Thèses : « Seminaries »

1

Royael, Christopher George. « Best practices of faculty in the spiritual formation of Master of Divinity students / ». Free full text is available to ORU patrons only ; click to view:, 2005. http://wwwlib.umi.com/cr/oru/fullcit?p3163181.

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2

Roberts, Edward J. « The seminary rector as pastor ». Online full text .pdf document, available to Fuller patrons only, 2003. http://www.tren.com.

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3

Higgins, Jerome Sell. « A program of spiritual formation for men of mature years and experience preparing for presbyteral [sic] ordination in the Roman Catholic Church ». Online full text .pdf document, available to Fuller patrons only, 1999. http://www.tren.com.

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4

Aardema, Thomas P. « Student Engagement in LDS Seminaries ». DigitalCommons@USU, 2013. https://digitalcommons.usu.edu/etd/1464.

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This qualitative study examined student engagement in seminaries of The Churchcof Jesus Christ of Latter-day Saints (LDS). This study sought to answer the following question: "What are seminary teachers, who have been identified by content experts as having high levels of student engagement, doing to generate high levels of student engagement in their classrooms?" Ten LDS Seminary teachers were selected as participants for this study. The findings from this study were organized around the concepts of: competence, school membership, clarity of purpose, fairness, personal support, caring, authentic work, extrinsic reward, intrinsic interests, sense of ownership, connection to real-world application, and fun. The findings from this study suggest that there are 48 strategies that the 10 participants used to generate student engagement in their classrooms.

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Wegert, William E. « Seminary student spiritual formation recommendations based on a review of Scripture and a survey of evangelical seminaries / ». Lynchburg, Va. : Liberty University, 1998. http://digitalcommons.liberty.edu.

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Raibley, Jonathan Lee. « Criteria for evaluating a seminary degree program ». Theological Research Exchange Network (TREN), 1994. http://www.tren.com.

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7

Ip, Pui-hang Perry. « Towards wisdom : Christian seminary and retreat / ». Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25946845.

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8

Tan, Sunny Boon-Sang. « Community-building a formative principle in theological education (with special reference to the Baptist Theological Seminary, Malaysia) / ». Theological Research Exchange Network (TREN), 1994. http://www.tren.com.

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9

Arnao, Thomas Victor. « HIV testing as a requirement for entrance into the diocesan major seminary ». Theological Research Exchange Network (TREN), 2005. http://www.tren.com.

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10

Nite, James T. « A homiletics curriculum for Russian/Ukrainian seminaries ». Theological Research Exchange Network (TREN), 1997. http://www.tren.com.

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11

Yuen, Ka-yiu Thomas. « The Alliance Bible Seminary ». Hong Kong : University of Hong Kong, 1997. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25955512.

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Ekwunife, A. N. O. « African Traditional Values and Formation in Catholic Seminaries of Nigeria ». Bulletin of Ecumenical Theology, 1996. http://digital.library.duq.edu/u?/bet,538.

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13

Tiffany, Austin Robert. « Pedagogies and practice : how religious diversification impacts seminaries and clergy ». Thesis, University of Cambridge, 2019. https://www.repository.cam.ac.uk/handle/1810/289941.

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This thesis considers how religious diversification has shaped the roles of clergy and seminaries. The focus of this qualitative, interview-based study is seminaries and clergy affiliated with various denominations of Judaism and Protestant Christianity in greater London and New York City. Religiously diversifying societies in the US and England have brought forth new challenges for clergy and seminaries, prompting new questions about how or why a faith community should or should not engage with diversity in the public square. This study investigates how seminaries and individual members of the clergy, as sources of religious authority, are responding to religious diversification in different ways - the former sluggish to recognise the impact of religious diversification in curriculum and pedagogical structures and the latter seeing it as a resource for social action initiatives, local networks, and political activism. This has created a gap between training and practice whereby clergy have assumed greater religious authority in religious life. Beyond contributing to the field of sociology of religion, this thesis concludes by allowing the experience of clergy in interreligious engagement to inform appropriate pedagogies that could be employed by seminaries.

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Knowles, Todd Allen. « An exploration of literacy issues and religiosity in LDS seminaries / ». ProQuest subscription required:, 2001. http://proquest.umi.com/pqdweb?did=990270581&sid=2&Fmt=2&clientId=8813&RQT=309&VName=PQD.

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15

Hobbie, Gordon Dale. « An examination of the views of seminary professors regarding the use of clinical methods in homiletical training / ». Full-text version available from OU Domain via ProQuest Digital Dissertations, 1992.

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16

Holland, James Ray. « The implications for ministry of the teachings of Kenneth Cracknell with special reference to former students ». Fort Worth, Tex. : [Texas Christian University], 2006. http://etd.tcu.edu/etdfiles/available/etd-10132009-085739/unrestricted/Holland.pdf.

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Thesis (D.Min.)--Brite Divinity School, Texas Christian University, 2006.
Title from dissertation title page (viewed Nov. 5, 2009). Includes abstract. "A project report and thesis submitted to the Faculty of Brite Divinity School in partial fulfillment of requirements for the degree of Doctor of Ministry, Pastoral Theology and Pastoral Counseling." Includes bibliographical references.

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17

Schuerman, James T. « A spirituality for intercultural seminary formation for diocesan priesthood ». Online full text .pdf document, available to Fuller patrons only, 2001. http://www.tren.com.

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18

Ip, Pui-hang Perry, et 葉沛珩. « Towards wisdom : Christian seminary and retreat ». Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B31986493.

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Wong, Ho-kwan Hogan. « A church and community centre, Statin ». Hong Kong : University of Hong Kong, 1995. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25945865.

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20

Meshramkar, Padmakar J. « An examination of the possible integration of several selected theological institutions of higher education in India ». Theological Research Exchange Network (TREN) Access this title online, 1989. http://www.tren.com/search.cfm?p021-0025.

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21

Palfreyman, Barrie J. « Associated Canadian Theological Schools internship program for ministry development ». Theological Research Exchange Network (TREN), 1989. http://www.tren.com.

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22

Thomas, Jon E. « The Worldwide Expansion of Seminaries to English Speaking Countries from 1967 - 1970 ». BYU ScholarsArchive, 2011. https://scholarsarchive.byu.edu/etd/2756.

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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.

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23

Utech, William G. « Assessing seminary effectiveness ». Theological Research Exchange Network (TREN), 2006. http://www.tren.com/search.cfm?p030-0157.

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24

Ponce, Cuadra Jorge Alberto. « La metodología del SETECA para la administración del cambio organizacional y el grado en que la misma facilita al personal asimilar el cambio organizacional ». Theological Research Exchange Network (TREN), 2006. http://www.tren.com/search.cfm?p001-1074.

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25

Moth, Richard. « The foundation and development of the English seminaries a response to canonical legislation ». Thesis, University of Ottawa (Canada), 1988. http://hdl.handle.net/10393/5505.

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26

Chung, John. « The status of training for Christian education leaders as offered in Korean seminaries ». Theological Research Exchange Network (TREN), 1990. http://www.tren.com.

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27

Oliver, Richard S. « The development and evaluation of a seminary course in worship theology ». Theological Research Exchange Network (TREN), 2007. http://www.tren.com/search.cfm?p001-1137.

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28

Lunde, Joel S. « Curriculum proposals in mission for the Lutheran Brethren Seminary ». Online full text .pdf document, available to Fuller patrons only, 1985. http://www.tren.com.

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29

Cellamare, Alan Jeffrey. « Leadership images the role of the evangelical seminary president in theological education / ». Online full text .pdf document, available to Fuller patrons only, 2003. http://www.tren.com.

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30

Maranan, Daniel. « Information technology in seminary education ». Online full text .pdf document, available to Fuller patrons only, 2003. http://www.tren.com.

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Thesis (M.A.)--Gordon-Conwell Theological Seminary, South Hamilton, MA, 2003.
Abstract and vita. A master's project submitted to the Faculty of Gordon-Conwell Theological Seminary in partial fulfillment of the requirements for the degree of Master of Arts in Religion.

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31

Bradford, Kevin David. « The impact of a short-term missions trip on the development of selected intercultural competencies among Brazilian seminary students ». Theological Research Exchange Network (TREN), 2006. http://www.tren.com/search.cfm?p006-1487.

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32

Yuen, Ka-yiu Thomas, et 袁家耀. « The Alliance Bible Seminary ». Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1997. http://hub.hku.hk/bib/B31983741.

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33

Murray, Daniel L. « A canonical evaluation of college seminaries as presented in the program of priestly formation ». Theological Research Exchange Network (TREN), 1993. http://www.tren.com.

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34

Jani, Witness. « Assessing the role of seminaries in the battle against sexual misconduct in the ministry ». Theological Research Exchange Network (TREN), 1995. http://www.tren.com.

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35

Lubag, Samson Bernabe. « An analysis of Third World perspectives on Christian leadership through Southeast Asia's graduate seminaries ». Theological Research Exchange Network (TREN), 1999. http://www.tren.com.

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36

Girón, Rodolfo J. « Discipleship as a guiding model for the curriculum of the Eurasian Theological Seminary in Moscow, Russia ». Theological Research Exchange Network (TREN), 2008. http://www.tren.com/search.cfm?p028-0289.

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Huehlefeld, Matthew Henry. « Canon 237 [section] 1 the seminary as canonical institute / ». Theological Research Exchange Network (TREN), 2006. http://www.tren.com/search.cfm?p029-0677.

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38

Ringenberg, Roger. « A history of Jamaica Theological Seminary, 1960-1992 ». Theological Research Exchange Network (TREN), 1992. http://www.tren.com.

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39

Nakajima, Mamoru George Hesselgrave David J. « A translation of David J. Hesselgrave's Today's choices for tomorrow's mission including an introduction to missiology in contemporary Japan / ». Theological Research Exchange Network (TREN), 1993. http://www.tren.com.

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Thesis (D. Miss.)--Trinity Evangelical Divinity School, 1993.
Abstract. Includes Japanese translation of Hesselgrave's Today's choices for tomorrow's mission. Includes bibliographical references (leaves 90-95).

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40

Bougie, Pierre. « Les autorités du séminaire d'après trois documents du 16e siècle ». Theological Research Exchange Network (TREN), 1995. http://www.tren.com.

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41

Rutt, Douglas Lynn. « Anfechtung and the formation of theological habitus implications for theological education / ». Online full text .pdf document, available to Fuller patrons only, 1997. http://www.tren.com.

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42

Mathews, Mark A. « A Descriptive Analysis of the Effectiveness of Faculty Inservice in Latter-day Saint (LDS) Seminaries ». DigitalCommons@USU, 2012. https://digitalcommons.usu.edu/etd/1363.

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The purpose of this study was to examine the effectiveness of professional development in the Seminaries and Institutes of Religion (S&I) of The Church of Jesus Christ of Latter-day Saints (LDS) through a descriptive analysis of the processes and outcomes of faculty inservice. To accomplish this purpose, 140 randomly selected LDS seminary teachers completed a survey measuring the processes and outcomes of faculty inservice training. Descriptive statistics were used to determine the frequency and variation that teachers reported five features of effective professional development (content focus, active learning, coherence, duration, and collective participation) as being part of seminary faculty inservice training. Descriptive statistics were also used to provide information about the frequency and variation of perceived impact of faculty inservice training on teaching and learning and on feeling prepared to implement seven objectives of LDS seminaries known as the Teaching and Learning Emphasis. Correlational statistics were used to explore the relationship among the five features of effective professional development and the reported outcomes. Teachers reported that the five features of effective professional development were generally moderate in frequency and more frequent in summer inservice than school year inservice. Reported impact of faculty inservice on teaching and learning was also moderate in frequency and more frequent during summer inservice. Teachers reported moderate agreement that inservice directly prepared them to accomplish the objectives of the Teaching and Learning Emphasis. The results of this study indicated that current efforts are moderately effective at implementing five features of effective professional development and achieving the outcomes of improved teaching and learning according to S&I standards. Results also indicate a correlation between the processes of the five features of effective professional development and the outcome measures of teaching and learning. These findings suggest that seminary faculty inservice could improve by increasing the frequency with which faculty implement five features in faculty inservice. To accomplish this, I propose that faculty inservice instructors teach concepts from upcoming scripture blocks, provide more opportunities to observe teaching that meets S&I standards, provide more follow-up, and select seminary principals who are qualified and prepared to provide effective faculty inservice.

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43

Ruggles, Christopher V. « The authority of the local bishop in relationship to his seminarians ». Theological Research Exchange Network (TREN), 1986. http://www.tren.com.

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44

Rohrer, Jonathan. « The specific application and evaluation of andragogy in seminary ». Theological Research Exchange Network (TREN), 1991. http://www.tren.com.

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45

McInally, Thomas. « The alumni of the Scots colleges abroad, 1575-1799 ». Thesis, University of Aberdeen, 2008. http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=135788.

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The small cemetery is all that remains ofthe Snow Kirk! in Old Aberdeen. The church itself fell into ruin in the eighteenth century having been used bythe Catholic community since the Reformation? The churchyard, however, continued to be used ' for Catholic burials into the twentieth century. Two wall plaques record the burial there ofthe brothers, John and James Sharp both priests who had worked on the mission in Scotland for many years? The funeral monuments attest to their piety and in John's case state that he hadbeen educated at the colleges at Scalan in Upper Glenlivet and Valhido'lid in Spain.4 Praise follows for his great learning and for his personal culture and manners:s the implicatIOn being that he owed these qualities to .. his education at the colleges. It is particularly charming that,the epitaph pll\~es equal emphasis on learning and urbanity. He had been trained at a Scots College abroad in the penal times when it was illegal to receive such an education in Scotland. While his . . memorial tablet commemorates his achievements the majority of Scots Catholics who attended the colleges abroad during the penal times have gone unrecorded.6 This dissertation will attempt to identify those students who through their contributions to cultural life of Scotland and elsewhere deserve greater academic attention. Historians have written on aspects of Catholic history during these times. Alphons Bellesheim7 , J F S Gordon8 and William Forbes-Leith9 have produced histories ofthe Catho~.ic Church in Scotland. Their accounts, though ofgreat value, are more than a century old with consequent short-comings. Bellesheim, the German historian, wrote his four volumes on the history ofthe Church in Scotland from the earliest times. Volume 4 deals with post-Reformation history and concentrates on missionary work, particularly that of the Jesuits, in Scotland. The style is anecdotal and his approach is hagiographical. Gordon wrote his history in anticipation of the reestablishment ofthe Scottish hierarchy in 1878. The main part of his text is devoted to ', supporting this and the Penal Times are covered only in an extensive foreword in which he attempts a broad sweep ofthe subject and like Bellesheim relies heavily on unreferenced source material. Both ofForbes-Leith's major works are heavily dependent on the accounts ofthe troubles of Catholic individuals from the late sixteenth to the eighteenth century. In nature they are family histories dominated by a small number ofnorthern families including:tJordon, Forbes and Leith. In all these histories passing reference is made to the Scots colleges abroad but no asse~~mentof their impact is attempted. More recently Mark DilworthlO , Maurice Taylorll and Brian M Halloranl2 have produced histories of individual Scots colleges and an anthology ofessays on the Pontifical Scots College in Rome was produced to' celebrate its 400th anniversary.13 The Innes Review continues to produce scholarly articles on many aspects of Scottish CathoIicism.14 However, the vast majority ofthese accounts are focused exclusively on religious matters as is unsurprising since almost all ofthe historians involved are ordained priests, secular and regular, and therefore writing from a professional or vocational perspective. IS The impact ofthe Scots Catholic colleges in Europe during ,' this period has not yet been addressed as a whole, either in terms ofsecular history or ofthe wider influence ofthe alumni ofthe colleges. This dissertation has two foci. The first is a statistical analysis ofthe prosopographical information contained in the college registers ofstudents. Together with other archival material this gives a view ofpatterns of attendance and trends sustained over time. The main details covered with regard to the students are age, family background (social and occupational), geographical origin and relationships with wider Catholic and Scottish networks. This is all original work based on primary sources.16 The last comprehensive review ofthis college material was organised by P J Anderson17 more than a century ago and consisted ofthe assembly ofprimary material without translation or analysis. More recent attempts at prosopography have been those ofHalloran (a partial reconstruction ofthe missing Paris college records) . and Dilworth (a listing ofthe known members ofthe Wiirzburg Schottenkloster). In neither case was any analysis ofthe data attempted. My data base ofstudents was produced after rigorous examination or re-examination of original college archival material surviving in Scotland and on the continent. Wherever possible corroborative cross referencing was made with other archives - particularly those ofthe Society of Jesus18 and the Congregation ofPropaganth'FideJ9 in Rome - and therefore represents a significant advance on any earlier work attempted in the field.Ã‚Â• , A second focus ofthe dissertation is on the cultural impact that the colleges achieved through their alumni. In the compass of a doctoral dissertation it is simply impossible to give a full account of the cultural or political activities ofso many individuals active over such a geographical area and a span ofcenturies. The overview attempted is only indicative ofthe scope and degree of influence achieved and in no way intended to be comprehensive or definitive. It is supported quantitatively, however, by the statistical analysis ofthe data base which establishes the minimum numbers of Scottish alumni active in various fields such as the Church, military and state service, commerce, academic research, humanities, art and architecture A number ofthe most famous students ofthe colleges have been evaluated .already as contributors to their own field of endeavour either in biographies21 or within general histories.22 In each case they have been treated as individuals with little suggestion that they belonged to a corpus ofalumni that benefited from the unique privileges which attendance at a Scots college conferred. This omission becomes more regrettable when an assessment is made ofthe other students ofthe colleges in more than two centuries who have escaped the attention of historians or have received only the most peremptory ofaccounts. In a preliminary way this dissertation attempts to sketch some ofthe connections which emerge when these individuals are viewed in context. Again the constraints of space have limited the background which I have been able to provide. What is offered is inte.tfded only to aid the reader in having some .A sense ofthe world in which the Scots alumni existed. It is in .no way . primar;:.to the dissertation or fundamental to its purpose or claims. In my researches I have had access to a number of archives of primary materials. As well as those ofthe Jesuits and Propaganda Fide already mentioned were the MadridlValladolid College (now in Salamanca) and the Roman College: also the Archivio Segreto Vaticano and Biblioteca Apostolica Vaticana were examined for relevant material. The University of WUrzburg kindly allowed me access to surviving manuscripts from that city's Schottenkloster. I have made extensive use ofthe Scottish Catholic Archives in Edinburgh and found valuable material in the Special Collections ofthe University ofAberdeen and in the City ofAberdeen's archives.. ,. The methodology which I have adopted in constructing this dissertation is to have discussed in order the following: the founding ofthe colleges; the basis oftheir academic success; the numbers and backgrounds ofstudents who attended; their contributions to the Catholic mission in Scotland; further contributions to the wider Catholic Church; those alumni who took up significant positions in Military or State service; those who were prominent in scholarly or academic life; and those noted for scientific, business or.artistic excellence. In all cases, where relevant, statistical analysis ofthe data base has been used to support any conclusions drawn. One more point requires to be made in this preface: to declare my personal viewpoint. By confession I am a Catholic, Scottish but ofIrish ancestry. This has driven much ofmy interest in this research but I have striven to avoid it colouring my objectivity. I sta~ed the research in a state of almost complete ignorance and was driven by curiosity which only intensified the more I learned. If! have weighed evidence more lightly or exaggerated outcomes more than a totally objective commentator from a wholly secular background might have done then in my defence I might claim that I have done no more than partially to rectify the imbalance shown by past historians in their almost total neglect or denial ofthe substantial contributions to cultural developments achieved by the Scots Colleges abroad.

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46

Beougher, Timothy K. « The revival of 1970 at Southwestern Baptist Theological Seminary : a history and evaluation / ». Theological Research Exchange Network (TREN), 1987. http://www.tren.com.

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47

Sutjiono, Rohana Joshua. « The relevance and effectiveness of the curricula of theological institutions in Indonesia in addressing ministry issues related to Islamic and animistic rituals ». Theological Research Exchange Network (TREN), 1998. http://www.tren.com.

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48

Robertson, R. John. « Samuel Miller (1769-1850) and professional education for the ministry ». Theological Research Exchange Network (TREN), 2006. http://www.tren.com/search.cfm?p048-0346.

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49

Hunter, Evan R. « Stakeholder perspectives of contextual engagement of PhD programs at select evangelical seminaries in the Majority World ». Thesis, Trinity International University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3685509.

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This research utilized qualitative methods to explore how students and faculty perceive the contextual engagement of the PhD program at three select theological institutions in the Majority World. This research has value, as such engagement is both an explicit and implicit value of doctoral programs located in the Majority World. Over the last decade, the number of PhD programs established to serve the church in Africa, Asia, Latin America, Eastern Europe and the Middle East and the number of students in them has risen rapidly. The research is descriptive in nature and not an attempt to evaluate the level of success or merit of such programs. Rather, it assumed that each program engages its context and sought to identify common themes as well as areas of convergence and divergence as indicated by faculty and student stakeholders.

The study consisted of thirty-six interviews. Sets of six faulty members and six doctoral students at each of three seminaries located in the Majority World were asked to share from their experiences in the doctoral program. The participating schools were Africa International University in Nairobi, Kenya; South Asian Institute for Advanced Christian Studies in Bangalore, India and Seminario Teológico Centroamericano, Guatemala City, Guatemala. The study asked participants to describe how the PhD program engages the context including classroom teaching and learning tasks, course outputs, including dissertations, and other non-formal aspects of the doctoral experience.

The findings revealed three primary categories of contextual engagement described by the faculty and students across the three contexts. The participants first described how the intentional design of the programs including explicit and implicit components of the curriculum engage the context. Secondly, students and faculty addressed issues of worldview and cultural values. Contextual insiders provide a depth of understanding not available outside of the context. Intracultural critique ensures contextually engaged aspects are improved through peer interactions. Finally, student and faculty participants found adult learning practices very helpful to overcome conditioned dependency on traditional education models. Participants perceived these practices as particularly helpful for engaging the local context.

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Chiroma, Nathan Hussaini. « Critical evaluation of mentoring programmes in theological seminaries of the Evangelical Church of West Africa (ECWA) ». Thesis, Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/71895.

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Thesis (PhD)--Stellenbosch University, 2012.
ENGLISH ABSTRACT: The concept of mentoring has received substantial attention in the literature, as is evidenced by the quantity and quality of empirical and theoretical scholarship on the topic. In the post-modern era, we have seen a proliferation of evangelical schools engaging in the effort to better equip our present and future leaders. No longer can it be assumed that incoming seminary students have a working knowledge of the basics of the Christian faith. The aim of this study is an attempt to explore the impact of mentoring in theological seminaries. It is true that mentoring programmes are increasingly popular interventions strategies in many organizations; and although successful mentoring relationships can promote a range of positive developmental outcomes, relationships that fail can lead to decrements in a person’s functioning and self-esteem. This study explores the various mentoring programmes in three ECWA (Evangelical Church Winning All formerly Evangelical Church of West Africa. See details of name change in footnote 3, Chapter 1) seminaries and evaluates its impact on both the graduates and the mentors. The study further explored if mentoring can contribute to the holistic development of seminary students, and what avenues there are for mentoring involvement in the seminaries under consideration. Graduates between 2011 and 2005 of the 3 seminaries who went through mentoring programmes while at the seminary, current faculty mentors and the heads of the 3 institutions were included as respondents. A qualitative approached was used, applying focus groups and individual interviews to obtain data. The empirical findings of this research reveal that mentoring plays an important role in the holistic development of seminary students especially in three areas, namely spiritual formation, character and ministry formation. It has shown that integration of mentoring in theological seminaries is both biblically necessary and practically possible. Despite the fact that respondents identified mentoring as helping them in their holistic development as graduates, they still believed that mentoring is not effective in the seminaries. The heads of institutions and the faculty respondents also agreed that even though mentoring is taken place in the 3 seminaries, it lacks several aspects of effectiveness, i.e. lack of documentation on mentoring, lack of supervision of mentors, lack of proper mentoring administration, lack of standardized procedures with regards to mentoring, lack of training for mentors, etc. The study makes several recommendations as to improve the effectiveness of mentoring, with special focus on the youth.
AFRIKAANSE OPSOMMING: Die konsep van mentorskap het die afgelope tyd substansiële aandag in die literatuur geniet, soos gesien kan word in die hoeveelheid en kwaliteit empiriese en teoretiese studies oor die onderwerp. Ons sien in die post-moderne era `n vermeerdering in die evangeliese skole wat moeite doen om hulle huidige en toekomstige leiers beter toe te rus. Dit kan nie meer aangeneem word dat inkomende seminarium studente kennis het van selfs die basiese beginsels van die Christelike geloof nie. Die doel van hierdie studie is `n poging om die impak van mentorskap in teologiese seminariums te ondersoek. Dit is so dat mentorskap programme toenemend gewilde intervensie strategieë is in baie organisasies, en alhoewel suksesvolle mentorskap verhoudings `n reeks positiewe ontwikkelingsuitkomste kan bevorder, net so kan verhoudings wat faal, lei tot geweldige skade in `n persoon se funksionering en selfbeeld. Hierdie studie ondersoek die verskeie mentorskap programme in drie ECWA (Evangelical Church Winning All formerly Evangelical Church of West Africa. Sien die gedetaileerde verduideliking in voetnota 3, Hoofstuk 1) seminariums en evalueer die impak daarvan op beide die afgestudeerdes en die mentors. Die studie ondersoek verder of mentorskap kan bydra tot die holistiese onwikkeling van seminarium studente, en watter moontlikhede daar is vir mentorskap betrokkenheid in die betrokke seminariums. Afgestudeerde studente (tussen 2011 en 2005) van die drie seminariums wat deel was van mentorskap programme tydens hulle studies, huidige fakulteitsmentors en die hoofde van die drie instellings is ingesluit as respondente. `n Kwalitatiewe benadering is gevolg, met fokusgroepe en individuele onderhoude as metodes vir data-insameling. Die empiriese bevindings van hierdie navorsing toon dat mentorskap `n belangrike rol speel in die holistiese ontwikkeling van seminarium studente in veral drie areas, naamlik spirituele formasie, karakterontwikkeling en die ontwikkeling van vaardighede vir die bediening. Dit toon verder dat `n integrasie van mentorskap in teologiese seminariums volgens bybelse terme nodig is en ook prakties moontlik is. Ten spyte van die feit dat respondente mentorskap identifiseer as bydraend tot hulle holistiese ontwikkeling as afgestudeerdes, is daar die persepsie dat mentorskap nie effektief in die seminariums toegepas word nie. Die hoofde van die instellings asook die fakulteitsrespondente is dit ook eens dat alhoewel mentorskap plaasvind in die drie seminariums, dit leemtes toon in onder andere die tekort aan dokumentasie oor mentorskap, die tekort aan supervisie vir mentors, tekort aan behoorlike mentorskap administrasie, die tekort aan gestandardiseerde prosedures met betrekking tot mentorskap, die tekort aan behoorlike opleiding vir mentors, ens. Die studie maak verskeie aanbevelings om die effektiwiteit van mentorskap te verbeter, met spesifieke verwysing na die jeug.

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