Marianopolis College evolved from a small classical college for Roman Catholic women to a CEGEP-level co-educational and multi-confessional institution. This case study analyses the administrative decision-making that guided the college during three pivotal events in its history. Four aspects of decision-making theory are considered: style, constraints, strategies, and kinds. The major question this case study addresses is: What were the decision-making practices that guided the evolution of Marianopolis College from a Roman Catholic classical college for women to a private coeducational and multi-confessional CEGEP-level college? A secondary question is: To what extent can the decision-making practices adopted to cope with change be supported by models of decision-making theory? The major finding of this study is that at the three pivotal points in the college's history the decision-making strategies depended on environmental and organizational constraints, especially the founding purpose of the institution.

No description available.

The thesis examines the contribution of Te Aute College to Maori advancement by exploring the whakapapa of Te Aute College and the brand that has developed out of the school’s whakapapa from its beginnings in 1854 prior to major European settlement in the Hawkes Bay through to the 21st century. In doing so, the notion of whakapapa is used to reveal the layers of tradition, history, connections, narratives, achievements and setbacks that have enabled the realisation of Maori potential and the ability of Te Aute College to sustain a contribution to the advancement of Maori. This thesis contends that the contribution of Te Aute College to Maori advancement stems from its whakapapa and its brand that is unequivocally Te Aute in focus and character. An Indigenous Maori research paradigm, a whakapapa research methodology, provides the context for researching Te Aute College, the basis of this thesis. The thesis also explores whakapapa as a tool that can be used as a legitimate research framework when engaging in Maori research. It posits an Indigenous Maori research approach as a paradigm base for a philosophical and theoretical discourse when researching Maori institutions and communities. This thesis signifies the continuation of both a personal and professional journey that originates from the author’s enduring interest in and sense of obligation to contributing to the story of Te Aute College. The initial thesis discourse contextualises the research through a historical chronology of the tangata whenua connection to the research community; of the first 150 years of Te Aute College providing education for predominantly young male Maori and of the ‘special character’ education that is offered by Te Aute College today. Three interconnecting themes provide the systematic basis for exploring the distinctive yet simultaneously universal layers of Te Aute College that emerged as significant to this research; the Te Aute Experience, the contribution of Te Aute College and He Toa Takitini - Collaboration. Finally, an analysis is given of these themes in conjunction with the whakapapa of Te Aute College and the future role of Te Aute College in sustaining its contribution to the advancement of Maori.

Thesis (Ph. D.)--University of Texas at Austin, 1999. / Vita. Includes bibliographical references (leaves 338-352). Available also in a digital version from Dissertation Abstracts.

Today, one hundred years after the founding of this school, records, programs, catalogues, and other data concerning the school have become scattered throughout California. Data located in historical depositories are sparse and incomplete. Much information lies in the hands of private persons not known or available to the general public. From generation to generation it becomes increasingly difficult to locate data concerning earlier generations and often the data have been unknowingly destroyed. The main purpose for this project then, is to preserve knowledge of this early California school in a single source for the reference of future historians.

It is my opinion that few people of this vicinity know of the great struggle and courageous sacrifices made by the founders of Fairmount College, now the University of Wichita. Thus far some material has been collected, but very little has been done toward the compilation of this work. It has, therefore, been my purpose to write about the beginning of Fairmount College. I believe that the story of Fairmount should be preserved, and in this work, I have made a beginning by writing the history of the school to the year 1907. This period includes the plans for starting the school, erecting a building, and the administration of Dr. N. J . Morrison, the first college president. / Preface -- The Wichita ladies' college -- "Fairmount, the beautiful" -- Fairmount Institute -- The faculty and curriculum -- From institute to college -- Fairmount Library -- Dr. Morrison, First President -- Dr. Morrison's administration -- Activities at Fairmount -- Bibliography. / Thesis (M.A.)--Wichita State University, Dept. of History, 1949

The purposes of this study were (a) to examine the major reasons for the establishment of Paul Quinn College, (b) to examine the development of academic programs, and (c) to examine the reasons and processes involved in relocation of the campus to the Dallas-Fort Worth metroplex in 1990. Chapter 1 includes a statement of the problem, purposes of the study, and background and significance of the study; Chapter 2 traces the legal steps in establishing the college in the state of Texas; the original leaders, educational philosophy and mission statement, site selection and building program, first class offerings, and funding sources; Chapter 3 includes a profile of faculty, a profile of students, program origins, additional program offerings in nontraditional education, degrees conferred, accreditation process, and contributions to education; Chapter 4 examines the reasons for relocation, results of site changes, relocation to Dallas in 1990, and Paul Quinn College today; and Chapter 5 offers a summary of findings, conclusions, and recommendations. During the research, it was realized that the early founders and those connected with Paul Quinn College did not keep concise, accurate, and detailed records. The data available in the archives were not consistent, nor had they been kept in chronological sequence. To assure the validity of this study, the information from the archives was combined with interviews for critical evaluation. Efforts were made to evaluate the interview responses in relation to primary sources in order to authenticate their accuracy. Alleviating financial problems and upgrading accreditation status are crucial for the future of Paul Quinn College.

This study researched the role of W. A. Criswell as Chancellor of The Criswell College and his involvement in the areas of development, facilities acquisitions, personnel, and academics. This qualitative historical research was taken from Criswell's personal files from 1968 through 2001. W. A. Criswell gave written approval for this review and publication in November 2001. Included in Criswell's files were primary and secondary sources including copies of letters, board meeting minutes, personal notes, catalogs, newspaper articles, sermons, speeches, and other printed forms of communication. All documents pertaining to Criswell's involvement in these four categories were copied and the documents organized in chronological order, by the decade of the 1970s, the 1980s, and 1990s. Primary sources also included personal interviews and telephone interviews with eyewitnesses who were present at the events described, and board meeting minutes. Secondary sources included newspaper articles, magazine articles, national Christian magazines, and journals. Findings were summarized, evaluated and the following research questions answered (1) What was the purpose for establishing a Christian institution of higher education sponsored by First Baptist Church in Dallas, Texas? (2) What was the rationale for establishing a Christian institution of higher education in an area where a high density of Christian colleges already existed? (3) What was Chancellor Criswell's vision for a Christian institution of higher education in its infancy? (4) Do alumni survey results in 1999 reflect the vision Criswell had for The Criswell College? (5) How did Chancellor Criswell develop endowment for The Criswell College? (6) What involvement did Chancellor Criswell have in the acquisition of physical facilities for The Criswell College? (7) What influence did Chancellor Criswell have over the curriculum development process in the history of The Criswell College? (8) Were there changes in the gender and diversity make-up of student enrollment at The Criswell College during Criswell's tenure as chancellor? Conclusions were that Criswell significantly influenced the education of the next generation of Christian leaders.

This study sought to identify components of the institutional transformation of Southwest Texas Junior College from its participation in the Rural Community College Initiative (RCCI) The RCCI was centered on increasing access to educational opportunities and regional economic development in four historically poor regions of the United States. It was felt that this two-pronged approach to increase access and economic development would ameliorate poverty and provide opportunity. The pilot colleges were chosen from Appalachia, Delta South, Northern Plains (Tribal colleges), and the Southwest. Southwest Texas Junior College in the southwest border region of Texas and Mexico was chosen in 1994 as one of nine pilot college participants in the Ford Foundation project. Documentation of the college's characteristics were conducted during the 1994 and 1995 preliminary visits by Stephen G. Katsinas at the request of the Ford Foundation to find suitable rural community colleges in historically distressed areas of the United States to be invited to participate in RCCI. Follow-up site visits were conducted by Christopher Thomas in 2002, 2004, and 2005. Data was collected during all site visits by open-ended questionnaires, interviews, content analysis of documents, and observation. Extended site visits and living in the college's residence halls increased the researcher's knowledge of the region, the college, its faculty, staff, and students. Results from the study indicated Southwest Texas Junior College has undergone substantial institutional transformation as a result of its participation in RCCI. The College increased access in all eleven counties to students in its state-assigned service delivery area through increased relationships with twenty-two area highs schools, the extensive expansion of curriculum and permanent facilities at its branch campuses in Eagle Pass, Del Rio, and Crystal City, increases in its adult basic education programs, increases in its technical training programs, and by increasing its workforce training programs. The college has also increased its regional economic development by assuming a leadership role in the region for economic development activities and by increasing its use of federal, state, and local grant opportunities. The Middle Rio Grande's recognition by the federal government as a Rural Enterprise Zone (the Futuro Proposal) and its participation in the Lumina Grant Project are further demonstrations of its success at increasing regional economic development. Addition documentation and research on this institution and this region are warranted and suggested as this area's population projections continue to show sharp increases.

vi, 130 leaves