Thesis (M.Ed.)--University of Toledo, 2008. / Typescript. "Submitted as partial fulfillment of the requirements for The Master of Education in Higher Education." "A thesis entitled"--at head of title. Bibliography: leaves 115-119.

Thesis (Ph.D.)--University of Nebraska-Lincoln, 2009. / Title from title screen (site viewed June 26, 2009). PDF text: vii, 237 p. : ill. ; 1 Mb. UMI publication number: AAT 3350254. Includes bibliographical references. Also available in microfilm and microfiche formats.

Thesis (Ph.D.)--University of Nebraska-Lincoln, 2009. / Title from title screen (site viewed June 26, 2009). PDF text: xi, 185 p. : ill. (some col.) ; 2 Mb. UMI publication number: AAT 3350372. Includes bibliographical references. Also available in microfilm and microfiche formats.

Thesis (Ph. D.)--Illinois State University, 1976. / Title from title page screen, viewed Nov. 19, 2004. Dissertation Committee: John McCarthy (chair), Charles Edwards, Eugene Fitzpatrick, Mary Kay Huser, J.H. McGrath. Includes bibliographical references (leaves 81-86) and abstract. Also available in print.

Title from PDF of title page (University of Missouri--Columbia, viewed on Feb 15, 2010). The entire thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file; a non-technical public abstract appears in the public.pdf file. Dissertation advisor: Dr. Phillip E. Messner. Vita. Includes bibliographical references.

Thesis (D. Ed. Min.)--New Orleans Baptist Theological Seminary, 2003. / Includes abstract and vita. Includes bibliographical references (leaves 47-52).

Thesis (M.A.)--University of North Carolina at Chapel Hill, 2002. / Includes bibliographical references (leaves 66-68).

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

Thesis (DComm (Economics))--University of Stellenbosch, 1982. / The subject discussed in this dissertation is that of how universities should best be financed. This appears, prima facie, to be a readily solvable question, but is in fact one that contains innumerable disguised difficulties. Casual observation confirms that resources are allocated, which places the subject undeniably in the realm of economics. Needless to say however, much more is ultimately at stake than just the economic: educationalists, sociologists, business leaders, indeed all who come into contact with the products of universities in their many guises justifiably believe that they have a contribution to make. Nevertheless, the arguments marshalled below are unashamedly taken from the economist's arsenal, although some aspects of a wider nature are included. In particular the analysis will proceed as if economic efficiency, growth and welfare are the primary aims of society; which is not, of course, to imply that other considerations are trivial. The institutions referred to in the body of the dissertation are those commonly regarded as being the 'white' South African universities. This was necessitated by the division of the universities for administrative purposes between several government departments and the fact that the South African Post-Secondary Education (SAPSE) information system, which forms the basic structure for the empirical sections of the dissertation, has only been introduced for those universities under the jurisdiction of the Minister of National Education. Section 1.4 is devoted to tracing the historical development of this dichotomy and in Chapter 9 some of its implications are investigated. Other institutions for post-secondary education, the Technikons for example, are not dealt with specifically, although much of the analysis could be applied to them as well. As is emphasized in Section 4.5, the policy implications of this dissertation should ideally be applied to the postsecondary education sector as a whole. The primary hypothesis of this dissertation is that a system of formula financing for universities can be economically efficient without in any way encroaching upon university autonomy. This implies several subsidiary hypotheses: firstly, that a decentralized procedure for planning university education, whereby the decisions to enroll are largely left in the hands of students, can lead to economically efficient configurations; that those decisions should be made by considering the social and private costs of education, and not simply the benefits; that the private coats of (university) education are best reflected in prices, that is tuition fees; and that the structure of university costs can be discerned by observing the universities' internal optimization processes as revealed in their ex post patterns of expenditures.

Thesis (Ph. D.)--University of Missouri-Columbia, 2001. / Typescript. Vita. Includes bibliographical references (leaves 119-134). Also available on the Internet.