+publisher:"Andrews University" +contributor:("Sylvia Gonzalez")

You searched for +publisher:"Andrews University" +contributor:("Sylvia Gonzalez"). Showing records 1 – 19 of 19 total matches.

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1. Palacios Pinedo, César Fernando. Estrategia “Comunión, Relacionamiento Y Misión–CRM” Y Su Influencia En La Fidelidad Hacia La Iglesia En Los Miembros De Grupos Pequeños En Un Distrito De La Misión Centro Oeste Del Perú.

Degree: PhD, Leadership PhD, 2017, Andrews University

URL: https://digitalcommons.andrews.edu/dissertations/1657

► Problem The leaders of the Seventh-day Adventist Church in the North Union, in particular, in the West Central Peru Mission, have planned a series… (more)

▼ Problem The leaders of the Seventh-day Adventist Church in the North Union, in particular, in the West Central Peru Mission, have planned a series of activities to be conducted among Small Groups and also at the church level as part of the strategy of Communion, Relationship and Mission (CRM in Spanish). Nevertheless, it is not known the degree of influence of activities such as Bible reading, prayer, witnessing and a relationship with God in the level of fidelity towards the church among members of small groups that will increase their permanence in the church. Therefore, there was a need to study the behavior of the members of Small Groups that practice these activities, in order to have an idea of their level of fidelity towards the church. Methodology This research was descriptive and correlational. It was descriptive as it identified the levels of fidelity towards the church among members of Small Groups in relation to the variables. It is correlational as it allows to observe relations between the levels of fidelity towards the church and the elements of the CRM strategy. The design was non-experimental, relational and transversal. It was non-experimental as the variables have not been manipulated; relational because it showed the possible relations between the variables and transversal because the information was acquired at one point in time. The sample consisted of 176 members that are active in Small Groups in the West Central Peru Mission. The information was collected with a survey on fidelity towards the church and another survey of adherence to the Communion, Relationship and Mission strategy. Finally, the statistical linear regression model was applied to test the influence of the Communion, Relationship and Mission strategy on the level of fidelity towards the church among members of Small Groups. Results Results showed a significant relationship among the independent variables of the study, and the activities of the CRM strategy that predict the level of fidelity towards the church among members of Small Groups in the West Central Peru Mission. It was also found that the variable Communion had the greatest influence on the levels of fidelity towards the church, followed by Relationship and Mission. The variables Activities of Small Groups and Spiritual Activities in Church are predictors of the fidelity towards the church among members of Small Groups, with an almost equal influence. Being responsible for a position in church increases the level of fidelity towards the church among members of Small Groups. Advisors/Committee Members: Sylvia Gonzalez, Maximina Contreras Castro, Guillermo Mamani Apaza.

Subjects/Keywords: Fidelity; Communion; Relationship; Mission; Small Groups; Peru; Practical Theology; Religion

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APA (6^th Edition):

Palacios Pinedo, C. F. (2017). Estrategia “Comunión, Relacionamiento Y Misión–CRM” Y Su Influencia En La Fidelidad Hacia La Iglesia En Los Miembros De Grupos Pequeños En Un Distrito De La Misión Centro Oeste Del Perú. (Doctoral Dissertation). Andrews University. Retrieved from https://digitalcommons.andrews.edu/dissertations/1657

Chicago Manual of Style (16^th Edition):

Palacios Pinedo, César Fernando. “Estrategia “Comunión, Relacionamiento Y Misión–CRM” Y Su Influencia En La Fidelidad Hacia La Iglesia En Los Miembros De Grupos Pequeños En Un Distrito De La Misión Centro Oeste Del Perú.” 2017. Doctoral Dissertation, Andrews University. Accessed February 21, 2019. https://digitalcommons.andrews.edu/dissertations/1657.

MLA Handbook (7^th Edition):

Vancouver:

Palacios Pinedo CF. Estrategia “Comunión, Relacionamiento Y Misión–CRM” Y Su Influencia En La Fidelidad Hacia La Iglesia En Los Miembros De Grupos Pequeños En Un Distrito De La Misión Centro Oeste Del Perú. [Internet] [Doctoral dissertation]. Andrews University; 2017. [cited 2019 Feb 21]. Available from: https://digitalcommons.andrews.edu/dissertations/1657.

Council of Science Editors:

Palacios Pinedo CF. Estrategia “Comunión, Relacionamiento Y Misión–CRM” Y Su Influencia En La Fidelidad Hacia La Iglesia En Los Miembros De Grupos Pequeños En Un Distrito De La Misión Centro Oeste Del Perú. [Doctoral Dissertation]. Andrews University; 2017. Available from: https://digitalcommons.andrews.edu/dissertations/1657

2. Van Dyke, J David. Cosmological Beliefs About Origins Related to Science Achievement Among Junior High-School Students in South Bend, Indiana.

Degree: PhD, Leadership PhD, 2010, Andrews University

URL: https://digitalcommons.andrews.edu/dissertations/750

► Problem. American high-school students score lower in science achievement tests than their peers in other developed nations. The Organization for Economic Cooperation and Development… (more)

▼ Problem. American high-school students score lower in science achievement tests than their peers in other developed nations. The Organization for Economic Cooperation and Development (OECD) ranked the scientific achievement of American high-school students as ―very low‖ in comparison to high-school students in other industrialized nations—only 29th out of 57 developed countries. Research has indicated that achievement declines as U.S. students progress to higher grades and take on more rigorous science courses. A variety of factors have been documented that may account for U.S. students‘ lower science achievement rankings. These include socioeconomic status, race, and gender. One area only marginally explored is the role of cosmological beliefs—such as New Earth Creationism—on science achievement. Some studies indicate that these cosmological beliefs correlate to low science achievement, while others show little to no correlation between cosmological beliefs and science achievement. Americans are unique in their high rate of belief in divine special creation, as opposed to origin by evolution through natural selection. This cosmological view of origins differs from mainstream scientific thought, research, and publications. Some wonder whether this view of creation might partially explain the lower science achievement reported in American students. This problem needs to be more thoroughly investigated. Research on cosmological beliefs has focused mostly on college students in biology courses, but this study sought to understand this problem at the junior-high level of science education. Research Design. A quasi-experimental design was used. The entire study took place at Clay Intermediate Center, a public school within the South Bend Community School Corporation (SBCSC) in South Bend, Indiana. A treatment group of 47 middle-school students participated in a three-session after-school science program. Their science achievement within the program was compared to their cosmological beliefs and other socio-demographic and instructional variables. Posttests were used to measure students‘ science achievement. The pretest and posttest were constructed using a test bank available from the publisher of the science unit. A control group of similar students took the pretest and posttest but did not participate in the after-school sessions. The students‘ level of science achievement from the posttest scores were then compared to their responses to statements from Eugenie Scott‘s Spectrum of Creationism scale, which measures cosmological beliefs related to origins (creationism to natural evolution). The quantitative data were represented in structural equation model(s). Students were debriefed with questions regarding their feelings of how their cosmological beliefs might affect their science achievement both within the course and in general. Results. The study found no significance between science achievement and cosmological beliefs, but very strong multiple correlations of… Advisors/Committee Members: Duane M. Covrig, Tevni E. Grojales, Sylvia Gonzalez.

Subjects/Keywords: Clay Intermediate Center; South Bend Community School Corporation.; Educational Assessment, Evaluation, and Research; Life Sciences; Science and Mathematics Education

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APA (6^th Edition):

Van Dyke, J. D. (2010). Cosmological Beliefs About Origins Related to Science Achievement Among Junior High-School Students in South Bend, Indiana. (Doctoral Dissertation). Andrews University. Retrieved from https://digitalcommons.andrews.edu/dissertations/750

Chicago Manual of Style (16^th Edition):

Van Dyke, J David. “Cosmological Beliefs About Origins Related to Science Achievement Among Junior High-School Students in South Bend, Indiana.” 2010. Doctoral Dissertation, Andrews University. Accessed February 21, 2019. https://digitalcommons.andrews.edu/dissertations/750.

MLA Handbook (7^th Edition):

Van Dyke, J David. “Cosmological Beliefs About Origins Related to Science Achievement Among Junior High-School Students in South Bend, Indiana.” 2010. Web. 21 Feb 2019.

Vancouver:

Van Dyke JD. Cosmological Beliefs About Origins Related to Science Achievement Among Junior High-School Students in South Bend, Indiana. [Internet] [Doctoral dissertation]. Andrews University; 2010. [cited 2019 Feb 21]. Available from: https://digitalcommons.andrews.edu/dissertations/750.

Council of Science Editors:

Van Dyke JD. Cosmological Beliefs About Origins Related to Science Achievement Among Junior High-School Students in South Bend, Indiana. [Doctoral Dissertation]. Andrews University; 2010. Available from: https://digitalcommons.andrews.edu/dissertations/750

3. Adams, Janice Brown. A Comparison of Computer-Based Training and Traditional Classroom Training for the SAD Corporation Job Placement Team.

Degree: PhD, Leadership PhD, 2010, Andrews University

URL: https://digitalcommons.andrews.edu/dissertations/178

► Purpose: The purpose of this research study was to compare the effectiveness of computer-based training with traditional classroom training; both instructional delivery methods utilized… (more)

▼ Purpose: The purpose of this research study was to compare the effectiveness of computer-based training with traditional classroom training; both instructional delivery methods utilized the traditional classroom curriculum as a means of delivery for an on-the-job company-sponsored program. The JAW-SAD Human Resource Center (HRC) is a training facility for the SAD Corporation, a major international manufacturing company. The HRC is responsible for conducting continuous training and certification of SAD employees. Historically, training has been provided through conference workshops with a traditional classroom training format. The motivation and importance for this study was influenced by an administrative requirement to determine the feasibility and cost-effectiveness of utilizing computer technology for all HRC training programs. The sample group for this research study was adult learners all over 25 years of age, an active employee of the corporation, and a job placement team member. Each Job Placement Team consists of a management, a union worker, and a medical representative. These teams are responsible for the job placements of medically restricted employees throughout the company. It is a company requirement that each team member take specific training for professional development and certification. Method: The research was guided by four questions. First, is there a significant difference in the understanding of the participants who took the computer-based training and the participants who took traditional classroom training? Second, is there a significant difference in the overall student satisfaction levels between participants in the computer-based training and participants in the classroom? Third, is there a significant difference in the course completion times for participants in the computer-based training and participants in the classroom training? Lastly, is there a significant difference in the company job placement rate post-Job Placement Team training? The data were collected and evaluated using both quantitative and qualitative methods. A company-designed pretest and posttest to measure learning and a company-required Participant Reaction Questionnaire to determine the overall effectiveness and participant satisfaction relative to the training class were utilized. A total of 83 participants completed all instruments and were included in the sample population. Additionally, course completion times were measured by recording the start and stop times for the classroom and the computer-based training, and data were collected from company quarterly reports to determine the job placement rate. Results: Analysis of the test score data revealed no significant difference in the understanding of the Job Placement Process at the end of the study between the participants who took the computer-based and the traditional training. However, student satisfaction yielded slightly higher scores from the participants in the traditional classroom training but, not statistically significant.… Advisors/Committee Members: Elsie P. Jackson, Duane M. Covrig, Sylvia Gonzalez.

Subjects/Keywords: Computer Sciences; Curriculum and Instruction; Education

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APA (6^th Edition):

Adams, J. B. (2010). A Comparison of Computer-Based Training and Traditional Classroom Training for the SAD Corporation Job Placement Team. (Doctoral Dissertation). Andrews University. Retrieved from https://digitalcommons.andrews.edu/dissertations/178

Chicago Manual of Style (16^th Edition):

Adams, Janice Brown. “A Comparison of Computer-Based Training and Traditional Classroom Training for the SAD Corporation Job Placement Team.” 2010. Doctoral Dissertation, Andrews University. Accessed February 21, 2019. https://digitalcommons.andrews.edu/dissertations/178.

MLA Handbook (7^th Edition):

Adams, Janice Brown. “A Comparison of Computer-Based Training and Traditional Classroom Training for the SAD Corporation Job Placement Team.” 2010. Web. 21 Feb 2019.

Vancouver:

Adams JB. A Comparison of Computer-Based Training and Traditional Classroom Training for the SAD Corporation Job Placement Team. [Internet] [Doctoral dissertation]. Andrews University; 2010. [cited 2019 Feb 21]. Available from: https://digitalcommons.andrews.edu/dissertations/178.

Council of Science Editors:

Adams JB. A Comparison of Computer-Based Training and Traditional Classroom Training for the SAD Corporation Job Placement Team. [Doctoral Dissertation]. Andrews University; 2010. Available from: https://digitalcommons.andrews.edu/dissertations/178

4. Ming, Marilyn Diana. The Impact of Family, Community, and Resilience on African-American Young Adults Who Had Parents Incarcerated During Childhood.

Degree: PhD, Leadership PhD, 2011, Andrews University

URL: https://digitalcommons.andrews.edu/dissertations/583

► Problem. Parental incarceration affects millions of children, and their numbers continue to rise. By losing their parents, children can be exposed to unique… (more)

▼ Problem. Parental incarceration affects millions of children, and their numbers continue to rise. By losing their parents, children can be exposed to unique risks, relative to the separation. Many children face family structure disintegration, and this can be so disruptive that their normal development is impaired. Evidence suggests that children are impacted psychologically, socially, and financially. The result is the display of problematic behavior, being aggressive or withdrawn at home and in their communities. The concentration of the incarceration trends seems to be in poor African-American communities. Incarceration has left higher numbers of children without parents, making the collateral damage greater. Method. This research was designed as a qualitative, multiple-case study. It addressed the questions: How do African-American young adults describe the impact of parental incarceration on their lives, and how were they able to overcome the difficult situation and graduate from high school? This qualitative study used data from semi-structured interviews as a means to explore the lives of the African-American young adults who experienced parental incarceration during childhood. Twelve individuals (18 years or older) participated in the interviews. The real-life social context was covered in depth and scope for each case under study. Their rich cases identified the underlying issues that surfaced in their lives. All the cases were addressed through the home, school, and community environments, utilizing the participants‘ voices and perspectives. Participants were selected by referrals from a diverse group of professionals. Each young person volunteered to participate in this project. Results. The results of this study indicate that the African-American young adults shared similar experiences regardless of slight variations in the risks and adverse conditions within their homes. The 12 individuals were connected by the common thread of parental incarceration that exposed them to negative consequences. Their responses determined that the following findings were most critical: (a) family system, (b) local community, and (c) their own personal strengths. Family bonds were strong. The participants sought support and received it from aunts, uncles, brothers, and cousins. Not one child entered foster care during the father‘s imprisonment. Mothers and/or grandmothers were the primary caregivers. Grandmothers became surrogate parents when a significant number of mothers worked multiple jobs, attended school or needed time to regain balance in their lives. The church was the place where the children found normalcy, acceptance, purpose, stability, safety, father figures and the absence of judgments because of their fathers. In the majority of cases, it was grandmothers who introduced them to church influences. School gave meaningful support and became a refuge for the 12 children. This is where they felt safe and free from the anxieties of their home environments. These… Advisors/Committee Members: Sylvia Gonzalez, Shirley A. Freed, Gary Gifford.

Subjects/Keywords: Child Psychology; Developmental Psychology

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APA (6^th Edition):

Ming, M. D. (2011). The Impact of Family, Community, and Resilience on African-American Young Adults Who Had Parents Incarcerated During Childhood. (Doctoral Dissertation). Andrews University. Retrieved from https://digitalcommons.andrews.edu/dissertations/583

Chicago Manual of Style (16^th Edition):

Ming, Marilyn Diana. “The Impact of Family, Community, and Resilience on African-American Young Adults Who Had Parents Incarcerated During Childhood.” 2011. Doctoral Dissertation, Andrews University. Accessed February 21, 2019. https://digitalcommons.andrews.edu/dissertations/583.

MLA Handbook (7^th Edition):

Ming, Marilyn Diana. “The Impact of Family, Community, and Resilience on African-American Young Adults Who Had Parents Incarcerated During Childhood.” 2011. Web. 21 Feb 2019.

Vancouver:

Ming MD. The Impact of Family, Community, and Resilience on African-American Young Adults Who Had Parents Incarcerated During Childhood. [Internet] [Doctoral dissertation]. Andrews University; 2011. [cited 2019 Feb 21]. Available from: https://digitalcommons.andrews.edu/dissertations/583.

Council of Science Editors:

Ming MD. The Impact of Family, Community, and Resilience on African-American Young Adults Who Had Parents Incarcerated During Childhood. [Doctoral Dissertation]. Andrews University; 2011. Available from: https://digitalcommons.andrews.edu/dissertations/583

5. Horner, Stacy L. Relationship Between Trust and Perceived Value of Faculty Unionization Among Full-Time Faculty in Selected Michigan Community Colleges.

Degree: PhD, Leadership PhD, 2013, Andrews University

URL: https://digitalcommons.andrews.edu/dissertations/452

► Problem Statement. There are conflicting studies on the relationship between the union and nonunion faculty and trust. Studies have shown that the union environment… (more)

▼ Problem Statement. There are conflicting studies on the relationship between the union and nonunion faculty and trust. Studies have shown that the union environment inherently produces a distrustful atmosphere and, with a union, employees are actually more dissatisfied than their nonunion counterparts. On the other hand, this has created a cycle where faculty may not trust administration, and administration may not trust faculty. For example, when doing negotiations, each party fights on behalf of itself, instead of fighting for the betterment of the organization. However, unions can give faculty a voice with administration and state and federal government, and may positively influence extrinsic rewards such as salary and benefits. This study investigated the relationship between faculty trust towards administration, other faculty, and union membership—specifically how trust is related to the relationships of faculty, administration, and the union. Method. This study used ex post facto or non-experimental research, which is a systematic inquiry where the researcher does not have control over the independent variables. It was used to determine if there is a relationship between faculty’s level of trust and their desire to be unionized, or if already unionized their desire was to stay unionized. This type of research displays the relationships among the variables but does not assume cause or effect. The Omnibus T-Scale developed by Hoy and Tschannen-Moran in 2003 was used to measure trust with their colleagues (other faculty), trust with administration, and trust total. The trust survey was sent to the full-time faculty at five Michigan community colleges. Community colleges selected were similar in size, demographics, and setting. The main difference for all of the community colleges is their union membership. Three nonunionized community colleges in Michigan were selected along with two unionized community colleges similar to the non-unionized community colleges in demographics, socioeconomic status, student population, and full-time faculty. Results. Based on these findings, this study led to the conclusion that there is a relationship between unionization and trust between faculty at unionized schools and administration. There is not a significant difference between trust at unionized and nonunionized schools and faculty. In fact, these findings are consistent with the literature that says, “There is usually an inverse relationship between rules and trust: the more people depend on rules to regulate their interactions, the less they trust others, and vice versa.” On the other hand, one important finding of this study that does not seem to be addressed in the literature is that there does not seem to be a relationship between trust and faculty and other faculty in regard to unionization status. Conclusion. According to the findings of this study, trust tends to make a difference on faculty trust with administration in a unionized environment. Trust is foundational to all relationships; it may… Advisors/Committee Members: Robson M. Marinho, Isadore Newman, Sylvia Gonzalez.

Subjects/Keywords: Community College Leadership; Place and Environment; Sociology

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APA (6^th Edition):

Horner, S. L. (2013). Relationship Between Trust and Perceived Value of Faculty Unionization Among Full-Time Faculty in Selected Michigan Community Colleges. (Doctoral Dissertation). Andrews University. Retrieved from https://digitalcommons.andrews.edu/dissertations/452

Chicago Manual of Style (16^th Edition):

Horner, Stacy L. “Relationship Between Trust and Perceived Value of Faculty Unionization Among Full-Time Faculty in Selected Michigan Community Colleges.” 2013. Doctoral Dissertation, Andrews University. Accessed February 21, 2019. https://digitalcommons.andrews.edu/dissertations/452.

MLA Handbook (7^th Edition):

Horner, Stacy L. “Relationship Between Trust and Perceived Value of Faculty Unionization Among Full-Time Faculty in Selected Michigan Community Colleges.” 2013. Web. 21 Feb 2019.

Vancouver:

Horner SL. Relationship Between Trust and Perceived Value of Faculty Unionization Among Full-Time Faculty in Selected Michigan Community Colleges. [Internet] [Doctoral dissertation]. Andrews University; 2013. [cited 2019 Feb 21]. Available from: https://digitalcommons.andrews.edu/dissertations/452.

Council of Science Editors:

Horner SL. Relationship Between Trust and Perceived Value of Faculty Unionization Among Full-Time Faculty in Selected Michigan Community Colleges. [Doctoral Dissertation]. Andrews University; 2013. Available from: https://digitalcommons.andrews.edu/dissertations/452

6. Kisunzu, Cheryl H. Anchoring Change in Higher Education : Narratives from Senior Executives at Malcolm Baldrige Award-Winning Institutions.

Degree: PhD, Leadership PhD, 2011, Andrews University

URL: https://digitalcommons.andrews.edu/dissertations/494

► Purpose. The purpose of this study is to explore Kotter’s (1996) eighth stage for leading change. Specifically, it is to identify strategies for anchoring… (more)

▼ Purpose. The purpose of this study is to explore Kotter’s (1996) eighth stage for leading change. Specifically, it is to identify strategies for anchoring planned change in institutions of higher education. Design. This is a qualitative multiple case study. Each of the participating organizations is an institution of higher education uniquely distinguished as a recipient of the United State’s highest recognition for progressive excellence—the Malcolm Baldrige Award. A narrative design is used to conduct in-depth exploration of leading planned change, specifically anchoring this planned change into the culture of academic institutions of higher learning. Purposeful sampling was used to identify a homogenous group of 6 participants. These individuals were senior leaders with rankings equivalent to dean or higher. Each of the participants was an active leader in their organization’s planned change to implement the Malcolm Baldrige criteria. They each played an active role in seeking to secure recognition for performance excellence as defined through sustained implementation of this change. In addition, they each served as senior leaders at the respective organizations when this award for excellence was granted to these distinctive institutions. Cross-case analysis was used to identify strategies for anchoring planned change in academic organizations. Results. A trilogy of shared strategies from all three institutions emerged that answers the research question, “What strategies do senior executives use to anchor planned change in Malcolm Baldrige award- winning academic institutions of higher education?” They are as follows: 1. Utilize sustained leadership to ensure that change aligns with the organization’s mission, vision, and values and is integrated into the strategic planning process through assessment of progressive performance excellence. 2. Incorporate performance expectations of excellence into new employee and new student orientations. 3. Implement communication systems which are open, authentic, and responsive—especially with faculty. Conclusion. I recommend that greater consideration be given to the length of contracts for presidents and senior leaders (e.g., 5 years); that intentionality be given to attaching the planned change to strategic planning; that research specific to the role that orientation plays in sustaining change be conducted; and that multifaceted communication systems which create organizational trust between leadership and faculty, such that a culture of abundance is implemented. Advisors/Committee Members: Loretta B. Johns, Shirley A. Freed, Sylvia Gonzalez.

Subjects/Keywords: Business Administration, Management, and Operations; Leadership Studies

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APA (6^th Edition):

Kisunzu, C. H. (2011). Anchoring Change in Higher Education : Narratives from Senior Executives at Malcolm Baldrige Award-Winning Institutions. (Doctoral Dissertation). Andrews University. Retrieved from https://digitalcommons.andrews.edu/dissertations/494

Chicago Manual of Style (16^th Edition):

Kisunzu, Cheryl H. “Anchoring Change in Higher Education : Narratives from Senior Executives at Malcolm Baldrige Award-Winning Institutions.” 2011. Doctoral Dissertation, Andrews University. Accessed February 21, 2019. https://digitalcommons.andrews.edu/dissertations/494.

MLA Handbook (7^th Edition):

Kisunzu, Cheryl H. “Anchoring Change in Higher Education : Narratives from Senior Executives at Malcolm Baldrige Award-Winning Institutions.” 2011. Web. 21 Feb 2019.

Vancouver:

Kisunzu CH. Anchoring Change in Higher Education : Narratives from Senior Executives at Malcolm Baldrige Award-Winning Institutions. [Internet] [Doctoral dissertation]. Andrews University; 2011. [cited 2019 Feb 21]. Available from: https://digitalcommons.andrews.edu/dissertations/494.

Council of Science Editors:

Kisunzu CH. Anchoring Change in Higher Education : Narratives from Senior Executives at Malcolm Baldrige Award-Winning Institutions. [Doctoral Dissertation]. Andrews University; 2011. Available from: https://digitalcommons.andrews.edu/dissertations/494

7. Quarrie, Vivienne Lyn. The Predictive Roles of the Personal Variables and the Leader Attributes and Behaviors of Department Chairpersons Regarding the Outcomes of Leadership as Perceived by Department Members in Selected Jamaican Universities.

Degree: PhD, Leadership PhD, 2012, Andrews University

URL: https://digitalcommons.andrews.edu/dissertations/645

► Problem Leaders within the Jamaican education system have often been selected either because of their personal aspirations or their emergence. Since institutional success is… (more)

▼ Problem Leaders within the Jamaican education system have often been selected either because of their personal aspirations or their emergence. Since institutional success is integrally linked to leadership, an intentional approach to leader identification should be established in an effort to consistently yield the desired outcomes. The purpose of this study, therefore, is to identify the predictive roles of the four personal variables (Leader Gender, Formal Leadership Training, Informal Leadership Training, and Years of Service as an Educator), and the nine leader attributes and behaviors of Bass‟s Full-Range Leadership Model (Idealized-Influence Attributed, Idealized-Influence Behavior, Inspirational Motivation, Intellectual Stimulation, Individualized Consideration, Contingent Reward, Management-by-Exception Active, Management-by- Exception Passive, and Laissez-Faire Leadership) regarding the three outcomes of leadership (Extra Effort, Effectiveness, and Satisfaction) as perceived by Department Members concerning the leadership of their Department Chairpersons in selected Jamaican universities. Such an effort, it is hoped, will identify core characteristics to be used in the process of leader identification, so that success is not achieved merely by happenstance, by the few, but by design, by the majority. Method The HLM 7 Hierarchical Linear and Nonlinear Modeling statistical program was used to analyze the data in this quantitative research. Level-one data were obtained from 148 of 795 Department Members using the Multifactor Leadership Questionnaire (MLQ) Rater Form (5X-Short), and level-two data were obtained from 20 of 41 Department Chairpersons using the researcher-developed Leader Attributes and Behaviors Demographic Information (LABDI) Leader Form. The Statistical Package for the Social Sciences (SPSS) was used to organize the data, to provide descriptive statistics, and to cross-validate the findings of the HLM analyses. Findings The process of data analysis revealed that Inspirational Motivation, with a regression coefficient of 0.360 (SE = 0.138, t(119) = 2.602, p < 0.01); Individualized Consideration, with a regression coefficient of 0.372 (SE = 0.119, t(119) = 3.118, p < 0.01); and Management-by- Exception Passive, with a regression coefficient of -0.165 (SE = 0.083, t(119) -1.990, p < 0.05), are the best predictors of Extra Effort. Idealized-Influence Attributed, with a regression coefficient of 0.276 (SE = 0.101, t(119) = 2.745, p < 0.01); Intellectual Stimulation, with a regression coefficient of 0.183 (SE = 0.088, t(119) = 2.085, p < 0.05); and Laissez-Faire Leadership, with a regression coefficient of -0.168 (SE = 0.059, t(119) = -2.849, p < 0.01), are the best predictors of Effectiveness. Idealized-Influence Attributed, with a regression coefficient of 0.261 (SE = 0.111, t(119) = 2.362, p < 0.05); Intellectual Stimulation, with a regression coefficient of 0.324 (SE = 0.097, t(119) = 3.355, p < 0.01); and Individualized Consideration, with a regression… Advisors/Committee Members: Sylvia Gonzalez, Tevni E. Grojales, Gary Gifford.

Subjects/Keywords: Education; Higher Education Administration

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APA (6^th Edition):

Quarrie, V. L. (2012). The Predictive Roles of the Personal Variables and the Leader Attributes and Behaviors of Department Chairpersons Regarding the Outcomes of Leadership as Perceived by Department Members in Selected Jamaican Universities. (Doctoral Dissertation). Andrews University. Retrieved from https://digitalcommons.andrews.edu/dissertations/645

Chicago Manual of Style (16^th Edition):

Quarrie, Vivienne Lyn. “The Predictive Roles of the Personal Variables and the Leader Attributes and Behaviors of Department Chairpersons Regarding the Outcomes of Leadership as Perceived by Department Members in Selected Jamaican Universities.” 2012. Doctoral Dissertation, Andrews University. Accessed February 21, 2019. https://digitalcommons.andrews.edu/dissertations/645.

MLA Handbook (7^th Edition):

Vancouver:

Quarrie VL. The Predictive Roles of the Personal Variables and the Leader Attributes and Behaviors of Department Chairpersons Regarding the Outcomes of Leadership as Perceived by Department Members in Selected Jamaican Universities. [Internet] [Doctoral dissertation]. Andrews University; 2012. [cited 2019 Feb 21]. Available from: https://digitalcommons.andrews.edu/dissertations/645.

Council of Science Editors:

Quarrie VL. The Predictive Roles of the Personal Variables and the Leader Attributes and Behaviors of Department Chairpersons Regarding the Outcomes of Leadership as Perceived by Department Members in Selected Jamaican Universities. [Doctoral Dissertation]. Andrews University; 2012. Available from: https://digitalcommons.andrews.edu/dissertations/645

8. Watson, Carolyn A. An Ex Post Facto Study on the Relationship Between Self-Reported Peer-to-Peer Mentoring Experiences and Instructor Confidence, Institutional Loyalty, and Student Satisfaction among Part-Time Instructors.

Degree: PhD, Leadership PhD, 2012, Andrews University

URL: https://digitalcommons.andrews.edu/dissertations/1529

► Problem. The most recent data from the U.S. Department of Educational Statistics estimate that part-time faculty now comprises almost half of the faculty labor… (more)

▼ Problem. The most recent data from the U.S. Department of Educational Statistics estimate that part-time faculty now comprises almost half of the faculty labor force; many believe this statistic has been gravely underestimated. Powerful unions like the American Association of University Professors (AAUP) and the American Association of Colleges and Universities (AACU) believe that universities are relying too heavily on part-time faculty members and that this over-reliance threatens the quality of higher education today. The debate surrounding the use of part-time faculty seems to focus on issues of instructor confidence, loyalty, and student satisfaction. Many question whether a part-time faculty member can deliver quality instruction and contribute to the community of learners as well as their full-time tenured counterparts. This dissertation explores whether peer mentoring is an effective means to increase confidence, loyalty to the organization, and student satisfaction scores among part-time faculty members. Method. An ex post facto research design was used to explore the quality of a previous peer-mentoring experience and its relationship to several dependent variables. The sample was comprised of the eligible 600 part-time faculty who taught in the School of Business at a large, private, Christian, mid-western university. Data were collected using an online survey instrument, comprised of four subscales. After the data were collected, descriptive statistics were generated and a Pearson r was calculated and correlational matrixes generated to initially determine what, if any, significant relationships existed between the independent and dependent variables. Linear regression models were generated to answer the research hypotheses. Results. One of the study’s major findings was the significant relationship that exists between mentoring and instructor confidence. Independent variables, such as age and gender, did not significantly affect these results. However, part-time faculty who taught for other universities tended to score higher in the measure of instructor confidence than those with experience teaching only for the University. While the fidelity or the quality of the mentoring program was not significantly related to instructor confidence, it was significantly related to institutional loyalty. This finding was independent of the type of mentor and the other demographic variables, including teaching at other universities. This was a surprising find, particularly in light of the way teaching at multiple institutions is portrayed negatively in the literature. Finally, the research asked whether part-time faculty members who received mentoring have students with higher means on end-of-course survey forms, which are used to measure student satisfaction. The data analysis revealed that no significant relationship exists between mentoring and student satisfaction scores. The research design and response rate (25%) limit the ability to generalize from these… Advisors/Committee Members: Erich W. Baumgartner, Isadore Newman, Sylvia Gonzalez.

Subjects/Keywords: Educational Assessment, Evaluation, and Research; Higher Education

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APA (6^th Edition):

Watson, C. A. (2012). An Ex Post Facto Study on the Relationship Between Self-Reported Peer-to-Peer Mentoring Experiences and Instructor Confidence, Institutional Loyalty, and Student Satisfaction among Part-Time Instructors. (Doctoral Dissertation). Andrews University. Retrieved from https://digitalcommons.andrews.edu/dissertations/1529

Chicago Manual of Style (16^th Edition):

Watson, Carolyn A. “An Ex Post Facto Study on the Relationship Between Self-Reported Peer-to-Peer Mentoring Experiences and Instructor Confidence, Institutional Loyalty, and Student Satisfaction among Part-Time Instructors.” 2012. Doctoral Dissertation, Andrews University. Accessed February 21, 2019. https://digitalcommons.andrews.edu/dissertations/1529.

MLA Handbook (7^th Edition):

Vancouver:

Watson CA. An Ex Post Facto Study on the Relationship Between Self-Reported Peer-to-Peer Mentoring Experiences and Instructor Confidence, Institutional Loyalty, and Student Satisfaction among Part-Time Instructors. [Internet] [Doctoral dissertation]. Andrews University; 2012. [cited 2019 Feb 21]. Available from: https://digitalcommons.andrews.edu/dissertations/1529.

Council of Science Editors:

Watson CA. An Ex Post Facto Study on the Relationship Between Self-Reported Peer-to-Peer Mentoring Experiences and Instructor Confidence, Institutional Loyalty, and Student Satisfaction among Part-Time Instructors. [Doctoral Dissertation]. Andrews University; 2012. Available from: https://digitalcommons.andrews.edu/dissertations/1529

9. Williams, Collette. Factors that Relate to Registered Nurses' Readiness for Interprofessional Learning in the Context of Continuing Professional Development.

Degree: PhD, Leadership PhD, 2014, Andrews University

URL: https://digitalcommons.andrews.edu/dissertations/1548

► Today’s health-care professionals practice in a highly technological, multidisciplinary environment. In order to provide safe, effective, and high-quality patient care, collaboration is required among… (more)

▼ Today’s health-care professionals practice in a highly technological, multidisciplinary environment. In order to provide safe, effective, and high-quality patient care, collaboration is required among all professionals. Traditionally each profession has operated independently in regard to continued professional development. The purpose of this study was to assess practicing registered nurses’ readiness toward interprofessional learning in order to align learning with current practice. Method. An ex post facto study design was used to gather data to examine if there is a relationship between variables of demographics and readiness for interprofessional learning. The Readiness for Interprofessional Learning Scale (RIPLS) assesses the readiness for shared learning activities within the context of teamwork and collaboration, sense of professional identity, and patient-centeredness. Descriptive statistics, factor analysis, correlation and multiple regression were used to describe and examine the statistical relationship between variables. Results. Data from 69 registered nurses from a local community hospital were used to calculate descriptive statistics, correlations, factor analysis, and multiple linear regressions. Descriptive data showed the participants had a mean age of 47.5 and were primarily female (94.0%). The average length of years employed in the work force was 11-20 years. Nursing was the primary degree (94.0%) and nurses with other degrees (18.0%). The participant’s levels of education ranged from a diploma in nursing (13%), associate degree (43%), bachelor’s degree (27%), master’s degree (11%), and a doctorate in Nursing Practice (1%). Factor analytics were run on the 23-question instrument. The instrument factor analysis supported the measured constructs as identified by the authors that the RIPLS measures readiness for interprofessional learning. However, a fourth factor, which was called shared learning, did emerge as a factor to consider. Significant correlational findings include a positive relationship of nurses with a master’s degree with the learning factor and professional identity and a negative relationship with nurses having an associate degree with professional identity and the learning factor. A bachelor’s-prepared nurse had a positive relationship with the professional identity factor. In conducting a multiple regression to test if a selected set of demographic variables predicts teamwork and collaboration, patient centeredness, professional identity, and RIPLS scores, nurses working on medical surgical units exhibited a pattern of significance in professional identity, patient-centeredness, and scores on the RIPLS instrument. No other select set and tested demographic variables predicted or accounted for unique variance. Conclusions. The major finding of this study provides an understanding of which demographic variables in registered nurses may relate to and which demographic variables may predict a readiness for interprofessional… Advisors/Committee Members: Sylvia Gonzalez, Isadore Newman, Robson Marinho.

Subjects/Keywords: Industrial and Organizational Psychology; Nursing; Other Nursing

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APA (6^th Edition):

Williams, C. (2014). Factors that Relate to Registered Nurses' Readiness for Interprofessional Learning in the Context of Continuing Professional Development. (Doctoral Dissertation). Andrews University. Retrieved from https://digitalcommons.andrews.edu/dissertations/1548

Chicago Manual of Style (16^th Edition):

Williams, Collette. “Factors that Relate to Registered Nurses' Readiness for Interprofessional Learning in the Context of Continuing Professional Development.” 2014. Doctoral Dissertation, Andrews University. Accessed February 21, 2019. https://digitalcommons.andrews.edu/dissertations/1548.

MLA Handbook (7^th Edition):

Williams, Collette. “Factors that Relate to Registered Nurses' Readiness for Interprofessional Learning in the Context of Continuing Professional Development.” 2014. Web. 21 Feb 2019.

Vancouver:

Williams C. Factors that Relate to Registered Nurses' Readiness for Interprofessional Learning in the Context of Continuing Professional Development. [Internet] [Doctoral dissertation]. Andrews University; 2014. [cited 2019 Feb 21]. Available from: https://digitalcommons.andrews.edu/dissertations/1548.

Council of Science Editors:

Williams C. Factors that Relate to Registered Nurses' Readiness for Interprofessional Learning in the Context of Continuing Professional Development. [Doctoral Dissertation]. Andrews University; 2014. Available from: https://digitalcommons.andrews.edu/dissertations/1548

10. Cosgrove, John F. The Impact of Values Clarification and Expression of Beliefs on Dysfunctional Leadership among Church Lay Leaders.

Degree: PhD, Leadership PhD, 2016, Andrews University

URL: https://digitalcommons.andrews.edu/dissertations/1593

► Problem Leaders face challenges from within themselves and from others. Dysfunctions within the leader and with their group can lessen leadership effectiveness. It appears… (more)

▼ Problem Leaders face challenges from within themselves and from others. Dysfunctions within the leader and with their group can lessen leadership effectiveness. It appears some leaders manage these dysfunctions better than others. More needs to be understood about how these dysfunctions are best mediated and some have suggested clarification of values and beliefs can do that. Method This study followed a quantitative correlational research design. Data were obtained using surveys that 84 participants completed on line. Participants were selected from current lay leaders and former lay leaders of not more than three years past from Christ United Methodist Church of Chattanooga, Tennessee and Collegedale Community Church of Collegedale, Tennessee. The Dark Side Leadership Profile (DSLP) was used to measure the degree of codependence, compulsion, paranoia, narcissism, and passive-aggression tendencies (described as dysfunctions) while the Modeling-the-Way Leadership Practices Inventory (LPI) Self was used to measure the degree one can clarify and authentically express values and beliefs. Regression and correlation analysis was used to test for a relationship between Modeling-the-Way and each dysfunction. Results The results of the study indicate a moderate degree of each of the dysfunctions existing among the participants however higher dysfunctional scores were evident with compulsion and codependence while lower scores, but still in the moderate range, were measured in passive-aggression scores. The results also indicated a consistently high degree of clarification and expression of values and beliefs among the participants. A statistically significant inverse relationship was discovered between Modeling-the-Way LPI Self scores and the DSLP scores measuring each dysfunction with the exception of codependence among lay leaders in Collegedale Community Church. With that exception these results indicate that the higher one scored on the Modeling-the-Way LPI Self, a measure used to show the degree one has discovered and authentically expressed values and beliefs, the lower one scored on the DSLP inventory, the measuring for dysfunction. Results also indicated that the major component of Modeling-the-Way that asks the constituent “for feedback on how my [the leader’s] actions affect others performance” impacted significantly every dysfunction with the exception of codependence. Conclusions The purpose of the study was to explore if the discovery and authentic expression of a leader’s values and beliefs may lower a leader’s tendencies toward these dysfunctions. The results of the study indicate that the more lay leaders in these congregations discover and authentically express their values to their constituents the lower the levels of dysfunctional tendencies, with the exception of codependence in Collegedale Community Church. A review of the literature validates the results obtained. It is therefore suggested that the more one discovers and authentically expresses… Advisors/Committee Members: Sylvia Gonzalez, Jay Brand, Duane Covrig.

Subjects/Keywords: Values Clarification; Dysfunctional Leadership; Lay Leaders; Education; Leadership Studies

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APA (6^th Edition):

Cosgrove, J. F. (2016). The Impact of Values Clarification and Expression of Beliefs on Dysfunctional Leadership among Church Lay Leaders. (Doctoral Dissertation). Andrews University. Retrieved from https://digitalcommons.andrews.edu/dissertations/1593

Chicago Manual of Style (16^th Edition):

Cosgrove, John F. “The Impact of Values Clarification and Expression of Beliefs on Dysfunctional Leadership among Church Lay Leaders.” 2016. Doctoral Dissertation, Andrews University. Accessed February 21, 2019. https://digitalcommons.andrews.edu/dissertations/1593.

MLA Handbook (7^th Edition):

Cosgrove, John F. “The Impact of Values Clarification and Expression of Beliefs on Dysfunctional Leadership among Church Lay Leaders.” 2016. Web. 21 Feb 2019.

Vancouver:

Cosgrove JF. The Impact of Values Clarification and Expression of Beliefs on Dysfunctional Leadership among Church Lay Leaders. [Internet] [Doctoral dissertation]. Andrews University; 2016. [cited 2019 Feb 21]. Available from: https://digitalcommons.andrews.edu/dissertations/1593.

Council of Science Editors:

Cosgrove JF. The Impact of Values Clarification and Expression of Beliefs on Dysfunctional Leadership among Church Lay Leaders. [Doctoral Dissertation]. Andrews University; 2016. Available from: https://digitalcommons.andrews.edu/dissertations/1593

11. Masanja, Ndahwa Musa. The Relationship Between Financial Incentives and Perceptions of Student Choice at Private Michigan Universities.

Degree: PhD, Higher Education Administration PhD, 2016, Andrews University

URL: https://digitalcommons.andrews.edu/dissertations/1603

► Problem The rising cost of getting a college or university degree gives millions of students “sticker shock” each year, and paying off student debt… (more)

▼ Problem The rising cost of getting a college or university degree gives millions of students “sticker shock” each year, and paying off student debt has only grown more difficult over time (Liberto, 2012). The College Board, a nonprofit group that runs the SAT exam, indicates that over the past decade, the average annual tuition for community college has risen 40% to 3,122 while the yearly cost at a four-year public university has risen 68% to 7,692. The escalating cost of higher education has inevitably influenced students’ choice of college or university (Felton, 2012). These high tuition costs make a college education unaffordable for some prospective students (Kim, DesJardins, & McCall, 2009). Escalating tuition and diminishing college affordability pose financial barriers or hardship particularly for the underprivileged student population (Ellwood & Kane, 2000; Kim et al., 2009). In this scenario, students may be looking for colleges with financial incentives in order to minimize student debt. In an effort to understand these trends in the context of private institutions, this study examines the role of financial incentives in students’ matriculation choices in selected private Michigan universities. Method This study adopted the correlational approach and the participants were students selected from private universities in Michigan. Simple random sampling was used to choose the universities for the study. These four universities were chosen randomly for the study: Spring Arbor University, Andrews University, University of Detroit—Mercy, and Concordia University—Ann Arbor. The sample consisted of 390 students conveniently selected from the total number of students in those selected institutions. A survey was the main method of data collection. The data gathered was analyzed using SPSS statistics software and tabulated and summarized using appropriate elaborative descriptions. Results The following comprises a summary of the three major findings in this study. 1. In general, mixed results were observed regarding possible relationship between student demographic characteristics and students’ perceptions about choice of higher education institutions among students attending selected private universities in Michigan. 2. It was generally observed that there were mixed results about the relationship between personal/family incomes and perceptions of student choice of higher education institution among students at selected private Michigan universities. 3. It was generally observed that there were mixed results about the relationship between financial incentives (student loans, tuition and fees, scholarships or other financial aid, and grants) and perceptions of student choice of higher education institution among students in selected private Michigan universities. Conclusions Based on the research findings of this study as substantiated by empirical data, the following conclusions were drawn: 1. The first hypothesis was not entirely rejected that there is no… Advisors/Committee Members: Jay Brand, Jimmy Kijai, Sylvia Gonzalez.

Subjects/Keywords: Financial Incentives; Student Choice; Michigan; University; Education; Higher Education

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APA (6^th Edition):

Masanja, N. M. (2016). The Relationship Between Financial Incentives and Perceptions of Student Choice at Private Michigan Universities. (Doctoral Dissertation). Andrews University. Retrieved from https://digitalcommons.andrews.edu/dissertations/1603

Chicago Manual of Style (16^th Edition):

Masanja, Ndahwa Musa. “The Relationship Between Financial Incentives and Perceptions of Student Choice at Private Michigan Universities.” 2016. Doctoral Dissertation, Andrews University. Accessed February 21, 2019. https://digitalcommons.andrews.edu/dissertations/1603.

MLA Handbook (7^th Edition):

Masanja, Ndahwa Musa. “The Relationship Between Financial Incentives and Perceptions of Student Choice at Private Michigan Universities.” 2016. Web. 21 Feb 2019.

Vancouver:

Masanja NM. The Relationship Between Financial Incentives and Perceptions of Student Choice at Private Michigan Universities. [Internet] [Doctoral dissertation]. Andrews University; 2016. [cited 2019 Feb 21]. Available from: https://digitalcommons.andrews.edu/dissertations/1603.

Council of Science Editors:

Masanja NM. The Relationship Between Financial Incentives and Perceptions of Student Choice at Private Michigan Universities. [Doctoral Dissertation]. Andrews University; 2016. Available from: https://digitalcommons.andrews.edu/dissertations/1603

12. Bazan, Yamileth. Diversity and Student Engagement in a Small Multi-ethnic Liberal Arts University in California.

Degree: PhD, Leadership PhD, 2015, Andrews University

URL: https://digitalcommons.andrews.edu/dissertations/1605

► Problem As the general population of minorities continues to increase nationwide, so has the number of underrepresented racial/ethnic groups qualified to enter higher education.… (more)

▼ Problem As the general population of minorities continues to increase nationwide, so has the number of underrepresented racial/ethnic groups qualified to enter higher education. While some public universities are responding to various diversity initiatives and changes, a number of institutions, especially small liberal arts colleges, have been less responsive to these changes in demographics. As liberal arts colleges begin to plan more effectively to respond to a more pluralistic student body, more understanding is needed about the student engagement patterns of these underrepresented groups. This study looks at the engagement patterns of a small liberal arts research university in Southern California that has experienced, within the last fifteen years a demographic shift in its community, faith constituency, and inadvertently its campus. Research Design La Sierra University was chosen as the designated campus for research due to its unique contributions to the literature, since it defines diversity to mean a multiethnic/ racial student body comprised of Hispanics, Asians, White, Multiracial, African American, and Foreign students rather than the traditional definition of diversity meaning a White campus with a small percentage of Black student presence. The student population is structurally diverse in a non-Black and White context and with a diversity density index of .91, as calculated using Chang’s formula. This study uses secondary analysis of 2013 NSSE raw data from La Sierra University to examine Student Engagement and its relationship to gender, class standing, ethnicity, and Student Satisfaction. Descriptive statistics, t-test, analysis of variance (ANOVA), and regression analysis were used to analyze the data set. Using previous research, three of the Student Engagement variables (Character Development, Cross- Racial Interaction, and Curricular/Co-curricular Diversity) were designed to be used for this study and were tested for reliability. Findings The findings reveal that students at La Sierra University were engaged at various levels as measured by Academic Challenge, Character Development, Cross-Racial Interaction, and Curricular/Co-curricular Diversity. The results reveal gender and class standing differences as well as differences among the various ethnic groups as they relate to the Student Engagement variables. A relationship was found between the Student Engagement variables and the demographic variables of gender, class standing, and ethnicity. Students were most engaged in Cross-Racial Interaction Diversity and were least engaged in the Academic Challenge’s sub-section of Quantitative Reasoning. A correlation was found between Student Satisfaction and Curricular/Co-curricular Diversity and Character Development gains. An additional positive and surprising finding was that students in this multi-ethnic, non-Black and White diversity-dense liberal arts institution scored higher in all measured Student Engagement variables than the NSSE 2013 participants and… Advisors/Committee Members: Sylvia Gonzalez, Jimmy Kijai, Lawrence Geraty.

Subjects/Keywords: Diversity; Multicultural Education; Student Engagement; University; Bilingual, Multilingual, and Multicultural Education; Education

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APA (6^th Edition):

Bazan, Y. (2015). Diversity and Student Engagement in a Small Multi-ethnic Liberal Arts University in California. (Doctoral Dissertation). Andrews University. Retrieved from https://digitalcommons.andrews.edu/dissertations/1605

Chicago Manual of Style (16^th Edition):

Bazan, Yamileth. “Diversity and Student Engagement in a Small Multi-ethnic Liberal Arts University in California.” 2015. Doctoral Dissertation, Andrews University. Accessed February 21, 2019. https://digitalcommons.andrews.edu/dissertations/1605.

MLA Handbook (7^th Edition):

Bazan, Yamileth. “Diversity and Student Engagement in a Small Multi-ethnic Liberal Arts University in California.” 2015. Web. 21 Feb 2019.

Vancouver:

Bazan Y. Diversity and Student Engagement in a Small Multi-ethnic Liberal Arts University in California. [Internet] [Doctoral dissertation]. Andrews University; 2015. [cited 2019 Feb 21]. Available from: https://digitalcommons.andrews.edu/dissertations/1605.

Council of Science Editors:

Bazan Y. Diversity and Student Engagement in a Small Multi-ethnic Liberal Arts University in California. [Doctoral Dissertation]. Andrews University; 2015. Available from: https://digitalcommons.andrews.edu/dissertations/1605

13. Makimu, Protas A. Student Demographics and Perceptions of the Cost-Sharing Program for Financing Higher Education in Tanzania and Their Relationship to Perceived Likelihood of Student Loans Repayment.

Degree: PhD, Higher Education Administration PhD, 2017, Andrews University

URL: https://digitalcommons.andrews.edu/dissertations/1630

► Problem and Purpose All over the world, the costs of higher education are becoming unaffordable for people of low and middle socio-economic status. The… (more)

▼ Problem and Purpose All over the world, the costs of higher education are becoming unaffordable for people of low and middle socio-economic status. The rising costs of colleges and universities are outpacing any growth in incomes and the price increases of other indispensable needs such as medical care, food, clothing and housing. Tanzania is facing the same problem. Because the country has very low gross enrollment rate (GER) even in comparison to other African countries, the government has established the cost-sharing program to increase students’ access to higher educational institutions and enrollment. Therefore, the purpose of this research is to explore the student perceptions of the cost sharing program for financing higher education in Tanzania and whether selected demographics such as age, gender, socio-economic status, and high school academic achievement, as well as student perceptions of the cost-sharing program are statistically significant predictors of the likelihood of student loan repayment. Research Design A quantitative research method was used to survey students from five universities in Tanzania; namely: Muzumbe University, Saint Augustine University of Tanzania, the University of Arusha, the University of Dar es Salaam, and Zanzibar University. A sample of 500 students was chosen randomly from these universities, but only 495 students gave responses good enough for analysis. Quantitative research is useful for quantifying opinions, attitudes, and behaviors and thus can be used to explore how the entire population feels about a certain issue. Because the study was so deeply rooted in numbers and statistics, quantitative research was suitable due to its ability to be effective in translating data into easily quantified charts and graphs. Participants indicated their perceptions of the cost-sharing program for financing higher education in Tanzania. Descriptive analysis was used to determine frequencies, standard deviations, and means of variables. The categorical regression model was employed to determine the influence of the selected demographical variables on the perceived likelihood of student loan repayment. Finally, a multiple regression model was used to determine the influence of the selected student perceptions on the perceived likelihood of student loan repayment. Results Students’ awareness of student loans and eligibility criteria of the Higher Education Student Loans Board of Tanzania (HESLB) of student loan disbursement were statically significant predictors of the perceived likelihood of student loan repayment at 0.047 and 0.001, respectively. Implications One of the implications of this study is that if the HESLB works effectively according to its vision, mission, and core values, beneficiaries will honor its integrity and repay student loans. Conclusion Overall, this study suggests that higher education can be one of the essential key factors benefiting economic growth in Tanzania. The results of this study are in… Advisors/Committee Members: Jay Brand, Jimmy Kijai, Sylvia Gonzalez.

Subjects/Keywords: Highter Education; Costs; Tanzania; Student Loans; Repayment; Higher Education

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APA (6^th Edition):

Makimu, P. A. (2017). Student Demographics and Perceptions of the Cost-Sharing Program for Financing Higher Education in Tanzania and Their Relationship to Perceived Likelihood of Student Loans Repayment. (Doctoral Dissertation). Andrews University. Retrieved from https://digitalcommons.andrews.edu/dissertations/1630

Chicago Manual of Style (16^th Edition):

Makimu, Protas A. “Student Demographics and Perceptions of the Cost-Sharing Program for Financing Higher Education in Tanzania and Their Relationship to Perceived Likelihood of Student Loans Repayment.” 2017. Doctoral Dissertation, Andrews University. Accessed February 21, 2019. https://digitalcommons.andrews.edu/dissertations/1630.

MLA Handbook (7^th Edition):

Vancouver:

Makimu PA. Student Demographics and Perceptions of the Cost-Sharing Program for Financing Higher Education in Tanzania and Their Relationship to Perceived Likelihood of Student Loans Repayment. [Internet] [Doctoral dissertation]. Andrews University; 2017. [cited 2019 Feb 21]. Available from: https://digitalcommons.andrews.edu/dissertations/1630.

Council of Science Editors:

Makimu PA. Student Demographics and Perceptions of the Cost-Sharing Program for Financing Higher Education in Tanzania and Their Relationship to Perceived Likelihood of Student Loans Repayment. [Doctoral Dissertation]. Andrews University; 2017. Available from: https://digitalcommons.andrews.edu/dissertations/1630

14. Auxier, William R. The Relationship of Servant Leadership Attributes to Sales Performance of Salespersons in the Healthcare Industry in 2011.

Degree: PhD, Leadership PhD, 2013, Andrews University

URL: https://digitalcommons.andrews.edu/dissertations/205

► Problem. Servant leadership scholars have claimed that servant-led business organizations are more financially viable, but these claims are based on anecdotal evidence. This quantitative… (more)

▼ Problem. Servant leadership scholars have claimed that servant-led business organizations are more financially viable, but these claims are based on anecdotal evidence. This quantitative study examines the relationship of servant leadership to revenue generation in business organizations by analyzing the predictability of servant leadership attributes on sales performance. This was accomplished by studying salespersons in the healthcare industry. Method. One hundred ninety-four study participants completed questionnaires providing quantitative measurements of the seven factors of servant leadership: (a) developing and empowering others, (b) humility, (c) authentic leadership, (d) open participatory leadership, (e) inspiring leadership, (f) visionary leadership, and (g) courageous leadership, utilizing the Servant Leadership Profile—Revised (SLPR). Sales performance was measured by sales ranking within each respective salesperson’s company, and broken down into three categories; (a) Top 20%, (b) 21% - 40% and (c) 41% and below. Results. Discriminant function analysis generated two discriminant functions that were significant. The first discriminant function was labeled Voice and had the strongest relationship with the following factors of servant leadership: developing and empowering others, authentic leadership, and visionary leadership. The first discriminant function was a good predictor of sales performance. The second discriminant function was labeled Human Resource Management and had the strongest relationship with the following factors of servant leadership: open participatory leadership, courageous leadership, and inspiring leadership. The second discriminant function predicted membership in the 21% - 40% sales-ranking group, mediocre sales performance. One factor of servant leadership, humility, was eliminated as a predictor of sales performance. Conclusions. Developing and empowering others, authentic leadership, and visionary leadership are good predictors of sales performance. Open participatory leadership, courageous leadership, and inspiring leadership predict mediocre sales performance. Humility was eliminated as a predictor of sales performance. Business leaders with high mean scores for developing and empowering others, authentic leadership, and visionary leadership are likely to have a positive impact on the financial viability of a business organization. Advisors/Committee Members: Sylvia Gonzalez, Tevni E. Grojales, Gary Gifford.

Subjects/Keywords: Business Administration, Management, and Operations; Human Resources Management; Leadership Studies

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APA (6^th Edition):

Auxier, W. R. (2013). The Relationship of Servant Leadership Attributes to Sales Performance of Salespersons in the Healthcare Industry in 2011. (Doctoral Dissertation). Andrews University. Retrieved from https://digitalcommons.andrews.edu/dissertations/205

Chicago Manual of Style (16^th Edition):

Auxier, William R. “The Relationship of Servant Leadership Attributes to Sales Performance of Salespersons in the Healthcare Industry in 2011.” 2013. Doctoral Dissertation, Andrews University. Accessed February 21, 2019. https://digitalcommons.andrews.edu/dissertations/205.

MLA Handbook (7^th Edition):

Auxier, William R. “The Relationship of Servant Leadership Attributes to Sales Performance of Salespersons in the Healthcare Industry in 2011.” 2013. Web. 21 Feb 2019.

Vancouver:

Auxier WR. The Relationship of Servant Leadership Attributes to Sales Performance of Salespersons in the Healthcare Industry in 2011. [Internet] [Doctoral dissertation]. Andrews University; 2013. [cited 2019 Feb 21]. Available from: https://digitalcommons.andrews.edu/dissertations/205.

Council of Science Editors:

Auxier WR. The Relationship of Servant Leadership Attributes to Sales Performance of Salespersons in the Healthcare Industry in 2011. [Doctoral Dissertation]. Andrews University; 2013. Available from: https://digitalcommons.andrews.edu/dissertations/205

15. Masuku, Sophie. Perceptions of Teachers on Systemic Factors Related to Student Performance in Seventh-day Adventist Secondary Schools in Zimbabwe.

Degree: PhD, Higher Education Administration PhD, 2009, Andrews University

URL: https://digitalcommons.andrews.edu/dissertations/564

► Problem. The Regional officer of Matabeleland North region in Zimbabwe was concerned over the poor student pass rates in these regions. The Education Director… (more)

▼ Problem. The Regional officer of Matabeleland North region in Zimbabwe was concerned over the poor student pass rates in these regions. The Education Director of the Zimbabwe Union Conference of Seventh-day Adventists also voiced the same concern about the poor student pass rates, especially in the West Zimbabwe Conference, which is comprised of Matabeleland North, Matabeleland South, and Bulawayo regions. The purpose of this study was to investigate the perception of teachers on student support and student factors that influence the academic performance of students attending Seventh-day Adventist secondary schools in Zimbabwe, focusing mainly on school, community, and student factors. Method. I developed an instrument that was distributed to all the teachers in the 25 Seventh-day Adventist secondary schools in Zimbabwe. Twelve schools ended up participating in the study and 164 questionnaires were returned. Descriptive statistics were used to investigate the factors perceived to be manifested in the schools. A descriptive study was also done to analyze the responses according to the different regions and to investigate the factors that were manifested and not manifested in each region. One-way analysis of variance and t tests were used to determine demographic differences in the perception of teachers concerning systemic factors that affect student performance in the Seventh-day Adventist schools. Results. The student support factors related to student academic performance perceived by the teachers to be manifested in the schools were: good curriculum, positive school climate, teacher professional development, administrative support, and teacher support factors. Teachers also perceived that the students were well disciplined and that they were well motivated to learn. They felt that there was no community support and that the transportation system was poor. Teachers perceived that the students were lacking in physiological needs. Conclusions. The teachers in the Seventh-day Adventist schools in Zimbabwe perceive that the transportation and community support are lacking in the schools. The regions with the lowest student pass rates also had the least acceptable variables for student support and student factors. This study is important for the Education Director of the Zimbabwe Union Conference of the Seventh-day Adventist organization and also for the Ministry of Education, which have to devise ways to improve the academic performance of all students in Zimbabwe. Advisors/Committee Members: Hinsdale Bernard, James R. Jeffery, Sylvia Gonzalez.

Subjects/Keywords: Seventh-day Adventists – Zimbabwe – Education (Secondary); Christian Denominations and Sects; Education

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APA (6^th Edition):

Masuku, S. (2009). Perceptions of Teachers on Systemic Factors Related to Student Performance in Seventh-day Adventist Secondary Schools in Zimbabwe. (Doctoral Dissertation). Andrews University. Retrieved from https://digitalcommons.andrews.edu/dissertations/564

Chicago Manual of Style (16^th Edition):

Masuku, Sophie. “Perceptions of Teachers on Systemic Factors Related to Student Performance in Seventh-day Adventist Secondary Schools in Zimbabwe.” 2009. Doctoral Dissertation, Andrews University. Accessed February 21, 2019. https://digitalcommons.andrews.edu/dissertations/564.

MLA Handbook (7^th Edition):

Masuku, Sophie. “Perceptions of Teachers on Systemic Factors Related to Student Performance in Seventh-day Adventist Secondary Schools in Zimbabwe.” 2009. Web. 21 Feb 2019.

Vancouver:

Masuku S. Perceptions of Teachers on Systemic Factors Related to Student Performance in Seventh-day Adventist Secondary Schools in Zimbabwe. [Internet] [Doctoral dissertation]. Andrews University; 2009. [cited 2019 Feb 21]. Available from: https://digitalcommons.andrews.edu/dissertations/564.

Council of Science Editors:

Masuku S. Perceptions of Teachers on Systemic Factors Related to Student Performance in Seventh-day Adventist Secondary Schools in Zimbabwe. [Doctoral Dissertation]. Andrews University; 2009. Available from: https://digitalcommons.andrews.edu/dissertations/564

16. Zahn, Gilmar. Profile of Graduates of Adventist Latin American Seminary of Theology in Brazil: A Study to Develop a Selection Process of Pastors for Ministry at the Brazilian Northwestern Union.

Degree: MA, Leadership, MA, 2016, Andrews University

URL: https://digitalcommons.andrews.edu/theses/89

► Purpose To characterize and evaluate the profile of theology course trainees in Brazil as compared to the profile required for the exercise of pastoral… (more)

▼ Purpose To characterize and evaluate the profile of theology course trainees in Brazil as compared to the profile required for the exercise of pastoral ministry in the UNoB. Method Research of a qualitative nature, carried out by means of structured interviews with undergraduated students of the Latin American Theology Seminary (Seminário Latino Americano de Teologia–SALT) in a total of 11 interviews with students who are Brazilian, both married and unmarried, born into the church or converted. Data from the registrar offices of the associations and institutions that compose the UNoB were also consulted. Results The interviewees had left professional careers or had arrived directly from middle school. During the course, they were faced with financial difficulties. They demonstrated that they were well versed in the practices and doctrines as well as aware of the mission to which they had dedicated themselves. There is a general consensus of mission and sacrifice though some confusion related to distinguishing the functions in regards to the profiles of the pastor and the missionary. Few were willing to submit to the mission field. They have a practical vision of the future and understand that they may even dissociate themselves from the intended ideal however they believe that God will take care of them if they are faithful. Family appears to be a deciding factor in the choice and permanence in mission fields and, if there are issues in the family relationship, there is a pre-disposition to leave the region in order to preserve the stability of the family. Conclusion In light of the profile presented, a questionnaire was elaborated as an instrument of selection and hiring of pastors by the UNoB. The necessity of interviewing the wife of the candidate was also indicated, due to the strong influence of the family in the decision to remain in the mission fields or not. Advisors/Committee Members: Everson Mückenberger, Eliel Unglaub, Sylvia Gonzalez.

Subjects/Keywords: Pastors; Ministry; Adventist Latin American Seminary of Theology; Brazil; Practical Theology

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Zahn, G. (2016). Profile of Graduates of Adventist Latin American Seminary of Theology in Brazil: A Study to Develop a Selection Process of Pastors for Ministry at the Brazilian Northwestern Union. (Thesis). Andrews University. Retrieved from https://digitalcommons.andrews.edu/theses/89

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Zahn, Gilmar. “Profile of Graduates of Adventist Latin American Seminary of Theology in Brazil: A Study to Develop a Selection Process of Pastors for Ministry at the Brazilian Northwestern Union.” 2016. Thesis, Andrews University. Accessed February 21, 2019. https://digitalcommons.andrews.edu/theses/89.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Vancouver:

Zahn G. Profile of Graduates of Adventist Latin American Seminary of Theology in Brazil: A Study to Develop a Selection Process of Pastors for Ministry at the Brazilian Northwestern Union. [Internet] [Thesis]. Andrews University; 2016. [cited 2019 Feb 21]. Available from: https://digitalcommons.andrews.edu/theses/89.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Zahn G. Profile of Graduates of Adventist Latin American Seminary of Theology in Brazil: A Study to Develop a Selection Process of Pastors for Ministry at the Brazilian Northwestern Union. [Thesis]. Andrews University; 2016. Available from: https://digitalcommons.andrews.edu/theses/89

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

17. Ross, Donovan B. Perceptions of the Evidence of a Servant Leadership Culture Among Educators in the P-12 School System in the North American Division of Seventh-day Adventists.

Degree: PhD, Higher Education Administration PhD, 2006, Andrews University

URL: https://digitalcommons.andrews.edu/dissertations/671

► Problem Statement. The Seventh-day Adventist church has consistently advocated that adherents to this religion should be Christ-like in every aspect of their lives. They… (more)

▼ Problem Statement. The Seventh-day Adventist church has consistently advocated that adherents to this religion should be Christ-like in every aspect of their lives. They should be of service to others as they create a community of believers who are loving, kind, and considerate of others. These ideals form some of the characteristics of servant leadership. The question therefore is whether servant leadership is being practiced in the P-12 school system. No study related to the presence and practice of servant leadership in the P-12 school system of the NAD has been conducted. Research was needed to determine the perceptions of the evidence of servant leadership and the possible impact of gender, age, ethnic background, the size of the school in which the respondents worked, the gender of the principal, the respondents’ level of education, the configuration of school operation, and the type of SDA teaching certification that the respondents held. Methodology. A descriptive, explorative, cross-sectional survey was conducted. Participants in this study were selected by stratified random sampling from a population of 6,697 educators employed in the P-12 school system of the North American Division of Seventh-day Adventists. Data were collected using the Organizational Leadership Assessment and a demographic questionnaire that were mailed to 1,110 educators with a response rate of 33.4%. Two research questions and eight null hypotheses were tested. The first research question was analyzed using descriptive statistics and a comparison of means. The null hypotheses and remaining research question were tested at the .05 level of significance using one-way ANOVA. Results. Laub contends that organizations at or above a 4.0 composite mean score on the OLA can be identified as a servant organization. The composite means of all scores on this survey was found to be 3.91 which are very close to the Laub threshold score of 4.0. This would seem to indicate that the P-12 school system of the North American Division of Seventh-day Adventists is not a fully servant organization, but instead practices a positive version of paternalistic leadership. The results also indicated that there is a difference in how educators perceive the attributes of servant leadership based on the gender of the educator as well as the enrollment and configuration of school operation in which the educator works. However, there is no difference in how educators’ perceive the attributes based on age, ethnic background, gender of the principal, the educators’ level of education, as well as the SDA teaching certification. Advisors/Committee Members: Hinsdale Bernard, Erich W. Baumgartner, Sylvia Gonzalez.

Subjects/Keywords: Seventh-day Adventists – Education.; Christian Denominations and Sects; Educational Leadership

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Ross, D. B. (2006). Perceptions of the Evidence of a Servant Leadership Culture Among Educators in the P-12 School System in the North American Division of Seventh-day Adventists. (Doctoral Dissertation). Andrews University. Retrieved from https://digitalcommons.andrews.edu/dissertations/671

Chicago Manual of Style (16^th Edition):

Ross, Donovan B. “Perceptions of the Evidence of a Servant Leadership Culture Among Educators in the P-12 School System in the North American Division of Seventh-day Adventists.” 2006. Doctoral Dissertation, Andrews University. Accessed February 21, 2019. https://digitalcommons.andrews.edu/dissertations/671.

MLA Handbook (7^th Edition):

Vancouver:

Ross DB. Perceptions of the Evidence of a Servant Leadership Culture Among Educators in the P-12 School System in the North American Division of Seventh-day Adventists. [Internet] [Doctoral dissertation]. Andrews University; 2006. [cited 2019 Feb 21]. Available from: https://digitalcommons.andrews.edu/dissertations/671.

Council of Science Editors:

Ross DB. Perceptions of the Evidence of a Servant Leadership Culture Among Educators in the P-12 School System in the North American Division of Seventh-day Adventists. [Doctoral Dissertation]. Andrews University; 2006. Available from: https://digitalcommons.andrews.edu/dissertations/671

18. Goza, Rogenia. Motivational Factors That Influence African American Women to Serve as Michigan State Legislators.

Degree: PhD, Higher Education Administration PhD, 2006, Andrews University

URL: https://digitalcommons.andrews.edu/dissertations/399

► Problem. The purpose of this study was to discover factors that influence the political career choice of African American women legislators to serve in… (more)

▼ Problem. The purpose of this study was to discover factors that influence the political career choice of African American women legislators to serve in the State of Michigan Congress. Therefore, this study focused on motivations that affected three African American women legislators' political experiences. Method. This study used a case-study approach, and the end result is a multi-faceted case study of the political experiences of three State of Michigan African American women legislators. The techniques used in the ethnographic research – interviews, observations, note-taking, and reviews of public and personal documents – were intended to increase understanding of the observed phenomena. Data from these different sources enhanced the analysis and interpretation of the narrative portion of the three case studies. Results. Throughout this study the three informants spoke of influences that affected their political career decisions. Descriptive narrative accounts of various political challenges that each research subject experienced while seeking election and upon becoming an elected official are also provided through the context of this research. Conclusions. According to the research findings, informants were encouraged by family, friends, and other members of their support networks to pursue political aspirations despite the frequent gender and racial discrimination encountered throughout the informants' political experiences. Internal and external motivators such as personal resolve, sheer determination, and reliance on spiritual guidance enabled these informants to achieve political success. Political neophytes may use these findings to analyze and, where suited, re-chart their efforts or energies and political career advancement. Additionally, this study may serve as a motivational resource for professionals in various fields by identifying and describing individuals who demonstrated persistence to achieve their desired career goals. Advisors/Committee Members: Hinsdale Bernard, Sylvia Gonzalez, Elvin Gabriel.

Subjects/Keywords: African American Studies; Sociology; Women's Studies

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Goza, R. (2006). Motivational Factors That Influence African American Women to Serve as Michigan State Legislators. (Doctoral Dissertation). Andrews University. Retrieved from https://digitalcommons.andrews.edu/dissertations/399

Chicago Manual of Style (16^th Edition):

Goza, Rogenia. “Motivational Factors That Influence African American Women to Serve as Michigan State Legislators.” 2006. Doctoral Dissertation, Andrews University. Accessed February 21, 2019. https://digitalcommons.andrews.edu/dissertations/399.

MLA Handbook (7^th Edition):

Goza, Rogenia. “Motivational Factors That Influence African American Women to Serve as Michigan State Legislators.” 2006. Web. 21 Feb 2019.

Vancouver:

Goza R. Motivational Factors That Influence African American Women to Serve as Michigan State Legislators. [Internet] [Doctoral dissertation]. Andrews University; 2006. [cited 2019 Feb 21]. Available from: https://digitalcommons.andrews.edu/dissertations/399.

Council of Science Editors:

Goza R. Motivational Factors That Influence African American Women to Serve as Michigan State Legislators. [Doctoral Dissertation]. Andrews University; 2006. Available from: https://digitalcommons.andrews.edu/dissertations/399

19. LaBorde, Irma C. Reasons Seventh-day Adventist Parents Gave for Not Sending Their Children to Seventh-day Adventist Elementary and Secondary Schools.

Degree: PhD, Leadership PhD, 2007, Andrews University

URL: https://digitalcommons.andrews.edu/dissertations/505

► Problem. The Seventh-day Adventist elementary and secondary schools in the USA show a continuous enrollment decline. This study’s goal is to explore the reasons… (more)

▼ Problem. The Seventh-day Adventist elementary and secondary schools in the USA show a continuous enrollment decline. This study’s goal is to explore the reasons SDA parents give for why they do not send their children to SDA schools. Method. The participants were limited to the church members of the Lake Union Conference. Qualitative methodology was used in this study. Three groups of participants were selected using criterion sampling—non-home-schooling parents, home- schooling parents, and administrators. Data collection occurred through in-depth interviews, focus groups, and a one-question survey. The interviews were audiotaped. The tapes were transcribed verbatim, coded, and grouped into themes. Analysis and interpretation were verified by some participants, peer reviews, and triangulation. Results. Financial issues were the most cited reason for non-attendance. Home-schooling was the next great competitor. Home-schooling parents had noticed the lowering of school values and standards, and the strong influential power that some peers had on others. The students’ styles of dress, conversations, and demeanor no longer impressed them. Other non-home-schooling parents sent their children to public schools because these institutions have more resources, more qualified teachers, and better facilities. Public schools offered a wider range of subjects, competitive sports and scholarships, extracurricular activities, music, after-school programs, and other free services. Many SDA teachers work at public schools, and parents claimed that they took better care of their children. SDA academies were located too far away from home, and transportation caused parents to worry about their children’s safety. A few parents withdrew their children from SDA schools due to perceived unresolved conflicts. Changes in student population are affecting SDA schools, and some pastors were not supporting Christian education. Conclusion. Many SDA children are deprived of a Christian education due to lack of finance. Home-schooling parents are diligently controlling their children’s educational, spiritual, and moral training. Some non-home-schooling parents see public schools as better than SDA schools. Other non-home-schooling parents want schools to be located in close proximity to their homes. Parents, teachers, pastors, administrators, superintendents, and their staff must work together to educate all SDA children. Advisors/Committee Members: Duane M. Covrig, Sylvia Gonzalez, Gary Gifford.

Subjects/Keywords: Christian Denominations and Sects; Education

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

LaBorde, I. C. (2007). Reasons Seventh-day Adventist Parents Gave for Not Sending Their Children to Seventh-day Adventist Elementary and Secondary Schools. (Doctoral Dissertation). Andrews University. Retrieved from https://digitalcommons.andrews.edu/dissertations/505

Chicago Manual of Style (16^th Edition):

LaBorde, Irma C. “Reasons Seventh-day Adventist Parents Gave for Not Sending Their Children to Seventh-day Adventist Elementary and Secondary Schools.” 2007. Doctoral Dissertation, Andrews University. Accessed February 21, 2019. https://digitalcommons.andrews.edu/dissertations/505.

MLA Handbook (7^th Edition):

LaBorde, Irma C. “Reasons Seventh-day Adventist Parents Gave for Not Sending Their Children to Seventh-day Adventist Elementary and Secondary Schools.” 2007. Web. 21 Feb 2019.

Vancouver:

LaBorde IC. Reasons Seventh-day Adventist Parents Gave for Not Sending Their Children to Seventh-day Adventist Elementary and Secondary Schools. [Internet] [Doctoral dissertation]. Andrews University; 2007. [cited 2019 Feb 21]. Available from: https://digitalcommons.andrews.edu/dissertations/505.

Council of Science Editors:

LaBorde IC. Reasons Seventh-day Adventist Parents Gave for Not Sending Their Children to Seventh-day Adventist Elementary and Secondary Schools. [Doctoral Dissertation]. Andrews University; 2007. Available from: https://digitalcommons.andrews.edu/dissertations/505

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