Thesis (M.A.)--Lancaster Bible College, 2002. / Abstract. Includes bibliographical references (leaf 59).

Thesis (D. Min.)--Dallas Theological Seminary, 2005. / Includes abstract. Includes bibliographical references (leaves 98-101).

Thesis (Ph. D.)--Northwestern University, 1926. / Without thesis note. "References" at end of most of the chapters. Bibliography: p. 342-352.

Thesis (D. Ed. Min.)--Southwestern Baptist Theological Seminary, 2002. / Includes bibliographical references (leaves 127-137).

Thesis (M.A.)--Lancaster Bible College, 2002. / Abstract. Includes bibliographical references (leaf 59).

Thesis (D. Min.)--Trinity Lutheran Seminary, 1986. / Includes bibliographical references (leaf 271).

Thesis (D. Min.)--Trinity Lutheran Seminary, 1981. / Includes bibliographical references (leaves 127-128).

Thesis (M.A.)--Columbia Graduate School of Bible and Missions, 1984. / Includes abstract. Includes bibliographical references (leaves 129-139).

"Children's campus” as paradigm in community of faith. The purpose of this research is to examine the possibility of a structure (outside of the current, secularised school system) where the child, in context of his family, can experience socialising in relation to his or her faith so as to experience Christian values and norms, as well as gaining knowledge of God and being allowed to live according to this knowledge. The current situation of South African children belonging to Reformed churches has been explored, in context of their participation in their community of faith. Specific problems these children have to cope with in their society were looked at. It is obvious that a lot of factors influence spiritual growth in children, and that the church is not capable of handling these factors effectively at the moment. This study shows that the way of life prescribed by the Benedictine Rule is compatible with both the Word of God and Reformed Theology, and can as such fulfil a need in the spiritual life of modern people. This study shows ways in which the problems currently being experienced by children can be handled using the Rule of Benedict in a children's campus functioning under the supervision of the community of faith. / Thesis (Ph.D. (Pastoral))--North-West University, Potchefstroom Campus, 2007.

The purpose of this mixed method content analysis and descriptive study was to determine the core courses, course descriptors, and described competencies of Leadership Studies curricula at select Christian higher educational institutions. An extensive literature review revealed the complex nature of the issues affecting the current study. It set the theological foundations for a Christian view of the curriculum and leadership authority, biblical models, and their parallels in the leadership literature. The Christian leadership curriculum was approached from a standpoint of lifespan development, curriculum design, essential leadership competencies, and the integration of leadership literature. After a descriptive analysis of the study methodology, the results of the study revealed the distribution of programs and degree types by category and percentage, a census and categorization of courses offered in leadership programs at CCCU member schools, and definitions of competencies taught in those courses. It was discovered that several discrete categories of leadership programs exist. Program objectives were analyzed to yield a categorization of program objectives by rank. Conclusions were drawn based on the frequency of courses, the competencies that are being taught, and course objectives that emerged. The results of a comparative analysis revealed that precedent competencies from other select studies were present in the programs, but no evidence was found to affirm that the perceptions of importance associated with of the competencies correlates to the frequency at which they are being taught. Leadership development models for the programs were qualified in relation to Kiedis' Taxonomy of Leadership Development Models. Finally, the implications ofthe research were extensively examined in regard to the study methodology, the categories that emerged, and what was revealed as missing. Applications of the research were posited in regard to definitions of leadership development, content analysis, the design and delivery of the curriculum, exemplar programs, and recommendations for the integration of principles and pedagogical issues which surfaced in the course of the study. Extensive appendices report descriptive data that emerged from the study. Keywords: Leadership, content analysis, leadership curriculum, curriculum design, leadership competency, leadership development, distance learning, Council for Christian Colleges and Universities, CCCU, leadership degree