Today for the first time in history, over 1.15 billion people live in urban slums. Of these, 581 million live in Asia, 120 million in Latin America, and 199 million in sub-Saharan Africa (UN-HABITAT 2010). Over 90% of the urban slum dwellers live in the cities of low income countries under severe deprivation of urban services such as improved drinking water, adequate sanitation and shelter (UNHABITAT 2006a), (UN-HABITAT 2010), (Martínez, Mboup et al. 2008), (Cross, Morel 2005) and (Brocklehurst, Malhotra et al. 2005). This deprivation of the poor has been associated with bias meted against them (the poor) by the public and private sectors. Unless this bias and subsequent deprivations are dealt with, new constraints will always emerge to perpetuate the deprivations (Solo, Perez et al. 1993,). However, can certain approaches by a specific kind of organisations address the bias? This research was encouraged by the success of faith based organizations (FBOs) in treating the poor communities well and their success in delivering social services to the poor in America (White House. 2001), (Sherman 2003) and (Wuthnow, Hackett et al. 2004). The role played by human values in influencing day to day behaviour was encouraging too (Schwartz 1992), (Schwartz 2007), (Williams Jr. 1979), (Schwartz, Melech et al. 2001), and (Rokeach 1973). Reviewed literature show that the people who identify with self-transcendence values are predisposed to treat other people well and also work towards the welfare of other people (Schwartz 1992), (Schwartz 1994), and (Schwartz, Melech et al. 2001). The knowledge gap about the role that faith based organizations and human values could play towards addressing the deprivations of the urban poor in a low income country context led to the research question: ―how could faith based organizations possibly contribute towards the delivery of urban services to the poor in a low-income country context‖. To answer the research question, a case study strategy was adopted and data gathered from three FBOs in Nairobi (Kenya), using 29 in-depth interviews, 8 observations and 41 case study documents. The case studies were selected after a preliminary survey involving 256 telephone interviews and 135 subsequent self-administered mail questionnaires to probable organizations. Qualitative data from the selected case studies was analysed using the thematic analysis approach to understand the FBOs‘ involvement with urban services to the poor. Data from the Portraits Value Questionnaire (58 questionnaires) was also analysed to determine the values orientation of the FBOs‘ personnel. This inquiry found that the FBOs‘ staff oriented with self-transcendence values and also treated the poor well. The FBOs were also involved with urban services for the poor through infrastructural programmes (or projects) and the empowerment of the poor. As a result, the poor were enabled both to access and also afford the urban services, lobby, advocate and demand for urban services. These findings have illuminated the possibility of Public-Faith Partnerships in the delivery of urban services for the poor and the need for personal values to be central in staff recruitment towards eliminating bias against the poor and the subsequent deprivations.

When digitally marketing an online educational program, degree or course, an institution must realize the target market which it is trying to reach. However, the demographics of the online student is extremely diverse, making marketing efforts difficult. With such a demographically diverse online student population to attract, it is important to understand what attributes make current online students satisfied or dissatisfied with the online education experience. Once these attributes are understood, organizations can effectively formulate digital marketing strategy to attract future students. While the efforts to understand satisfaction and dissatisfaction of the online student have been numerous, these studies have mainly centered upon secular organizations. Therefore, to contribute to the literature, this study identifies which attributes make online students satisfied or dissatisfied within the faith-based online educational environment. The results of the study may help organizations and educational institutions with a faith-based mission be more effective in their digital marketing efforts to attract and enroll online students. While the efforts to understand satisfaction and dissatisfaction of the online student have been numerous, these studies have mainly centered upon secular organizations. Therefore, to contribute to the literature, this study identifies which attributes make online students satisfied or dissatisfied within the faith-based online educational environment. The results of the study may help organizations and educational institutions with a faith-based mission be more effective in their digital marketing efforts to attract and enroll online students.

Online doctoral education enrollment continues to rise, and the number of academic institutions who offer the degrees are increasing proportionately. Various types of institutions are involved in this growth, including those that are faith-based. Due to the competitive nature of all online doctoral degrees, including faith-based and secular programs, it is imperative to understand the needs and concerns of the students who enroll in such programs. Students enrolled in a faith-based university online doctoral program were surveyed regarding their concerns about online doctoral education. The results revealed three main themes of concerns/non-concerns, and these results could be beneficial to faith-based institutions who offer online doctoral education or plan to do so in the future.

Thesis (Ed.D.)--University of Missouri-Columbia, 2006. / The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file viewed on (April 26, 2007) Vita. Includes bibliographical references.

Becoming an effective agent of development in the challenging and complex context of the development NGO in Sub-Saharan Africa necessitates prioritizing learning and adaptation. But NGOs are often not characterized by such a strong learning culture and commitment; and Christian NGOs are no exception. Reforming both the commitment to learning and the structures that support it is a pressing challenge facing Christian NGOs committed to being effective agents of development. Such reform requires careful analysis of the context of Sub-Saharan Africa, special consideration of the complex broader socio-political structure of the NGO world, and systematic research into understanding organizational dynamics that facilitate learning. Data from this research contributes to building an integrated learning model. Applying this model through a case study of specific Christian NGO—World Vision Burundi—leads to both identifying factors that undermine learning and proposing a set of recommendations that will help this NGO become a more effective learning organization.

This thesis uses the discourse analysis methods developed by T. Van Dijk and J. P. Gee to examine public debate over the Faith-Based and Community Initiatives in 2001 as it arose in testimony before the U. S. House of Representatives and related news articles published in the New York Times and Washington Post. In analyzing the language used in the congressional hearings and news articles printed between January 2001 and December 2004, Van Dijk‘s categories and related questions were methodologically combined with Gee‘s approach to provide a framework and method for analyzing the underlying discourse. While debate participants expressed strong beliefs in complex social ideals, many see America‘s social problems as intractable in nature, where key decisions about distributions of funds are based on political considerations, as opposed to merit or need.

Becoming an effective agent of development in the challenging and complex context of the development NGO in Sub-Saharan Africa necessitates prioritizing learning and adaptation. But NGOs are often not characterized by such a strong learning culture and commitment; and Christian NGOs are no exception. Reforming both the commitment to learning and the structures that support it is a pressing challenge facing Christian NGOs committed to being effective agents of development. Such reform requires careful analysis of the context of Sub-Saharan Africa, special consideration of the complex broader socio-political structure of the NGO world, and systematic research into understanding organizational dynamics that facilitate learning. Data from this research contributes to building an integrated learning model. Applying this model through a case study of specific Christian NGO—World Vision Burundi—leads to both identifying factors that undermine learning and proposing a set of recommendations that will help this NGO become a more effective learning organization.

As provision of social services is increasingly handled by the non-profit sector, specifically through faith-based organizations (FBO's), current scholarship has suggests that FBOs have the possibility to either reinforce neoliberal ideology or progress social justice. This study provides an examination of the shift in conceptions of justice for participants in the Mission Year program, an FBO program naming justice as a goal. For the participants, this experience creates a new understanding of the causes of poverty, injustice and American culture which I name 'justice as knowing.' This understanding culminated within participants a desire to “live out justice” as ‘intentional neighbors’ by relocating to a high-poverty neighborhood, reconciling racial relations by building relationships, and contributing to a redistribution of wealth by investing resources in a high-poverty neighborhood. I call this action ‘justice as doing.’ Participants shift from liberal-based notions justice, rooted in liberalism, toward more equity-based conceptions of justice as fairness.

Becoming an effective agent of development in the challenging and complex context of the development NGO in Sub-Saharan Africa necessitates prioritizing learning and adaptation. But NGOs are often not characterized by such a strong learning culture and commitment; and Christian NGOs are no exception. Reforming both the commitment to learning and the structures that support it is a pressing challenge facing Christian NGOs committed to being effective agents of development. Such reform requires careful analysis of the context of Sub-Saharan Africa, special consideration of the complex broader socio-political structure of the NGO world, and systematic research into understanding organizational dynamics that facilitate learning. Data from this research contributes to building an integrated learning model. Applying this model through a case study of specific Christian NGO—World Vision Burundi—leads to both identifying factors that undermine learning and proposing a set of recommendations that will help this NGO become a more effective learning organization.

Becoming an effective agent of development in the challenging and complex context of the development NGO in Sub-Saharan Africa necessitates prioritizing learning and adaptation. But NGOs are often not characterized by such a strong learning culture and commitment; and Christian NGOs are no exception. Reforming both the commitment to learning and the structures that support it is a pressing challenge facing Christian NGOs committed to being effective agents of development. Such reform requires careful analysis of the context of Sub-Saharan Africa, special consideration of the complex broader socio-political structure of the NGO world, and systematic research into understanding organizational dynamics that facilitate learning. Data from this research contributes to building an integrated learning model. Applying this model through a case study of specific Christian NGO—World Vision Burundi—leads to both identifying factors that undermine learning and proposing a set of recommendations that will help this NGO become a more effective learning organization.