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If churches are to thrive and grow, they need skilled, experienced, and spiritually mature pastors. It is also essential that churches develop strategies to equip more of these competent pastors. Many church leaders may not be aware of existing pastoral training options, may need ideas on how to get started, or may desire help with strengthening their existing approach. The literature review reveals that although many authors demonstrate the need for pastoral training in the local church, a research void exists in categorizing and describing current pastoral training approaches so that churches have tangible examples to follow. This qualitative, multi-case study categorizes the pastoral training approaches used by evangelical churches today and investigates an exemplary church from each category. A panel of experts assisted in determining four pastoral training approach categories: apprenticeship model, cohort program, institute approach, and finishing residency. Case studies were conducted of five churches employing exemplary pastoral training programs. Each case study included site observations, interviews with program directors and participants, informal discussions, and content analysis. This thesis describes how each church program implements strategies to train pastors in the fundamental convictions, character qualities, and essential competencies necessary for effective pastoral ministry. Cross-case analysis revealed common traits among the case study church programs, which are organized into a list of shared practices. To assist churches that desire to start a pastoral training program or strengthen an existing approach, this study includes a list of recommendations for practice based on the research data.

The purpose of this study was to ascertain what Southern Baptists are doing in alternative programs of ministerial education for ministers who will not attend a theological seminary. Fifty-three percent of all Southern Baptist ministers will not attend a seminary.This study consisted of two phases. The purpose of phase one was to identify the variety of programs of alternative theological education. Six types of alternative education for Southern Baptist ministers were identified based on two criteria--residential or nonresidential programs and educational entrance requirements. The purpose of phase two was to select for detailed study one program from each of the six types of alternative education available to Southern Baptist ministers.The purpose and philosophy of these programs of study were to provide alternative education for ministers who cannot pursue a college and seminary education. Training the adult for Christian ministry is a common goal.The curriculums of these programs of study were all centered around Biblical and theological courses with varying amounts of liberal arts. The campus-based institutions also offer such extra-curricular activities as chapel programs, denominational organizations, and religious emphasis conferences.Two of the three residential programs are accredited by the Southern Association of Colleges and Schools. The transfer of credits earned in the non-degree programs of the extension centers must be approved on an individual basis by the institution receiving the transfer.The graduate program has the highest student tuition of any of the programs. Financial aid is available at all three institutions studied. Tuition required by the non-residential programs is minimal and should be affordable by any minister.The most impressive future plan concerns the use of a satellite transmission of lectures simultaneously to classrooms across the country.The most important conclusion reached in this study is that any Southern Baptist minister in any place in the United States, regardless of educational background, has available educational opportunities offered by the Southern Baptist Convention or by a Baptist state convention.

Leaders in Christian ministry, in many instances, are in a crisis of competence. This research was a comparative analysis of select ministry professionals for the purpose of determining their perceptions as to the necessary leadership competencies needed for leadership in Christian ministry. The research problem that was addressed is not a new problem but one that must continue to be addressed as long as theological institutions of higher learning have the purpose of training and preparing vocational ministry leaders for Christian service. The purpose of the research that was to develop a comparative analysis of ministry professionals perceptions of the necessary character qualities and competencies for vocational ministry leaders in order to enhance ministry training. The literature review section identified the needs for this study. A theological foundation was set by looking at leaders in both Old and New Testaments and identifying the models and skills of a leader. The character and qualifications for leadership according to the Scriptures were also identified. The model of leadership that was developed in the study was a model that sees the ministry leader as a shepherd, which encompasses a variety of leadership skills, attitudes and behaviors. These were analyzed through the literature from a biblical and non-biblical leadership perspective. Other research was also analyzed in order to discover what other researchers had discovered to enhance the process of training as well. The methodology used was for the purpose of discovering the perceptions of the ministry professionals being surveyed. The study used an expert panel to assist in the development of a survey instrument that asked respondents to rank a list of leadership competencies as to their importance for ministry leaders. The respondents were asked to analyze the personal characteristics necessary for effective ministry leadership. The survey used two sample populations, local church leaders and denominational/institutional leaders which included state convention leadership and directors of associational missions. The analysis of data and correlations of the perceptions between the groups in the study was completed. The chapter that deals with data analysis shows how the data was analyzed and the responses within groups according to age, education and other demographic data. Final conclusions and implications from the research were drawn. Chapter 5 draws out conclusions from the findings in the data and it was discovered that a set of character qualities and leadership competencies existed among the ministry professionals surveyed that can be used in a variety of settings for training and preparing those who are in training for vocational Christian ministry. / 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.

Youth ministry as an academic discipline is relatively new. Many academic institutions already have youth ministry programs, some more advanced than others, and others are considering establishing youth ministry programs to meet the growing need for training theologically grounded practitioners of youth ministry. With this in mind, this dissertation has sought to describe a set of specified youth ministry programs at particular academic institutions across the United States of America. In order to accomplish this, a few things had to be done. First, a biblical and theological rationale for youth ministry and the youth minister were given. Second, a history of Christian higher education, youth ministry, and program evaluation were outlined. Third, program evaluation theories and program evaluation models were identified and explained. Finally, Robert Stake's program evaluation model was selected and used for the basis of the research for this study. Each of the academic institutions used in this study met specified requirements which demonstrated that they took the training of future youth ministers seriously. A youth ministry professor from each identified academic institution was interviewed along with a specified set of graduates from that academic institution's youth ministry program. The interview utilized a questionnaire that was developed with the aid of an expert panel of youth ministry educators aimed at helping the researcher describe the intended and actual antecedents, transactions, and outcomes of the specified youth ministry programs. The research found that each of the youth ministry programs analyzed had significant time and resources invested in the training of youth ministers. Each academic institution also had a well-developed process of developing students to become theologically grounded practitioners of youth ministry. The research indicated that two main ingredients were necessary to accomplish this goal. First, students had to become well-rounded in the discipline of academia. In other words, students needed to have a theological and philosophical undergirding before they could implement actual methodology. Second, students had to have practical experience that enabled them to test their philosophy and methodology while at the same time being supervised by an expert in the field. / 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.

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SERVANT LEADERSHIP DEVELOPMENT IN CHURCH-BASED PASTORAL TRAINING PROGRAMS: A MULTIPLE CASE STUDY Aaron Francis Filippone, Ed.D. The Southern Baptist Theological Seminary, 2016 Chair: Dr. Shane W. Parker Biblical scholars have stated that a church cannot exist unless she is organized under qualified leadership. What does it mean to be “qualified,” and how does one obtain the servant-like qualities mentioned in the New Testament? A balanced approach to pastoral training will equip leaders for the wide range of theological and practical challenges he will face. Leading a local church requires more than the academic ability to parse Greek verbs and exegete difficult passages. This research determines the level at which budding pastors are learning the experiential qualification of being servant leaders through the training received within church-based pastoral training programs. The purpose of this multi-case study is to determine how servant leadership is being developed in selected church-based pastoral training programs. For this study, data was collected using questions that were formulated from the components of the Organizational Leadership Assessment. Research helped to identify the factors that led to the development of servant leadership. The participants of the case studies were the leaders of local church pastoral training programs. This study utilized phenomenological methodology to produce descriptions of themes and patterns from qualitative interviews with stakeholders in the church-based pastoral training programs. The central phenomenon being studied in this research was the development of servant leadership qualities within church-based pastoral training models. The research utilized three cases to formulate a multi-case study approach for the purpose of determining possible similarities among the research samples. The goal of this research was to develop a set of best practices found within church-based pastoral training programs that seek to train pastors to be servant leaders. The findings of this study will be a valuable asset for those developing and leading church-based pastoral training programs.

The purpose of this study was to compare the avowed beliefs and reported practices of Southern Baptist pastors based upon their level of attainment in higher education and their choice of theological seminary.

This dissertation examines the influence of youth ministry internships as a component of education for full time youth ministry. The need for evaluation of ministry internships is elucidated within a discussion of the current state of theological field education. The precedent literature relevant to theological field education is then discussed. This includes biblical discipleship, experiential learning theory, internships in higher education, and internships in youth ministry. The literature points to five basic objectives of internships that are used to guide the evaluation of learning from field experience. These are the expansion and assimilation of knowledge, the acquisition of skills, the formation of character, the development of mentor relationships, and the opportunity to test vocational interests in order to make a vocational decision. Purposive sampling was employed in this descriptive, quantitative research to reach the largest segment of the research population. The population consisted of junior and senior youth ministry majors in the seven largest universities associated with Churches of Christ who offer a bachelor's degree in youth ministry. Information was collected from these students concerning their internships through a survey instrument. Results indicated students perceive internships to be a vital component of their education for ministry. Interns ranked learning new skills in ministry, followed by growing in Christian character, and learning new knowledge about ministry as the most important contributions of their internships. Although interns ranked the influence of the supervisor relationship as fourth among significant contributions of internships, the supervisor relationship permeated every other aspect of internships. When supervisors were intentional about offering training and support in ministry, and when they practiced the spiritual disciplines with interns, their interns were more likely to say they experienced both educational and spiritual growth. The practice of journaling and theological reflection also emerged as influential disciplines of interns. The influence of internships on the vocational decisions of students to enter or avoid ministry was minimal. Applications for ministry education are proposed as they apply to professors, supervisors, and interns. These are followed by suggestions for future research in the area of theological field experience. / 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.

There is an enormous, urgent, crucial need for leadership training to support the rapid growth of the Chinese house church. This dissertation examines ten factors that should be considered when outsiders, such as Western missionaries, develop effective strategies: (1) economic and geographic factors, (2) relationship with the TSPM church, (3) cultural and historical factors, (4) Chinese intellectuals, (5) political factors, (6) influence of four leaders, (7) Korean people's role, (8) groups in the house church, (9) women in church leadership, and (10 )effect of the "One-Child Policy." Chapter 1 mainly introduces the dissertation's thesis, the proposal's background, and the research methodology. Each of the ten factors is briefly explained as the thesis, and the purpose is clarified. Chapter 2 presents an early history of the Chinese church, which is divided into three sections: (1) the early history of Christian missions to China, 635-1784; (2) imperialism and Protestant missions to China, 1807-1900; and (3) nationalism and the independent church movement, 1901-1949. Chapter 3 deals with a history of the Chinese house church movement under the Communist regime from 1949 to the present. First, the formation and survival of the Chinese house church movement under Mao Zedong's rule are explained. Next, the growth and current situation of the Chinese house church movement are described. Chapter 4 identifies the urgent need for, and the current situation of, Chinese house church leadership training, compared with those of the TSPM church. Chapter 5, as the dissertation's conclusion, explores the ten factors that should be considered in developing Chinese house church leadership-training strategies. Besides authoritative sources, the survey results are used extensively to support my assumptions. Some effective models are suggested. / 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.