Thesis (M.A.)--Lancaster Bible College, 2002. / Includes bibliographical references (leaves 103-107).

A debate surrounds the topic of best practices for faculty development. There are those that hold the position that faculty are more likely to develop as a faculty member when they experience an enhancement program, rather than training and development. Still others argue the opposite position claiming that there are unintended negative consequences from faculty mentoring programs. This research examined the practices of mentoring among full-time faculty at member schools of the Council for Christian Colleges and Universities (CCCU). This study was adapted from “The Nature of Workplace Mentoring Relationships among Faculty Members in Christian Higher Education,” a study done by Cunningham (1996). This research described the nature of mentoring among faculty in Christian higher education institutions by explaining the actual mentoring practices taking places in CCCU member schools, by examining the institution’s prioritization of mentoring, and by describing the conditions that might affect the development and maintenance of successful, ongoing mentoring relationships. Finally, this research provided a four-factor description of mentoring’s best practices: Career Guide, Friend, Discipleship, and Information Source. This study provides a clear picture of mentoring practices and how they might be generalized to best fit all Christian higher education institutions. Because Christian higher education institutions are uniquely positioned within society to have significant impact on current and future generations, and because the literature base is lacking in the area of Christian higher education faculty development and mentoring practices, this study provides a convincing argument for the use of mentoring as a best training practice in Christian higher education.

This thesis examines the way several evangelical Christian universities (and evangelicalism more broadly) speak about and conceive of sexuality and gender in order to consider implications for their students. It argues that these universities consider nonheterosexual, non-cisgendered identities to be incompatibile with Christian identity and, consequently, grounds for denial of subjectivity. It analyzes the language of student handbooks and the universities’ rhetorical self-positionings and stagings necessary to maintain authority while engaging and exploring the lived experiences of several queeridentifying alumni—each of whom express feelings of “dehumanization” and cognitive dissonance. Finally, it considers how those subjected to messages of incompatible identities reconcile claiming both Christian and queer identities simultaneously. / Includes bibliography. / Thesis (M.A.)--Florida Atlantic University, 2020. / FAU Electronic Theses and Dissertations Collection

譚潤明. / 論文(哲學碩士)--香港中文大學硏究院宗教及神學學部,1994. / 參考文獻: leaves [1-11] (2nd group) / Tan Runming. / Chapter 第一章 --- 導言 --- p.一至四 / Chapter 第二章 --- 燕京大學的創建 --- p.五至十六 / Chapter 一、 --- 校名的確立 / Chapter 二、 --- 創校的經過 / Chapter 三、 --- 創立的日期 / Chapter 第三章 --- 燕大成立前後辦學目的轉變 --- p.十七至三十七 / Chapter 一、 --- 草創期 / Chapter 二、 --- 發展期 / Chapter 三、 --- 確立期 / Chapter 第四章 --- 燕大成立前後辦學目的轉變的原因 --- p.三十八至六十八 / Chapter 一、 --- 外緣條件 / Chapter 1. --- 非基督教運動 / Chapter 2. --- 五卅慘案與燕大 / Chapter 3. --- 收回教育權運動 / Chapter 二、 --- 内在理路 / Chapter 1. --- 巴頓調˘¬團的影響 / Chapter 2. --- 傳教士思想的轉變 / Chapter 第五章 --- 總結 --- p.六十九至七十二 / 註釋 --- p.七十三至九十六 / 參考書目 / 附錄

黃潔珍. / 論文(哲學碩士) -- 香港中文大學硏究院宗敎及神學學部, 1996. / 參考文献 : leaves 234-268. / Huang Jiezhen. / Chapter 第一章 --- 導言 --- p.1 / Chapter 第二章 --- 基督教教育的涵義 --- p.4 / Chapter 甲、 --- 十九世紀末傳敎敎育的目標 --- p.4 / Chapter 乙、 --- 二十世紀初期對基督敎敎育理念的理解 --- p.6 / Chapter 丙、 --- 二十年代的非基運動對基督敎 敎育理念的界定的影響 --- p.9 / Chapter 丁、 --- 一九四〇年代的基督敎敎育要點 --- p.12 / Chapter 第三章 --- 金女大校史簡述 --- p.14 / Chapter 甲、 --- 創辦經過 --- p.14 / Chapter 乙、 --- 初創時間（一九一五至一九二三） --- p.14 / Chapter 丙、 --- 擴展時期（一九二三至一九三七） --- p.15 / Chapter 1. --- 永久校址 --- p.15 / Chapter 2. --- 改制時期 --- p.15 / Chapter 丁、 --- 抗日戰爭時期（一九三七至一九四五） --- p.16 / Chapter 戊、 --- 中華人民共和國成立後的局面 --- p.16 / Chapter 第四章 --- 吳貽芳傳略 --- p.18 / Chapter 甲、 --- 吳貽芳任金女大校長前之生平事蹟 --- p.18 / Chapter 乙、 --- 吳貽芳任金女大校長（一九二八至一九五一） --- p.21 / Chapter 丙、 --- "吳貽芳所信仰的基督敎""" --- p.22 / Chapter 丁、 --- 吳貽芳與中國基督敎全國協進會 --- p.26 / Chapter 第五章 --- 金女大創校人舆吳貽芳辦學目標的差異 --- p.29 / Chapter 甲、 --- 金女大創校人之辦學宗旨 --- p.29 / Chapter 乙、 --- 吳貽芳對基督敎敎育的理解 --- p.31 / Chapter 1. --- 培養人才、為國所用 --- p.31 / Chapter 2. --- 基督化人格的塑造 --- p.32 / Chapter 丙、 --- 創校人與吳貽芳對金女大校訓之詮釋 --- p.34 / Chapter 第六章 --- 註冊主案風波對吳貽芳實踐基督教敎育理念的影響 --- p.36 / Chapter 甲、 --- 一九二七年的風暴 --- p.36 / Chapter 乙、 --- 向政府立案註冊的問題 --- p.37 / Chapter 1. --- 敎育部頒佈的六項註冊條文 --- p.37 / Chapter 2. --- 吳貽芳竭力¨®Ơ服金女大校董會 向敎育部註冊立案 --- p.38 / Chapter 3. --- 處理宗敎系存廢問題 --- p.42 / Chapter 4. --- 敎育部修緊註冊條例 --- p.43 / Chapter 5. --- 向敎育部註冊立案 --- p.44 / Chapter 6. --- 向敎育部註冊立案的評價 --- p.44 / Chapter 丙、 --- 註冊立案風波奠定了吳貽芳 實踐基督敎敎育的路向 --- p.48 / Chapter 第七章 --- 吳貽芳實踐基督敎敎育理念的困難 --- p.50 / Chapter 甲、 --- 新舊交替時代中西方出現的磨擦 --- p.50 / Chapter 乙、 --- 符合國民政府的要求 --- p.52 / Chapter 第八章 --- 吳貽芳實踐在金女大的「愛國敎育」 --- p.58 / Chapter 甲、 --- 吳貽芳在國慶日的講話 --- p.58 / Chapter 乙、 --- 吳貽芳與新生活運動 --- p.59 / Chapter 丙、 --- 吳貽芳的校政革新 --- p.61 / Chapter 丁、 --- 學科的訓練 --- p.63 / Chapter 第九章 --- 從學校制度看吳貽芳實踐在金女大的「人格敎育」 --- p.66 / Chapter 甲、 --- 學校組織 --- p.66 / Chapter 乙、 --- 導師制之設立及個別輔導工作 --- p.67 / Chapter 丙、 --- 基督徒敎職員的建立及影響 --- p.68 / Chapter 1. --- 基督徒老師的比率及資格 --- p.68 / Chapter 2. --- 基督徒老師的服務年資 --- p.69 / Chapter 3. --- 敎職員的宗敎生活 --- p.69 / Chapter 4. --- 敎職員之影響 --- p.71 / Chapter 丁、 --- 與金大合併風波 --- p.73 / Chapter 第十章 --- 從學生生活看吳貽芳實踐在金女大的「人格敎育」 --- p.75 / Chapter 第十一章 --- 從金女大的宗敎教育發展看基督教敎育理念的實踐 --- p.92 / Chapter 甲、 --- 宗敎敎育課程 --- p.92 / Chapter 乙、 --- 基督敎敎育與其他學科的關係 --- p.95 / Chapter 丙、 --- 宗敎活動 --- p.97 / Chapter 第十二章 --- 一九四九年之政治變動對金女大 實踐基督教敎育理念之影響 --- p.103 / Chapter 甲、 --- 四九年之學校運作 --- p.105 / Chapter 1. --- 新的敎育方針 --- p.105 / Chapter 2. --- 行政組織 --- p.106 / Chapter 3. --- 課程改革 --- p.108 / Chapter 4. --- 學生活動 --- p.110 / Chapter 5. --- 宗敎活動 --- p.110 / Chapter 6. --- 社會服務 --- p.115 / Chapter 乙、 --- 差會及敎會大學的回應 --- p.116 / Chapter 丙、 --- 吳貽芳在新政策下採取的態度 --- p.118 / Chapter 1. --- 在新教育方針下基督敎敎育的前景 --- p.118 / Chapter 2. --- 在信仰中尋求答案 --- p.119 / Chapter 丁、 --- 金女大的最終結局 --- p.120 / Chapter 第十三章 --- 結語 --- p.123 / 附件一 資料分析 --- p.127 / 附件二 金女大戰時遷校及返京復課的路線 --- p.130 / 附件三 吳貽芳在學術上的成就 --- p.131 / 附件四 吳貽芳在國內外享譽盛名 --- p.132 / 附件五 吳貽芳由出生至任職金女大校長之生平事蹟年表 --- p.134 / 附件六 敎師人數 --- p.135 / 附件七 敎職員進修會 --- p.136 / 附件八 金女大學生人數總計（一九一五至一九二八） --- p.137 / 附件九 學生人數統計（一九二八至一九五二） --- p.138 / 附件十 學生來源 --- p.139 / 附件十一學生家長職業 --- p.139 / 附件十二 金女大畢業同學紀錄（一九一九至一九四九） --- p.140 / 附件十三金女大畢業生就業情況 --- p.141 / 附件十四金女大各系歷届畢業人數一覽表 --- p.142 / 附件十五資助金女大的組織 --- p.144 / 附件十六學制概覽 --- p.145 / 附件十七金女大學生人數統計分析 --- p.146 / 附件十八學生自治會 --- p.150 / 附件十九新生入學週 --- p.155 / 附件二十金女大的社會服務活動 --- p.157 / 附件二十一參舆校外活動 --- p.162 / 附件二十二宗敎教育課程 --- p.173 / 附件二十三舆基督敎教育相關的學科 --- p.178 / 附件二十四金女大之宗敎活動 --- p.183 / 附件二十五金女大女青年會 --- p.200 / 附件二十六金女大畢業生之去向 --- p.205 / 附件二十七經費來源 --- p.209 / 簡寫表 --- p.213 / 註釋 --- p.214 / 書目 --- p.234

The purpose of the study was to determine the nature and extent of differences in expectations and perceptions reported by presidents, members of boards of trustees, and administrative staff members relative to Christian college presidential leadership behavior. Study participants included fourteen presidents, ninety-three members of boards of trustees, and one hundred and two administrative staff members from fourteen charter member colleges of the Christian College Coalition.Each participant completed the Leader Behavior Description Questionnaire - Ideal in order to report expectations relative to ideal presidential leader behaviors. Each participant also completed the Leader Behavior Description Questionnaire - 1957 in order to report perceptions relative to actual presidential leadership behaviors. The Leader Behavior Description Questionnaires measure perceptions and expectations relative to two dimensions of leadership behaviors, Initiating Structure and Consideration.- Initiating Structure refers to leadership behaviors which define and establish patterns of organization, channels of communication, and methods of procedure. Consideration refers to leadership behaviors which encourage friendship, mutual trust, respect, and warmth between the leader and his subordinates:Four different scores were generated from responses provided by each participant. The four scores related to ideal presidential Initiating Structure behaviors, ideal presidential Consideration behaviors, actual presidential Initiating Structure behaviors, and actual presidential Consideration behaviors. Mean scores were, calculated for responses from each of the three reference groups relative to each of the four dimensions of leadership.Seven null hypotheses were developed in order to facilitate the determination of differences in expectations and perceptions relative to presidential leadership behaviors as reported by the three reference groups. The .05 level was established as the critical probability level for rejection of hypotheses, and significant findings were reported at both the .05 and .01 levels.Group mean scores were treated by means of the analysis of variance statistical technique in order to determine the statistical significance of differences between scores.Ten major findings resulted from the analysis of data:1. Presidents and staff members reported similar expectations relative to ideal Christian college presidential Initiating Structure behaviors.2. Reported expectations of trustees relative to ideal Christian college presidential Initiating Structure behaviors were statistically significantly higher than the expectations relative to ideal Christian college presidential Initiating Structure behaviors reported by either presidents of staff members.3. Presidents, trustees, and staff members reported virtually the same level of expectations relative to ideal Christian college presidential Consideration behaviors.4. Reported expectations of presidents relative to ideal Christian college presidential Consideration behaviors were statistically significantly higher than the expectations reported relative to ideal Christian college presidential Iniating Structure behaviors.5. Trustees reported virtually the same level of expectations relative to both ideal Christian college presidential Consideration behaviors and ideal Christian college presidential Initiating Structure behaviors.6. Reported expectations of staff members relative to ideal Christian college presidential Consideration behaviors were statistically significantly higher than the expectations reported relative to ideal Christian college presidential Initiating Structure behaviors.7. Presidents and staff members reported similar perceptions relative to actual Christian college presidential Initiating Structure behaviors.8. Reported perceptions of trustees relative to actual Christian college presidential Initiating Structure behaviors were statistically significantly higher than perceptions relative to actual Christian college presidential Initiating Structure behaviors reported by either presidents or staff members.9. Presidents and trustees reported similar perceptions relative to actual Christian college presidential Consideration behaviors.10. Reported perceptions of staff members relative to actual Christian college presidential Consideration behaviors were statistically lower than perceptions relative to actual Christian college presidential Consideration behaviors reported by either presidents or trustees.Three general conclusions were drawn:1. Christian colleges are unique educational communities with common religious ties which tend to produce a family-like atmosphere among members of the college community. The atmosphere appears to influence community member perceptions relative to the leadership role of Christian college presidents.2. The leadership role of Christian college presidents is perceived differently by members of boards of trustees and administrative staff members in spite of religious homogeneity among community members.3. Christian college presidents interact in different communication patterns and organizational settings with members of boards of trustees than with administrative staff members.

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

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

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

Thesis (Ph.D.)--University of Wisconsin--Madison, 2006. / Includes abstract. Includes bibliographical references (p. 232-245). Also available on the Internet.