Thesis (M. Ed.)--University of Hong Kong, 1987. / Includes bibliographical references (leaf 65-69).

Thesis (M.Ed.)--University of Hong Kong, 1987. / Includes bibliographical references (leaves 65-69). Also available in print.

Thesis (Ph. D.)--Johns Hopkins University, 2005. / Vita. Includes bibliographical references (leaves 248-255).

Thesis (Ph. D.)--Illinois State University, 1995. / Title from title page screen, viewed May 16, 2006. Dissertation Committee: John R. McCarthy (chair), Larry Kennedy, David Tucker, Lemuel Watson. Includes bibliographical references (leaves 104-109) and abstract. Also available in print.

Thesis (M. Sc.)--University of Hong Kong, 2002. / Includes bibliographical references (leaves 150-162).

Thesis (M. Ed.)--University of Hong Kong, 2002. / Includes bibliographical references (leaves 98-104).

published_or_final_version / Education / Master / Master of Education

China's education has experienced a series of challenges since 1978, when the Chinese Government started to reform its political and economic systems, and implement the so called "open door" policy. In the rapidly changing social context, private education reemerged along with the development of the market economy. Recently, elite private education has caught wide attention in both China and overseas. This research adopts a case study approach to examine the development of private schools in China. / This research is based on an elite private school in Beijing, where the researcher stayed for two weeks in order to collect data. Interviews and observations were conducted and documents were collected focusing on: (1) The background of re-emergence of private schools; (2) Characteristics of the private elite school; (3) The influence of sociopolitical factors on the school's operation and functioning. / This case study provides insight into the present development of private elite education in China, and discusses the implications for educational purpose, quality, and equality.

The purpose of the study was to investigate the effects the predicted enrollment decline will have on the thirteen selected colleges and universities in the Christian College Consortium. An equally important purpose of the study was to develop strategies for continued recruitment and retention of students for the thirteen institutions.To determine the effects of enrollment declines, recruitment, and retention policies and practices, a descriptive Likert-type study was conducted. Because of the small size of the target population of admissions directors, the respondents were given specific narrative and descriptive freedom on which to elaborate and clarify. The items on the instrument were arranged in four sections: general information, enrollment data, recruitment practices, and retention strategies.The conclusions of the study were:Admissions offices throughout the Consortium have chosen to recruit students in those areas that have been successful in the past and have resisted probing into new geographic areas for a different type of prospective clientele. Decreases in recruitment travel were not shown to be made up elsewhere in the recruitment effort. The admissions officers did not send institutional admissions master plans for comparison and analysis.Academic advising was reported as having been only fairly effective as a retention tool throughout the Consortium. The retention efforts of the reporting institutions were most effective in the areas of career counselling and placement. The diversity of institutional assets for retention reported by the Consortium admissions officers had some commonalities. The common denominators were Christian atmosphere, excellence in faculties, personal contacts, and academic qualities in programs and curricula.Evidence of high attrition rates throughout the Consortium was found. The disparity of class sizes was high. The impact of serious demographic decreases in students is not evident in the current classes throughout the Consortium.Based upon conclusions, the following recommendations were made:Admissions directors in the Consortium institutions should have a direct responsibility to the chief executive with movement away from academic affairs. In communicating with the chief executive, admissions directors should decrease recruitment with caution. Increases in other recruitment activities such as personal telephone contacts, alumni visits, and on campus visitation days must offset travel reductions.Each institution must pursue a thorough institutional study and planning process to develop goals, objectives, and timetables for results. This planning process must be built around the strengths of the institution. Curricular programs, major fields of study, and faculty teaching assignments should reflect the abilities of the instructors and be in keeping with the tradition, mission, and long range planning of the institution. Innovative new programs throughout an institution must not attempt to emulate trends embraced by other institutions, but must be a gradual growth and evaluation.Realistic admissions goals must be set well in advance so that efforts can be designed to attain these goals. The admissions year must be seen as an eighteen month calendar for matriculating each new freshman class.

Thesis (Ed.D.)--Murdoch University, 2007. / Thesis submitted to the Divison of Arts. Includes bibliographical references (leaves 175-191).