Thesis (Ph. D., Education)--University of Idaho, May 2008. / Major professor: Charles W. Gagel. Includes bibliographical references (leaves 170-175). Also available online (PDF file) by subscription or by purchasing the individual file.

Thesis (Ph. D.)--University of Missouri-Columbia, 2001. / Typescript. Vita. Includes bibliographical references (leaves [75]-85). Also available on the Internet.

Thesis (Ph. D.)--University of Missouri-Columbia, 2001. / Typescript. Vita. Includes bibliographical references (leaves [75]-85). Also available on the Internet.

There is no abstract available for this dissertation. / Department of Counseling Psychology and Guidance Services

Thesis (Ed. D.)--Teachers College, Columbia University. / Typescript; issued also on microfilm. Sponsor: Samuel D. Johnson. Dissertation Committee: Winthrop Adkins. Bibliography: leaves 95-102.

Thesis (Ed. D.)--Illinois State University, 1978. / Title from title page screen, viewed Jan. 14, 2005. Dissertation Committee: Elwood F. Egelston (chair), David L. Livers, Kathryn W. Smith, Joe E. Talkington, Clayton F. Thomas. Includes bibliographical references (leaves 140-144) and abstract. Also available in print.

This study documents and analyses Aboriginal post-secondary students' perceptions of selected influences on their career development and planning. Six areas are examined: 1) parental influence; 2) teacher influence; 3) peer influence; 4) ethnic and gender expectations; 5) academic self-efficacy; and 6) the role of negative social events. A questionnaire based on the Career Interest Inventory (Fisher & Stafford, 1999) was administered to 150 undergraduate students. Three factors were significant for this population: 1) positive influence in the form of support from parents, teachers, peers, and students' academic experiences and self-efficacy; 2) negative social events in the context of having friends in trouble with the law, addictions, teen pregnancy, indifference to schooling, dropping out of high school, and deaths of friends; and 3) ethnic and gender expectations emanating from parents and teachers. Based on these findings, directions for further research, and implications for counselors and educators, are outlined. / viii, 63 leaves ; 29 cm.

Thesis (Ph. D.)--University of North Carolina at Greensboro, 2005. / Title from PDF title page screen. Includes bibliographical references (p. 252-284)

Thesis (Ph. D.)--University of Washington, 2003. / Vita. Includes bibliographical references (leaves 294-311).

The primary purpose of this study was to determine the marketing strategies for attracting students who have nonreligious vocational goals (NRVG) that are employed by Bible colleges that are either accredited or candidates for accreditation of the American Association of Bible Colleges (AABC). Primary subpurposes were to determine the AABC's interest in marketing themselves.to NRVG; practice of educational marketing strategies toward NRVG; career planning programs and placement services available to NRVG; approaching employers with placement services for NRVG; making available seminars, placement services, and alumni networking for NRVG; and difference in marketing to NRVG according to a colleges' denomination, size, three year growth pattern, and estimated percentage of NRVG. An overview of the literature pertaining to educational marketing and marketing for a liberal arts education was given. The population chosen for this study was the accredited (87) and candidate for accreditation (15) Bible colleges of the AABC (102). Eighty (78.4%) colleges actually responded. The design of this study was survey research using a mailed questionnaire as the principal source of data collection. The statistics utilized were parametric (e.g., one-way analysis of variance and t test) and nonparametric (e.g., chi square). The results of the study indicated that AABC colleges were interested in marketing themselves to students with NRVG. Many of the colleges practiced common educational marketing strategies, but much more could be done. AABC colleges offered a number of effective career Planning programs and placement services, but failed to offer several strategic programs. The Colleges have approached employers in order to place students, but not to the extent they could. AABC colleges have not served or involved their alumni to the extent they could. The marketing strategies of the AABC did not significantly differ based on a college's denomination, size, three year growth pattern, and estimated percentage of students with NRVG. However, each of the four sets did have significant results.