Thesis (Ph. D.)--University of Chicago, Faculty of the Divinity School, March, 2001. / Includes bibliographical references. Also available on the Internet.

Thesis (M.R.E.)--Conservative Baptist Theological Seminary, 1972.

Thesis (D. Miss.)--Western Seminary, Portland, OR, 2003. / Abstract. Includes Survey questionnaire and responses in French. Includes bibliographical references (leaves 285-293).

Thesis (Ed.D.)--Teachers College, Columbia University, 1970. / Typescript; issued also on microfilm. Sponsor: Walter E. Sindlinger. Dissertation Committee: Walter I. Garms. Includes bibliographical references.

Thesis (M.A.)--Briercrest Biblical Seminary, 1998. / Abstract. Includes bibliographical references (leaves 109-116).

Thesis (M. Div.)--Emmanuel School of Religion, 1994. / Vita. Includes bibliographical references (leaves 237-250).

Thesis (D. Miss.)--Western Seminary, Portland, OR, 2003. / Abstract. Includes Survey questionnaire and responses in French. Includes bibliographical references (leaves 285-293).

Thesis (MTech (Education))--Cape Peninsula University of Technology, 2006 / A uniquely African framework for training community counsellors is urgently required to address the range and impact of contemporary community counselling needs in Africa. Training methodologies utilised in Christian higher education throughout Africa shoulddynamically reflect on the socio-cultural context in order to gain a regional understanding of community counselling needs and apply distinctively regional interventions. This study has found that a limited number of Christian higher education institutions in Africa is actively engaged in undergraduate training of community counsellors - primarily in the sphere of Christian counselling. At the same time, the range and severity of community mental health needs is accelerating rapidly, requiring a new generation of community counsellors who have received relevant and effective regional training at an undergraduate level of study. Presently, amongst those institutions where such training is provided, the emphasis within the curriculum has revealed a marked bias towards western knowledge constructs and values - particularly in parts of Africa where European influences are so strong. The study reveals that psychosocial phenomena as experienced in the context of developed societies of Europe and North America have questionable relevance to the distinctive regional challenges facing Africans today. This study presents a case for Christian higher education in Africa to adopt a uniquely African framework for training community counsellors to address the range and impact of contemporary community mental health needs. The study has explored a curriculum development process that dynamically reflects on the socio-cultural context in order to gain a regional understanding of community mental health needs to ensure that community counsellors are provided with effective intervention skills. A unique strategy for integrating the outcomes of such a community assessment into a relevant curriculum design is presented. This strategy comprises a four-step community assessment model utilising focus groups to investigate the range and severity of counselling needs in communities throughout the Great Lakes region (Kenya, the Democratic Republic of Congo, Rwanda and Burundi). The results of this community assessment provide guidelines intended to assist Christian higher education in this regional selling to re-curriculate existing undergraduate curricula in community counsellor training and to develop new curricula. The author demonstrates how lessons learned from conducting one such regional study can be meaningfully applied to other regions on the African sub-continent. The global relevance of this study is reflected in the interface between the 'bio ecological systems theory' of Uri Bronfenbrenner (Bronfenbrenner, 1979) and the pedagogic paradigm developed in this study. Both emphasise the vital importance of exploring and understanding socio-cultural frameworks if training methodologies are to be psychologically and culturally valid.

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

This study identified tenure policies and practices among Council for Christian Colleges & Universities (CCCU) member schools. A survey of CCCU member schools was conducted; 65 usable questionnaires were received. A response rate of 69% was achieved. Schools also provided portions of their faculty handbooks addressing tenure. The purpose of the study was to determine (a) what CCCU schools grant tenure, (b) why they grant tenure, (c) specific tenure policies and practices, (d) what CCCU schools do not grant tenure, (e) why they do not grant tenure, (f) retention policies used in place of tenure, and (g) how CCCU schools' tenure policies compare with the American Association of University Professors (AAUP) guidelines. The data suggests that (a) the majority of CCCU schools (68%) grant tenure, (b) these schools represent nearly all religious affiliations within the CCCU, and (c) they are large in relation to CCCU schools that do not grant tenure. The predominant reasons given for granting tenure are protection of academic freedom, mutual commitment by institution and faculty, and recruiting / retaining quality faculty. The schools grant tenure based on teaching, scholarship, service, and the integration of faith and learning. Tenure success rates seem high. Thirty-two percent of the CCCU colleges and universities do not grant tenure. These schools are small in relation to CCCU schools that grant tenure. They represent nearly all religious affiliations within the CCCU. The predominant reason given for not granting tenure is tradition / institutional values. The majority of these schools use a gradated contract system while some use an eventual continuous contract system. The CCCU member schools' tenure policies are largely consistent with AAUP guidelines.