The aim of this dissertation is to present a composite picture and evaluation of the Scots College Paris from the establishment of a Prefecture Apostolic in Scotland in 1653, until the eclipse of the college in 1792. In order to show the Mission needs that a Scottish college would have to meet, this study began with a preliminary survey of aspects of Catholicism from the creation of the Jesuit mission in 1584 until the appointment of a secular Prefect in 1653, followed by an exposition of what little is known about the first foundation of the College (1325-1603) and the first fifty years of the second foundation (1603-1653), This review showed that the Scots College in Paris was in an excellent position to further the aims of the Scottish Catholic Mission. The history of the college was then examined chronologically by principalships, but it was found necessary to devote separate chapters to three topics, Jacobitism, Jansenism, and the College archives. The investigation indicated that the Scots College Paris had given considerable beneficial service to the Scottish Catholic Mission, but preoccupation with the Jacobite cause, and a reactionary stance as regards the Constitution Unigenitus deflected the staff from the task of preparing students for the priesthood and ultimately led to baneful consequences for Scottish Catholicism. Quarrels with the Jesuits and internal quarrels amongst the secular clergy contributed to the decline of the college. The college did, however, assist in the education of about seventy priests, provided three of our earliest Bishops, played a major role in the establishment of seminaries on Scottish soil, and built up a library and archives of which even the remnant is an invaluable resource for historians.

The organizational effectiveness and strategic management areas of organizational theory are the general focus of this study. Organizational effectiveness is defined as the extent to which an organization by the use of certain resources fulfills its objectives without depleting its resources and without placing undue strain upon its members and/or society. Strategic management is defined as an array of processes which leads to the development of an effective approach to achieve the organization's objectives. Little agreement appears to exist on how to evaluate organizational effectiveness and to what extent strategic management impacts organizational effectiveness. This is the problem this study addressed. This study presents an extensive review of the literature, formulates some syntheses and utilizes a questionnaire to gather pertinent data. The sample of respondents consisted of a group of key administrators from all the Jesuit colleges and universities in the United States. The questionnaire had a ninety percent response rate. This study was primarily a correlation study which emphasized the perceptions of the respondents regarding the elements and/or processes of strategic management and the concepts of organizational effectiveness. The Chi-Square and Spearman rank order tests were utilized for statistical measures. The analysis of data revealed any significant relationships between (1) the elements and/or processes of strategic management and (2) the concepts related to organizational effectiveness.

Thesis (J.C.L.)--Catholic University of America, 1988. / Includes bibliographical references (leaves 72-76).

Thesis (Ed.D.) -- Teachers College, Columbia University, 1991. / Typescript; issued also on microfilm. Sponsor: Thomas Leemon. Dissertation Committee: Mary Mowrey-Raddock. Includes bibliographical references (leaves 101-112).

The author's Habilitationsschrift--Ruhr-Universität Bochum. / Appendix in Latin. Includes bibliographical references (p. 17-45) and index.

Thesis (D. Min.)--Catholic Theological Union at Chicago, 1999. / Abstract and vita. "The goal of this thesis-project is to assist campus ministers in the initial stages of the formation of multicultural faith communities ..."--Introd. Includes bibliographical references (leaves 177-187).

Thesis (Ph.D.)--Duquesne University, 2006. / Title from document title page. Abstract included in electronic submission form. Includes bibliographical references (p.93-103) and index.

Thesis (J.C.L.)--Catholic University of America, 2007. / Includes bibliographical references (leaves 54-58).

Thesis (J.C.L.)--Catholic University of America, 2007. / Includes bibliographical references (leaves 54-58).

Previous research has shown that accountants may be inadequate moral reasoners. Concern over this trend caused the Treadway Commission (1987) and the Accounting Education Change Commission (1990) to call for greater integration of ethics into the student's training. Ponemon and Glazer (1990) found a difference in cognitive moral development (CMD) between accounting students at a public university and a private university with a liberal arts emphasis. This study expands Ponemon and Glazer's research by examining two liberal arts universities, one a private, secular institution and one a Catholic institution. The primary research question asks if Catholic university accounting students manifest greater CMD growth than secular university accounting students. Additionally, this study examines and compares the priority that accounting students from the different institutions place on ethical values versus economic values. It was expected that Catholic university accounting students would manifest both greater CMD growth and a greater concern for ethical values over economic values when compared with non-Catholic university accounting students. The study utilized a two-phase approach. In the first phase, an organizational study of two institutions was made to determine how each strives to integrate moral development into their accounting students' education. In the second phase, lower-division and senior accounting students were given three ethical and values related tasks to complete which propose to measure differences in ethical and economic values.