Applied research project (D. Min.)--School of Theology and Missions, Oral Roberts University, 2007. / Includes abstract and vita. Includes bibliographical references (leaves 167-177 ).

Thesis (D. Min.)--Abilene Christian University, 2004. / Includes abstract and vita. Includes bibliographical references (leaves 206-207).

Thesis (D. Min.)--Abilene Christian University, 2004. / Includes abstract and vita. Includes bibliographical references (leaves 206-207).

Thesis (D. Min.)--Dallas Theological Seminary, 1999. / Includes abstract. Includes bibliographical references (leaves 452-454).

Thesis (M.A.)--University of Minnesota, 1985. / Includes bibliographical references (leaves 39-40).

Thesis (D.W.S.)--Robert E. Webber Institute for Worship Studies, 2008. / Abstract and vita. Includes bibliographical references (leaves 133-141).

The history of Appalachian Bible College, under the administration of its first president, is the story of an institutional dream that changed. This study seeks to document and explain those changes. The college began with seven students, meeting in borrowed facilities, but it grew to have nearly 300 students and its own multi-million dollar campus. Early students were deliberately drawn only from the Southern Highlands, but that distinctiveness slowly gave way to a much more cosmopolitan blend. The curriculum evolved from a single program required of all students to multi-vocational (albeit singularly church-related) offerings. General Studies, that originally had almost no place in the curriculum, came to occupy nearly a third of a student’s time. The behavioral restraints that were placed upon students changed significantly over the years. The tightly knit “missionary team” that subsisted on a minimal family-allowance was gradually transformed into a differentiated staff with a graduated salary scale. Bureaucratic organization replaced the President’s earlier charismatic style of administration, just as more traditional financial procedures were substituted for the “no-indebtedness” and “no-solicitation” policies of the early years. Tuition-free arrangements were dropped in favor of standard college practices, and professional accreditation eventually led to the granting of a Bachelor of Arts degree. The research led to the following conclusions: (1) The model around which Appalachian Bible College was organized shifted from that of a home mission organization to that of a collegiate institution; (2) Many of the practices related to finances and leadership at Appalachian Bible College moved from a basis in principled idealism to pragmatic expediency; and (3) The institution’s response to culture changed from “separatism” to “conversionism” (as these terms are defined by H. Richard Niebuhr, in <u>Christ and Culture</u>). / Ed. D. / incomplete_metadata

The Mennonites are a religious, social and ethnic group with origins in the time of the sixteenth century Reformation. The group was named after a Dutch Anabaptist leader, Menno Simons, who provided the members with substantial theological leadership. Throughout the last four centuries, the Mennonites have migrated around the world and divided into over a hundred different sub-groups. In 1989, Canada was home to over 100,000 Mennonite members who belonged to 735 church congregations that were part of 30 separate groups. The two largest Mennonite groups in Canada are the Conference of Mennonite Brethren Churches (MB) and the Conference of Mennonites in Canada (CMC). These two groups, and the Colleges they own and operate, are the focus of this thesis topic - Mennonites and Higher Education in the 1960s. By 1960, the Mennonite Brethren Bible College (MBBC) and the Canadian Mennonite Bible College (CMBC) had become involved in the process of opening their communities to the professional and vocational opportunities available in Canada while selectively closing the community to secular influences. The Colleges made institutional decisions which allowed them to offer a university standard education in a parochial setting. These decisions created an active discussion within the two sponsoring Mennonite constituencies. Some members, within each group, were less inclined to embrace the influences of a growing urban, modern worldview because involvement in modern Canadian society would require the adaptation of their traditional, rural identity. The Colleges, on the other hand, encouraged changes while attempting to maintain continuity with essential community ideals. This process of change is the focus of this thesis.

The Mennonites are a religious, social and ethnic group with origins in the time of the sixteenth century Reformation. The group was named after a Dutch Anabaptist leader, Menno Simons, who provided the members with substantial theological leadership. Throughout the last four centuries, the Mennonites have migrated around the world and divided into over a hundred different sub-groups. In 1989, Canada was home to over 100,000 Mennonite members who belonged to 735 church congregations that were part of 30 separate groups. The two largest Mennonite groups in Canada are the Conference of Mennonite Brethren Churches (MB) and the Conference of Mennonites in Canada (CMC). These two groups, and the Colleges they own and operate, are the focus of this thesis topic - Mennonites and Higher Education in the 1960s. By 1960, the Mennonite Brethren Bible College (MBBC) and the Canadian Mennonite Bible College (CMBC) had become involved in the process of opening their communities to the professional and vocational opportunities available in Canada while selectively closing the community to secular influences. The Colleges made institutional decisions which allowed them to offer a university standard education in a parochial setting. These decisions created an active discussion within the two sponsoring Mennonite constituencies. Some members, within each group, were less inclined to embrace the influences of a growing urban, modern worldview because involvement in modern Canadian society would require the adaptation of their traditional, rural identity. The Colleges, on the other hand, encouraged changes while attempting to maintain continuity with essential community ideals. This process of change is the focus of this thesis. / Arts, Faculty of / Classical, Near Eastern and Religious Studies, Department of / Graduate

The purpose of the study was to investigate the needs for music-related content in the Bible college pastoral curriculum as perceived by a selected group of pastors. The research problems were (1) to assess the extent of musical preparation of recent pastoral graduates from selected accredited Bible colleges in the United States, (2) to assess the music-related duties of those graduates in paid pastoral positions, (3) to assess the pastors' perceived needs for instructional preparation for the fulfillment of their musical duties, and (4) to determine the effect of selected factors on the perceived needs of those pastors.