Thesis (Ph. D.)--Catholic University of America. / Vita. Bibliography: p. 61-63.

Thesis--University of Delhi. / "Issued under the auspices of the Indian School of International Studies." Bibliography: p. 234-244.

Thesis--University of Delhi. / "Issued under the auspices of the Indian School of International Studies." Bibliography: p. 234-244.

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Democracy promotion has been a principal foreign policy goal of the United States in the post-Cold War world. Democratic expansion is seen as an essential element of enhanced security and stability throughout the world. Jordan, having begun its own democratization program in 1989, has been a major recipient of U.S. security assistance since the end of the 1991 Gulf War. This thesis explores the question of whether U.S. security assistance has helped or hindered democratization in Jordan. It accomplishes this through an examination of the military aid received and the specific nature of civil-military relations in Jordan, particularly during the democratization program and its subsequent rollback. This thesis concludes that, counter to declared U.S. policy, U.S. security assistance to Jordan has effectively helped to limit democratization in Jordan through the empowerment of anti-democratic elements in Jordan. The findings present challenges to further democratization in Jordan that will be difficult to surmount. A conditional foreign aid program would encourage further political reform in Jordan that could serve as a model for other authoritarian regimes in the Middle East. / US Air Force (USAF) author.

This study examined the educational activities at the University of Jordan, established in 1962, which is the oldest university in the country. The study traced the historical development of the university, which emphasizes highly-qualified graduates, and analyzed some of its educational practices. Research on this subject is limited. Jordanians have written little about their educational system, and there is little evidence of foreign scholars' interest in the subject. Some researchers argued that national pride was the main reason for establishing the university, since financial resources were not available to initiate and sustain serious research. The university started in the fall semester of 1962 with 167 students and one faculty, the Faculty of Arts. Two decades later, the university had ten faculties: Commerce and Administrative Sciences, Sciences, Medical Sciences (Medicine, Nursing, and Pharmacy), Agriculture, Education, Law, Engineering, Sharia, and Physical Education. The total number of staff continued to increase from 7 in 1962 to 627 by 1982. The size of the physical structure increased from one building to 40 buildings with approximately 18,000 square meters in 1982. As of 1982, more than 15,253 students had graduated from the university with bachelor's, master's, and diplomas-in-education degrees. In 1972, the University of Jordan changed from the yearly system to the credit-hour system, making it the first university in the region to adapt the credit-hour system. This study also provided information on students studying in Jordanian schools, students in host countries, students and faculty distribution in seven faculties, faculty demographics, research projects, degree programs, university budgets, as well as the multipurpose general secondary education examination which has no clear directive philosophy.