What Good Is Christian Higher Education?
This article presents the results of an analysis of recent survey data collected from CCCU students and alumni to address the research question, "To what extent are CCCU students and alumni significantly different from their counterparts in other types of universities, based on data collected t...
| Main Author: | |
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| Format: | Electronic Article |
| Language: | English |
| Check availability: | HBZ Gateway |
| Journals Online & Print: | Drawer...
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| Fernleihe: | Fernleihe für die Fachinformationsdienste |
| Published: |
Taylor & Francis
[2018]
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| In: |
Christian higher education
Year: 2018, Volume: 17, Issue: 1/2, Pages: 33-49 |
| IxTheo Classification: | CF Christianity and Science FB Theological education KBQ North America |
| Online Access: |
Volltext (Resolving-System) Volltext (doi) |
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| 520 | |a This article presents the results of an analysis of recent survey data collected from CCCU students and alumni to address the research question, "To what extent are CCCU students and alumni significantly different from their counterparts in other types of universities, based on data collected through national surveys?" Survey data from 33,128 CCCU students and alumni were analyzed from the 2016 National Survey of Student Engagement, the 2015 Student Satisfaction Inventory, and the CARDUS Education Survey in 2011 and 2014. Comparisons to benchmark private institutions and to alumni from nonreligious private colleges, Catholic colleges, public universities, and non-CCCU religious colleges were made via independent sample t-tests and regression analyses. The findings were analyzed in light of the individual good, the common good, and the Kingdom good of Christian higher education, concluding that there may be a misalignment between the stated mission of Christian higher education and some of the outcomes observed in students and alumni. The implications of these findings are presented, along with recommendations for leaders and educators within Christian colleges and universities. | ||
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