Thesis (Ph. D.)--Virginia Polytechnic Institute and State University, 1976. / Vita. Abstract. Includes bibliographical references (p. 154-157). Also available via the Internet.

Thesis (Ed.D.)--Teachers College, Columbia University, 1962. / Typescript; issued also on microfilm. Sponsor: Florence Stratemeyer. Dissertation Committee: Elizabeth Hagen. Type C project. Includes tables. Includes bibliographical references (leaves 106-119).

Thesis (M.A.)--Central Connecticut State University, 1999. / Thesis advisor: Dr. Douglas Engwall. " ... in partial fulfillment of the requirements for the degree of Master of Arts in Psychology." Includes bibliographical references (leaves 28-32).

Thesis (M.A.)--Mississippi State University. Department of English. / Title from title screen. Includes bibliographical references.

Thesis (M.A. Educ)--Virginia Polytechnic Institute and State University, 1993. / Vita. Abstract. Includes bibliographical references (leaves 108-113). Also available via the Internet.

Thesis (M.A.)--Mississippi State University. Department of English. / Title from title screen. Includes bibliographical references.

Thesis (Ed. D.)--Illinois State University, 1995. / Title from title page screen, viewed May 9, 2006. Dissertation Committee: Larry Kennedy (chair), John V. Godbold, John Goeldi, William Tolone. Includes bibliographical references (leaves 81-87) and abstract. Also available in print.

This study examines and compares two well-established private universities in their provincial environments: Trinity Western University (TWU) in British Columbia, and Augustana University College (AUC) in Alberta. Three questions were addressed. First, what were the conditions that enabled TWU and AUC to take root and flourish in their environments? Second, in what way and to what extent are TWU and AUC "private"? Third, how have TWU and AUC survived in their public environments on issues related to achieving degree-granting status, quality control, academic standards and public acceptance? The main finding to the first question is that both universities were established by the faith, perseverance and volunteer action of supporting memberships whose philosophy and beliefs were mainly incongruent with those of the public environment. Both universities were given recognition by politically conservative governments whose ideology extolled the virtues of private initiative. The main finding to the second question is that both universities were not "private" to nearly the same degree. While both universities are recognized for their academic quality by the postsecondary environment, TWU exhibits characteristics that are more distinctive and incongruent with the public environment in its faith-affirming beliefs, governance, financing, missions, academic frameworks, faculty, students and ethical standards. AUC, on the other hand, is far more "public-like" in these aspects, and is formally accountable to and part of the postsecondary education system of Alberta. The conclusion to the third finding is that TWU has depended on maintaining its distinctiveness and financial autonomy whilst maintaining recognition and acceptance by its environment in order to remain viable. AUC, by contrast, has depended on relinquishing much of its distinctiveness and autonomy in order to receive provincial support and recognition. These two cases illustrate that the idea of "private" as opposed to "public" universities should be viewed as a matter of degree rather than in absolute opposite terms. / Education, Faculty of / Educational Studies (EDST), Department of / Graduate

Religion and spirituality are deemed an important aspect of human diversity, found to be important to people, and have significant impact on different aspects of functioning. Given the rising numbers of international students on U.S. campuses, it becomes important to examine how religion/spirituality impacts their sojourn in the U.S. This study explored the religious/spiritual experiences of Indian international students here in the U.S. using a qualitative approach. Thirteen Indian international students pursuing graduate degrees in the U.S. were interviewed. The interviews were then transcribed and analyzed using a synthesis of hermeneutic methods informed by Kvale (1996). The following themes emerged through the analysis of data: religion is a highly personalized and complex concept, coming to a foreign land brings about changes in the practice of religion, context is important in the experience of religion, certain religious ideas and practices are seen as helpful, and new experiences lead to an evolved way of thinking about religion. The findings suggest that religion/spirituality does tend to be important for Indian international students, though often in an indirect manner. These results offer ideas about ways in which advisement and counseling center staff, international student associations, and university personnel can best serve Indian international students through an open and welcoming approach that acknowledges and respects this important aspect of human diversity.

Thesis (Ed.M.)--Boston University / The purpose of this study is to determine to what degree a group personality inventory, the Gordon Personal Profile, can differentiate among high, low, over, and under-achievers among male freshmen students at Boston University College of Business Administration.