Leadership in Theological Education, Volume 1 , livre ebook

For many years I have been dreaming of the day when a handbook for academic leaders would be a reality. I was also hoping that the contributors could be from the global north and south with expertise in global theological education. My dream has come true!
I am confident that the academic leadership in theological institutions will finally have a practical guide to enhance their noble mission in advancing theological education for the glory of God and the service of his church and world.
Rev Riad Kassis, PhD
International Director,
International Council for Evangelical Theological Education
Director, Scholars Programme, Langham Partnership
This publication represents a valuable contribution to theological education. The contributors speak from their experience in various regions of the world, providing a global perspective. The chapters cover important aspects of academic leadership and offer helpful orientation to deans, presidents, and other leaders in theological schools. The book promises to be a useful tool for training seminars as well as a valuable resource guide.
Paul Sywulka, PhD
General Secretary,
Asociación Evangélica de Educación Teológica en América Latina
President Emeritus, Central American Theological Seminary,
Guatemala City, Guatemala

Leadership in Theological Education Volume 1
Foundations for Academic Leadership
Edited by
Fritz Deininger and Orbelina Eguizabal
ICETE Series
Series Editor
Riad Kassis

© 2017 by Fritz Deininger and Orbelina Eguizabal
Published 2017 by Langham Global Library
An imprint of Langham Publishing
www.langhampublishing.org
Langham Publishing and its imprints are a ministry of Langham Partnership
First published by VTR Publications in 2013.
Langham Partnership
PO Box 296, Carlisle, Cumbria CA3 9WZ, UK
www.langham.org
ISBNs:
978-1-78368-218-8 Print
978-1-78368-219-5 ePub
978-1-78368-221-8 PDF
Fritz Deininger and Orbelina Eguizabal have asserted their rights under the Copyright, Designs and Patents Act, 1988 to be identified as the Author of this work.
All rights reserved. No part of this publication may be reproduced, stored in a retrieval system or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without the prior written permission of the publisher or the Copyright Licensing Agency.
Scriptures taken from the Holy Bible, New International Version®, NIV®. Copyright © 1973, 1978, 1984, 2011 by Biblica, Inc.™ Used by permission of Zondervan.
British Library Cataloguing in Publication Data
A catalogue record for this book is available from the British Library
ISBN: 978-1-78368-218-8
Cover & Book Design: projectluz.com
Langham Partnership actively supports theological dialogue and an author’s right to publish but does not necessarily endorse the views and opinions set forth, and works referenced within this publication or guarantee its technical and grammatical correctness. Langham Partnership does not accept any responsibility or liability to persons or property as a consequence of the reading, use or interpretation of its published content.

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Contents

Cover


Foreword


Acknowledgments


Introduction


Part I


Foundations for Theological Education


1 Handmaiden to God’s Economy: Biblical Foundations of Theological Education


Theological Education and the Well-Being of the People of God


Theological Education and the Advancement of the Mission of God


Theological Education and the Preservation of the Integrity of Christian Faith


Conclusion


Reflection and Action Points


Resources for Further Study


2 Developing an Operational Philosophy of Theological Education: A Primer on Moving from Philosophy to Strategy


Philosophy, Philosophies, and Operational Philosophy of Theological Education


Universals in a Philosophy of Theological Education


Developing an Operational Philosophy of Theological Education


Conclusion


Reflection and Action Points


Resources for Further Study


Appendix to This Chapter: General Questions in Developing an Operational Philosophy of Theological Education


Foundational Documents


Curriculum


Mode


Pedagogy


Community


Policy


3 Going to the Promised Land: Vision, Mission and Values and How They Shape Objectives in Theological Education


Describing the Vision


Defining the Mission


Detailing the Core Values


Moving from Vision to Reality


Conclusion


Reflection and Action Points


Resources for Further Study


4 Factors That Contribute to Excellence in Theological Education


Clarity of Purpose


A Leadership Team That Understands Leadership


A Coherent and Comprehensive Strategic Plan


Responsiveness to the Context


The Right Students


Quality Teachers


Solid Administrative Support


Adequate Facilities


Structured Input by Owners


Stability


Commitment to Reflection and Change


Conclusion


Reflection and Action Points


Resources for Further Study


Appendix to This Chapter: A Sidebar on Strategic Planning


Part II


Academic Leadership: Characteristics and Responsibilities


5 President and Dean as Partners in Theological Education


Clarifying Terms


A Statement to Consider


A Brief Historical Background of the Relationship


Factors That Influence the Relationship


Key Issues in Building an Effective Relationship


Concluding Remarks


Reflection and Action Points


Resources for Further Study


6 The Academic Deanship as Ministry: A Challenging Leadership Position


The Deanship as Personal Journey


Profile of the Academic Dean


Coming into the Position


Personal Mission Statement


The Deanship as Academic Opportunity


Deanship as Administrative Challenge


Conclusion


Reflection and Action Points


Resources for Further Study


Part III


Academic Leadership: Administrative Practices


7 Strategic Planning in Theological Education


How to Begin


Seven Components of a Strategic Plan


The Strategic Planning Committee


What Comes Next after the Strategic Plan Is Written


Institutional Structure and Development Related to Strategic Planning


Financial Resources and Sustainability as a Vital Part of the Strategic Plan


Conclusion


Reflection and Action Points


Resources for Further Study


Appendix to This Chapter: The Board of a Theological Institution


8 Accreditation: Importance and Benefits for the Institution


Accreditation Is a Cultural and Contextual Phenomenon


Accreditation Is about Accountability and Improvement


Accreditation Is about Quality


Accreditation Is about Quality Management


Accreditation Is about Evaluation and Assessment


Accreditation Is about Institutional Culture and Change


Some Misconceptions and Pitfalls


Oversized Quality Management and Useless Paperwork


Sell-Out to Academia


Conclusion


Reflection and Action Points


Resources for Further Study


9 The Academic Dean and Institutional Assessment: What, Why, and How


Establishment and Implementation of an Assessment Plan


Leading toward Educational Ends


Reflection and Action Points


Resources for Further Study


Appendix for This Chapter: Rubric for Assessing Graduating Student Research Papers


Part IV


Academic Leadership: Leadership Practices


10 Academic Leaders as Change Agents


Understanding Organizational Change


Catalysts of Change in Educational Institutions


Academic Leaders as Change Agents


Conclusion


Reflection and Action Points


Resources for Further Study


11 Academic Leadership in Conflict and Crisis: When Working Together Is Not Working


A Case Study


Conflict Defined


Managing and Resolving Conflict


A Conflict Resolution Method


Conclusion


Reflection and Action Points


Resources for Further Study


12 Practical Reflections from Academic Leadership


Characteristics of Academic Leadership


Competencies of Academic Leadership


Conclusion


Reflection and Action Points


Resources for Further Readings


Bibliography


The Contributors


About ICETE


About Langham Partnership

Endnotes
Foreword
For any social group to be sustainable, it must focus its attention on the formation of its leadership as well as its members. The same is true of the church. This need for leadership development is particularly acute whenever the church experiences significant quantitative growth, in order to prevent the church from drifting away from its central mission and values. As Philip Jenkins, Andrew Walls and Lamin Sanneh have shown, the center of evangelicalism, indeed of the church as a whole, has shifted from the West to the global South and East. It is in the “Majority World” that the greatest growth as well as the greatest risks are taking place. The evangelical theological school plays a central role in the growth and sustainability of the church. If the mission of the church is to reach and to serve the world, the mission of the theological training institutions is to serve the church by training leadership for her mission – the theological school is not an end in itself, but a missional instrument in the hands of the church.
At the very heart of this role of the school is the activity of the head of the institution (president, principal) and the chief academic officer (CAO – dean, director of studies, etc.). While the institutional head leads the institution overall and takes the vital decision concerning the achievement of the school’s mission and vision, he or she works in vital tandem with the CAO so that the latter