This study focuses on the history of higher education in Kenya since 1975, with an emphasis on curriculum development. The main purposes of the study were (1) to describe the historical events of higher education in Kenya since 1975, and (2) to analyze the present system of higher education in the country. The study attempted to answer questions related to higher education in Kenya. The questions investigated were (1) how had the characteristics of higher education curriculum changed since 1975?; (2) in what ways had the purposes of higher education in Kenya changed since 1975?; (3) to what extent have these purposes been achieved? why or why not?; and (4) which events since 1975 had a major impact on higher education in Kenya? The major analysis of the study is historical and gives an explanation of the history of the development of higher education in the colonial days in Kenya, briefly discussing the period 1963-75. The analysis of Kenyan institutions of higher education covers the development of Kenyan higher education since 1975. The discussion consists of basic facts of Kenyan higher education. Data from primary and secondary sources were analyzed and studied. Documents were chronologically and topically reviewed. Chapter I …

The purposes of this study were (1) to describe and analyze the organization and content of nonprofit corporate curricula, (2) to describe and analyze the background and status of nonprofit corporate college faculty, and (3) to describe and analyze the demographics, educational background, and employment characteristics of students in nonprofit corporate colleges. Institutional demographics on student enrollment, number of graduates, admission policy, tuition cost, types of financial aid programs, student housing, and schedule of classes were gathered as well. Data were collected from survey instruments returned by 12 nonprofit corporate college administrators. The data were treated to produce frequencies and percentages. The study revealed that the majority of nonprofit corporate colleges are specialized institutions which primarily offer graduate degree programs. Faculty are most likely full-time, non-tenured employees. White males between the ages of 25 and 40 constitute an overwhelming majority of the student population. Two major findings unrelated to the purposes of the study were revealed during this investigation. They are (1) the term corporate college and the definition are sometimes misunderstood and (2) three corporate colleges identified last year have ceased operating as post-secondary degree-granting institutions.

The purpose of this study was to investigate the perceptions of the physics instructors, major-physics students, and nonmajor-physics students regarding actual teaching performance and effective teaching performance. The sample consisted of a total of 56 physics instructors, 120 major-physics students, and 120 nonmajor-physics students at eight public universities in Thailand. A total of 53 physics instructors or 94.64 percent, 101 major-physics students or 84.17 percent, and 107 nonmajor-physics students or 89.17 percent responded in this study. Multivariate analysis of variance, univariate analysis, one-way analysis of variance, and multiple regression were used in the follow-up assessment, with the .05 level of significance. The physics instructors, major-physics students, and nonmajor-physics students perceived actual teaching performance in class to be significantly different from effective teaching performance. The three groups rated actual teaching performance on every factor to be less than sffective teaching. There was a significant difference between the physics instructors' perceptions and the major-physics students' perceptions regarding actual teaching performance, and also there was a significant difference between the physics instructors' perceptions and the nonmajor-physics students' perceptions regarding actual teaching performance. However, there was no significant difference between major-and nonmajor-physics students' perceptions regarding actual teaching performance. There was no significant difference among …

The National Technological University (NTU), a consortium of more than twenty American engineering schools, broadcasts courses produced at member institutions to professional engineers at corporate sites across the country. It is a nonprofit institution.begun in fall 1984 with headquarters in Fort Collins, Colorado, which offers only course work leading to the Master of Science degree in various branches of technology, or applied science. Students must be sponsored by their corporate employers who pay their tuition. This is the first systematic examination of the instructional process at an educational institution created in response to the demands of the governmental and corporate sectors' technological needs. This study includes an attempt to explore the effectiveness of that instructional process and the use of computers in distance education at NTU and implications for institutions of the future. This study focuses on distance education, corporate education, national universities and nontraditional institutions and the extent to which NTO exemplifies each of these concepts. It covers the organizational structure and methods of operation of NTU, and offers opinions of students, faculty, and other personnel associated with the institution as reflected by surveys, interviews, and the media.

This study investigated the current practices of strategic human resources planning (SHRP) at large industrial and service companies in the United States and compared these practices with Walker's Four Stages of Human Resources planning model. The data for this study were collected from 130 industrial companies and 117 service companies listed in Fortune directories of the largest 500 industrial and largest 500 service companies in the United States. The study investigated also the impact of internal and external environmental factors on these companies' practices of SHRP. MANOVA, Factor Analysis, and Percentile Analysis were used as prime statistical methods in this study. Environmental factors studied were found to explain 78 per cent of the variances among large American companies. No significant difference was found between industrial and service companies in their SHRP practices. Significant improvements have taken place in large United States business corporations' practices of SHRP since the introduction of Walker's model (1974). These improvements took place in human resources information systems, forecasting human resource needs, human resource planning and development, and evaluation of SHRP projects, but the improvements were unbalanced. The improvements in corporate-centered SHRP activities were greater than the improvements in employee-centered SHRP activities. The reasons for unbalanced …

Dr. W. A. Criswell is the well known pastor of the twenty-seven thousand member historic First Baptist Church in downtown Dallas, Texas. He has held the position for the past forty-three years. Until now no one has attempted an in-depth study of Criswell's educational contributions to the First Baptist Church (which have also been adopted into the Southern Baptist denomination, America's largest Protestant religious organization). Although Criswell has been the Senior Pastor of the First Baptist Church of Dallas for many years, this was by no means his introduction to the pastorate. In 1928 he was ordained as a seventeen year old minister of the gospel in Amarillo, Texas. He has been a pastor for over sixty years. Criswell has made a lasting impact on the church staff, school staff (Criswell College and First Baptist Academy), students in those schools, the Southern Baptist denomination and also the city of Dallas. He has been one of the key figures in evangelical national movements. Presidents, Vice-Presidents, Senators, and Governors are no strangers to a Sunday morning service held in the large sanctuary in downtown Dallas. Much of the research for this project originated from the Oral Memoirs of W. A. Criswell. a …

The problem of this study was the relative value and importance of perceived benefits of active foundations of public community colleges. The purposes were to identify a list of benefits; determine the importance of these benefits as perceived by presidents and foundation executive directors; assess the degree to which the level of importance of the benefits was affected by college or foundation demographics or foundation executive director characteristics; and to determine if presidents and foundation executive directors differ in their perceptions of the importance of the benefits. Survey instruments were mailed to presidents and foundation executive directors of colleges determined to have active foundations. Both instruments contained seven categories listing potential benefits to the community colleges of an active foundation. The foundation executive directors' instruments also requested college and foundation demographic data. Respondents were asked to rate the benefits according to their level of importance. Analysis of variance tests were performed to determine whether the categories of benefits were affected by any of the demographic data, when a level of significance emerged, a Scheffe' test was performed to determine the source of significance. Major findings were that the most important single benefit to the community colleges of active foundations is …

This study provides a rationale for advising students on whether to enroll in individualized/self-paced computer courses. It identifies seven factors that have a significant correlation with success in an individualized computer course. The sample comprises all the students enrolled in individualized computer courses at Lee College, Baytown, Texas in the spring semester of 1988. Students completed a survey to determine whether they had previous computer experiences, whether they operated with a level of introvert personality characteristics, and whether the individualized computer course was their first choice. Students completed a learning style inventory and a score was determined using the items relating to individualized computer studies. Data collected in the Lee College records office included high school percentile rank, standardized reading score, standardized mathematics score, college hours completed, course withdrawals, and age. The following seven factors were shown by the data to have a significant correlation with a final grade (in order of decreasing significance): (a) learning style inventory, (b) high school percentile, (c) standardized mathematics score, (d) standardized reading score, (e) previous computer experience, (f) number of college hours, and (g) age. The following three factors were shown by the data to have no significant correlation with a final grade: …