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.

Moral formation is a crucial aspect of the training that young Christian leaders have to be exposed to during their education. A holistic focus was adopted to analyse the nuances of the moral self and give moral formation the focus it requires. Three major areas of the moral self namely knowledge, emotion and socialization have been investigated. The study was exploratory in nature and made use of a qualitative approach using semi-structured interviews. The data was analysed with a constructivist framework using content analysis. Findings mainly related to the three areas under focus with the impact of emotions being the most prominent. The influence of the Holy Spirit was also a key finding as charismatic emerging adults depended on his guidance during moral decision making. The data also reflected the significant interaction and overlap of the three areas exercising an influence on emerging adults’ moral decision making. / Practical Theology / M.Th. (Practical Theology)

Moral formation is a crucial aspect of the training that young Christian leaders have to be exposed to during their education. A holistic focus was adopted to analyse the nuances of the moral self and give moral formation the focus it requires. Three major areas of the moral self namely knowledge, emotion and socialization have been investigated. The study was exploratory in nature and made use of a qualitative approach using semi-structured interviews. The data was analysed with a constructivist framework using content analysis. Findings mainly related to the three areas under focus with the impact of emotions being the most prominent. The influence of the Holy Spirit was also a key finding as charismatic emerging adults depended on his guidance during moral decision making. The data also reflected the significant interaction and overlap of the three areas exercising an influence on emerging adults’ moral decision making. / Philosophy, Practical and Systematic Theology / M.Th. (Practical Theology)