From Our Stables

Frederick Nwosu, Ph.D.

Dr. Frederick Nwosu is a veteran researcher. He is chair of doctoral research committees in the United States. He is also currently coaching and mentoring doctoral students in Asia, Europe and Africa while serving as member on diverse doctoral dissertation committees. He has founded several non-profit organizations in the United States. He is currently the president of Global Peace Missions, Inc., a federal tax-exempt nonprofit entity, principal associate at Dr. Frederick & Associates, and CEO at Eclipse Ventures, Inc. He has also provided extensive leadership to other federal tax-exempt nonprofit religious organizations.  His profiles are available on diverse sites. Below are just some of the resources that he has made available to the academic community.

Some Published Articles

Nwosu, F.O. (2007). Theoretical Perspectives in Financial Statement Knowledge for Managers Pursuing Net Income. Journal of Functional Education, 1(2), p.23

Nwosu, F.O. (2007). Succession Planning in Public Organizations: A consideration of study perspectives. Journal of Functional Education, 1(1), pg. 5

Nwosu, F.O. (2007). Nepal’s Strategic Positioning in the Global Economy on the watch of China and India. Journal of Functional Education, 1(3), pg. 42

Some Books

Co-Author: Grammar Practice and Culture in Ibo Language. 2007. Raleigh, NC:
HOME and ABROAD USA Publishing.

Author: Corporate Profitability: The Knowledge Management, Succession Planning,
Decision-Making and Risk Analysis Mix. 2009. Berlin, Germany: Lambert Academic

Co-Author: Fundamentals of Scientific Doctoral Research Process. In Press.

Author: KNOWING HIM: In A Broad Spectrum of Leadership Perspectives. 2000. Raleigh, NC: HOME and ABROAD USA Publishing.

Author: 21st Century Manufacturing in the United States. (In Process)

Some Models

Dr. Frederick Nwosu developed the models below. He makes their details available upon request in form of conceptual frameworks to individuals conducting research in the pertinent areas.

Efficient deployment of electronic Communication as a catalyst to goal-attainment in a culturally diverse organization.

The Argument: Chaos-embedded order and order-imbedded chaos.

Model for International relief and capital city decongestion.

The Andragogic Intersect Model for adult learning.

Data Collection Instrument

“Leadership Questionnaire”

This tool was developed in 2001 by Dr. Frederick Nwosu for a research that was scheduled for 2002. Between the creation and first deployment date, the instrument was piloted in Raleigh, North Carolina in the United States. It was also piloted in Lagos, Nigeria because of a pan-African study of non-governmental organizations.  During the same period, First Pentecostal Power Ministries Worldwide, based in Raleigh, North Carolina also used the instrument to study the potential impact being made by its pastors and ministers in the United States as well as their pastors and ministers in African countries.  In 2002 the major research was conducted.  This instrument was designed for qualitative research.  The questions are strategically structured for easy conversion to quantitative data collection instrument.

In the meantime, this instrument has been made available free of charge to the academic community in the public domain after several deployments and iterations by a non-profit organization and a church, both of which are federal tax-exempt organizations. Researchers using only the quantitative methodology in their research are advised to select questions that address their specific research needs and adapt them for quantitative research. If they need help with the conversion and adaptation, they may request help. The same applies to researchers using either the quantitative or mixed-methodology.

This instrument is made up of four segments.  Each segment is complete and sufficient for research, depending on the breadth of the study. Researchers and their mentors are to determine that breadth.  Each researcher reserves the right to use one or all segments in one study. Please note that in certain research situations, using all sections and all questions may not be advisable, as the questions contained might be more than should be administered to a research participant in one sitting in such a research situation.  Likert-scale version for quantitative research is available on request. This data collection tool has been piloted, pre-tested, field-tested, post-tested and verified on different modes. The quantitative version(s) may be deployed online or distributed in hard copy form for participants to complete. This qualitative version(s) may be administered on participants face-to-face or by mail in which case participants are able to provide detailed responses and mail back to researcher, if the researcher is not interest in nonverbal cues. Note, therefore, that using this tool in qualitative research data collection efforts that require the capture of non-verbal cues must involve face-to-face interviews to enable the interviewer capture such cues.

Leadership Questionnaire

Leader Convention

1.     If organizational goals are high and performance is low, how might you help your nonprofit organization?

2.     How would you describe an ideal employee effectiveness scenario?

3.     Why should leadership be inspirational in executing the objectives of an organization?

4.     If your organization appears to be competing with another organization, what information or ideas would you share with leaders, volunteers and paid staff?

5.     Describe your idea of a high organizational performance.

6.     How could you tell the difference between a listening or an uncaring colleague?

7.     Describe the manner in which you would inform leaders and volunteers of problems if they arose.

8.     Why would it be important to you to inspire your organizational counterparts?

9.     Under what circumstances would you perform a job task shabbily?

10. If you do not know what to do in specific job circumstances, what would you do?

Leader Characteristics

1.     In your organization, who is more accommodating, careful and compassionate among leadership and volunteers?

2.     Describe your level of efficiency in taking care of the organization’s business.

3.     Are volunteers procedural, self-managed, and self-disciplined, or are leaders breathing down their shoulders to get results?

4.     In what ways do you get subordinates focus on objectives?

5.     How would you describe leadership relationships with subordinates, whether they are volunteers or paid staff?

6.     How would you describe the kinds of actions you could take in dealing with volunteers?

7.     Among leadership and volunteer labor, who do you think should show greater commitment to the cause of the organization?

8.     In what ways do leaders and volunteers show affinity and co-operation with each other within the organization?

9.     Describe the extent to which leadership appreciates volunteers, and facilitate their work activities.

10. How would you describe (a) the leader and (b) volunteers in terms of (1) focus and (2) commitment?

Leader Consciousness

1.     Describe how you feel when leaders or volunteers present their ideas for operation.

2.     Describe your idea of employee effectiveness.

3.     Describe your idea of inspirational leadership.

4.      How would your counterparts (leaders or volunteers) describe you under normal circumstances?

5.     Describe your idea of organizational of performance.

6.     How free do your counterparts feel when they are around you – whether they are leaders or volunteers?

7.     In what ways would you allocate job tasks to leaders or volunteers?

8.     If your organization were to be changed, how would you like such a change to be made, and what would the organization look like after the change?

9.     What considerations control your decision on how to treat leaders and volunteers?

10. How weak or strong do you feel while interacting with leaders or volunteers?

Leader Capabilities

1.     There are different kinds of learners. With the kind of learner you are, describe how you feel about the nature of your organization’s business and activities.

2.     How do you handle internal collaboration if a project necessitated that?

3.     How easily can you imagine beyond your organization’s regular frontiers?

4.     Describe the kind of atmosphere in which you would like to operate.

5.     How would you determine if and when subordinates would need to be encouraged?

6.     To what extent do you worry about how your actions might impact leaders, volunteers, and staff?

7.     Describe your connection with the growth and development of your organization.

8.     How much does the personality of your leader or volunteer counterpart matter to you within the organization?

9.     The Executive Director reports to the Board. You report to the Executive Director. When you report, what and how do you report on?

10. Organization involves paperwork. When subordinates run into difficulties with paperwork, describe your understanding of what your organization expects to see.



Dr. Grace Freds

Data Collection Instrument

“Student Advising and Retention Questionnaire"

by Grace Freds, Ph.D.


Student Advising and Retention Questionnaire was designed by Dr. Grace Freds in 2010 for qualitative inquiries relating to the counseling of minority students. It pays particular attention to race as the factor in determining minority status among students. This instrument may be freely used by researchers whose works are not being sponsored. All researchers are, however, expected to request permission for the purposes of keeping track of users. This instrument may be accessed from SurveyInstrument


Dr. Grace Freds is a veteran educationist who has taught all educational levels in over 35 plus years. Her Ph.D. dissertation was a study of associations among teacher collaboration and student achievement. She has mentored and helped several undergraduate and graduate students in the areas of teaching and learning, adult education, classroom management, scholarly research, community development. She has co-authored some books with other scholars. She has been engaged with learners in the kindergarten, elementary, secondary, and tertiary levels of education. She is currently a Certified Tertiary Education Accreditation Specialist and teaching for a local university in North Carolina.


Institutions of learning increasingly face the challenge of satisfying the needs of students who are becoming more of customers than just students. These institutions are not limited to elementary schools. Secondary schools and tertiary institutions have their fair shares of the dilemma that student retention has become. The identified challenges often demand strategies for dealing with them. Furthermore, diversity in student groupings at all educational levels present unique challenges, as groups such as African-American, Hispanic, Asian, Caucasian and others battle for the counselors’ and advisers’ attention. Strategies for dealing with those challenges have been narrowed down to questioning areas. Student retention, therefore, demands incisive look at those strategies through the process of eliciting applicable responses from properly positioned individuals who consequently serve as research participants.