Thesis (D. Miss.)--Trinity Evangelical Divinity School, 1988. / Includes bibliographical references (leaves 121-123).

Thesis (Ph. D.)--University of Wisconsin--Madison, 1984. / Typescript. Vita. Description based on print version record. Includes bibliographical references (leaves 281-311).

Applied research project (D. Min.)--School of Theology and Missions, Oral Roberts University, 2007. / Includes abstract and vita. Includes bibliographical references (leaves 167-177 ).

Thesis (M.C.S.)--Northwest Baptist Theological Seminary, 1985. / Abstract. Includes bibliographical references (leaves [166]-172).

Thesis (D. Min.)--Denver Seminary, 2006. / Includes bibliographical references (leaves 240-255).

Thesis (MTh (Practical Theology and Missiology))--University of Stellenbosch, 2010. / ENGLISH ABSTRACT: The purpose of this thesis is to determine, in a practical theological way, (1) the impact culture is having on the teaching at the African Bible College, (2) to develop a revised praxis for the intercultural teaching at ABC, and (3) for ABC to become a more culturally relevant teaching institution as a result. Since cultural differences can often become a great barrier for any intercultural endeavor, and being that ABC is made up of mostly American professors and mostly Malawian students, there is a need to evaluate the challenges that are taking place in this mixed cultural institution. The research questions, which this study addresses, are as follows: 1. What kind of intercultural teaching exists at ABC? What are some of the strengths and weaknesses of ABC’s intercultural teaching? What are some of the current intercultural barriers existing at ABC? How do Malawian learning styles / cultural issues play into intercultural teaching? What kind of “cultural baggage” exists at ABC? 2. What does it mean to be culturally relevant and why is it important? In other words, what are some of the key elements of teaching interculturally? What are some of the common problems? What is contextualization? Interculturation? Westernization? Etc. 3. What is desirable intercultural teaching for ABC? In other words, what models in intercultural teaching would be more appropriate for ABC and why? What should effective intercultural teaching look like at ABC? How can ABC sustain long-term and effective intercultural teaching? An introduction to the subject of intercultural teaching and an empirical investigation of ABC’s teaching is the focus of chapter 2. Chapter 3 introduces several intercultural teaching models and theories that were then used to evaluate and interpret the teaching at ABC. Chapter 3 is mostly devoted to the interpretation of ABC’s teaching in light of these models. Chapter 4 has been devoted to laying out a theological and ethical basis (the normative task) for intercultural teaching. Chapter 5 focuses on the revised praxes for ABC, offering several suggestions for becoming a more culturally relevant teaching institution. In addition, several recommendations for further research and study were made at the end of this thesis. / AFRIKAANSE OPSOMMING: Hierdie tesis het ten doel om op 'n prakties-teologiese manier (1) die impak van kultuur op onderrig aan die African Bible College (ABC) te bepaal, (2) 'n hersiene praktyk vir tussenkulturele onderrig aan die ABC te ontwikkel, en (3) die ABC gevolglik in 'n meer kultureel tersaaklike onderriginstelling te verander. Aangesien kultuurverskille dikwels enige tussenkulturele poging verhinder, en aangesien die ABC voorts meestal uit Amerikaanse professors en Malawiese studente bestaan, is daar 'n behoefte om die uitdagings van hierdie kultureel vermengde instelling te beoordeel. Die navorsingsvrae waarna hierdie studie ondersoek instel, is soos volg: 1. Watter soort tussenkulturele onderrig vind tans aan die ABC plaas? Met ander woorde, hoe vaar die ABC wat betref onderrig op 'n kultureel tersaaklike manier? Wat is die sterk en swak punte van onderrig aan die ABC? Watter tussenkulturele versperrings bestaan tans in die ABC? Hoe word Malawiese leerstyle/kultuurkwessies by tussenkulturele onderrig geintegreer? Watter soort ekulturele bagasie f is by die ABC ter sprake? 2. Wat beteken dit om kultureel tersaaklik te wees, en hoekom is dit belangrik? Met ander woorde, wat is sommige van die kernelemente van tussenkulturele onderrig? Wat is die algemene probleme? Wat is kontekstualisasie, interkulturasie, verwestering, ensovoorts? 3. Wat is die gewenste vorm van tussenkulturele onderrig vir die ABC? Met ander woorde, watter modelle vir tussenkulturele onderrig sou meer geskik wees vir die ABC, en hoekom? Hoe behoort doeltreffende tussenkulturele onderrig aan die ABC daar uit te sien? Hoe kan die ABC langtermyn- en doeltreffende tussenkulturele onderrig handhaaf? Hoofstuk 2 bied 'n inleiding tot die konsep van tussenkulturele onderrig, en 'n empiriese ondersoek na die ABC se onderrigstyl. In hoofstuk 3 word verskeie modelle en teoriee vir tussenkulturele onderrig bekend gestel, wat vervolgens gebruik is om onderrig aan die ABC te beoordeel en te vertolk. Die hoofstuk is dus hoofsaaklik aan die vertolking van die ABC se onderrig aan die hand van hierdie modelle gewy. Hoofstuk 4 bied 'n teologiese en etiese grondslag (die normatiewe taak) vir tussenkulturele onderrig, waarna hoofstuk 5 op die hersiene praktyke vir die ABC konsentreer, met verskeie voorstelle oor hoe die onderriginstelling meer kultureel tersaaklik kan word. Die tesis sluit af met etlike aanbevelings vir verdere navorsing en studie.

The purposes of this study were to: (a) analyze subjects' responses from Form F of the Standardized Bible Content Tests of the American Association of Bible Colleges by factor analysis and the Rasch measurement model and (b) determine dimensionality of Form F, determine the correlation to the Literal, Anti-literal, Mythological Scales, and determine the best criterion-referenced test design of Form F using Rasch measurement procedures. Volunteers from a purposefully selected sample of nine colleges from the American Association of Bible Colleges participated in the study. One research instrument with five demographic questions, the Standardized Bible Content Test Form F, and the Literal, Anti-literal, and Mythological Scales was administered to 179 volunteer graduating seniors. Frequencies and percentages of responses were computed for the demographic questions. Mean scores on the Literal, Anti-literal, and Mythological Scales were computed for gender and religious affiliation. Principal components analysis of Form F with varimax rotation and list-wise deletion of missing data was used to assess the dimensionality of Form F. Correlations between scores on the Literal, Anti-literal and Mythological Scales and scores from the principal components analysis of Form F were computed. Dunn's multiple comparison procedures were used to test for statistical significance. Rasch-Model measurement analysis of the scales extracted by principal components analysis was accomplished to obtain suggested target description, test design, variable definition, and item calibration.

The purpose of the study was to investigate the needs for music-related content in the Bible college pastoral curriculum as perceived by a selected group of pastors. The research problems were (1) to assess the extent of musical preparation of recent pastoral graduates from selected accredited Bible colleges in the United States, (2) to assess the music-related duties of those graduates in paid pastoral positions, (3) to assess the pastors' perceived needs for instructional preparation for the fulfillment of their musical duties, and (4) to determine the effect of selected factors on the perceived needs of those pastors.

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.

This study attempted to determine the types, extent, and quality of student personnel services in colleges and universities accredited by the Accrediting Association of Bible Colleges (AABC). The Basic Services Questionnaire (BSQ) was adapted for use among Bible colleges and universities and mailed to chief student affairs officers representing 69 Bible colleges in the United States accredited by the AABC. Of the 71 surveys mailed (two institutions employed both a Dean of Men and Dean of Women), 46 were returned for a response rate of 65 percent. Chi-square tests of goodness-of-fit were performed on the data in order to categorize the types, extent, and quality of student services provided by the institutions. The Mueller-Schuessler Index of Qualitative Variation was used to determine the homogeneity, or heterogeneity, of the chief student affairs officers when grouped according to specific variables (gender, ethnic origin, major for highest degree earned, and highest degree earned). Frequency counts and percentage distributions were used on demographic data to present a profile of chief student services administrators at AABC schools. The results of the study point to four conclusions. First, the types of student personnel services provided by American Bible colleges and universities accredited by the AABC closely match those offered by the Southern Association of Colleges and Schools (SACS) as essential to student services divisions within colleges or universities. Second, the extent of the student personnel services provided by American Bible colleges and universities accredited by the AABC was average to broad. Student services such as student development and financial aid were rated as broad to very broad. Third, quality of student personnel services at AABC institutions was fair to good. Financial aid services and student activities were rated as very good. Fourth, the chief student affairs officers at American Bible colleges and universities accredited by the AABC were homogeneous in regard to gender, ethnicity, and education.