Marketing Nazarene Higher Education: A Study of Nazarene High School Senior College Choice
Author(s)Eades, Timothy W.
Nazarene High School Seniors
Nazarene Higher Education
Church of the Nazarene
Christian Denominations and Sects
Higher Education Administration
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AbstractThis was a quantitative study of college choice factors as related to Nazarene high school seniors. A purposeful sample comprised of 6,918 students was utilized leading to 343 valid survey respondents. Valid respondents were specifically high-school seniors, over the age of 18, which attended a Nazarene church and signified the intention of attending a college or university in the fall of 2010. Nine very important or extremely important college choice factors were derived from the findings of this study. Differentiations were established with students choosing to attend a Nazarene college or university and those that chose not to do so. Variances were also examined related to the characteristics of gender, race/ethnicity, socio-economic status, geographical location, spirituality, politics, and Nazarene identity.
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CHARLES JOHNSON, THE CHURCH OF THE NAZARENE, AND CIVIL RIGHTS IN MERIDIAN, MISSISSIPPIDennard, David C.; History; Bishop, Wesley L. (East Carolina University, 2011-08-22)Charles Johnson, an African American minister in the predominately white denomination of the Church of the Nazarene, was a leader in the civil rights movement in Meridian, Mississippi. He had to navigate the rather conservative leanings of his denomination and predominance of Jim Crow segregation in Meridian. Johnson had a profound impact on the struggle for equality in Meridian, but he, unfortunately, could not exhibit the same degree of influence on the Church of the Nazarene. This work examines the difficulties and successes of Johnson as a churchman and an activist.
The management and legal frameworks for the establishment of the Southern Africa Nazarene University in SwazilandCoetzee, Susanna Abigaêl; Bray, W.; Mbanze, Carlos Vicente (2011-11-16)This study of the legal and management frameworks for private higher education institutions in
Swaziland provides a theoretical framework for the establishment and management of such
institutions and especially the Southern Africa Nazarene University (SANU). A literature review
of Swaziland’s education legislation and education system, the legal processes for the
establishment of private higher education institutions, the types and legal status of these, their
funding of, and their organisational and management structures provided the theoretical
framework upon which the study was based. The review indicated that: a private higher education
system in Swaziland was in the process of being developed; such institutions were established
and operated within the overall higher education system; there were two legal instruments that
could be used to establish these institutions – an Act of Parliament and a Certificate of
Registration; the government was the major funder of private higher education institutions; and
there are different organisational and management structures in existence.
Against this background an empirical qualitative investigation was conducted. Data was collected
from education managers, government officials, Church leadership, and legal representatives
through in-depth interviews, focus group discussions, and participant observation. The findings
of the empirical investigation complemented the findings obtained from the literature review. The
underdevelopment of the private higher education system resulted in two major implications:
uncertainty of the legal process for the establishment of SANU, and the development as well as
immediate implementation of education legislation and policies. The application of the legal
procedures outlined by the Higher Education Bill of 2007 to the establishment, management and
funding of SANU affords a good example. Even though the people entrusted with the
establishment of SANU selected the Act of Parliament for this process and developed the SANU
Bill, government officials instead advocated and implemented the certification process regarding
the establishment and management of SANU. Subvention, tuition fees, commercial farming and
provision of short term occupational training programmes were identified as income-generating
strategies for SANU. A unique organisational and management structure was developed for
SANU. Based on those findings, several recommendations for the improvement of the management of the process of establishment of universities in Swaziland and especially SANU