new ideal type of individual: someone who was neither the warrior nor priest nor courtier of old, nor the industrialist of the future, but in a sense all of these combined and deprived of their most extreme features. The enlightened individual was, to use Locke's quartet of values, virtuous, industrious, polite, and learned. In order to ensure the ascendancy of this type of individual, and to form moral and polite individuals who would be "happy in themselves and useful to others", enlightened thinkers turned their attention to moulding the rising generation through education. The influence of this philosophical discussion on the changes in the British school curriculum over the course of the eighteenth century constitutes the overacting theme of my study. I trace the philosophical demand for education reform that began with Locke and continued through the Scottish moral philosophers to its actual impact on schools and the subjects of study. Using works of educational theory, schoolmaster treatises, private diaries, and school textbooks, I show how enlightened pedagogues cultivated the Lockean and Scottish aims of education by developing the corresponding "branches" of the liberal arts. Each branch of education was meant to form a part of the young mind: the sense, the taste, the imagination, the passions, and the reason.

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Morgan, Michael Heath. "A Study of Effective Strategies for Retention for At-Risk Students at a Small Private Liberal Arts College." Thesis, Lindenwood University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10841445.

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Student retention in higher education is currently one area most colleges are looking to improve and build upon (Baer & Norris, 2016). Higher education institutions in the United States have been under increased scrutiny from lawmakers and accrediting agencies to provide an affordable education for a diverse population for jobs in a highly technical economy (Boateng, Plopper, & Keith, 2015; Slanger, Berg, Fisk, & Hanson, 2015). Some colleges and universities are exploring programs to engage the modern student through the creation of learning communities, first-year programming, and interventions to bridge the gap of those students who are highly unlikely to persist to graduation (Alarcon & Edwards, 2012; Selingo, 2015). This study focused on an all-male retention program in one private liberal arts college over an eight-year period where invasive interventions were introduced in year five in an effort to enhance the overall program. This quantitative study was designed to determine if there was (1) a difference in the grade point average between male, first-time freshmen who did not receive specific invasive interventions as compared to male, first-time freshmen who received specific invasive interventions; (2) a difference in the number of male, first-time freshmen who were removed from academic probation and did not receive specific invasive interventions as compared to male, first-time freshmen who received specific invasive interventions; and (3) a difference in retention rates of male, first-time freshmen who did not receive specific invasive interventions as compared to male, first-time freshmen who received interventions. Data obtained from the analyses were determined not statistically significant. Future studies should be designed to obtain additional information on what aids students retention, potentially using a mixed method approach.

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Rowe, Nancy McCracken. "A study of baccalaureate nursing students linking of liberal education with their professional nursing education dissertation." The Ohio State University, 1996. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487942476405996.

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Schipull, Rachel L. "Factors Determining Student Choice of Christian Liberal Arts Colleges." University of Toledo / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1239673636.

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47

Brogan, Frank. "Map-making with MacIntyre : the self and education in question." Thesis, University of York, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.263861.

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Godwin, Kara A. "The Global Emergence of Liberal Education: A Comparative and Exploratory Study." Thesis, Boston College, 2013. http://hdl.handle.net/2345/bc-ir:104384.

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Thesis advisor: Philip G. Altbach
The purpose of this study was to provide a scholarly baseline about the emergence of liberal (arts) education around the world. Liberal education is based on a philosophy that uses interdisciplinary curriculum to cultivate critical thinking, analytical skills, and a sense of social responsibility. Despite its Greek and 17th century Oxford/Cambridge roots, liberal education has long been considered a distinctly American tradition (Nussbaum, 1997; Rothblatt, 2003). Recently, however, interest in liberal education has been percolating outside the US. Programs and curriculum reforms have emerged in countries where specialized, career-focused postsecondary education has been the enduring norm. Very little is known about liberal education in places where it is a unique approach to undergraduate development. There is no comprehensive global research about the location and prevalence of liberal education programs, about the format and evolution of their development, about their accomplishments and challenges, or about the reasons why this education philosophy is being pursued in new milieus. Thus, this research was guided by the question: Where, when, how, and why has liberal education emerged globally? This study resulted in the Godwin Global Liberal Education Inventory (GGLEI), a database of 183 (non-U.S.) programs with 59 data points. Programs were selected for the inventory based on a hierarchical criteria analysis. Inventory data was collected online and came from primary sources published by the liberal education programs. Sources included program websites, course catalogues, strategic plans, accreditation certificates, and institutional agreements. The GGLEI was then analyzed in conjunction with disparate scholarly research, grey literature, and information from key informants. Findings include profiles of liberal education in Europe, Asia, the Middle East, Latin America, Africa, Oceania, and North America (Canada only). Results were organized around the topics of program location, founding date, public/private status, institutional affiliations, students/faculty, language of instruction, and gender. A liberal education rationale schema is proposed for understanding the reasons for liberal education's global development. Challenges and critical questions related to liberal education's evolution in new cultural contexts are suggested for future research
Thesis (PhD) — Boston College, 2013
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Leadership and Higher Education

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Nikkel, Donald. "Rethinking restrictions: a liberal approach to minority rights and aboriginal education." Thesis, McGill University, 2009. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=67003.

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Whether Aboriginal people should have special educational rights is a question that has simmered and occasionally boiled over during the past four decades. This dispute remains largely unresolved due to perceived tensions that exist between liberal values and minority rights. Will Kymlicka attempts to resolve this conflict by claiming that the liberal concept of autonomy can be used as a starting point for minority rights. However, there are several questions that are inadequately answered in his theory. Namely, why is autonomy so important? What is the significance of a particular culture? Should a liberal society support cultures that are illiberal? In response to these questions I will demonstrate that the liberal concept of autonomy requires that adequately restrictive cultures be protected. From this it is possible to develop a cohesive theory of minority rights that can be used to defend Aboriginal control of formal education.
La question à savoir si les autochtones devraient avoir des droits éducationels spéciaux mijote depuis quatre décénnies tout en ayant parfois atteint un point d'ébullition. Cette controverse demeure irrésolue principalement en raison des tensions perçues entre les valeurs libérales et les droits des minorités. Will Kymlicka tente de résoudre ce conflit en affirmant que le concept libéral de l'autonomie peut constituer un point de départ pour les droits des minorités. Cependant, plusieurs questions demeurent sans réponse dans sa théorie. Par exemple, est-ce que l'autonomie est véritablement importante? Quelle est la signfication d'une culture particulière? Est-ce qu'une société libérale devrait soutenir des cultures non libérales? En répondant à ces questions, je vais démontrer que le concept libéral de l'autonomie nécessite que des cultures adéquatement restreinte soit protégées. Ensuite, il est possible de développer une théorie cohérente des droits des minorités qui peut être utilisée pour défendre le contrôle autochtone de l'éducation formelle.

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Toppint, Ryan N. S. "The purposes of liberal education in St. Augustine's early moral theology." Thesis, University of Oxford, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.508704.

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Dissertations / Theses on the topic 'Education, liberia'

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