Thesis (Ed.D.)--Duquesne University, 2006. / Title from document title page. Abstract included in electronic submission form. Includes bibliographical references (p. 176-208) and index.

Thesis (Ph.D.) -- Brigham Young University. Dept. of Instructional Psychology and Technology, 1998. / Includes bibliographical references (leaves 57-60).

This thesis explores the initial expansion of the seminary program of The Church of Jesus Christ of Latter-day Saints beyond North America from 1967 – 1970. During these years, seminary expanded to Great Britain, Australia, and New Zealand. William E. Berrett, as the administrator of the seminary and institute program, is involved in each phase of the program's expansion and therefore acts as a constant influence throughout the study. This study explores the conceiving and developing of the home study seminary program as well as the pilot program coordinated by Don Bond in the Midwestern United States. The efforts of the first international coordinators during the first year of expansion are related and examined. Administrators selected John Madsen to establish the program in Great Britain, J. L. Jaussi to establish the program in Australia, and Rhett James to establish the program in New Zealand. Each of these coordinators identified the challenges they faced and successes the program achieved. This study highlights the collective concern of Church Board members, local priesthood leaders, and Church education administrators for the youth of the Church as they approved, developed, and established the program internationally in Great Britain, Australia, and New Zealand.

This qualitative study investigated Seminary and Institute teachers’ perception of professionalism. To answer the question “What is the perception of seminary and institute teachers and leaders regarding professionalism,” a life history approach was used to explore what experiences and events shaped the participants’ view of professionalism in seminary and institutes. Findings indicated the following: (a) loyalty to the organization is a key attribute for professionalism; (b) positive associations with peers and administrators strengthen professionalism and foster a culture of unity; (c) observation and feedback are critical elements in developing professionally; (d) content mastery is a prerequisite for teachers seeking to be professional; (e) years’ experience practicing appropriate skills, attitudes, and behaviors deepens the professional attributes; and (f) experience in many different assignments builds confidence, efficacy, and trust in teachers.

The purpose of this thesis is to explore conditions under which the human spirit flowers in modern organisations. The topic of the thesis was sparked by prolonged study at the Master’s level of the writings of Robert K. Greenleaf, modern servant leadership theorist. Greenleaf was concerned with the ways and the conditions in which the human spirit flowers. He wrote a number of essays on the topic (Greenleaf, 1996b). He often questioned what organisations as they currently stood were doing to help people grow as whole people. As workers spend increasing amounts of time in the workplace, organisations continue to seek ways in which to increase employee satisfaction and decrease the compartmentalising of human experience. The geographical context of study is that of Aotearoa/New Zealand with participants selected from the Church Educational System of the Church of Jesus Christ of Latter-day Saints in the Tāmaki-makau-rau/Auckland region. The Church Educational System, or CES, is a worldwide religious education provider headquartered in the Western United States. The context for study was chosen based on my perceived personal growth as a student for nine years in the CES programmes and my desire to understand how the programme was administered in Aotearoa/New Zealand. The project employs a qualitative methodology using as primary data gathering methods in-depth interviews with three CES directors, three focus groups made up of sixteen volunteer teachers, classroom observations, and document analysis. Using Greenleaf’s descriptions of the servant leader as a central focus, I attempt through this qualitative study to address the central research question: How does the Church Educational System (CES) nurture servant leaders? The central metaphor of the garden was used in processing and analysing data. The garden metaphor was intended to assist in the conceptualisation of relationships of service as they are at work in the lives of participants. Identified relationships of service from the findings were between participants co-workers (plants), love (life-force), Jesus Christ (sun), The Church of Jesus Christ of Latter-Day Saints (plot), purpose (strength), Aotearoa/New Zealand (soil), exemplars (canopy), experience (seasons), Church Educational System (gardener), positions, training, programmes (gardener tools), growth (colour/aroma/fruit), knowledge (water), and organisational care (pruning/transplanting). Findings indicated that nurturing in the Church Educational System is influenced by the ability of the organisation to bring people together in meaningful ways. Findings also show that understanding relationships of service that make up whole people may be an important step for organisations in the nurturing of servant leaders. Nurturing in the CES appears to be taking place in three primary areas: balancing, renewal, and regeneration. The findings of this study have significance for those inside and outside of the CES. A chapter is dedicated to exploring possible application of findings in variant organisational contexts. Providing consistent formal and informal opportunities for sharing in spirit and intellect at the organisational level appears to be a key in the nurturing of servant leaders in organisations.

Thesis (Ed. D.)--Boise State University, 2001. / Includes bibliographical references (leaves 78-86). Also available online via the ProQuest Digital Dissertations database.

The purpose of this thesis is to explore conditions under which the human spirit flowers in modern organisations. The topic of the thesis was sparked by prolonged study at the Master’s level of the writings of Robert K. Greenleaf, modern servant leadership theorist. Greenleaf was concerned with the ways and the conditions in which the human spirit flowers. He wrote a number of essays on the topic (Greenleaf, 1996b). He often questioned what organisations as they currently stood were doing to help people grow as whole people. As workers spend increasing amounts of time in the workplace, organisations continue to seek ways in which to increase employee satisfaction and decrease the compartmentalising of human experience. The geographical context of study is that of Aotearoa/New Zealand with participants selected from the Church Educational System of the Church of Jesus Christ of Latter-day Saints in the Tāmaki-makau-rau/Auckland region. The Church Educational System, or CES, is a worldwide religious education provider headquartered in the Western United States. The context for study was chosen based on my perceived personal growth as a student for nine years in the CES programmes and my desire to understand how the programme was administered in Aotearoa/New Zealand. The project employs a qualitative methodology using as primary data gathering methods in-depth interviews with three CES directors, three focus groups made up of sixteen volunteer teachers, classroom observations, and document analysis. Using Greenleaf’s descriptions of the servant leader as a central focus, I attempt through this qualitative study to address the central research question: How does the Church Educational System (CES) nurture servant leaders? The central metaphor of the garden was used in processing and analysing data. The garden metaphor was intended to assist in the conceptualisation of relationships of service as they are at work in the lives of participants. Identified relationships of service from the findings were between participants co-workers (plants), love (life-force), Jesus Christ (sun), The Church of Jesus Christ of Latter-Day Saints (plot), purpose (strength), Aotearoa/New Zealand (soil), exemplars (canopy), experience (seasons), Church Educational System (gardener), positions, training, programmes (gardener tools), growth (colour/aroma/fruit), knowledge (water), and organisational care (pruning/transplanting). Findings indicated that nurturing in the Church Educational System is influenced by the ability of the organisation to bring people together in meaningful ways. Findings also show that understanding relationships of service that make up whole people may be an important step for organisations in the nurturing of servant leaders. Nurturing in the CES appears to be taking place in three primary areas: balancing, renewal, and regeneration. The findings of this study have significance for those inside and outside of the CES. A chapter is dedicated to exploring possible application of findings in variant organisational contexts. Providing consistent formal and informal opportunities for sharing in spirit and intellect at the organisational level appears to be a key in the nurturing of servant leaders in organisations.

Thesis (M.A.)--B.Y.U. Dept. of Graduate Education. / Includes bibliographical references (leaves 76-80).

This thesis operates under the assumption that the earliest form of mass communication is the religious sermon as recorded in the Bible. This thesis looks to Bormann, who used a sacred to secular approach and found similarities between Puritan sermons and the rhetoric of political speeches. This research reverses that order and moves from secular to sacred by looking first at well-known American speeches and then at landmark addresses to Seminary and Institutes of Religion teachers of The Church of Jesus Christ of Latter-day Saints—and specifically at Clark's The Charted Course of the Church in Education. This single sermon, delivered in 1938, continues to shape the Seminary and Institutes program after more than seven decades. With the opening of the first LDS Seminary in 1912, the foundations of the program were laid. Yet, each generation seemed to drift away from those foundations enough that a realignment was needed. In 1938, the constitution of Church education was given in the form of the Charted Course and it has served as the realigning document ever since. Subsequent realignments occurred in 1954, and 1963. Since 1976, the Charted Course has been referenced regularly, particularly during the annual Evening with a General Authority address to Seminary and Institute teachers and, consequently, since that time, no great drift has occurred that required another major realignment. Instead, the Charted Course is now used consistently to prevent drift, not only to correct it.

This work traces the development of the global educational system of the Church of Jesus Christ of Latter-day Saints. After a long period of providing schools for its membership in the Intermountain West of the United States, the Latter-day Saints ultimately settled on a system of supplementary religious education, designed to work in concert with public education systems. During the 1950s as the Church began to gain an international following, Church leaders moved to establish an international system of schools to meet their needs. These schools were largely supervised and directed by Americans personnel. Under the leadership of Church president David O. McKay, large school systems were constructed throughout the Pacific, Mexico, and Chile. As the costs and complexities of these systems multiplied, Church leaders began to take a more structured and systematic approach towards their educational system. Under the direction of Harold B. Lee and other leaders, the Church chose once again to emphasize religious education among its membership, and a large system of supplemental programs were launched across the globe. These new programs were staffed primarily by indigenous personnel, providing strong local leadership. Eventually the majority of the international schools closed in favor of these supplemental programs. By 1980 the basic policies governing the Church Educational System were in place and for the most part these policies continue to govern the system today.