building an effective TQM program at UTH, 157

business organizations, 47, 51, 54

business school, 6, 10–12, 17–18, 25, 315

Cameroon, 83

Canada, 86–87, 103, 265, 317

Carnegie Commission on Higher Education, 115

colonialism, 199, 207, 264, 273, 293, 305, 307–308

Commonwealth countries, 85–86, 91, 98, 102–104

centers of excellence, 41, 281–283

Chad, 2

client satisfaction, 48–53, 55–57, 60, 66–67, 70

Columbia University, 106, 108

Commonwealth Africa, 82–83, 87, 92, 118–122, 125, 315

Commonwealth Legal Education Association (CLEA), 101

Communications Authority of Zambia, 169–170

consequentialist ethics, 213

conservative political ethics, 213

constitutional law, 97

consultations, 40, 84, 140, 151

contributions to practice, 7

Copperbelt University, 167, 178, 315

Cornell University, 94, 106, 108

correlation matrix, 66, 68

curricula, 4–7, 19, 24–25, 27, 38, 55, 84, 96, 122, 168, 184, 200, 202–203, 212–213, 226, 230, 234

curriculum committees, 10, 13–14

customer satisfaction, 50, 56–57, 67, 144, 156, 158–159

customers, 48, 51, 54, 66, 136, 140–141, 144–145, 149, 156, 160–161

Dartmouth College, 106

data collection, 35, 58

dean, 11, 13, 15, 19, 20, 61, 63, 65, 315, 318

demographics, 31

Devil on the Cross, 296, 298–299, 303

direct and indirect assessment measures, 17

disability discourse, 241, 252

disability issues in African Universities, 246

disability movement in Zambia, 242

disability paradigm, 243

discipline-based scholarship (DBS), 7

Doctor of Comparative Law (DCL), 96

economic dependence, 199

economies of scale, 182

educational policies, 61

educational systems, 2, 228

e-learning in South Africa, 232

employability, 25

English common law, 82–83

ethical issues, 16

entrepreneurship, 34, 37

epistemology, 209, 227

Europe, 9, 51, 83–84, 176, 199, 229, 279

expatriates, 84–85, 125

external assessment, 5