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CHRISTIAN LEADERSHIP

DOCTORAL PROGRAMS

PROGRAM HANDBOOK

LIBERTY THEOLOGICAL SEMINARY 2023-2024 ACADEMIC YEAR

UPDATED 05/08/2024

Welcome to the Christian Leadership Doctoral Programs Community! This community includes

students completing the Doctor of Education in Christian Leadership - Dissertation-in-Praxis

model, Doctor of Education in Christian Leadership – Dissertation model, and Doctor of

Philosophy in Christian Leadership – Dissertation model. Your professors trust that this

program will challenge you and take you a step further in your scholarship and professional

development. We pray it also opens doors of service to Christ and his kingdom in whatever

context your leadership journey may take you. We are confident of your success!

This Christian Leadership Doctoral Programs Handbook serves as a guide to help you better

understand program requirements, policies, procedures, and the research portion of your

program. The handbook is required reading for all Christian Leadership doctoral students. Read

it in its entirety since it is ultimately your responsibility to know the information provided.

You will also find up-to-date information about the program, the forms necessary for program-

related approvals, help for developing and completing your research, and assistance for writing

and formatting your course and program documents at the Christian Leadership Doctoral

Programs Canvas site. You can find that resource at canvas.liberty.edu.

It is important to note that this handbook begins by addressing your specific program and then

general information for all Christian Leadership Doctoral students. Elements focused on a

specific program is focused on the research and writing element of the program and modifies the

cognate area. Be sure to read the appropriate sections to understand how this might apply to you.

As your program directors, it is our privilege to serve you. Please contact us with questions as

they arise. You may contact us at the contact information listed below.

In Christ,

Joseph Butler, EdD Deidra Jackson, EdD PhD in Christian Leadership Program Director EdD in Christian Leadership Program Director

[email protected] [email protected]

https://canvas.liberty.edu/courses/55053

mailto:[email protected]

TABLE OF CONTENTS

1. CHRISTIAN LEADERSHIP DOCTORAL PROGRAMS DESCRIPTION .......................... 3

2. PHD/EDD IN CHRISTIAN LEADERSHIP – DISSERATATION MODEL ........................ 6

3. EDD IN CHRISTIAN LEADERSHIP – DISSERTATION-IN-PRAXIS MODEL ............. 31

4. PROTOCOLS AND POLICIES (ALPHABETICALLY LISTED) ...................................... 50

5. STYLE MANUAL AND CITATION ................................................................................... 56

6. CHRISTIAN LEADERSHIP DOCTORAL PROGRAM CANVAS SITE .......................... 61

7. COURSE DESCRIPTIONS .................................................................................................. 61

1. CHRISTIAN LEADERSHIP DOCTORAL PROGRAMS DESCRIPTION

The Christian Leadership Doctoral Programs offer fully online, praxis degrees. It is the highest

academic degree offered in the theory and practice of Christian leadership.

As an applied theological degree, the Christian Leadership Doctoral programs intentionally

seeks to integrate a Christian worldview with study in the fields of leadership, education, and the

social sciences. Because leadership, education, and the social sciences are connected fields of

study, rooted in a shared theory base; this program enables students to acquire a breadth of

knowledge across these disciplines and gain the skills needed to conduct doctoral-level research

appropriate to diverse educational, organizational, and ministry contexts.

This document is intended to acquaint the reader with program details, the

dissertation/dissertation-in-praxis process, and policies that govern these doctoral programs.

The Christian Leadership Handbook is organized according to the stages of degree completion

as appropriate for the doctoral program. The current edition of the handbook establishes the

expectations for the student enrolled in a single program and student progress through the

program. Changes to this handbook may have an immediate impact on the program regardless of

the policies or handbook in place at the time of enrollment. This handbook does not constitute a

binding contract on the part of Liberty Theological Seminary.

1.1. Program Purpose

The Christian Leadership Doctoral Programs are research-based, terminal degrees,

designed to prepare and equip demonstrated leaders with research, teaching,

management, and leadership competencies for executive-level leadership roles in

churches, mission organizations, faith-based organizations, non-profit organizations, and

Christian academic institutions.

1.2. Program Learning Outcomes

Students who successfully complete a Christian Leadership doctoral program will be

able to:

• Appraise biblical and theological principles as they relate to educational and

leadership philosophy, theory, and practice.

• Evaluate the knowledge-base, character qualities, and skillsets essential to leading a

faith-based organization.

• Synthesize teaching, learning, and group theory as foundational elements of effective

leadership.

• Create empirically-based research in order to provide solutions for educational and

ministerial leadership problems.

1.3. Leadership and Program Philosophy

With regard to leadership philosophy, the program is built upon an analytical framework

that understands faith-based organizations to be dynamic and developmental. This

program promotes a balanced model of Christian leadership that recognizes the

importance of biblical values, inspiring vision, godly virtues, and attention to the details

of venture management.

This program creates an educational experience that involves a prescribed sequence of

seminars, the development of sustainable habits of scholarly inquiry, and learning to

function as a community of learners. The following statements express the educational

philosophy of this program.

• The Bible provides the philosophical and practical foundations for educational and

leadership practice applicable in any context; thus, seminar content and scriptural

principles are integrated and applied in every seminar.

• The character of the leader is crucial for effective Christian leadership practice thus,

seminars will seek to educate the mind and to nurture biblical character.

• A doctoral curriculum should provide a balance between rigorous scholarship and

application thus, seminars focus on both theory and application.

• Adult learners, particularly at the doctoral level, benefit most from participation in a

learning community thus, doctoral students are encouraged to embrace collaborative

learning values and practices.

1.4. Program Approach and Online Design

The Christian Leadership Doctoral programs are fully online programs designed for life-

engaged adult learners. It does not require travel to the campus but still engages the

student in a community of learners through the online environment. The program fosters

collaborative learning by building a strong sense of community among the students and

professors. As students follow a prescribed sequence of seminars (courses), genuine,

meaningful relationships are developed as students learn to support and serve one

another. Further, as students ground their research in significant and pertinent literature

review, they are encouraged to share resources with academic colleagues as they progress

through the program. The result is a dynamic of learning where collegiality and

community are a hallmark.

Although this program is rigorous, it is designed with the flexibility of an online program.

Depending on the pace at which the student takes the required seminars (one or two per

term), the program can be completed in as few as three years. Typically, the final three

semesters are devoted to field-based research and to writing of the

dissertation/dissertation-in-praxis.

Final defense is conducted online through a WebEx/Microsoft Teams conference call.

1.5. Program Phases

The program is designed around two phases. Phase one is the seminar phase. In phase

one, students will be exposed to potential topics, theories and practices that may be

considered for their dissertation/dissertation in praxis.

For the PhD/EdD in Christian Leadership Program – Dissertation model, in phase one,

the development of the research topic and design are integrated into the online seminars

(more detail provided below).

Phase two is the dissertation/dissertation-in-praxis research, writing, and defense phase.

The student gains approval of the Prospectus by both the dissertation committee and the

Institutional Review Board (IRB), conducts the research plan, writes the

dissertation/dissertation-in-praxis, and then presents their completed research results at a

final, online presentation. This is accomplished in a three-course sequence.

Production of a dissertation/dissertation-in-praxis that makes an original contribution to

the student’s academic field is designed to demonstrate the student’s scholarship at the

doctoral level. The dissertation/dissertation-in-praxis is the culmination of the program

and requires significant scholarly work to complete.

1.6. Recommended Foundational Reading

Upon admission to the Christian Leadership Doctoral Programs, it is recommended that

all new students read (or review if read previously) below-listed literature selection

before the completion of the first year of study. This foundational reading

recommendation enables students to share a common knowledge base in discussing

course topics with their peers. Students are encouraged to begin reading the resources

listed below at any time after admission to the program. Because this is a

recommendation and not a requirement of the program, these resources are not provided

by the Liberty University.

1.6.1. Philosophy/Theology

Erickson, M. J. (2015). Introducing Christian doctrine (3rd ed.). Baker Book House

Grudem, W. (1994). Systematic Theology. Baker Books.

Knight, G. R. (2006). Philosophy and education (4th ed.). Andrews University Press.

Pearcey, N. (2004). Total truth. Liberating Christianity from its cultural captivity.

Crossway Books.

1.6.2. Teaching/Education

Pazmino, R. W. (2008). Foundational issues in Christian education. Baker Books.

Richards, L. O., & Bredfeldt, G. J. (1998). Creative Bible teaching. Moody Publishers.

Wilhoit, J. C., & Dettoni, J.M. (1995). Nurture that is Christian. Baker Books.

1.6.3. Leadership

Bennis, W. (2009). On becoming a leader. Addison-Wesley Publishing.

DuPree, M. (2004). Leadership is an art. Doubleday Publishers.

Sander, J. O. (2007). Spiritual leadership: Principles of excellence for every believer.

Moody Publishers.

2. PHD/EDD IN CHRISTIAN LEADERSHIP – DISSERATATION MODEL

2.1. Program Requirements (2023-2024 Catalog)

*Beginning Fall 2022, all new students completing the Dissertation Model will need to

complete the program requirements for PhD in Christian Leadership Program. Information

listed below reflects the most recent program requirements.

• Complete 60 hours

• A minimum of 51 hours must be completed through Liberty University, not to include

credits from a prior degree earned through Liberty

• A maximum of 9 hours of transfer credit, including credit from a degree on the same

academic level previously earned through Liberty may be applied to the degree

• 3.0 GPA

• No grades lower than B- may be applied to the degree

• Successful completion of Comprehensive Examination

• Successful defense of Prospectus and Dissertation

• Degree must be completed within 7 years

• Submission of Degree Completion Application must be completed within the last

semester of a student’s anticipated graduation date

2.2. Program Curriculum (Degree Completion Plan for 2023-24)

2.2.1. Embedded Research and Dissertation Model

As noted in 1.5 Program Phases, the PhD/EdD in Christian Leadership – Dissertation

model integrates the development of the research topic and design into the online

seminars. Through five research courses, students acquire necessary competencies in

conducting doctoral-level research (see scaffolding chart that follows).

Number Title Scaffold Skill Set Embedded Writing

CLED730 Research Methods

for Christian Leadership I

Introduction to social science

research, dissertation process,

and structure

Dissertation deconstruction

CLED770 Research Methods

for Christian Leadership II

Developing a research problem,

purpose, RQs, research models

Creation of three potential

research profiles

https://catalog.liberty.edu/graduate/colleges-schools/rawlings-divinity/christian-leadership-phd/

CLED805 Research Methods

for Christian Leadership III

Initial Literature Review, IRB

process, Chapter One elements,

Draft of Research Prospectus

Chapter One

CLED830 Research Methods

for Christian Leadership IV

Advanced literature review

skills

Draft of Research Prospectus

Chapter Two

CLED987 (formerly

CLED900) Research Methods

for Christian Leadership V

Research methodology, design,

sampling, protocols, data

analysis

Comprehensives, Draft of

Research Prospectus Chapter

Three.

Phase one skill development includes identification of the research problem, conducting

a literature review, designing of the research approach, and writing of the initial draft of

the Prospectus. Various elements of the Prospectus are written as part of a progressive

and systematic process embedded in the above courses.

The Comprehensive Exam will be given in CLED 987 (formally CLED 900). Upon

successful completion of the comprehensive exam, the Program Director will assign a

Dissertation Supervisor prior to the completion of the course.

As previously noted, in phase two, the student gains approval of the Prospectus by both

the dissertation committee and the Institutional Review Board (IRB), conducts the

research, writes the dissertation, and then presents their completed research results at a

final, online presentation. This is accomplished in a three-course sequence as follows.

Note: Though the courses follow a sequence, completion of each course is dependent

upon the development of the Research Prospectus/Dissertation and stage of research.

Determination to progress to the next course will be made by the Dissertation Chair.

Number Title Research Task

CLED988 (formerly CLED905) Research

Methods for Christian Leadership VI

Creation of the Research Prospectus followed

by Committee and IRB approval of the

Prospectus

CLED989 Dissertation Research & Writing Field research conducted and Chapters 4 and 5

of the dissertation are written

CLED990 Dissertation Defense The final version of the Dissertation is approved,

defended, and submitted for publication

NOTE: The following sections apply only to students who entered the PhD Christian

Leadership program in Fall 2022 or later or entered the EdD Christian Leadership

program in Fall 2019 to Summer 2022. Students who entered the EdD Christian

Leadership program prior to Fall 2019 should see the program requirements in section 2.3.

2.2.2. Curricular Components and Learning Outcomes

Program Learning Outcomes Requirements Hours

Core Courses 24

Appraise biblical and theological

principles as they relate to

educational and leadership

philosophy, theory, and practice.

CLED700 Biblical & Theological Foundations of Leadership (3)

CLED720 Biblical & Theological Foundations of Education (3)

CLED800 Theological Anthropology in Leadership & Education (3)

Evaluate the knowledge-base,

character qualities, and skillsets

essential to leading a faith-based

organization.

CLED815 Character & Ethics in Leadership & Education (3)

CLED820 Leadership & Management Theory (3)

CLED835 Organizational Theory & Development (3)

Synthesize teaching, learning,

and group theory as foundational

elements of effective leadership.

CLED845 Group & Team Dynamics: Theory & Practice (3)

CLED855 Teaching & Learning: Theory & Practice (3)

Cognate Courses 9

Choose from one of the

following Cognates. Each

Cognate will consist of nine

credit hours and is described in

the table below.

Church Revitalization

Digital Discipleship

Faith-Based Consulting *(New for 2023-24)

Ministry Leadership

Next Generation Ministry

Spiritual Formation

Strategic Christian Ministry

Research Courses 27

Create empirically-based

research in order to provide

solutions for educational and

ministerial leadership problems.

CLED730 Research Methods for Christian Leadership I (3)

CLED770 Research Methods for Christian Leadership II (3)

CLED805 Research Methods for Christian Leadership III (3)

CLED830 Research Methods for Christian Leadership IV (3)

CLED987 Research Methods for Christian Leadership V (5)

CLED988 Research Methods for Christian Leadership VI (5)

CLED989 Dissertation Research & Writing (5)

CLED990 Dissertation Defense (0)

TOTAL HOURS 60

The following cognates are offered as a part of this particular program. Students will

choose one cognate to fulfill this program requirement.

Cognate Cognate Courses

Church Revitalization CHMN 810 Biblical Leadership in Church Revitalization

CHMN 820 Strategic Leadership for Church Revitalization

CLED 780 Change, Power & Conflict in Leadership Digital Discipleship CLCM 510 Constructing a Theology of Networks for the Digital Age

Choose two of the following:

CLCM 520 Spiritual Formation in the Digital Age

CLCM 530 Creating Christian Community Online

CLCM 540 Introduction to Ministry in the Digital Age Faith-Based Consulting

*(New for 2023-24)

CLED 725 Faith-Based Consulting

CLED 740 Organizational Assessment & Development

CLED 750 Coaching Leaders

Ministry Leadership CLED 715 Ecologies of Christian Formation

CLED 745 Leadership & Cultural Contextualization

- OR – CLED 765 Trends & Issues of Contemporary Leadership

CLED 780 Change, Power & Conflict in Leadership

Next Generation Ministry CLED 715 Ecologies of Christian Formation

Choose two of the following:

CHMN 840 Leadership Models for Next Generation Ministry

CHMN 841 Issues and Trends in Next Generation Ministry

CHMN 842 Making Disciples for the Next Generation

Spiritual Formation

CLED 715 Ecologies of Christian Formation

Choose two of the following:

DSMN 850 Biblical Theology of Spiritual Formation

DSMN 860 History of Spiritual Formation

DSMN 870 Facilitation of Spiritual Formation

Strategic Christian Ministry CHMN 860 Marks of a Disciple

CHMN 861 Marks of a Biblical Church

CLED 780 Change, Power & Conflict in Leadership

The Christian Leadership – Dissertation model is designed to be completed in three to

five years, with most students completing the program in four years. Courses are taken in

three categories: core requirements (24 hours), cognate requirements (9 credits), and

research requirements (27 credits). The comprehensive exam is required and is taken as

an embedded requirement in CLED 987.

The Dissertation is a significant element of this program (and any research doctoral

degree). In the final phase, the student’s progress through the dissertation phase is

determined by the advisor and appointed dissertation committee. Final committee

approval of the Dissertation by the Dissertation Committee is required. To graduate and

receive their degree, the student must fulfill the requirements list in section 2.1 above and

as further explained in this handbook.

2.2.3. Recommended Course Sequence

The official DCP is found in the Liberty University Graduate Catalog. The DCP allows

for a maximum of two courses to be taken during each 8-week term. Because of the

overlapping nature of summer course offerings, one course per term is allowed.

Official DCPs are available here: 2019-2020 DCP, 2020-2021 DCP, 2021-2022 DCP,

2022-23 DCP, and 2023-24 DCP.

While two courses per 8-week term are permitted, in most cases students are advised to

take a slower pace. Students are encouraged to take one course per 8-week term and to

enroll for all six terms each year. Students who follow that pattern can complete the

program in four years. Typically, students who take one course per term produce much

better work quality, experience greater learning, and maintain a more balanced life. The

chart that follows shows the recommended course sequence.

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https://www.liberty.edu/registrar/dcps/graduate-dcps-online-residential-2023-2024/

RECOMMENDED PROGRAM SEQUENCE

YEAR ONE - COURSE SEQUENCE (18 Credits)

Number Course Title Term

Term

Term6

CLED700 Biblical & Theological

Foundations of Leadership 3

CLED___ Cognate Requirement

CLED720 Biblical & Theological

Foundations of Education

CLED730 Research Methods for Christian

Leadership I

CLED____ Cognate Requirement 3

CLED770 Research Methods for Christian

Leadership II

YEAR TWO - COURSE SEQUENCE (18 Credits)

CLED____ Cognate Requirement

CLED800 Theological Anthropology in

Leadership & Educ. 3

CLED805 Research Methods for Christian

Leadership III 3

CLED815 Character & Ethics in Leadership

& Education 3

CLED820 Leadership and Management

Theory 3

CLED830 Research Methods for Christian

Leadership IV 3

YEAR THREE - COURSE SEQUENCE (19 Credits)

CLED835 Organizational Theory and

Development 3

CLED845 Group & Team Dynamics:

Theory & Practice 3

CLED855 Teaching & Learning: Theory &

Practice 3

CLED987 Research Methods for Christian

Leadership V

(A-Term)

CLED988 Research Methods for Christian

Leadership VI

(A-Term)

YEAR FOUR – DISSERTATION RESEARCH, WRITING, and DEFENSE (5 Credits)

CLED989* Dissertation Research & Writing 5*

(A-Term)

CLED990 Dissertation Defense

(A-Term)

CLED987, CLED988, CLED989 are mentored, independent study courses.

CLED990 is taken in the final term and scheduled by the dissertation supervisor

*Student may be required, as determined by the student’s dissertation chair, to repeat CLED 988 and CLED

989 until deemed ready for enrollment in the next course in the sequence.

2.3. Degree Completion Plans for 2017-2018 and 2018-2019

NOTE: This section only applies to students who entered the EdD in Christian

Leadership program prior to Fall 2019. Students who began the program in Fall 2019 or

later should see section 3.1 above.

2.3.1. Curricular Components and Learning Outcomes

Program Learning Outcomes Requirements Hours

EdD Core Courses 24

Appraise biblical and theological

principles as they relate to

educational and leadership

philosophy, theory, and practice.

CLED700 Biblical & Theological Foundations of Leadership (3)

CLED720 Biblical & Theological Foundations of Education (3)

CLED800 Theological Anthropology in Leadership & Education (3)

Evaluate the knowledge-base,

character qualities, and skillsets

essential to leading a faith-based

organization.

CLED815 Character & Ethics in Leadership & Education (3)

CLED820 Leadership & Management Theory (3)

CLED835 Organizational Theory & Development (3)

Synthesize teaching, learning,

and group theory as foundational

elements of effective leadership.

CLED845 Group & Team Dynamics: Theory & Practice (3)

CLED855 Teaching & Learning: Theory & Practice (3)

Ministry Leadership Cognate Courses 12

Formulate research problems

relevant to ministry leadership

issues facing churches, academic

institutions, and faith-based

organizations.

CLED715 Ecologies of Christian Formation (3)

CLED745 Leadership & Cultural Contextualization (3)

CLED765 Trends & Issues of Contemporary Leadership (3)

CLED780 Change, Power & Conflict in Leadership (3)

Research Courses 24

Create empirically-based

research in order to provide

solutions for educational and

ministerial leadership problems.

CLED730 Research Methods for Christian Leadership I (3)

CLED770 Research Methods for Christian Leadership II (3)

CLED805 Research Methods for Christian Leadership III (3)

CLED830 Research Methods for Christian Leadership IV (3)

CLED900 Research Methods for Christian Leadership V (3)

CLED905 Research Methods for Christian Leadership VI (3)

CLED989 Dissertation Research & Writing (5)

CLED990 Dissertation Defense (1)

TOTAL HOURS 60

2.3.2. Recommended Course Sequence

The official DCP is found in the Liberty University Graduate Catalog. The DCP allows

for a maximum of two courses to be taken during each 8-week term. Because of the

overlapping nature of summer course offerings, one course per term is allowed.

Official DCPs are available here: 2017-2018 DCP and 2018-2019 DCP

While two courses per 8-week term are permitted, in most cases students are advised to

take a slower pace. Students are encourage to take one course per 8-week term and to

enroll for all six terms each year. Students who follow that pattern can complete the

program in four years. Typically, students who take one course per term produce much

https://www.liberty.edu/media/1270/DECL-EDD-D-17-18.pdf

https://www.liberty.edu/media/1270/DECL-EDD-D-18-19.pdf

better work quality, experience greater learning, and maintain a more balanced life. The

chart that follows shows the recommended course sequence.

RECOMMENDED PROGRAM SEQUENCE

YEAR ONE - COURSE SEQUENCE (18 Credits)

Number Course Title Term

Term

CLED700 Biblical & Theological

Foundations of Leadership 3

CLED715 Ecologies of Christian

Formation

CLED720 Biblical & Theological

Foundations of Education

CLED730 Research Methods for Christian

Leadership I

CLED745

Leadership & Cultural

Contextualization

CLED765 Trends & Issues in

Contemporary Leadership

YEAR TWO - COURSE SEQUENCE (18 Credits)

CLED770 Research Methods for Christian

Leadership II 3

CLED780 Change, Power, and Conflict in

Leadership 3

CLED800 Theological Anthropology in

Leadership & Educ. 3

CLED805 Research Methods for Christian

Leadership III 3

CLED815 Character & Ethics in Leadership

& Education 3

CLED820 Leadership and Management

Theory 3

YEAR THREE - COURSE SEQUENCE (18 Credits)

CLED830 Research Methods for Christian

Leadership IV 3

CLED835 Organizational Theory and

Development 3

CLED845 Group & Team Dynamics:

Theory & Practice 3

CLED855 Teaching & Learning: Theory &

Practice 3

CLED900 Research Methods for Christian

Leadership V 3

CLED905 Research Methods for Christian

Leadership VI *3

*CLED900 and CLED905 may not be taken in overlapping Summer terms. If an overlap is anticipated,

students are advised to take two 800 level courses in the same term to avoid this Summer overlap situation.

The EdD in Christian Leadership program has undergone some revisions that were

implemented in the Fall B term of 2019. Students who entered the program prior to Fall

2019 will remain on their original DCP with minor changes to the credit hour distribution

in CLED989 and CLED990.

2.4. Comprehensive Exam

The Comprehensive Exam (sometimes referred to as the “doctoral examination”) is taken as

part of CLED900/CLED987 Research Methods for Christian Leadership V. The

comprehensive exam is taken in two parts. Prior to enrolling in CLED900/CLED987, students

must have completed all 700 and 800 level courses. Upon completion of the Comprehensive

Exam, the student moves to official candidate status and will be assigned a Dissertation

Supervisor under the direction of the Program Director.

The first part of the exam involves writing a journal article on the topic intended to be

developed in the dissertation. This topic is approved by the professor and the article must

demonstrate a grasp of critical literature related to the proposed dissertation topic. The article

is written in the form that follows specific publication expectations and standards.

The second part of the exam involves writing a paper that overviews the research method to

be used in the dissertation research work. This second element of the exam requirement is

designed to ascertain the levels of understanding and competency the student has obtained in

order to demonstrate the potential for the successful pursuit of the dissertation research

design.

2.5. Research Process (DISSERTATION HANDBOOK)

This section of the Program Handbook serves as the DISSERTATION HANDBOOK. Each

candidate for the PhD in Christian Leadership or EdD in Christian Leadership (prior to Fall

2022) must successfully complete a dissertation based on the candidate's systematic inquiry

into an area of advanced research in leadership. The dissertation is intended to 1) demonstrate

the candidate's competency in research methodology; 2) demonstrate the candidate's ability to

think critically and systematically; and, 3) make a significant contribution to the literature

base of the field of leadership, education, or ministry.

YEAR FOUR – DISSERTATION RESEARCH, WRITING, and DEFENSE (5 Credits)

CLED989* Dissertation Research & Writing 5*

(A-Term)

*Student may be

required, as

determined by the

student’s

dissertation chair,

to repeat CLED

989 until deemed

ready for

enrollment in

CLED 990

CLED990 Dissertation Defense

(A-Term)

• CLED905 and CLED989 are mentored, independent study courses.

• CLED989 has been revised to be a 5 credit course.

• CLED990 has been revised to be a 0 or 1 credit course. Students on the 2017-2018

or the 2018-2019 DCP will take the 1 credit option.

• CLED990 is taken in the final term and scheduled by the dissertation supervisor.

2.5.1. Overview

Conducting dissertation level research can be an intimidating task. This program is

designed to help students move through the dissertation process one step at a time. This

process is accomplished by integrating development of the Research Prospectus into the

seminars. In essence, students write the Research Prospectus, at least in a draft form, as

they progress through the program.

2.5.2. Embedded Design

Through six research seminars, students acquire necessary competencies in conducting

doctoral-level research. Skill development includes identification of the research

problem, conducting a literature review, designing of research approach, collecting data,

data analysis, and writing of the dissertation. Analytical and critical thinking skills

required to evaluate and interpret research findings are also developed. The chart below

identifies the linkage between the research courses and the steps in the dissertation

development process.

Seminar Research Product

CLED730 Research Methods for Christian Leadership I Deconstructing a Dissertation

CLED770 Research Methods for Christian Leadership II Three Potential Research Profiles

CLED805 Research Methods for Christian Leadership III Chapter One of the Prospectus

CLED830 Research Methods for Christian Leadership IV Chapter Two of the Prospectus

CLED900/CLED987 Research Methods for Christian

Leadership V

Comprehensive Exam

Chapter Three of the Prospectus

Supervisor Assigned

CLED905/CLED988 Research Methods for Christian

Leadership VI

Finalized Research Prospectus

The IRB Process

CLED989 Dissertation Research & Writing Researching and Writing the Dissertation

CLED990 Dissertation Defense Dissertation Completed and Defended

2.5.3. Step-by-Step Journey

Completing a doctorate is demanding but achievable for most students. It is a journey, not

without challenges, but a journey with many distinct steps. It is wise to keep in mind that

the process of writing the dissertation is not a sudden enterprise, but a progressive

investigation of a line of empirical inquiry begun in the research seminars. Each student

formally develops the Research Profile, followed by the Research Prospectus, and then,

finally, the dissertation itself.

Worthy topics for the dissertation research generally will arise out of specific conceptual

problems in reference to human development; theory and praxis of teaching and learning;

organizational management; leadership; decision-making; or other social interactional

dimensions of ministry leadership and Christian education ministry broadly defined.

Qualitative and quantitative social science research methodologies are appropriate for the

dissertation. Ten milestones mark the essential points on the dissertation journey.

2.5.4. Milestone #1: The Research Profile (CLED770, CLED830, CLED900/987)

The first milestone in the dissertation journey is writing the Research Profile. The

Research Profile is a summary of the research interest and describes what might be

studied in the proposed dissertation, why it needs to be studied, and how it might be

studied. The Research Profile is developed as part of CLED770 Research Methods for

Christian Leadership II, CLED830 Research Methods for Christian Leadership VI and

CLED900/987 Research Methods for Christian Leadership V.

Using a research profile as described below enables students to quickly bring instructors

up to date on their research to a) facilitate understanding students’ goals and aspirations

and, b) as a summary of the topic so that the students might easily communicate their

research ideas.

The Research Profile must include the following information in approximately 4 to 8

single-spaced pages. It must be written following APA style. However, this document

must be a single-spaced rather than double spaced with double-spacing between sections.

The following sections should be included.

• Proposed Title: A short but descriptive title of the research of no more than

seventeen (17) words.

• Research Problem and Gap: A brief one to two-paragraph description of the

research topic that identifies the subject and the concern needing to be studied

(this description forms the research problem).

• Research Purpose Statement: A single sentence statement of the objective or

intent of the research. It is the larger question that the study will seek to answer.

• Research Questions: Designed to divide the research topic into several sub-

problems, "RQs" provide researchable questions that will be answered through

the research design and reported on in the Dissertation.

• Delimitations of the Research: Delimitations are the boundaries of the study and

define what will and will not be studied.

• Research Population: All individuals, groups, or subjects of interest to the

researcher and that share something in common and will be the focus of the study.

• Research Sample(s) and Sampling Technique(s): Describes the research

participants from the population of interest to be included in the study and how

they will be selected for the study.

• Methodological Design: Briefly, describes how the study will be conducted and

what approach will be used in the study design.

• Proposed Instrumentation: Described any intended research tools such as

surveys, tests, interviews, inventories, or other means of collecting data.

• Limitations of Generalization: This is the range of appropriate applications of

the findings based on the sample and population and the outcomes of the research.

• Research Competencies to Conduct Study: Describes the competencies the

researcher must possess or attain or for which the researcher must seek out in

supporting consultants.

• Precedent Literature: A list of at least 10 critically essential sources relevant to

the research.

2.5.5. Milestone #2: The Comprehensive Exam (CLED 900/987)

Upon completion of all 700 and 800 requirements, the student completes the

Comprehensive Exam. The Comprehensive Exam is a two-part assignment completed as

part of CLED900/987 Research Methods for Christian Leadership V. The

Comprehensive Exam must be successfully completed prior to assignment of a

Dissertation Supervisor, subsequent registration for CLED905/988, and before the

student may submit the Prospectus for review.

If a student has failed to successfully complete the Comprehensive Exam, or

requirements for CLED 900/987, after the third retake, the faculty member and program

director will evaluate the grade and determine the student’s continuation within the

program.

Information regarding the Comprehensive Exam is available under item 4 above and at

the EdD Canvas site. The Comprehensive Exam demonstrates students' preparedness for

dealing with their dissertation topic and methodologies.

2.5.6. Milestone #3: Supervisor Appointment (CLED900/CLED987)

Dissertation Supervisor is selected upon successful completion of the Comprehensive

Exams as part of CLED900/987. The appointment of a student's Dissertation

Supervisor is made based on several criteria including faculty members’ areas of

expertise, dissertation loads, research interests, and the research desires of the student.

The supervisor is determined by the program director in consultation with the CLED900

or CLED987 professor, the student, and the faculty member under consideration. The

process of selecting the Dissertation Supervisor begins when the student replies to an

email from the CLED900 or CLED987 professor. The student is asked to provide the

title, purpose statement, research methodology, and a list of three preferred supervisors.

While an effort is made to engage one of student’s choices, this is not guaranteed due to

load and availability of the faculty member under consideration. As a matter of protocol,

students are asked to refrain from approaching any faculty member to request them to

serve on the student's committee.

For information about the roles of the Dissertation Supervisor and the Dissertation

Committee, see section 2.5.7.2 below.

2.5.7. Milestone #4: First Draft Prospectus Creation (CLED900/987)

The Research Prospectus must be a minimum of a 65 to 80-page document (not

including front and bibliographic materials) used to propose the research study. It is

comprised of what will become the first three chapters of the Dissertation. The Research

Prospectus is a formal research proposal document that must carefully follow APA style

requirements. Because it proposes future research, future tense should be used in

describing the research design.

Ideally, the Research Prospectus will be written as part of four research seminars. By

working to complete the document in stages during each seminar, each student essentially

writes his or her Research Prospectus as part of the seminar phase of the program. The

chart below shows which chapters are completed during the sequence of research

seminars. The document is compiled, finalized, and defended in CLED905/988.

CLED805 Research Methods for Christian Leadership III Chapter One of the Prospectus

CLED830 Research Methods for Christian Leadership IV Chapter Two of the Prospectus

Finalized Profile

CLED900/987 Research Methods for Christian

Leadership V

Chapter Three of the Prospectus/Comps

CLED905/988 Research Methods for Christian

Leadership VI

The Prospectus and The IRB Process

2.5.7.1. Prospectus Outline

The Research Prospectus is the complete plan for executing the Dissertation. It will

provide an opportunity for the Dissertation Committee (appointed after the

submission of the first draft) to review the appropriateness of the research questions,

to evaluate the critical review of the literature, and to determine if the planned

methodology will adequately answer the research questions. The Research

Prospectus proposes a systematic investigation of a socially significant research

question that contributes to the literature.

Dissertations may consist of various research designs; however, all dissertations in

the Christian Leadership programs must utilize a social science model. Social science

models can be either quantitative or qualitative in nature.

Quantitative research involves the highly structured use of numerical representations

of observations (typically objective measurements) to describe and explain (using

statistical descriptors or analyses) the phenomena that those observations reflect.

Quantitative methods are suited to studies seeking to draw general conclusions about

populations.

Qualitative research involves the use of highly fluid (i.e., less structured and easily

adaptable) methods of observation, which tend to be more subjective (e.g., the

opinions and views of those in the population) to describe and explain the phenomena

those observations reflect. Qualitative methods are uniquely suited to studies

embedded within a context of naturally occurring events.

For quantitative research, students may choose to employ experimental, quasi-

experimental, correlational designs or descriptive designs that utilize a survey or

inventory instrument. For qualitative research, students may choose to conduct

phenomenological, grounded theory, case study, ethnographic, or content analysis

designs. Humanities style dissertations such as biographies, historiographies, and

theologies are not options in this program.

The outline for quantitative and qualitative research design follows. Mixed-method

designs may also be employed but require exceptional research and writing skills.

2.5.7.2. Quantitative Prospectus Outline

The following outline should be used for all quantitative prospectus submissions and

is designed to match the templates used in the research courses. All elements of the

outline should be included in the order listed below. Revisions to the outline may

only be made with supervisor approval. A template for writing the Research

Prospectus is available at the Canvas program site.

Title Page

Signature Page

ABSTRACT (Placeholder for dissertation)

Dedication Page (optional)

Acknowledgments (Placeholder for dissertation)

Table of Contents (required—accurate page identification required)

List of Tables (required if used—tabular data)

List of Figures (required if used—figures, pictures, charts)

List of Abbreviations (required if used—acronyms used)

CHAPTER ONE: RESEARCH CONCERN

Introduction

Background to the Problem

Statement of the Problem

Purpose Statement

Research Questions

Research Hypotheses (if needed)

Assumptions and Delimitations

Research Assumptions

Delimitations of the Research Design

Definition of Terms

Significance of the Study

Summary of the Design

CHAPTER TWO: LITERATURE REVIEW

Overview

Theological Framework for the Study

Theoretical Framework for the Study

Related Literature

Rationale for Study and Gap in the Literature

Profile of the Current Study

CHAPTER THREE: RESEARCH METHODOLOGY

Research Design Synopsis

The Problem

Purpose Statement

Research Questions and Hypotheses

Research Design and Methodology

Population(s)

Sampling Procedures

Limitations of Generalization

Ethical Considerations

Proposed Instrumentation

Research Procedures

Data Analysis and Statistical Procedures

Chapter Summary

REFERENCES (Use APA style.)

APPENDIX or APPENDICES

2.5.7.3. Qualitative Prospectus Outline

The outline of qualitative studies can differ depending on the research approach. The

outline below is considered typical. The student should consult their Supervisor for

suggested revisions appropriate to their research methodology.

Title Page

Signature Page

ABSTRACT (Placeholder for dissertation)

Dedication Page (optional)

Acknowledgments (Placeholder for dissertation)

Table of Contents (required—accurate page identification required)

List of Tables (required if used—tabular data)

List of Figures (required if used—figures, pictures, charts)

List of Abbreviations (required if used—acronyms used)

CHAPTER ONE: RESEARCH CONCERN

Introduction

Background to the Problem

Statement of the Problem

Purpose Statement

Research Questions

Assumptions and Delimitations

Research Assumption

Delimitations of the Research Design

Definition of Terms

Significance of the Study

Summary of the Design

CHAPTER TWO: LITERATURE REVIEW

Overview

Theological Framework for the Study

Theoretical Framework for the Study

Related Literature

Rationale for Study and Gap in the Literature

Profile of the Current Study

CHAPTER THREE: RESEARCH METHODOLOGY

Research Design Synopsis

The Problem

Purpose Statement

Research Questions

Research Design and Methodology

Setting

Participants

Role of the Researcher

Ethical Considerations

Data Collection Methods and Instruments

Collection Methods

Procedures

Data Analysis

Analysis Methods

Trustworthiness

Credibility

Dependability

Confirmability

Transferability

Chapter Summary

REFERENCES (Use APA style.)

APPENDIX or APPENDICES

2.5.7.4. Chapter One (CLED805)

Chapter one is developed as part of the third research seminar. Written in the future

tense, the first chapter provides a general overview of the research problem. In this

chapter, the researcher makes a case for the significance of the problem, identifies the

purpose of the study, and introduces the research questions that provide the structure

for the study. This chapter should be able to stand alone as a document as it explains

the entire research study. See Research Prospectus Template for typical length.

2.5.7.5. Chapter Two (CLED830)

Chapter two explores the literature relevant to the research being conducted. Chapter

two is developed during the fourth research seminar. In chapter two, the researcher

introduces readers to previous research and scholarly material pertinent to the

problem. The literature review provides a critical synthesis of empirical, theological,

and popular literature relevant to the themes and variables of the study. Through it,

the researcher justifies how the proposed research study to be undertaken addresses

an existing gap in the literature, and outlines the theological and theoretical

framework of the study. See Research Prospectus Template for typical length.

2.5.7.6. Chapter Three (CLED900/987)

Chapter three of the Research Prospectus presents the methodology, population,

sampling technique(s), and the plan for collecting data, including any instruments that

will be used. It will differ depending on whether a quantitative or qualitative approach

is employed and depending on the actual methodology selected. This chapter should

be detailed sufficiently so that the research plan is clear and easily replicated. It is

developed during the fifth research seminar and involves a mentored study with the

researcher's Supervisor. See Research Prospectus Template for typical length.

2.5.8. Milestone #5: The Dissertation Committee (CLED905/988)

2.5.8.1. Dissertation Committee Formation

The dissertation committee, including the Second Reader, is finalized after the

completion of CLED905/988. The committee is composed of the Supervisor and

Second Reader. Each has specific duties and is appointed through a prescribed

process.

Appointments to a student's dissertation committee are made based on several criteria

including faculty members' area of expertise, dissertation load and research interests,

and the research desires of the student.

The process for supervisor selection is described under heading 2.5.6 above.

All Second Readers are appointed by the Program Director to balance the committee

expertise and skill sets. For example, if the Supervisor does not have sufficient

expertise in the research methodology chosen by the student but was selected for

knowledge in the subject area, the Second Reader will be selected with the intent that

he or she will serve as the methodology expert. Supervisors are consulted when

selecting Second Readers, but students are not engaged in the selection of Second

Readers.

Third Readers are not required; however, may be advocated for by the candidate. If a

Third Reader is assigned the candidate will incur an additional fee to cover the reader

assignment.

2.5.8.2. Dissertation Committee Roles

The Supervisor's Role (Committee Chair)

The Dissertation Supervisor provides authoritative oversight to the research process

and is the chairman of the Dissertation Committee.

Dissertation Supervisors (Chair):

• Advise on the nature of the dissertation design (viability of the study,

clarification of policies and protocols)

• Assist in developing the dissertation title

• Discuss a general strategy for the design of the research

• Discuss avenues for literature search and review

• Suggest helpful literature and other sources

• Oversee the planning of the Research Prospectus and the Dissertation

• Set and maintain the standard of work expected

• Offer input for improvements to draft chapters

• Discuss possible research methods

• Advise on dealing with outside agencies

• Warn of major problems

• Give feedback on argument, analyses, quality, and progress

• Encourage, support, and acknowledge progress

Supervisors DO NOT:

• Act as a proof-reader of students' work including the correction of spelling,

grammar, punctuation, etc.

• Come up with a detailed topic or Research Prospectus (although individual

supervisors may encourage particular areas)

• Make decisions for the student

• Tell the student what to write

• Accept any draft for detailed comment less than one working week before the

deadline

The Second Reader’s Role

Second readers function in a consultant role. While they may receive copies of the

Research Prospectus as it is developed, they are not required to comment directly

with students concerning those copies. Instead, all input from Second Readers is

provided to students via the Supervisor to the student unless otherwise agreed upon

by the Supervisor.

With the permission of the Supervisor, the role of the Second Reader may be

expanded to an ongoing consulting role with the student during the development of

the Research Prospectus and the Dissertation. When this occurs, the Supervisor must

be informed of these consultations and any changes made to the Research Prospectus

or the Dissertation as a result of these meetings. A Student should not ask Second

Readers to read drafts of individual chapters or the Dissertation without the prior

approval of the Supervisor.

2.5.9. Milestone #6: Prospectus Submission, Hearing and Approval (CLED905/988)

2.5.9.1. Defense Ready Draft Submissions (CLED905/988)

In CLED905/988, the student will finalize a defense ready draft of the Research

Prospectus. This finalization process involves a series of submissions and corrections

leading to an oral defense of the finalized version.

2.5.9.2. Prospectus Defense Hearing (CLED905/988)

Upon the approval of the Dissertation Supervisor, students will be allowed to

defend the Research Prospectus. The oral defense or hearing of the Research

Prospectus is conducted as an online, video-based, WebEx conference with the

Supervisor and the Second Reader (if appointed and available).

In preparation for the hearing, the student will create a PowerPoint presentation.

During the hearing, the student will be allowed 15-20 minutes to present the rationale

for the study and describe the proposed research design. Students should remember,

as they prepare their presentations, that the committee readers will have read the

Research Prospectus being defended, so presentations should be summative in nature.

Additionally, students simply copy large amounts of information to the slides. The

following ten slides should be included in the presentation:

• Dissertation Title (17 words maximum)

• Research Purpose Statement

• Research Questions and Hypotheses

• Key Terminology and Significant Abbreviations

• Research Assumptions and Delimitations

• Population and Sample Summaries

• Synopsis of the Research Design

• Proposed Instrumentation

• Proposed Statistical Measures and Data Analysis

• Value of Conducting the Research

2.5.9.3. Prospectus Approval by Committee

Based on the feedback received on the defense-ready submission and feedback received

at the Defense Hearing, each student will submit a finalized version of the Research

Prospectus. Style corrections are to be reflected in the revised version as well. The

revised version must be submitted to the Supervisor, who then grades and approves the

document and circulates it to the Second Reader (if appointed and available). Once

approved, the student may not make any additional changes.

2.5.10. Milestone #7: IRB Approval (CLED905/988)

After successful completion of the Research Prospectus video conference hearing, the

student must apply for review and approval by the Liberty University Institutional Review

Board (IRB). The IRB is a federally mandated body whose purpose is to ensure ethical

treatment of research subjects. Modifications to the application should be expected.

Execution of the research Prospectus CANNOT begin before receiving IRB approval. If a

candidate collects or accessed data before obtaining all necessary and full IRB approvals, the

candidate will be removed from the program. Once IRB approval is received, the candidate's

Supervisor will clear the candidate to begin field testing and data gathering. Students must

remember that IRB approval documentation is to be completed only after successful defense

of the Research Prospectus.

2.5.11. Milestone #8: Data Collection and Analysis (CLED989)

Upon approval of the Dissertation Supervisor and the IRB, the candidate may begin

collecting data relevant to the research being conducted as stated in the Prospectus. Any

adjustment to the process, even minor, must be cleared through the Supervisor.

Candidates should be careful to retain all raw data, data analysis, and results obtained

from their studies for five years following graduation. During this phase of the research,

candidates enroll in CLED989 and may do so multiple times until the research work is

complete. Students will receive a Passing (P), Progress (PR), or Non-passing (NP) grades

for CLED989. CLED989 does not impact the student's GPA.

2.5.12. Milestone #9: The Dissertation (CLED989, CLED990)

The dissertation reports the research methodology, data collection, analysis, and findings,

along with the candidate's conclusions. It is a published document, written in APA style,

and must be completed following the guidelines below.

Although similar to the Research Prospectus in many regards in the opening three

chapters, dissertations differ in two ways.

First, the Dissertation is written in past tense because the research has been conducted.

Thus, chapters one through three are revised, under the guidance of the candidate's

Supervisor, and are refined to reflect the actual research experience as it was conducted

in the field. For example, while the Research Prospectus may have anticipated a

particular response rate or sample demographics, the Dissertation will report both the

expected rate and the actual rate, or the expected sample demographics and the actual

sample demographics.

Second, the Dissertation will contain two additional chapters designed to report the data

collection, analysis and findings (chapter four). and the conclusions of the study (chapter

five). The outline examples below should be followed for either quantitative or

qualitative studies:

2.5.12.1. Quantitative Dissertation Outline

Title Page

Signature Page

ABSTRACT (Placeholder for dissertation)

Dedication Page (optional)

Acknowledgments (Optional)

Table of Contents (required—accurate page identification required)

List of Tables (required if used—tabular data)

List of Figures (required if used—figures, pictures, charts)

List of Abbreviations (required if used—acronyms used)

CHAPTER ONE: RESEARCH CONCERN

Introduction

Background to the Problem

Statement of the Problem

Purpose Statement

Research Questions

Research Hypotheses (if needed)

Assumptions and Delimitations

Research Assumption

Delimitations of the Research Design

Definition of Terms

Significance of the Study

Summary of the Design

CHAPTER TWO: LITERATURE REVIEW

Overview

Theological Framework for the Study

Theoretical Framework for the Study

Related Literature

Rationale for Study and Gap in the Literature

Profile of the Current Study

CHAPTER THREE: RESEARCH METHODOLOGY

Research Design Synopsis

The Problem

Purpose Statement

Research Questions and Hypotheses

Research Design and Methodology

Population(s)

Sampling Procedures

Limitations of Generalization

Ethical Considerations

Proposed Instrumentation

Research Procedures

Data Analysis and Statistical Procedures

Chapter Summary

CHAPTER FOUR: ANALYSIS OF FINDINGS

Compilation Protocol and Measures

Demographic and Sample Data

Data Analysis and Findings (organized by Research Questions)

Evaluation of the Research Design

CHAPTER FIVE: CONCLUSIONS

Research Purpose (verbatim restatement from chapter one)

Research Questions

Research Conclusions, Implications, and Applications

Research Limitations

Further Research

REFERENCES (Use APA style.)

APPENDIX or APPENDICES

2.5.12.2. Qualitative Dissertation Outline

The outline of qualitative studies can differ depending on the research approach. The

outline below is considered typical. Candidates should consult their Supervisors for

suggested revisions appropriate to the research methodology.

Title Page

Signature Page

ABSTRACT (Placeholder for dissertation)

Dedication Page (optional)

Acknowledgments (Placeholder for dissertation)

Table of Contents (required—accurate page identification required)

List of Tables (required if used—tabular data)

List of Figures (required if used—figures, pictures, charts)

List of Abbreviations (required if used—acronyms used)

CHAPTER ONE: RESEARCH CONCERN

Introduction

Background to the Problem

Statement of the Problem

Purpose Statement

Research Questions

Assumptions and Delimitations

Research Assumption

Delimitations of the Research Design

Definition of Terms

Significance of the Study

Summary of the Design

CHAPTER TWO: LITERATURE REVIEW

Overview

Theological Framework for the Study

Theoretical Framework for the Study

Related Literature

Rationale for Study and Gap in the Literature

Profile of the Current Study

CHAPTER THREE: RESEARCH METHODOLOGY

Research Design Synopsis

The Problem

Purpose Statement

Research Questions

Research Design and Methodology

Setting

Participants

Role of the Researcher

Ethical Considerations

Data Collection Methods and Instruments

Collection Methods

Instruments and Protocols

Procedures

Data Analysis

Analysis Methods

Trustworthiness

Credibility

Dependability

Confirmability

Transferability

Chapter Summary

CHAPTER FOUR: ANALYSIS OF FINDINGS

Compilation Protocol and Measures

Demographic and Sample Data

Data Analysis and Findings (organized by Research Questions)

Evaluation of the Research Design

CHAPTER FIVE: CONCLUSIONS

Research Purpose (verbatim restatement from chapter one)

Research Questions

Research Conclusions, Implications, and Applications

Research Limitations

Further Research

REFERENCES (Use APA style.)

APPENDIX or APPENDICES

2.5.12.3. Dissertation Submission and Review (CLED989, CLED990)

Dissertation Length

The text of the Dissertation must conform to the following normative length

requirements: The text of the Dissertation must be no less than 100 pages and no

more than 250 pages. These page limitations apply to the chapters of the Dissertation

and do not include the preliminary pages, appendices, or other reference matters. A

candidate may petition his or her Dissertation Committee for a waiver of normative

length requirements. Quantitative dissertations chapters one through five must be a

minimum of 100 pages in length. Qualitative dissertations chapters one through five

must be a minimum of 130 pages in length. Chapter two in all dissertations (and the

prospectus) must be a minimum of 40 pages in length.

Dissertation First Draft Manuscript Review (CLED989)

The purpose of this task, completed in CLED989, is to provide an opportunity for the

candidate to submit the Dissertation First Draft Manuscript document for review by

the Dissertation Supervisor and Second Reader.

Once the dissertation is fully assembled, contains all elements as required by the

Handbook, meets APA style requirements, and is free of spelling and grammar errors,

it may be submitted for committee review. This task is completed in two parts as

follows:

Part 1: Submit a Dissertation Review Request. The candidate must complete

the Request for Review and Affirmations form as part of the CLED989 seminar.

The form requires affirmation the candidate's understandings pertaining to the

dissertation and defense process. Additionally, it serves as a request for

Dissertation review by the Dissertation Committee.

Part 2: Submit two copies of Dissertation First Draft Manuscript. The

candidate must submit the Dissertation First Draft Manuscript in two locations.

One location is for the Supervisor's review and the other for the Second

Reader's review. The candidate should keep in mind that this is a draft that will

be carefully reviewed by the dissertation committee and is subject to further

changes as required by the committee. A complete copy the Dissertation,

including front matter, chapters 1-5, and appendices must be submitted. The

document must be a Word document named as follows:

LastName_ID#_Dissertation_Draft.docx

Defense-Ready Draft of the Dissertation (CLED990)

The candidate will submit the defense-ready draft of the dissertation as part of

CLED990. This will be the draft that will be defended in the candidate's oral defense

hearing. This draft must follow all matters of style as found in the latest edition of the

Publication Manual of the American Psychological Association (APA format). It

must include any changes required by the committee and will be considered ready for

distribution to the committee in preparation for the defense hearing. The committee

may require additional changes before or following the defense hearing.

The defense-ready copy of the Dissertation is due a minimum of two weeks before

the oral defense hearing is scheduled. The document must be a Word document

named as follows:

LastName_ID#_Defense_Ready_Dissertation.docx

Once the candidate submits the defense-ready copy of the Dissertation, no further

changes can be made to the document by the candidate unless required by the

committee. Students who discover minor changes that are needed in the Dissertation

after the defense copies are submitted should make a note of those changes and

identify them during the hearing.

Oral Dissertation Hearing (CLED990)

The Oral Defense Hearing is conducted as an online WebEx video conference that

includes the student, the dissertation committee, and up to two EdD student

colleagues. Other Liberty faculty may elect to attend the hearing.

During the hearing, the candidate takes approximately 20-30 minutes to present the

results of the study. This presentation is then followed by an approximately 30 to 40-

minute dialogue with the Dissertation Committee and faculty present. The student

colleagues, if any, may listen to the hearing for learning purposes but do not

participate in the dialogue.

The defense hearing will follow the agenda below.

• Introductions and welcome

• Opening prayer by chair and introduction of the committee and student

• A 20-minute presentation of PowerPoint by the candidate

• Questions and comments from committee

• Questions and comments from the Liberty Theological Seminary Faculty

• Dismissal of the candidate for committee and research consultant deliberation

• Reconnect with the candidate for decision and final remarks

Candidates defending their dissertations are required to use a webcam and have a

reliable internet and audio connections. The Supervisor and the student should have

a brief video conferencing test at least two days before the final defense to ensure

that the technology works properly.

Dress for the defense hearing is to be professional in style. The candidate's location

selection should also be a professional and not a home office with children or pets

around. The video conference must be used for distance defenses, and the Supervisor

is responsible for setting up the video conference meeting in cooperation with the

candidate.

Presentations include the use of a PowerPoint slideshow. The following series of

slides should be included in the presentation. Remember, committee readers have

read the dissertation, so this is summative in nature.

• Dissertation Title followed by the Research Purpose Statement

• Research Questions or Hypotheses as appropriate to the research design

• Population and Sample (Quantitative) or Setting and Participants (Qualitative)

• Synopsis of the Research Process

• Analysis of Findings using key tables and figures-meanings proposed by the

data should be stated in short, one-sentence summary statements

• Research Implications and the Precedent Literature

• Research Implications for Ministry Praxis

• Evaluation of the Current Research Design

• Suggestions for Further Research

• What the student has learned through the exploration of the dissertation topic

The dissertation committee will recommend necessary changes to the Dissertation

during the hearing. The hearing will be recorded using the video conference recording

feature allowing the candidate the freedom to interact with the Dissertation

Committee rather than focusing on taking notes for changes to the final copy of the

Dissertation that are recommended or required during the hearing.

Defense Decision and Revisions

Students will receive one of the following evaluation reports at the conclusion of the

hearing:

• Approved with no revisions or minor revisions

• Provisionally approved with major revisions

• Not approved with a recommendation to revise the dissertation or write a new

dissertation

If the committee makes one of the first two decisions, the chair outlines the necessary

steps to complete the Dissertation. Completion of the final draft of the Dissertation

must occur within 30 days. At the discretion of the Supervisor, the student may be

required to have the Dissertation manuscript professionally edited.

If the committee decision is to "Not Approve," a new hearing will be required. A

maximum of two dissertation defenses may be completed. Failure to defend

successfully within two defense hearings will result in removal from the program.

Publication-Ready Version of the Dissertation (CLED990)

The candidate must submit a final, publication-ready draft of the dissertation to the

Supervisor as part of CLED990. Upon final review and approval of the supervisor,

the candidate must then submit the Dissertation for publication as described below.

Submission for publication is required.

2.5.13. Milestone #10: Dissertation Publication

The final milestone in the writing of the Dissertation is its publication. This is important

and is a requirement of the program. Upon approval of the Dissertation Committee,

including receiving appropriate committee signatures, the candidate must submit the

Dissertation for publication. The candidate is required to strictly follow the guidelines

found at The Jerry Falwell Library website. Under the Research heading. Select the

Theses and Dissertation Publishing Guidelines link for details. Doctoral Students should

become familiar with this process significantly in advance of anticipated submission.

All Liberty University graduate dissertations and other scholarly projects must be

submitted to the Jerry Falwell Library Scholarly Communications Department. These

works will be published in Scholars Crossing, Liberty University’s institutional

repository, as well as indexed in EBSCO Open Dissertations. Students also have the

option to publish their work in ProQuest Dissertations & Theses Global.

The candidate may submit an optional copy for physical binding if desired by the student,

or if requested by the committee. The process of creating bound copies is found at Thesis

on Demand.

Do not send bound copies to office of Liberty Theological Seminary. A signed .pdf

copied is archived with the LTS as part of CLED 990. A physical copy is not requested or

required. Physical copies sent to the LTS will be destroyed unless sent care of a professor

and listed by name on the mailing label.

When creating the bound copy, the candidate should select "Order Now" and then select

the following options.

• Author and title must match title page exactly

• Be certain degree year is accurate

• Degree should read: Doctor of Education in Christian Leadership

• College/University should read: Liberty Theological Seminary, Liberty University

• Front Printing Options: “Title, Full Name, Year, School”

• Spine Printing Option: “Title, Last Name, Year”

• Lettering Color: “Gold”

• Cover Color: “588 – Royal Blue”

• Cover Material: “Buckram”

• Printing Style: “Single-sided”

• Paper Color /Type/Size: “60# White”

• Pockets: None

• Do not select the signature page option.

3. EDD IN CHRISTIAN LEADERSHIP – DISSERTATION-IN-PRAXIS MODEL

3.1. Program Learning Outcomes

The student will be able to:

• Appraise biblical and theological principles as they relate to educational and leadership

philosophy, theory, and practice.

• Evaluate the foundational knowledge base, character qualities, and essential skill sets to

lead a faith-based organization effectively.

https://www.liberty.edu/library/submitting-dissertations-and-theses/

https://digitalcommons.liberty.edu/

https://biblioboard.com/opendissertations/

https://search.proquest.com/pqdtglobal/index?accountid=12085

https://www.thesisondemand.com/

• Synthesize teaching, learning, and group theory as foundational elements of effective

leadership.

• Create an original program, product, or process that demonstrates doctoral-level

knowledge of the literature of the discipline, scholarship, professionalism, and

application.

3.2. Program Requirements (2023-2024 Catalog)

Beginning in Fall 2022, all new students completing the Dissertation-in-Praxis Model will

need to complete the program requirements for Ed.D. in Christian Leadership Program. The

information listed below reflects the most current program requirements.

• Complete 54 hours

• A minimum of 54 hours must be completed through Liberty University, not including

credits from a prior degree earned through Liberty University

• A maximum of 50% transfer credit possible, including credit from a degree on the same

academic level previously earned through Liberty, may be applied to the degree

• 3.0 GPA

• No grades lower than B- may be applied to the degree

• Successful completion of the Comprehensive Examination

• Successful completion of Project Proposal presentation and Final Project presentation

• Degree must be completed within 7 years

• Submission of Degree Completion Application must be completed within the last

semester of a student’s anticipated graduation date

3.2.1. Time Limits for Degree Completion

The time limit for completing the degree from the date of admission to the program is

seven (7) years for the EdD. Only in unusual circumstances may the student be granted

an extension. The granting of an extension of time will usually result in additional

requirements. Any student who does not complete coursework within the permissible

time limit, for any reason, including discontinued enrollment, must reapply for

admission. A student may reapply only once and will be subject to the current standards

and curriculum. Beginning with the date of readmission, the student’s time limit for

degree completion is determined by the number of hours remaining.

3.2.2. Curricular Components and Learning Outcome

The EdD in Christian Leadership Dissertation-in-Praxis Model is designed to be

completed in as few as two years, with most students completing the program in three

years. Courses are taken in three categories: core (24 hours), cognate (12 hours), and

research praxis (18 hours). A comprehensive examination is required and is taken as

embedded in CLED886.

The Dissertation-in-Praxis is a significant element of this program (and any research

doctoral degree). In the final phase, the Faculty Supervisor and the Collaborating Coach

determine the student’s progress through the Dissertation-in-Praxis phase. Final approval

of the Dissertation-in-Praxis by the Faculty Supervisor is required.

Program Learning Outcomes Requirements Hours

Core Courses 24

Appraise biblical and theological

principles as they relate to

education and leadership

philosophy, leadership, and

practice

CLED700 Biblical and Theological Foundations of Leadership (3)

CLED720 Biblical and Theological Foundations of Education (3)

CLED700 Theological Anthropology in Leadership and Education (3)

Evaluate the knowledge,

character qualities, and skill sets

essential to lead a faith-based

organization

CLED815 Character and Ethics in Leadership and Education (3)

CLED820 Leadership and Management Theory (3)

CLED 835 Organization Theory and Development (3)

Synthesize teaching, learning, and

group theory as foundational

elements of effective leadership

CLED845 Group and Team Dynamics: Theory and Practice (3)

CLED855 Teaching and Learning: Theory and Practice (3)

Cognate Courses 12

Choose from one of the following

Cognates. Each Cognate will

consist of 12 credit hours and is

described in the table below.

Church Revitalization

Digital Discipleship

Faith-Based Consulting *(New for 2023-24)

Ministry Leadership

Next Generation Ministry

Spiritual Formation

Strategic Christian Ministry

Dissertation-in-Praxis Courses 18

Create an original program,

product, or process that

demonstrates doctoral-level

knowledge of the literature of the

discipline, scholarship,

professionalism, and application.

CLED885 Praxis I: Planning and Design I (The Strategic Problem)

CLED886 Praxis II: Planning and Design II (The Literature

Framework)

CLED887 Praxis III: Planning and Design III (The Strategic Plan)

CLED888 Praxis IV: Implementation I (Executing the Plan)

CLED889 Praxis V: Implementation II (Assessment Data Collection

and Closure)

CLED 890 Praxis VI: Assessment (Outcomes Assessment,

Dissertation-in-Praxis, and Presentation)

TOTAL HOURS 54

The following cognates are offered as a part of this particular program. Students will

choose one cognate to fulfill this program requirement.

Cognate Cognate Courses

Church Revitalization CHMN 810 Biblical Leadership in Church Revitalization

CHMN 820 Strategic Leadership for Church Revitalization

CLED 780 Change, Power & Conflict in Leadership

Choose one of the following courses:

CLED 715 Ecologies of Christian Formation

CLED 745 Leadership & Cultural Contextualization

CLED 765 Trends & Issues of Contemporary Leadership

Digital Discipleship CLCM 510 Constructing a Theology of Networks for the Digital Age

CLCM 520 Spiritual Formation in the Digital Age

CLCM 530 Creating Christian Community Online

CLCM 540 Introduction to Ministry in the Digital Age

Faith-Based Consulting

*(New for 2023-24)

CLED 725 Faith-Based Consulting

CLED 740 Organizational Assessment & Development

CLED 750 Coaching Leaders

Choose one of the following courses:

CLED 745 Leadership & Cultural Contextualization

CLED 765 Trends & Issues of Contemporary Leadership

CLED 780 Change, Power & Conflict in Leadership

Ministry Leadership CLED715 Ecologies of Christian Formation

CLED745 Leadership & Cultural Contextualization

CLED765 Trends & Issues of Contemporary Leadership

CLED780 Change, Power & Conflict in Leadership

Next Generation Ministry CLED 715 Ecologies of Christian Formation

CHMN 840 Leadership Models for Next Generation Ministry

CHMN 841 Issues and Trends in Next Generation Ministry

CHMN 842 Making Disciples for the Next Generation

Spiritual Formation CLED 715 Ecologies of Christian Formation

DSMN 850 Biblical Theology of Spiritual Formation

DSMN 860 History of Spiritual Formation

DSMN 870 Facilitation of Spiritual Formation

Strategic Christian Ministry CHMN 860 Marks of a Disciple

CHMN 861 Marks of a Biblical Church

CLED745 Leadership & Cultural Contextualization

CLED 780 Change, Power & Conflict in Leadership

3.2.3. Recommended Course Sequence

The official DCP is found in the Liberty University Graduate Catalog. The DCP allows

for a maximum of two courses to be taken during each eight-week term. Because of the

overlapping nature of summer course offerings, one course per term is allowed.

Official DCPs are available here: 2022-2023 DCP and 2023-24 DCP .

While two courses per eight-week term are permitted, in most cases, students are advised

to take a slower pace. Students are encouraged to take one course per eight-week term for

all six terms each year. Students who follow that pattern can complete the program in

four years. Typically, students who take one course per term produce much better work

quality, experience more significant learning, and maintain a more balanced life. The

chart that follows shows the recommended course sequence.

https://www.liberty.edu/registrar/dcps/graduate-dcps-online-residential-2022-2023/

https://www.liberty.edu/registrar/dcps/graduate-dcps-online-residential-2023-2024/

RECOMMENDED THREE-YEAR PROGRAM SEQUENCE

YEAR ONE - COURSE SEQUENCE (18 Credits)

Number Course Title Term

Term

CLED700 Biblical & Theological

Foundations of Leadership 3

CLED720 Biblical & Theological

Foundations of Education 3

CLED800 Theological Anthropology in

Leadership & Educ. 3

CLED___ Cognate Course 1

CLED815 Character and Ethics in Leadership

and Education 3

CLED820 Leadership and Management

Theory 3

YEAR TWO - COURSE SEQUENCE (18 Credits)

CLED835 Organizational Theory and

Development 3

CLED___ Cognate Course 2

CLED845 Group and Team Dynamics:

Theory and Practice of Leadership 3

CLED___ Cognate Course 3

CLED855 Teaching and Learning: Theory

and Practice in Leadership 3

CLED___ Cognate Course 4

YEAR THREE - COURSE SEQUENCE (18 Credits)

CLED885 Praxis I: Planning and Design 1 3

CLED886 Praxis II: Planning and Design 2 3

CLED887 Praxis III: Planning and Design 3 3

CLED888 Praxis IV: Implementation 1 3

CLED889 Praxis V: Implementation 2 3

CLED890 Praxis VI: Assessment 3

RECOMMENDED TWO-YEAR PROGRAM SEQUENCE

YEAR ONE - COURSE SEQUENCE (36 Credits)

Number Course Title Term

Term

CLED700 Biblical & Theological

Foundations of Leadership 3

CLED720 Biblical & Theological

Foundations of Education 3

CLED800 Theological Anthropology in

Leadership & Education 3

CLED___ Cognate Course 1

CLED815 Character and Ethics in Leadership

and Education 3

CLED820 Leadership and Management

Theory

CLED835 Organizational Theory and

Development

CLED___ Cognate Course 2

CLED845 Group and Team Dynamics:

Theory and Practice of Leadership

CLED___ Cognate Course 3

CLED855 Teaching and Learning: Theory

and Practice in Leadership

CLED___ Cognate Course 4

YEAR TWO - COURSE SEQUENCE (18 Credits)

CLED885 Praxis I: Planning and Design 1 3

CLED886 Praxis II: Planning and Design 2 3

CLED887 Praxis III: Planning and Design 3 3

CLED888 Praxis IV: Implementation 1 3

CLED889 Praxis V: Implementation 2 3

CLED890 Praxis VI: Assessment 3

3.3. Comprehensive Exams

A comprehensive examination is required and is taken as embedded in CLED886 (Praxis II:

Planning and Design II). The comprehensive exam is broken into three parts and integrated

into the writing assignments of this course and serves as the literature framework for the

dissertation-in-praxis.

3.3.1. Comprehensive Exam #1

The first comprehensive exam will allow students to demonstrate that they can apply and

integrate biblical and theological themes developed in CLED700 (Biblical and

Theological Foundations of Leadership) CLED720 (Biblical and Theological

Foundations of Education), and CLED800 (Theological Anthropology in Leadership

and Education) with their selected dissertation topic.

3.3.2. Comprehensive Exam #2

The second comprehensive exam will allow students to demonstrate that they can apply

and integrate themes developed in CLED815 (Character and Ethics in Leadership and

Education), CLED820 (Leadership and Management Theory), CLED835

(Organizational Theory and Development), CLED845 (Group and Team Dynamics:

Theory and Practice), and CLED855 (Teaching and Learning: Theory and Practice)

with their selected dissertation topic.

3.3.3. Comprehensive Exam #3

The third comprehensive exam will allow students to demonstrate that they can apply and

integrate themes developed in the cognate courses with their selected dissertation topic.

3.4. Research Process (DISSERTATION-IN-PRAXIS HANDBOOK)

3.4.1. Overview

Conducting doctoral-level research can be an intimidating task. This program is designed

to help students move through the process one step at a time. This process is

accomplished by integrating the development of the Dissertation-in-Praxis into the

research praxis courses. In essence, students write the Dissertation-in Praxis, at least in a

draft form, as they progress through the final six courses of the program.

3.4.2. Design

Students acquire the necessary competencies to conduct doctoral-level praxis research

through six research praxis courses. Skill development includes planning and designing

the Strategic Problem, Literature Framework, and Strategic Plan; Project Implementation

and Project Data Collection and Assessment; Outcomes Assessment, Dissertation-in-

Praxis and Presentation. Analytical and critical thinking skills are also developed to

assess outcomes. The chart below identifies the linkage between the research courses and

the steps in the dissertation development process.

Research Praxis Course Research Product

CLED885 Praxis I Planning and Design: The Strategic Problem

CLED886 Praxis II Planning and Design: The Literature Framework

CLED887 Praxis III Planning and Design: The Strategic Plan

CLED888 Praxis IV Implementation I: Executing the Plan

CLED889 Praxis V Implementation II: Assessment Data Collection and

Closure

CLED890 Praxis VI Assessment: Outcomes Assessment, Dissertation-in-

Praxis, Presentation

3.4.3. Step-by-Step Journey

Completing a doctorate is demanding but achievable for most students. It is a journey, not

without challenges, but a journey with many distinct steps. It is wise to keep in mind that

the process of writing the Dissertation-in-Praxis is not a sudden enterprise, but a

progressive development of a program, process, or product carried out in the praxis

courses.

Each student formally identifies or develops the Strategic Problem, Literature

Framework, and Strategic Plan. These are followed by the Execution of the Plan,

Collection of Assessment Data, and Closure. Finally, each student will develop an

Outcomes Assessment, Dissertation-in-Praxis, and a Presentation.

Worthy topics for the Dissertation-in-Praxis generally will arise out of specific

conceptual problems about human development; theory and praxis of teaching and

learning; organizational management; leadership; decision-making; or other social

interactional dimensions of ministry leadership and Christian education ministry broadly

defined. Nine milestones mark the essential points of the dissertation journey.

3.4.4. Milestone #1: Faculty Supervisor Appointment

The Faculty Supervisor is selected upon successful completion of the fourth and final

cognate course. The appointment of a student’s Dissertation-in-Praxis Faculty Supervisor

is made based on several criteria including faculty members’ areas of expertise,

dissertation loads, research interests, and the praxis research desires of the student.

The Supervisor is determined by the Program Director in consultation with the faculty

member under consideration. The Program Director will place students in cohorts based

on areas of research interest beginning in CLED885 (Praxis I: Planning and Design 1).

Students will continue with this cohort throughout the remaining praxis research courses

including CLED886 (Praxis II: Planning and Design 2), CLED887 (Praxis III:

Planning and Design 3), CLED888 (Praxis IV: Implementation 1), CLED889 (Praxis

V: Implementation 2), and CLED890 (Praxis VI: Assessment). As a matter of

protocol, students are asked to refrain from approaching any faculty member to ask them

to serve as their Dissertation-in-Praxis Faculty Supervisor.

For information about the Dissertation-in-Praxis Faculty Supervisor and the

Collaborating Coach who form the Dissertation-in-Praxis Committee, see sections 3.5.

and 3.6.3. below.

3.4.5. Milestone #2: Chapter 1 First Draft – The Strategic Problem (CLED885)

The second milestone is writing Chapter One First Draft – The Strategic Problem. The

doctoral candidate will assemble and submit the first draft of Chapter One of the

Dissertation-in-Praxis Proposal. Chapter One must be a minimum of 15 pages in length,

follow current APA style requirements, and be compliant with any Program Handbook

exceptions to those style requirements. This chapter includes the following required

sections:

3.4.5.1. The Strategic Problem.

The doctoral student will write a section of Chapter One of the Dissertation-in-Praxis

Proposal. This section will briefly describe the problem or opportunity that motivates

the proposal and the program, process, or product to be created in response to that

problem or opportunity. The section will also briefly introduce the intended output

and outcomes of the program, process, or product to be created. This section should

be 2-3 pages (500-750 words) in length, follow current APA style requirements, and

be compliant with any Program Handbook exceptions to those style requirements.

3.4.5.2. Defining Reality and the Need Assignment.

The doctoral candidate will write a section of Chapter One of the Dissertation-in-

Praxis Proposal. This section will provide a rationale for undertaking this proposed

project. This section should define present realities that mandate change and a

preferred future for the organization or context in which the Dissertation-in-Praxis

will be implemented. This section should be 3-5 pages (750-1250 words) in length,

follow current APA style requirements, and be compliant with any Program

Handbook exceptions to those style requirements.

3.4.5.3. Defining a Preferred Future and Vision Assignment.

The doctoral student will write a section of Chapter One of the Dissertation-in-Praxis

Proposal. This section will address the preferred future to be created by the

implementation of the praxis program, process, or product. Five specific areas must

be discussed, each under a subheading. These include a vision statement, purpose

statement, objectives, outputs, and outcomes. This section should be 3-5 pages (750-

1250 words) in length, follow current APA style requirements, and be compliant with

any Program Handbook exceptions to those style requirements.

3.4.5.4. Collaborating Organization Assignment.

The doctoral student will write a section of Chapter One of the Dissertation-in-Praxis

Proposal. This section will focus on the collaborating organization or the context in

which the program, process, or product will be implemented. This section will

describe the organization or context and include any demographic information about

the participants relevant to the proposal. This section should be 4-8 pages (1000-2000

words) in length, follow current APA style requirements, and be compliant with any

Program Handbook exceptions to those style requirements.

3.4.5.5. Collaborating Team and Coach Assignment.

The doctoral student will write a section of Chapter One of the Dissertation-in-Praxis

Proposal. This section will describe the leadership of the organization, describe the

collaborating team, and identify a collaborating coach within the organization. This

section should be 3-5 pages (750-1250 words) in length, follow current APA style

requirements, and be compliant with any Program Handbook exceptions to those style

requirements.

3.4.6. Milestone #3: Chapter Two First Draft - The Literature Review (CLED886)

The third milestone is assembling and submitting Chapter Two First Draft - The

Literature Framework. The doctoral student will write and submit the first draft of

Chapter Two (The Literature Framework) of the Dissertation-in-Praxis proposal. This

chapter will appear in the dissertation as well. The doctoral student will also be

simultaneously writing the Comprehensive Examinations as part of these assignments.

The following order will be observed:

3.4.6.1. Biblical and Theological Framework Assignment.

This serves two purposes. First, it serves as Comprehensive Exam #1. Second, it

serves as a segment of Chapter Two of the Dissertation-in-Praxis Proposal document.

As Compressive Exam #1, it will allow the doctoral student to demonstrate that they

can apply and integrate biblical and theological themes developed in CLED700

(Biblical and Theological Foundations of Leadership), CLED720 (Biblical and

Theological Foundations of Education), and CLED800 (Theological

Anthropology in Leadership and Education) with their dissertation topic. As a

segment of the Dissertation-in-Praxis proposal document, the doctoral student will be

writing a first draft of the biblical and theological framework section of “Chapter

Two: The Literature Framework” of the Dissertation-in-Praxis Proposal. This section

should be 10 pages (2500 words) in length, follow current APA style requirements,

and be compliant with any Program Handbook exceptions to those style requirements.

3.4.6.2. Theoretical Framework Assignment.

This serves two purposes. First, it serves as Comprehensive Exam #2. Second, it

serves as a segment of Chapter Two of the Dissertation-in-Praxis Proposal document.

As Compressive Exam #2, it will allow the doctoral candidate to demonstrate that you

can apply and integrate themes developed in CLED815 (Character and Ethics n

Leadership and Education), CLED820 (Leadership and Management Theory),

CLED835 (Organizational Theory and Development), CLED845 (Group and

Team Dynamics: Theory and Practice), and CLED855 (Teaching and Learning:

Theory and Practice) with the dissertation topic. As a segment of the Dissertation-

in-Praxis proposal document, the doctoral student will be writing a first draft of the

theoretical framework section of “Chapter Two: The Literature Framework” of the

Dissertation-in-Praxis Proposal. This section should be 10 pages (2500 words) in

length, follow current APA style requirements, and be compliant with any Program

Handbook exceptions to those style requirements.

3.4.6.3. Thematic Framework Assignment.

This serves two purposes. First, it serves as Comprehensive Exam #3. Second, it

serves as a segment of Chapter Two of the Dissertation-in-Praxis Proposal document.

As Compressive Exam #3, it will the doctoral student to demonstrate that they can

apply and integrate themes developed in the cognate courses with the dissertation

program, process, or product they intend to pursue in their Dissertation-in-Praxis. As

a segment of the Dissertation-in-Praxis proposal document, the doctoral candidate

will be writing a first draft of the thematic framework section of “Chapter Two: The

Literature Framework” of the Dissertation-in-Praxis Proposal. This section should be

10 pages (2500 words) in length, follow current APA style requirements, and be

compliant with any Program Handbook exceptions to those style requirements.

3.4.7. Milestone #4: Comprehensive Examinations (CLED886)

The fourth milestone is writing and successfully passing the Comprehensive

Examinations described above as part of CLED886 (Praxis II: Planning and Design 2).

The doctoral student will successfully pass the following three comprehensive

examinations:

Biblical and Theological Framework Assignment

Theoretical Framework Assignment

Thematic Framework Assignment.

When this milestone is reached, the student will be referred to as a doctoral candidate. If

the doctoral student does not pass each of the comprehensive examinations, then

CLED886 (Praxis II: Planning and Design 2) must be repeated the following term.

3.4.8. Milestone #5: Chapter Three Final Version – The Dissertation-in-Praxis

Proposal (CLED887)

The fifth milestone is writing Chapter Three Final Version -Dissertation-in-Praxis Final

Proposal. The doctoral candidate will assemble and submit the final draft of Chapter

Three - The Dissertation-in-Praxis Proposal. The following order will be observed:

3.4.8.1. Chapter Three

The doctoral candidate will develop a strategic plan to be implemented as part of the

Dissertation-in-Praxis Proposal. This section of Chapter Three must be a minimum of

16 pages (4000 words) in length. This chapter must follow current APA style

requirements and any Christian Leadership Doctoral Programs Handbook exceptions

to those style requirements.

3.4.8.2. Dissertation-In-Praxis Proposal Final Version Assignment.

The doctoral candidate will write and submit a finalized version of the Dissertation-

in-Praxis Proposal. This document must follow the outline as presented in the

Christian Leadership Doctoral Programs Handbook. The document must be at least

60 pages in length. The proposal document must also carefully follow the template

provided at the Christian Leadership Doctoral Programs Canvas site.

3.4.8.3. End-of-Project Presentation.

Upon the approval of the Dissertation-in-Praxis Supervisor, the doctoral candidate

will be allowed to present the End-of-Project presentation. This presentation is

conducted as an online, video-based, Microsoft Teams conference with the Faculty

Supervisor. In preparation for the presentation, the doctoral candidate will create a

PowerPoint presentation. During the presentation, they will be allowed 15-20 minutes

to present the rationale for the project and describe the proposed program, product, or

process. Doctoral candidates should remember, as they prepare their presentations,

that the Faculty Supervisor will have read the Dissertation-in-Praxis proposal being

presented, so presentations should be summative in nature. The following 8 slides

should be included in the presentation:

3.4.9. Milestone # 6: The Institutional Review Board (IRB) Approval (CLED888)

After successful completion of the Dissertation-in-Praxis Proposal presentation video

conference, the doctoral candidate must apply for review and approval by the Liberty

University Institutional Review Board (IRB). The IRB is a federally mandated body

whose purpose is to ensure the ethical treatment of research subjects. Modifications to the

application should be expected. Execution of the Dissertation-in-Praxis Proposal

CANNOT begin before receiving IRB waiver or approval. If a doctoral candidate collects

or accesses data before obtaining all necessary and full IRB approvals, they will be

removed from the program. Once IRB approval or waiver is received, the candidate's

Faculty Supervisor will clear the candidate to begin executing the plan. Doctoral

candidates must remember that IRB approval or waiver documentation is to be completed

only after a successful presentation of the Dissertation-in-Praxis Proposal.

3.4.10. Milestone #7 Implementation and Assessment Data Collection (CLED888,

CLED889)

The doctoral candidate will complete the implementation of an approved program,

product, or process that serves as an artifact demonstrating and applying their doctoral-

level scholarship and professionalism related to their cognate field of study. They will

also begin the assessment data collection as stated in the Dissertation-in-Praxis proposal.

Students will receive Passing (P), Progress (PR), or Non-passing (NP) grades for

CLED889 (Praxis V: Implementation 2). This course does not impact the student's

GPA. This will be observed in the following order:

3.4.10.1. End-of-Project Assessment Report.

The doctoral candidate will develop an End-of Project Assessment Report in which

they will provide a review of the project and its outcomes. This report will serve two

purposes. First, it will become the basis of a PowerPoint presentation to be shared

with the Collaborating Organization and the Collaborating Coach. Second, it will

serve as the foundational content for Chapter Four of the dissertation. The report will

provide both formative and summative evaluation data on the praxis program,

process, or product implementation phase.

3.4.10.2. Class Presentation.

The doctoral candidate will create a class presentation that shows the assessment

results of their praxis program, process, or product. This presentation will be designed

for use with the Collaborating Organization and Coach. This will require the creation

of PowerPoint slides (or equivalent) and then posting them to the discussion location

for peer review and response. This is not the Dissertation-in-Praxis defense but serves

as a means of bringing closure to the project in the field. This discussion also requires

feedback replies to at least two other students in the course. The following 8 slides

should be included in the presentation:

• Dissertation title Slide

• Problem in Praxis Slide(s)

• Praxis Project Summary Slide(s)

• Literature Framework Summary Slide(s)

• Strategic Plan Slide(s)

• Implementation and Assessment Slide(s)

• Conclusions, Implications, and Application Slide(s)

• Advice and Impact Slide(s)

3.4.11. Milestone #8: The Dissertation-in-Praxis (CLED889)

Although similar to the Dissertation-in-Praxis Proposal in many regards in the opening

three chapters, Dissertations-in-Praxis differ in two ways.

First, the Dissertation-in-Praxis is written in the past tense because the project has been

implemented. Thus, chapters one through three are revised, under the guidance of the

doctoral candidate's Faculty Supervisor, and are refined to reflect the actual research

experience as it was conducted in the collaborating organization.

Second, the Dissertation-in-Praxis will contain two additional chapters designed to report

the project launch, execution, monitoring, data collection, (Chapter Four), and the closure

of the study (Chapter Five). The outline example below should be followed:

3.4.11.1. Dissertation-in-Praxis Outline

Title Page

Signature Page

ABSTRACT (Placeholder for dissertation)

Dedication Page (optional)

Acknowledgments (Optional)

Table of Contents (required—accurate page identification required)

List of Tables (required if used—tabular data)

List of Figures (required if used—figures, pictures, charts)

List of Abbreviations (required if acronyms are used)

CHAPTER ONE: THE PROBLEM IN PRAXIS

Introduction

The Strategic Problem

Problem and Response: Program, Process, or Product

Defining Reality: The Current Need

Defining a Preferred Future: The Visionary Focus

Vision Statement

Purpose Statement

Outputs

Outcomes

The Collaborating Organization, Team, and Coach

Organizational

Organizational Description

Organizational Mission Statement

Organizational Vision Statement

Organizational Setting and Demographics

Organizational Setting

Organizational Demographics

Organizational Leadership and Collaborative Team

Organizational Leadership

Collaborative Team

Collaborating Coach

Chapter Summary

CHAPTER TWO: LITERATURE FRAMEWORK

Introduction

Biblical and Theological Framework

Biblical Imperatives and Principles

Biblical and Theological Themes

Theoretical Framework

Leadership and Organizational Theory

Teaching, Learning, and Group Theory

Thematic Framework

Current Literature Themes

Relevant Models

Chapter Summary

CHAPTER THREE: THE STRATEGIC PLAN

Introduction

Praxis Problem Summary

Vision Statement

Purpose Statement

Objectives

Outputs

Outcomes

Essential Terms

Operational Plan

Assessment Plan

Quantitative Assessments

Qualitative Assessments

Chapter Summary and Significance

CHAPTER FOUR: IMPLEMENTATION AND ASSESSMENT

Introduction

Praxis Project Plan

Vision Statement

Purpose Statement

Objectives

Intended Outputs

Intended Outcomes

Praxis Project Assessment (Intended vs. Actual)

Assessment of Project Antecedents

The Need

The Participants

The Context

Resources

Assessment of Project Processes

Assessment of Outputs and Outcomes

Actual Outputs

Actual Outcomes

Summary of Results

CHAPTER FIVE: CONCLUSIONS, IMPLICATIONS, AND

APPLICATIONS

Findings, Impacts, Conclusions

Implications for Organizations and Leaders

Applications for Organizations and Leaders

Advice to Future Research Practitioners

REFERENCES

APPENDICES

3.4.11.2. Dissertation-in-Praxis Submission and Review (CLED890)

Dissertation Length. The text of the Dissertation-in-Praxis must conform to the

following normative length requirements: The text of the Dissertation must be no less

than 100 pages and no more than 250 pages. These page limitations apply to the

chapters of the Dissertation and do not include the preliminary pages, appendices, or

other reference matters. A candidate may petition his or her Dissertation Committee

for a waiver of normative length requirements. Chapter Two in all dissertations (and

Praxis Proposals) must be a minimum of 30 pages in length.

3.4.11.3. Dissertation-in-Praxis First Draft Manuscript Review (CLED889)

The purpose of this task, completed in CLED889 (Praxis V: Implementation 2), is

to provide an opportunity for the candidate to submit the Dissertation-in-Praxis First

Draft Manuscript document for review by the Faculty Supervisor.

Once the Dissertation-in-Praxis is fully assembled, contains all elements as required

by the Program Handbook, meets current APA style requirements, and is free of

spelling and grammar errors, it may be submitted to the Faculty Supervisor for

review. This task is completed in two parts as follows:

Part 1: Submit a Dissertation Review Request. The candidate must complete

the Request for Review and Affirmations form as part of the CLED890 seminar.

The form requires the affirmation of the candidate's understanding pertaining to

the Dissertation-in-Praxis Final Presentation. Additionally, it serves as a request

for Dissertation review by the Dissertation-in-Praxis Faculty Supervisor.

Part 2: Submit two copies of the Dissertation-in-Praxis First Draft

Manuscript. The candidate must submit the Dissertation-in-Praxis First Draft

Manuscript in two locations. One location is for the Faculty Supervisor's review

and the other is for the Collaborating Coach’s review. The candidate should keep

in mind that this is a draft that will be carefully reviewed by the Dissertation

Committee and is subject to further changes as required by the committee. A

complete copy of the Dissertation-in-Praxis, including the front matter, Chapters

One through Five, references, and appendices must be submitted. The document

must be a Word document named as follows:

LastName_ID#_Dissertation_Draft.docx

3.4.11.4. Presentation-Ready Draft of the Dissertation-in-Praxis (CLED890)

The candidate will submit the defense-ready draft of the Dissertation-in-Praxis as part

of CLED890 – Praxis VI: Assessment). This draft will be utilized in the candidate's

Presentation. This draft must follow all matters of style as found in the latest edition

of the Publication Manual of the American Psychological Association (APA format).

It must include any changes required by the Faculty Supervisor in preparation for the

presentation. The Faculty Supervisor may require additional changes before or

following the presentation. The defense-ready copy of the Dissertation-in-Praxis is

due a minimum of two weeks before the Final Presentation is scheduled. The

document must be a Word document named as follows:

LastName_ID#_DiP_Defense Ready Version.docx

Once the candidate submits the presentation-ready copy of the Dissertation-in-Praxis,

no further changes can be made to the document by the candidate unless required by

the Faculty Supervisor. Students who discover minor changes that are needed in the

Dissertation-in-Praxis after the defense copies are submitted should make a note of

those changes and identify them during the presentation.

3.4.11.5. Dissertation-in-Praxis Presentation (CLED890)

The Dissertation-in-Praxis presentation is conducted as an online Microsoft Teams

video conference that includes the student, the Faculty Supervisor, and up to two EdD

student colleagues. Other Liberty faculty may elect to attend the hearing.

During the presentation, the candidate takes approximately 20-30 minutes to present

the results of the study. This presentation is then followed by an approximately 30 to

40-minute dialogue with the Faculty Supervisor and any faculty present. The student

colleagues, if any, may listen to the hearing for learning purposes but do not

participate in the dialogue.

The Dissertation-in-Praxis Presentation will follow the agenda below.

• Introductions and welcome

• Opening prayer by the Faculty Supervisor and introducing those present.

• A 20-minute presentation of PowerPoint by the candidate

• Questions and comments from the Faculty Supervisor and Collaborating Coach

(if present).

• Questions and comments from the Liberty Theological Seminary Faculty

• Deliberation

• Decision and final remarks

Candidates presenting their Dissertation-in-Praxis are required to use a webcam and

have reliable internet and audio connections. The Faculty Supervisor and the student

should have a brief video conferencing test at least two days before the final defense

to ensure that the technology works properly.

The dress for the presentation is to be professional in style. The candidate's location

selection should also be professional and not a home office with children or pets

around. The video conference must be used for distance presentation, and the Faculty

Supervisor is responsible for setting up the video conference meeting in cooperation

with the candidate.

Presentations include the use of a PowerPoint slideshow. The following series of

slides should be included in the presentation. Remember, committee readers have

read the Dissertation-in-Praxis, so this is summative in nature.

• Dissertation title Slide

• Problem in Praxis Slide(s)

• Praxis Project Summary Slide(s)

• Literature Framework Summary Slide(s)

• Strategic Plan Slide(s)

• Implementation and Assessment Slide(s)

• Conclusions, Implications, and Application Slide(s)

• Advice and Impact Slide(s)

The Dissertation Faculty Supervisor will recommend necessary changes to the

Dissertation-in-Praxis during the presentation. The presentation will be recorded

using the video conference recording feature of Microsoft Teams, allowing the

candidate the freedom to interact with the Supervisor rather than focusing on taking

notes for changes to the final copy of the Dissertation-in-Praxis that are recommended

or required during the presentation.

3.4.11.6. Presentation Decision and Revisions (CLED890)

The candidate will receive one of the following evaluation reports at the conclusion

of the presentation:

• Approved with no revisions or minor revisions

• Provisionally approved with major revisions

• Not approved with a recommendation to revise the dissertation or write a new

Dissertation-in-Praxis

If the Faculty Supervisor makes one of the first two decisions, then the Faculty

Supervisor will outline the necessary steps to complete the Dissertation-in-Praxis.

Completion of the final draft of the Dissertation-in-Praxis must occur within 30 days.

At the discretion of the Faculty Supervisor, the student may be required to have the

Dissertation-in-Praxis manuscript professionally edited.

If the Faculty Supervisor decides to "Not Approve," a new presentation will be

required. A maximum of two dissertation presentations may be completed. Failure to

present successfully within two presentations will result in removal from the program.

3.4.11.7. Publication-Ready Version of the Dissertation-in-Praxis (CLED890)

The candidate must submit a final, publication-ready draft of the Dissertation-in-

Praxis to the Faculty Supervisor as part of CLED890 (Praxis VI: Assessment).

Upon final review and approval of the Faculty Supervisor, the candidate must then

submit the Dissertation-in-Praxis for publication as described below (3.7.)

Submission for publication is required.

3.4.12. Milestone #9: Dissertation-in-Praxis Publication (CLED890)

This is important and is a requirement of the program. Upon approval of the Faculty

Supervisor, including receiving appropriate committee signatures, the doctoral candidate

must submit the dissertation for publication. The candidate is required to strictly follow

the guidelines found on The Jerry Falwell Library website. Under the Research heading

Theses and Dissertations Guidelines link for details. Doctoral Students should become

familiar with this process significantly in advance of anticipated submission.

Liberty University graduate dissertations and other scholarly projects must be submitted

to the Jerry Falwell Library Scholarly Communications Department. These works will be

published in Scholars Crossing, Liberty University’s institutional repository. They may

also be indexed in EBSCO Open Dissertations. Students also have the option to publish

their work in ProQuest Dissertations and Theses Global.

The candidate may submit an optional copy for physical binding if desired by the student,

or if requested by the Faculty Supervisor or Collaborating Coach. The process of creating

bound copies is found at Theses on Demand.

Do not send bound copies to Liberty Theological Seminary. A signed .pdf copy is

archived with the LTS as part of CLED 890 A physical copy is not requested or required.

Physical copies sent to the LTS will be destroyed unless sent in the care of a professor

and listed by name on the mailing label.

When creating the bound copy, the candidate should select "Order Now" and then select

the following options.

• Author and title must match title page exactly

• Be certain degree year is accurate

• Degree should read: Doctor of Education in Christian Leadership

• College/University should read: Liberty Theological Seminary, Liberty University

• Front Printing Options: “Title, Full Name, Year, School”

• Spine Printing Option: “Title, Last Name, Year”

• Lettering Color: “Gold”

• Cover Color: “588 –Royal Blue”

• Cover Material: “Buckram”

• Printing Style: “Single-sided”

• Paper Color /Type/Size: “60# White”

• Pockets: None

• Do not select the signature page option

3.5. Faculty Supervisor’s Role

The Dissertation-in-Praxis Faculty Supervisor provides authoritative oversight of the research

process and is the Chairman of the Dissertation Committee.

• Advise on the nature of the Dissertation-in-Praxis design (viability of the program,

process, or product; clarification of policies and protocols)

• Assist in developing the Dissertation-in-Praxis title

• Discuss a general strategy for the design of the research

• Discuss avenues for literature search and review

• Suggest helpful literature and other sources

• Oversee the planning of the Dissertation-in-Praxis

• Set and maintain the standard of work expected

• Offer input for improvements to draft chapters

• Discuss possible assessment methods

• Advise on dealing with outside agencies and organizations

• Warn of major problems

• Give feedback on arguments, analyses, quality, and progress

• Encourage, support, and acknowledge progress

Faculty Supervisors DO NOT:

• Act as a proofreader of student work, including the correction of spelling, grammar,

punctuation, etc.

• Come up with a detailed topic or Praxis program, process, or product, although

individual Faculty Supervisors may encourage particular areas)

• Make decisions for the student

• Tell the student what to write

• Accept any draft for detailed comments less than one working week before the deadline

3.6. Collaborative Organization, Team, and Coach

3.6.1. Collaborating Organization

The Collaborative Organization is a church, denominationally affiliated ministry, or other

Christian-based non-profit organization where the praxis problem or need exists. This

organization agrees to serve as the project research site for the doctoral candidate’s

Dissertation-in-Praxis.

3.6.2. Collaborating Team

The Collaborating Team is a group of individuals assembled for the student’s program,

process, or product. These individuals will represent the Collaborative Organization. The

doctoral candidate will be responsible for explaining the criteria to be used in selecting

this strategic team, specifically as it relates to the praxis problem to be addressed. The

student must detail how they will interface with this team before, during, and after the

implementation of their project.

3.6.3. Collaborating Coach

Collaborating Coaches, upon confirmation of a written agreement, will:

• Function in a consultant role

• Know the Collaborating Organization well

• Be a willing individual within the Collaborating Organization

• Preferably be of a senior level within the Collaborating Organization

• Hold expertise and/or academic credentials appropriate to the candidate’s project

• Be committed to the candidate’s guidance and success

• Be committed to the doctoral candidate’s program, process, or product

• Guide and champion the candidate

• Officially approve the candidate’s Strategic Plan.

• Serve as a reader of the final Dissertation-in-Praxis document

• Will sign the Dissertation-in-Praxis document as an external reader

• Serve strictly in a volunteer capacity

Collaborating Coaches will NOT:

• Be considered to be Liberty University faculty members by the function of their role

as Collaborating Coach (though they may be employed by Liberty University in a

faculty or staff capacity unrelated to their Collaborating Coach role)

• Create any content for the candidate’s Dissertation-in-Praxis

• Be compensated by Liberty University for this role (Students may directly provide

an appropriate and minimal thank-you gift following the completion of their

approved dissertation.)

• Act as a proofreader of student work, including the correction of spelling, grammar,

punctuation, etc.

• Come up with a detailed topic or praxis program, process, or product

• Make decisions for the student

• Tell the student what to write

4. PROTOCOLS AND POLICIES (Alphabetically Listed)

4.1. Community of Learning

Doctoral students are encouraged to abandon competitive habits learned during

previous years of schooling. EdD courses engage students in the giving and receiving

of ideas, information, sources, and materials in the context of a community of

scholarship. Doctoral students are expected to enter fully into seminar discussions and

to participate constructively in collaborative learning methodologies. To guide this

learning, three educational principles are considered essential:

• The outcome of advanced graduate education is the development of sustainable

habits of scholarly inquiry. These habits include engaging in seamless and life-

long learning, and discerning, upholding, and accurately communicating truth.

• Competitive practices and individualistic approaches to scholarly inquiry are

considered inappropriate approaches toward building a community of learning.

• The preferred learning environment is one that fosters a community of

cooperative inquiry. Faculty and students alike must be engaged in this learning

community seeking the development of all participants, not just the individual.

4.2. Continuous Enrollment Courses (CLED885, CLED886, CLED887, 888, CLED889,

CLED890, CLED900/987, CLED905/988, CLED989)

Students must be continuously enrolled in the program once they begin the research

phase (either 885, 886, 887, 888, 889, 890 or 900 level course work). This includes being

registered for at least one course within each semester, including the summer semester.

Students may register for CLED905/988 three times before they must complete an

approved Research Prospectus. Students are limited to a maximum of nine times

attempts at completing CLED989. Students are limited to three attempts at CLED990.

Students facing situations that might impact continuous enrollment should contact the

Program Director and request a waiver of the continuous enrollment requirement.

Any student who is not continuously enrolled in the program or does not complete

coursework for any reason within the permissible time limits will be considered to have

“broken enrollment” and must reapply for admission. If students wish to reenter the

program, they must reapply, and if accepted, will be subject to all requirements for the

degree completion plan (DCP) for the current academic year.

4.3. Copyright Page

The copyright page of the Dissertation/Dissertation-in-Praxis must contain the

information exactly as illustrated in the example below. Follow the dissertation templates

provided at the Christian Leadership Doctoral Programs Canvas site.

Liberty University has permission to reproduce and disseminate this document in any

form by any means for purposes chosen by the University, including, without limitation,

preservation or instruction.

4.4. Course Registration (885, 886, 887, 888, 889, 890, and 900 Level Courses)

Students will need to register for 885, 886, 887, 888, 889, 890 and 900 level courses

using the Online Registration Tool. As registration for all listed courses need to be

reviewed by the program for eligibility and proper section assignment (based on

Supervisor), students will need to request an override which will require an approval by

the program director.

4.5. Discussions

Discussions is a group learning method. Likewise, online discussions are group learning

experiences in which each student's contribution helps to develop the learning of fellow-

students. For this reason, students should actively and meaningfully contribute to

assigned discussions. Each discussion should be seen much like a classroom discussion.

Late postings to a discussion are similar to showing up late to class. Missed postings are

like missing a class altogether. Unless allowed by the professor for extenuating

circumstances, late discussion postings are not accepted once the discussion has moved to

a new topic and a new week.

4.6. Dismissal from the Program

Students who desire to reapply to the program after being dismissed for an academic or

behavior violation of the Online Student Honor Code, will need to go through the full

application process. Readmission into the program should not be assumed and each

application will be reviewed on a case-by-case basis.

4.7. Editors and Consultants

The use of dissertation editors, statisticians, and consultants are encouraged. The

candidate must inform the Supervisor of any supporting editor, statistician, or consultant

who will be used. The Supervisor must approve these individuals before their

engagement in the Prospectus or Dissertation process. Recognizing these individuals on

the acknowledgments page is appropriate.

4.8. Expert Panels

Some research designs will require the use of an expert panel of consultants for purposes

of instrument design and face validity review, interview protocol development, and other

roles in the compilation or evaluation of research data. The following guidelines must be

followed for the use of expert panels:

4.8.1. Any outside contact used in the Prospectus or Dissertation process, including

consultation with outside academics or professionals, must be approved by the

Dissertation Supervisor or the Program Director.

4.8.2. Contact with research subjects and volunteers, the distribution of data gathering

protocols, must be carefully monitored by the Dissertation Supervisor and must

occur only after IRB approval.

4.8.3. The Dissertation Supervisor must approve expert panel members.

4.8.4. The Dissertation Supervisor must approve the actual letters, forms, materials, and

protocols to be sent to individuals. These documents must appear as Appendices

in the dissertation.

4.8.5. A cover letter must be included that states explicitly what is being requested of

the individual, the time that will be involved, and the purpose and use of the

research.

4.8.6. At the conclusion of the study, academics and professionals who participate in the

research should receive a letter of appreciation and a summary of the findings

from the student.

4.8.7. Acknowledgment of the participation of academics, professionals, and volunteers

must be made in the Dissertation as appropriate.

4.9. Extensions

This program is intensive in nature. Seminar extensions are rarely granted and are

avoided unless a significant emergency arises. No student may enroll in more than one

new seminar when an extension is in place for a previously enrolled seminar.

4.10. Graduation (Commencement)

The student must complete all requirements and paperwork necessary for graduation.

Graduation information can be found on the Registrar's website. Under the heading

"Graduating Students," select "Commencement." Then, scroll to the "Resources" area

and again select "Graduating Students." Students graduating should make plans to

attend the hooding ceremony and commencement events in May. If the student is not

able to attend graduation, the student should notify the Christian Leadership Program

Director.

4.11. Late Assignments

Course assignments, including discussions, exams, and other graded assignments,

should be submitted on time. If the student is unable to complete an assignment on

time, then he or she must immediately contact the instructor by email. Assignments that

are submitted after the due date, without approval from the instructor, will receive the

following deductions: 1.) Late assignments submitted within one week after the due

date will receive a 10% deduction; 2.) Assignments submitted more than one week and

less than two weeks late will receive a 20% deduction; 3.) Assignments submitted two

weeks late or after the final date of the course will not be accepted; 4.) Group projects,

including discussion initial posts and replies, and assignments will not be accepted after

the due date.

Special circumstances (e.g., death in the family, personal health issues) will be

reviewed by the instructor on a case-by-case basis.

4.12. Online Seminars

All seminars are conducted online through the Liberty University Online’s (LUO)

Canvas Learning Management System at canvas.liberty.edu. All 700 and 800 seminars

https://www.liberty.edu/academics/registrar/

file:///C:/Users/Pasto/Dropbox/Liberty/EdD/canvas.liberty.edu

are eight weeks in length. Students may enroll in a maximum of two seminars per

eight-week term. Due to the overlapping nature of summer terms, students may take up

to two seminars in either term but may not take two seminars in both terms.

4.13. Pilot Testing of Instruments

Pilot testing of instruments many not be undertaken without IRB approval. Instruments

that are created by the student or modified by permission of the copyright holder must

undergo appropriate validity and reliability testing. This testing should be discussed in

the Research Prospectus and summarized in the Dissertation.

4.14. Research Document Prose

The writing of seminar research papers and the Dissertation/Dissertation-in-Praxis

should be with formal writing prose. Avoid contractions like, "can't" or "don't."

Instead, use "cannot," "do not," etc. Do not use first or second person voice unless

instructed to do so in the research assignment. Avoid phrases such as, “What do

you do with …?” or “I found in my study.” Instead, use phrases such as, “What does

one do with …?” or “This researcher observed.” Although the APA style manual

promotes writing in the first person, please note in this program the dissertation and all

other academic documents, unless otherwise communicated by an instructor, should be

written in traditional, formal, academic style using phrases like "this writer" or "this

researcher" instead of following APA on this stylistic matter.

At the doctoral level, a research paper, literature review, prospectus or dissertation

require more than a summary of the various resources reviewed. The writer must

critically evaluate the research materials. Critical evaluation or critical reflection is

more than telling the reader, "This book says this and this book says that" about the

research topic.

Critical reflection:

• Identifies the specific strengths and weaknesses of the resources;

• Describes the validity of the information and the reliability of the sources

based on the information reported in other resources;

• Demonstrates how sources agree or disagree with one another and other

significant positions held by authorities in the subject area;

• Explains how the research findings impact the discipline(s);

• Draws conclusions based on the evidence presented.

4.15. Research Ethics

Instrumentation used to gather research data from human subjects (interview, questions,

surveys, inventories, etc.) must be approved by the Institutional Review Board (IRB)

before distribution for field testing or data collection.

4.16. Statute of Limitations

The Christian Leadership research-doctoral programs are designed to be completed in

three to four years. The statute of limitations for this program is seven years. A student

who exceeds the seven-year limitation must reapply to the program and complete the

program within one additional year.

4.17. Submission of Assignments and Dissertation-related Documents

Students are to submit all assignments and dissertation-related documents in digital

format (.docx or .pdf) through the Canvas course site. Assignments and dissertation-

related documents should not be emailed to professors.

4.18. Supervisor, Second Reader and Third Reader Assignments

For Dissertation

See Section 2.5.6 Dissertation Supervisor Appointment

See Section 2.5.8. Dissertation Committee Formation

For Dissertation-in-Praxis

See Section 3.4.4 Milestone #1: Faculty Supervisor Appointment

4.19. Transfer Credit

4.19.1. Up to 9 credits may be transferred into the Christian Leadership doctoral

programs from an accredited research-doctoral program.

4.19.2. All transfer credits must be completed at the same degree level within the

previous five years.

4.19.3. Courses descriptions for transfer credit consideration must be at least 80%

equivalent to the required course in the corresponding Christian Leadership

doctoral program curriculum

4.19.4. Students seeking to transfer credits should consult with LUO admissions and

the program director.

4.20. Use of Titles (EdD, Doctor, Dr. Candidate, ABD)

Gaining the title, doctor (Dr.) is a wonderful accomplishment. Only about 1.8% of the

United States population has achieved this academic standing. As such, there are some

conventions followed in the Christian Leadership doctoral programs that are observed

as a matter of respect, ethics, and honor.

Students may only use the title "Doctor" or the abbreviation "Dr." after the degree is

conferred. Students may not use it in any manner before receiving their doctorate from

LU. Calling oneself "doctor" prematurely devalues the work, the degree itself, and the

LU's status in awarding the degree. It is inappropriate to use the title or abbreviation

before actually receiving the degree. The credential, respectively earned of “PhD” or

“Ph.D.” OR “EdD” or “Ed.D." (both are correct) may only be used after the degree is

conferred. When appropriately applied, this degree designation appears after the

recipient's full name and is separated from the title by a comma.

The use of “PhD Candidate” or “EdD Candidate" or "ABD" are not appropriate as a

title. Do not use either of these titles in resumes. The preferred practice is to tell others

of one's status in the program in the narrative of a letter or other communications. It is

not appropriate to use either designation as a title following one's name. Candidate

status occurs after the completion of the Comprehensive Exam. Until that time, students

are considered “PhD students” or “EdD students” (respective to doctoral program).

Students should not use the term “candidate” to describe themselves until they

successfully pass their comprehensive exams.

Keep in mind, “ABD” or "All But Dissertation" only means the student has not yet

completed the dissertation. It says the student is not a doctor and does not raise the

academic status of the individual. It should never be used as a title and should be

avoided even in narratives. It is far better to explain where one is in the program.

Others may read ABD as a negative statement, not a positive one.

When addressing faculty, students should address them as "Doctor" (Dr.) as a matter of

appropriate respect. If the faculty members choose, they may be less formal and tell

students to interact with them by name. Just as a matter of clarification, "Professor" is

the role or rank of the faculty member while "Doctor" is the academic level of the

faculty member.

5. STYLE MANUAL AND CITATION

Careful attention should be given to matters of style as noted in the Publication Manual of the

American Psychological Association (APA) for all work submitted. The Doctor of Education in

Christian Leadership has adopted the APA Manual 7th Edition.

Graduate & Doctoral Level programs at Liberty University should utilize the required elements

for “professional papers”. Guidelines for using APA style are available through the Academic

Support Center.

To support the student's writing of the program papers and documents in a professional manner,

resources such as Zotero and APA Style Central are available at Christian Leadership

Doctoral Programs Canvas Site.

NOTE: The Research Prospectus and Dissertation will follow separate template guidelines.

These templates are available at the Christian Leadership Doctoral Programs Canvas site.

https://www.liberty.edu/casas/academic-success-center/apa-guide/

http://apastylecentral.apa.org.ezproxy.liberty.edu/

Below you will find a helpful guideline as you construct your papers and move closer to

completing your Dissertation. Standards will also be clarified as it relates to this particular

degree program. Program exceptions are noted with the phrase, "the PhD/EdD program."

5.1. Formatting Standards

▪ Although APA has provided flexibility on font usage, the PhD/EdD program has

adopted Times New Roman 12 as the standard font to use on all papers. The use of

Times New Roman 10 in tables and figures is considered acceptable usage.

▪ The PhD/EdD program has adopted the use of one space after a period at the end of

a sentence.

▪ A Running Head should be used in all papers and be included in the top left corner.

The Running Head should include the full title of your paper (if less than 50

characters) and should not include the phrase “Running Head.” In the PhD/EdD

program, the Running Head should not be utilized in the Prospectus or the

Dissertation.

▪ Heading Levels should follow the formatting guidelines below:

o Level 1 – Centered, Bold, Title Case. Text begins on a new line.

o Level 2 – Left-justified, Bold, Title Case. Text begins on a new line.

o Level 3 – Left-justified, Bold, Italics, Title Case. Text begins on a new line.

o Level 4 – Indented, Bold, Title Case with a Period. Text follows the header.

o Level 5 – Indented, Bold, Italics, Title Case with a Period. Text follows the header.

▪ In the PhD/EdD program, tables and figures are included in the text of the

document, rather than at the end of the document in separate sections.

▪ Double-spacing is used throughout paper. Do not include additional space between

paragraphs. In the PhD/EdD program, these exceptions apply to the spacing

standards:

o Block quotes (quotes longer than 40 words) will be single-spaced and indented.

o Multi-line lists (lists in which one or more elements of list items is longer than

one line) are single-space with 12-point spacing between list items (like this list).

o Reference page entries are single-spaced with double spacing between entries.

Hanging indent is used.

▪ In the PhD/EdD program, students should utilize the standard title page following

the “Professional Style” – with the exception of the title page used for the Prospectus

and Dissertation.

▪ A Table of Contents is only required for papers over 20 pages, including the

Prospectus and Dissertation.

5.2. Word Usage

▪ Although APA allows for the use of first person pronouns, “I” and “we”, the

PhD/EdD program will continue to use the classical academic style of “This

author” and “The authors” or similar phrasing such as “The researcher(s)”. Unless

otherwise communicated by an instructor, all submissions should be written in

traditional, formal, academic style.

▪ Although APA encourages use of “They” or “Their” when referring to singular

individuals, the PhD/EdD program will allow students to use singular and gender

specific pronouns.

Example: “Bob decided they would pursue publication of their doctoral

dissertation” or “Bob decided he would pursue publication of his doctoral

dissertation” will both be considered acceptable usage.

▪ All research papers and the Dissertation should be with formal writing prose. Avoid

contractions like, "can't" or "don't." Instead, use "cannot," "do not," etc.

▪ Descriptive phrases are preferred when labeling groups of people.

Example: Instead of “Special needs children”, use “Children who have been

diagnosed with Down syndrome”.

▪ Descriptive categories that identify exact age ranges.

Example: Instead of “Middle-Aged adults were surveyed”, use “Individuals in the

age range of 35-55 years old were surveyed”.

5.3. Citation

Both paraphrases and quotations require appropriate citation. In-text citation can either

take the form of a Parenthetical citation or a Narrative citation.

▪ For Parenthetical citation, include the author(s) name within the parenthesis.

Narrative citation will include the publication year immediately following the name

of the author(s).

▪ For Parenthetical citation, when citing two authors use an ampersand (&) between

names. Narrative citation will use the word “and”.

▪ For both citation forms, when citing a work with three or more authors use et al. for

first and subsequent citations.

▪ For both citation forms, when using a direct quote identify the page number

separated by a comma following the publication date. Narrative citation should

include page number at the end of the sentence. Use “p.” for single page reference,

“pp.” for multiple page reference.

Example: (Bredfeldt, 2018, p. 9) or (Bredfeldt, 2018, pp. 9-10).

Basic in-text citation styles:

Author type Parenthetical Narrative

One author (Bredfeldt, 2018) Bredfeldt (2018)

Two authors (Lowe & Bredfeldt, 2018) Lowe and Bredfeldt (2018)

Three or more authors (Etzel et al., 2020) Etzel et al. (2020)

Additional guidelines related to citation:

▪ Authorship should be listed as they appear within the publication. Do not reorder.

▪ Verify that author names and publication date provided within the in-text citation

correlates with the entry provided on the Reference page.

▪ If standard in-text citation does not allow the reader to differentiate between works,

please note the following exceptions:

o If first authors share the same surname, then use the authors’ initials in all in-text

citations (even if year of publication differs).

Example: (M. Lowe, 2016; S. Lowe, 2018)

o If same authors and year, then spell out as many surnames to differentiate.

o If citation have identical author(s) and publication year, then append lowercase

letters after the year. This should be reflected within the reference list.

Example: (Bredfeldt, 2017a) and (Bredfeldt, 2017b)

▪ If repeating a citation in the same paragraph, do not include the publication date

unless to differentiate between a similar citation. When starting a new paragraph,

begin with full in-text citation.

▪ Footnotes are encouraged when it adds to clarity to the work submitted. Footnotes,

when used, should be placed at the bottom of the page referenced. Use of “ibid” is not

used in APA Style.

▪ When citing a religious work, identify the work, original publication year,

republished year, name of the book, chapter, and verse.

For example: (King James Bible, 1769/2017, Song of Solomon 8:6)

Include the full citation when the work is referenced for the first time. In the EdD

program, subsequent citations, may abbreviate the religious work and include only

the reference. However, if an abbreviation is used, include in the List of

Abbreviations.

For Example: (KJV, Song of Solomon 8:6)

If using the same version of Scripture throughout the entire document, a footnote can

be added in order to avoid repeated citation. For example: “Unless otherwise noted,

all quotations from the Bible are from the King James Version Bible (1769/2017)”.

5.4. Plagiarism

All students are responsible to ensure that the source of all facts and figures are

accurately represented. Facts and figures which are not common knowledge should be

cited. Failure to do so, constitutes presenting words, ideas or images that are not your

own and deemed as plagiarism.

For further information on APA’s guidelines concerning plagiarism click here. All

students are responsible for knowing and complying with the terms of Online Student

Honor Code.

NOTE: Submitting work previously used to fulfill academic requirements for any

course at any institution at any level, including Liberty University, without permission

from both faculty members is considered in violation of the Online Student honor code.

5.5. References

▪ Within the reference, list all authors who contributed to the work, up to 20 authors.

▪ Publisher location is no longer included in the reference.

▪ URLs are no longer preceded by “Retrieved from,” unless a retrieval date is needed.

Include URL for DOI and write out address. DOI must use permalink.

https://apastyle.apa.org/style-grammar-guidelines/citations/plagiarism

https://www.liberty.edu/students/honor-code-luo/

▪ For ebooks, the platform or device is no longer included in the reference.

Below are formatting examples for common references. For additional sources, please

consult the APA Manual 7th Edition. Newest edition now includes citation for online

sources, including podcasts and social medial posts.

Book (Single Author)

Last, F. M. (Year Published). Title of book. Publisher Name.

Journal

Last, F. M., & Last, F. M. (Year, Month Date). Title of article. Journal Name,

Volume(Issue), pp. URL.

Website

Last, F. M. (Year, Month Date Published). Title of work. Website Name. URL.

Published Dissertation

Last, F. M. (Year Published). Title [Dissertation, Institution]. Database Name. URL.

For additional resources, including topics such as Paper Format, Tables and Figures,

Grammar, and how to purchase APA Manual 7th Edition, please visit http://apastyle.apa.org.

6. CHRISTIAN LEADERSHIP DOCTORAL PROGRAM CANVAS SITE

All forms required for the program, essential information not contained in this handbook,

Prospectus and Dissertation writing resources, and valuable research links are provided in

folders found at the Christian Leadership Doctoral Program Canvas site. This site is continuously

updated and developed so students should check there often for the latest information on the

program. There is also a location for program-related announcements and communication. The

site contains a community discussion area called the Leadership Café where students and

faculty can discuss program questions, share prayer requests, and make suggestions. Students are

encouraged to explore these resources.

7. COURSE DESCRIPTIONS

CLED700 Biblical & Theological Foundations of Leadership

This course is a study of the biblical and theological foundations of leadership as evidenced

within Scripture. Learners examine theological themes and biblical assumptions that directly

impact one's philosophy and practice of leadership. Students learn to think theologically

about issues, and concepts drawn from the discipline of leadership.

CLED715 Ecologies of Christian Formation

This course will examine an ecological model of spiritual formation that attends to the role of

God's people, the body of Christ in fostering individual and corporate growth. The course

https://apastyle.apa.org/style-grammar-guidelines/paper-format/paragraph-format

https://apastyle.apa.org/style-grammar-guidelines/tables-figures

https://apastyle.apa.org/style-grammar-guidelines/grammar

http://apastyle.apa.org/

will also include an analysis of the function of Christian social networks in promoting

evangelism to non-Christians and facilitating edification in the Church.

CLED720 Biblical & Theological Foundations of Education

This course builds on CLED700 and studies biblical and theological foundations of education

as evidenced within Scripture. Learners examine theological themes and biblical assumptions

that directly impact one's philosophy and practice of education. Students learn to think

theologically about issues and concepts drawn from the discipline of education. A framework

for biblically-based integrative thinking is developed and practiced with regards to the

relationship between education, leadership, and theology.

CLED725 Faith-Based Consulting

Description Coming Fall 2024

CLED730 Research Methods for Christian Leadership I

As the first of six sequenced research courses, this course provides an overview of the

dissertation research and writing process. Students develop the foundational knowledge,

skills, and disposition necessary for critical inquiry, research design, dissertation preparation,

data analysis, data interpretation, and the evaluation of research results. The course focuses

on the critical evaluation of research quality. Students learn to deconstruct dissertations as a

way to understand the process.

CLED740 Organizational Assessment & Development

Description Coming for 2023-2024 Academic Year

CLED745 Leadership & Cultural Contextualization

This course assists leaders in defining "a vision for a preferred future" that is culturally and

contextually appropriate. The course involves an analysis of the leader's role as a

communicator within and outside the organizational structure. It includes a focus on the role

of public and private communication channels in moving the vision and mission of the

organization forward. The course looks at communication success and failure in the context

of culture, crisis, and change. Skill sets are developed for leading people within the culture

and ministry leadership context.

CLED750 Coaching Leaders

Description Coming for 2023-2024 Academic Year

CLED765 Trends & Issues of Contemporary Leadership

In this course, students will research and present contemporary issues and trends relevant to

the fields of leadership and education. Current literature and research are presented and

discussed. Each topic is then examined biblically and theologically. Topics are determined in

consultation with course professors as the student beings to develop a line of research that

eventually leads to the development of the dissertation topic and research questions.

CLED770 Research Methods for Christian Leadership II

As the second of six sequenced research courses, this course acquaints the students with

quantitative, qualitative, and mixed-methods methodologies and the role of statistical

analysis in the evaluation of research results. Students are introduced to the resources and

tools available to the doctoral level researcher. Additionally, this course addresses the steps

needed to defend the dissertation successfully. Lastly, students will choose their research

topics for their dissertation research.

CLED780 Change, Power, and Conflict in Leadership

This course provides an analysis of dynamics surrounding the innovation and strategic

change process. While innovation and change are essential to the progress of any

organization, they often produce conflict situations. This course looks at how innovation

brings valuable disruption to an organization. Students learn how to lead change effectively

while leveraging the benefits of the disruption and conflict that innovative change creates.

Leaders learn to capture and capitalize on the opportunities of new technologies, creative

methods, and strategic initiatives to move their church or organization forward. Additionally,

this course explores the role of entrepreneurial leadership in the development of strategic

initiatives within a faith-based organization and strategic partnerships outside of the faith-

based organization.

CLED800 Theological Anthropology in Leadership & Education

This course examines the implications of the doctrine of the image of God in all persons as

the central concept for the development of a philosophy, theory, and practice of leadership

and education. Building upon this study of the imago Dei (Image of God), this course further

considers factors that define and distinguish a Christian view of leadership and educational

practice that is consistent with the belief that all persons are created in the image of God.

CLED805 Research Methods for Christian Leadership III

This is the third course in a series of six research methods seminars. This course is designed

to develop research proficiency necessary for the creation of the first chapter of the research

prospectus. Students will gain a further understanding of the research process, including the

identification of a research problem and initial steps in the development of a literature

review. Students will submit a working draft of chapter one - "Research Concern."

CLED815 Character & Ethics in Leadership & Education

This course builds on the CLED800. Building upon this study of the imago Dei (Image of

God), this course further studies the essential character qualities of effective biblical servant

leader-teachers, and the principles of ethical influence, communication, instruction, problem-

solving, and decision-making. Ethical dilemmas will be considered in case study format to

aid students in applying ethics to leadership and education decisions.

CLED820 Leadership and Management Theory

This course provides a critical examination of historical and contemporary leadership

theories, principles and practices. This course also includes an analysis of each theory's

worldview assumptions, scientific worthiness, and potential contribution to the leadership

and management of faith-based organizations. Authentic, transformational, and servant

leadership theories are examined in light of biblical examples, principles, and theological

understandings of leadership.

CLED830 Research Methods for Christian Leadership IV

This course is the fourth in a series of six research methods seminars. This course is designed

to develop research proficiency necessary for the creation of the second chapter of the

research prospectus. Students will develop a literature review and begin to design the

research study. In this seminar, students continue to work on the prospectus and submit a

working draft of Chapter 2 - "Review of Literature.

CLED835 Organizational Theory and Development

This course provides a review of theoretical understandings of organizations and their

development. Students gain skills in the analysis of organizational culture, the formation of

organizational culture, and the role of staff training in the transmission of an organization's

culture. The unique factors shaping faith-based organizations are considered.

CLED845 Group and Team Dynamics: Theory and Practice in Leadership

This course is a study of group theory and team processes and their application to faith-based

organizational leadership. Team dynamics, team development and the role of the team leader

are examined.

CLED855 Teaching and Learning: Theory and Practice in Leadership

This course integrates a study of teaching and learning theory in relation to leading the faith-

based organization. This course develops an understanding of the role of teaching and

learning in the processes of both leader and follower development. Major theories of learning

are considered, critically and theologically evaluated, and applied.

CLED885 Praxis I: Planning and Design I

This course provides an introduction to action research and the dissertation-in-praxis research

model. The student identifies a dissertation-worthy praxis problem related to the cognate

field of study. The first chapter of the dissertation-in-praxis proposal is developed in this

course.

CLED886 Praxis II: Planning and Design II

This course focuses on the development of a literature framework for the proposal. The

literature framework serves as both the comprehensive exams for the program and as the

literature review chapter of the dissertation-in-praxis proposal. The second chapter of the

dissertation-in-praxis proposal is developed in this course.

CLED 887 Praxis III: Planning and Design III

This course continues the development of the dissertation-in-praxis proposal. Under the

supervision of a faculty member, the student will continue to plan and design an approved

program, product, or process that serves as an artifact demonstrating and applying the

student’s doctoral-level scholarship and professionalism as related to their cognate field of

study. This course will focus on developing the third chapter (the strategic plan) of the

proposal, the finalization of the proposal and its approval, and the IRB application process.

CLED 888 Praxis IV: Implementation I

Under the supervision of a faculty member, the student will initiate the implementation of an

approved program, product, or process that serves as an artifact demonstrating and applying

the student’s doctoral-level scholarship and professionalism related to their cognate field of

study.

CLED889 Praxis V: Implementation II

A continuation of CLED888, the student will complete the implementation of an approved

program, product, or process that serves as an artifact demonstrating and applying the

student’s doctoral-level scholarship and professionalism related to their cognate field of

study.

CLED890 Praxis VI: Assessment

Under the supervision of a faculty member, the student will assess an approved program,

product, or process that serves as an artifact demonstrating and applying the student’s

doctoral-level scholarship and professionalism as related to their cognate field of study.

CLED900/CLED987 Research Methods for Christian Leadership V

This course is designed to develop research proficiency necessary for the creation of the third

chapter of the research prospectus. The course will include content on population and

sampling procedures, instrument design and validation, data collection and analysis, and data

reporting, as these concepts apply to quantitative and qualitative research. As part of this

course, students will complete the comprehensive exam requirement of the program, details

of which are found in the program handbook.

CLED905/CLED988 Research Methods for Christian Leadership VI

This course is the final course in a six-course sequence on research methodology. Students

continue in a guided mentorship begun in CLED 900/CLED987 as the student continues to

prepare for the submission of the Prospectus under the supervision of the faculty supervisor.

During the course, students will develop and submit the full Prospectus (comprised of

chapters 1-3) for approval. Upon successful supervisor and IRB approval of the Prospectus,

students will then enter the field research phase of the dissertation process.

CLED989 Dissertation Research & Writing

In this course the student conducts approved dissertation research, analyzes research

findings, and compiles conclusions based on the research.

CLED990 Dissertation Defense

In this course, each student defends the methodology of the research design, the gathering of

the research data, the analysis of the research findings, and the conclusions derived from the

research.

ADDITIONAL COURSES FOR DOCTORAL COGNATES

*Courses listed below come under the purview of Liberty Theological Seminary; however,

are administered outside of the Christian Leadership Doctoral programs.

CHMN 810 Biblical Leadership in Church Revitalization

This course will address the essential biblical leadership characteristics that enable church

leaders to engage the church revitalization process with effectiveness. It will consider the

revitalization themes throughout the Old and New Testaments and the strongest leadership

traits of those who God used to bring new life to His people.

CHMN 820 Strategic Leadership for Church Revitalization

A practical study of the elements that are required for church leaders to lead the church

revitalization process effectively. This will include the guiding values, leadership structure,

facility assessment, location, and overall feasibility of the church revitalization. The

historical foundations of church revitalization in the 20th century will be examined.

CHMN 840 Leadership Models for Next Generation Ministry

This course explores the necessary skills and competencies for leading next generation

ministry. It will introduce current and developing models in response to current cultural

issues in the context of local church ministry. Research related to the future of next

generation ministry will be engaged with emphasis given to a biblical/theological critique of

proposed ministry methods.

CHMN 841 Issues and Trends in Next Generation Ministry

This course explores the cultural trends and issues impacting the current generation of

children, adolescents, and their families. Current and developing trends will be evaluated

from a theological and sociological perspectives in the context of local church ministry.

Research related to the future of next generation ministry will be initiated to further the

church's effective response to these issues.

CHMN 842 Making Disciples for the Next Generation

This course focuses on the nature and mandate of the Great Commission and with specific

application to next generation ministry. It will guide students in developing effective and

insightful models for making disciples among children and adolescents in partnership with

their families and connected to the larger mission of the local church. Students will engage in

research that identifies and supports the most effective strategies for making disciples for the

next generation.

CHMN 860 Marks of a Disciple

This course guides students through an intensive biblical study identifying the essential

marks of a disciple. Students explore the nature of a disciple and the importance of knowing

the ultimate target of the Great Commission in making disciples of all nations.

CHMN 861 Marks of a Biblical Church

This course guides students through an intensive biblical study of the New Testament in

identifying the essential marks of the church. Students will explore the characteristics of the

church as demonstrated primarily through Acts and the epistles. Additionally, students will

evaluate the health of a local church.

CLCM 510 Constructing a Theology of Networks for the Digital Age

The Digital Age has created an interconnected network of overlapping communities that is

blurring the historic distinction between physical and digital. Given the evidence for the

existence of these networked realities and their counterparts in the natural world, what is our

theological and biblical response? This course provides students an opportunity to formulate

an emerging theology of networks through which the Spirit of God works to minister to his

people.

CLCM 520 Spiritual Formation in the Digital Age

Given the changing landscape of ministry that is moving from embodied to embedded, we

need a biblical model of spiritual formation that encompasses all possible ministry contexts.

This course presents a biblical-ecological model of spiritual formation that identifies God’s

design for growth in all the spheres over which he presides as Lord.

CLCM 530 Creating Christian Community Online

Is physical presence a requirement for authentic Christian community? This course examines

the debate between those who advocate incarnated community and those who argue that

Christian community is unconstrained by time and place because of the omnipresent ministry

of the Holy Spirit. Attention is given to the biblical and theological concept of the

communion of the saints and its significance for the creation and formation of online

communities of faith.

CLCM 540 Introduction to Ministry in the Digital Age

Martin Luther transformed Europe and eventually the world by taking his innovative

theological beliefs and tethering them to an innovative technology; the printing press.

Ministry leaders have a similar opportunity because of the technological innovations

available to those who live in the Digital Age. This course provides a structured examination

of the current digital landscape and a practical model for digital ministry in the 21st century.

DSMN850 Biblical Theology of Spiritual Formation

This course traces out the biblical theme of spiritual formation in both Old and New

Testaments. Students gain an appreciation for the consistent manner in which biblical writers

explain the process of spiritual growth by an appeal to natural growth processes in creation.

Students also explore the place of spiritual formation within the larger purposes of the

mission of God as it unfolds canonically and historically. Students formulate practical

applications of a biblical model of spiritual formation to ministry practice within their own

denominational and theological traditions.

DSMN860 History of Spiritual Formation

This course is an examination of the historical practices of spiritual formation throughout the

life of the church. Focused on primary materials, this course will explore salient themes

related to spiritual formation through the lens of discipline, theology, and practice.

DSMN870 Facilitation of Spiritual Formation

This course focuses on the corporate aspect of spiritual formation against the backdrop of our

hyper-individualistic culture and emphasis within Protestantism. The course will provide an

analysis of those elements that facilitate and foster spiritual formation in Christian

community. In particular, the course will examine an ecological model of spiritual formation

as a way of conceptualizing and fostering growth and formation. Finally, this course will

inspect the role of the Christian community in the facilitation of spiritual growth and maturity

that brings into balance the disparate notions of academic and ministerial formation.