Thesis (Ed.D.)--Boston University / PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you. / 2031-01-01

Thesis (M.R.E.)--Conservative Baptist Theological Seminary, 1966. / Includes bibliographical references (leaves [83]-88).

Applied research project (D. Min.)--School of Theology and Missions, Oral Roberts University, 2006. / Includes abstract and vita. Includes bibliographical references (leaves 206-213).

Thesis (Ed. D.)--Teachers College, Columbia University. / Typescript; issued also on microfilm. Sponsor: Paul Byers. Dissertation Committee: Hope Jensen Leichter. Bibliography: leaves 96-97.

Includes bibliographical references (leaves 92-99). / Thesis (M.A.)--Florida State University, 1998.

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There is continuing interest in religion and spirituality in Britain, although membership of mainstream churches is declining. Perceived secularisation of contemporary British society, together with increasing competition from ‘New Age’ movements, is causing many churches to review their approach to mission. This study considers the impact of the Scottish Episcopal Church’s strategy, Mission 21, during 1999-2004, initially under the controversial leadership of Primus Richard Holloway. Its explicit aim was to create a ‘postmodern’ church, attractive to those ‘on the margins of faith’. The research discovered that managerial and sociological approaches alone are insufficient to understand meaning and change in organisations, and that unique insights into the cultural change process may be gained from understanding of psychological individual differences, both of organisations and their members. In this case the instrument used was the Myers Briggs Type Indicator (MBTI) and derived Keirsey Temperament Sorter (KTS). A case study approach was adopted to develop theory grounded in the data, collected from grass roots congregations in the shape of MBTI profiles of clergy and key players, and a repertory grid analysis of the clergy role; and at strategic level with a participant observation study. Clergy were expected to be spiritual enactors of worship, leaders and managers of resources, and, most importantly for congregational key stakeholders of all personality types, to minister to congregations’ emotional needs. This tended to inhibit their ability to drive through culture change. The Church’s culture appeared predominantly traditionalist, although there was also evidence of a more liberal and mystical strain. However, the aim by Holloway to attract the interest of ultra-liberals was seen to extend the Church’s ‘market niche’ further than could be sustained even in a relatively heterogeneous culture. The research indicated that change in a faith-based organisation, concerned with people’s deepest emotions and anxieties, cannot ignore individual differences at the expense of managerial factors when understanding of the former provides a unique insight into the change process.

St. Martin's Episcopal School is located in Metairie on an 18-acre campus, bordered by Airline Drive, West Metairie, Green Acres and Haring Roads. This organization is a PreK-12, nonprofit, independent school.

Mainline Protestant churches are in crisis. In the Episcopal Church, Sunday attendance has declined nearly 25% in the last decade. Clergy with limited leadership skills are unable to help reverse this trend. But the leadership skills clergy need can be taught. After reviewing literature from studies of church growth and the field of leadership studies, I created a list of vital leadership skills and used it as the basis for a questionnaire sent to the ten Episcopal seminaries. After reviewing these quantitative results and qualitative interviews, I identified organizational management and evangelism as relative weaknesses in Episcopal clergy formation. Interviews showed a variety of curricular and extracurricular strategies to form clergy leaders. Drawing on this research and on studies of professional education and leadership pedagogy, I outline a three-year leadership formation curriculum, which will serve as a model for leadership formation at Berkeley Divinity School.