Project (D. Miss.)--Trinity Evangelical Divinity School, 1986. / Includes bibliographical references (leaves 281-295).

Thesis (M.A.)--Southern California College, 1985. / Includes bibliographical references (leaves 47-55).

No description available.

Thesis (D. Min.)--Gordon-Conwell Theological Seminary, 2006. / Includes bibliographical references.

Dallas Bible College existed under several names from 1940 to 1985. It was a member of the American Association of Bible Colleges. Although never prosperous, the institution did have an educational niche. This study explores the reasons behind the close of the school in 1985. It surveys the previous history but emphasizes the events from 1983 to 1985. The study investigates the change of mission, location, and name which occurred in the final year of existence. Also included is an extended study of disunity on the board of directors. Exploration is made of reasons why no strong leadership emerged to step in and save the school as it was on its downward path.

Concerns about the value and quality of higher education have led to increased scrutiny of the U.S. system of peer accreditation. Public policy-makers have begun to question the extent to which accrediting agencies achieve their quality assurance and quality improvement objectives in the colleges and universities they accredit. Some have begun to call for an expanded federal role in assuring quality at the nation's colleges and universities. Only a few studies exist that examine accreditation processes and outcomes in any higher education context. This qualitative, multi-case study utilizes in-depth interview data to explore perceived outcomes, specific changes attributable to the accreditation process, and perceived effects, the long-term or unintended results of accreditation, at four institutions recently accredited by the Association for Biblical Higher Education (ABHE) for the purpose of evaluating the value of peer accreditation to assure or advance quality. Content analysis of within-case and across-case data support the finding that accreditation processes do exert a positive influence on institutions pursuing accredited status. All four case institutions perceived mission refinement, formalization of processes and structures, role differentiation and clarification, resource development, program development, and evaluation as they engaged in the accreditation process. These efforts resulted in enhanced mission achievement, increased institutional or sector credibility, increased institutional resources, and increased organizational effectiveness.

Thesis (D. Min.)--Trinity Evangelical Divinity School, 1990. / Abstract. Includes bibliographical references (leaves 133-140).

Thesis (D.W.S.)--Institute for Worship Studies, 2007. / Abstract. Includes bibliographical references (leaves 127-130).

Thesis (D. Min.)--Western Conservative Baptist Seminary, 1995. / Abstract. Includes bibliographical references (leaves 179-182).

Thesis (D.W.S.)--Institute for Worship Studies, 2007. / Abstract. Includes bibliographical references (leaves 127-130).