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Dissertations / Theses on the topic 'Dallas Theological Seminary'

Author: Grafiati

Published: 4 June 2021

Last updated: 31 July 2024

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1

Mink, Timothy G. (Timothy Gale). "John F. Walvoord at Dallas Theological Seminary." Thesis, North Texas State University, 1987. https://digital.library.unt.edu/ark:/67531/metadc332426/.

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This study gives a historical analysis of the life and career of John F. Walvoord. He has served Dallas Theological Seminary for over fifty years in various capacities. The process of gathering information included a review of literature, a review of the institutional records of the Seminary, and a systematic search of the Archives, providing a chronological history of personal correspondence from the Office of the President from 1924 through 1954. An interviewing process concluded the study and served as the means of evaluation and review.

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2

Shubert, Jeannette M. Entz. "An evaluation of the Seminary Wives in Ministry Program at Dallas Theological Seminary." Online full text .pdf document, available to Fuller patrons only, 2001. http://www.tren.com.

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3

Hawkins, Martin E. "An evaluation of selected Dallas Theological Seminary alumni in the role of assistant and associate pastor in the local church." Theological Research Exchange Network (TREN), 2000. http://www.tren.com.

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4

Bhatia, Sukhwant Singh. "Christian Higher Education at Dallas Theological Seminary: An Assessment of Doctor of Ministry Programs." Thesis, University of North Texas, 2001. https://digital.library.unt.edu/ark:/67531/metadc2914/.

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This study involved non-experimental research to identify alumni perceptions of the strengths and weaknesses of the Doctor of Ministry degree program at Dallas Theological Seminary. An international survey was conducted to collect data from 165 Doctor of Ministry degree holders from Dallas Theological Seminary; 131 usable questionnaires were returned. A response rate of 79.4 percent was achieved. The intent of the study was to ascertain (a) the extent to which D.Min. alumni perceive that the objectives and goals of Doctor of Ministry programs at Dallas Theological Seminary are being met, (b) alumni-perceived strengths of Doctor of Ministry programs at Dallas Theological Seminary, (c) alumni-perceived weaknesses of Doctor of Ministry programs at Dallas Theological Seminary, (d) compare the findings of this case study assessment with a 1987 national study of Doctor of Ministry programs, and (e) make recommendations for the improvement of D. Min programs at Dallas Theological Seminary. The pattern that emerged from the data indicates that the D.Min. alumni believe objectives and goals of the Doctor of Ministry program at Dallas Theological Seminary are being met. In the opinion of the alumni, Doctor of Ministry programs at Dallas Theological Seminary has its strengths. The overall opinion of the D.Min. faculty and curriculum are strong indicators of its strength. The D.Min. program has had a positive impact on the lives of its alumni and on their ministries. In the opinion of the alumni, Doctor of Ministry programs at Dallas Theological Seminary also has its weaknesses. A casual comparison of the findings of this case study assessment with a similar 1987 national study of Doctor of Ministry programs revealed more similarities than differences. The alumni provided a number of suggestions to be implemented into the Doctor of Ministry curriculum, structure, faculty, administration, overall image of the program, its purpose and objectives.

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5

Roy-Woods, Sabrina M. "Reflections on diversity : graduate perceptions of campus climate at Dallas Theological Seminary, 1996-2005 /." Thesis, connect to online resource, 2007. http://digital.library.unt.edu/permalink/meta-dc-3621.

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6

McLaughlin, Linden D. "Graduate Professional Training in Christian Education at Dallas Theological Seminary and Alumni Perceptions of Program Quality." Thesis, University of North Texas, 2002. https://digital.library.unt.edu/ark:/67531/metadc3128/.

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This study assessed the quality of graduate professional training in Christian education at Dallas Theological Seminary (DTS) in terms of the perceptions of program alumni. The subjects of the investigation were 780 alumni who graduated from DTS between 1984 and 2000. The Christian Education program was assessed utilizing Daniel Stufflebeam's CIPP model and alumni data collected from a survey instrument. A response rate of 65% (N=504) was achieved. The research procedure employed a non-experimental design methodology for the quantitative component and open-ended questions for the qualitative component. Most results were statistically significant at the .05 alpha level utilizing chi-square goodness-of-fit tests.

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7

Baker, Joye B. "An analysis of the leadership challenges facing the Dallas Theological Seminary women alumnae." Theological Research Exchange Network (TREN) Access this title online, 2005. http://www.tren.com.

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8

Roy-Woods, Sabrina M. Lumsden D. Barry. "Reflections on diversity graduate perceptions of campus climate at Dallas Theological Seminary, 1996-2005 /." [Denton, Tex.] : University of North Texas, 2007. http://digital.library.unt.edu/permalink/meta-dc-3621.

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9

Kavlie, Lucas B. Fulton-Calkins Patsy. "An analysis of the satisfaction of the students during the first ten years of the collaborative program between Dallas Theological Seminary and the University of North Texas." [Denton, Tex.] : University of North Texas, 2008. http://digital.library.unt.edu/permalink/meta-dc-9077.

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10

Raines, Thomas K. "Doctor of ministry program evaluation using a student satisfaction survey." Dallas, TX : Dallas Theological Seminary, 2007. http://dx.doi.org/10.2986/tren.001-1238.

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11

Kavlie, Lucas B. "An Analysis of the Satisfaction of the Students during the First Ten Years of the Collaborative Program between Dallas Theological Seminary and the University of North Texas." Thesis, University of North Texas, 2008. https://digital.library.unt.edu/ark:/67531/metadc9077/.

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This study analyzes the satisfaction of doctoral students in the joint doctoral program in Christian higher education between Dallas Theological Seminary (DTS) and the University of North Texas (UNT). The study focuses on the 18 students who have been identified as advanced participants in or graduates from the joint program from its inception in 1997 through its 10-year mark in 2007. Fourteen of the 18 eligible students agreed to participate in this study for a 77.8 % response rate. The doctoral students completed a survey that was created using a study of Garrett in 2006 of doctoral students at Historically Black Colleges and Universities and of McLaughlin in 2002 of graduate students in Christian education at DTS. The purpose of this study was to determine to what extent the joint doctoral program in higher education between both institutions meets the expectations of the students and prepares them for the range of careers that they then pursue. The study offers a number of findings surrounding the five research questions and offers several conclusions and recommendations for further research. The study concluded that the surveyed participants were immensely satisfied with their education experience thus assuming that the joint program does meet expectations and prepare students for future careers.

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12

Thames, James H. "Admissions Committee Ratings as Predictors of Persistence in Master's-level Theological Education." Thesis, University of North Texas, 1997. https://digital.library.unt.edu/ark:/67531/metadc935745/.

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This research attempted to ascertain whether the ratings of applicants in the admissions-evaluation process of Dallas Theological Seminary (Admission Committee Rating, or ACR) were related to persistence in seminary study sufficiently to allow reasonable prediction of completion based on the strength of the ratings. Five ACRs were examined - the total ACR and its four components, strength of previous academics, personal references, potential and promise for ministry, and previous ministry experience. Other non-admissions factors were also examined to see what relationship they had to persistence. Those factors were years of matriculation, age at matriculation, gender, marital status, ethnicity, nationality, types of previous higher education, whether or not financial aid was received (if known), and the total amount of financial aid received (if known). Persistence in the study was defined as graduation from the seminary's major four-year master's degree program (Th.M.) within the time limits published for the degree. Analysis results indicated that only two of the five ACRs were statistically significant, ministry potential and ministry experience, but the relationship with completion was weak. The conclusion reached was that the relationship between the strength of the admission evaluation and persistence was practically insignificant and contributed little to the ability to predict completion on that basis alone.

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13

Sutherland, Winston Terrance Lumsden D. Barry. "John Nelson Darby his contributions to contemporary theological higher education /." [Denton, Tex.] : University of North Texas, 2007. http://digital.library.unt.edu/permalink/meta-dc-3609.

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14

Scott, Benjamin G. "Faculty Attitudes Toward Residential and Distance Learning: A Case Study in Instructional Mode Preferences Among Theological Seminary Faculty." Thesis, University of North Texas, 2003. https://digital.library.unt.edu/ark:/67531/metadc4146/.

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Twenty-first century learners have bought into a cafeteria-style mentality for obtaining higher education that learning should be available at the student's convenience. Institutions that ignore this postmodern trend will likely find their applicant pools dwindling along with significant reductions in entering class sizes. Students will simply choose other schools able to provide respected, accredited, and useful learning which fits their busy lifestyles. Since 1987, Dallas Theological Seminary (Texas), a 76-year-old graduate school of theology in the conservative, evangelical, free-church movement, has offered distance learning classes in both extension and print-based delivery models. Because the faculty plays a pivotal role in the successful or unsuccessful implementation of online courses (McKenzie, Mims, Bennett, & Waugh, 2000), the present study uncovered the attitudes of full-time, graduate theological faculty at Dallas Theological Seminary (DTS) regarding distance learning and the likelihood of faculty to adopt this delivery innovation. Bruce Manning's (1976) Trouble-Shooting Checklist (TSC) for Higher Education Institutions was the instrument used in the study. The TSC is a nonparametric test designed to uncover differences between the observed and expected levels of acceptance that a department, program, or institution possesses regarding change toward distance learning in contrast to residential learning. The checklist's two major purposes are to provide an overall norm-referenced, predictive score estimating the organization's likelihood of adopting and implementing an innovation and to profile the strengths and weaknesses of an organization's environment (culture) relative to the adoption and implementation of innovations. Five scales provide a comprehensive understanding of the organizational climate, personality and leadership characteristics of participants, communication pathways within the organization, the degree of sophistication or expertise within the organization, and the receptivity of the students. An official administration of the instrument was conducted involving all full-time faculty at DTS. Frequency counts, percentage distributions, and the chi-square goodness-of-fit statistic were used to analyze the data at the .05 alpha level. A summary of findings from the questionnaire was prepared indicating that significant change must take place within the faculty culture of DTS before distance learning innovations can be implemented.

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15

Sutherland, Winston Terrance. "John Nelson Darby: His Contributions to Contemporary Theological Higher Education." Thesis, University of North Texas, 2007. https://digital.library.unt.edu/ark:/67531/metadc3609/.

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This study investigated the contributions of John Nelson Darby to selected institutions of contemporary theological higher education. A qualitative approach to the investigation was employed. Archival foraging occupied a greater part of the research data and yielded rich returns as evidenced in the literature review. Purposeful sampling was also utilized. The faculty and administration of three institutions, Moody Bible Institute, Dallas Theological Seminary, and Emmaus Bible College, were mailed questionnaires comprising 22 questions to ascertain their opinions of Darby's contributions to their institutions. Of the 22 questions, 21 were of a Likert type scale offering 5 options: Strongly agree, Agree, Not sure, Disagree, and Strongly disagree; and 1 open-ended question. A response rate of 45% (N=27) was achieved. All results were statistically significant at the p=.05 level utilizing chi-square goodness-of-fit tests.

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16

Bateman, Steve. ""Complete standing" Jonathan Edwards' pastoral model of church membership adapted to First Bible Church of Decatur, Alabama /." Online full text .pdf document, available to Fuller patrons only, 2004. http://www.tren.com.

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