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The Southern Baptist Theological Seminary, 2825 Lexington Rd, Louisville, KY 40280 Toll Free: 800-626-5525 | |||
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| Research Doctoral Studies Handbook School of Leadership and Church Ministry |
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The Southern Baptist Theological Seminary, 2825 Lexington Rd, Louisville, KY 40280 Toll Free: 800-626-5525 | |||
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| Research Doctoral Studies Handbook School of Leadership and Church Ministry |
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5. EdD Program
The Doctor of Education in Leadership degree is designed to meet the learning needs ministry professionals who serve as leaders in academic or educational ministry contexts. Admitted candidates have substantive full-time ministry experience and desire to earn a research doctorate but are unable to relinquish or suspend their full-time employment or change locations in order to attend Southern Seminary.
The primary educational objective of the Doctor of Education in Leadership degree is the development of leadership, advanced research, and critical thinking and problem solving skills in persons continuing in full-time practitioner status in local church, denominational, or higher education leadership positions in the field of Christian education.
5.1
Precedent Literature Review
Upon admission to a research doctoral program,
all new students are required to read/review a significant literature base of
selected texts prior to the first term of study. This precedent literature is
reflective of the common knowledge base students need in preparation for the
research seminars. Students are not required to purchase these resources but are encouraged to do so. Ideally students will have read the books at some point in their academic training or ministry experience, and will have some of the resources in their personal library. You must complete the following precedent literature readings during your first term of study. These readings were chosen by the faculty as reflective of a common knowledge base students need for the doctoral research seminars:
Precedent readings are taken from MA courses offered in the School of Leadership and Church Ministry and are considered foundational to doctoral level study. Each book was selected because of either its historic or current impact on the fields of Leadership and Christian Education.
The books listed below should be read before the end of the first semester of study in the Doctor of Philosophy in Leadership. Before the first course, you should purchases these books and skim all of them.
1. Leadership and Management Foundations
2. Educational Foundations
3. Other Required Reading
Your assignment is to read (or review if read previously) and create a typed, half-page, single‑spaced abstract for each text. Each abstract should begin with the bibliographic citation noted above, and be followed by a brief analysis of the strengths and weaknesses of the text, including the identification of key concepts, and issues and/or concerns raised by the text for your ministry.
An abstract should not be merely a summary of the contents of the text. You may find it helpful to look at book reviews in educational journals such as the Christian Education Journal for examples of critical reflection of a text.
Your abstracts are due no later than September 15th of your first term of study.
The precedent literature readings can be purchased from the seminary's LifeWay Campus Bookstore or the bookseller of your choice. It is recommended you purchase these texts rather than borrowing them through interlibrary loan.
5.2 Course Syllabi, Textbooks, and Online Discussions
Course syllabi are made available online approximately May 1st,
September 1st, and January 1st(approximate, depending on holiday, posting may be
a few days late) for July, November, and March seminars
respectively. Syllabi will not be made available prior to these dates. Doctoral students are expected to be on the cutting
edge of knowledge, not the trailing edge. Therefore, current editions of
multiple edition textbooks are used in the research seminars. Although older
editions of textbooks are cheaper, doctoral students will be expected to know
the information in the current edition. Foundational research online discussions start May
15th, September 15th, and January 15th for July, November, and March seminars
respectively. Discussions pause one week before the on-campus research seminar. Advanced research online discussion being one week
after the on-campus research seminar. These discussions pause during the two
week break periods in April, August, and December, and then resume until the
next set of foundational research online discussions begin. The EdD in Leadership degree consists of
44 semester hours (2 years) of seminar research (11 courses; 4 hours each)
followed by three terms minimum of dissertation research (1 year; 16 hours are
awarded upon successful completion of the dissertation). Students enter the
program as a cohort with a maximum of 20 students (average size is 14) who enroll together in the
prescribed sequence of courses. EdD
students are considered to be full-time status for the minimum three year
duration of the program as long as they are enrolled in two doctoral courses
per term or are engaged in taking the comprehensive examinations or writing the
dissertation. The statute of limitations for all program requirements,
including the dissertation, is six years from matriculation, including
interrupted status. The sequence of research seminars and
dissertation research in the EdD program is as follows: Summer
One (July): 8 hours—Full Time
Status 95500 Critical Inquiry and Research Design 96100 Leadership and Management Theory Fall
One (November): 8 hours—Full Time
Status 95100 Personality and Developmental Theories 96200 Leadership for Church Development Spring
One (March): 8 hours—Full Time
Status 95200 Social Systems in Ministry Context 95300 Theological Analysis of Education
and Leadership Assumptions Summer
Two (July): 8 hours—Full Time
Status 96400 Change, Power, and Conflict 96800 Empirical Research Methods Fall
Two (November): 8 hours—Full Time
Status 96300 Organizational Theory and Development 95600 Teaching and Learning: Theory and
Practice Spring
Two (March): 4 hours plus
Comprehensive Examinations—Full Time Status 96850 Analysis of Empirical Research 96920 Comprehensive Examinations Prospectus Development Summer
Three: Dissertation
Research—Full Time Status Prospectus Defense Hearings (July)
93980 Doctoral Dissertation Research and
Writing Fall
Three: Dissertation
Research—Full Time Status 93980 Doctoral Dissertation Research and
Writing Dissertation Data Collection and Analysis Spring
Three: Dissertation
Research—Full Time Status 93980 Doctoral Dissertation Research and
Writing Dissertation Defense Hearings Years
Four Through Six: Dissertation
Continuation—Part Time Status 96990 Dissertation Continuation
5.4
Research Seminar Mediated Learning Design In each research seminar, doctoral
students pursue lines of inquiry in course assignments that are related to both
the seminar topic and individual student ministry interests. Thus, one student
may research administrative protocols in local church settings, while another
student is researching administrative policies and procedures related to
Christian schooling. The goal of the research seminars is for
doctoral students to explore the theoretical foundations of a subject in order
to generate informed applications for vocational ministry. Research papers will
involve identifying precedent theory and practices, evaluating them in light of
theological presuppositions and education and leadership assumptions, resulting
in the proposition of new theoretical constructs or revised applications for
ministry. In many cases the research will influence policies, procedures, and
practices in the workplace. Each course in the EdD is taught by a graduate LEAD
professor of Southern Seminary, or a instructional team consisting of an
approved visiting professor plus a graduate LEAD professor. Courses are offered
in an accelerated instructional format consisting of a research triad: Each course syllabus reflects the three components
with educational objectives designed specifically to link each component of the
research triad. Internet-based discussion groups and seminar resources allow
for mediated instruction immediately prior to and following the on-campus
seminar experience.
5.5 Online
Foundational Research During the eight weeks prior to the first
session of the on-campus research seminar, students are required to complete
readings and research corresponding to the educational objectives of that
seminar. Specific assignments are found in the course syllabus available
through the program web site. Students are also required to participate twice each week in online
discussions led by the professor. Quality participation in the online
discussion groups is required. Discussion protocols are found online through
the program web site. The faculty knows and understands that every post made will not be stellar or profound, but frequent participation in the discussion groups is an integral part of each seminar experience.
Participation via online discussion groups for the foundational research component of a course counts as 15% of the final grade. The foundational research assignment counts as 30% of the final grade.
Grades for online posts are calculated as follows: Points are earned for the number and quality of posts.
5.6
On-Campus Research Seminar
Research seminars are conducted on campus
in a nontraditional accelerated format. Each research seminar counts as four
semester hours of credit and consists of 18 hours of classroom instruction
built upon the foundational research component completed prior to coming to
campus, and preparatory for the advanced research component following the
on-campus seminar. Research seminars engage students in
critical reflection and dialogue with additional seminar content and do not
duplicate the foundational research component. Research seminars also assist
the doctoral student in preparing educational objectives for the advanced
research component that follows on-campus study. The calendar of dates and times for all seminars is
found on the program web site. The schedule of the on-campus research seminars
is as follows: Due to the time-compressed nature of the
on-campus seminar experience, attendance is required at every session to
receive credit for the course. Active participation in on-campus seminar discussions
counts as 10% of the final grade.
5.7 Online
Advanced Research During the six to eight weeks following the last
session of the on-campus research seminar, students are required to complete
readings and research corresponding to the educational objectives of that seminar.
Specific assignments are found in the course syllabus available through the
program web site. Students are also required to participate twice each week in online
discussions led by the professor. Quality participation in the online
discussion groups is required. Discussion protocols are found online through
the program web site. The faculty knows and understands that every post made will not be stellar or profound, but frequent participation in the discussion groups is an integral part of each seminar experience.
Participation via online discussion groups for the foundational research component of a course counts as 15% of the final grade. The foundational research assignment counts as 30% of the final grade.
Grades for online posts are calculated as follows: Points are earned for the number and quality of posts. See table above for calculation of grade.
Break periods are scheduled for a period
of two weeks three times per year during the Advanced Research component of the
seminars. These break periods are not intended to coincide with holiday and
vacation periods, which would be impossible given the differences in personal
and professional schedules. These breaks allow students to take a
short rest from their studies and/or catch up on research if professional work
demands have slowed their progress. After each break, students have
approximately two weeks to finish their advanced research studies. The break
periods are scheduled annually as follows: EdD students should not expect faculty to be available for consultation during the scheduled breaks. |
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