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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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7. PhD Program (July/January Format) (CPhD)
The Ph.D. in Leadership program (July/January Format) is a residency program offered in July/January format scheduling is designed for students living more than 50 miles from the Louisville, KY campus. 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.
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.
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)
7.3 July/January Program Format
Students enter the program as a cohort of 12 students who enroll together in the prescribed sequence of courses. Students are physically on-campus two times per year—two weeks in July and two weeks in early January. Due to the time-compressed nature of the on-campus seminar experience, attendance is required at every session to receive credit for the course.
Students will be involved in online interactions related to each seminar. These cohort dialogues are required and are part of grade for each course. Dialogues begin two months before the scheduled course session. Follow-up online discussions are also required. These post-course interactions also occur of a two-month period.
Student are on campus in an equal number of face-to-face classroom hours as their Fall/Spring format colleagues. The only difference between these formats is scheduling. All other requirements remain identical.
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. The July/January scheduling option allows students to fulfill the PhD residency requirement in an alternative manner. Week-long seminars meet for an equivalent number of hours as required in the Fall/Spring format. In addition, students participate between classroom contacts in an Internet-enhanced online dialogue. The residency experience is also enhanced by the cohort approach to learning. As a result, the Ph.D. student in the July/January format is not required to move to Louisville or live in the greater Louisville area in order to participate in the doctoral program.
7.5 Length of Time Allowed (Statute of Limitations) The Doctor of Philosophy in Leadership program is designed to be completed in four 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. Under no circumstances shall a student extend the time of completion beyond six years.
7.6
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 Recommended 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 15 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.
7.7 Course Syllabi, Textbooks, and Online Discussions
Course syllabi are made available online approximately May 1st,
and October 15th for July and January 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, November 1st for July and January seminars respectively. Discussions pause one week before the on-campus January research seminar and two weeks before the January research seminars. Advanced research online discussion being one week after the on-campus research seminar. These discussions pause during the two week break periods in August and March.
7.8
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 CPhD program is taught by a graduate LEAD
professor of Southern Seminary and a guest instructor. Together they
function as an 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.
7.9 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.
7.10
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 28 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.
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.
7.11 Online
Advanced Research
During the 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.
7.12 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.
The research seminar and dissertation
requirements in the PhD program is are follows:
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 leadership are explored. Colloquium sessions also provide for interaction and collegiality among doctoral students and LEAD faculty.
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