 |
The Southern Baptist Theological Seminary, 2825 Lexington Rd, Louisville, KY 40280 Toll Free: 800-626-5525 | |||
|---|---|---|---|---|
| Research Doctoral Studies Handbook School of Leadership and Church Ministry |
 |
|||
|
|
The Southern Baptist Theological Seminary, 2825 Lexington Rd, Louisville, KY 40280 Toll Free: 800-626-5525 | |||
|---|---|---|---|---|
| Research Doctoral Studies Handbook School of Leadership and Church Ministry |
|
|||
|
The Ph.D. in Leadership is a research-based, terminal degree designed to enhance the research, analytical, interpersonal, leadership and change management skills of leaders, scholars and teachers serving in local church, denominational, or higher education leadership positions.
This page contains information on the Fall/Spring Format. An identical option is available which allows students to take eight of their foundational core courses during July and January terms. These options are identical programs with only minor differences in scheduling.
The purpose of the Doctor of Philosophy degree program is to give students of superior ability an opportunity to prepare themselves thoroughly for effective Christian ministry leadership. It is designed for persons who have demonstrated significant potential for making contributions in research, teaching, and/or administration. It also is intended for Christian educators who are seeking to enhance their ministry in the church or in a denominational organization or to prepare themselves for teaching and leadership in Christian higher education.
The FALL/SPRING FORMAT program affords opportunities to students to develop mentoring relationships with faculty, teaching assistant opportunities (Garrett Fellows) and actual classroom teaching experience depending on the strengths of the individual student. One of the distinctive goals of this program is the development of faculty members for school of Christian higher education. Therefore, the LEAD School has developed a three step mentoring program for those persons who show a special aptitude for classroom teaching.
Faculty Mentoring Program Overview Year 1 - Second Term (Student serves as Garrett Fellow) Year 2 - Full year (Student continues to serve as Garrett Fellow while team teaching a course with a professor during one of the semesters of study) Year 3 - One Semester (Student teaches a bachelors or masters level course under the supervision of a LEAD School faculty member)
Core Competency 1: Ability to think as a researcher (Critical Inquiry and Empirical Research Design)
This core competency focuses on the development of the essential knowledge and thinking skills needed to carry out the entire research process including identification of the research problem, conducting a literature review, designing of research approach, collecting data, data analysis and writing of the dissertation. It also develops the analytical and critical thinking skills needed to evaluate and interpret research findings. This competency culminates with the writing of an applied research dissertation.
Core Competency 2: Ability to think as an educator (Development, Learning, and Teaching Dynamics)
This core competency focuses on the development of the essential knowledge and thinking skills necessary in understanding human development, learning and the teaching process. Beginning with knowledge of the how individuals develop and learn, students explore appropriate models for teaching. Students gain an understanding of the place of learning and teaching in leadership and organizational development.
Core Competency 3: Ability to think as a leader (Leadership Dynamics)
This core competency focuses on the development of an essential knowledge of leadership theory and practice. From this foundation, students consider leadership practices appropriate to a church, a church-related organization or an institution of Christian higher education. Interpersonal and public communication theory, leadership theory, motivation theory, and team dynamics research are examined with a view to the enhancement of ministry praxis.
Core Competency 4: Ability to think as a Christian scholar (Precedent Literature, Advance Research Focus, and Colloquium)
The Doctor of Philosophy is a residential degree program. Students are required to remain in residency a minimum of 6 semesters and until the dissertation prospectus has been approved. Residency is defined as participation of the student on campus for a minimum of 40 hours each week during the regular semester. A student must enroll every semester through the term of completion, defense, and acceptance of the dissertation. An alternative scheduling option does exist allowing the student to take eight seminars in July and January terms. For more information on this alternative scheduling option, click here. 6.5 Length of Time Allowed (Statute of Limitations) The Doctor of Philosophy program is designed to be completed in three years. This time frame includes all seminars plus the dissertation. A student must enroll every semester until the dissertation has been accepted.
If a student requires additional time beyond four years, that student must petition for an extension of time. The petition must be submitted to and approved by the Leadership and Church Ministry Doctoral Studies Committee. Students who are granted extensions will be assessed an additional fee for each semester of extension beyond the four-year limit.
The extension fee will be waived for each semester a student has served as grader, teaching assistant, or sole instructor of a class during his or her program of study. Under no circumstances shall a student extend the time of completion beyond six years.
6.6
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 last class day 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. 6.7 Course Syllabi and Textbooks
Course syllabi are distributed at the first session
of a research seminar. Syllabi are not available prior to the first session of
a research seminar. Doctoral students are expected to be on the cutting
edge of knowledge, not the trailing edge. 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.
6.8
Research Seminar Traditional 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 PhD is taught by a graduate LEAD professor of Southern Seminary. Courses
are offered on-campus and meet once each week in block schedule format for the
14 weeks of Fall or Spring semester.
6.9 Research Seminar Requirements
In order to graduate with a Ph.D. degree, the student must complete 66 hours of academic study as follows: 12 hours in Research Foundations, 20 hours in Educational and Leadership Dynamics, 12 hours in an Advance Research Focus Area, 6 hours in Leadership Colloquium (six semesters) and 16 hours in Dissertation Research.
PhD
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 research seminar and dissertation
requirements in the PhD program is are follows:
Curriculum Plan
6.10 Course Load and Recommend Sequence
Full-time study is 9 hours of credit and
involves two research seminars (8) and a colloquium (1). The maximum course load is 14 credit
hours per semester. PhD students must enroll for a minimum of 4 semesters of
course work prior to taking the comprehensive examinations. The following course load is strongly recommended. Students may begin the PhD program in the Fall or Spring terms.
SUGGESTED PROGRAM FOR FALL/SPRING FORMAT PhD STUDIES
Every PhD student must successfully
complete a minimum of six colloquium for credit during the program of study.
Thereafter, participation in colloquium is required until the dissertation is
completed. Colloquium are designed as a series of learning consultations and reflective observations in which the integration of the various disciplines and areas that compose the field of Christian education and leadership are explored. Colloquium sessions also provide for interaction and collegiality among doctoral students and LEAD faculty.
6.12 Interdisciplinary and
University Studies
PhD students may take a
maximum of 12 credit hours of Advance Research Focus seminars outside of the
LEAD School. Interdisciplinary Studies refers to seminars taken in other
Southern Seminary schools. University Studies refers to seminars taken
outside of Southern Seminary. Both Interdisciplinary and University study courses must meet the following
requirements:
Students who take
Interdisciplinary or University
Studies during Fall or Spring semester must enroll in the 93970 University Studies course at Southern Seminary
that same semester.
Southern Seminary observes a one week break in October, and a one week break in the Spring corresponding the Fall/Spring breaks of the local Jefferson County Community School System. 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. These breaks also allow faculty the opportunity to catch up on reading, writing, and the grading of assignments received to date.
PhD students should not expect faculty to be available for consultation during Reading Days.
|
|||||||||||||||||||||||||||||||||||||||||||||
| © 2005 Copyright The Southern Baptist Theological Seminary | ||||||||||||||||||||||||||||||||||||||||||||||
