Thèses : « Private universities and colleges Private universities and colleges »

1

Thorpe, Robert Samuel. « Comparisons of college presidencies private and public / ». Access abstract and link to full text, 1989. http://0-wwwlib.umi.com.library.utulsa.edu/dissertations/fullcit/9015928.

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Mountjoy, Michael Shane. « Faculty perceptions of empowerment in private four-year colleges / ». free to MU campus, to others for purchase, 2001. http://wwwlib.umi.com/cr/mo/fullcit?p3013005.

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Yeung, Hok-wai. « The role of private financing in higher education in the Philippines and Japan ». [Hong Kong : University of Hong Kong], 1992. http://sunzi.lib.hku.hk/hkuto/record.jsp?B1328017X.

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Province, Terry Paul Baier John L. « An investigation into the factors leading to the closure of 40 private four-year colleges between 1965 and 2005 ». [Denton, Tex.] : University of North Texas, 2009. http://digital.library.unt.edu/ark:/67531/metadc12186.

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Suwat, Suwandee Arnold Robert. « Job satisfaction and selected characteristics of faculty, members in public and private universities in Bangkok, Thailand ». Normal, Ill. Illinois State University, 1994. http://wwwlib.umi.com/cr/ilstu/fullcit?p9521341.

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Thesis (Ph. D.)--Illinois State University, 1994.
Title from title page screen, viewed April 13, 2006. Dissertation Committee: Robert L. Arnold (chair), John R. McCarthy, Kenneth H. Strand, Louis G. Perez. Includes bibliographical references (leaves 95-103) and abstract. Also available in print.

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Connors, Donald R. 1936. « Quality Indicators for Private Liberal Arts Colleges and Universities ». Thesis, University of North Texas, 1995. https://digital.library.unt.edu/ark:/67531/metadc279089/.

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The purpose of this study was to identify indicators of quality for liberal arts colleges and universities as defined by internal and external constituents, and to compare the results of this study with those of two-year public institutions. The internal constituents included college and university presidents and faculty, and the external constituents consisted of officers of Chambers of Commerce and the Kiwanis International, representing business and industry. A survey instrument of 70 items was sent to the constituents of 148 institutions accredited by the Southern Association of Colleges and Schools. A total of 592 surveys were sent with an average response rate of 56.93%. The study was limited to Baccalaureate (Liberal Arts) Colleges I and Baccalaureate (Liberal Arts) Colleges II according to the Carnegie Foundation for the Advancement of Teaching. There were 57 survey items identified as indicators of quality by agreement of all respondent group means. The highest ranked indicator of quality was faculty commitment to teaching. The Analysis of Variance revealed close agreement by constituents on 17 of the quality indicators. There was close agreement also that three of the survey items were not indicators of quality. Fisher's Multiple Comparison test revealed that various constituents rated some survey items significantly higher than all other groups. The items that presidents, faculty representatives, and Chamber of Commerce officers each rated significantly high indicated the unique perspective of each constituent group. The Kiwanis officers responded similarly to the Chamber officers but did not rate any survey items significantly higher than other groups. Internal constituents rated seven items significantly higher than external constituents. These items centered mainly on faculty characteristics. External constituents rated three items higher than internal constituents. These survey items focused mainly on curriculum issues that related to the community and real-world problems. Seventeen conclusions were drawn from the study and implications for practice were formulated in areas such as faculty teaching, student interaction, learning outcomes, institutional effectiveness, external constituents, goal setting, advertising, and recruiting.

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Thornton, Artist. « Priorities of the Professoriate in Historically Black Private Colleges and Universities ». Thesis, University of North Texas, 2003. https://digital.library.unt.edu/ark:/67531/metadc4353/.

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The intent of the study was to ascertain the importance faculty at Historically Black Private Colleges and Universities in Texas place upon academic activities of research, teaching and service. A survey of faculty at 4 historically black private colleges and universities in Texas (HBCUs) was conducted to collect data from 158 faculty members; 107 usable questionnaires were returned. A response rate of 67.7 percent was achieved. The pattern that emerged from the data indicates the HBCU faculty in this study lean toward teaching and service as being a viable measure for tenure and promotion. The HBCU faculty in this study should remain cognizant that they are an intricate element within the higher education discipline. According to the perceptions of the HBCU faculty, several indicated that their college/university is important; however, they indicated that their academic discipline is less important in comparison. According to the perceptions of the HBCU faculty, many respondents indicated that their job is a source of considerable personal strain. A comparison with the findings of the 1989 Carnegie Foundation for the Advancement of Teaching reveals more similarities than differences.

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Yeung, Hok-wai, et 楊學威. « The role of private financing in higher education in the Philippines and Japan ». Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1992. http://hub.hku.hk/bib/B31950498.

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Lovinguth, Sandra J. « Strategic planning outcomes at four-year private colleges and universities ». Diss., This resource online, 1996. http://scholar.lib.vt.edu/theses/available/etd-10032007-172016/.

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Speybroeck, James van Hines Edward R. « Post-tenure review of faculty in the private and independent colleges and universities of Iowa ». Normal, Ill. Illinois State University, 2002. http://wwwlib.umi.com/cr/ilstu/fullcit?p3064526.

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Thesis (Ph. D.)--Illinois State University, 2002.
Title from title page screen, viewed February 14, 2006. Dissertation Committee: Edward Hines (chair), Patricia H. Klass, John Rugutt, David Strand. Includes bibliographical references (leaves 110-121) and abstract. Also available in print.

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Lightfoot, Connie Dae Hall. « Ratio analysis : a model for private liberal arts colleges and universities ». Virtual Press, 1993. http://liblink.bsu.edu/uhtbin/catkey/897470.

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Ratio analysis is a financial analysis technique used by the corporate sector and public colleges and universities. Private colleges and universities have been largely unsuccessful utilizing this technique because of the varied accounting techniques used by the private institutions. This study attempted a different technique. The controllers of five institutions were asked to meet and agree on definitions of categories necessary for completing ratio analysis.Ratios are useful as a tool for monitoring financial changes over time within one institution, comparing similar institutions one with another and evaluating institutions in better financial condition for use as goal ratios.The resultant model consisted of a data dictionary which contained the definitions the controllers had created and iteratively refined, a data spreadsheet which contained the numbers over a five year period matching the definitions, and a ratio spreadsheet which presented the 58 ratios for each institution over a five year period. The controllers, acting as an expert panel for the study, believed the results to be reliable because of their level of involvement in setting the definitions and supplying the numbers. Average ratios were also calculated using the data from all five institutions over all five years. All resulting spreadsheets are contained in their entirety in the dissertation.
Department of Educational Leadership

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Carlson, Malinda Louise McCarthy John R. « Factors influencing college choice by first-year students at small, private colleges and universities in Illinois ». Normal, Ill. Illinois State University, 1992. http://wwwlib.umi.com/cr/ilstu/fullcit?p9227161.

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Thesis (Ph. D.)--Illinois State University, 1992.
Title from title page screen, viewed January 9, 2006. Dissertation Committee: John R. McCarthy (chair), Sally B. Pancrazio, Larry D. Kennedy, George Padavil, David L. Tucker. Includes bibliographical references (leaves 106-112) and abstract. Also available in print.

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Al, Balushi Ali. « Leadership of private universities and colleges in the Sultanate of Oman ». Thesis, University of Southampton, 2012. https://eprints.soton.ac.uk/341450/.

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The rapid economic and social development in the Sultanate of Oman has led to an increasing demand for higher education since 1970. The Government is now involved, and is encouraging the private sector to provide higher education services through colleges and universities in order to prepare Omanis with the qualifications and skills required to support the country`s future political economic development. Higher education in the Sultanate of Oman has a range of different challenges, such as educational policies and regulations, the management of universities and colleges, funding, and maintaining quality standards in higher education institutions. One of the major challenges facing the decision makers in higher education in Oman is the effectiveness of the leadership of colleges and universities. Strong academic leadership is paramount to the effective running of educational institutions, and a professional measurement is needed to analyse the current management of these institutions. There is the need for a proper policy to ensure the recruitment of suitable leaders to run these establishments in order to respond to the dynamic changes within the society. The public and the government want to maintain a balanced situation where the private higher education institutions are enjoying a good income while providing quality education. The research aims to analyse the type of leadership required in higher education in Oman by examining government policies and strategies related to higher education. More specifically, it will evaluate the performance of leadership at the level of presidents and deans and their roles in selected private higher education institutions. By doing so, different leadership theories, perceptions of leadership and possible measures for assessing the effectiveness of leadership will be interpreted and analysed. This research is inductive based on a qualitative and exploratory approach. The findings have contributed to the development of an academic leadership model applicable to the Oman higher education institutions, and have generated some recommendations to develop the performance of presidents and deans of higher education institutions to attain the level which is acceptable to the Government and Omani society.

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Lau, Fung-chu, et 劉鳳珠. « Exploring the prospects for establishing private universities in Hong Kong ». Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2009. http://hub.hku.hk/bib/B46757880.

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Nophawan, Yamchuti Palmer James C. « Factors influencing college choice by students at newly opened private colleges in Thailand ». Normal, Ill. Illinois State University, 2002. http://wwwlib.umi.com/cr/ilstu/fullcit?p3064543.

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Thesis (Ph. D.)--Illinois State University, 2002.
Title from title page screen, viewed February 2, 2006. Dissertation Committee: James C. Palmer (chair), William Tolone, Albert Azinger, George Padavil. Includes bibliographical references (leaves 123-126) and abstract. Also available in print.

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Smith, Evelyn G. « Faculty Integration of Technology in Undergraduate Courses at Private Colleges and Universities ». Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etd/2444.

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The purpose of this quantitative research study was to investigate the integration of technology in undergraduate courses by faculty at private colleges and universities. Integration of technology is using technology as an instructional tool to improve teaching and learning (Clayton-Pedersen & O’Neill, 2005; Wilson & Hayes, 2000; Woodbridge, 2004). Chickering and Gamson’s (1987) 7 principles for good practice in undergraduate education provided the theoretical framework for this research. The researcher conducted a survey of full-time faculty at 21 private colleges and universities in Kentucky, North Carolina, Tennessee, Virginia, and West Virginia. The results of the study indicated that faculty use technology significantly to communicate high expectations to students and to support diverse talents and ways of learning. However, faculty reported that they do not use technology significantly for the other 5 principles: to support student-faculty contact, promote cooperation and reciprocity among students, promote active learning, provide prompt feedback, and promote time on task. Analysis of the data indicated that female faculty use technology significantly more than male faculty for all 7 principles. Findings regarding age indicated that faculty who are 40-59 use technology significantly more than faculty under 40 to support prompt feedback, time on task, and diverse talents and ways of learning. No significant differences existed between other age groups regarding these 3 principles. No significant differences existed between any age groups regarding use of technology to promote student-faculty contact, encourage reciprocity and cooperation, promote active learning, and communicate high expectations. The results of this study extend the current knowledge about faculty use of technology to advance good practice in undergraduate education. Additionally, the results provide information about differences in use of technology by faculty based on gender and age. These findings may inform institutional policies and practices with regard to implementing a systemic approach to teaching with technology.

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Stovall, William M. « A case study of presidents' approaches to fundraising at four private and four public historically black colleges and universities / ». free to MU campus, to others for purchase, 2004. http://wwwlib.umi.com/cr/mo/fullcit?p3144461.

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Evans, Nancy Dee Lynn Mary Ann. « Analysis of strategic planning practices of selected private colleges in the Midwest ». Normal, Ill. Illinois State University, 1987. http://wwwlib.umi.com/cr/ilstu/fullcit?p8806857.

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Thesis (Ph. D.)--Illinois State University, 1987.
Title from title page screen, viewed August 24, 2005. Dissertation Committee: Mary Ann Lynn (chair), John R. McCarthy, Clayton F. Thomas, Patricia H. Klass, Michael Winchell. Includes bibliographical references (leaves 88-90) and abstract. Also available in print.

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Mah'd, Osama Abdel-Latif. « Budgetary process in private Jordanian universities (PJUs) and the role of budget participation ». Thesis, University of Aberdeen, 2010. http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=211287.

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This thesis provides a better understanding of budgetary process and its characteristics in PJUs. This study aims at exploring budgetary process in such private universities, which includes the features of budgeting system applied: budget committee, budget accountant, budget format, the relation with Ministry of Higher Education (MoHE). The research aims also at studying the level of budget participation and related factors, researching the perceptions about budget procedures, investigating the impact of managers and department factors on budget characteristics, as well as examining the effects of budget participation on managerial performance. The investigation into the above objectives is approached through the employment of various methods. This thesis interviews sixteen budget preparers across eleven universities and a further three in the MoHE; and it collects 77 completed questionnaires from five PJUs. The research also employs archival documents, observations, guidelines and reports in order to accomplish the study objectives. This study adopts both qualitative and quantitative approaches in order to enhance the understanding of the researched phenomena and to highlight a number of findings. First, despite the similar features of PJUs, the budget process is dissimilar in these universities, in terms of the existence of the budget committee, budget accountant and participation procedures. Second, the results explain that all private universities adopt the MoHE budget format, but only seven out of nine apply it in their operations. The findings also indicate that three universities allow the lowest level of management to participate in the budget, four fulfil the minimum requirements of MoHE and allow the second level of management to participate, while two other universities adopt a centralised approach and do not allow the department managers to participate. Fourth, the interview results reveal inconsistency between university managers concerning their satisfaction with the MoHE budget. On the other hand, MoHE staff agreed that private universities comply with the requirements of the ministry. Fifth, there is no significant relation between the features of managers and their department with budget characteristics. Sixth, critically, the results suggest that budget participation is related to managerial performance. This study, therefore, concludes that the budget procedures should not exclude any manager in the university; and that budget participation will enhance the performance of the department managers.

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Nichols, Michael E. « Administrative leadership in three small, private Tennessee colleges working groups, real teams, or both ? / ». Lynchburg, Va. : Liberty University, 2010. http://digitalcommons.liberty.edu.

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Egnor, Clark Marshall. « Governance of a private Japanese university before and after the 1998 University Council reforms ». Morgantown, W. Va. : [West Virginia University Libraries], 2001. http://etd.wvu.edu/templates/showETD.cfm?recnum=1929.

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Thesis (Ed. D.)--West Virginia University, 2001.
Title from document title page. Document formatted into pages; contains xi, 230 p. : ill. Includes abstract. Includes bibliographical references (p. 209-214).

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Chase, Ted Hunter. « A Description of the American College Fraternity System at Selective, Private Colleges and Universities in the Northeast as Depicted by the Primary Administrative Contact, 1990-1991 ». Thesis, University of North Texas, 1991. https://digital.library.unt.edu/ark:/67531/metadc332653/.

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The purpose of the study was to gather sufficient data from a campus questionnaire and subsequent follow-up interview with the primary college administrators within the target population to accurately describe conditions of the fraternity systems on those campuses. The population for this study consisted of selective, small, private colleges and universities in the Northeast and Middle Atlantic region of the country. The target population of twenty-six colleges and universities was identified from the respondents to the campus questionnaire and included schools from the states of Maine, New Hampshire, New York, Massachusetts, Connecticut, and Pennsylvania.

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Weaver, Susan J. Marnell. « The relationship between administrators' perceptions of part-time faculty and utilization of part-time faculty at West Virginia public and private colleges and universities ». Morgantown, W. Va. : [West Virginia University Libraries], 2000. http://etd.wvu.edu/templates/showETD.cfm?recnum=1684.

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Thesis (Ed. D.)--West Virginia University, 2000.
Title from document title page. Document formatted into pages; contains vii, 90 p. Vita. Includes abstract. Includes bibliographical references (p. 69-82).

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Cotton, Gary Dean. « An examination of strategic renewal techniques of private post -secondary liberal -arts colleges and universities ». Scholarly Commons, 2001. https://scholarlycommons.pacific.edu/uop_etds/2563.

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This study examined how four provosts dealt with a range of financially related problems to reposition their universities in the current higher education environment. The four provosts agreed to in-depth interviews. A quantitative profile of each institution was developed to provide a meaningful context for the interviews. All four universities benefited from a rising economy at the time, so the findings may not apply in different circumstances. The methods of the provosts fell along a continuum that linked three distinctive styles. Each institution began with an Analytic style that responded in a reactive way to the problems that demanded immediate attention. Two of the institutions exemplified this style. As one provost began to get control of issues, he began to examine how to prepare for the future. The combination of dealing with immediate issues and restructuring administrative decision-making was termed a Transition style. One provost functioned in a Strategic style; i.e., he had used opportunities to professionalize his staff to gather important data, use strategic indicators, and orient decision-making toward consolidating and enhancing the university's position. The role of stakeholders in the university changed as universities moved along the continuum. Faculty were very important and involved in the Analytic style, and critical to the survival of the university. Transitional style faculty objected to the change in mission as professional programs were added to the liberal arts curriculum, but generally supported redirection efforts. In the Strategic style, decisions tended to be data-driven and made by professional staff, with faculty having a limited role, if any, especially in long range planning. Administrators relied heavily on faculty in the Analytic style, and progressively less in the Transitional and Strategic styles. Recent Association of Governing Board positions suggest that trustees will impose mission and direction on administrators, so the balance among stakeholders in the university will continue to shift.

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Pakchanit, Sattayarak Rau William Charles Padavil George. « Faculty, students', and employers' perceptions of the characteristics of Thai private college students who major in management ». Normal, Ill. Illinois State University, 2002. http://wwwlib.umi.com/cr/ilstu/fullcit?p3064538.

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Thesis (Ph. D.)--Illinois State University, 2002.
Title from title page screen, viewed February 2, 2006. Dissertation Committee: William C. Rau, George Padavil (co-chairs), James C. Palmer, Phyllis McCluskey-Titus. Includes bibliographical references (leaves 124-129) and abstract. Also available in print.

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Johnson, Demetrius Pargo. « Predicting Academic Achievement of African American Undergraduate Men Attending Private Historically Black Colleges or Universities ». Thesis, University of Phoenix, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10846200.

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The correlational study focused on the relationship between academic achievement and mattering theory of African American undergraduate men attending private historically black colleges or universities. The 45 question Mattering Scales Questionnaire for College Students (Kettle, 2001) instrument was administered to (N = 75) undergraduate African American men attending a private historically black college in the southeastern United States. The results indicated a positive relationship between interactions with the administration and academic achievement. The findings also suggested undergraduate African American men attending historically black college or universities expressed unfavorable or neutral perceptions of mattering toward historically black colleges or universities.

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Henry, Clifton W. Rogers Douglas W. « Career paths to the presidency of private black colleges in Texas as perceived by present and past occupants of the office ». Waco, Tex. : Baylor University, 2006. http://hdl.handle.net/2104/5009.

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Rapp, Susan Parziale Padavil George. « Experiences of first-year students regarding the personal, social, and academic expectations of a private midwestern university ». Normal, Ill. Illinois State University, 1999. http://wwwlib.umi.com/cr/ilstu/fullcit?p9960420.

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Thesis (Ph. D.)--Illinois State University, 1999.
Title from title page screen, viewed July 27, 2006. Dissertation Committee: George Padavil (chair), James Palmer, Sharon Stanford, David Tucker. Includes bibliographical references (leaves 94-101) and abstract. Also available in print.

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Walls, Jeffrey L. « A study of faculty and student perceptions regarding cheating behaviors at a small private college in northeast Indiana ». Virtual Press, 1998. http://liblink.bsu.edu/uhtbin/catkey/1117117.

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The subject of this study was academic cheating among college students. Academic cheating has been described as both epidemic and endemic. It is considered a significant problem because it is occurring on all college campuses with high frequency and because it undermines the foundation of the college as a learning institution. A review of the literature on cheating behaviors revealed percentages of self-reported cheating ranging from 23.7% to 98%.The present study explored the relationship between academic dishonesty and student backgrounds, along with student attitudes. A replication of the research previously done by Melody Graham, Jennifer Monday, Kimberly O'Brien, and Stacey Steffen, (1994) was conducted at Indiana Institute of Technology (IIT). The faculty and the students were included in the research study. Three main areas explored in the present study concerned the relationship of student background variables, perceptual differences between faculty and students, and faculty background variables to attitudes of cheating. More lenient attitudes toward cheating were found with the variables of race, religiosity, coming from urban areas, living in dorms or college apartments, majoring in business, and playing sports.The findings of the present study indicated that 94.81% of the student respondents had engaged in one of the seventeen cheating behaviors that were identified in the Graham et al. study. However, these seventeen cheating behaviors included some acts that were less serious than others. Also, it should be noted that many students engage is such behaviors infrequently. The seventeen behaviors along with an explanation of the tabulations for the 94.81% statistic, were included on pages 221-222 of the study. The severity rating of each behavior was listed in Table 7, page 134.A Synthesis Model of Cheating Decision Making was developed as an implication of the research conducted for the present study. This Model can assist faculty in understanding the cheating decision process of students. Also, students can use the Model to facilitate a self evaluation of their decisions.
Department of Educational Leadership

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Williams, Patricia Coleman. « The Impact of "Old-Wave" McCarthyism at Four Private Black Colleges and Universities in Atlanta, Georgia ». Thesis, University of Pennsylvania, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10289390.

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Decades after the term “McCarthyism” was first coined, it continues to be used to describe those who prey on the fears of Americans to discriminate against others. In the post-world War years, and well into the sixties, it was Communism. Today, it is “terrorism,” and an irrational fear of Muslims. The word is used to describe those who perpetuate unsubstantiated claims and who practice the intimidation tactics employed against those suspected of being members of a targeted group. This resurgence of the term has piqued the interest of scholars, who like me, are studying Cold War or “old wave” McCarthyism and comparing it to the “new wave” of McCarthyism that has emerged since 9-11. Similar to what transpired during “old wave” McCarthyism most research is focused on predominantly White institutions (PWI’s). The historical development of Black colleges and universities reveals how the lack of resources and finances made these schools much more susceptible to pressures of external forces such as racism and McCarthyism. This then raises the question: “What was the impact of McCarthyism at our nation’s Black institutions of higher education?” Except for two well-documented incidents that occurred at Fisk University during the McCarthy Era (see Gilpin and Gasman, 2003; Gasman, 1999; Gilpin, 1997; and Schrecker, 2002, 1994) and my case study (2008) on McCarthyism at Cheyney and Lincoln Universities in Pennsylvania, for the most part, this question has gone unanswered.

With the use of primary and secondary sources this study will begin to address this void in educational historiography by examining the impact of “old wave” McCarthyism at four existing private historically Black institutions in Georgia: Atlanta University, Morehouse College, Clark University/College, and Spelman College. With this study, I hope to expand the existing discourse on McCarthyism by making it more comprehensive, as well as more inclusive.

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Urairat, Yamchuti Rau William Charles Padavil George. « Factors influencing academic achievement of business administration department students in Thai private higher education institutions ». Normal, Ill. Illinois State University, 2002. http://wwwlib.umi.com/cr/ilstu/fullcit?p3064544.

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Thesis (Ph. D.)--Illinois State University, 2002.
Title from title page screen, viewed January 26, 2006. Dissertation Committee: William C. Rau, George Padavil (co-chairs), James Palmer, Phyllis McCluskey-Titus. Includes bibliographical references (leaves 115-120) and abstract. Also available in print.

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Hurrisunker, Sanisha. « Adoption strategies for increasing the use of blended learning at a private higher education institution ». Thesis, Nelson Mandela Metropolitan University, 2013. http://hdl.handle.net/10948/d1020283.

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Although a categorical definition of the concept of blended learning is yet to be established, in broad terms, Blended Learning refers to a system that combines traditional face-to-face teaching environments with an online component. This therefore makes the learning process far more engaging for the student and also enables the lecturer to extend teaching and learning outside the classroom. The private higher education institution that was the focus of this study (referred to as Campus A) had attempted to introduce blended learning as a teaching and learning approach at the institution. The site had been operating in Port Elizabeth for 15 years and offered a range of degrees, diplomas and certificates on a full time basis and a range of short learning programmes as part of their business school. Despite concerted effort made by the managers to drive the adoption of blended learning on the campus, the acceptance of this teaching practice had been slower than expected and, given the transformative potential of blended learning, the management of the campus wished to improve the adoption rate significantly. Therefore the primary purpose of this study was to identify adoption strategies that could be used to increase the acceptance of blended learning as a teaching strategy at Campus A of this educational institution. The study followed a two pronged approach; the first part entailed a review of literature on the successful implementation of blended learning. The review concluded with an adapted model that integrated relevant blended learning adoption factors. The model was thereafter used for the second part of the study, as a basis for questionnaires and interviews that were conducted with relevant staff with the aim of determining how the integrated model for the adoption of blended learning should be implemented on the campus.

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Johnson, Jay. « Identification of National Survey of Student Engagement (NSSE) socialization variable clusters that predict private midwestern college persistence ». Diss., Columbia, Mo. : University of Missouri-Columbia, 2008. http://hdl.handle.net/10355/5513.

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Thesis (Ed. D.)--University of Missouri-Columbia, 2008.
The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on July 27, 2009) Includes bibliographical references.

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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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Pei, Chao 1957. « Autonomy and private higher education in China ». Thesis, McGill University, 2000. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=36786.

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This study explores the notion of autonomy in the dynamics of private higher education in China. Focusing on the role and function of autonomy in the operation of private institutions of higher education, it examines the evolution of government policy, documents the recent rapid development of private post-secondary institutions, and investigates the quality of the relationships between private institutions, their communities, society and government.
Data were collected from government sources and from fifty-six private institutions through various methods, including interviews, questionnaires and case studies.
Qualitative analysis of the data revealed different dimensions, perceptions, and patterns of autonomy in these institutions.
The study found that institutional autonomy has generally promoted efficiency and flexibility in the operation of these institutions and allowed adaptability and responsiveness to changing social and economic conditions which in turn, have enabled private higher education to contribute significantly to the on-going transformation of Chinese society. However, such autonomy is subject to both external internal constraints and problems, including some restrictive government policies, the lack of financial resources and inexperience in private school operation.

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Chipps, Kenneth M. Fulton-Calkins Patsy. « For-profit higher education programs in the United States ». [Denton, Tex.] : University of North Texas, 2007. http://digital.library.unt.edu/permalink/meta-dc-3691.

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Liu, Ying. « Institutional characteristics and environmental factors that influence private giving to public colleges and universities a longitudinal analysis ». Diss., Saarbrücken VDM Verlag Dr. Müller, 2007. http://etd.library.vanderbilt.edu/ETD-db/available/etd-03282007-175455/.

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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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Driessner, Johnnie Ray. « Environmental and Institutional Characteristics and Academic Strategic Action Variables in Small Private Colleges, and Their Relationship to Enrollment Changes in the 1980s ». PDXScholar, 1993. https://pdxscholar.library.pdx.edu/open_access_etds/4674.

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Small private colleges represent a unique and important element of diversity within American higher education. Their small size, heavy dependence on tuition, and limited resources, have caused them to be repeatedly identified as singularly threatened with enrollment declines. Despite these predictions the evidence indicates that most of these colleges survived the 1980s and many thrived. This study had two major goals. The first was the characterization of institutions within the population during the 1980s with regards to environmental characteristics, institutional attributes and academic strategic actions. The second was the description of the relationships between these variables and enrollment changes in the 1980s. The population was composed of Liberal Arts I and II colleges with independent ownership and average Fall, 1980 enrollment between 100 and 1000. This study utilized data from two primary sources; a questionnaire distributed to academic officers, and several self-reported, public domain sources. The survey was distributed to all 294 institutions in the population with 219 returned (74% completion rate). Basic descriptive statistics were used to characterize the population. A list of statistically and substantively significant variables were identified using a set of criteria for causal inference. Factor analysis was utilized to develop factors from the significant variables and these factors were entered into a multiple regression model to explain variance in enrollment growth. These colleges were located in highly populated areas shared with many institutions offering two- and four-year degrees. Nearly three-fourths of the academic programs at these institutions were classified as liberal arts in 1989. The 1980s saw an increase in the number and proportion of professional programs and the number of programs for "non-traditional" students. These colleges added Associates and Masters degrees, and increased the number and proportion of graduate students. The selectivity of nearly 90% of these institutions was minimally or moderately difficult in 1989 and 84% were church-related. Two categories of environmental characteristics were related to enrollment changes in the 1980s. The first was the size of the immediate community, and the second was the level of local competition. Community size was the only environmental factor which substantively explains any of the variation in 1980s enrollment change. Four factors were identified which characterized the relationship of institutional attributes and enrollment changes in the 1980s. These factors were; the age of students, the balance of professional and liberal arts programs, and two variables related to institutional image. Collectively, three of the four factors explain ten percent of the variance in 1980s enrollment change. Eight factors characterized institutional actions influencing enrollments. These factors include adult programs and policies, institutional student selectivity, internal activities focused on traditional student pools, non-traditional student support and recruitment, non-traditional program development, changes in institutional policies (calendar and directed studies), addition of graduate programming, and increase in transfer students. Collectively, factors one, two, three, five, and eight explain over 30% of the variance in 1980s enrollment change. When all fourteen of these factors were entered into a multiple regression model, the six factors that loaded were; student selectivity, traditional student responses, nontraditional programming, transfer students, average student age, and community size. These factors explained nearly 35% of the variance in 1980s enrollment change. These findings indicate that the greatest influences on enrollment change in the 1980s were related to non-traditional students. Those institutions which showed increases in non-traditional programs, non-traditional students, and average student age, showed the greatest increase in enrollments. Those institutions located in rural regions and those which reported the use of more traditional institutional responses to enrollment challenges (e.g. freshman advising programs) showed lower enrollment gains. Finally, higher levels of student selectivity co varied significantly with enrollment rates.

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Hopkins, Mark Loren. « Increasing educational opportunity : how Iowa's private four-year colleges and public universities responded to the state's new public two-year colleges, 1965-1975 ». Diss., University of Iowa, 2019. https://ir.uiowa.edu/etd/6765.

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Using archival records preserved by Iowa’s community colleges, private four-year colleges, and public universities, this dissertation examines how Iowa’s established higher education institutions responded to and adjusted to the presence of new two-year colleges from 1965 to 1975. This decade was a critical period of development for Iowa two-year colleges as they were most vulnerable to and influenced by other education institutions during an economic downturn. This study also explores how the curricular tension between vocational education and liberal arts education shaped early relationships between Iowa’s new two-year colleges and other higher education institutions. Specifically, this dissertation examines six two-year colleges, seventeen private four-year colleges, and three public universities to understand how the curricular purpose, mission and identity, position in the higher education hierarchy, and reputation of each type of institution played a role in early relationship-building. Ultimately, this study sought to answer the question whether the state’s new two-year colleges developed relationships with other higher education institutions that increased educational opportunities for Iowa students. Chapter 2 explains how officials from Merged Area I and Western Iowa Tech, two of Iowa’s two-year colleges founded as vocational-only institutions, persisted in their efforts to offer liberal arts education. Officials from neighboring private colleges resisted their efforts because they believed two-year colleges that offered liberal arts education posed a competitive threat. Chapter 3 explores how Iowa’s two-year colleges posed a financial threat, as well as a curricular threat. Part I highlights how Iowa private college officials confronted the financial threat by collaborating with the Iowa Association of Private Colleges and Universities to advocate for the Iowa Tuition Grant. Part II shows how eight private colleges responded to the curricular threat in three distinct ways: strengthening their role as a liberal arts college, making significant institutional changes for long-term survival, and changing or creating new curricular programs. This dissertation also considers the contributions of Iowa’s three public universities, Northern Iowa, Iowa State University, and the University of Iowa. Chapter 4 explains how each university responded in a distinct way to the presence of two-year colleges. This dissertation concludes by explaining how this study contributes to the debate between scholars about whether two-year colleges were egalitarian institutions or diversion institutions, specifically, whether two-year colleges and their relationships with other higher education institutions provided Iowa students with more educational opportunities and the path to a baccalaureate degree. I concluded that the presence of Iowa’s two-year colleges pressured private college officials to respond in ways that increased educational opportunity, and officials from Iowa’s three public universities to respond in ways that helped two-year colleges secure a stronger position in the higher education system hierarchy, which strengthened the ability of two-year colleges to provide a path to a baccalaureate degree.

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Stinson, Jeffrey L. « The effects on intercollegiate athletics success on private giving to athletic and academic programs at National Collegiate Athletic Association institutions / ». view abstract or download file of text, 2005. http://www.lib.umi.com/cr/uoregon/fullcit?p3181133.

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Thesis (Ph. D.)--University of Oregon, 2005.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 188-193). Also available for download via the World Wide Web; free to University of Oregon users.

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Bancha, Saenghiran Hines Edward R. « Strategic planning in higher education a study of application in selected private colleges and universities in Bangkok, Thailand / ». Normal, Ill. Illinois State University, 1995. http://wwwlib.umi.com/cr/ilstu/fullcit?p9604381.

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Thesis (Ph. D.)--Illinois State University, 1995.
Title from title page screen, viewed May 1, 2006. Dissertation Committee: Edward R. Hines (chair), Robert Arnold, G. Alan Hickrod, James Palmer. Includes bibliographical references (leaves 174-185) and abstract. Also available in print.

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Sanborne, Lewis W. Palmer James C. « The communicative function of grades at a private midwestern university ». Normal, Ill. Illinois State University, 2001. http://wwwlib.umi.com/cr/ilstu/fullcit?p3064500.

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Thesis (Ph. D.)--Illinois State University, 2001.
Title from title page screen, viewed March 17, 2006. Dissertation Committee: James C. Palmer (chair), Darryl A. Pifer, Phyllis McCluskey Titus, David L. Tucker. Includes bibliographical references (leaves 149-153) and abstract. Also available in print.

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Lacy, Lucile Christine. « A survey and evaluation of music teacher education program in selected, accredited black private colleges and universities in the United States / ». The Ohio State University, 1985. http://rave.ohiolink.edu/etdc/view?acc_num=osu148726191911278.

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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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Johnston, Michelle R. « The sustainability of the seven two-year United Methodist colleges in the United States ». Diss., Mississippi State : Mississippi State University, 2006. http://library.msstate.edu/etd/show.asp?etd=etd-04152006-224213.

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Hubert, Lynn M. Messner Phillip Eugene. « Emerging donors the reliability and validity of the survey of women's philanthropic motivations (SWPM) / ». Diss., Columbia, Mo. : University of Missouri--Columbia, 2009. http://hdl.handle.net/10355/6172.

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Title from PDF of title page (University of Missouri--Columbia, viewed on Feb 15, 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. Phillip E. Messner. Vita. Includes bibliographical references.

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Winfree, Walter R. (Walter Russell) 1947. « The Role of Persons Other Than Professional Development Staff in the Solicitation of Major Gifts From Private Individuals for Senior Colleges and Universities ». Thesis, University of North Texas, 1989. https://digital.library.unt.edu/ark:/67531/metadc331300/.

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The purposes of this study were to determine and describe the roles of persons other than professional development staff in the solicitation of major gifts from private individuals for selected senior colleges and universities as perceived by senior development officers. The activities of four groups of nondevelopment staff, trustees, president/chancellor, private citizens, and nondevelopment staff/faculty, were examined through the four steps of the major gift solicitation process: identification and rating, cultivation, the in person solicitation, and the thank-you process following the gift. The population encompassed all accredited, degree granting four year colleges and universities in the United States which solicit major gifts from private individuals. The sample consisted of the 223 schools which had received one or more gifts of one million dollars or more from private individuals as reported in Giving USA. Philanthronin Digest, or The Chronicle of Higher Education, between January 1, 1985, and December 31, 1987. The research instrument was a mailed questionnaire which was sent to the Chief Development Officer of the 223 schools in the sample. Replies were received from 162 institutions, for a response rate of 72.7%. Examination of the results of this study indicated that the services of nondevelopment personnel were used in the major gift solicitation process at the vast majority of schools in the United States, that over half of the major gift dollars solicited were attributable to the efforts of these individuals, and that the president/chancel lor was the most important advocate for an institution's development program followed by the trustees, private citizens, and finally the nondevelopment staff/faculty. Further examination of the data revealed specific determinants which a senior development officer should, for different nondevelopment groups, weigh more or less heavily when deciding which individual(s) will have the greatest likelihood of being influential with major donor prospects.

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Hall, Dennis H. H. « Impact of the Clery Act : An Examination of the Relationship between Clery Act Data and Recruitment at Private Colleges and Universities ». Thesis, University of North Texas, 2017. https://digital.library.unt.edu/ark:/67531/metadc984250/.

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The problem this study addressed is the relationship between Clery Act crime data and student recruitment at private colleges and universities. For this quantitative study, I used secondary data from the Department of Education and the Delta Cost Project (2013) to conduct ordinary least squares regression analyses to determine the predictive ability of institutional characteristics, specifically the total number of crime incidents reported in compliance with the Clery Act, on the variance in number of applications and applicant yield rate at private four-year institutions in the United States. Findings showed that the total number of reported incidents was a significant positive predictor of the total number of applications. Conversely, findings also showed that the total number of incidents had a significant negative impact on institutional yield rates. An implication of this study is that although crime statistics required by the Clery Act may not serve as variables used in the student application process, they are part of numerous variables used in the student's decision to enroll at a particular school. The findings highlight the importance of prioritizing and investing in safety and security measures designed to reduce rates of crime; especially for private, enrollment-driven institutions of higher education.

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Cheng, Yi'En. « Restructuring of education, youth, and citizenship : an ethnographic study of private higher education in contemporary Singapore ». Thesis, University of Oxford, 2015. http://ora.ox.ac.uk/objects/uuid:d7ee615b-6d54-4ce5-a518-0f47d69e3c5a.

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In spite of widespread critiques about the neoliberalisation of higher education and its production of citizenship in relation to the market, transformation of students into profit-maximising individuals, and the vitalisation of a self-enterprising subjectivity, many of these claims remain under-examined with respect to cultural production. The objective of this research is to explore the neoliberal production of middle-class citizenship through the lens of educated non-elite local youth in Singapore. By combining geographical, sociological and anthropological insights about education and youth, I develop a theoretically informed ethnographic case study to examine how this segment of young people reproduce themselves as middle-class citizens. The research is based on eleven months of fieldwork at a local private institute of higher education, where I hanged around, talked to, and observed Singaporean young people between ages 18 and 25 studying for their first degree. The ethnographic materials are written up into four substantive papers, demonstrating the ways in which educated non-elite Singaporean youth in private higher education engage with state disseminated ideas around neoliberal accumulation and human capital formation. I argue that these students draw on class-based sensibilities and feelings to produce vibrant forms of normativities, subjectivities, and politics that pose a challenge to dominant assumptions of a "hollowed out" citizenship under neoliberalism. The research makes two overall interventions in geographic and social scientific writings about neoliberal restructuring of higher education and its implications for youth citizenship. First, it cautions against a straightforward claim that neoliberal technologies of control have extended market values into citizenship subjectivity and, with it, the erosion of progressive political projects. Second, it provides a much-needed analysis of middle-class citizenship formation among young people caught at the losing end of a diversifying educational landscape.

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