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The covenant relationship describes the unique relationship entered into between the church and ministers within the Methodist tradition. The study examines the polity, ecclesiology and doctrine of ministry, influences within the Methodist movement and the factors within the Methodist Church of Southern Africa (MCSA) which influenced the adoption of the covenantal relationship, as it is termed, in the MCSA. The experiences of ministers are researched to understand the impact of the covenantal relationship on their ministry and their wellbeing. Ezekiel, chapter 34, is analysed to discern a model of the expected roles of a shepherd to lead, feed and protect his covenant flock, roles which would be expected of the MCSA in the shepherding of their covenant ministers. By applying the Wesleyan Quadrilateral to the covenantal relationship using Scripture, tradition, reason and experience, the study concludes that the MCSA should move from a covenantal to a covenant relationship. / Philosophy, Practical and Systematic Theology / M. Th. (Systematic Theology)

The problem with which this study is concerned is the perception of faculty members at Free Methodist colleges regarding the integration of faith and learning in the total environment of their institution. In order to study this problem, the entire population of faculty was studied at Greenville College, Greenville, IL.; Roberts Wesleyan College, Rochester, N.Y.; Seattle Pacific University, Seattle, WA.; and Spring Arbor College, Spring Arbor, MI. The purposes of this study are fourfold: (1) to identify and to validate statements which describe individual criteria which must exist if integration of faith and learning is occurring on Christian college campuses; (2) to use these criterion statements in evaluating the perception of faculty at Free Methodist colleges concerning integration of faith and learning at their institutions; (3) to study the effect of age on the perception of integration of faith and learning among faculty; (4) to study the effect of the undergraduate alma mater on the perception of integration of faith and learning among faculty. An instrument containing forty-seven statements of criteria for integration of faith and learning was developed for this study and given to the faculty at the four institutions. Content validity was established by using nine experts in the Delphi Technique. Criterion-related validity was established by means of a discrimination study of faculty at Wheaton College and Southern Methodist University. A significant difference was found at the .01 level. A reliability coefficient of .93 was established through a test for internal consistency. Instruments were sent to 298 faculty representing all full-time faculty at the four schools under examination. The response rate was 49.7% or 148. Based on the findings of three hypotheses which were tested, it can be concluded that (1) age makes a difference in the perception of integration of faith and learning, (2) the four institutions under study are different in their effectiveness of integrating faith and learning, and (3) the undergraduate alma mater has no impact on the perception of integration of faith and learning.

Bibliography: leaves 264-273. Ch. 1: Introduction -- Ch. 2: Religion -- Ch. 3: Princes men -- Ch. 4. School culture and impact -- Ch. 5: Discipline -- Ch. 6: Competition and success -- Ch. 7: Conclusions. "This study is an oral history based on interviews with fifty men who left Prince Alfred College (PAC) between 1960-65. The aim was to define the codes of masculinity that were accepted and taught at the school and any other definitions of masculinity that were occurring simultaneously" -- abstract.

Bibliography: leaves 264-273. / iv, 273 leaves : charts ; 30 cm. / Title page, contents and abstract only. The complete thesis in print form is available from the University Library. / "This study is an oral history based on interviews with fifty men who left Prince Alfred College (PAC) between 1960-65. The aim was to define the codes of masculinity that were accepted and taught at the school and any other definitions of masculinity that were occurring simultaneously" -- abstract. / Thesis (Ph.D.)--University of Adelaide, Dept. of Education, 2001

Thesis (D. Min.)--Northern Baptist Theological Seminary, 2005. / Includes bibliographical references (leaves 313-324).

Applied research project (D. Min.)--School of Theology and Missions, Oral Roberts University, 2005. / Includes abstract and vita. Translated from Korean. Includes bibliographical references (leaves 157-160).

Applied research project (D. Min.)--School of Theology and Missions, Oral Roberts University, 2005. / Includes abstract and vita. Includes bibliographical references (leaves 159-162).

Thesis (M.A.)--Ohio State University, 1981. / Includes bibliographical references. Available online via OhioLINK's ETD Center.