Call number: LD2668 .T4 1965 H37 / Master of Science

This dissertation examined how the more recent graduates of The Southern Baptist Seminary (SBTS) are incorporating the twenty-one core values of the institution into their present ministries. The data garnered from this present research will enlighten interested parties to the world of assessment in higher education and the role that core values play in that process. Future graduates of SBTS will be impacted in their education due to the findings of this dissertation. A researcher-designed survey was placed before the recent graduates of SBTS under the direction of the Office of Institutional Advancement of the seminary. The raw data received through this research was tabulated and put into visual formats to aid the reader in seeing what these findings mean. Graduates from across the spectrum of theological education are in no way to be generalized by this research. Only those graduates across the spectrum of the four graduate school of SBTS are represented in the research population for this study. The findings have shown that while the high majority of those graduates that were surveyed had no prior knowledge of the existence of the core values the core values nonetheless existed in their ministries. The graduates reflected a trace of each of the core values throughout their ministries with the core values that focused on the glory of God, surrender to the Lordship of Christ, and a trust in the fidelity in the Bible to be the values that emerge over all others. Core values that collect the least amount of prevalence in the ministry of recent graduates were those that focused on new technologies and denominational affiliation. The overall picture of an average SBTS graduate is one of a studious student who carries a love of continued learning throughout his or her ministry. The recent graduate of SBTS does not lay claim to a vast knowledge of the historical setting of the seminary. With that understood, the history of the core values can be seen in his or her life due to the fact that such a large number of the graduates had no prior knowledge of the existence of the values, yet many of the values appear in their ministries. Across the spectrum of the four graduate schools, the number of respondents and the type of core values they responded to remain the same. The top three core values in positive or negative responses remained true from The School of Theology, The School of Music, The School of Leadership, and Church Ministry or The Billy Graham School of Missions, Evangelism and Church Growth. Further research is needed to reveal the thoughts on and impression of the core values of the seminary on the ministries of future graduates. Further research is also called for to examine if the present day core values add or detract from the past seminary training of older alumni. Any future research will add to the literature base for this area of study while at the same time keep the accreditation protocols and practices of training fresh among those tied to SBTS and the mission of the institution.

The study examined the similarities and differences in the public relations programs of the six Southern Baptist Convention-owned seminaries. Using data collected from surveys and interviews, the study found the general perception of public relations at each seminary good, although some constituencies did not understand the public relations program's purpose. Cooperation among the six seminaries was limited, and most respondents said individual needs kept the seminaries from working more cooperatively. The diversity of primary job responsibilities makes cooperation limited since all programs do not share the same assignments. Limited historical documentation is available on the growth of the public relations programs. The study includes four chapters: a general introduction; an historical overview; analysis of data; and conclusions and recommendation for further study.

This dissertation examines the perceptions of Southern Baptist ministers and seminary faculty regarding the importance of administration competencies and the perceived level of seminary preparation in equipping graduates for managerial responsibilities. Relationships between perceptions of ministers and faculty are analyzed using ranking correlation methods. The impact of staff position on the perceptions of ministers toward administration competencies is also examined. Rank variances are used to identify competencies where potential over-preparation and under-preparation occur. Chapter 1 presents the research concern related to varied perceptions of the role of seminary education in preparing ministers for practical ministry. This research focused on competencies in ministerial administration. Chapter 2 examines the precedent literature for ministerial administration competencies and includes theological, administration, and ministry foundations. This chapter analyzes the arguments related to the need for administration in ministry and the role of the seminary in preparing ministers. Chapter 3 presents the methodological design of the research. The study surveyed 637 Southern Baptist seminary graduates and 68 Southern Baptist seminary faculty regarding their perceptions of administration competency importance and educational adequacy. The "Research Survey of Administration Competencies" was developed by the researcher to measure perceptions of thirty-four competencies in five competency dimensions for ministers and faculty. Chapter 4 presents the demographic data and the analysis of findings related to five research questions. Statistical analysis revealed a high level of perceived importance for administration competencies and a moderate level of seminary preparation in administration. Ministers and faculty ranked competency importance and education adequacy similarly resulting in strong correlation coefficients. Various perceptions existed between church staff positions within the minister group. Chapter 5 presents the conclusions of the research. A high level of importance was placed on the role of administration competencies by ministers and faculty. Decision making was the highest ranked competency for ministers and the second highest by faculty. Knowledge of biblical models of administration supported the emphases found in precedent literature. Both groups rated assessing and reporting last in importance among the five competency dimensions. Ranking variance analysis indicated that over-preparation occurred in four of the thirty-four competencies while under-preparation was identified in four competencies. / This item is only available to students and faculty of the Southern Baptist Theological Seminary. If you are not associated with SBTS, this dissertation may be purchased from <a href="http://disexpress.umi.com/dxweb">http://disexpress.umi.com/dxweb</a> or downloaded through ProQuest's Dissertation and Theses database if your institution subscribes to that service.

This dissertation examines seminary students' understanding of biblical gender roles and their perceived quality of learning experience while considering the gender of the faculty, for the purpose of determining what relationship, if any, there is between these two factors. The findings from this research were used to make recommendations to seminary students, faculty, and administration. Two forms of data were gathered for this quantitative research design. The instrument used is Joy Fagan's Scriptural Interpretations of Gender Issues Survey, consisting of sixty closed questions utilizing the Likert Scale response system, and one open-ended question. Fagan's scale is aimed at determining whether the respondent is egalitarian or complementarian in their beliefs regarding biblical gender roles. The framework of the survey provides into the participant's theological leanings and the consequential applications of those beliefs. The final close-ended question asks the student to identify with either the complementarian or egalitarian viewpoint for the purpose of determining if their stated view is the same as their view revealed in the rest of the survey. In addition to this instrument, a course evaluation survey was used to determine students' perceived quality of learning experience. The goal of the combined data was to test for a relationship between students understanding of biblical gender roles and their perception of the learning experience. The resulting outcomes is beneficial for seminary administration, faculty, students, and churches by providing understanding as to what the future leaders of the church will believe in regard to gender roles. As with any study, this research was limited in its generalizations. Further researched could be done using as its population all evangelical seminaries. The research could also be replicated in Christian colleges. A longitudinal study, comparing the perceived quality of learning experience in a course taught by a male professor and the same course taught by a female professor is encouraged.

The purpose of this study is to examine the programming of religious education in Southern Baptist institutions of higher education, including a comparison of current religious education programs, the articulation between college and seminary religious education programs, and the identification of future trends that these programs may follow. From these findings, the following conclusions were drawn: Religious education is apparently considered important enough to be included in the curriculum of Southern Baptist colleges. The evaluation of the role of the institution in training students for careers in religious education has been a vital factor in changes that have been made in the programs. Programs designed to grant credit for work done prior to seminary enrollment are being favorably, although not unanimously, received. Additional undergraduate religious education programs appear to be likely, should programs granting credit for previous work develop. Exploration into the development of other means for the granting of credit would bring improvement in the cooperative relationships between the colleges and the seminaries. From these conclusions, the following implications were derived: Southern Baptist schools will continue to train persons for church-related vocations. Attitudinal changes must occur, both among the college and the seminary leaders, before major changes will be made. If changes in the articulation of the college and seminary programs are to be made, seminary leaders are in the best position to lead in such changes. The designing of a prerequisite program for entry into a seminary master's degree program in religious education might be considered as a key to the articulation between graduate and undergraduate programs.