LIBRARY This is to certify that the dissertation entitled COMPARING INSTRUCTOR ASSUMPTIONS AND STUDENT REALITIES: A STUDY OF WESTERN THEOLOGICAL EXTENSION EDUCATION IN SOUTHEAST ASIA presented by John Russell Lillis has been accepted towards fulfillment of the requirements for _Eh..ll._degree in Winuing Ed - Urnjot professor fil/ A T Date 14 Max 1987 "(ll-1- Ala—.1 A - "- Il‘ v "" 012771 MSU I LIBRARIES —_ RETURNING MATERIALS: Place in book drop to remove this checkout from your record. FINES will be charged if book is returned after the date stamped below. .T. _ COMPARING INSTRUCTOR ASSUMPTIONS AND STUDENT REALITIES: A STUDY OF HESTERN THEOLOGICAL EXTENSION EDUCATION IN SOUTHEAST ASIA By John Russell Lillis A DISSERTATION Submitted to Michigan State University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY Departoent of Educational Administration 1987 Copyright by JOHN RUSSELL LILLIS 1987 iv ABSTRACT COHPARINS INSTRUCTOR ASSUHPTIONS AND STUDENT REALITIES: A STUDY OF NESTERN THEOLOGICAL EXTENSION EDUCATION IN SOUTHEAST ASIA BY John Russell Lillis The Southeast Asia Extension Program of the Grand Rapids Baptist Seminary offered graduate theological educa— tion to Asian students living in Southeast Asia. The pro- graa used pretaped, directed study courses which had been originally prepared by Stateside course designers for wes- tern students. In preparing these courses, the course de- signers oade certain assumptions concerning the antecedent conditions and situations for the students who would take the courses. The purpose of this study was to compare those assumptions with the realities of the actual antecedent conditions and situations as they were observed to exist for the Asian students enrolled in the Southeast Asia Extension Program. The theoretical base for the study was provided by the Stake Countenance Hodel of educational evaluation. A de- scription of the congruence between the assumed antecedent situations for the Asian students and the actual observed antecedent situations was provided. The antecedent situa- tion was described by investigating the assunptions and realities concerning the students' prior educational back- ground, educational resources, educational goals and ii expectations, career projections, as well as issues important to the students. Information related to the assumptions made by course designers was obtained through interviews with each course designer and investigation of course syllabi. This informa- tion was reduced and presented in terms of each individual course. Information related to the actual antecedent condi- tions was obtained through interviews with each student, as well as through investigation of student records maintained by the Southeast Asia Extension Program. The study provided a description of those areas where the courses used in the Southeast Asia Extension Program did not fit the Asian context in terms of antecedent character- istics of the Asian students. The results of the study provided information necessary for curriculum evaluation and modification of the Southeast Asia Extension program. The study itself provided a model for obtaining, analyzing, reducing, and presenting qualitative data necessary for curriculum evaluation and decision making in extension edu- cation programs. iii TABLE OF CONTENTS PAGE List of Tables .. ....................................... x List of Figures ............................... ......... xii 1. Purpose and Organization of the Study ......... ..-.. l A. Introduction ........................... ........ l l. The Context - Development of Church Leadership in missionary Endeavor ......... 2. Overview ... ...... ...... ......... . ....... .. Program Description ..... ............ .......... 1. Southeast Asia Extension Program .......... 2. In-Service N.R.E. .. ........ . ...... ... ..... 3. Directed Study Courses ......... .... ...... . Problem Statement ............ ............. .... 1. General Problem Area ...................... 2. Specific Problem ....... ........ ........... Research Approach .... .......... . .............. 1. General Approach ........ ...... ..... ...... . 2. Limitations ....................... ...... .. Intended Benefit or Contribution of the PrOject .-I.‘......QCCCICCICCCCCCI.....IOO ..... 1. Specific Contributions to the Southeast Asia Extension Program ....... ..... . ....... 2. General Contributions ..................... ll 13 13 18 19 19 20 22 II. III. F. Summary ............ .. ......................... Literature Precedence .... ......................... A. Introduction . ................................. B. Curriculum Evaluation ...... . ...... .. .......... C. Responsive Evaluation .................. . ..... . D. Extension Education . ........... ............... E. Theological Education ............. ............ F. Summary ......... ................ .............. Investigative Procedure ..... . .......... . ......... . A. Introduction ................ ......... ......... 8. Theoretical Model .................... ......... l. Formative and Summative Evaluation ... ..... 2. Stake and the Countenance of Educational Evaluatim ......ICCOCOOQIIIDOOICOOICIICICO 3. Importance of Antecedents ...... . . . . . ...... 4. A Descriptive Approach .......... .......... C. General Description of Data Gathering PrOCEdure ...-......C-OOIOO ...... .- IIIIIIIIIIII 1. Data Sources .... ..... ..................... 2. Sample Population ............-....:....... 3. Research Design and Execution: Interview Prxwure ... ...... ...-......OCICCUIOCCIOII D. Determination of Assumptions Concerning Antecwmts O...-....-...-....-.....ICCIIODOCOI 1. Interview Questions ..................... .. 2. Course Syllabi ........ ...... .......... .... vi 27 39 41 49 51 51 52 52 54 59 62 64 64 67 7O 73 73 76 IV. A. Observations of Actual Antecedents ............ 77 1. Interview Questions ...................... . 77 2. Student Applications ...................... 80 Comparison of Assumptions and Observations .... 81 Reduction of Data .... ...... .............. ..... 84 Validity and Reliability of Data . ............. 87 Summary ... ..... . ......... ........... ........ .. 91 Presentation of Data ............................... 93 Introduction ...................... ...... ....... 93 Course Designers’ Assumptions ....... ...... ..... 93 1. Prior Student Preparation .................. 94 2. Present Student Situation .................. 98 3. Specific Program/Course Objectives .........101 4. Student Career Projections ........ ........ .102 5. Important Issues ............... ......... ...108 Student Realities ....... . ...... . ............... 113 1. Prior Student Preparation ....... .......... .114 2. Present Student Situation ..................119 3. Specific Program/Course Objectives .........’122 4. Student Career Projections .................129 5. Important Issues ....... ....................133 Comparison of Assumption and Realities .........134 1. Prior Student Preparation ..................137 2. Present Student Situation ....... ..... ......143 3. Specific Program/Course Objectives ...... ...146 vii 4. Student Career Projections ................. 152 5. Important Issues ........................... 156 F. Summary ..... . ......... . ..................... ...158 v. Conclusions and Recommendations .... ...... . .......... 160 A. Introduction ........... ..... . ................... 160 B. Southeast Asia Extension Program ................ 160 1. Program Intent ..... ....................... ..163 2. Curriculum Design .. ........ . ....... .........167 3. Contextualization ..... ......................170 C. Benefits of the Study ...........................172 0. Recommendations for Further Study ........... ....177 1. Further Research Concerning Antecedents .....177 2. Transactions & Outcomes .. ......... ..........181 E. Summary ... ...... ................................183 Appendices 1. Southeast Asia Extension Program Extension Course List .-.............................. ..... 184 2. Application Form for Southeast Asia Extension Program .........................................191 3. Application Addendum Form for Southeast Asia Extension Program .... ..... ....... ............... 195 4. Interview Quotations - Prior Student Preparation (Course Designers’ Responses) .. ..... 197 5. Interview Quotations - Present Student Situation (Course Designers' Responses) .........200 6. Interview Quotations - Specific Course Objectives (Course Designers' Responses) ........202 7- Interview Quotations - Student Career Projections (Course Designers' Responses) ....... 207 viii 10. 11. 12. 13. Interview Quotations - Important Issues (Course Designers’ Responses) ........ ..... ......212 Interview Quotations ~ Prior Student Preparation (Asian Students’ Responses) .........213 Interview Quotations - Present Student Situation (Asian Students’ Responses) ...........219 Interview Quotations — Specific Course Objectives (Asian Students’ Responses) . ...... ..-224 Interview Quotations — Student Career Projections (Asian Students’ Responses) ..... ....234 Interview Quotations - Important Issues (Asian Students’ Responses) .....................244 Bibliography ............................................246 ix "I 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. LIST OF TABLES PAGE Course Designers and Extension Courses ........... ... 68 Number of Respondents by Country .. ............. ..... 69 Interview Questions for Course Designers ...... ...... 74 Interview Questions for Asian Students .... ..... ..... 78 Response Grouping for Interview Questions ........... 95 Assumptions Concerning Prerequisite Knowledge ...... . 97 Assumptions Concerning Prior Experience .......... ... 98 Assumptions Concerning Study Resources ..............100 Assumptions Concerning Available Study Time .........101 Description of Course Goals .-. ......... ... .......... 103 Assumptions Concerning Students’ Future Work ........107 Courses Providing Preparation for Further Education..108 Assumptions Concerning Important Issues . ............ 109 Courses Covering Important Issues ........... ........ .110 Response Groupings for Interview Questions (StUdentS).............«n-c-a---------------...-.....112 Student Formal Educational Backgrounds ............. .116 Prior Ministry—Related Education ------ ----------- ---117 Prior Ministry Experience for Students ..... . ....... .119 Study Resource Access for Students ................ ..122 Study Time Available for Students ... ................ 123 21. 22. 23. 24. 25. 26. 27. 28. 29. 30. 31. 32. 33. 34. 35. 36. Distribution of General Program Expectations for Asian Students ........ ...... ............... . ........ 125 Specific Program Expectations for Asian Students ...-126 Distribution of Specific Program Expectations for Asian Students ............. ........... ..............127 Frequency of Course Topics Desired by Asian Students .. ............... . ......... ........ ........ .128 Immediate Student Career Projections ... ............. .132 Five-Year Student Career Projections -... .......... ..132 Ten-Year Student Career Projections .. ....... ... ..... 132 Student Projections for Further Education ..... ......133 Issues Important to Asian Students ..................135 Student Response Frequency for Important Issues .....136 Areas of Congruence for Student Expectations .. ..... .148 Non-congruent Course Goals ................ ..... .....151 Non-Congruent Expectations of Asian Students ..... ...151 Non-congruent Course Topics Desired by Asian Students .. ....... . ........... . ...... . ............. ..152 Areas of Congruence for Important Issues ............157 Areas of Non-congruence for Important Issues ........ 158 xi 1. 2. LIST OF FIGURES Data Matrix for the Stake Countenance Model Analysis of Descriptive Data Matrix ....... xii CHRPTER ONE PMrpose and Organization of the Study Introduction ID! Context - ngelggeent of Church Leadegghip In eodern Christian eissionary endeavor, an area which is receiving a great deal of attention and concern is the subject of leadership developeent within the Church. HcKinney has well expressed the concern which eany who are presently involved in Christian aissions feel: The growth of the church is a reason for rejoicing; it is also a cause for deep concern... As churches grow, the need for church leaders multiplies. In many areas of the world, existing educational programs are not even beginning to meet the deeand for trained leaders. In Brazil...if that country continues to prepare church leaders at the present rate...it will take forty years to prepare the leaders Brazilian churches need today. This is not an isolated case. In country after country, eany eore trained church leaders are needed (McKinney 1979). An essential step in the preparation of trained national church leadership is the building of national institutions to provide such training. The building of these institutions has long been a focus of eodern missionary effort and there are eany leadership training institutions which are functioning throughout the world today. However, as Seallean has pointed out, “nearly all of the hundreds of einistry training institutions in the Third Horld were originated by (Eastern) eissionaries who followed in the train of church planters” (Smallman, 1980). Furthermore, the majority of these institutions are still staffed by foreign faculty members rather than national personnel. Chao, Dean of the China Graduate School of Theology, points out the problems inherent in national training institutions which face this lack of “qualified national faculty": For lack of sufficient number of qualified faculty, the students are usually subjected to western, theological indoctrination and domestication. They learn, consciously or unconsciously, the viewpoints of their foreign teachers in both theological biases, especially toward the cultural values in the students’ own society (Chao, 1975). The need to provide trained, qualified national faculty for permanent indigenous institutions of leadership development has led to different approaches to provide higher level theological education for select individuals in the national church. A common approach in the past has been to bring these individuals to the United States to receive the necessary education. This approach has not been as successful as hoped for a number of reasons. The percentage of those students who return to their home countries after studying in the United States is discouragingly low (Asia Theological News, 1984). In addition, many of those who do return often do not become engaged in the type of ministry for which they traveled abroad. Another significant factor is that such efforts are very expensive and result in only a small number of national church leaders being able to take advantage of educational opportunities abroad. One alternative approach to this problem of developing national faculty for leadership development institutions is to make the Stateside education available abroad through extension programs connected with theological schools located in the western world. The study in this dissertation deals with one such program, the Southeast Asia Extension Program of the Grand Rapids Baptist Seminary. The research presented focuses on one particular aspect of this program as presented below. Overview This chapter provides a description of the program under study and an introduction to the nature of the problem as well as the need for the study. The section immediately following in this chapter will provide a description of the Southeast Asia Extension Program and the particular portion of the program under study: The third section will deal with both the general problem area under study as well as state the specific problem being considered. The forth section of the chapter provides a general overview of the research approach employed in the study. ‘The fifth part of the chapter presents briefly the contribution that this research provides. The remainder of the study is divided into four chapters. Chapter Two is concerned with the literature precedence for topics related to the study. Chapter Three contains a description of the research procedure utilized during the data collection phase of the study. Chapter Four describes the data which was collected and analyzed. This chapter includes the results of the research as well as a description of the analysis techniques. Chapter Five provides remarks concerning the value and worth of the study in terms of present applications as well as directions for future study. Program Description Southeast Asia Extension Prggram The program under study is the Southeast Asia Extension Program of the Grand Rapids Baptist Seminary. The purpose cw this program is three—fold (Grand Rapids Baptist Seminary, 1986b): To upgrade the theological education of national educators and ministers to the Master’s level. To assist in the development of national Bible schools and colleges. To contribute to the further development of the national churches by offering graduate-level theological education to qualified and gifted students in their own cultural milieu. 5 In each of these cases the intent of the Southeast Asia Extension Program is to provide advanced training for those already involved in ministry rather than the basic, pre— requisite training necessary to enter ministry. The Southeast Asia Extension Program is an extension office of Grand Rapids Baptist Seminary which is located in Grand Rapids, Michigan. Grand Rapids Baptist Seminary is a graduate-level theological school which is accredited by the North Central Association of Colleges and Schools. The Seminary offers the following five Master's degrees: the In-Service Master of Religious Education (32 semester hours), the Master of Religious Education (62 semester hours), the Master of Theological Studies (62 semester hours), the Master of Divinity (95 semester hours), and the Raster of Theology (30 semester hours beyond the H.Div.). The purposes of the Grand Rapids Baptist Seminary are four- fold as listed in the institution's published mission statement (Grand Rapids Baptist Seminary, 1986b): To prepare persons for church ministries and worldwide missions (Master of Religious Education, Raster of Divinity, Master of Theology) and to help prepare scholars for teaching and research (Raster of Theology). To offer continuing education to professional church ministers/missionaries (In-service Master of Religious Education). To offer graduate theological education for lay persons who are not seeking professional church ministries (Master of Theological Studies). To provide a center of theological and ethical reflection for the General Association of Regular Baptist Churches (the constituency that approves the Seminary) and the community of Grand Rapids, Hichigan. The Southeast Asia Extension Program relates particularly to the second and fourth of these purposes. The program provides continuing theological education for Asians in their own geographical and cultural contexts by making available the ln-service Master of Religious Education degree of the seminary. It also offers a platform for theological and ethical reflection for churches established in Asia through the efforts of mission agencies affiliated with the General Association of Regular Baptist Churches. The Asian office of the Southeast Asia Extension program was established in Bangkok, Thailand in October 1982 and later relocated to Manila, Philippines in June 1985. Bangkok was originally chosen because of its location relative to the rest of Southeast Asia and the ease of air transportation to the major urban centers of Southeast Asia. The later move to Manila was necessitated by the _difficulties involved in obtaining visas for expatriate staff personnel associated with the program. "Class offerings were begun in October 1983 with courses available through pro-taped, directed studies materials and two-week intensive residence seminars. The full-time staff of the program at this time consisted of one individual who performed all of the academic and administrative functions of the program. The enrollment for the program during the first six months of the program was nineteen students all coming from the country of Thailand. During the first year of operation only students from the country of Thailand were involved in the program. These students involved Thai nationals who were involved as Bible School teachers as well as Thais who were involved in local church-related ministries. In addition there were also students who were citizens from western countries such as the United States, Australia, and England and who were serving as missionaries in Thailand. By the beginning of 1986 the program had grown to include students in the six Asian countries of Thailand, Burma, Bangladesh, India, Hong Kong, and the Philippines. Approximately 601 of these students were Asian nationals from the various countries while the remaining 402 were expatriates from various western countries (i.e. United States, Australia, New Zealand, Finland, England, and Germany) who were serving as missionaries in these countries. During this time the full-time staff had also grown to . include three men who were responsible for the general oversight of the academic affairs of the program and one Filipino who was responsible for the business administration of the program. In addition there were two part-time—workers who were responsible for maintaining student records and overseeing the area of student admissions. Since the Grand Rapids Baptist Seminary awards the degree earned by the student of the Southeast Asia Extension Program the seminary maintains close control over the program in order to monitor the quality of the education delivered. The full—time expatriate personnel of the Southeast Asia Extension Program are under contract to the Grand Rapids Baptist Seminary and are directly responsible to the seminary Dean. These men are adjunct professors of the Seminary, having gone through the procedure of interviews and evaluations required in the appointment of all seminary professors. The Seminary also generates the curriculum for the Southeast Asia Extension Program. The directed study courses are produced in Grand Rapids by the resident faculty. Any other course offered through the auspices of the Southeast Asia Extension Program must conform in general to the catalog course descriptions of the seminary. In-Service N.R.E. The particular degree program which is being utilized in the Southeast Asia Extension Program is the ln-service Hester of Religious Education (In-service H.R.E.). The Hester of Religious Education degree is normally a two—year, 62-semester hour program which had originally been designed by the Seminary to train “those who wish to engage in supportive ministries“ (Grand Rapids Baptist Seminary, 1986b). "Supportive ministries refer to those areas of ministerial responsibility within a local church which would be viewed as providing assistance to the Senior Pastor of the church as well as the overall ministry program of the church. Examples of supportive ministries would include Associate or Assistant Pastors, Husic Directors, Directors of Christian Education, and Directors of Youth or Childrenis Programs. The courses offered in the Master of Religious Education and described in the catalog imply that individuals working in Christian Day Schools as well as in a cross—cultural missionary endeavor would also be included in this category. The In-Service Naster of Religious Education degree program was initially introduced by Grand Rapids Baptist Seminary “with a view to meeting the continuing education needs of experienced church-related field workers" (Grand Rapids Baptist Seminary, 1986b). The degree program allows the student to receive academic credit for prior ministry experience. Those admitted to the program must certify a minimum of five years of full—time experience in their field. The catalog of the seminary describes the In- Service H.R.E. as follows: A one year program designed for persons who have had a minimum of 5 years of successful professional ministry. It is a 32-hour program built around concentrations in Bible, Theology, and one of the following areas of service: Pastoral studies, Hissions, Christian Education or Christian School Administration (Grand Rapids Baptist,l986a). 10 The In-service H.R.E. is offered through a combination of resident and extension studies. At least 12 of the total 32 hours must be taken in some type of residence study, while the remainder of the program can be accomplished through extension courses. The degree has been designed for those who are actively engaged in Christian work and thus is intended to be taken as continuing education. That is, a student may not take more than two extension courses per 15 week semester and the average student should take from two to four years to complete the program. In the implementation of this program in Asia, residence studies are provided through two-week seminars held at various times in the year throughout the various participating countries. The typical student will have access to at least one and possibly two of these seminars each year in his/her home country. During each seminar, there are two 3-hour courses which are made available to the students. A student can conceivably take six hours of credit during these sessions, although this is generally not recommended. ‘These seminars are taught by either full—time Southeast Asia Extension Program staff, qualified missionaries or Asians working in Southeast Asia, or faculty members visiting Asia from Grand Rapids Baptist Seminary. ll Dirggted Study Coggggg, Since the inception of this program at Grand Rapids, the seminary faculty has developed a group of directed study courses which are used for the extension portion of the degree program. These courses are designed to be studied by the student in his own context without the necessity of traveling to the home campus. Assigments and other communications between the student and the teacher are sent by mail or handled through telephone interviews. The student has the same fifteen week time limit to complete one of these courses as if he were studying in residence at the home campus. Because of the in-service nature and intent of this particular degree program, each student is limited to the number of directed study courses that he may take at a given time. In particular, no student may take more than two directed study courses during a given fifteen week semester period. The initial implementation of the program in Asia has utilized the directed study courses exactly as they have been prepared by the Grand Rapids faculty for the extension studies of the standard In-Service H.R.E. students in the United States. There are three main categories of course design for the directed study courses. The first category includes courses in which lectures have been prepared on cassette tapes by faculty members at the Grand Rapids Baptist Seminary. These lectures are then supplemented by lecture 12 outlines, extensive handout notes, and textbook reading assignments. The second category involves readings courses in which the student selects a topic of interest and then makes an agreement with the course director concerning what material is to be read and how this is to be reported. The third group of courses includes independent study courses in which the student in cooperation with the course director designs a research project related to his own ministry as well as the program of study which he is undertaking. The courses which are presently in existence and are currently being used in the Southeast Asia Extension Program are listed and briefly described in Appendix One. The set of extension courses which have been prepared by the Grand Rapids faculty have become the core courses for the ln-Service H.R.E. degree program as implemented in Asia through the Southeast Asia Extension Program. The financial situation of the Asian students coupled with the schedule of residence seminars as described above has resulted in the need for students to take as many of the directed studies courses as possible. Thus, almost two-thirds of the degree program should be accomplished by Asian students through the use of the extension courses described in Appendix One. 13 Problem Statement figggggl Prgglem Argg The difficulties faced by the Southeast Asia Extension Program in its efforts to make available to Asian students, who are living and studying in their native context, courses which were originally prepared for American students are similar to those difficulties faced by other American schools which are currently involved in similar endeavors abroad. These difficulties center around the assumptions and intents of the course material prepared by the Stateside faculty and how closely these assumptions and intents “fit” the realities of the actual situation for the Asian student. Such considerations have practical implications in several areas concerned with the implementation of such programs. Three areas which are particularly pertinent to the present study deal with program intent, curriculum design for residence courses, and the cross-cultural contextualization of course material. The intent of a degree program designed and developed in the United States reflects a particular need in terms of potential students and also is set within the context of varied degree programs available at the institution offering the degree. For example, the ln—service Master of Religious Education degree program was developed by Grand Rapids Baptist Seminary to provide training for individuals who are presently involved in specialized ministries or l4 supportive ministries within the context of the local church. Other degree programs such as the Master of Divinity, Master of Theological Study, and Master of Theology are intended for individuals who are or will be involved in primary leadership positions within the church or who are involved in areas of theological scholarship or teaching. The student body of the Southeast Asia Extension Program, which offers only the In-service M.R.E., includes those individuals who either are presently involved or plan to be involved in a broad spectrum of einistry endeavor including theological scholarship and teaching. The difficulty arises in the use of the directed study extension courses which have been previously prepared by Stateside faculty members for students in the In-service M.R.E. degree program. Hith respect to this type of course, the eain problem lies with that category of courses which consist of pretaped lectures and handout materials. The Readings and Independent Studies courses offer enough flexibility in their design to more easily allow adaptation to the needs of the student in Asia. The question that one must answer before evaluating the usefulness of this type of course for a program such as the Southeast Asia Extension Program is how closely do the objectives and assumptions of the course “fit“ the actual situation of the student taking the course. In particular, to what degree is this ”fit“ affected by the fact that the course was originally developed for a degree 15 program that itself was intended for a more limited student population in terms of career involvement than the student population for which the course is being used. Related to the previous area is the question of curriculum design for those types of residence courses which will be prepared and taught directly to the foreign student in his home context and which will be used to supplement the courses prepared in advance by Stateside faculty. For example the Southeast Asia Extension Program utilizes two- week residence seminars taught on location in Southeast Asia to augment the directed studies courses prepared in advance by the Stateside faculty. Recognizing that the pretaped directed studies courses are not sufficient to fully meet the need addressed by the Southeast Asia Extension Program, residence courses must be designed which will contribute to meeting that need while at the same time providing a complement to the directed studies courses. Such a design problem demands a knowledge of the types of additional courses which the student feels are lacking in the group of prepackaged directed studies courses.and which will provide the knowledge which the student needs for his particular situation. As before, one cannot adequately solve this problem without first comparing the objectives and assumptions associated with each of the prepackaged directed studies courses with the actual situation of the Asian students. Unlike the previous area of program intent, T5 16 however, the emphasis in this case would focus on those areas where the objectives and assumptions of the courses prepared in advance by the Stateside faculty do not ”fit“ the specifics of the students actual situation. This type of information would then assist the designer of residence courses to meet the deficit that exists. It is apparent that those courses which have been ‘ prepared in advance for a Stateside context and are then used in a foreign context will probably have areas in which the material does not culturally "fit“ the situation for which it is being used. For example the pretaped, directed studies courses prepared in the midwestern United States for American students and then used in the Southeast Asia Extension Program will probably not completely fit the cultural milieu of Southeast Asia. Kornfield has aptly described this problem of cultural overhang in the case of extension education of this type as “what may be termed ’infusion' of the cultural transplant through both the extension teacher and his programmed materials“ (Kornfield, 1975). Thus, there is the need for cultural adaptation or contextualization of the material in the directed studies courses themselves. Again, this type of adaptation presupposes a knowledge of both the original course’s objectives and assumptions as well as a knowledge of the specifics of the actual situation of the Asian student. Before one can address any one of the three problem 17 areas of program intent, curriculum design, or contextualization, it is necessary to possess certain basic information about the situation in question. In the Stake Countenance model of program evaluation (Stake, 1967a, 1967b, 1974), Stake defines three basic categories of data that help to identify a program to be evaluated: antecedents, transactions, and outcomes. In regard to the three problem areas of program intent, residence course design, and contextualization mentioned above, it was implied that the necessary first step in evaluating the program in terms of these problems was to obtain data concerning the antecedents associated with the program. That is, one must have information concerning the characteristics of the student. Although Stake lists other categories of information which relate to his concept of antecedents, it is the category of student characteristics which is pertinent to this study. Stake further points out that it is necessary to have data relating to both the observed characteristics of the student as well as those characteristics which the course designer assumes are true of the student. This type of descriptive data can then be processed by "finding the congruence“ between the observed characteristics and the assumed characteristic of the student(Stake, 1974). Determining the degree of congruence or lack thereof in this particular area will provide the curriculum designer involved in the evaluation and 18 development of materials for cross—cultural, long distance education necessary and useful information in evaluating the effectiveness of materials originally prepared with another type of student in mind. §2gcific Problgg This study is concerned with the antecedents related to the pretaped, directed studies courses prepared by resident faculty at the Grand Rapids “Baptist Seminary and used in Asia through the Southeast Asia Extension Program. The intent is to obtain descriptive data relating to the assumed and observed characteristics of the students and to determine the degree of congruence between the two. Data relating to the assumed student characteristics is obtained from the individual Stateside professors who have prepared the pretaped directed studies courses. Data relating to observed student characteristics is obtained from those individuals presently enrolled and taking courses in the Southeast Asia Extension Program. The hypothesis of this study is that the directed study courses prepared by Grand Rapids Baptist Seminary faculty and utilized by the Southeast Asia Extension Program do not completely “fit“ the situation for which they are being used in Asia. These courses do not perfectly match the students’ actual situation in terms of the nature of the Asian student with respect to career goals (problem of program intent) nor in terns of the student’s cultural milieu (problem of l9 contextualization). This hypothesis will be evaluated by determining the congruence between the observed characteristics of the students and those characteristics which the course designers have assumed the students have. As a comparative study of this type, the project provides information as to those areas where the the Stateside course material is lacking in terms of what is needed in the Asian context. As such the study also provides necessary data for the improvement of existing directed study courses as well as for the development of complementary residence courses taught in Asia. Research Approach General Approach The purpose of the research effort involved in this study is to provide the descriptive data necessary to compare the assumptions made by course designers concerning student situation to the observed student situation for the students of the Southeast Asia Extension Program{ Information for both of these areas was obtained through personal interviews with each course designer as well as the students involved in the program. In addition further information concerning the course intent for each course was obtained from course syllabi and other written sources relating to each course. Results from these interviews were 20 analyzed and the responses from the students compared to the responses of each course designer to determine the degree of congruence between the observed antecedents regarding the student situation and the assumed antecedents. With regard to the course designers, the responses of each individual were compared to the student response. There was no attempt to produce a composite picture of the assumed antecedents for the Grand Rapids Baptist Seminary as.a whole. Hith regard to students, responses were grouped according to country for the students involved in the survey. Comparisons to determine the degree of congruency between the assumed and observed antecedents were thus made with respect to the different countries in which the Southeast Asia Extension program has students. Limitations One set of limitations is concerned with the amount of involvement in course work on the part of the student prior to the time of the interview. For example, only those students who were actively involved in the program as evidenced by having applied for the degree program and having enrolled in at least one course were interviewed. Individuals who represented potential students or individuals who had applied and been accepted to the program but had not invested money in order to enroll for a course were not considered in the study. This particular 21 limitation had the potential to contribute to bias in the students’ evaluation regarding their own situation. There was a tendency for students to respond to certain questions concerning their situation in light of what they believed the program would demand of then based on the knowledge of the program they had gained thus far through their coursework. It was felt, however, that this bias was outweighed by the advantage of interviewing students who were definitely committed to the program as evidenced by financial investment on their part. Another limitation directly related to the selection of the student sample population and the question of bias dealt with the fact that the various respondents had different levels of involvement and completion within the degree program. Some students had only enrolled in one course at the time of the interview whereas others had already completed several courses by the time they were interviewed. Such bias was generally dealt with in the study through interview question design and by rephrasing questions during the course of the interview if the researcher felt that the respondent’s answer reflected this type of bias. A second set of limitations is related to time and financial limitations. Each individual was interviewed only once because of travel restrictions in terms of finances. In particular only one visitation was made to each country involved during the course of the study. 22 Intended Benefit or Centribution of the Project ggecifgc Contribution; to the Southeast Asia Extension Prggram The results of this study can be utilized to help determine how appropriate the degree program offered by the Southeast Asia Extension program is for the needs and situation of the students in Asia. The descriptive data provided through the research will allow program designers to adjust the program offered in Southeast Asia to more adequately serve the needs of its clientele in that context. In particular, program designers for the Southeast Asia Extension Program will have a better understanding of the type of the student they are reaching. Specifically the designers will have information concerning the educational background of the student, the resources available to the student, as well as the type of oinistry in which the student is either currently or potentially involved. In addition, the designers will have information that is specific to given countries which will allow for further modifications aimed at the specific needs for different contexts. The information gathered through this effort also will give direction as to the type of information that needs to be gathered in future studies related to the evaluation of the program. Student characteristics are just one subset within the overall category of antecedents as defined in the 23 Stake Countenance Nodel of evaluation. Furthermore, antecedents represent one of the three main categories within this model (the other two are transactions and outcomes). A complete evaluation using this model would ultimately have to involve research in these other areas. Techniques developed in both the gathering and the analysis of data would provide useful insight and direction for the design and operation of future research and evaluation efforts. This study also provides the initial data necessary for adapting and modifying the courses prepared by Stateside course designers for use in Southeast Asia. Current directed study courses prepared with Western students in mind can be modified in terms of assignments, required resources, and culturally limited material to more closely fit the actual situation of the students in the various Asian countries. New directed study courses which address issues and problems which are part of the Asian context can also be designed and implemented based on the information gleaned from this study. Finally, the two-week intensive residence courses can be designed and structured to deal with those areas where there is a lack of congruence between the assumed and observed student situation. W The results of the research as well as the research techniques and methods will be useful to those other 24 institutions involved in similar programs of extension theological education overseas. In Asia alone several seminaries are presently involved in similar efforts to provide theological education for Asian leaders within their home context. For example, the Fuller Theological Seminary in Pasadena, California is presently involved in extension programs throughout Asia using courses prepared by Stateside professors (ATN, 1986). Hals College and Linda Vista Theological Seminary in California, the Church of God seminary and Lee Bible College in Tennessee, Asbury Theological Seminary in Kentucky, as well as the San Francisco Theological Seminary are all involved in extension programs in Korea (ATN, 1986). Northwest Baptist Seminary in Tacoma, washington has been involved for several years in a similar program in Bangalore, India. Each of these schools as well as the many other institutions involved in these kinds of programs face problems dealing with “fitting“ a program, curriculum, and courses which were all designed and implemented with a Western context in mind into a foreign situation and context. I One of the goals of this dissertation project is to provide a model and method for collecting the initial data necessary to determine how well the intents of such programs actually “fit“ the observed situation. One of the chief advantages of the approach used in this study is that the data gathering process focuses on the students who are the users of the program. Spalding has aptly stated ”that the evaluation models stressing the participation of the target audience will gain importance and that evaluation will be increasingly called upon to provide participants with information...“ (Spalding, 1982). It is hoped that this study will not only provide program planners and evaluators with a model for gathering information concerning the actual situation of the student in a way that focuses upon the student but will also enable them to see the value of such an approach and thereby encourage them to undertake such a study with respect to their own programs. Summary The pretaped directed study courses prepared by individual faculty members of the Grand Rapids Baptist Seminary for their own In-service H.R.E. degree form the core of the curriculum used by the Southeast Asia Extension Program for the training of Asian students. The purpose of this study is to determine the degree of congruence between the observed situation of the Asian students and the student situation assumed by the course designers when the courses were prepared. The study is based upon the Stake Gauntenance Hodel of educational evaluation and the subsequent research is descriptive in nature. It is not the intent of this study to perform an educational 26 evaluation of the Southeast Asia Rather, the goal is to provide a congruence or lack of congruence observations with respect to the student characteristics for this Extension Prograe. description of the between the intents and antecedents dealing with program. CHAPTER TUO Literature Precedence Introduction The purpose of this chapter is to provide a review of that literature which has served as a precedence for the work done in this study. As such, the intent of the chapter is to demonstrate the line of research and theory free which this study has arisen. The areas of research and theory development which have proven pertinent to this effort will be covered in the chapter. In each of these areas the presentation of literature precedence will include that literature which is relevant to this study. The survey, therefore, of each topical area presented below is not intended to be an exhaustive and comprehensive treatment of the topic. Rather, only that literature which has provided a basis for this study has been included. There are four basic areas or topics covered in this chapter The first topic covered is that of curriculum evaluation.- The purpose of this section is to describe the developeent‘of thought and theory which redirected the focus of curriculue evaluation froe concern with the achieveeent of objectives to the gathering of information for decision- eaking. The second section provides a survey of the literature in which the responsive approach to evaluation was developed, described, and applied. In the third section 27 28 of the chapter literature dealing with those issues of extension or distance education which have proven important to this study is described. The final section surveys that literature dealing with the area of theological education which proved relevant to this research. CUrriculum Evaluation One of the most influential figures in the recent history of curriculum evaluation is Ralph Tyler. In Tyler's view, educational curriculum was intended to help students achieve certain behavioral objectives: and the process of educational evaluation was intended to assess the extent to which those objectives had been achieved. The essential point in the Tyler model was that the instructional objectives should provide the basis for all related decisions. This would include planning, selection of materials, and development of procedures. Thus, in evaluation studies based on the Tyler approach, the variable used to determine information requirements were the program’s stated objectives; and the purpose of the evaluation is to determine the degree to which the objectives are being met. This philosophy is reflected in Tyler’s own description of the evaluation process (Tyler, 1949). The process of evaluation is essentially the process of determining to what extent the '1: 29 educational objectives are actually being realized.... Since educational objectives are essentially changes in human beings, that is, the objectives aimed at are to produce certain desirable changes in the behavior patterns of the students, then evaluation is the process for determining the degree to which these changes in behavior are actually taking place. In an article published in 1963, Cronbach criticized existing efforts of evaluation, most of which were based on the Tyler model, for their lack of usefulness and relevance. In the criticism Cronbach pointed out the necessity for increased awareness and attention being given to the needs of decision makers. He asserted that educational planners would benefit far more from evaluation that focused on decisions that have to be made while the program is being developed rather than concentrating on whether specified objectives have been met. Correspondingly, Cronbach defined evaluation as “the collection and use of information to make decisions about an educational program“ (Cronbach, 1963). This served to shift the emphasis concerning the variables used to determine information requirements from objectives to the information needs of the decision-makers. He further emphasized that greater benefit would result if a course could be improved while it was still ”fluid” than if the evaluation knowledge did not become available until the product was on the market. Daniel Stufflebeam followed in Cronbach's line of thought with the introduction of the CIPP (Context, Input, Process, Product) model in 1971. This model provided an 3O example of an evaluation approach which utilized the needs of the decision situation as the primary organizer. Stufflebeam's primary concern was to provide information for critical decision making at various points of development in an educational program. The name of the CIPP model reflected the four stages of the evaluation process as envisioned by Stufflebeam. The four stages are developed into an evaluation model through use of two dimensions, the means-ends dimension and the intended—actual dimension. The evaluation of context, for example, provides information concerning the objectives and goals, or intended ends. Evaluation of input or the examination of various possible processes, on the other hand, provides information for decision making in the area of intended means. The remaining two stages of process and product provide information regarding the realities of the program under consideration. Evaluation of process deals with actual means and product evaluation provides information concerning actual ends. Stufflebeam emphasized that the information provided must be identified, obtained, and reported in a manner that would facilitate its application in decision- making (Stufflebeam, 1971). Following Cronbach, Scriven in 1957 introduced the now well-known distinction between formative(improving) and summative (judging) evaluation. Formative evaluation was evaluation concerned with the formation and planning of a 31 proposed program as well as the development and improvement of an on—going one. Summative evaluation, on the other hand, dealt with the establishment of accountability, final worth, or accreditation. In 1980, Cronbach and his associates, building upon Cronbach’s original concepts (1963) and the idea of formative evaluation, defined educational evaluation as ”the systematic examination of events occurring in and consequent on a contemporary program -- an examination conducted to assist in improving this program and other programs having the same general purpose” (Cronbach et al, 1980). In 1967, Stake introduced the ”Countenance Model“ of educational evaluation (Stake, 1967). Although Stake utilized the concept of educational objectives, he made a considerable advance on the Tyler model in that he focused on contextual factors and the educational process as well as outcomes. Stake divided the evaluation process into two distinct “countenances“, description and judgement. Information for each of these areas of evaluation was to be gathered in three categories -— antecedents, transactions, and outcomes. with respect to the area of description the information gathered in each of the three categories should address both the intents of the program under consideration as well as observations concerning the actual situation. In the area of judgement the information provided by the evaluator should deal with the standards by which 1‘ '— '- ... I IL ' _ 32 discrepancies between intents and observations are to be understood as well as interpretations of those discrepancies. In addition to specifying two additional areas to be examined beyond that of objectives, Stake expanded upon Tyler’s concept by identifying judgement as a specific responsibility of evaluation. Evaluation should go beyond merely describingdiscrepancies between objectives and achievement to explaining those discrepancies. Responsive Evaluation Stake was the first individual to use the term "responsive” with respect to describing an approach to curriculum evaluation. Stake used the name “responsive approach“ to describe an evaluation approach in which the evaluator is more concerned with the interests of the various groups affected by the program being evaluated than with the program's stated objectives. He described the approach as one that (Stake, 1975): ...trades off some measurement precision in order to increase the usefulness of the.findings to persons in and around the program.... An educational evaluation is responsive evaluation if it orients more directly to program activities than to program intents; responds to audience requirements for information; and if therdiffering value perspectives present are referred to in reporting the success and failure of the program. Evaluation, according to the approach outlined by Stake, could serve several different purposes. The particular 33 purpose to be served was to be determined by the concerns and interests of the various audiences affected by the program, groups he called “stakeholding audiences”. lnforeation requirements for evaluation should be determined by the interests of the people around the program. If public education were the program under consideration, this group could include taxpayers, students, parents, teachers, and administrators. An important distinction between the responsive approach outlined by Stake and other approaches to evaluation concerned the role of the evaluator. In other approaches the evaluator is to be objective and external with respect to the program. In responsive evaluation the evaluator can allow hiaself to be drawn into the program and even be interactive with the whole process. Since Stake introduced the concept of a responsive approach to evaluation, several others have contributed to the development of the idea. In 1983 a collection of essays edited by Bryk and dealing with stakeholder—based evaluation was published (Bryk, 1983). ‘Haxwell wrote an article describing a rating scale which could be.used to assess the quality of evaluation based on the responsive approach (Haxwell, 1984). The most significant recent contribution to the responsive approach to educational evaluation was the work of Buba and Lincoln (Guba & Lincoln, 1981). In their book Buba and Lincoln link the responsive approach with the use of qualitative methodology. They also 34 expanded on Stake’s models by defining certain components more carerlly. The book also provides an extensive guide to techniques and skills necessary for the implementation of the approach. One useful service that Guba and Lincoln provided was to give definitions to two concepts important to the implementation of responsive evaluation. In responsive evaluation information requireeents for evaluation are determined,by the concerns and issues of the various audiences. Guba and Lincoln defined a concern as “any matter of interest or importance to one or more parties." This could include “any claim, doubt, or fear, anticipated difficulty and the like expressed by anyone with a legitimate basis for making such a representation“ (Buba & Lincoln, 1981). Examples of such concerns could include the ”belief that a program is not meeting its objectives, difficulty in recognizing the relevance of a program to its context, or interest in showing that a new curriculum is better than an existing one“ (Ferris, 1986). Guba and Lincoln defined an issue as “any statement, proposition, or focus that allows for the presentation-for different points of view; any proposition about which reasonable persons may disagree; or any point of contention“ (Guba & Lincoln, 1981). Thus an issue could be any proposition about which there is disagreement between stakeholders. 8y clarifying these definitions Guba and Lincoln also clarified the shift in focus of the responsive approach from a traditional or p- . ix 35 predetermined set of objectives to the interests of the audiences actually affected by the evaluation. The actual research methodology used in responsive evaluation is often fundamentally different from that used in other forms of educational evaluation. Earlier models of evaluation used scientific methods, often taking objective measurements of phenomena with instruments like standardized tests. The responsive approach to evaluation stands in sharp contrast to this, using subjective and qualitative methods and employing tools such as interviews and observations. The term qualitative is used because the data ”appears in word rather than in numbers“ (Niles & Huberman, 1984). The research methods of responsive evaluation looks to anthropology, ethnography, and journalism in contrast to the research of earlier approaches which were based on the methodology of experimental psychology, and the so-called hard sciences. Qualitative methodology includes ”participant observation techniques, case studies, aesthetic criticism, in-depth interviewing, ethnography, and other. fdescriptive"approaches“ (Hatch, 1983). This stands in contrast to the methods more commonly associated with what is defined as quantitative research. Methods in this category utilized in educational evaluation include “the techniques of randomized experiments, quasi—experiments, paper and pencil ’objective tests,’ multivariant statistical analyses, sample surveys, and the like“ (Reichardt, 1979). 36 Since the early 1970's a rationale for using qualitative methods has been developed in the literature. The rationale which has been developed was based primarily on the argument that ”experimental methods are entirely too narrow in scope“ (Hatch, 1983). In separate works Rist and Filstead argued that the fragmentation which results from carefully defining and controlling variables often distorts the perception of the true nature of the situation being considered. This can obscure the researcher’s comprehension of what is genuinely important (Rist, 1977; Filstead, 1979). Guba pointed out that an over-reliance on experimental or quantitative approaches could lead to overlooking areas of concern that were not amenable to statistical analysis (Guba, 1978). Filstead and Knapp showed the importance of including knowledge of program context in any program evaluation efforts. Evaluation that is divorced from contexts can be ambiguous and difficult to comprehend. Quantitative research techniques are generally unable to accurately describe and consistently reflect the contextual influences on evaluation results (Filstead, 1979; Knapp, 1979). Related to this argument is the suggestion by Heiss and Rain that quantitative designs cannot take into account the effects of variable implementations of a program across different sites (Heiss & Rein, 1971). Other critics of quantitative evaluation approaches have suggested that these types of approaches cannot provide adequate or useful (in 37 terms of decisionsmaking) descriptions of the dynaeic and fluid nature of prograe implementation and evolveeent (Chomeie & Hudson, 1974; Stake, 1975; Hilson, 1977). The qualitative analysis of data itself has received a great deal of attention in the literature in recent years. Miles and Huberman have provided a general sourcebook on methodology for qualitative data analysis (1984). They suggested that qualitative data analysis “consists of three concurrent flows of activity“ which include “data reduction, data display, and conclusion drawing/verification“ (Niles & Huberean, 1984). In the book, Miles and Huberman presented both descriptions and justifications for these three concurrent analysis activities. Other relevant works include that by Kuhn and Hortorana in which the focus was on qualitative methodology applicable to decision-making within the institutional context (1982). Like Niles and Huberman, van Haanen has provided a general treatment of the area of qualitative research techniques. The responsive approach or “stakeholder“ eodel of evaluation is not the only recent modelwof educational evaluation that has emphasized the application of qualitative methods to the process of evaluation. Hatch has identified three recent models of educational evaluation which “systematically include the use of qualitative eethodological approaches” (Hatch, 1983). The first was developed by Patton and is based on the premise that data 38 gathering methods should be determined by identifying the best way to answer the evaluation questions of decision— makers and information users (Patton, 1978). Consequently, Patton proposed a utilization-focused evaluation approach designed in "recognition of the expanded options available to active-reactive-adaptive evaluators“ (Patton, 1980). In this approach, methodological decisions are based on the functionalism of the methodology in answering the relevant questions (Patton, 1980). Parlett and Hamilton proposed an evaluation approach they describe as the illuminative evaluation model (Parlett & Hamilton, 1976). This model endeavors to understand peOple and programs in context, without the introduction of external controls or manipulation. The model is characterized by descriptive, open—ended, detailed data, gathered through direct contact with the program and its participants. Parlett and Hamilton have described the approach of this model as follows: It’s primary concern is with description and interpretation rather than measurement and prediction.... The aims of illuminative evaluation are to study the innovatory program: how it operates; how it-is influenced by the various school situations in which it is applied... A third approach using qualitative methodology is known as the clinical approach. Proposed by Glaser and Baker (1972), this approach fits into the general framework of process- focused, qualitative evaluation. The clinical approach 39 focuses attention on the natural setting and ecological interrelationships that arise during the implementation of a program. This is accomplished through close examination of processes and program setting. The main components of this approach include subjective measurement, consultation, feedback, debriefing, and participant—observation (Glaser & Baker, 1972). Extension.Education The purpose of this section is to outline the literature dealing with those aspects of extension education which have proven relevant to this study. This literature is often categorized using terminology other than extension education. The more popular descriptors include “distance education" or "nontraditional education". The emphasis of this section will be on that literature which deals with the evaluation of extension or distance education. One important area dealing with the evaluation of nontraditional forms of education concerns the establishment of criteria by which such programs might be evaluated. Gbpler addressed this issue in a 1977 essay in which he argued that “attention to effectiveness criteria must be paid early in the development of such programs, to assist in planning and to anticipate questions about worth and value“ (Booler, 1977). 6eeler suggested seven “criteria for determining success“ for nontraditional programs of higher education. These seven included access, relevancy to needs 40 and expectations, quality of program offerings, learner outcomes, cost effectiveness, institutional impact, and generation of knowledge. Kaiser provided a similar contribution in a paper dealing with evaluation priorities with respect to nontraditional degree programs (Kaiser, 1981). Kaiser proposed a process for establishing the key components of an evaluation study in which various meebers of several audiences would be brought together for the purpose of identifying and rating the areas considered east important for evaluation. In 1978 the Council on Postsecondary Accreditation (COPA) published a report dealing with its “Project to Develop Evaluative Criteria and Procedures for the Accreditation of Nontraditional Education” (Andrews, 1978). The purpose of the project was to identify essential characteristics of nontraditional programs and to develop criteria and evaluation procedures for such programs and institutions. A variety of distinct evaluation models relating to extension, distance, or nontraditional education have been set forth in recent years. Two that have sonefrelevance to the present study are the aodel proposed by Harshman (1979), as well as the model suggested by Palola and Lehmann (1979). Harshean provided a theoretical foundation for evaluation based on open systees theory. He proposed a matrix which incorporates the “preperties of systees" on one axis and the "activities of evaluation“ on the other (Harshaan, 1979). 41 Marshman described the properties of a system as including the ”environment(s), inputs, prograe, and outcomes". The phases of evaluation in this model include "foundation, information, and judgement“. The resulting evaluation model addresses all of the properties of a program for each of the evaluation phases. Palola and Lehmann offered another theoretical fraeework for evaluating nontraditional programs of higher education through use of the PERC (Program Effectiveness and Related Costs) approach (1979). This approach makes use of longitudinal methods following students from admission to post—graduate experience. A data base containing basic student information is established through questionnaires, interviews, and case studies of students, faculty, and other related groups. These methods are also used to track changes and to establish correlations with certain other factors of interest over time. Theol ogi cal Educati on In the literature dealing with theological education there were four main categories of topics which proved . useful in this study. These four categories involved literature dealing with Theological Education by Extension (TEE), leadership developeent, globalization of theological education, and the contextualization of theological education. Literature from the category of TEE has proven useful in those areas where it deals with the problems [fur Aflil 42 associated with using pre-packaged, western curriculum, offered through an extension mode, in a non—western culture. The field of leadership development provided insight in those areas dealing with the determination or assessment of the needs of leadership training in the Third world. The category of globalization has proven useful to this study in those areas where it considers the problems and issues confronting efforts to use western material and teaching staff in nonwestern contexts, as well as the problems associated with nonwestern students involved in western educational programs. Literature dealing with the contextualization of theological education has proven helpful as it is generally concerned with the ”effort... of the missionary to set forth his message in its most appealing and attractive form, by couching it in terms suitable to the cultural context of the society or ethnic group in which he labors” (Archer, 1979). The area of Theological Education by Extension has received a great deal of emphasis in the literature over the past twenty years. The book Theological Education by . Extengigg, edited by Hinter in 1969, provided a basic understanding and historical perspective for what has become a major movement in theological education. This work dealt with questions, problems, and issues involved in providing cross~cultural theological education in an extension mode. These types of topics have also been discussed by Kinsler 43 who has written extensively in the area of TEE (Kinsler, 1976; 1984). Ferris considered the question of who should be involved in determining the learning goals of the student of TEE and argued against the use of ”warned-over American theological curriculum with TEE or any other form of mission sponsored theological education“ (Ferris, 1973). Hard has also written at length on TEE, addressing several topics relevant to this study. These topics include the problems associated with the language and cultural specificity of extension curriculum. Hard has also discussed the types of issues that should be addressed in the evaluation of TEE and the influence of American cultural patterns in the design of extension curriculum intended for Third World consumption (ward, 1972; 1974). Viertel has provided a Guide to Decentralized Theolggical Education. Differentiating Decentralized Theological Education (DTE) from TEE, Viertel defined TEE as ”an extension of the prograe of a residential seminary“. DTE, on the other hand, refers to “a nonresidential seminary program —- sesinary training by a decentralized program in areas where there is no seminary to extend“ (Viertel, 1979). Viertel considered at length the characteristics of the students of such a prograa, discussing their qualifications, linitations, motivations, goals, study schedules, and study progress. In the area of Leadership Development, relevant eaterial included that literature which focused on the 44 methods by which one assesses the needs of Third World churches in terms of leadership, as well as how educational programs are to meet those needs. McKinney has addressed these concerns in material dealing with leadership development for the Third world Church. In outlining planning methodology for leadership development programs, HcKinney insisted that “the target group of students must be identified first“ (McKinney, 1979). According to McKinney this should include knowledge concerning the students’ locations, their needs, when and where they can study, and the time they have available for study. McKinney also points out that the initial stages of planning should include the gathering of information dealing with the kinds of leaders the Church needs at the present, as well as the leadership needs for the future. Other literature in the area of Leadership Development which proved relevant was that which addressed the traits or characteristics which church leadership should possess and towards which the leadership development program should contribute. Hard discussed issues related to these areas in articles entitled “Church Leadership Development” and “Servants, Leaders, and Tyrants“ (ward, 1977i 1984). Savage has prepared a rather thorough "Suggested Taxonomy 0f Theological Education Objectives“ (unpublished) in which he describes the aims, goals, and objectives of a leadership develepment program. Nicholls also addressed the goals of h 45 theological education or leadership development programs in terms of the personal and spiritual development of the student and how the educational program should contribute to this development (Nicholls, 1982). A third area in the literature related to Leadership Development which was relevant to this study was that literature which dealt with the development of national faculty for Third world Bible colleges. Smallman has addressed this area in a work dealing primarily with the nationalization of leadership development programs established by missionaries in other cultures (Smallman, 1984). In considering the necessity for the development of national faculty in order to nationalize local institutions, Smallman discussed the need for national faculty to obtain the necessary level of academic credentials. He outlined several methods for providing faculty development programs at the graduate level and discussed some of the problems in implementing these (Smallman, 1980; 1984). Chao also has considered the problems associated with the development of faculty members of Third Horld Bible colleges and ‘ institutions (Chao, 1975; 1976). In his work Chao focused more specifically on the problems and issues associated with providing this type of educational program in an Asian context. Both Chao and Smallman discussed graduate-level P'quams provided by-Hestern institutions for Third Horld students. Afil— .1 46 In recent years there has been an increasing interest in “globalizing“ and “internationalizing” theological education in institutions located in the the western world. Both the Autumn and Spring 1986 issues of Theological Education, the journal of the Association of Theological Schools, dealt entirely with this matter. The Spring issue contained thirteen case studies of western institutions of ‘ theological education involved in some type of program of globalization or internationalization. There has been a two—fold emphasis in this literature which is applicable to l the present study. The first has been to suggest that western teachers and course designers teach their courses in nonwestern contexts to nonwestern students. The second has been to suggest that nonwestern students be brought to western institutions to study. Schuller conducted a survey of member institutions of the Association of Theological Schools to determine the degree of involvement of these institutions in "globalization“. Specifically, Schuller sought data concerning “student and faculty exchange, patterns of scholarship, curricular offerings and degree requirements, the educational ethos of theological schools, patterns of intercultural dialogue, and schools’ future intentions regarding ’ecumenical’ global theological education.“ The study identified various factors which appeared significant in predicting a successful academic emperience for the foreign student. These factors included 47 English language ability, as well the pattern of the student's former education. Schuller found that students who had been ”exposed to the patterns and expectations of North American institutions through enrollment in overseas schools established by western missionaries experience an easier transition into a new educational environment” (Schuller, 1986) ‘ In the literature dealing with globalization, attention has been given to the problems of program intent, curriculum modification, and contextualization. Schriver | outlined the type of issues that would be faced in providing western theological education to students from a nonwestern context. He suggested a series of curriculum-related questions which must be addressed. These questions were related to the patterns of faculty/student interchange, the patterns of scholarship, the degree requirements in light of students’ educational background, and the educational ethos to which the student would be exposed (Schriver, 1986). Arinze, writing as a Third Horld national (Kenya), explicated some of the difficulties and challenges related to cross—cultural theological education. He pointed out that a major problem is often a lack of information concerning the receptor culture (Arinze, 1986). The theologian needs information on other peoples, cultures, situations, and problems before he can work on them. This makes necessary the knowledge of other people's thought, religions, and cultures. It is nurtured by such disciplines as anthropology and ethnology and by visits to other 48 peoples and cultures. Literature dealing with the topic of contextualization has relevance to this study in those areas where it addresses the lack of “cultural fit“ that often exists between the various aspects of western-based theological education and nonwestern audiences. Kornfield has spoken to several relevant issues in his challenge to make theological education culturally relevant. In speaking of the particular weaknesses of specific curriculum materials, he mentioned the ”lack of culturally adapted materials,“ the “lack of cultural fit between teacher and student,” and the ”lack of identification of the extension teacher with his students“ (Kornfield, 1975). Kornfield attributed the latter to the tendency of teachers and course designers to teach to observed needs rather than the ”felt“ and real needs of the students. McKinney has also identified the kinds of issues that programs like the Southeast Asia Extension Program face (1984). Many of us who have taught across cultures are at least vaguely aware that learners in other contexts have needs, thinking styles and pedagogical expectations which are different from our own. He wonder how to contextualize our instruction in light of these differences. In discussing the importance of considering educational goals for curriculum planning, Smallman asserted the necessity of determining the congruence of the objectives desired in the students’ culture with the intents of each 5 II— 49 course used in a program (Smallman, 1979). There should be a statement of very specific objectives in behavioral terms which delineate the ideal minister for that culture.... They can compare their curriculum, course by course, with the list of objectives and identify which goals are not dealt with, which receive excessive attention, and which courses serve no practical purpose. Summary The purpose of this chapter has been to demonstrate the literature precedence from which this study was derived. There were four main areas of literature which contributed to the formation of this study and which were covered in this chapter. The first involved methods and theories of curriculum evaluation which focused on the gathering of information for decision-making. Included in the description of this literature was a description of the literature relevant to the Stake Countenance model which has been foundational to this study. The second area of interest which was covered was the field of ”responsive evaluation.“ This section described the literature dealing with the usefulness of this approach as well as means of applying it. In addition, the relation of this approach to the methods of qualitative data analysis was demonstrated. The third area was concerned with the literature dealing with extension or non-traditional educational systems. The primary focus in this section was on literature dealing with evaluation of these types of programs.- The final section of r6 50 the chapter was devoted to those areas of literature related to theological education which proved relevant to this study. These areas included Theological Education by Extension, leadership development for the Church, globalization of theological education, and the contextualization of theological education. CHAPTER THREE Investigative Procedure Introduction The purpose of this study was to apply the Stake countenance model as it applies to the description of the antecedents related to a particular program, curriculum, or portion of a curriculum. In particular the model has been applied to the pretaped, directed study courses prepared by Stateside professors and utilized by the Southeast Asia Extension Program with Asian students living in their home countries. The concern in the research has been to describe the situation with respect to the antecedents as that situation exists or is assumed to exist with no attempt being made to evaluate or change the situation. The intent is to compare the assumptions or intents which the course designers made concerning the students’ situations when preparing the individual courses with the situations as they were actually observed to exist. This chapter will fully describe the procedures and research philosophy followed in obtaining the data used for the study. The first section of the chapter deals with the theoretical model underlying the study. This section will discuss the various pertinent aspects of the Stake model as well as the relevant features of qualitative, descriptive educational research. The first section also includes the 51 52 types of educational evaluation to which the data and results of this study would be applicable. The second section of the chapter is concerned with a general description of the data gathering procedure utilized during the course of the study. Attention in this section will be given to the sources of data used in the study as well as the actual research design and execution. The third section of the chapter describes in detail the instruments used in obtaining the data relating to the assumptions and intents regarding antecedents made by the individual course designers. The emphasis in this section addresses the types of information that was gathered and how that information was categorized in terms of the data sources. The fourth section is similar to the third except that the information of interest here deals with the actual antecedents as they were observed for the Asian students. The fifth section explains the methods and techniques used to analyze the information and make the comparisons necessary to determine the degree of congruence between the assumed antecedents-and the observed ones. Theoretical Model Formative and §ggggtive Evalgatgon Scriven proposed two distinct roles for educational evaluation: formative and summative (Scriven, 1967). Formative evaluation is concerned with the formation and A‘?» 53 planning of a proposed program or the development and improvement of an existing one. A key aspect of formative evaluation is feedback. Data is collected during the developmental stage for the purpose of improving the total product. Formative evaluation is designed to provide the data necessary to reshape the educational operation until its procedures are appropriate for reaching its goals. Summative evaluation, on the other hand, is concerned with the establishment of accountability or final worth of a program. This type of evaluation is usually based on data relating to the final product of the program. The basis for such assessment is generally the intended outcomes of the program or curriculum. Frequently the data provided from summative evaluation is used to determine the final or overall worth of a particular program. The types of decisions and questions addressed in this kind of approach deal with the effectiveness of the program in achieving its intended outcomes and whether it is should be continued or not. The data gathered and analyzed in this study is intended to be used ultimately in a formative evaluation of the pre-taped, directed study courses used in the Southeast Asia Extension Program. The data collected was obtained during the developmental stage of the work and is intended to be used in improving the program so that it will more closely meet the needs of students in Southeast Asia. 54 Research methodology and research questions for the study have been designed with this role of evaluation in mind. The study is intended to provide data which will describe a portion of the program as it currently exists with the purpose of allowing course planners to improve this situation. There will be no attempt in this study to pass judgment as to the final worth and/or effectiveness of the courses and program being considered. Stake and thg_Countenance of Educational Evaluation In 1967 Stake noted that the "countenance of educational evaluation“ appeared to be changing. Stake then described that countenance as he believed that it could and should be in order to introduce a “conceptualization of evaluation oriented to the complex and dynamic nature of education“ (Stake, 1967). In so doing Stake developed a aodel describing the types of statements and data to be collected by the evaluator of an educational program. In subsequent work by Stake and other authors this model has become known as the Stake Countenance Hodel of Evaluation (Stake, 1974, 1975; Mayo, 1983; Ferris, 1979). The data obtained and analyzed in this study was based upon this model. Stake maintains that there are two basic acts of evaluation which must both be fully dealt with in order for an educational program to be fully understood. These two 55 basic acts involve the collection of two sets of information relating to the program being evaluated: descriptive and judgmental. According to Stake “Qgtg description and judgment are essential—~in fact they are the two basic acts of evaluation...to be fully understood, the educational program must be fully described and fully judged“ (Stake, 1967). Descriptive information focuses on intents (assumptions) and observations (realities or actualities) regarding antecedents (prior conditions that may affect outcome), transactions (the process of implementation), and outcomes. Judgmental information is concerned with standards and judgments regarding the same antecedents, transactions, and outcomes. Stake outlines this evaluation ”data pool" in terms of description and judgment data matrices as shown in Figure 1. This study focused on the descriptive type of information; and hence, the ensuing discussion will be limited to that portion of the Stake model. Stake perceives that there are two principal ways of processing the descriptive evaluation data which has been collected (see Figure 2). First one can determine the contingencies among the antecedents, transactions, and outcomes of the educational program under study. This refers to the process of determining the relationship among these variables and in particular of finding the causal relationships affecting the outcomes. Hith respect to the 56 JUDGEMENTS OBSERVATIONS INTENTS STANDARDS‘ ‘O .. ..m: w m .. ..m: m II I. TRANSACTIONS OUTCONES DESCRIPTION MATRIX ' JUDGEHENT MATRIX Figure 1 Data Matrix for the Stake Countenance Hodel 57 OBSERVATIONS INTENTS ANTECEDENTS * ———-—* *——-- ANTECEDENTS * CONTINGENCY CONTINGENCY TRANSACTIONS -——-—* *———— TRANSACTIONS CONTINGENCY OUTCOHES {...—... OUTCOMES DESCRIPTION HATRIX Figure 2 Analysis of Descriptive Data Hatrix. 58 intents or assumptions the concern is with potential contingency. Do the intended outcomes logically “flow” from the'intended transactions and assumptions concerning antecedents? when dealing with the observations or realities of the situation the concern is with empirical evidence relating to the causal relationship between antecedents, transactions, and outcomes. The evaluator’s task is to identify “outcomes that are contingent upon particular antecedent conditions and instructional transactions“ (Stake, 1967). The focus is upon whether or not the observed outcomes are directly contingent upon the observed transactions and actual antecedents or are other factors contributing? The second principal approach for analyzing the descriptive evaluation data is concerned with determining the congruence between the intended or assumed antecedents, transactions, and outcomes and those which are actually observed. The data for a curriculum are said to be congruent if what was intended to happen actually does . haPpen. If the data were fully congruent, everything that was intended to have happened would indeed have come to Pass. As this is rarely the case the analyst's task is to compare the intended antecedents, transactions, and outcomes with those observed, noting the discrepancy and describing the amount of congruence. Statements of congruence 8'0 "0t intended to imply that the outcomes are either reliable or _.,_A="=- .‘I 59 valid but only the degree to which that which was intended to occur actually did occur. This study was concerned only with the congruence which is exhibited between the assumed antecedents and those which were actually observed with respect to the Asian students. Igpggtance of Antecedents In recent years individuals involved in educational evaluation have recognized the importance of securing data concerning the antecedents related to a particular program or curriculum. Stake points out that many evaluation studies concentrate only on the congruence between intended and observed outcomes. He further states that if the evaluation is formative in nature then ”we should know about the congruence of antecedents and transactions as well“ (Stake, 1974). The importance of considering more than just the outcomes is further demonstrated by the following from Hard (Hard, 1974): ”For well designed instruction that can be held accountable to deliver effective learning,. planning (specification of learning objectives, identifying learner characteristics, and designing a coordinated delivery system) is most certainly basic. According to the Stake model, instructional transactions and outcomes must flow logically from the antecedents. Thus, before one can either plan or revise a course or entire curriculum one must have as complete and full an understanding as possible about the antecedents 60 describing the situation of the student who will be experiencing the instructional transactions and outcomes. A course designer or curriculum planner assumes a particular description of what the target students and their situations are like. These assumptions constitute the course designer's view of the need and potentialities of the target student. Before effective formative evaluation and subsequent revision of the course or curriculum can be carried out it is essential that the designer have information concerning the congruence of the assumed and observed antecedents. Investigation of the data related to antecedents is also important in determining how effective a program used in one location will be when applied in another location. Guba and Lincoln have pointed out the importance of this type of information when evaluating a program which has been developed for one particular cultural setting and is being used in another setting (Guba and Lincoln, 1981): To know whether it would be useful to try duplicating a successful program, we need to know something about the social and political context of the environment. Hhat works in metropolitan Minneapolis will not necessarily play in Peoria. Hhat works in the ghettos of New York may not necessarily fit-even in Spanish-in the barrios of San Antonio. The most extensive description we have of the political, social, and community contexts, the better judgements that can be made about the “fittingness' of the program within another context. 61 Although this particular study will focus on describing the situation (see below) as it presently exists with no attempt being made to make value judgements concerning the effectiveness of the program, the data obtained can be used for just this purpose. In addition to the above, focusing on the antecedents has other benefits for curriculum development efforts. For example, such an emphasis insures that curriculum planning and revision will begin with the students and involve real concern with their needs rather than focusing on services and programs. Several authors have noted the value and benefit of beginning with students rather than structure in the development and revision of curriculum. Spaulding states that ”evaluation models stressing the participation of the target audience will gain importance and that evaluation will be increasingly called upon to provide participants with information for continuous program and project improvement“ (Spaulding, 1982). With particular reference to the training of Church leadership, HcKinney points out that a “culturally sensitive“ approach to leadership development must reverse the tendency to begin the planning process by considering the structures before the students (McKinney, 1979). The target group of students must be indentified first. A careful study must be made to determine where they are, what their needs are, when and where they can study, and how much study time they have available. 62 Hard has also emphasized the need to focus on the student in the planning and evaluation of curriculum (ward, 1974). "any evaluations begin from a framework of given services (institutions and programs). This approach is always destined to give a less-than— complete picture of learners and their needs. The framework or focus should be on the learners and the experiences more than on the services or programs. It is readily apparent that the most reliable means of obtaining empirical data concerning the actual situation of the student is to obtain that data from the student himself. A comparison between the assumed antecedents and the observed antecedents thereby provides a natural opportunity for student input into the evaluation process. A Descriptive Approach The data obtained during this project was collected and analyzed following descriptive patterns and methodologies. As defined by Best, this type of approach ”involves the description, recording, analysis, and interpretation of conditions that now exist.“ It also involves ”some type.of comparison or contrast and may attempt to discover relationships that exist between existing nonmanipulated variables“ (Best, 1977). A descriptive approach is to be distinguished from those types of methodology which are experimental in nature and which involve the deliberate manipulation of variables for the purpose of determining variable relationships and predicting “what will be”. A 63 descriptive approach, on the other hand, is concerned with simply describing the present situation and does not involve the manipulation of observed variables. Furthermore, the description of the Southeast Asia Extension Program relating to antecedents obtained during this study was intended to describe the prevailing situation with no attempts being made to provide value judgements or explanations of underlying reasons for that which exists. As such this ’ descriptive study would be more properly called an assessment rather than evaluation or experimental research. Descriptive studies of the type performed in this project are necessary and important first steps in the planning, evaluation, and revision of curriculum and programs. Stake feels that such descriptive data is essential for the full understanding of any educational program (Stake, 1967). §Q§fi_description and judgement are essential... To be fully understood, the educational program must be fully described and fully judged. Buba and Lincoln have also pointed out the value of descriptive studies, especially in the field of education (Guba and Lincoln, 1981). The role of description in the social sciences cannot be overvalued, since it prowides the basis for ”grounded theory”, that is, theory that is grounded in the real world of observable phenomena... To the extent that most educational programs fall under this rubric of human endeavor, they are hardly amenable to laboratory study... 64 Thus, a social inquiry (including educational evaluation) that provides a fuller, richer, or more meaningful understanding of human enterprises ultimately increases the fund of knowledge about such organizational forms and enterprises. With respect to educational evaluation in particular, Ward has stated that "the description of phenomena to be evaluated is a necessary first step“ (Ward, 1974). General Description of Data Gathering Procedure Data Sources The primary source of data consisted of personal interviews with the course designers in the United States and those students participating in the degree program in Southeast Asian countries. Each course designer was interviewed in order to clarify the data from the syllabus as well as to further determine the nature of the assumptions that each had made concerning the antecedents associated with the potential students’ situations. Students who had been accepted and were actually enrolled in courses in the program were also interviewed. The purpose of these interviews was to determine the actual nature of the antecedents associated with the students’ situations in Southeast Asia. Some interview questions were designed to clarify the written response of students on their application forms- The 65 remainder of the questions dealt with amplifying the data pertaining to the students’ actual situation coming into the program. A second source of data for this study consisted of certain institutional documents and records maintained by the Southeast Asia Extension Program. These documents provide a necessary backup and in some cases an expansion and explanation of the data obtained through the interview processes described above. Dexter has issued a valid warning concerning research based on interviews only (Dexter, 1970): No one should plan or finance an entire study in advance with the expectation of relying chiefly upon interviews for data unless the interviewers have enough relevant background to be sure that they can make sense out of interview conversations... The documents used in this study provide background information useful in not only understanding the interview conversation but also in designing the interview questions themselves. In the same book Dexter also urged that any‘ study relying heavily on interviews.should have ”a contingency plan—an escape hatch, an alternative-“in case the interviews failed to provide the necessary information. The need for just such a contingency plan was demonstrated in this study for one particular group of respondents located in Burma. For various reasons described more fully in the following section dealing with the saaple population, In 66 it was impossible to interview every Burmese student in order to obtain the necessary information. Institutional documents and written correspondence became the primary source of information for these students. Guba and Lincoln have also pointed out the usefulness of documents and records for obtaining information related to the context of a particular program (Guba & Lincoln, 1981). Both documents and records represent a “natural“ source of information. Not only are they, in fact, an “in context" source of information-that is, they arise from the context and exist in it— but they consist of information about the context. Records show what happened in the context, and documents record a variety of other evidence about the environment and people’s perception of it. Since the purpose of this study was to describe the antecedents as they relate to the student's context, the use formation. of institutional documents provided much useful in The two institutional documents used were the course syllabi for each of the pretaped, directed study courses and the application forms submitted by each student. The course syllabus was prepared for each of the pretaped, directed study courses by the individual course designer. This document was used to help determine the assumptions made by course designers concerning the antecedents related to the potential students’ situations. Data pertaining to the observed antecedents was obtained in part from the application form submitted by each student being considered. 67 Appendices 2 and 3 contain a sample copy of a blank application form and application addendum filled out by a student applying for the In—service Masters of Religious Education (H.R-E.) through the Southeast Asia Extension Program. §ggple ngulation Information relating to the assumptions concerning the student situation was obtained from each of the professors at the Grand Rapids Baptist Seminary who had prepared one or more of the pretaped, directed study courses utilized by the Southeast Asia Extension Program. Table 1 lists these individuals along with the courses each teacher was responsible for designing. There were seven different individuals who had prepared courses and who were interviewed for the study. Two of the individuals had prepared more than one course and were interviewed for each course they had prepared. These respondents constitute a 1002 representation of the available population. Each of the individuals interviewed was on the full-time faculty at the Grand Rapids Baptist Seminary and each had taught the pretaped, directed study course in a residence mode at the seminary in Grand Rapids before putting the course on cassette tape. None of the individuals interviewed had ever taught in a cross-cultural situation within a foreign cultural context. |> 68 Table 1 Course Designers and Extension Courses Course Course Designer 'Number Igglg 10 8501 Bible Interpretation 20 8521 Old Testament Survey 30 8531 Hebrews 40 T501 Christian Life 50 T511 Church History Survey 50 T512 Fundamentalism & Evangelicalism 6O T667 Christian world & Life View 70 H612 Hist. & Phil. of Christian Ed. 70 "618 Family Life Information relating to the realities of the students’ situations in Southeast Asia was obtained from those individuals actively pursuing the In-service H.R.E. degree of the Southeast Asia Extension Program. Interviews were only held with those individuals who had been accepted into the degree program and who had enrolled in one or more courses offered through the program. The purpose of this limitation was to restrict the data collected to those individuals who had exhibited a definite commitment to the program as demonstrated by the financial commitment necessary in enrolling for course work. The student sample population was further limited by conducting interviews only with those students who were citizens of Asian countries. 69 Although the Southeast Asia Extension Program includes students from the United States and other western countries who are living in Asia, the purpose of this study was to provide the preliminary descriptive data necessary for making the program more congruent to the Asian student. This is also consistent with the primary intent of the Southeast Asia Extension Program which is to provide graduate-level theological education for Asian nationals. A total of twenty three students were formally interviewed during the course of the research. These students were living in Thailand, Burma, the Philippines, and Hong Kong. With the exception of students in the country of Burma, this group of respondents represents 80% of the total eligible student population at the time which the study was performed. Table 2 lists the names of each of these countries and the number of respondents who were living in each country. Table 2 Number of Respondents by Country .‘fi Country Number of Respondents Burma 7 Hong Kong 1 Philippines 5 Thailand 10 M 70 Information relating to the realities of the students’ situation in the country of Burma was obtained primarily from the application forms and other written correspondence with those students. Again such data gathering was limited only to those students who had been accepted into the degree program and who had enrolled in one or more courses in the program. Limited finances and political restrictions made it impossible to personally interview each Burmese student since most of the Burmese students live in the hill state of Chin in western Burma. Political reasons limit travel for foreigners into the interior of Burma to Rangoon and Mandalay and limited finances coupled with other factors made it impossible to bring all of the Chin students to Rangoon during either of the two visits made to the city during the course of the study. In the two visits to Rangoon, however, interviews were held with the key leaders of each of the two Chin church groups from which the students were drawn. Using this information along with the data obtained from the individual application forms of each student as well as written correspondence with certain students, a description of the situation for the Burmese students was obtained. Research Design and Execution: Interview Procedure The course designers were interviewed individually to obtain information relating to the assumptions that they made when preparing the pretaped, directed study course for h 71 which each was responsible. Each person was interviewed and the interview was taped on a cassette recorder. At the beginning of each interview the interviewee was told the purpose of the overall research project and the purpose of the interview. They were told that information regarding the assumptions they made about potential students when they prepared the courses was desired in order to compare these assumptions to the actual situation of the Asian student who would be using the course materials. They were also told that this information would be used in adapting their course material and the rest of the curriculum to more closely “fit“ the cultural context and needs of the Asian student. Each course designer was asked the same group of open—ended questions that are listed and more fully described in the next section. Interviews lasted approximately forty-five minutes to one hour. Students were interviewed in their home countries on an individual basis. Interviews were conducted in English which is also the medium of instruction for the Southeast Asia Extension Program. During some of the interviews in Thailand, a language helper was present to assist those students who could understand English but were not confident in their ability to fully express themselves orally in that language. The interviewer also understood Thai which helped to clarify some ideas expressed during the interview. Each student was interviewed by the same individual and the 72 interviews were taped on a cassette recorder. At the beginning of the interview the interviewee was told that the interviews were being held in order for the Southeast Asia Extension program to gather information free its students which would allow it to adjust the curriculum to more closely fit their needs. Students were told that there were no right or wrong answers to the questions and that the questions were not evaluative in nature. They were asked to answer the questions in terns of their present situation as it actually existed and not in terms of what they might want that situation to be. Each student was asked the same group of open-ended questions that are listed and more fully described in the next section. Interviews lasted thirty to (arty—five minutes. Interviews were conducted over an eighteen month period beginning in December, 1984, and ending in Hay, 1986. Course designers were all interviewed over a one week period during December, 1984. Students were interviewed in their respective Asian countries during the period January, 1985, through Hay, 1986. Interviews with the students were scheduled during the two-week residence seminars which the Southeast Asia Extension program holds in each of the countries having students. Interview data was then reduced and coded following the completion of all interviews. This data was then analyzed to determine the degree of congruence of the assumed antecedents with the observed antecedents. 73 Dot-reination of Assueptions Concerning Antecedents Interview Questions Although the interviews with each faculty member were open—ended, they sought information in three basic categories. These categories provided a means of organizing the actual process of the interviews and allowing the respondents to order their own thinking concerning the inforeation that they would be providing. In each interview the respondents were informed beforehand that tnev would be asked questions dealing with these three general categories of information. The categories and their corresponding interview questions are listed in Table 3. The responses were grouped in a different set of categories for the analy— sis of the information provided through the interviews. This latter set of categories provided the basic structure for describing the students’ antecedent situation. The first category of questions dealt with the assumptions that the course designer made concerning the potential students’ background and environment. Questions in this area were concerned with the amount of prior knowledge and experience that the course designers assumed to be true for the potential student. In particular, questions were asked regarding the assumptions nade concerning the potential student’s professional attaineent at the tine of beginning the course, as well as the acadenic 74 Table 3 Interview Questions for Course Designers Course Assgggtiong l. Hhat prior knowledge or experience, if any, is assueed for the student? 2. “here is the student assumed to be in terms of his overall professional development? 3. “hat types of study resources are the students assumed to have? 4. How many hours a week should the student spend in study for this course? 5. Hhat are the teacher's own assumptions or be- liefs concerning the nature of educational objectives? Course Objectives 1. What are the cognitive objectives of the course? 2. what affective skills, if any, should the stu- dent acquire through this course? 3. In what other ways should this course affect change in the student? 4. what specific typets) of ministry will this course better enable the student to perform? 5. In what ways, if any, does this course prepare the student for further study in Theological Education? Other Areas 1. that specific contemporary issues or controver- sial areas does the course cover? 2. “hat type of work does the teacher envision the student perforoing upon completion of not only the course but the entire degree progran. 3. “hat is the role of the seminary in preparing people for the einistry? resources available to the student. Other questions dealt with the pre-requisite training necessary for the course as well as the time required per week for study in order to successfully complete the course. Each course designer was asked to describe his own assumptions or beliefs concerning the nature of educational objectives. This question was not intended to furnish direct information for the congruence study but to allow for better understanding and interpretation of the individual’s responses to questions in the following category. The second category of questions covered the overall objectives of the course intended by the course designer for the potential student. The focus of these question is on providing a base of comparison between the actual student expectations concerning what they hope to receive from the course and what the course designers are assuming or intending the student to receive from the course. The former category of information (student expectations) falls under the area of antecedents as defined by Stake and others. Therefore, the questions asked the course design- ers, as well as the subsequent information gathered from these questions, are more general in scope and are not intended to furnish detailed inforeation concerning the intended instructional objectives of the course. The intent is to determine what areas of felt need and expectation, if aflvg a particular course addresses. 76 The third category contained those questions which were not necessarily related to one another and which were miscellaneous in nature. Topics covered in this category included contemporary issues or controversial areas addressed by the course. Course designers were also asked to consent on their concept of the seminary’s role in Ipreparing people for the ministry professions. They were also asked to give information regarding what type of work they envisioned students having when they finished not only the course but the entire degree program. Course Syllabi The course syllabus prepared by the course designers for each particular course‘was used to supplement the information obtained during the interview. These documents were consulted before each interview in order to gain a basic understanding of the course and some of the intents of the course as they are spelled out in this written form. In particular, careful attention was paid to the course objectives defined in the syllabus. These were also used as a basis for discussion during the interview after the course designer had been asked to state from meeory the general course goals which were believed to best describe the course. Information contained within the syllabus regarding course assignments and requirements was also used during the discussion of the time and study resources necessary to complete the work of the course. Finally, data pertaining 77 to prerequisite requirements were obtained from the syllabus and discussed during the interview for the purpose of clarifying the information given and to supplement the category dealing with the student’s assumed prior experience. Observations of Actual Antecedents Interview nggtions Although the interviews with each student were open- ended, they sought information in three basic categories. Like the categories utilized for the interviews with the course designers, these categories provided a means of organizing the actual process of the interviews and allowing the respondents to order their own thinking concerning the information that they would be providing. In each interview the respondent was informed beforehand as to the nature of these three general categories with which the questions would be dealing. Each category consisted of several related questions. The categories and their corre- sponding interview questions are listed in Table 4. The first category of questions was concerned with providing a general description of the student's prior background. Questions were asked concerning the student’s general educational history as well as any specific theological training which the student had obtained prior to I 78 Table 4 Interview Questions for Students Student Description 1. Hhat is your specific educational background? 2. What is the extent of your prior theological training? 3. What study resources are readily available for you? 4. What type of work are you presently doing? 5. How such time per week do you have to devote to study? Student Expectations 1. why do you feel it is necessary to pursue a Master’s degree in this area? 2. In what specific ways do you feel that such a pro- gram will be helpful with respect to one’s work? 3. What specific types of courses do you feel are needed to better equip an individual for one’s work? 4. What are the important issues which you expect or desire to be addressed?» 5. What are your “felt“ areas of weaknesses which the SAEP could strengthen? Future Plans 1. Nhat do you plan to be doing ieeediately after coepletion of the program? 2. Hhat do you plan to be doing five years after com- pletion of the prograe? 3. “hat do you plan to be doing ten years after comple- tion of the prograa? 4. Do you plan to do further study after this program? 5. flhat are your educational goals? 79 enrolling in the program. Information was also obtained relating to the type of work or ministry in which the student was engaged upon enrolling in the program. The student was also queried concerning the study resources as well as the amount of time available for the completion of the work required by the program. The second category.of questions dealt with the expectations which the student brought into the program. Questions were asked relating to one’s reasons for being in the program as well as the specific ways in which it was believed that one could be helped by the program in the work environment. Other questions dealt with the specific types of courses that were believed to best help the individual meet the demands of one’s work as well as the specific issues that should be addressed in the courses to be taken. Students were also asked to comment on those "felt" areas of weaknesses that they thought would be strengthened through the courses offered in the program. The final category of questions covered the future plans of the student following the completion of the degree program. The student was asked to project possible ministry activities for the near and long term future. In addition, questions dealing with further educational goals were also asked of each student. 80 Studggt Applications Additional information relating to the actual antecedent situation for the Asian students was obtained from the application form submitted by each student. Personal and family background information was obtained from each of these forms. This kind of information included place of birth, nationality, and marital status. In addition, the forms also provided background information concerning the student’s prior educational experience at the post-secondary level. This information included the names and locations of each institution attended as well as the highest degree attained at each institution. Data pertaining to the prior and present ministries engaged in by each student were also contained in the forms. Information of this type was obtained mainly from the Application Addendum form which documents the full-time ministry experience of the applicant. Finally, information concerning the student’s personal and ministry goals were obtained from the short personal essay each student was required to write on the back of the Application Addendum form. In this section the applicant was asked to provide “ an outline of specific personal and ministry goals you have projected for yourself and how your seminary program is intended to assist you in reaching these goals". 81 Comparison of Assumtions and (laservations For the purpose of comparison and determining the congruence between the intended or assumed antecedents and the actual or observed antecedents, the responses to the questions asked of both the course designers and the students were grouped under five categories. The same five categories were applied to both the data obtained from the course designers as well as the data obtained from the Asian students. The categorizing process provided a framework by which the responses from the different questions asked the course designers and the students could be arranged for comparison and common analysis. These five categories define the main areas of antecedental concern which provided pertinent descriptive information for the adaptation of the pretaped, directed study courses to the specific needs and situations of the Asian students. They also provided similar information for the initial development of residence courses designed to supplement these directed study courses. The first category concerned information relating to the students’ experience and preparation prior to enrolling in the degree program and taking the courses. This category was formulated in order to determine if the courses prepared for the degree program were prepared based on an assumption concerning the student’s educational background which may or may not have been true for the Asian students. In P" 82 particular, the In-Service H.R.E. degree program was designed as a degree program for people with several years experience in ministry and who were assumed to have prior theological training (see Chapter One). The intent in this category was to see if the individual course designers followed this basic philosophy for the individual courses, and to determine the nature of the student’s prior experience. The emphasis in this category was on determining the congruence between what the course designer assumed as prerequisite and what prior experience and training the student actually had. A special concern dealt with in this category was the amount of prior theological education assumed for the student versus what the student actually had. The second category of responses dealt with information pertaining to the student's situation concurrent with the time of actual enrollment in the program. The purpose of this category was to determine if the required work load for the courses was consistent with the time and study resources available to the student. This is particularly important to a program like the Southeast Asia Extension Program which is an in-service program, the students of which are involved part-time as students and full-time in ministry. The primary concern in this category was with the resources the student had available for the work required in the various courses. Data grouped in this category included information 83 relating to required study time per week versus the actual study time available to the student, as well as reference books and other study resources required versus those actually on hand. The third category focused on the expectations and goals which the student had when enrolling for the degree program. This category was necessary in order to determine whether or not the types of courses available as directed study courses actually corresponded to the types of information and training which the students hoped to receive from the educational experience. Information in this category obtained from the student dealt with what the student hoped to receive from the program. These responses were obtained from those questions dealing with matters such as the student’s felt weaknesses, courses that were felt to be necessary, and the reasons for pursuing the program. Data obtained from the course designer in this category related primarily to the various general objectives that the dsigner had formulated for a particular course. The fourth category of response groupings was concerned with the student's future career and educational projections. Descriptive information in this category was deemed to be necessary in order to determine whether the courses were intended by the designer to prepare the student for the same type of future ministry and educational opportunities as those in which the Asian students planned 84 to be involved. Questions in this category for the course designers were those dealing with the types of ministry and further education in which that particular course would prepare the student to participate upon completion of the course. Student responses used in this category were those giving information concerning the students’ future plans concerning ministry and education. The last category dealt with the contemporary issues and controversial areas covered in the courses. Courses ' prepared by Stateside course designers for Stateside students would naturally cover issues and controversies relevant to that cultural context. Any type of future curriculum development and/or evaluation for this type of program must have information regarding how the issues which were addressed in the prepared courses accommodated those issues which were of concern to students in another cultural context. Course designers were asked what major issues the course covered, while students were asked to list the issues that were important to them and which they hoped to see addressed during their studies. Reduction of Data The categories of questions and their responses described above were used to perform the initial reduction of data from the interviews and the institutional documents. Responses to the questions under each category were reduced 85 to short, key quotes which summarized the respondents’ views in a particular area. After all the responses of a given group (course designers or students) had been reduced to the level of key quotes under the general categories, the quotes were analyzed to determine short phrases which could be used as headings for the grouping of responses under a given category. The comparisons between the responses of the course designers and the students were made at the level of these short phrase group headings. In order to facilitate comparisons, these short phrase headings were standardized as much as possible between the two groups of data. During the data reduction process the key quotes representing responses of the course designers to the questions under the general categories were indentified by the number of the course for which the response was given. This identification was also carried through the process of reducing the key quotes to the short phrase headings. Haintaining this identification allowed for cooparisons to be nade between the data fro. the Asian students and each individual course as well as the program as a whole. Data relating to the response of the Asian students were also labeled and identified during the data reduction process. Responses were labeled according to the student baking the response (student number) and by the country of origin for the respondent. As before, these identity labels were also used to identify the individual respondents associated with each short-phrase heading which had been used for the grouping of individual responses. Data comparisons between the responses of the course designers and the students were carried out at the level of the country of origin. That is, a composite picture was produced from each country from which responses were obtained. Thus congruence between the antecedents assuoed by the course designers and those that actually exist in a given Asian country was deternined. Following the collection and reduction of data from the course designers and the Asian students in each country, the two groups were compared using the five cannon general categories described in the previous section. The coapari- sons were made in terns of the short-phrase headings which were obtained from the reduction of the key quotes under each heading. The total number of short-phrase headings under each general category for both groups of data (course designers and students) was deterained. This provided the base-line nuaber for coaparisons under each category. Then the percentage of the total number of short—phrase headings which appear in both groups of data were calculated. This nuaber represents a direct aeasureaent of the degree of congruence between the assuaed antecedents and the observed antecedents. The percentage of the total nuaber of short- phrase headings which only appears in the data obtained from the course designers, and the percentage which only appears 87 in the data from the students were then calculated. These percentages provide a measure of the lack of congruence and just where that lack occurs. Validity and Reliability of Data The purpose of the data collected in this study was to provide a description of the antecedent conditions of the Asian students with respect to the courses offered by the Southeast Asia Extension Program. The data collected to achieve this purpose were descriptive and qualitative in nature. Questions dealing with the validity of the data, therefore center around the issue of whether the data collected indeed represent what they purport to represent. Does the study provide an accurate description of the phenomenon being investigated? Guba and Lincoln have suggested that in qualitative studies of this nature the tern credibility describes the concerns with the data better than the tern validity (Guba & Lincoln, 1981). That is, does the data provide a credible picture upon which ' evaluation and curriculum change can be based? There are several threats to the credibility (or validity) of this type of study. The first issue or threat to the credibility of the data concerns the selection of the data sources themselves. were the sources of data which were utilized credible sources of the information desired for the description? Since the study was concerned with the 88 assumptions made by the course designers concerning the student antecedents as compared with the actual, observed antecedents of the students, the most direct and credible source would be those individuals who make up each of those groups. It could be argued that only choosing those Asian individuals who were presently involved in the program could limit the applicability as well as the credibility of the study for future student populations as the program grows. However, to have gone beyond existing students and to have selected ”potential“ students would have involved serious questions and problems concerning the criteria and subjective influence of the investigator in deciding who represented a potential student. The threats to both credibility and reliability involved in such a selection procedure far outweighed the limitations placed on the study by considering only participating students. These individuals represent those who have a vested interest in the program and who would have soee understanding as to the significance of the questions because of participation in the program. The second issue relating to the credibility of the data is concerned with the method of obtaining the data. The information obtained in this study caee priearily froe one-on-one interviews with each of the individuals involved. Has this an appropriate and credible eeans of obtaining the inforeation desired? For the kind of inforeation needed for 89 this study it could well be argued that it would be almost impossible to obtain that information without interviews of the type employed. Dexter has pointed out that one of the most significant advantages of interviews is that they often provide better data or more data or data at less cost than other tactics simply by virtue of the fact that obtaining better data, more data, or data at less cost requires being on site (Dexter, 1970). Interviews were particularly relevant for this study because of the desire to collect information relating to the true beliefs and attitudes of the subjects. Buba and Lincoln have commented on the distinct advantage that interviews have in obtaining this type of information (Guba & Lincoln, 1981): The ability to tap into the experience of others in their own natural language, while utilizing their value and belief frameworks is virtually impossible without face-to-face and verbal interaction with them. A third issue dealing with the validity or credibility of the data concerns the truth value of the actual data given by each respondent. Does the data presented by the respondent in fact represent the situation as it really exists? All of the students interviewed were actively involved in the program but were all at the beginning of their degree work. In light of the earlier argument that only students who were actively involved in the program could fully understand the significance of the questions, 90 interviews should have been held only with students who had been in the program for a longer time. There were two reasons for not doing this. First, the program itself is new and the desire was to provide information early in the implementation of the program to allow for more effective formative evaluation of the program by using the descriptive data obtained in this study. All of the students involved in the program when the study was performed were new students; so this type of student represented the total available population. Second, the longer a student is in the program the more likely his responses are to be biased or influenced by how much he knows about the program. He, himself, has been changed by the educational experience, and thus, is further removed from the antecedent conditions about which information is desired. A fourth and related issue deals with the problem of the respondent saying what he believes the investigator wants to hear. This matter is of special concern in many of the Asian cultures where the polite or proper thing to do is to respond in the way you believe another person wants you to, regardless of your own feelings or beliefs. This problem is minimized in a descriptive study of this kind in which no questions were asked which demanded an evaluative answer or opinion on the part of the student. Respondents were simply asked to describe their particular situations with no comment or judgement regarding the value of the 91 program being required. Summary The theoretical model upon which this study has been based was derived from the Stake Countenance Hodel of educational evaluation. The focus in the study has been on providing a description of the antecedent situation for Asian students enrolled in courses prepared by Stateside course designers associated with the Southeast Asia Extension Program. This type of information was gathered with the intent to provide a data base for future curriculum planning and revision which would involve concern for the students’ real needs rather than just services and programs. The research methodology employed in the study, therefore, was descriptive in nature. Data for the study were gathered primarily through interviews with the Asian students who were actually enrolled in the Southeast Asia Extension program as well as with those Stateside course designers who had prepared the pretaped, directed study courses used in Asia. This information was supplemented by information obtained from certain institutional documents maintained by the Southeast Asia Extensibn Program. Data for the Asian students was obtained for students living in the four Asian countries of Thailand, Burma, Hong Kong, and the Philippines. Interview questions for both students and course designers were 92 designed to allow for comparisons to be made between the students’ responses and those of the course designers. Interview responses from both groups were summarized and grouped in such a manner as to facilitate these comparisons. Attention was also paid in the study to the matters of validity associated with the type of descriptive data used in the study. CHAPTER FOUR Presentation of Data Introduction The purpose of this chapter is to present the data describing the assumptions and realities concerning the situation of the Asian students participating in the Southeast Asia Extension Program.~.- Data relating to assumptions describe the antecedent student situation as that situation was assumed to exist by the individuals who designed the pretaped courses used in the Southeast Asia Extension Program’s curriculum. Data relating to realities describe the antecedent student situation as that situation actually exists for the Asian students. The first section of this chapter provides a description of the assumptions of the course designers. The second section of the chapter is devoted to the description of the realities of the students' situation for the Asian students. In the third section of the chapter the data describing the assumptions and the realities are compared to determine the degree of congruence between these two categories. Course Designers? Assumptions The purpose of this section is to describe the assumptions concerning student antecedents which the course F’IJ 94 designers made as they prepared the pretaped courses used in the Southeast Asia Extension Program. The section has been divided into five sub-sections corresponding to the five categories used to analyze and compare the responses. Each sub—section includes a description of the short-phrase which were used to summarize the longer response quotes given by each respondent. Also included within each sub- section is information describing the frequency of responses corresponding to each short-phrase heading. The interview responses summarized within this section are presented in more detailed form in Appendix Four through Appendix Eight. For purposes of analysis and comparison the responses to the questions asked the course designers during their interviews were grouped according to five categories which were used to describe and characterize the antecedent student situation. The categories and the interview questions corresponding to each of these categories are listed in Table 5. These five categories are explained in detail in Chapter Three under the section “Comparison of Assumptions and Observations“. Prior Student Pregaration In this category the concern is with the pre-requisite requirements in terms of knowledge and experience demanded by the course designers. The information was sought in order to determine whether the Asian students had sufficient Table 5 Response Grouping for Interview Questions Prior Student Prggaratien 1. what prior knowledge or experience, assumed for the student? if any, is 2. Where is the student assumed to be in terms of his overall professional development? Present Student Situation 1. Hhat types of study resources are the students assumed to have? 2. How many hours a week should the student spend in study for this course? Specific Program (couggg) Obigctivgg 1. Hhat are the cognitive objectives of the course? 2. Hhat ministry skills, if any, should the stu- dent acquire through this course? 3. In what other ways should this course affect change in the student? Student Career Proiggtigfl 1. What specific typeis) of ministry will this course better enable the student to perform? 2. “hat type of work does the teacher envision the student performing upon completion of not only the course but the entire degree program. 3. In what ways, if any, does this course prepare the student for further study in Theological Education? Iggortant Issues 1. “hat specific contemporary issues or controver— sial areas does the course cover? s1" 96 academic and experiential background to successfully complete the courses as they were initially designed for western students. Since the In-Service Master of Religious Education (N.R.E.) offered by the Southeast Asia Extension Program requires a certain number of years of ministry experience before a student is admitted, there was also an interest in determining the amount of experience which the course designers assumed the students had when they enrolled. The actual key quotes and short-phrase summaries for the responses dealing with these areas are contained in Appendix 4. with respect to pre-requisite knowledge, responses of the course designers fell into three basic areas. The first and most frequent area dealt with responses in which the course designers indicated that there was no pre—requisite knowledge assumed for the student. The second area dealt with responses in which the course designers indicated that they were assuming the student possessed basic knowledge in a certain specialized tapic. These topics included inductive reasoning techniques, basic Hestern civilization, American church history, and foundations of education. Each of these topics were related to a specific course and apply only to that course as indicated in Appendix 4. It should also be noted, that the assumption concerning Uestern Civilization was in terms of very basic knowledge with the course designer supplying much of the needed detail in the h . 97 course itself. The third area of assumed pre—requisite knowledge involved general knowledge of the Bible. In each of the cases where this response was given it was stated that the knowledge level assumed was very basic, requiring no prior formal training in Bible or Theology. These results are summarized in Table 6. Although there were nine different courses studied, the total for the "Number of Courses“ in Table 6 is greater than nine because some respondents gave more than one area of pre-requisite knowledge for a certain course. Similarly, the per cent calculations are made in terms of the per cent of the total nine courses which require a given area of pre-requisite knowledge. This explains why the total percent does not add up to 1002. Table 6 Assumptions Concerning Prerequisite Knowledge Number of Short—Phrase Heading Courses Per Cent No Pre-requisite Knowledge 4 of 9 1_, 442 Basic Specialized Knowledge 4 of 9 " 442 3 of 9 331 General Bible Knowledge In the matter of prior experience, there were two basic areas of responses. The first and most frequent area of response indicated that a course designer was assuming no prior ministry experience for the students when they enrolled for the course. The second response area assumed 98 Table 7 Assumptions Concerning Prior Experience Number of Short—Phrase Heading Courses Per Cent No Prior Experience 7 782 Full—time Hinistry Involvement 2 222 that the students had been involved in a full-time ministry experience for at least three years before enrolling in the course. These results are summarized in Table 7. Although the degree program requires a minimum of three years of full—time ministry experience before admission is granted, only two of the nine pretaped courses have this requirement incorporated within their design. Associated with the requirement of prior ministry experience is the assumption that the student will have had prior formal training in theology and/or Bible before engaging in that ministry. However, none of the pretaped courses were designed with that assumption in mind. Present Student Situation The purpose of this section is to describe the assumptions made by the course designers concerning the resources available to the students when they took the courses. There were two categories of study resources considered. The first of these dealt primarily with assumptions made by the course designers concerning the books and library resources available to the students. 99 These assumptions are reflected in the research assigments made by the course designers in the syllabi of the courses. The second category of study resources dealt with the time per week available to the students to study and complete reading and writing assignments made in the courses. The actual key quotes and short-phrase summaries for the responses dealing with these areas are contained in Appendix 5. Responses describing the assumptions made by the course designers, concerning book and library resources available to the students, were grouped into four areas. The first area dealt with those responses in which the course designer assumed that the student would have no outside study materials other than the materials supplied with the actual course materials. The second area included those responses in which the course designer indicated that he assumed that the student possessed, or had access to, basic bible study resources such as a Bible dictionary, concordance, and whole Bible commentary. These resources would be the basic ' references in any personal library of an individual involved in ministry. The third area included responses in which the course designer assumed that students taking the course would have access to books and other resources which would be found in a Bible College library or a large personal library. Books and references of this type would include Bible commentaries, resources on family life, books dealing 100 with the history and philosophy of Christian Education, as well as information concerning local church history. The fourth area dealt with responses in which the course designers assumed that students would have access to university libraries. These four areas of responses have been arranged in order of complexity in terms of the required resources. Area one, involving only the materials supplied with the courses, represents the simplest; while the fourth area, involving access to a university library, represents the most complex. The data for this category is summarized in Table 8, which includes only the highest level of resource assumed by each course designer in those cases where the course designer indicated that more than one level of resource was assumed. Table 8 Assumptions Concerning Study Resources Number of Short-Phrase Heading Courses Per Cent Supplied Materials 222 Basic Personal Library 112 2 1 Bible College Library 5 56% University Library 1 112 Responses dealing with the assumptions made by course designers concerning the amount of time per week that students would have to study each course were divided into three areas depending upon the actual number of hours per 101 week assumed necessary for study time. The first area corresponded to responses indicating between 1—3 hours per week would be necessary; the second indicated 3—5 hours per week; and the third indicated 7—10 hours per week. It should be noted that course designers for seven of the nine courses indicated that the time per week that they assumed would be necessary to complete the course depended upon the reading speed of the individual taking the course. The times they supplied were for the student who had an average reading speed and for whom English was a first language. This data is summarized in Table 9. Table 9 Assumptions Concerning Available Study Time Number of Hours per week Courses Per Cent 1-3 Hours 2 22% 3-5 Hours 6 672 7-10 Hours l 112 ecific Pr ram/ se Ob' t ves The purpose of this section is to describe the specific course objectives that each course designer made with respect to the individual courses used in the Southeast Asia Extension Program. This information is being reported for reasons other than those usually associated with describing course objectives- It is not the intent to compare these 102 objectives with course outcomes. Rather, this information was gathered in order to compare the antecedent expectations that students brought into the program with that which was actually provided by the courses offered. The information presented here will provide a description of what is being provided by the courses from the perspective of the course designers. The actual key quotes and short-phrase summaries for the responses dealing with these areas are contained in Appendix 6. Sixteen short—phrase headings were used to summarize and categorize the responses concerning course goals given by each course designer These short-phrase headings describe the broad areas of content, skills, or ministry that course designers intended to be addressed through their respective courses. They have also been formulated with the students’ responses concerning expectations in mind. These headings along with brief descriptive statements are included in Table 10. Table 10 also indicates the course codes of the individual courses which had goals commensurate with each category. Student Career Projections This section describes and summarizes the course designers’ assumptions concerning the ministry careers their respective courses are training students to perform. In addition, information is presented relating to the level of further theological education that the course designers 103 Table 10 Description of Course Goals Short—Phrase Heading/ Course Code Bible Content (8521, 8531) Bible Study Skills (3501, 3521, 3531) Christian Education: History (H612) Christian Education: Philosophy (H612) Christian Family Life (H618) Christian Life (T501, H618, 3531, T667) Christian Philosophy (T667) Church History: (T512) Baptist Church History: (T511) Early Church History: Fundamentalism (T512) Church History: U.S. (T512) Counseling Skills: Limited (H618) Explanation Content, literary structure and background, historical setting and theological significance of books of the Bible. Skills necessary to interpret and understand the Bible. History and development of Christian Education Ability to develop a Christian philosophy of education and eval- uate methods in terms of philosophy. Principles of successful family life from Christian perspective. Principles of the successful Christian life including aspects of Christian maturity, evangelism, and teaching new Christians. Philosophical basis of Christianity and forming a Christian World and Life View. History and development of Baptists in Europe and the U.S; during the last three centuries. Beginnings through reformation History and development of the Christian fundamental movement in the U.S. Development of Christianity in the U.S. Premarital and family counseling. 104 Table 10 (cont’d) Short-Phrase Heading/ Course Code Explanation General Study Skills Read with discernment and write (T501 explicit, knowledgeable term papers. All implicit) New Testament New Testament historical back— (8531) ground as revealed in one New Testament book (Hebrews). Theological Issues Hajor theological issues faced by (T511, T512) the Church throughout its history. Theological Understanding Understanding basic structure and (T501, T511, T512, 8531) implications of Christian theology. indicated their courses would prepare students to accomplish after completion of their respective courses. The purpose of these two areas of information is to provide a basis for determining the degree of congruence between the plans of Asian students for future work and education upon completing the ln-service H.R.E., and the assumptions made by course designers concerning what they believed students would be doing following the completion oftheir courses and the total degree program. The key quotes and short—phrase summaries for this category of responses are contained in Appendix 7. There were five areas of responses describing the general types of ministries that the course designers felt their courses prepared students to accomplish and which they felt students would be performing upon completion of the In- 105 service H.R.E. The first area of responses included those responses in which the course designers indicated that their course would contribute to the preparation of students for ministering in the capacity of a pastor for a local church. This function involves leading the congregation of a local church, teaching and preaching the Bible, and performing administrative responsibilities. All of the responses under this area stated that the course would contribute to the teaching and preaching aspect of this ministry. The second area of responses dealt with the general area of local church ministries. These included all ministries within a local church context with the exception of the ministry of the pastor. The ministries in this area are generally of a support nature to the ministry of the pastor and include assistant pastors, directors of local church Christian education programs, as well as those involved in winning and discipling new converts. The third area of responses referred to missionaries. The responses of the course designers in this area did not indicate that their courses would better equip missionaries to perform the cross- cultural aspect of their work. Rather, the course designers stated that their course would help prepare missionaries in the same way the courses would prepare pastors and local church workers. The course would be helpful for missionaries in that they are teachers of the Bible and Christianity. For this reason this area of responses is 106 labeled with the term “Hissionary*“ with the "i“ indicating that the courses do not contribute to the cross—cultural aspect of this ministry area. The fourth area of responses described those courses which the course designers felt would contribute to the preparation of individuals teaching in a Bible School or Bible College. The fifth area of responses came from those course designers who felt that their courses would also be useful to students.who planned to teach in Christian day schools at the elementary or secondary level. The course designers giving responses fitting this area indicated that their course would be useful for teaching the Bible at this level. The areas of responses and the courses fitting each area are presented in Table 11. The data in this table indicates that the primary emphasis in all of the pretaped directed study courses used in the Southeast Asia Extension Program is preparation for local church ministries (including pastor). This was also stated and implied during the interviews with each course designer. Those courses in which the course designers indiCated that the course would contribute to the ministry of someone involved in Bible College teaching only do so as a secondary intent. The course designers were unanimous in their response that their courses were designed and intended primarily for people involved in local church related ministries. In fact, the course designer of courses H612 and H618 was 107 Table 11 Assumptions Concerning Students’ Future Work Short-Phrase Heading Course Code Pastor 8501, 8521, 8531, T511, T512, T667, H612, H618 Local Church Hinistry ALL COURSES Hissionaryfi T511, T512, T667, H618 Bible College Teacher 8501, 8521, T511, T512, T667 Christian Day School 8501, 8521 Teacher emphatic in stating that these courses were not intended to train classroom teachers for Bible Colleges. Responses concerning the manner in which the course designers felt that their courses would contribute to further theological education were categorized in two main areas. The first area involved courses which the course designers felt were foundational and would contribute to other courses taken in the In—Service H.R.E. program, but not to further degree programs. The second area described courses which the course designers felt would prepare the students for further theological education beyond the Inr service H.R.E. program. The In-Service H.R.E. was originally designed as a “terminal” degree for students who would not be seeking further theological education. Information in these two areas measure the assumptions of course designers concerning the further education of students. This information is summarized in Table 12. 108 Table 12 Courses Providing Preparation for Further Education In-Service H.R.E. Only 8521, 8531, T501, M618 Further Degree Prograns 8501, T511, T512, T667, M612 Important Issues In the designing of each of the pretaped, directed study courses used in the Southeast Asia Extension Program, the course designers made assumptions relating to the controversial issues which would be of interest to the students taking the courses. In this section the general areas of issues which the course designers dealt with in their courses are listed and described. The key quotes and short phrase summaries describing these areas are contained in Appendix 8. Table 13 lists the general areas used to summarize and categorize the individual issues supplied through the interview responses of the course designers. This table also includes a brief explanation of the meaning and significance of these areas as defined by the course ‘designers. Table 14 lists the issue.areas along with the courses dealing with each area. Course designers for two of the courses stated that in designing their courses they purposely avoided areas of controversy and related issues. These two courses are listed in Table 14 with the short- phrase heading “No Issues“. 109 Table 13 Assumptions Concerning Important Issues Short~Phrase Heading Calvinism/Arminianism Christianity and Contemporary Philosophy Christological Heresies Family Concerns Fundamentalism/Liberalism Integrity of Bible Nature and Role of Ministry Old Testament Theology Social Problems Science and Religion Explanation Issues dealing with the free will of man versus the sovereignty of God. The relationship of Christian ‘ philosophy with contemporary phi- losophical systems. ’ Issues dealing with the Person of Jesus Christ as to His deity, \ humanity, and their relation. Issues associated with family problems such as divorce, Biblical family relationships, sex, and the place of marriage. Issues dealing with the areas of theological differences between fundamental and liberal Christianity. Issues dealing with the nature of the Bible, its historicity, its inerrancy, its literary problems, and its relation to language. Issues dealing with the definition and function of ministers and ministry within the context of Christianity. Issue dealing with questions and debates concerning areas of Old Testament Theology. Ethical and moral problems facing contemporary society such as abor- tion, nuclear power, church and state, and politics. The relationship of Christianity ‘mwd1modern sciences 110 Table 14 Courses Covering Important Issues Short—Phrase Heading Course Code Integrity of Bible 8501, 8521 Old Testament Theology 8521 Christological Heresies T511 Calvinism/Arminianism T511 Nature and Role of T511, T512 Hinistry Fundamentalism/Liberalism T512 Social Problems T667 Science and Religion T667 Christianity and _ T667, H612 Contemporary Philosophy Family Concerns H618 No Issues 8531, T501 Student Realities The purpose of this section is to describe the realities of the student situations as they existed for the Asian students of the Southeast Asia Extension Program. The section has been divided into five sub-sections corresponding to the five categories used to analyze and compare the responses to the interview questions. Each sub-section includes a description of the short-phrase headings which were used to summarize the longer response quotes given by each respondent. Also included within each sub-section is information describing the frequency with which each short—phrase heading occurs. The data summarized within this section is presented in more detailed form in Appendix 9 through Appendix 13. In these appendices the key quotations from each respondent are given along with a 111 short—phrase summary of the quotation. Each of these five appendices correspond to one of the categories used to analyze and compare the interview responses. For purposes of analysis and comparison, the responses to the questions asked the students during their interviews were grouped according to five categories which were used to describe and characterize the antecedent student situation. ,The categories and the interview questions corresponding to each of these categories are listed in Table 15. The first category, Prior Student Preparation, deals with the students’ prior education, knowledge, and experience. The second category, Present Student Situation, includes information relating to the study resources available to the students. In addition, this category also includes information concerning the time per week available to students for study of the courses they are taking in the Southeast Asia Extension Program. The third category, Specific Program (Course) Objectives, deals with the purposes and objectives the students have in enrolling in the In-service N.R.E. degree of the Southeast Asia Extension Program. The intent of these questions is to determine why Vstudents have enrolled in the program, and to determine their expectations concerning personal and career improvement. The fourth category, Student Career Projections, deals with the types of ministries or further study the students will perform upon completion of the 112 Table 15 Response Groupings for Interview Questions (Students) Prior Studgnt Preparation 1. 2. Hhat is your specific educational background? What is the extent of your prior theological training? Hhat type of work are you presently doing? Studgnt Situgtion what study resources are readily available for you? How much time per week do you have to devote to study? _ ‘ ’ Sggcific Program (course) Obiggtivgg 4. 5. Why do you feel it is necessary to pursue a Master’s Degree in this area? In what specific ways do you feel that such a pro- gram will be beneficial with respect to the ministry? what specific types of courses do you believe are necessary to be better equipped for ministry? what are your “felt“ areas of weaknesses which the SAEP could strengthen? Career Proiggtion Hhat do you plan to be doing immediately after completion of the program? Hhat do you plan to be doing five years after com— pletion of the program? what do you plan to be doing ten years after comple- tion of the program? Do you plan to do further study after this program? "hat areJyour educational goals? Iggortant Igsugg 1. what are the important issues which you expect or desire to be addressed? 113 educational program. The final category, Important Issues, includes inforaation about the controversial or otherwise significant issues important to students and which they want to have addressed in their study program. In Appendices 9-13, responses to each question were indentified and recorded for each individual student. These responses were labeled by identifier codes for each student. The codes consisted of six digit numbers, each digit of which is significant for identification purposes. The first two digits correspond to the student's nationality, the next two to the country of domicile, and the final two serve as general identifiers. To implement this system, two digit codes indentifying each of the Asian countries under consideration were devised, and were, as follows: 10 — Thailand 20 — Philippines 30 - Hong Kong 40 - Burma 50 - Malaysia Thus a code of 201003 indicates an individual who is from Philippines but who is working in Thailand. The distinction between nationality and country of domicile is necessary because some students of the Southeast Asia Extension prograe are working in countries other than their home countries. These same individuals take any resident course work in the country where they are working. Keeping responses separated in this manner allows for analysis and future curriculum evaluation based on both 114 student nationality as well as student location. In general, responses will be discussed in this section in terms of countries of domicile rather than nationality. Prior Student Preparation In this category of responses the concern is with determining the academic and experiential preparation the student had before enrolling in the Southeast Asia Extension Program. The information was sought in order to see if the Asian students had sufficient academic and experiential background to satisfy the pre-requisite requirements and assumptions being made by each course designer. This information was obtained by determining the students’ total background in higher education as well as ascertaining the amount of specialized training each student had received in the areas of Bible and Theology. Data relating to prior and present ministry experience also was obtained from each student. The actual key quotes and short-phrase summaries for the responses dealing with these areas are contained_in Appendix 9. Responses dealing with general educational background were grouped into five basic.areas. The first area of responses included those students who had obtained bachelors’ degrees from Christian institutions of higher education and whose degree majors dealt with a church ministry-related topic. The second, third, and fourth area 115 of responses dealt with those students who had earned respectively bachelors’, masters’, or Doctorate degrees in one of the “secular“ disciplines. The fifth area of responses included students who had obtained bachelors’ degrees in both a ministry-related field and a ”secular" discipline. The information concerning the general, formal educational background of the Asian students is summarized in Table 16. This table also contains information for the individual countries of domicile (Thailand, Philippines, and Burma). There is no separate information for Hong Kong because there is only one student at this location. Malaysia also has no separate information included because the one flalaysian student is domiciled in Thailand. Responses dealing with the amount or level of prior specialized education in ministry—related topics were grouped into four main areas. The first area which was also reported in the immediately preceding paragraphs dealt with those students who had obtained a bachelor’s degree in a ministry-related field. The second area of student responses included individuals who had completed some level of formal ministry-related education other than a bachelor’s degree. The third area of responses described those students whose only prior theological education or ministry— related education consisted of extended nonformal educational programs lasting four months. The fourth area of responses dealt with those individuals who had not 116 Table 16 Student Formal Educational Backgrounds ShortrPhrase Heading Asia Thailand Philippines Burma ‘ n(Z) n(Z) n(Z) n(Z) Bachelors: 12(522) 5(501) 3(60Z) 3(432) Ministry—Related Bachelors: 4(172) 2(202) 0( OZ) 2(291) Secular Discipline Masters: 2( 9Z) 1(10%) 1(202) 0( OZ) Secular Discipline Doctorate: 3(131) 2(20Z) 0( OZ) 1(142) Secular Discipline Bachelors: 2( 97.2) 0( OZ) 1(201) 1(1471) " Ministry & Secular received any prior ministry-related education or theological education of any kind. The information concerning the prior ministry-related education of the Asian students is summarized in Table 17. The entrance requirements of the In-Service M.R.E. degree program offered by the Southeast Asia Extension Program predetermined the minimum level of prior ministry experience. To be accepted into the program, students were required to have a minimum of three years of full-time ministry experience. Thus, every student interviewed has at least three years of prior ministry experience. The ministry experiences of the Asian students were categorized by four broad areas. The first of these included those students who were involved in some aspect of a local church ministry. This would include those serving as church pastors or assistant pastors, individuals involved 117 Table 17 Prior Ministry—Related Education Short-Phrase Heading Asia [gailand Philippines Burma n(Z) n(Z) n(Z) n(Z) Bachelors: 4(611) 2(332) 6(862) 4(572) Ministry-Related Other Formal Education 3(132) 2(332) 1(142) 0( OZ) Extended Nonformal 2( 92) 2(331) 0( OZ) 0( OZ) No Prior Ministry 4(172) 0( OZ) 0( OZ) 3(431) Education in the educational programs of the church, such as Sunday School, or those functioning in an administrative capacity in a church. Also included in this area of local church ministries were those individuals who were engaged in starting new local churches within their own cultures (commonly referred to as church planting). The second area of prior ministry experience dealt with those students who had been involved in cross-cultural ministries of the type generally associated with Christian missionaries. This included individuals who had been working in some ministry capacity in a culture other than their home culture. The third area of prior ministry experience was concerned with Bible School or Bible College ministries. This area was used to describe those students who had been involved in formal educational institutions whose missions were to provide the initial education and training for people who intended to enter the ministry. Individuals who were teachers or administrators in these types of institutions r'll; 118 were included in this category with no regard for whether the ministry was cross-cultural or not. The fourth area involved service or support types of ministries which were not directly tied into local churches. These included ministries, such as Bible or literature translation, as well as Christian support organizations, such as the Bible Societies. The data describing the types of ministries in which the students in Asia have previously been involved are summarized in Table 18. Host of the Asian students who were interviewed have been involved and are generally still involved in more than one ministry area simultaneously. For this reason, the numbers in Table 18, describing the students in a particular ministry area, reflect the percentage of the total number of students who have some involvement in that area. Since most of the students will show up in more than one area, the percentages will not add up to 1002. There was a large percentage (391) of the Asian students who had not received ministry-related education at the bachelor’s degree-level. This was most significant in Burma where 431 per cent of the students had received no prior ministry—related education of any form. The observation was least significant in the Philippines where 801 of the students had received ministry~related education at the bachelor’s degree—level: and the other 201 had 119 Table 18 Prior Ministry Experience for Students Short-Phrase Heading Asia Iggiland Philippines n(Z) n(Z) n(Z) Local Church 15(651) 6(602) 4(802) Cross’Cultural 3(132) 3(302) 0( 0%) Bible School/College 16(702) 8(801) 3(601) Support/Service 2( 92) 0( OZ) 0( OZ) Eases n(2) 4(572) 0( OZ) 4(571) 2(292) received some type of formal education which was ministry- related. In Thailand, 50% of the students had received ministry-related education at the bachelor’s degree-level, while 40% had some type of prior ministry-related education; and only 10% had no prior ministry-related education. With respect to prior ministry experience, the majority of the Asian students had experience in both local church ministries (65%) and Bible School or Bible College ministries (70%). Thailand was the only country in which there were students who were involved in cross—cultural ministries. Present Student Situation This category of responses deals with the study resources which the Asian students have available to them as they take the various courses offered by the Southeast Asia Extension Program. The first of the two resources being considered involves study resources such as books, libraries, and other research resources to which the 120 students have access. The second topic involves the number of hours per week which the students have for studying the pretaped, directed study courses which they will be taking through the Southeast Asia Extension Program." The data obtained from the interviews of Asian students has been summarized by using the same areas that were used to summarize the corresponding interview responses relating to the assumptions made by the course designers. This will facilitate later comparison of these responses. The actual key quotes and short-phrase summaries for the responses dealing with these areas are contained in Appendix 10. Responses describing the book and library resources for the Asian students were grouped into four areas. The first area of responses described those students who did not have access to study resources of this type outside of that supplied with the course material. The second area of responses described the situation in which the students only had access to study resources which would be found in a basic personal library. These resources would include a. Bible, a Bible dictionary, a concordance, and a single volume whole Bible commentary. The third area of responses dealt with the students who had access to a Bible College or graduate Seminary library which was judged adequate for research purposes with respect to the course work taken in the Southeast Asia Extension Program. Criteria for adequacy included possession of at least 7500 theological 121 volumes in English. This number of volumes should include at least five individual commentaries for each book of the Bible, church history resources including information on local church history, resources dealing with the history and philosophy of Christian Education, and books on family life. This area was labeled by the short-phrase heading “Bible College Library" even though it could include access to graduate seminary libraries. The fourth area dealt with responses describing students’ access to university libraries. Short-phrase headings were assigned to students based on the highest level of resource access available to the student. For example, if students had access to a basic personal library and a Bible College library, they were assigned the heading "Bible College Library“. The exception to this rule is the heading dealing with access to university libraries. Because of the difference in the nature of material in theological resources and those more commonly associated with university libraries, responses_ indicating access to university libraries were not included in the hierarchy of access level described above. Thus in Table 19, which summarizes the responses for this category, the data relating to the percentage of students having access to university libraries should be considered separately from the other three areas. 122 Table 19 Study Resource Access for Students Short-Phrase flgading Asia Thailand Philippines Burma ‘ n(’/.) n(‘/.) n02) n("/.) Supplied Texts 3(131) 0( OZ) 0( OZ) 3(432) Basic Personal Library 4(172) 0( OZ) 0( OZ) 4(572) Bible College Library 16(702) 10(1002) 5(100Z) 0( OZ) University Libraries 16(70Z) 10(1002) 5(1002) 0( OZ) Responses concerning the time per week which students had available for study were divided into four areas. The first area of responses corresponded to those students who said they had 1—3 hours per week available for study; the second, 3-5 hours per week; the third, 7-10 hours per week; and the fourth, 10-15 hours per week. There were no data available for this category for the students in Burma. Percentages were therefore determined according to the number of students for whom data was available, rather than on the total Asian student population. The data for these responses are summarized in Table 20. §Qecific Program/Course Objectives The purpose of this section is to provide a description of the learning expectations that students had upon entering the Southeast Asia Extension Program. Information was obtained concerning the type of knowledge, skills, or credentials the students expected to receive from a master’s degree program of the type offered by the Southeast Asia Extension program in the form of the ln-Service H.R.E. 123 Table 20 - Study Time Available for Students Short—Phrase Heading Asia Thailand Philippines n(Z) n(Z) n(Z) 1-3 Hours 3(18Z) 1(10Z) 2(40Z) 3-5 Hours 6(38Z) 6(6OZ) 0( OZ) 7—10 Hours 6(38Z) 3(30Z) 3(60Z) 10—15 Hours 1( 62) 0( OZ) 0( OZ) Information relating to this area was obtained by asking the students to explain why they felt that it was necessary to pursue the degree, and what specific ways they felt the program could help them in their ministry. In addition, students were asked to identify specific types of courses they felt could better equip them for the ministry in which they were involved, or, in which they planned to be involved. The actual key quotes and short—phrase summaries for the responses dealing with these areas are contained in Appendix 11. Responses from students in this category were summarized and categorized according to seventeen different short-phrase headings. Three of these headings were rather general in'nature and represented expectations on the part of the students which could be satisfied, in a sense, by any master’s degree program similar to the one offered by the Southeast Asia Extension Program. These three included “Personal Enrichment“, "Professional Development“, and “Academic Credential.“ The heading “Personal Enrichment“ 124 summarizes those responses in which the students expressed a desire for personal study and growth as a key reason for enrolling in the program. "Professional Development“ refers to those responses of individuals involved in teaching at Bible schools or Bible colleges who had enrolled in the program in order to update their knowledge base, improve their effectiveness in the classroom, and develop the disciplines of a scholar. The third heading, ”Academic Credential,” categorizes those responses in which students indicated that one reason for enrolling in this master’s degree program was to obtain the academic credential (master’s degree) which they felt was necessary for their work. As in the previous heading, these respondents were primarily involved in teaching at Bible schools or colleges. Table 21 lists the number of respondents in all of the Asian countries, as well as in the individual countries of Thailand, Philippines, and Burma, who gave responses fitting into each of these categories. Because students gave more than one response, percentages in this table, and the other tables in this section, represent the percent of the total survey population which gave a particular answer. Columns do not necessarily add to lOOZ. Fourteen of the short—phrase headings used to summarize and categorize students' responses were more specific in nature and were used for purposes of comparing the students’ expectations to the course objectives provided by the course 125 Table 21 Distribution of General Program Expectations for Asian Students -- No. of Students - Per Cent -— Short—Phrase Heading Asia Thailand Philippines Burma Personal Enrichment lO—43Z 7-70Z 2—4OZ 0- OZ Professional Development 14-61Z 6-60Z 4-80Z 3—43Z Academic Credential l4-61Z 6-60Z 4—80Z 4-57Z designers. Table 22 lists these headings along with brief descriptive statements explaining each heading. Table 23 indicates the number of individuals who provided responses which fell into each of the categories. Table 23 provides this information for all the Asian students, as well as the data for each of the countries of Thailand, Philippines, and Burma. Comparison between Table 21 and Table 23 indicate that each of the categories of responses described by the short-phrase headings in Table 21 had significantly more responses than any of the individual categories found in Table 23 which deals with more specific topics. This reflects that most of the students interviewed were at the beginning of their program and still thought of the program in broad, general terms. In response to the question concerning the types of courses that students would like to have in their program of study, students listed 21 different course topics. These courses are listed in Table 24, along with the frequency of the response for all of Asia, as well as the frequency for g... J 126 Table 22 Specific Program Expectations for Asian Students Short—Phrase Heading Baptist Distinctives Bible Content Bible Study Skills Christian Life Church Planting Contemporary Issues Counseling Skills Educat i onal Hethodol ogy General Study Skills Leadershi p Devel opeent Missionary Skills Pastoral Skills Explanation That which makes Baptists distinct from other denominational groups in terms of theology and practice. Content, literary structure and background, historical setting and theological significance of books of the Bible. Skills necessary to interpret and understand the Bible. Principles of the successful Christian life including aspects of Christian maturity, evangelism, and teaching new Christians. How to start and establish new churches. Answers for contemporary issues facing Church today; primary focus on issues of separation. General skills dealing with all aspects of personal counseling within religious context. Local church applications for cur- riculum development (Sunday School) and teaching methods. Self-discipline and ability to read with discernment. Techniques and strategies for training leaders within local churches. Skills relating to cross-cultural communication of Christianity. Skills relating to the leadership and pastoring of local churches. Table Short—Phrase Heading Theological Understanding Translation Skills Short—Phrase Heading Theological Understanding Bible Content General Study Skills Counseling Skills Pastoral Skills Christian Life Bible Study Skills Church Planting Educati onal ‘ Hethodol ogy Leadership Development Missionary Skills Baptist Distinctives Translation Skills Contemporary Issues 127 22 (cont’d) Exglanation Deeper and more advanced under- standing of basic structure and implications of Christian theology. Skills relating to translating material from one language to another (primar translation) Table 23 Distribution of Specific Program Asian Students Expectations for y emphasis on Bible - No. of Students - Per Cent -- fl 13-572 8-352 6-262 5-222 5-222 4-172 3-132 3-132 3-132 3-132 3-132 2-92 2-92 1-42 Thailand 5-502 4-402 2-202 3-302 0-02 0-02 3-302 0-02 1-102 1-102 2-202 0-02 0-02 0-02 W 3-602 0-02 3-602 2-402 1-202 3-602 0-02 0-02 2-402 1-202 1-202 0-02 0-02 1-202 3&1 5-712 4-572 0-02 0-02 3-432 1-142 0-02 3-432 0-02 1-142 0-02 2-292 2-292 0-02 .x**‘ 128 Table 24 Frequency of Course Topics Desired by Asian Students -- No. of Students — Per Cent -- Short-Phrase Heading Asia Thailand Philippines Burma Counseling 6-232 5-502 1-202 0-02 Bible Content 5—222 1—102 3-602 1-142 Missiology 4-172 3-302 1-202 0-02 Theology 4-172 3—302 1-202 0-02 Baptist Distinctives 3-132 1-102 0-02 2-292 Bible Interpretation 3-132 2-202 0-02 1-142 Christian Education 2—92 1-102 1—202 0-02 Christian Life 2-92 2-202 0-02 0-02 Contemporary Issues 2-92 0-02 2-402 0—02 Greek and Hebrew 2-92 2-102 0-02 0-02 Religious Cults 2-92 1-102 1-202 0-02 Teaching Methods 2-92 2-202 0-02 0—02 Archaeology 1-42 0-02 1-202 0-02 Christian Evidences 1-42 0-02 1-202 0—02 Church Administration 1-42 0-02 1-202 0-02 Church Growth 1-42 1-102 0-02 0-02 Curriculum Development 1-42 1-102 0-02 0-02 Higher Education 1-42 0-02 1-202 0-02 Administration Leadership Development 1-42 1-102 0-02 0-02 Pastoral Ministry 1-42 0-02 1-202 0-02 Special Education 1-42 0-02 0-02 0-02 129 the individual countries of Thailand, Philippines, and Burma. The description of these courses would be basically the same as those given in Table 22 for those courses and short-phrase headings with similar labels. Those courses which do not appear similar to a short-phrase heading in Table 22 are labeled with self-explanatory designations. Stgdent Career Projectiong, Responses summarized and presented in this section deal with the career and education projections of Asian students. The intent is to determine and describe what the students intend to do with respect to ministry careers and further theological education following completion of the In-Service M.R.E. degree with the Southeast Asia Extension Program. Information was obtained from the students concerning career projections for three time periods following completion of the In-service M.R.E. Students were asked to project the ministries in which they would be involved immediately upon degree completion, five years from degree completion, and ten years from degree completion. In addition, students were asked if they intended to do further theological education beyond the In-service M.R.E. and, if so, the highest degree level they planned to attain. The key quotes and short-phrase summaries for responses given in this category are contained in Appendix 12. 130 There were seven general areas of ministry careers included in the responses of the Asian students. Three of these -— local church pastor, local church ministry, and Bible School teacher - correspond exactly with the response areas of the same name defined and summarized in the first section of this chapter (Course Designers’ Assumptions), fourth sub—section (Student Career Prejections), second paragraph. The reader is referred to that portion of the chapter for a review of the description of these areas. A fourth area of response dealt with missionary career. Responses in this area described any type of ministry in which the individual performed the ministry in a cultural setting different from his home culture. Performance of the ministry required all of the same knowledge and skills required by the other ministry areas, with the addition of cross-cultural communication skills generally involving the learning of a second language. The fifth area of responses described those individuals engaged in the starting and establishing of local churches. Typically referred to as “Church Planting“, this ministry involved evangelism, teaching new converts, and organizing these converts into local churches. A sixth area of ministry involvement projected by Asian students included the administration of Bible Colleges. Many of those involved in teaching at such institutions at the time of the interview projected future involvement in administrative responsibilities. The final 131 area of ministry described through the responses of Asian students concerned the translation of Christian literature into a second language. Although the primary concern often was the Bible, this type of ministry also involved the translation of Christian educational material used in the local church. Table 25 summarizes the responses dealing with students career projections immediately upon completion of the In- service M.R.E. The number of responses given for each ministry area as a percentage of the total number of Asian students is given in the table, along with the percentages for the individual countries of Thailand, the Philippines, and Burma. For the most part, the Asian students were each involved in more than one ministry area. For this reason, the percentages presented in Table 25 indicate the percent of the total number of students of a given population which was involved in a certain ministry area. Tables 26 and 27 .include similar student projections for periods five years and ten years, respectively, after completion of the In-_ service M.R.E.. Student responses concerning plans for further education were divided into two main areas. These areas corresponded to those who planned no further degree programs beyond the In—service M.R.E., and those who did plan further degree work. These responses are summarized in Table 28 in which the number of responses for all of Asia are included, [I 1. 132 Table 25 Immediate Student Career Projections -- No. of Students - Per Cent -- Asia Thailand Philippinggi Burma Short-Phrase Heading Pastor 5-222 2-202 1-202 2-292 Local Church Ministry 9-392 5-202 1-202 2-292 Church Planter 7-302 4-402 1-202 2-292 Missionary 4-172 3-302 1-202 0-02 Bible College Teacher 16-702 7-702 4-802 5-712 Bible College 6-262 1-102 2-402 3-432 Administrator Translator 2-92 1-102 0-02 1-142 Table 26 Five-Year Student Career Projections Shggt-Phrase Heading Pastor Local Church Ministry Church Planter Missionary Bible College Teacher Bible College Administrator Translator of Students - Per Cent - -- No. ELSE 6-262 3-302 5-222 3-302 5-222 2-202 4-172 2-202 17-742 8-802 6-262 1-102 3—132 2-202 Table 27 1-202 1-202 1-202 1-202 3-602 2-402 0-02 Ten-Year Student Career PrOjections Short-Phrgse Heading Pastor Local Church Ministry Church Planter Mi ssi onary Bible College Teacher Bible College Administrator Translator Thailand Philippines Burma 2-292 1-142 1-142 1-142 5-712 3-432 1-142 of Students - Per Cent -- -- NO. Asia Thailand 4-172 2-202 8-352 5-502 5-222 1-102 3-132 2-202 17-742 8—802 6-262 1-102 1-42 1-102 Philiggines 1-202 1-202 1-202 1-202 3-602 2-402 0-02 Burn; 1-142 2-292 3-432 0-02 5-712 3-432 0-02 x r-. 133 as well as the number of responses for the individual countries of Thailand and the Philippines. There was no information available in this category for the country of Burma; hence, the total Asian percentages have been calculated on the number of students from whom responses were available. Table 28 Student Projections for Further Education - No. of Students - Per Cent -- Short-Phrase Heading Asia Thailand Philiggines In-Service M.R.E. Only 5-312 4-402 1-202 Further Degree Programs 10-632 5-502 4-802 Not Certain 1—62 1-102 0-02 lgportggt Issues Students who enrolled in the Southeast Asia Extension Program indicated that there were certain issues and areas of controversy that they had already confronted in their ministries and which they hoped would be addressed in the course work associated with the program. A description of the general areas summarizing these individual concerns is provided in this section of the chapter. The short-phrase headings summarizing and categorizing these issues represent problem areas in the ministries of the Asian students. These students all expressed a desire for solutions to the problems represented by the issues faced by each student, and hoped these solutions would be provided, in part at 134 least, through the courses taken in the Southeast Asia Extension Program. The key quotes and short-phrase summaries describing the responses in this category are contained in Appendix 13. Table 29 lists the main issue areas along with brief explanations of the meaning and significance of each area. Table 30 lists the areas and the number of responses associated with each area. The number of responses are provided for all the Asian students from whom data was available. Since data was available in this area for only one student from Burma, the Asian percentages are calculated on a total of 17 students, rather than the usual 23. The number of responses and corresponding population percentages are also provided for the countries of Thailand and the Philippines. Comparison of Assumption and Realities The purpose of this section is to compare the responses describing the assumptions made by the course designers with the realities of the actual students’ situations in Asia. Using the terminology of the Stake model described in Chapter Three, the intent is to determine the congruence of certain antecedental assumptions to the corresponding antecedental realities. As in the previous two sections, this section is also divided into five sub-sections. Each of these sub-sections corresponds to one of the categories 135 Table 29 Issues Important to Asian Students Short-Phrase Heading Explanation Charismatic Movement Issues dealing to the role of the Holy Spirit in Christian’s life with particular emphasis on the role and place of the so-called sign manifestations such as speaking in tongues and healing. Christianity and Culture Issues dealing with the relation- ship of Christianity, its practices and practices, with the beliefs and practices and of the individual's home culture; Cults Issues relating to the theological controversies raised by so-called Christian cults. Issues relating to the differences in beliefs and practices of the mainline Christian denominations. Denominational Distinctives Issues associated with family prob- lems such as divorce, Biblical family relationships, sex, and the place of marriage. Family Concerns Issues dealing with the areas of theological differences between fundamental and liberal Christianity. Fundamentalism versus Liberalism Integrity of Bible Issues dealing with the nature 6+ the Bible, its historicity, its inerrancy, its literary problems, and its relation to language. Local Church . Issues dealing with the signifi- cance and function of the local church, its relationship to parac- hurch organizations, and its gov- ernment and structure. Issues dealing with the Biblical meaning and significance of separa- tion for the Christian (from whom and how). Separation 136 Table 29 (can’t) Short-Phrase Heading Exglanation Social Responsibility Issues dealing with the social responsibilities of the church over against its mandate for evangelism. What constitutes the proper balance. Table 30 Student Response Frequency for Important Issues -- No. of Students - Per Cent -- Short—Phrase Heading Asia Thailand Philiggines Charismatic Movement 9-532 4-402 5-1002 Christianity and Culture 6-352 4-402 1—202 Social Responsibility 4-242 1-102 3-601 Integrity of Bible 3-181 O-OZ 2—4OZ Separation 3-IBZ 1—1oz 2-402 Denominational Distinctives 2—lZZ O-OZ 2-402 Fundamentalism/Liberalism 2—122 O-OZ 1-202 Local Church 2—lZZ 1-102 1-202 Cults 1-62 l-loz 0-02 1-62 0-02 1-202 Family Concerns used to regroup the responses to interview questions for purposes of analysis and comparison. The data base for the comparisons in this section is provided by the tables given in the corresponding sub-sections earlier in this chapter. In each of the sub-sections below, unless otherwise stated, the discussion is organized in terms of the pretaped, directed study courses. The responses from the Asian students haVe been compared by country to each of the courses. The presentation was organized in this way to facilitate future evaluation and development of the 137 curriculum based on the data and description provided herein. Prior Studgnt Pregaration In preparing the pretaped, directed study courses used in the Southeast Asia Extension Program, the course designers made certain assumptions concerning both the academic and experiential preparation of the students who would be taking the courses. The purpose of making comparisons in this area between course designers’ assumptions and students’ realities was to determine if there were prerequisites necessary for successful completion of each course which the Asian students might not have had. It was assumed that the course designers, unless they had specifically stated otherwise, had presupposed that the students taking the courses would have a bachelor’s degree or its equivalent before taking the course. Thus, responses referring to the course designers’ assumptions, or pre- requisites, concerning the students’ prior knowledge, involved special knowledge which one would not necessarily have expected in a general bachelor’s degree education. From Table 6, one can see that four of the nine pretaped courses (44X) assumed or required no prerequisite knowledge other than the required bachelor’s degree level of education required for general admission into the degree program. These courses included 8501, 8521, T667, and H618. 138 All of the students in each of the Asian countries being considered were not required to have further academic preparation in order to take these courses. In three of the courses offered by the Southeast Asia Extension Program (T501, T512, and "612), the course designers assumed that the students would have a general knowledge of the Bible. The interviews with each of the course designers responsible for these courses (see Appendix 4) indicated that the Bible knowledge necessary for these courses would be that possessed by a well-informed layman, and would not require formal education to obtain. Thus, all of the students in each of the Asian countries being considered would require no further academic preparation in the area of Bible knowledge to take these courses. However, if the Bible knowledge assumed for the students were actually more than that possessed by the well—informed Asian layman, most of the Asian students would still need no further preparation as only 17% of the students in Asia had received no prior ministry-related education. A prerequisite knowledge of the Bible posed the least problem for students in the Philippines where all of the students had received prior ministry-related education. In Thailand only 102 of the students had received no prior ministry- related education. Students in Burma would have the most difficulty with courses that required a greater prior knowledge of the Bible as 432 of the Burmese students had no 139 prior ministry—related training. There were four courses used in the Southeast Asia Extension Program which required some basic specialized knowledge. One of these courses, 8531, assumed that the students were able to make inductive observations and use inductive reasoning in interpreting the Bible. Although inductive Bible study itself is a specialized skill, the ability to make inductive observations, and use inductive reasoning, was considered to be a general intellectual ability which should be possessed by anyone completing a bachelor’s degree program. The course designer of 8531 indicated during the interview that it was not necessary for the student to have had training in inductive Bible study techniques if the student was able to make inductive observations and use inductive reasoning (see Appendix 4). Therefore, all of the students in each of the Asian countries under consideration should be able to take 8531 with no prior academic preparation. A second course T511, which deals with the first 16 centuries of the church’s development, assumes a basic knowledge of Hestern Civilization. In the interview the course designer did indicate that the prior knowledge required was of a rudimentary nature and that he supplied most of what was needed in the course itself. Careful investigation of the course syllabus, notes, and lecture tapes, indicated that this was the case. A student could successfully complete 140 the course with a minimal knowledge of Hestern Civilization. Although it was difficult to ascertain the exact amount of knowledge concerning western Civilization that each student possessed, the amount required for this course would he possessed by students with a bachelor’s degree, even if that degree was attained from an Asian institution. Thus, all of the students in each of the countries being considered had sufficient background to complete this course. One of the courses requiring basic specialized knowledge was T512 which dealt with the history of Christian Fundamentalism and Evangelicalism in the United States from the eighteenth century to the present. The course designer assumed that the students taking this course would have a general knowledge of American church history during that period. As this is rather specific knowledge, the only Asian students who might have such knowledge would be those who had received a bachelor’s degree in a ministry-related area. Even for these, it is difficult to determine the- amount of knowledge and understanding these students would have acquired concerning the history of the American church, and especially, concerning a particular segment of that history. Of all the Asian students, 61% had received this level of ministry—related education with none of those having received this training in the United States. The Philippines, where 801 of the students had received 141 bachelor’s degrees in ministry-related fields, and from a country which was formerly a colony of the United States, represents the greatest potential of meeting this course assumption. Informal discussions with teachers and administrators in Bible Colleges in both Thailand and Burma revealed that this information had not been dealt with in either of these countries. The fourth course requiring basic specialized knowledge was H612 which was a course dealing with the history and philosophy of Christian education. The Course designer had assumed that students taking this course had a basic knowledge of the foundations of education (see Appendix 4). In the interview the course designer indicated that an individual having graduated from a Bible college with an emphasis in pastoral studies, Bible, or theology, would not have sufficient background to take this course. The implication was that only those individuals with a degree in either Education or Christian Education would have a background sufficient to take the course. Others would have to have additional academic preparation in order to successfully complete the course. Appendix 9 shows that 301 of the total number of Asian students have had this kind of background. Thailand had the highest percentage of students with this background (40%); the Philippines was next (201); while Burma had no students with this type of specialized pre—requisite knowledge. 142 Seven of the nine pretaped, directed study courses used in the Southeast Asia Extension Program were based on assumptions concerning the students’ prior knowledge which were completely congruent with the actual educational background of 1002 of the Asian students involved in the program. Those courses included 8501, 8521, 8531, T501, T511, T667, and H618. One course, H612, was based on assumptions concerning students’ prior knowledge of basic fundamentals of the discipline of Education that was congruent with the actual educational background of 302 of the Asian students. In Thailand this congruence existed for 401 of the students; in the Philippines, for 20%; while there was no congruence between this assumption and the actual situation for Burmese students. The ninth course, T512, made an assumption concerning prior knowledge for the students taking the course which had minimal and uncertain congruence with the actual educational background of Asian students. The only country in which there was a possibility of congruence between the assumption of this course and the realities of the student situation was in the Philippines where up to 801 of the students could have some background knowledge of the type required for this course. Because of entrance requirements to the degree program of the Southeast Asia Extension Program, all of the students in each one of the Asian countries had a minimum of three years' experience in some type of full-time ministry. ln 143 seven of the courses, the course designers assumed their students had no prior experience; while in the remaining two courses the course designers assumed that students would have the minimum required experience level for the degree program. On the one hand, the course assumptions were such that this area presented no problem for any of the Asian students. On the other hand, however, seven of the courses (781) were based on assumptions concerning prior experience that were not congruent with the actual experience level of 1002 of the Asian students. Present Student Situgtion As they prepared the pretaped, directed study courses used in the Southeast Asia Extension Program, the course designers made certain assumptions concerning the study resources available to the students, as well as the amount of time per week available for study. The purpose of this section was to compare those assumptions with the realities for the Asian students. The intent was to describe the congruence of the study resources and time required to complete the courses with the actual study resources and time available to the Asian students. Two of the courses, 8521 and 8531, were based on the assumption that students had access to no other study resource materials than those provided with the course ~materials (see Table 8). They did not require the students to have access to any type of reference book or library. 144 This assumption was congruent with the actual situation for 1002 of the Asian students in all of the countries being considered. One course, 8501, assumed that the students had access to the type of Bible study resources that should be included in the basic personal library of individuals involved in ministry. Table 19 indicates that 13% of the Asian students did not have access to this level of resource. This assumption for course 8501 was congruent for the actual situation for 872 of the students in Asia. The assumption was completely congruent for 100% of the students in both Thailand and the Philippines. For Burma, only 57% of the students had access to the level of resources congruent with the assumption of this course. Five of the courses -— T501, T511, T512, H612, and M618 -- were based on the assumption that the students had access to resources which would be found in a Bible College library. There were 30% of the Asian students who did not have access to this level of resources (see Table 19). Per these five courses this assumption was congruent with the actual situation for 702 of the students in Asia. Complete congruence existed for 1002 of the students in Thailand and the Philippines. There were no students in Burma who had access to the required level of resources; and thus, the assumption was completely incongruent with the situation for students in Barma. 145 One of the courses, T667, assumed that students had access to resources which would be available in a university library. There were 302 of the students in Asia who did not have access to that level of resources. This assumption for course T6b7 was completely congruent for the actual situation of 70% of the students in Asia. Complete congruence existed for 100% of the students in Thailand and the Philippines. There were no students in Burma who had access to the required level of resources; and thus, the assumption was completely incongruent with the situation for students in Burma. With respect to time requirements there were two courses, 8501 and T501, which assumed that students would have one to three hours per week for study time. All of the Asian students interviewed (excluding Burma) indicated that they had at least this much time available each week for study purposes (see Table 20). This assumption was congruent with the actual situation for 100% of the Asian students (excluding Burma). Six of the courses -— 8521, 8531, T511, T512, "612, and M618 -- were based on the assumption that students had three to five hours per week for study. But, 18% of the Asian students (excluding Burma) indicated that they did not have this much time available each week for study purposes. The assumption that students had three to five hours per week for study was congruent with the situation for 82% of the 146 Asian students (excluding Burma). In Thailand alone 102 of the students did not have this much time; while in the Philippines, 402 of the students did not have this much time. The assumption was congruent with the actual situation for 901 of the students in Thailand, and 60% of the students in the Philippines. One course, T657, assumed that students had 7—10 hours per week for study. But, 56% of the Asian students (excluding Burma) reported they did not have this much time available for study during the week. In Thailand, 70% of the students did not have this much time available; while 401 of the students in the Philippines did not have that amount of time for study. Therefore, the assumption for course T667 was congruent with the actual situation for 441 of the Asian students (excluding Burma), 302 of the students in Thailand, and 60% of the students in the Philippines. gaggific Program/Course Obigctivgg Students enrolled in the Southeast Asia Extension Program had certain antecedent learning'expectations concerning the outcomes they hoped to achieve through the educational experience. The purpose of this section was to compare those expectations with the intents and goals of the pretaped, directed study courses utilized in the program. These intents and goals, as expressed by the course designers, provided a measure of the antecedent assumptions 147 made by the course designers concerning student expectations. The intent of the comparison was to determine the degree of congruence between the assumptions concerning the expectations and the realities of these expectations for the Asian students. The congruence was determined by comparing the short-phrase headings describing the course designers’ responses with those describing the students’ responses. Those short-phrase headings common to both groups represent the degree of congruence between the assumptions and realities. Those headings which do not match between the two groups represent represent areas where the assumptions and realities concerning expectations are not congruent. There were six categories of responses concerning either course goals or student expectations in which were provided by both course designers and Asian students. Table 31 lists these headings along with the course codes for those courses that provide material or skills corresponding to the category. Table 31 also includes the number of responses under each category given by Asian students. Table 23 above gives more detail concerning the frequency of response for the individual countries of Thailand, the Philippines, and Burma. The category corresponding to “Counseling Skills” does not reflect a complete congruence between the assumptions made by the course designers and the expectations of the 148 Table 31 Areas of Congruence for Student Expectations No. and Per Cent Short—Phrase Heading Course Code of Asian Students Bible Content 8521, 8531 8-35% Bible Study Skills 8501, 8521, 8531 3-132 Christian Life T501, H618, 8531, T667 4—172 Counseling Skills: H618 5-222 Limited General Study Skills T501 explicit, 6—261 All implicit Theological T501, T511, T512, 8531 13-572 Understanding students. The only course in which the course designer indicated a course goal relating to counseling skills was H618 which dealt in part with family oriented counseling only. Students expressed a desire to learn counseling skills that included family matters but also skills dealing with counseling in general. It should also be noted that the course designer of H618 indicated that this course provided information which could be used in family counseling, but did not imply that the course taught the skills necessary for family counseling. There was also a lack of complete congruence between student expectations and the course designer assumptions in the category of “Theological Understanding‘. Students giving responses under this category generally expressed a desire to know and understand Christian theology in a deeper and more complex sense than they had received in their prior training. Host felt that they had a basic understanding we 149 and now wished a more sophisticated and detailed treatment of the subject. The four courses included in this response, as indicated by Table 31, all provided a certain degree of theological understanding as a side light in the deveIOpment of the course. Although each course did go into detail in certain areas, none of the courses individually, nor did all of them corporately, provide the breadth and depth of coverage desired by the students indicating this expectation. The six short-phrase headings, which represent areas of congruence between the assumptions made by the course designers and the realities of the Asian students, comprise 382 of the total 16 short—phrase headings summarizing the responses of the course designers. These same six headings represent 43% of the total 14 short-phrase headings summarizing the responses of the Asian students. Conversely, 52% of the course objectives outlined by the course designers were not congruent with any of the learning expectations expressed by the Asian student. Along the- same line of thought, 57% of the learning expectations expressed by the Asian students were not addressed by any of the course objectives stated by the course designers. Table 32 lists the course objectives which were not congruent with any of the learning expectations expressed by the Asian students. Table 33 lists the learning expectations of Asian students which were not congruent with any of the stated 150 course objectives. Table 32, compared with Table 31, indicate that the courses T511,T512,T667, and H612 have objectives which were least congruent with the learning expectations of the Asian students. There were nine pretaped, directed study courses used by the Southeast Asia Extension Program. Four of them corresponded to types of courses which Asian students indicated they desired to take in their programs with the Southeast Asia Extension Program. The types of courses suggested by Asian students, which corresponded to courses offered by the Southeast Asia Extension Program, included Bible content courses (8521, 8531), a Bible interpretation course (8501), and a Christian life course (T501). The remaining five courses offered by the Southeast Asia Extension Program, which did not correspond with any of the course topics suggested by Asian students, included Church history courses (T511,T512), a Christian world and life view course, a course dealing with the history and philosophy of Christian education, and a family life course. Courses which Asian students desired to see in their educational program, and which were not included in the pretaped, directed study courses offered by the Southeast Asia Extension Program, are given in Table 34, along with the number of responses requesting each course. Short-Phrase Heading 151 Table 32 Non-congruent Course Goals Course Code Christian Education: History M612 Christian Education: Philosophy M612 Christian Family Life M618 Christian Philosophy T667 Church History: Baptist T512 Church History: Early T511 Church History: Fundamentalism T512 Church History: U.S. T512 New Testament History 8531 Theological Issues T511, Table 33 Non-Congruent Expectations of Asian Students. Short-Phrase Heading Pastoral Skills Church Planting Educational Methodology Leadership Development Missionary Skills Baptist Distinctives Translation Skills Contemporary Issues T512 --No. of Students - Per Cent-- Asia 5-222 3-13Z 3-132 3-132 3-132 2-92 2-92 1-41 Thailand Ebilieninss o-oz 1—2oz o-oz o-oz 1-1oz 2-402 1-1oz 1—2oz 2—2oz 1-202 o-oz o-oz o—oz o-oz o-oz 1-202, Burma 3—432 3—432 o-oz 1-{42 o—oz 2-29z 2-292 o—oz Non-congruent Course Goals Short-Phrase Heading 151 Table 32 Christian Education: History Christian Education: Philosophy Christian Family Life Christian Philosophy Church History: Baptist Church History: Early Church History: Fundamentalism Church History: U.S. New Testament History Theological Issues Non-Congruent Expectations of Asian Students. Short—Phrase Heading Pastoral Skills Church Planting Educational Methodology Leadership Development Missionary Skills Baptist Distinctives Translation Skills Contemporary Issues Course Code M612 M612 M618 T667 7512 7511 7512 7512 3531 7511, Table 33 --No. of Students - Per Cent-- Asia 5-222 3-13Z 3-13Z 3-132 3-132 2-9Z 2-92 l-4Z Thailand O-OZ O-OZ 1-102 l-lOZ 2-20% 0-02 O-OZ O-OZ Phili ines 1-202 O-OZ 2-402 1-202 l-ZOZ O-OZ O-OZ 1-202, asses 3—432 3-43z o-oz 1-14z o—oz 2—292 2-29z o-oz -—No. of Students - Per Cent-- Short-Phrase Heading Asia Thailand Philipping§_ Burma Counseling 6-232 5-502 1-202 O-OZ Missiology 4-171 3-3OZ l-ZOZ O-OZ Theology 4-172 3-3OZ 1—ZOZ O-OZ Baptist Distinctives 3-131 1-102 O-OZ 2-292 Christian Education 2-9Z 1-101 1-202 O-OZ Contemporary Issues 2-92 O—OZ 2-4OZ O-OZ Greek and Hebrew 2-92 2-1OZ O-OZ O—OZ Religious Cults 2-92 1-102 1-202 O-OZ Teaching Methods 2-9Z 2-202 0-02 0-01 Archaeology 1-42 0-02 1-20% 0-02 Christian Evidences 1-42 0-01 1-201 O-OZ Church Administration 1-4Z O-OZ 1-2OZ O-OZ Church Growth 1-4Z 1-102 O-OZ O-OZ Curriculum Development 1-4Z I-IOZ O-OZ O-OZ Higher Education 1-4Z O-OZ 1-ZOZ O-OZ Administration Leadership Development 1-4Z 1-1OZ O-OZ O-OZ Pastoral Ministry 1-4Z O-OZ 1-202 O-OZ Special Education 1-4Z O-OZ O-OZ 0-01 152 Table 34 Non-cbngruent Course Topics Desired by Asian Students. Studgnt Career Projections The purpose of this section was to determine the congruence of the assumptions made by course designers concerning student career projections with the actual plans of the Asian students taking the courses. The assumptions made by course designers were determined from information from the course designers concerning the ways in which they felt their courses prepared students for future endeavors. Actual student projections were derived from information ‘provided by the students concerning their future career and educatienal plans after completing the In—service M.R.E. Comparisons between assumptions and realities for this 1,... 153 category are important for any evaluation and development of the In—service M.R.E. degree program because of the original intent and design of this degree program. Originally the In-service M.R.E. program was intended as a terminal degree program for individuals involved in local church ministries of a support nature (see Chapter One). As such, the degree program was not intended as a preparatory degree for further theological study nor was it intended to prepare students for other types of ministry. In adapting the pretaped, directed study courses designed for this program to the Asian context, it is necessary to have information describing both the degree to which course designers followed the intent of the degree program, as well as the plans which Asian students had for using the education they received through the program. Table 11 indicates that the primary intent of all of the pretaped, directed study courses was to prepare students for pastoral or other local church-related ministries. Table 25 shows that 61% of all the Asian students planned to be involved in just these types of ministries (Pastor and Local Church Ministries) immediately upon graduation. The congruence was most significant for Thailand where 701 of the students planned for this type of ministry and least significant in the Philippines where 401 projected this type of involvement. In Burma 561 of the students projected this type of involvement immediately upon completion of the 154 In—service M.R.E. Table 27 indicates a slight decrease in the percentage of students who saw themselves still involved _in these type of ministries after ten years. Students from Burma were responsible for the decrease, as the percentage of those students who saw themselves in these types of ministries fell from 58% to 432. A significant ministry career area for the students in each of the Asian countries was that dealing with teaching in Bible colleges (see Tables 25-26). Of the Asian students, 70% stated that they would be involved in that type of ministry immediately upon completion of the In- service M.R.E. The percentages were correspondingly high for each of the countries of Thailand (70%), the Philippines (80%), and Burma (711). The percentages for this ministry increased slightly with respect to projections concerning the period ten years following graduation. There were 741 of the Asian students who planned to be engaged in this type of ministry ten years later. This represented 80% of the students in Thailand, 60% of the students in the Philippines, and 711 of the students in Burma. Course designers for five of the nine pretaped, directed study courses (3501, 3521, 7511, 7512, T667, ) indicated that their courses would contribute toward the preparation for this type of ministry. However, each course designer emphasized that this was not the primary intent of the course and that the contribution would consist of providing 155 additional and updated knowledge for a particular discipline area or course topic which the student might teach in the future. There were four ministry areas mentioned by Asian students which were not included in the areas of ministry mentioned by course designers (compare Table 11 with Tables 25-27). The first of these, Church Planting, was mentioned by 302 of the Asian students as an area of ministry in which they planned to be involved immediately upon graduation1 (Thailand — 40%, Philippines - 20%, and Burma - 29%). The second area of ministry not mentioned by the course designers involved the cross-cultural aspects of the missionary ministry. Immediate involvement in this ministry was planned by 17% of the Asian students, with the most significant group being in Thailand where 301 of the students planned immediate involvement in missionary ministry. Both of the two preceding areas showed a slight decline in percentages in the ten-year projections with Church Planting dropping to 221 of the Asian student population; and Missionary dropping to 13%. The third area describing actual student career projections, which was completely incongruent with corresponding assumptions made by course designers, included those individuals who planned to be involved in the administration of Bible colleges. Percentages for this area were constant for all time periods (see Tables 25-27). Of all of the Asian students, 261 156 projected this type of ministry involvement. In Burma 43% of the students planned for this type of ministry, while 402 of those in the Philippines, and 10% of those in Thailand, had plans of this type. The final area of ministry involvement projected by Asian students, and not mentioned by course designers, was that of translation with 92 of the Asian students (Thailand - 102, Philippines — OZ, Burma — 14%) planning immediate involvement in this area; after five years, 132 (Thailand - 201, Burma ~14Z); and 4% after ten years (Thailand -lOZ). 0f the Asian students for whom data was available (no data from Burma), 62% planned theological education beyond the In-service M.R.E.; 31% of the Asian students planned no degree programs beyond the In-service M.R.E.; and 6% were not sure. Course designers for five of the nine pretaped, directed study courses (B501, T511, T512, T667, and H612) stated that their courses would prepare students for further theological education beyond the ln-service H.R.E. Iggortant Issues The purpose of this section was to determine the congruence of assumptions made by course designers concerning the issues important to students with the realities of the Asian situation as revealed by interview responses from the students listing issues important to them. The comparisons focus on the issues impertant to 157 the Asian students and the degree of congruence of the course designers’ assumptions with the actual Asian situation. 0f major concern was the areas of issues which were important to the Asian students, but which were not mentioned by the course designers. This comparison was based on information contained in Tables 13, 14, 29, and 30. Three of the ten general areas of issues important to the Asian students were dealt with in the pretaped, directed study courses used in the Southeast Asia Extension Program. Thus, 30% of the issues important to the Asian students were congruent with the course designers’ assumptions in this area. These areas are listed in Table 35. Table 35 also includes the course codes of the courses dealing with the areas, as well as the percentage of the Asian students who felt these areas were important. Table 35 Areas of Congruence for Important Issues No. and Per Cent Short—Phrase Heading Course Code of Asian Students Integrity of Bible B501, 8521 3—181 Fundamentalism/Liberalism T512 2-121 Family Concerns H618 1-61 Seven of the ten general areas of issues important to the Asian students were not dealt with in any of the pretaped, directed study courses used in the Southeast Asia Extension Program. These seven areas, along with the 158 number of responses in all of Asia, as well as the individual countries of Thailand and the Philippines, are listed in Table 36. Three of these areas —- Charismatic Hovement, Christianity and Culture, and Social Responsibility - represent responses given independently by the largest percentages of the Asian students. Table 36 . Areas of Non-congruence for Important Issues -—No. of Students - Per Cent- Short-Phrase Heading Asia Thailand Philippines Charismatic Movement 9-531 4-402 5-1002 Christianity and Culture 6-352 ' 4-402 1-201 Social Responsibility 4-241 1—102 3-6OZ Separation 3-181 l—lOZ 2-401 Denominational Distinctives 2-121 O-OZ 2-401 Local Church 2-lZZ 1-102 1-201 Cults l-6Z l-lOZ ' 0-0% Summary The purpose of this chapter has been to provide a summary description of the data obtained through interviews with American course designers and Asian students involved with the Southeast Asia Extension Program. Information was obtained from the course designers in order to describe the assumptions made concerning the antecedent situation for students who would take the courses. The antecedent situation in this case referred to the various characteristics associated with the students before they took the courses offered by the Southeast Asia Extension Program. The antecedent situation was described in terms of the students’ prior educational and experiential background, their present study resources, their learning expectations for the program, their career projections, and the issues important to them upon enrolling in the program. The courses in question were the pretaped, directed study courses prepared by course designers in the United States and used with students living in Asia. Information was obtained from the Asian students in order to describe the realities of the antecedent situation as experienced by these students. The assumptions and realities of the antecedent situation described in the previous paragraph were also compared in this chapter. The purpose of the comparison was to determine the congruence between these assumptions and realities. This type of comparison and description is intended to provide the initial information necessary for evaluating and modifying for the Asian context the courses used in the Southeast Asia Extension Program. Both the descriptions and the comparisons of the assumptions and the realities of the antecedent situation were presented using the five-fold description of the antecedent situation given in the previous paragraph. CHAPTER FIVE Conclusions and Recommendations Introduction The purpose of this chapter is to present the conclusions, benefits, and recommendations resulting from this study. The first section will deal specifically with the Southeast Asia Extension Program. In this section the general results and conclusions obtained from the research will be presented. The second section will address the general benefits and contributions resulting from this study. The final section will contain specific recommendations for further research related to that presented herein. Southeast Asia Extension Program There are certain difficulties associated with implementing a cross—cultural educational program like the Southeast Asia Extension Program. These difficulties arise as course material designed for one type of student in a particular cultural setting is used for a different type of student who also lives in another cultural setting. In preparing course material the course designers make certain assumptions concerning the characteristics of the students who will take the courses. Difficulties occur when these 160 161 assumptions do not match or are not congruent with the reality of the students’ characteristics as they are observed to exist. Successful implementation of a cross- cultural educational program requires that the implementors must not only be aware of these difficulties but must also have accurate information concerning the magnitude of the problem. The first step in this process is to obtain a description of the degree of congruence and non—congruence of the course designers’ intents and assumptions concerning student characteristics with the reported realities of the students’ situation. The purpose of this study was to provide such a description for the Southeast Asia Extension Program. In Chapter One, three problem areas dealing with the difficulties faced in implementing a program like the Southeast Asia Extension Program were indentified. The first problem area concerned the matter of program intent. This problem area is concerned with the fact that the degree program used in the Southeast Asia Extension Program, the ln—service Masters of Religious Education (In-service H.R.E.), was intended to provide a certain type of education for students involved in a particular kind of ministry. The students served by the Southeast Asia Extension Program represented a much broader scope of interests and ministries than that eriginally envisioned for the typical students of the In-service H.R.E. Since the pretaped, directed study 162 courses offered the least flexible aspect of the Southeast Asia Extension Program, it was necessary to determine the degree to which these courses followed this program intent and the degree to which they “fit" the situation for the Asian students. The second problem area deals with the matter of curriculum design. Since the pretaped, directed study courses do not fully meet the need addressed by the Southeast Asia Extension Program, other courses must be designed to fill this deficit. Designing curriculum of this nature requires a knowledge of those areas where the existing course are not congruent with the observed needs of the students. A knowledge of the areas of congruence is also necessary in that any new courses should complement and not duplicate those existing courses for which the underlying assumptions are congruent with the actual situations for the Asian students. The third problem area addresses the need to contextualize both existing courses and newly developed courses to the context of the Asian student. Although complete cultural contextualization is a very arduous and involved task, there are areas describing the students’ situations which can be considered with a minimum amount of effort in the initial stages of a program. These areas include assumptions made by course designers concerning the prior educational background of the students, the study 163 resources available to them, and the time they have for study. As assignments and course materials are developed, the assumptions made in these areas should be congruent with the observed realities of the target student population. The purpose of this section is to describe the degree of congruence between the assumptions made by course designers and the observed realities of the situation for the students with respect to the Southeast Asia Extension Program. The-discussion is based on the three problem areas described above. The first sub-section below addresses the problem of program intent, the second is concerned with the problem of curriculum design, and the third with contextualization. The conclusions concerning the Southeast Asia Extension Program are intended to be descriptive and not evaluative and are based on the information presented in Chapter Four. Program Intent The program intent of the In-service M.R.E. degree offered by the Southeast Asia Extension Program was based on that of the "asters of Religious Education degree developed by the Grand Rapids Baptist Seminary. The Masters of Religious Education was intended to provide education for “those who wish to engage in supportive ministries“ (Grand Rapids Baptist Seminary, 1986). Supportive ministries referred to those church-related ministries which would be viewed as providing assistance to the senior pastor of the 164 church as well as the overall ministry program of the church. Building upon this the In—service M.R.E. was introduced I'with a view to meeting the continuing education need of experienced church—related field workers“ (Grand Rapids Baptist Seminary, 1986). Both the Masters of Religious Education and the In-service H.R.E. degree programs were intended to be terminal degrees and not degrees preparing for further education . The vast majority of the Asian students involved in the Southeast Asia Extension Program were actively involved in, or had immediate plans to be involved in, types of ministries not typically identified as “support ministries". For example, 70% of the students in Asia were involved in teaching at Bible colleges. Most of the Asian students were involved in more than one ministry area, with the majority of them engaged in some type of church—related ministry, often of a supportive nature. Of the total number of Asian students, 392 were involved in a supportive local church ministry while 222 of the same number were senior- pastors of local churches. It should be noted that all of the students who were involved in both a church-related ministry and a Bible college teaching ministry enrolled in the In-service M.R.E. for reasons related to their teaching work in the Bible college (professional development and academic credential - see Appendix 11’. For those students for whom data was available (Enrma excluded) the interviews 165 indicated that 61% of the Asian students planned to do further education beyond the In-service H.R.E. Information relating to the students’ prior ministry involvement (Table 18), their career projections (Tables 25—27), and their reasons for enrolling in the In-service H.R.E. (Tables 21- 23) indicate that the Asian students were interested in the In-service M.R.E. for reasons other than preparing for “supportive ministries“. Relative statistics were roughly of the same proportion for each of the individual countries of Thailand, the Philippines, and Burma (when data was available), as for Asian—wide statistics. The primary intent of each of the pretaped, directed study courses was to prepare students for local church— related ministries. All of the course designers indicated that their courses would benefit both the individual involved in supportive ministries in the local church context as well as the individual functioning in the role of senior pastor. Course designers for five of the nine courses (3501, 3521, T511, T512, and T667) indicated that these courses would contribute to the preparation of individuals who planned to be involved in Bible college teaching. Each of these course designers, however, emphasized that the contribution was of a secondary nature, providingadditional and updated knowledge for a particular discipline or topic area. The course designer for two of the courses (H612 and H618) explicitly stated that neither 166 of these courses would contribute to the preparation of classroom teachers in Bible colleges. Although the pretaped, directed study courses were designed to be used in a terminal degree program, course designers for five of the courses (8501, T511, T512, T667, and M612) stated that their courses would prepare students for theological education beyond the In-service H.R.E. All of the pretaped, directed study courses are applicable to those students who wish to further their training for local church—related ministries. Since the majority of the Asian students planned a continuing involvement in this type of ministry, any of the courses would be applicable to them for preparation in this area. However, since the majority of the Asian students indicated they had plans for teaching in a Bible college and also plans for further theological education, the following guidelines are offered for use in academic counseling with students: The courses most applicable to students who plan to take further education and who are involved in Bible college teaching include 8501, T511, T512, and T667. Courses B501, 3521, T511, T512, and T667 would contribute as content building courses for those who planned to be involved in Bible college teaching. Courses 8501, T511, T512, T667, and H612 prepare students for theological education beyond the In- service H.R.E. 167 Courses 8531, T501, and H618 are not designed to prepare students for further theological education beyond the In-service H.R.E. nor for teaching in a Bible college. Curriculum Design In addition to the nine existing pretaped, directed study courses, the staff of the Southeast Asia Extension Program plans to develop other course materials. These would include other pretaped, directed study courses as well as courses designed to be offered during two week residence seminars in the various Asian countries. Infbrmation relating to the degree of congruence and non-congruence between the course designers’ assumptions underlying the existing courses and the realities of the Asian students’ actual situation would be useful in designing these courses. Information which would be relevant in this area includes that which dealt with the students’ objectives and expectations upon enrolling in the program, their career projections, as well as issues important to them in the Asian context. There were six areas describing course objectives and students’ expectations in which there was congruence between the assumptions made by the course designers and the realities of the Asian students. Table 31 in the preceding chapter lists these areas. In the areas of “Bible Content,” ”Bible Study Skills,” “Christian Life,“ and “General Study Skills," there was general agreement between the objectives 168 of the courses in these areas and the students’ expectations as these were described in the interviews. Two of the areas listed in Table 31, however, did not reflect a total congruence between the course objectives and expectations of the students. These two areas were "Counseling Skills" and "Theological Understanding.“ Students desired a more general treatment of counseling skills than was provided by the course listed in this area (M618). Similarly, they wanted to receive a broader and more sophisticated understanding of theology than that provided by the four courses listed under this area (T501, T511, T512, and 8531). Therefore, these two areas should be considered along with other areas of non-congruence between course objectives and student expectations when planning for new courses. Table 33 and Table 34 in the preceding chapter list those areas of student expectations and desired course topics which were not met in the existing pretaped, directed study courses offered by the Southeast Asia Extension Program. An area highly desired (Table 34) is that of counseling, with the majority of the students expressing this desire living in the country of Thailand. Applied ministry courses dealing with such topics as pastoral skills, missionary skills, educational methodology and church planting also were highly desired by the Asian students. The learning expectation most frequently expressed by the Asian students, and not fully met by the 169 existing courses, was in the area of theological understanding. Of the Asian students, 57% indicated that this was an area in which they hoped to improve through their enrollment in the program. Table 36 lists seven areas of issues which were important to the Asian students and which were not dealt with by the existing course in the Southeast Asia Extension Program. The most significant of these areas is that dealing with the ”Charismatic Movement." . Of the Asian students, 53% listed this as an area they wanted to have addressed in the educational program they would receive through the Southeast Asia Extension Program. This area of concern was most significant in the Philippines where 100% of the students expressed a desire for this issue to be covered. A second area of concern for Asian students dealt with the relationship of Christianity with the beliefs and practices of the students’ cultures, many of which were based on religions other than Christianity. This desire was most strongly indicated in Thailand where 402 of the students indicated that this was an important issue to them. A third issue area deemed important by the Asian'students concerned the area of ”Social Responsibility.“ Information relating to career projections for the Asian students suggest an important area which must be considered in future course development. Over 702 of the Asian students plan some type of involvement in teaching in 170 Bible schools or Bible colleges. 0f the total number of Asian students, 61% indicated that they had enrolled in the Southeast Asia Extension Program to obtain the academic credential they believed necessary to teach at this level. Courses which would contribute to this type of ministry should be considered as plans are made for developing new courses . Contextugliggtion One important step in determining the applicability to the Asian situation of courses offered by the Southeast Asia Extension Program is to ensure that the course requirements are consistent with the educational background and resources of the Asian students. All of the students interviewed have earned bachelor’s degrees; and 832 of them have obtained some type of prior ministry-related education. In addition, all of them have a minimum of three years experience in a full-time Christian ministry of some type. With the exception of the students in Burma, all of the Asian students interviewed have access to adequate library resources of both a theological and general nature. In Burma there are 432 of the students who do not have access to adequate library resources of any kind. The remaining 572 of the students in this country have access to basic Bible study reference books but nothing else. 0f the students in Asia, 562 indicated that they have five or less hours per week available for extra study. An additional 38% 171 indicated that they had 7—10 hours available each week for study purposes. Seven of the nine pretaped, directed study courses used in the Southeast Asia Extension Program were based on assumptions concerning educational background which were consistent with the realities of the situations for Asian students. These courses included 8501, 3521, 8531, T501, T667, and H618. Course H612 was based on the assumption that students possessed a knowledge of the fundamentals of the the field of Education. This assumption was consistent with the educational backgrounds of only 30% of the Asian students, none of which were living in the country of Burma. The course T512 was based on the assumption that students had prior knowledge concerning the history of the Church in the United States. This assumption had limited applicability to the students living and ministering in Asia. Students from the country of Burma presented the largest degree of non—congruence in terms of the library- resources required by the course designers and that which was actually available to the students. All of the students in Thailand and the Philippines had access to the library resources required by each of the existing pretaped, directed study courses used in the Southeast Asia Extension Program. Only two of the courses offered, 8521 and 3531, required access to only the books supplied with the course 172 materials. The course 8501 required that students have access to basic Bible study reference books. Six courses —— T501, T511, T512, M612, M618, and T667 —— require access to references unavailable to any of the students in Burma. In terms of time available to the Asian students for study on the courses taken through the Southeast Asia Extension Program, only one of the existing courses presented a problem for most of the Asian students. The course T667 required 7-10 hours per week of study. Of the Asian students interviewed (no data available from Burma), 56% did not have this much time per week available for study. Benefits of the Study The intent of this study was not to provide broad generalizations or descriptions of “typical” students involved in a cross-cultural educational program offered in their home cultures by an institution from another culture. Indeed, the small size of the available student population ofqthe Southeast Asia Extension Program greatly limited the statistical significance of the information obtained relative to Asian students in general. Rather, the intent has been to describe certain aspects of an actual case of formal, theological, distance education offered in a cross— cultural setting. Such a description can have several benefits. As seen from the preceding section, such a I». 173 description is directly and immediately beneficial to the program representing the actual case being studied. A program, such as the Southeast Asia Extension program, which is in the early stages of development and involved in course modification and design, is in need of generalizations about the components of the particular program. In a broader sense, the results of this study would also greatly benefit simlilar programs by serving as an exploratory study. For example, the generalizations obtained would provide guidance for similar programs in terms of the types of information needed for formative evaluation and subsequent decision- making. Stake recognized these types of benefits in his defense of the case study as a valid and valuable method of social inquiry when he stated (Stake, 197B): Often, however, the situation is one in which there is need for generalization about that particular case or generalization to a similar case rather than generalization to a population of cases... As readers recognize essential similarities to cases of interest to them, they establish the basis for naturalistic generalization. A descriptive study such as this one provides a general understanding of both the case itself as well as similar cases. Such an understanding provides an often intuitive but necessary basis for modification and/or further development of the case or similar cases. This understanding often derives from sources other than the' purely statistical. Conclusions are often implicit rather than explicit. Again, Stake points out the importance of 174 this type of study when he states, “themes and hypothesis may be important, but they remain subordinate to the understanding of the case.“ Such “experiential” understanding is often more desirable in the ”practical arts” where the goal is more often to get things done rather than to discover or formulate generalizations as the following demonstrates (Stake, 1978): And, moreover, because of the universality and importance of experiential understanding, and because of their compatibility with such understanding, case studies can-be expected to have an epistemological advantage over other inquiry methods as a basis for naturalistic generalization. As an exploratory study, this particular study would have direct application to programs of a similar nature to the Southeast Asia Extension Program. Responses from both course designers and Asian students indicate categories of information which would provide a starting point for similar descriptive studies. The frequency of these same responses also serve to point out the relative importance and non-importance of certain categories. Both of these areas provide information which would be helpful in the design of data-gathering instruments for descriptions of similar programs. There were areas in this study in which it was difficult to make definitive conclusions because certain information was lacking. That these areas would be important was not intuitively obvious at the outset of the study nor did it appear necessary until the final analysis 175 of data was being conducted and it was too late to obtain the additional information. This exploratory aspect of the present study provides direction for similar studies pertaining to additional information that is necessary to gather to obtain a fuller description and comparison of the situation. This study also provides a model and method for collecting the data necessary to describe certain aspects of a program like the Southeast Asia Extension Program. The information gathered through this process is essential for later evaluation and modification of curriculum components of the program to better enable it to fit the students needs and contexts. The method developed has the advantage of being ”student-oriented“, thereby allowing for greater attention being given to meeting the real needs of the situation being addressed. The interview instruments developed and used in this study provide, not only a starting point, but a practical foundation for instruments seeking similar information in other programs like the Southeast Asia Extension Program. A difficult part of any descriptive study is the reduction of the volume of data to a manageable and yet useful form. This is especially true in studies in which an effort is made to apply a specific part of a broad, general model like the Stake Countenance approach to a particular situation or program. It is difficult because of 1 i 176 the complete lack of similar studies to furnish guidelines for specific categories of data, data reduction techniques, and other related concerns. In this study, specific categories were developed and suggested to describe the antecedent situation relevant to students involved in a formal, distance education program- These categories did not furnish an exhaustive description of the student antecedent situation. However, they did provide the type of information necessary for the decision making related to modifying an existing program so that it more closely fits the real needs that students bring into the educational experience. In addition the categories of antecedents which were investigated provided a data base which was manageable and realistic. These antecedents represented information which was relatively easy to obtain and interpret. Although the particular case investigated involved Asian students taking courses developed originally for western students, the categories developed in the study would apply in a general sense to similar programs involving other cross-. cultural situations. The categories would also apply in a general sense to similar programs that were not cross- cultural in terms of the students and the curriculum. In fact, the categories and related interview questions furnish a useful method for initiating a description of the stu- dents’ backgrounds, needs, and desires for any program in- volved with adult students in an extension mode such as the 177 Southeast Asia Extension Program. Recommendations for Further Study There are two general areas concerning recommendations for further study which need to be addressed. The first deals with certain aspects of the research already conducted and reported in Chapters Three and Four. These chapters dealt with the description of the antecedent characteristics of Asian students enrolled in the Southeast Asia Extension Program. Recommendations for further study or research in this area include research that would directly enhance or clarify certain aspects of the results and comparisons re- ported in Chapter Four. It would also include research topics related to the description of the antecedent situa- tion and suggested by the results of this study. The second general area concerns further research related to the Stake Countenance model that is suggested by this study and which would build naturally upon its results. The different aspects of each of these areas are dealt with in order below. The first is described under the heading “Further Research Concerning Antecedents” and the second under the heading “Transactions and Outcomes“. Further Research cernin Antec ts There were two categories of data in which additional information would have enhanced the description of the 17B realities of the Asian students’ situations as that description was presented in this study. Such an enhancement would enable personnel associated with the Southeast Asia Extension Program to more effectively plan in order to meet the needs of Asian students. The first concerned the ability of Asians to read and understand the English language. Almost all of the course designers indicated that the time per week required in study for each of their courses depended upon the reading speed of the students. An objective measure of the reading and comprehension level of the students would be provided by the TOEFL test. At the time of the study this test was not required by the Southeast Asia Extension Program and thus such data was not available. It is recommended that this test he required for incoming students and the results be included in future descriptions. The second category of information for which additional information would have enhanced the description of the realities of the Asian students’ situations involved the_ details of the students’ educational backgrounds. Because many of the colleges and universities in Asian countries do not maintain detailed transcripts concerning specific courses taken in these institutions, it was not possible to determine the backgrounds of students in certain areas like knowledge of Hestern Civilization. Future study should include information concerning the relevant specifics of 179 students’ educational background. This would necessitate determining beforehand the areas of interest which would be relevant. There were two areas of potential research suggested by this study which would prove directly beneficial to the Southeast Asia Extension Program. The first area involves a continuation of the type of information gathering and analysis necessary to provide a description of the antecedent characteristics for the Asian students. The Southeast Asia Extension Program should continue gathering the type of information described in Chapters Three and Four for each new student entering the program. Continuing such data gathering would provide the Southeast Asia Extension Program with an up-to-date, on-going data base dealing with the characteristics and backgrounds of the Asian students.‘ A current data base of this type would provide the personnel of the Southeast Asia Extension Program the information necessary to further evaluate and develop curriculum suited to the real needs of the Asian students. This on-going_ data gathering has the potential to make another contribution as well. As the program grows, information for more students from each of the Asian countries involved would then be added to the data base. This would eventually allow for the formulation of more statistically significant generalizations concerning the antecedent characteristics of Asian students involved in programs similar to the Southeast 180 Asia Extension Program. Any such endeavor, however, would have to exercise a certain amount of caution in determining the time limits of the information to be included in the data providing the base for any generalizations. Careful monitoring would be necessary to determine if there is a time dependency in the data resulting in the students’ characteristics changing with respect to time over an extended period. The second area of potential research suggested by the results a4 this study addresses the issue of data. credibility or validity. The particular area of concern was described in Chapter Three in the section dealing with the validity and reliability of the data. The concern is with how much student responses would differ depending upon the length of time that an individual had been enrolled in the study program. Once the Southeast Asia Extension Program has been in existence long enough to have students at various stages of completion, data could be obtained to determine to what degree, if any, longevity in the program affects students’ responses concerning their antecedent situation. This type of research could be conducted in one of two different ways. The first method would involve a longitudinal study in which the same students would be asked tozfurnish information at different stages during their involvaent with the Southeast Asia Extension Program. Special care would have to be exercised in designing the 181 data gathering instruments to eliminate the bias that respondents would have from answering the same questions more than once over an extended period of time. The second method would eliminate the problem associated with the first- This would consist of conducting a cross—sectional study in which different students at various stages of completion in their study program would be interviewed using the same basic questions. In this type of study, care would have to be exercised to insure that the differences reported were due to differences in longevity and not due to individual personal differences. Transactions & Outcomes In the Stake Countenance model there are two categories of information in addition to the antecedents which must be considered in order to fully describe and evaluate an educational program. These include the category of "transactions” which describes the process of implementation of the curriculum of the program, and the category of “outcomes" which deals with the results of the curriculum. Like the category of antecedents, each of these categories can be described in terms of the intents or assumptions of the course designers as well as the realities or observations of what actually does occur. Churse designers intend for certain transactions and outcomes to occur in the implementation of the curriculum. “hat does occur can 182 often not be fully congruent with what was intended to occur. Providing full descriptions of the congruence between assumptions and observations for antecedents, transactions, and outcomes would provide a complete data base for full-scale evaluation of programs like the Southeast Asia Extension Program. It is recommended that studies similar to the one presented herein be conducted on the Southeast Asia Extension Program to determine the degree of congruence of the intended transactions and outcomes with those which actually occur. As in this study, initial research should focus on the nine pretaped, directed study courses. Information concerning the intents and/or assumptions for the transactions and outcomes can be obtained through interviews with the course designers of these courses. Interview information should be supplemented and even guided by use of the course syllabus prepared for each of these courses. Data from the Asian students could be obtained from analysis of assigments and evaluation instruments used in the courses as well as personal interviews with students. Time and financial constraints on both students'and' researchers would limit interviews to one per student. These should be conducted at the end of the students’ degree program with the Southeast Asia Extension program. Although the subject of the data (transactions and outcomes) would be different than that presented in this study 183 (antecedents), the data reduction and analysis techniques described and demonstrated in Chapters Three and Four could be used in the study. Summary In this study a comparison of the assumptions concerning student antecedent characteristics with the actual observed characteristics was made for certain curriculum components of the Southeast Asia Extension Program. The curriculum components investigated were the nine pretaped, directed study courses prepared by Stateside faculty members and used with Asian students. The purpose of the study was to determine the degree of congruence between the observed antecedent situations of the Asian students and the students’ situations as they were assumed to exist by the course designers when the courses were prepared. The intent was not to evaluate but rather to describe the congruence or lack of congruence. In this chapter the results of that description have been given. In addition, the specific and general benefits of the study performed have also been spelled out. Finally, recommendations concerning further research suggested by this study have been briefly described. APPENDICES APPENDIX 1 Southeast Asia Extension Program Extension Course List Southeast Asia Extension Program Extension Course List C____ss__our 4» M B 501 Bible Interpretation 8 521 Old Testament Survey B 531 Hebrews T 501 Christian Life T 511 Church History Survey T 512 Fundamentalism and Evangelicalism T 667 Christian World and Life View T 738 Theology Survey T 739 Readings in Theology M 612 History and Philosophy of Christian Education M 618 Family Life M 639 Readings in Christian Education M 649 Readings in Missiology M 699 Readings in Pastoral Ministries M 739 Independent Studies in Christian Education M 759 Independent Studies in Missions M 789 Independent Studies in Pastoral Ministries M 799 Ministry Research Project * - Indicates Pretaped-Course 184 95591.2 3 (A M M 01 (A H 8501 8531 T501 185 COURSE DESCRIPTIONS 31912 LOESEECESQSiQQ An introduction to the process of determining meaning, understanding, inference, significance, and validity in the exegesis of biblical texts. A pre—requisite for all Bible courses other than Old and New Testament Survey. The course consists of 13 taped lectures, lecture notes, a paper format, daily devotional sheets to be completed daily and mailed in bi-monthly and one final examinaton. fleeces: An exegetical study of the English text of the book of Hebrews. The student will investigate the structure of the book, it’s significance for today, and its relation to the Old Testament. Pre—requisite: 8501 The course consists of 24 taped lectures, study questions to be answered by the student, and two examinations. chistiae Lite An investigation into the meaning of biblical Christianity and its relationship to faith and practice. The course consists of 20 taped lectures, a work- book containing outlines of the material, 17 handouts, one manual of notes for the course, and two examinations. Students can earn three cre- dits by reading and outlining the second book listed below. T511 T512 T667 186 finesse disses! EECXEX Lectures on the problems and challenges of the Church as met by her leaders from Apostolic times through the Puritan period. The course consists of 20 taped lectures, a work— book containing outlines of the material, and four examinations. Eeeeaesssalise and Exssgslisalise Lectures and discussion of the development of liberalism, evangelicalism, and fundamentalism from the Enlightenment and Great Awakening to the present day. The primary perspective is the American Church. The course consists of 20 taped lectures, a work- book containing outlines of the material, and four examinations. Eh715$£-_ 1! and Lite 219“ Lectures dealing with the importance of a care- fully formulated view of all life and reality from the Christian perspective. The course in- vestigates the distinctive character of the Christian world-view as well as considering the relationship of God, revelation, and Scripture to the various academic disciplines. The course consists of 17 taped lectures, a work- book containing outlines of the material, 11 handouts, and two examinations. The student is also required to write one paper. T738 T739 M612 M618 187 Ibsslsgx §ecxsx This course introduces.the student to the disci- pline of theology in the context of prayer, praise and holiness. There is a Baptist emphasis on the believer’s church, evangelism, and premil— lennialism. It is dispensational emphasizing the continuity of the Old and New Testamant. The course consists of 20 taped lectures, lecture outlines, course workbook, and four examinations. Begging: in Ibsslssx An in-depth pursuit of theological themes from the standpoint of classical theologies and con- temporary theological literature. The course consists of readings of your choice guided by a professor with the use of a selected bibliography. Three papers are required. Histggy and Philgggggy 9: Christian Educatiog. A survey of the development of education through its many phases and periods with careful analysis of current religious and secular education trends in the light of Christian philosophy. Students are required to formulate a personal philosophy of education consistent with biblical theism, giving special attention to its implication for educational practice. The course consists of 1 taped introductory lec- ture, also lecture notes and syllabus. 5:211! Lit! A Biblical analysis of the relationship of man and woman through dating, courtship, and mar- riage. Emphasis upon the roles and goals of family members in a distinctively Christian home. Areas of concentration include worship, finances, standards, child training and the family rela- tionship to church, school and society. H H639 H649 188 The course consists of l introductory tape, and 13 taped lectures. Also included are extensive lecture notes. 32291995 is chistise Egusasign An in-depth pursuit of personal Christian educa— tion interests through the reading of Christian education related journals, periodicals, and books. The course consists of readings of your choice guided by Extension Center staff personnel with the use of a selected bibliography. You will contract with the staff member for the reading to be done and the grade to be received. Beadings in dissi-legx An in—depth pursuit of personal mission interests through the reading of mission-related journals, periodicals, and books. The course consists of readings of your choice guided by Extension Center staff personnel with the use of a selected bibliography. You will contract with the staff member for the reading to be done and the grade to be received. 39291292 in Eastecsl sinistciss An in-depth pursuit of personal pastoral inte- rests through the reading of selected texts, the reading of pastbral-related books, and prepara- tion of papers.' The course consists of readings of your choice guided by Extension Center staff personnel with the use of a selected bibliography. Some texts are required on which you are examined. A brief paper i s requi red . H739 H759 "789 189 leggessgset §£s§iss is chistisn Education Supervised independent studies for advanced stu— dents in Christian education. Pre-requisite: approval of the department. The course is based on a study proposal that you present to Extension Center staff personnel. Request for an independent study must be filed with the Extension Office in Bangkok. This form is provided in the back of the manual. Upon receiving approval, you will proceed with the study under staff guidance. lagsesns__§ §§s_iss is 5122129: Supervised independent Studies for advanced stu- dents in flissions. Pre—requisite: approval of the department. The course is based on a study proposal that you present to Extension Center staff personnel. Request for an independent study must be filed with the Extension Office in Bangkok. This form is provided in the back of the manual. Upon receiving approval, you will proceed with the study under staff guidance. Supervised independent studies for advanced stu- dents in Pastoral Ministries. Pre-requisite: approval of the department. The course is based on a study proposal that you present to Extension Center staff personnel. Request for an independent study must be filed with the Extension Office in Bangkok. This form is provided in the back of the manual. Upon receiving approval, you will proceed with the study under staff guidance. H799 190 flinisscx Bessarch Praise; A research project related to a particular mini— stry in a given situation. The findings and conclusions of the project are to be presented in accepted thesis style. The course consists of a project of your choice guided by Extension Center staff personnel. Two copies of your project must be submitted. APPENDIX 2 Application Form for Southeast Asia Extension Program Grand Rapids Baptist Seminary southeast Asia Extension Program Application for Admission Every item on this form is important to us as we make plans for your educational experience. Answer questions completely and do not omit any items without giving written explanation. An incomplete application will delay the processing. Your acceptance will be determined by an evaluation of the quality of your college achievement record, all subsequent educational experiences, and your Christian commitment and service. It is the responsibility of all applicants to provide the Extension office with official transcripts:or equivalent documents from their college and7or university training as well as all subsequent institutions attended. Although you can begin course work prior to their receipt, these transcripts are required pofore g final decision £22 23 Eggs 22 your application for admission. If you are applying for re-admission within five years, complete only Part I, II, v, and your signature in Part VIII. After completing the required information, please forward this application with a FIVE DOLLAR ($5.00 0.8.) NON-REFUNDABLE APPLICATION FEE to the Registrar of the Southeast Asia Extension Program. This is an application for jcheck one) lst Semester (June) l9__ , 2nd Semester (Nov.) Resident Seminar 1. PERSONAL INFORMATION (Hr.,Mrs.,Miss) Phone No. ’ _.—-——.—0 (First Name) (Mid.) (Last) Mailing Address City State/Province Country Hail (zip) Code Number Place of Birth -———-__ - Date of Birth (Month) (nay) (Year) Country Issuing Passport_ Passport N°-. ______._. Issued at Date of Issue Expiration Date Marital Status: Single , Married , Separated , Divorced Remarried , Widowed 191 1?2 -II. FAMILY INFORMATION Spouse’s Name Christian? Children's Names and Ages III. BACKGROUND INFORMATION i 1. How long have you been a Christian? 2. Name and address of the church of which you are a member_ T ’~-—--—- .. --.-_— 3. Name and address (if different than I2) of the church you currently attend ---- _—-—-——“-_—* IV. EDUCATIONAL BACKGROUND List the college from which you received your Baccalaureate (or equivalent) degree and any schools at which you have done further graduate studies. If you have not received a Baccalaureate degree list (the school) at which you have received your highest level of education and what level of education. Nameof School Address , Dates Attended (from/to) Degree If you are transferring from another seminary, please explain why —-” V. EDUCATIONAL GOALS What Pragram do you wish to pursue? ___Diploma of Biblical Studies ___Special (credit courses without degree objective) «aster of Religious Education-In-service Degree (Open only to Christian workers with 3 or more years of fulltime experience) Master of Theological Studies Degree .- 4- ...—A 193 Are you presently enrolled in another seminary, Bible college or institute? -—- If so give the name and address of the school as well as the degree or program for which you are studying. . ’_-_ VI. AUTOBIOGRAPHICAL INFORMATION Have you received God's gift of Eternal Life? ->-* *—- -—- If your answer is yes, what makes you certain that you have received this gift? ~—- “ To what type of Christian work do you believe God has called you? What experiences have helped you to grow in your Christian life? (Include devotional life as well as serving in the home, church and community) What are your personal convictions and practices concerning such matters as the use of alcohol, tobacco, illegal drugs and other - carnal practices? Q Have you read, and are you in agreement with the doctrinal statement found in the manual on page 5? Yes No How did you become interested in the S.E. Asia Extension Program? 194 VII. SUPPLEMENTAL INFORHATION Please give the names and current addresses of two people (not relatives) we can contact for references (one may be your pastor) Nana Address Name -mfi—m—N‘- ..-—w-R Address VIII. STANDARDS OF CONDUCT I certify'that all my answers on this application are complete and accurate to the best of my knowledge. I understand that falsifying any part of this application may result in cancellation of admission and/or registration. Finally, I certify that I have read the standards of conduct for the seminary and will honorably adhere to these standards. Signature _____Date Attach l‘hbl C Here 0 O C O O O I O O O 0 0. Application Check List - Have you... Filled out the form completely?___ Completed and enclosed the Addendum?___ Secured and enclosed your transcripts?___ Enclosed your $5 0.8. non-refundable application fee?___ Attached a photograph or snapshot of yourself to this form? * QPPENDIX 3 Application Addendum Form for Southeast Asia Extension Program Grand Rapids Baptist Seminary SOUTHEAST ASIA EXTENSION PROGRAM Application Addendum To be accepted into the In-Service H.RJL Degree Program, you must have 3 years of full-time ministry experience. Please Name Date __u———_.——--—.—-.— _ List the names of the churches or organizations with which you worked and years of experience in your area of concentration. List the most recent service first. Also, list the name and full address of one-person at each position whom we can contact for an evaluation of your work. If you have only worked at one place, please give us the names of two other people we may CON—EJ—CL for a personal reference. ——_ Church/Organization . _——.———---——_—‘—--— .——-_--————--_ Years Working with Organizationun_ Name (Personal Reference) C Address _. city ;_______State/Province __‘__ Country Mail (zip) Code ____ Church/Organization ' _.__- Years Working with Organization_m_ _— Name (Personal Reference) _____-______;___________ Address ._________ ____________ City __ State/Province Country;__ - Mail (zip) Code . Church/Organization ________ _;____._.__._m Years Working with Organization___ Name (Personal Reference) Address_ -_ City , state/Province ___ Country Mail (zip) Code (Please Supply Information Requested on Reverse of Form) 195 196 15g Evaluation pf Personal and Ministry Goals Please list below an outline of specific personal and ministry goals you have projected for yourself and how your Seminary program is intended to assist you in reaching these goals. APPENDIX 4 Interview Quotations - Prior Student Preparation Course Designers Responses 1‘7E3 INTERVIEN QUOTATIONS - PRIOR STUDENT PREPARATION COURSE DESIGNERS RESPONSES QUESTION: Nhat prior knowledge or experience, if any, is assuaed tor the student? ID CODE RESPONSE QUOTE 10 BSD! 20 BSZI 30 3531 40 T501 50 T51! 50 T512 60 T667 70 RBI? 70 N618 No prior knowledge or experience assuned. No prior experience assuaed. Basic knovledge of the Bible necessary but not really assuling such in terns of prior knov- ledge. They can get everything they need iron the course. Able to do inductive Bible Study or sake inductive observa- tions. Able to use inductive reasoning. ASSUIE a fairly good knouledge of the Bible although this knov- ledge does not have to cute through {orlal education as the course is applicable to a knouledgable layaan. Sooe knovledge of Nestern Civilization required although pro- fessor supplies such of vhat is needed through lectures. Assuoe a greater prior knouledge of Aoerican Church history and sooe knovledge of Nev lestalent. Designed so that you can cone off the street and do the course. Sane background in Education Foundations course or basic know- ledge of education. Bible College graduate Iajoring just in pastoral studies is not really ready for this course. Soar linioua background in Bible and Theology necessary. Little or no background required. Soar knouledge and under- standing of the Bible is helpful. SHORT PHRASE SUNNARY NO PRE-REOUISITE NO PRE-REQUISITE INDUCIIVE BIBLE STUDY GENERAL BIBLE KNBILEBGE ucsrm cnuummu (BASIC) ANERICAN CHURCH HISTORY GENERAL BIBLE KNONLEDSE NO PRE-REDUISITE FOUNDATIONS OF EDUCATION GENERAL BIBLE KNONLEDSE NO PRE-REOUISITE 1‘9‘? QUESTION: Uhere is the student assueed to be in terns of his overall professional developoent? ID CODE 10 8501 30 8531 40 T501 50 T51! 50 T512 60 T667 70 N612 70 N618 RESPONSE QUOTE Does not have to have any prior einistry experience. Not assuaing that the student has any experience at all. No assuoption oade concerning professional developoent. Anywhere in his professional developoent. College graduate coaeitted to oinistry but not necessarily in- volved yet. College graduate coeaitted to ainistry but not necessarily in- volved yet. Assusing the student has a fair aoount of experience and thus has developed both a practical and theoretical coopetence in the oinistry. This person has already been involved in lini- stry and now feels a need for a better philosophical founda- tion. Assueing at least three years of experience in sose kind of professional Christian oinistry experience. No assuoption concerning prior experience. Can be anywhere in professional developoent. ‘ SHORT PHRASE SUNHARY NO PRIOR EXPERIENCE NO PRIOR EXPERIENCE NO PRIOR EIPERIENCE NO PRIOR EIPERIENCE NO PRIOR EXPERIENCE NO PRIOR EXPERIENCE FULL-TIRE NINISTRTY INVOLVENENT FULL-TIRE NINISTRY INVOLVENENT NO PRIOR EXPERIENCE APPENDIX 5 Interview Quotations - Present Student Situation Course Designers Responses QUESTION: ID CODE l0 8501 20 8521 30 8531 40 T501 50 T511 50 T512 60 T667 70 N612 70 N618 INTERVIEN QUOTATIONS - PRESENT STUDENT SITUATION COURSE DESIGNERS RESPONSES Hhat types of study resources are the students assueed to have? RESPONSE OUOTE Assuoing that student possesses a Bible, Bible Dictionary, and Bible Concordance. Textbooks and Bible are all that is necessary. Not assueing that the student has access to any other literature. Person can successfully coeplete the course using just the texbook and a Bible. Not assueing or requiring access to other resources. Bible Concordance and five basic coeeentaries dealing with the book of Roeans. Availability of general reading dealing with the history of the church in the student’s area of interest. Availability of general reading dealing with the history of the church in the student’s area of interest. Access to soee body of literature in his specialty ranging froe hose library levl to university level depending upon paper’s topic. Third Horld students away froe urban areas eight have probleo with the paper. Need access to books and literature other than the textbooks dealing with History k Philosophy of Christian Education. Need access to additional 5-10 books dealing with any aspect of faeily life. SHORT PHRASE SUNNARY BASIC BIBLE STUDY RESOURCES SUPPLIED TEXTS D BIBLE SUPPLIED TEXTS B BIBLE BASIC BIBLE STUDY RESOURCES RONANS CONNENTARIES (SI LOCAL CHURCH HISTORY INFORNATION LOCAL CHURCH HISTORY UNIVERSITY LIBRARY ACCESS HISTORY OF CHRISTIAN EDUCATION PHILOSOPHY OE CHRISTIAN EDUCATION FANILY LIFE BOOKS SZ()1 QUESTION: How oany hours per week should the student spend in study for this course? ID CODE ID 8501 20 8521 30 8531 40 T501 50 T511 50 T512 60 T667 70 N612 70 N618 RESPONSE QUOTE 3 Hours per week depending upon reading speed. Depends upon reading speed. For average Aaerican reader 3-4 hours per week. 3-4 hours per week. 2 Hours per week. Depending upon reading ability. 4-5 hours per week for person with English as a first language. Depending upon reading ability. 4-5 hours per week for person with English as a first language. 9 hours per week with 7 of those necessary for the reading which is the biggest requireeent of the class. Depending upon reading speed, 3-5 hours per week. Depending upon reading speed, 2-4 hours per week. SHORT PHRASE SUNNARY 3 HOURS/HEEK READING SPEED DEPENDENT 3-4 HOURS/HEEK READING SPEED DEPENDENT 3-4 HOURS/HEEK 2 HOURS/NEEK 4-5 NOURS/NEEK READING SPEED DEPENDENT 4-5 HOURS/NEEN READING SPEED DEPENDENT 9 HOURS/HEEN READING SPEED DEPENDENT 3-5 HOURS/NEEK READING SPEED DEPENDENT 2-4 NOURSIHEEK READING SPEED DEPENDENT APPENDIX 6 Interview Quotations - Specific Course Objectives Course Designers Responses INTERVIEH QUOTATIONS - SPECIFIC COURSE OBJECTIVES COURSE DESIGNERS RESPONSES Nhat are the cognitive objectives of the course? Understand just what the Bible is and how it is related to QUESTION: ID CODE RESPONSE DUOTE 10 8501 language. 20 B521 30 853! 40 1501 To understand the ieportance of interpreting the Bible. Provide guidelines for interpreting the Bible. Aquaint the student with the process of interpreting the Bible. Develop skills of interpretation relating to historical, gras- eatical, and analytical research. Offer a oethod for detersining the validity of interpretation froa the standpoint of legitiaacy and correspondence with the context and coherence of the Bible. Acquaint the student with the basic tools for Bible Interpreta- tion such as Bible Dictionary, Bible Concordance, and good coasentaries. Understand the different literary genre of the Bible. Awareness of the Old Testaeent social, historical, and cultural context. Understand the value of the Old Testaeent in einistry. Understand the basic eessage of the Old Testaaent. Understand ioportant issues and critical probleas in the Old Testaeent. Understand the basic eessage and intent that the author of Hebrews is trying to convey in the epistle. Understand the way the author of Hebrews uses the Old Testaeent in the epistle. Be aware of the exegetical prohlees and their solutions with repect to Hebrews. Be aware of first century Christianity and history as they are expressed and revealed through the content of Hebrews. Establish a priority of truth, a cognitive structure of Christianity. , . . . Eros the priority of truth eentined, establish priorities for life (Nhat is basic Christianity). . Understand that Christianity necessitates response and deCi- sion. Understand that the Christian life is designed to be produc- tive. Gain an eleaental grasp of the basic doctrinal truths of Christianity. IZ()2! SHORT PHRASE SUNNARY BIBLE STUDY SKILLS HERNENEUTICS EXEGESIS OLD TESTANENT CONTENT OLD TESTANENT CRITICAL PROBLENS OLD TESTANENT HISTORICAL CONTEXT BIBLE CONTENT-HEBRENS (NT) NEH TESTANENT HISTORICAL CONTEXT ELENENTAL THEOLOGICAL UNDERSTANDING CHRISTIAN LIFE k NATURITY ID CODE 50 T511 60 T66? 70 N612 70 N618 iZCIS RESPONSE OUOTE Understanding the contribution of a group of unique of people who eade an iepact on the developeent of the church. Know how the various key individuals fit into the flow of early Church history. Understand the historical context and problees facing each of the key individuals studied. Understand how each individual solved the problens faced and how these solutions fit the historical context. Understanding the contribution of certain religious eoveeents in the US which wade an iepact on the developeent of the church. Know how the key US religious eoveeents fit into the flow of US Church history. Understand the historical context and problees in which each .eajor US religious eoveeent was involved. Understand how each eoveeent dealt with the problees it faced and how the particular solutions fit the historical context. Understand the weaning of and see the need for a Christian Norld View. Undertstand and be able to apply the eethodology for building a world view. Understand the history of the developeent of Christian Educa- tion. Understand the basic tereinology of the philosophy of education Understand the relationship between educational philosophy and educational eethodology. The student should think through his own educational philosophy in relation to the Bible's teachings and the developeents in the history of education. Understand the priority and ieportance of the faeily. Understand the relationshgp of the faeily to the church. Understand the Biblical role of the father, eother, husband, and wife. _ Understand the Biblical pattern for nurturing children. Understand the Biblical purposes and places of sex. SHORT PHRASE SUNNARY EARLY CHURCH HISTORY (BEGINNINGS THROUGH REFORNATIONI THEOLOGICAL UNDERSTANDING (HISTORICAL PERSPECTIVE) U.S. CHURCH HISTORY BAPTIST HISTORY FUNDANENTALISN CHRISTIANITY - PHILOSOPHICAL BASIS CHRISTIAN EDUCATION - HISTORY CHRISTIAN EDUCATION - PHILOSOPHY RELATIONSHIP OF PHILOSOPHY k NETHODS CHRISTIAN PHILOSOPHY OF EDUCATION CHRISTIAN FANILY LIFE SZCMR QUESTION: Nhat ainistry skills, if any, should the student aquire through the course? ID CODE 10 8501 20 B521 30 8531 40 1501 50 T511 50 T512 60 T667 70 N612 RESPONSE QUOTE Learn to use basic Bible study tools such as Bible Dictionary, Concordance, and coeeentaries. Develop ability to interact with the literature of the Old Testaeent. Develop ability to synthesize the eessage of the Old Testanent. Develop ability to distinguish the ieportant free the trivial. Becoee sore theologically sophisticated. Able to evaluate and use good, critical coeeentaries. Able to evaluate and avoid bad coeeentaries (shallow, non- critical, non-exegetical). The ability to read books with soee discerneent. The ability to to write a knowledgable tere paper free the Bible. To grasp the basic truths of Christianity and be able to see and understand the relationship of these truths to the Christian life. Able to evaluate solutions to particular theological problees faced in the history of the Church in light of the historical context. Able to evaluate solutions to particular theological problees faced in the history of the Church in light of the historical context. Not eany because it’s a conceptual class. The procedure on how you arrive at a world view. Be able to develop a personal philosophy of Christian Educa- tion. Be able to evaluate and apply non-Christian educational eetho- dology to Christian Education. Involves understanding the underlying philosophical principles. SHORT PHRASE SUNNARY BIBLE STUDY SKILLS BIBLE STUDY SKILLS THEOLOGICAL UNDERSTANDING BIBLE STUDY SKILLS DEVELOP STUDY SKILLS THEOLOGICAL UNDERSTANDING THEOLOGICAL UNDERSTANDING (HISTORICAL PERSPECTIVEI THEOLOGICAL ISSUES meocosxcnc unnensmxnixe (HISTORICAL Penseecnve» THEOLOGICAL ISSUES _ FORN A NORLD A LIFE VIEH PORN A CHRISTIAN PHILOSOPHY OF EDUCATION EVALAUATE EDUCATIONAL NETHODOLOGY ID CODE 70 N618 SZ()ES neseonge DUOTE Be able to develop a prograe of preearital counseling. Becoee involved in faeily counseling. Teaching others how to develop faeily spiritual life. Teaching sex education in the church. SHORT PHRASE SUNNARY COUNSELING DISCIPLINE TEACHING SEX EDUCATION 32()és OUESTIDN: In what other ways should this course affect change in the students? ID CODE 10 8501 8521 30 8531 40 T501 50 T511 50 T512 60 T667 70 N618 70 N612 RESPONSE OUOTE Gain an understanding and appreciation of what the Bible is, the nature of the Bible as a book; how the Bible is sieilar to and different froe other books. None Appreciate that Christianity is the clieax of Redeeptive History. See and appreciate the great effectiveness of the death of Christ. Appreciate the superiority of the New Covenant over the Old Covenant. Able to apply the ethical ieperatives contained in the book. Develop appreciation of the depth and coeplexity of New Testaeent theology Develop appreciation and understanding of the relationship be- tween the Dld Testaeent and the New Testaeent. None. Studies of history can often help students work out solutions to problees they face in their own einistry. Studies of history can often help students work out solutions to problees they face in their own einistry. Change the student’s concept of piety and scholarship and their relationship. Increase the student’s devotion to God. .. r Change the students’ values and the way they relate to people. None. None. SHORT PHRASE SUNNARY UNDERSTAND THE NATURE OF BIBLE NONE THEOLOGICAL UNDERSTANDING DEVELOP CHRISTIAN NATURITY RELATIONSHIP OF OLD k NEH TESTANENT NONE SOLVE NINISTRY PROBLENS SOLVE NINISTRY PROBLENS RELATIONSHIP OF PIETY & SCHOLARSHIP CHRISTIAN NATURITY INTERPERSONAL RELATIONSHIPS NONE NONE APPENDIX 7 Interview Quotations - Student Career Projections Course Designers Responses INTERVIEN OUOTATIDNS - STUDENT CAREER PROJECTIONS COURSE DESIGNERS RESPONSES OUESTIDN: Nhat specific types of einistry will this course better enable the student to perforo? ID CODE 10 8501 20 8521 30 8531 40 1501 50 T511 50 T512 60 T667 70 N612 RESPONSE QUOTE Sunday School Teacher Teaching the Bible at all age levels. Preaching the Bible. Teaching and training others how to read and interpret the Bible. Any kind of coeeunication einistry where the student is preaching or teaching the Bible. The course will help the student to prepare lessons and eessages. Could teach the book of Hebrews to soeeone else in a given setting. The discipleship of new Christians. Pastors of Local Church and other local church ainistry. This could help eissionaries and those involved in cross- cultural einistries in the saee way that it could help anyone involved in a theological einistry. Bible college teacher Pastors of Local Church and other local church einistry. This could help eissionaries and those involved in cross- cultural einistries in the saee way that it could help anyone involved in a theological einistry. Bible School Teachers Any type of ainistry. Should be a required course for all seeinary students. Educational einistries by helping the student to develop and iepleeent a philosophy of education. I2()7’ SHORT PHRASE SUNNARY LOCAL CHURCH NINISTRY LOCAL CHURCH PASTOR LEADERSHIP DEVELOPNENT LOCAL CHURCH NINISTRY LOCAL CHURCH PASTOR BIBLE COLLEGE TEACHER LOCAL CHURCH NINISTRY DISCIPLE NEH CONVERTS LOCAL CHURCH PASTOR LOCAL CHURCH NINISTRY NISSIONARY! BIBLE COLLEGE TEACHER LOCAL CHURCH PASTOR LOCAL CHURCH NINISTRY NISSIONARYI ' BIBLE COLLEGE TEACHER LOCAL CHURCH PASTOR LOCAL CHURCH NINISTRY NISSIONARYG BIBLE COLLEGE TEACHER LOCAL CHURCH PASTOR LOCAL CHURCH NINISTRY ENDEB ID CODE RESPONSE QUOTE A SHORT PHRASE SUNNARY 70 Any professional einistry in which the sinister is involved in LOCAL CHURCH PASTOR N618 faeily related counseling. LOCAL CHURCH NINISTRY QUESTION: ID CODE 10 8501 a: (J! N) no “‘0 30 8531 (0 T501 50 T511 50 T512 60 T667 22()S? In what ways, if any, does this course prepare the student for further study in theologcal education? RESPONSE QUOTE This is a basic, foundational course for any further theologi- cal education. Help to see the continuity between the Old Testaeent and the New Testaeent. Provides necessary background for student going into New Testaeent studies. Provides conceptual fraeework for sore detailed studies in the Old Testaeent (Individual book studies). Provides Biblical Theological basis for study in Systeeatic Theology. Content could lead into NDiv O.T. studies if the assigneents were beefed up. Assists the student in developing his own understanding of New Testaeent Theology. Provides background for future work in Old testaeent studies and Biblical Theology. Provides background for further study in Systeeatic Theology especially with respect to the doctrines of Christology, Eschatology, and Soteriology. Nhets the students appetite by helping his see how one part of the Bible relates to another. Provides a basic doctrinal basis for theological reflection and further study. Preparation for understanding systeeatic theology. SHORT PHRASE SUNNARY IN-SERVICE N.R.E. N.DIV. IN‘SERVICE N.R.E. IN-SERVICE N.R.E. IN-SERVICE N.R.E. IN°SERVICE N.R.E. Helpful for understanding the historical assueptions underlying ‘ exegesis and the historical results of exegesis. Preparation for understanding systeeatic theology. ' Helpful for understanding the historical assuaptions underlying exegesis and the historical results of exegesis. Gives students the skills for synthesizing and integrating eateri a1 . IN-SERVICE N.R.E. IN-SERVICE N.R.E. NASTERS LEVEL DOCTORAL LEVEL 321(3 Equips student to evaluate froo a philosophical standpoint eaterial encountered in further education. In CODE RESPONSE QUOTE 70 N612 70 None. N618 SHORT PHRASE SUNNARY IN-SERVICE N.R.E. NASTERS LEVEL DOCTORAL LEVEL NONE QUESTION: Nhat type of work does the student envision the student perforeing upon completion of not ID CODE 10 8501 20 8521 30 8531 40 T501 50 T511 50 T512 60 T66? 70 N612 70 N618 521.1 only the course but the entire degree prograa? RESPONSE QUOTE Norking in a Christian Day School (Teaching or Adeinistration). Local Church einistry eainly at the support level such as Assistant Pastor, Christian Ed Director, etc. Pastoring a church. Church planting. Teaching in Christian Day School. Further Theological Education. General einistry of any type centered around teaching of the Bible. Servicable type of person working in a support role in a local church. Teaching the Bible to the people in a local church situation. Teaching the Bible to the people in a local church situation. Any kind of Christian einistry including teaching at lower- level Bible Schools. Practical einistries at grass roots level (local church). Definitely not training classrooe teachers for Bible Schools. Practical einistries at grass roots level (local church). Definitely not training classrooe teachers for Bible Schools. SHORT PHRASE SUNNARY CHRISTIAN DAY SCHOOL LOCAL CHURCH NINISTRY (SUPPORT) LOCAL CHURCH PASTOR CHRISTIAN DAY SCHOOL FURTHER THEOLOGICAL EDUCATION PASTOR LOCAL CHURCH NINISTRY LOCAL CHURCH NINISTRY (SUPPORT) PASTOR LOCAL CHURCH NINISTRY PASTOR LOCAL CHURCH NINISTRY nesrnn . LOCAL cnuncn NINISTRY BIBLE COLLEGE rencncn LOCAL CHURCH NINISTRY LOCAL CHURCH NINISTRY APPENDIX 8 Interview Quotations - Important Issues Course Designers Responses INTERVIEH QUOTATIONS - INPORTANT ISSUES COURSE DESIGNERS RESPONSES QUESTION: Nhat special conteeporary issues or controversial areas does this course cover? 1D CODE RESPONSE CODE SHORT PHRASE SUNNARY 10 The Nature of the Bible. NATURE OF BIBLE B501 The Bible and the concept of language. BIBLE AND LANGUAGE Historicity of the Bible. Hisrgggcyry OF BIBLE 20 Validity of historical portions of the Old Testaaent such as OT HISTORICAL VALIDITY 852! the date of the Exodus. OT LITERARY PROBLENS Literary eatters such as the coeposition and authorship of BIBLE AND SCIENCE certain Old Testaeent books. INERRANCY OF BIBLE Relationship of the Bible and Science. DT THEOLOGICAL NATTERS Issue of Inerrancy of the Bible. Certain specific theological batters such as the significance of the Fall. 30 None NONE 8531 40 An conscious atteept to stay away free issues NONE T501 50 Heresies and issues relating the Person and Nature of Christ CHRISTOLDGICAL HERESIES T511 Calvinisa/Areinianise Controversy CALVINISNIARNINIANISN The nature and role of einistry. NATURE & ROLE OF NINISTRY 50 The nature and role of einistry. NATURE k ROLE OF NINISTRY T512 Fundaeentalise/Liberalise Controversy. FUNDANENTALISNILIBERALISN CONTROVERSY 60 Abortion ABORTION T667 Various Political Issues POLITICAL ISSUES Nuclear Nar NUCLEAR NAR Science and Religion SCIENCE AND RELIGION _ Christian School versus Public School. CHRISTIAN k PUBLIC EDUCATION Relationship of Church and State CHURCH k STATE 70 Christianity and conteeporary educational philosophy. CHRISTIANITY k CDNTENPDRARY N612 EDUCATIONAL PHILOSOPHY 70 Headship and subaission in the faeily. FANILY HEADSHIP k SUBNISSION NdlB Relationship of the faeily and the church. FANILY & THE CHURCH 22122 'I-I... APPENDIX 9 Interview Quotations - Prior Student Preparation Asian Students Responses QUESTION: Nhat is the student’s specific educational background? ID CODE 101001 101002 101003 10I004 101005 101006 201001 201002 201003 202001 202003 202005 Ah ,— 7 n... ~_ ...—- INTERVIEN QUOTATIONS - PRIOR STUDENT PREPARATION ASIAN STUDENTS RESPONSES RESPONSE QUOTE Th8 - Bangkok Bible College (5 year) 2 years of 5 year B.Nusic degree B.R.E. - Febias College (Four year); C.E. B.A. - Econoeics (U.S.) N.A. k Ph.D. - Econoeics (Australia) B.A. - Econoeics (Australia) B.A. - Political Science N.A. - Adeinistration B.A. - Hueanities I year - Secretarial course B.R.E. - Doane Baptist Bible College (4 year); C.E. 1 year toward 4-year B.S.N. at CPU B.R.E.- Doane Baptist Bible College (4 year); C.E. B.R.E.- Four years; Deane Baptist Bible College; C.E. B.S. - Netallurgical Engineering N.S. - Netallurgical Engineering (Ninus thesis) B.Bus.Adein. l seeester of 2 year N.B.A. B.R.E. - 4 year undergraduate BTh *Five years of Bible College; Theology . Nine'Courses in Linguistics (Sueeer Institute of Lin- guistics) Seeester of general liberal arts in A.B. prograa of Political Science. $3113 SHORT PHRASE SUNNARY BACHELORS - THEOLOGY BACHELORS - CHRISTIAN EDUCATION COLLEGE STUDIES (1 YR) - NUSIC BACHELORS - ECONONICS NASTERS - ECONONICS DOCTORATE - ECONONICS BACHELORS - ECONONICS BACHELORS - POLITICAL SCIENCE NASTERS - ADNINISTRATION BACHELORS ’ HUNANITIES BACHELORS - CHRISTIAN EDUCATION DIPLONA - SECRETARIAL (1 YR) BACHELORS - CHRISTIAN EDUCATION UNIVERSITY STUDIES (1 YR) - NURSING BACHELORS - CHRISTIAN EDUCATION BACHELORS - ENGINEERING NASTERS - ENGINEERING BACHELORS - BUSINESS ADNINISTRATION BACHELORS - CHRISTIAN EDUCATION BACHELORS - THEOLOGY UNIVERSITY STUDIES (IYR) ID CODE 20200? 202008 303001 404001 404002 404003 404004 404005 404006 404007 501001 $2110 RESPONSE QUOTE Th8 - Five Years Th8 - Five years B.R.E. - China Baptist Theological College; C.E. B.S. - Electrical Engineering (0.5) Ph.D. - Electrical Enginering (France) B.R.E. - Bible Najor (India) B.R.E. - Bible Najor (India) B.Cos. - Coseerce (Bursa) B.A. - Adsinistration (Bursa) B.R.E. - Bible (Bursa) B.A. - Liberal Arts (Bursa) B.R.E. - Bible (Bursa) 2 years pre-university B.A. - Education N.A. - Linguistics (Univ. of Hawaii) N.A. - ESL (Univ. of Hawaii) PhD. - Linguistics (Univ. of Hawaii) SHORT PHRASE SUNNARY BACHELORS - THEOLOGY BACHELORS - THEOLOGY BACHELORS - CHRISTIAN EDUCATION BACHELORS - ENGINEERING NASTERS - ENGINEERING BACHELORS - BIBLE BACHELORS - BIBLE BACHELORS - CONNERCE BACHELORS - ADNINISTRATION BACHELORS - BIBLE BACHELORS - BIBLE BACHELORS - LIBERAL ARTS BACHELORS - EDUCATION NASTERS - LINGUISTICS DOCTORATE - LINGUISTICS 32123 QUESTION: Nhat is the extent of the student’s prior theological training? ID CODE RESPONSE QUOTE 101001 Th8 101002 B.R.E. Audit classroos lectures of husband’s DNin courses in U.S. 101003 1 year Certificate (Australia) 2 year Diplosa (Australia) N.A. in Nissiology (all but thesis) 101004 1 year Certificate Bible College 101005 4 sonth sesinar in pastoral studies (New Zealand) 101006 4 sonth sesinar in pastoral studies (New Zealand) 201001 B.R.E. Sesinars on youth sinistry and curriculus 201002 B.R.E. 201003 B.R.E. 202001 1 year full-tise Bible Institute (lord of Life) - lst year college level (certificate). 202003 B.R.E. 2 week sesinar in Christian education 202005 ThB - Five years of Bible College One Day sesinars on preaching, church growth, and Bible study. SHORT PHRASE SUNNARY SEE ABOVE SEE ABOVE AUDIT DNIN COURSES CERTIFICATE (1 YR) - BIBLE DIPLONA (2 YR) - BIBLE NASTERS (1 YR) - NISSIOLDGY CERTIFICATE (1 YR) - BIBLE SENINAR (4 NOS) - PASTORAL SENINAR (4 NOS) - PASTORAL SEE ABOVE SENINAR (INK) - YOUTH NINISTRY SEE ABOVE SEE ABOVE CERTIFICATE (1 YR) - BIBLE SEE ABOVE -" SENINAR (2 UK) - CHRISTIAN EDUCATION SEE ABOVE SENINAR (1 BY) - PREACHING SENINAR (1 DY) - CHURCH BRONTH ‘ SENINAR (1 BY) - BIBLE STUDY ID CODE 202007 202008 303001 404001 404002 404003 404004 404005 404006 404007 501001 32145 RESPONSE QUOTE Public Evangeliss: I Year at Asian School of Evangeliss (NFE) Training Evangelistic Leadership: l-1/2 Year (NEE) BTh ThB l Neek sesinar on Sunday School 1 Heat sesinar on Basic Youth Conflicts B.R.E. None B.R.E. - Bible Najor (India) B.R.E. - Bible Najor (India) None None B.R.E. - Bible (Bursa) B.R.E. - Bible (Bursa) None SHORT PHRASE SUNNARY SEE ABOVE NEE (1 YR) - EVANGELISN NEE (1-1/2 YR) - LEADERSHIP SEE ABOVE SENINAR (INK) - SUNDAY SCHOOL SENINAR (INK) - YOUTH NINISTRY SEE ABOVE NO PRIOR THEOLOGICAL EDUCATION SEE ABOVE SEE ABOVE NO PRIOR THEOLOGICAL EDUCATION NO PRIOR THEOLOGICAL EDUCATION SEE ABOVE SEE ABOVE NO rnmn THEOLOGICAL common 321fl7 QUESTION: Hhat type of work is the student presently doing? Starting and pastoring a local church. Teaching Bible College (213 tise) Bible College Librarian - 501 Bible College Adsinistration - 201 Bible College President’s Nife Local Church sinistry in Christian Education Pastoring large local church (1000+ attenders) Starting and establishing new chuches in Thailand Pastor’s wife - hospitality Teaching Sunday School for children Teach one course in Bible School Assistant Pastor for large local church (1000f attenders) Local Church adsinistration - coordinators of all sinistry pro- grass and chief of staff. Adsinister care groups for one geographical region Director of one sinistry division within the church (social welfare, special sinistries, and sesbership) Nissionary - Starting local churches, evangeliss and discipl- Curriculus translation work for Sunday School. Nissionary - Evangeliss k Discipleship, Adsinistration, Coun- Bible College Teacher (30!) ID CODE RESPONSE QUOTE 101001 101002 101003 Teaching in Bible School 101004 Personal Counseling 101005 101006 Counseling 201001 ing, teaching susic. Teaching Bible College. 201002 seling. 201003 Nissionary - Children's sinistry and College Student Center sinistry (evangeliss) Teach part—tise in Bible School (2 subjects) SHORT PHRASE SUNNARY CHURCH PLANTER BIBLE COLLEGE TEACHER BIBLE COLLEGE LIBRARIAN BIBLE COLLEGE AONINISTRATIO CHURCH CHRISTIAN EDUCATION CHURCH PASTOR CHURCH PLANTER BIBLE SCHOOL TEACHER PASTOR’S NIFE COUNSELING CHURCH CHRISTIAN EDUCATION BIBLE SCHOOL TEACHER CHURCH ASSISTANT PASTOR CHURCH ADNINISTRATION COUNSELING NISSle . BIBLE causes team won CHRISTIAN common NISSIONARY BIBLE COLLEGE TEACHER NISSIONARY BIBLE COLLEGE TEACHER ID CODE 202001 202003 202005 202007 202008 303001 404001 404002 404003 404004 404005 404006 404007 501001 SZIEB RESPONSE QUOTE Pastor of local church - 350 attendees Director Christian Education prograe of local church. Student Center sinistry for college students Bible College Teacher - teaching courses in all areas. Bible College Adsinistrator Interis pastor for local church in area. Prisary sinistry is open air evangeliss at casps, college cas- puses, and other public situations. Also pastoring local church. Guest lecturer at Bible Schools and Pastor sesinars Bible College Teacher ° esphasis on Old Testasent courses Bible College Adsinistrator Bible Teacher and adsinistrator for local church. Part tise teaching pastors in sainland China. Open air evangeliss. Teaching and preaching in local churches. Bible College President and Teacher Evangeliss and starting local churches Bible Translation Bible College Teacher Pastor local church Pastor of local church 'Bible College Teacher (part-tise) Evangel i ss ' Assistant pastor in a local church Teaching English at Bible College. Distribution sanager for Bible Society of Bursa. Bible College teacher - Teaching English as a second language to Bible College students. SHORT PHRASE SUNNARY LOCAL CHURCH PASTOR CHURCH CHRISTIAN EDUCATION EVANGELISN (STUDENTS) BIBLE COLLEGE TEACHER BIBLE COLLEGE ADNINISTRATOR CHURCH PASTOR EVANGELISN CHURCH PASTOR BIBLE SCHOOL TEACHER BIBLE COLLEGE TEACHER BIBLE COLLEGE ADNINISTRTATO CHURCH PASTOR BIBLE SCHOOL TEACHER EVANGELISN CHURCH CHRISTIAN EDUCATION BIBLE COLLEGE ADNINISTRATOR BIBLE COLLEGE TEACHER BIBLE TRANSLATION BIBLE course TEACHER ounce PASTOR omen PASTINI BIBLE COLLEGE TEACHER EVANGELISN CHURCH ASSISTANT PASTOR BIBLE COLLEGE TEACHER CHRISTIAN ORGANIZATION ABNINISTRATOR BIBLE COLLEGE TEACHER APPENDIX 10 Interview Quotations - Present Student Situation Asian Students Responses INTERVIEN QUOTATIONS - PRESENT STUDENT SITUATION ASIAN STUDENTS RESPONSES QUESTION: Nhat study resources are readily available for the student? Personal Library - extresely Iisited ((20) Access to Bible College Library (BBC) - 10,000 up-to-date Access to several university libraries Ready Access to Bible College Library (BBC) - 10,000 up-to-date Access to several university libraries Personal Library - 2500 up-to-date voluses, well balanced Access to Bible College Library (BBC) - 10,000 up-to-date Access to several university libraries Access to pastor’s library - 2500 up-to-date voluses Access to Bible College Library (BBC) - 10,000 up-to-date Access to several university libraries Access to pastor’s library - 2500 up-to-date voluses Access to Bible College Library (BBC) - 10,000 up-to-date Access to several university libraries Access to pastor’s library - 2500 up-to-date voluses Access to Bible College Library (BBC) - 10,000 up-to-date Access to several university libraries Personal Library - ~100 books, sostly topical Access to Bible College library (BBC) - 10,000 up-to-date Access to several university libraries 10 CODE RESPONSE QUOTE 101001 voluses. 101002 voluses Husband’s Library (*200) 101003 voluses 101004 voluses 101005 voluses 101006 voluses 201001 voluses. 201002 Personal library - 10 voluses Access to Bible College Library (BBC) - 10,000 up-to-date voluses Access to several university libraries 2211? SHORT PHRASE SUNNARY LINITED PERSONAL LIBRARY ((20) BIBLE COLLEGE LIBRARY UNIVERSITY LIBRARIES SHALL PERSONAL LIBRARY(”200) BIBLE COLLEGE LIBRARY UNIVERSITY LIBRARIES LARGE PERSONAL LIBRARY(‘2500) BIBLE COLLEGE LIBRARY UNIVERSITY LIBRARIES LARGE PERSONAL LIBRARYI‘2500) BIBLE COLLEGE LIBRARY UNIVERSITY LIBRARIES LARGE PERSONAL LIBRARYI‘2500) BIBLE COLLEGE LIBRARY UNIVERSITY LIBRARIES LARGE rcnsoan LIBRARY(‘2500) BIBLE COLLEGE LIBRARY umvcnsm LIBRARIES SHALL PERSONAL LIBRARYI‘IOO) BIBLE COLLEGE LIBRARY UNIVERSITY LIBRARIES LINITED PERSONAL LIBRARY((ID) BIBLE COLLEGE LIBRARY UNIVERSITY LIBRARIES ID CODE 201003 202001 202003 202005 202007 202008 303001 SZEZC) RESPONSE QUOTE Personal Library - 50*60 Voluses, sainly topical books Access to Bible College Library (BBC) with ~10,000 up—to date voluses Access to several university libraries Personal library - 40 voluses, sostly topical books Church library - 150 voluses, sostly cossentaries Lisited access to two graduate level sesinary libraries (ATS & SAEP) Access to several university libraries Personal Library - 50 books sainly on sinistry-related topics Church Library - 350 books; cossentaries, Bible Survey, Basic Bible study tools. . _ Access to two graduate level sesinary libraries (ATS k SAEP) Access to several university libraries Bible College Library (BBSI) - 10,000+ voluses, older books Contains good selection of basic Bible Study tools Personal Library - 200+ voluses; good nusber of cossentaries and book studies (Il2 total), rest are Bible lessons and topi- cal books. Access to two graduate level sesinary libraries in Nanila (ATS A SAEP) Access to several university libraries Personal Library - 250 Voluses - Bible College textbooks, Cos- sentaries, Book Studies, Topical books dealing with Evangeliss and Discipleship. Access to Bible College Library (80501) Access to two graduate level sesinary libraries (ATS k SAEP) Access to several university libraries Bible College Library (BBSI) - 10,000+ voluses, older books Contains good selection of basic Bible Study tools Personal Library - 100+ voluses, cossentaries and topical books Access to two graduate level sesinary libraries in Nanila (ATS h SAEP) Access to several university libraries Personal Library - ~100 voluses, varied Easy access to Bible College Library (CBTC) 7500 up-to-date voluses. Access to several university libraries SHORT PHRASE SUNHARY LINITED PERSONAL LIBRARYI‘50) BIBLE COLLEGE LIBRARY UNIVERSITY LIBRARIES LINITED PERSONAL LIBRARYI‘40) SHALL CHURCH LIBRARY (1501 GRADUATE SENINARY LIBRARIES UNIVERSITY LIBRARIES LINITED PERSONAL LIBRARY(”50) SHALL CHURCH LIBRARY (350) GRADUATE SENINARY LIBRARIES UNIVERSITY LIBRARIES SHALL PERSONAL LIBRARY(‘200) BIBLE COLLEGE LIBRARY GRADUATE SENINARY LIBRARIES UNIVERSITY LIBRARIES SHALL PERSONAL LIBRARYI‘ZSO) BIBLE COLLEGE LIBRARY GRADUATE SENINARY LIBRARIES UNIVERSITY LIBRARIES SHALL PERSONAL LIBRARYI‘IDO) BIBLE COLLEGE LIBRARY GRADUATE SENINARY LIBRARIES UNIVERSITY LIBRARIES SHALL PERSONAL LIBRARYI‘IOO) BIBLE COLLEGE LIBRARY UNIVERSITY LIBRARIES .-fl ID CODE 404001 404002 404003 404004 404005 404006 404007 501001 RESPONSE QUOTE Personal Library - ( 20 voluses, Access to library of sesinary in liberal Personal Library - < 20 voluses, Personal Library - ( 20 voluses, Personal Library - < 20 voluoes, very Iisited Rangoon - lieited, dated, and very Iisited very Iisited very Iisited Personal Library - < 5 voluses, very Iisited Access to library of sesinary in Rangoon - Iisited, dated, and liberal Personal Library - ( 20 voluses, very Iisited Access to library of sesinary in Rangoon - Iisited, dated, and liberal Personal Library - < 20 voluses, very Iisited Access to library of sesinary in Rangoon - Iisited, dated, and liberal Personal Library - very Iisited, few basic tools. Easy access to Bible College library; 10,000 up-to-date voluses Access to several university libraries seam PHRASE 5111111331 LINITED PERSONAL LIBRARYI<20) BIBLE COLLEGE LIBRARY (INADEQUATE) LINITED PERSONAL LIBRARY((20) LINITED PERSONAL LIBRARY((20) LINITED PERSONAL LIBRARY((20) LINITED PERSONAL LIBRARY((5) BIBLE COLLEGE LIBRARY ~(INADEQUATE) LINITED PERSONAL LIBRARY((5) BIBLE COLLEGE LIBRARY (INADEQUATE) LINITED PERSONAL LIBRARYI<20) BIBLE COLLEGE LIBRARY (INADEQUATE) LINITED PERSONAL LIBRARY((20) BIBLE COLLEGE LIBRARY UNIVERSITY LIBRARIES APPENDIX 11 Interview Quotations - Specific Program Objectives Asian Students Responses 223222 QUESTION: Now ouch tioe per week does the student have to devote to study? ll CODE RESPON§§ QUOTE SHORT PHRASE SUHHARY l01001 4-5 hours per week 4-5 HOURS/BEEN 101002 2 Hours 2 HOURS/WEEK 101003 4 hours per week - 4 HOURS/NEEK 101004 10 hours per week 10 HOURS/NEEK 101005 4 hours per week 4 HOURS/BEEN 101006 4-5 hours per week 4-5 HOURS/NEEK 201001 3-4 hours per week 3-4 HOURS/NEEK 201002 10 hours 10 HOURS/NEEK 201003 4 hours 4 HOURS/NEEK 202001 3 hours per week 3 HOURS/NEEK 202003 8 hours oer week. - a HOURS/USER 202005 5-8 hours per week 5-8 HOURS/BEEN 202007 3 hours per week 3 HOURS/NEEK 202008 7-l0 hours per week 7-10 NOORS/NEEK 303001 10-15 hours 10-15 HOURS/IEEK 404001 Unknown NO DATA 404002 Unknown NO DATA 12122! 115.09.: W a RT PARA 000000 404003 Unknonn no 0000 004004 Unknown no 0000 404005 Unknown 1 00 0000 404006 Unknown N0 DATA 404007 Unknown N0 DATA 501001 10 hours 10 NOURS/NEEK INTERVIEN QUOTATIONS - SPECIFIC PROGRAN OBJECTIVES ASIAN STUDENTS RESPONSES QUESTION: Ihy does the student feel that it is necessary to pursue a easters degree in this area? ID CODE 101001 101002 101003 101004 101005 101006 201001 201002 201003 202001 R GPO QUOTE Personal enricheent and developeent To get wore education in order to teach better at Bible College because ThB not adequate. To get higher degree to assist College obtain accreditation Appreciation for scholarship and acadewic excellence. Engage in the structured study of theology to avoid theological excess or heresy. Nelp ee to settle soee key theological issues. Acadeeic credential {or credibility of woveeent Self-discipline to study and read things I want to study. leprove wy winistries. Acadewic credential ior teaching in Bible School. Acadeeic credential to give church credibility. Help to teach in Bible School later. For personal study and growth. Intellectual and spiritual_developeent. To wake ee a better teacher of the Bible in general. Credential for teaching at the B.A. level. For ey own personal intellectual and spiritual developeent and growth. Broaden perspective Increase general winistry skills and knowledge. For new ideas for ey einistry - upgrade and update ny einistry skills. Lilited theological background while serving as pastor of large local church. . Naster’s degree because of level of prior education 1252‘! SHORT PNRASE SUNHARY PERSONAL ENRICNNENT PROFESSIONAL DEVELOPNENT 1T) IT=TEACNERI ACADENIC CREDENTIAL PERSONAL ENRICNNENT THEOLOGICAL UNDERSTANDING ACADENIC CREDENTIAL DEVELOP STUDY SKILLS PROFESSIONAL DEVELOPNENT (Tl ACADENIC CREDENTIAL PROFESSIONAL DEVELOPNENT (Tl ACADENIC CREDENTIAL PERSONAL ENRICNNENT PROFESSIONAL DEVELOPNENT 1T) ACADENIC CREDENTIAL PERSONAL ENRICNNENT PROFESSIONAL DEVELOPNENT (N) (N=NISSIONARY) ACADENIC CREDENTIAL PROFESSIONAL DEVELOPNENT 1N) THEOLOGICAL UNDERSTANDING ACADENIC CREDENTIAL ID CODE 202003 202005 202007 202008 303001 404001 404002 404003 404004 404005 322225 RESPO QUOTE Personal Developeent To he were effective in the einistry Learn self-directed study skills At the Master’s level because of prior education Nake ee a better teacher. leprove the quality and the recognition of the school. For professional status and the recognition as a Bible College Teacher. leposed discipline to do the necessary study. Need the increased knowledge in theology to help in teaching and training other people to do evangelise. To gain wore insight into subject latter to ieprove ey teach- ing. To have the conteeporary knowledge that I need to keep up in ey area. Naster’s Degree level for professional recognition and status. Personal growth Sharpen personal study skills Help in present winistry To learn fundaeental, Baptist theology. Naster’s level because of previous educational level. Help ee fulfill ey vision of the establisheent of a fundaeental Bible College in Burea. To gain respect for the Bible College by having advanced degree To gain skills in Bible translation To obtaion acadeeic credentials to give credibility to school. To help he a better teacher in the Bible College To gain better understanding of the Bible and theology for sinistry in the local church. Naster’s level because of prior educational background. SHORT PHRASE SUHNARY PERSONAL ENRICHNENT PROFESSIONAL DEVELOPNENT (Nl DEVELOP STUDY SKILLS ACADENIC CREDENTIAL PROFESSIONAL DEVELOPNENT (I) ACADEHIC CREDENTIAL DEVELOP STUDY SKILLS THEOLOGICAL UNDERSTANDING PROFESSIONAL DEVELOPNENT (Tl ACADEHIC CREDENTIAL PERSONAL ENRICHNENT DEVELOP STUDY SKILLS PROFESSIONAL DEVELOPNENT 1P) IP=PASTOR1 LEARN BAPTIST THEOLOGY ACADENIC CREDENTIAL PROFESSIONAL DEVELOPNENT IT) ACADENIC CREDENTIAL BIBLE TRANSLATION SKILLS ACADEHIC CREDENTIAL PROFESSIONAL DEVELOPNENT 1T) THEOLOGICAL UNDERSTANDING ACADENIC CREDENTIAL ID CODE 404006 404007 501001 IZSZés RESPONSE QUOTE To further theological and Biblical knowledge gained to this point through the B.R.E. To better enable we to translate the Bible into ey tribal language which doesn’t yet have the Bible. To learn eore Bible knowledge beyond that acquired in the BRE. No prior theological education and find eyself involved in church-related work deeanding knowledge of Bible k theology. Necessary for teaching at Bible College. SHORT PHRASE SUNNARY THEOLOGICAL UNDERSTANDING BIBLE TRANSLATION SKILLS THEOLOGICAL UNDERSTANDING THEOLOGICAL UNDERSTANDING PROFESSIONAL DEVELOPHENT 1T) 22337' QUESTION: In what specific ways does the student feel that such a prograw will help hie with respect to his work? ID CODE RESPONSE QUOTE SHORT PHRASE SUNHARY 101001 Force we to learn and develop wyself (Help hie becose a self- DEVELOP STUDY SKILLS directed learner and develop good study skills. 101002 Provide inforwation and knowledge on Christian Education. SPECIFIC KNONLEDGE-C.E. To help we serve as'acadewic counselor to college students. ACADENIC COUNSELING Prepare Sunday School curriculuw for the Thai church. DEVELOPING CURRICULUN Becowe better acquainted with theological literature. ACQUAINTANCE NITH THEOLOGICAL LITERATURE 101003 Allow we to study and iwprove while rewaining within wy cultu- PERSONAL ENRICHHENT ral context without having to leave and go abroad. 101004 Allow we to study and iwprove while rewaining within wy cultu- PERSONAL ENRICHHENT ral context without having to leave and go abroad. 101005 Allow we to study and iwprove while rewaining within wy cultu- PERSONAL ENRICHHENT ral context without having to leave and go abroad. 101006 Allow we to study and iwprove while rewaining within wy cultu- PERSONAL ENRICHNENT ral context without having to leave and go abroad. 201001 Dealing with the occult. DEALING NITH OCCULT Developing leadership for the Thai church. LEADERSHIP DEVELOPHENT 201002 Help we to be able to do were in depth personal study. PERSONAL ENRICHHENT 201003 Design and iwplewent Christian Education prograes in the church PROGRAN DEVELOPHENT-C.E. for elewentary through high school-age. DEVELOPING CURRICULUN How to design curriculuw TEACHING NETHODOLDSY How to teach pupils TEACHING NETNODOLOGY PERSONAL ENRICHNENT PROFESSIONAL DEVELOPNENT THEOLOGICAL UNDERSTANDING 202001 Fresh ideas and insights for teaching. New thoughts concerning personal relationship to God. Nore well-rounded view of winistry. Greater awareness of what there is to know in theological studies. ID CODE 202003 202005 202007 202008 303001 404001 404002 404003 404004 404005 SZSEEB RESPONSE QUOTE Expose ee to books and body of knowledge useful to ey einistry. Develop Christian Naturity Learn to train others to do einistry in the church. Narriage Counseling and child discipline Nore effective in evangelise Know what I don’t know Give ee fresh eaterial for ey preaching and teaching. Provide further background and knowledge for the courses that I teach. Nore knowledge to help in discipleship and follow-up of new converts. Hake ee wore effective in ey einistry by giving we new and fresh insights to eake ey preaching and teaching easier to understand. Personal and Faeily Counseling leprove ey level of knowledge. Prepare we to be a scholar/teacher in a Bible College since ey prior education was for local church einistry. Nore study will help teaching preparations to he wore thorough. Enable we to learn true fundaeental Baptist theology and dis- tinctives. Give ee theological credentials necessary to start a Baptist Bible School. Teaching in the Bible College: up-to-date eaterial. Techniques and eethods for evangelise and starting churches. Learn how to train lay weebers within the church. Bible translation skills Ideas for evangelise and starting churches. Nethods for evangelise and starting churches. Naterial for teaching in Bible College To sinister the Nord of God eore effectively in the local church. SHORT PHRASE SUNNARY PROFESSIONAL DEVELOPHENT IE) IE=EVANGELISTI PERSONAL ENRICHNENT LEADERSHIP DEVELOPHENT COUNSELING SKILLS THEOLOGICAL UNDERSTANDING UPDATED KNONLEDGE PROFESSIONAL DEVELOPNENT DISCIPLE NEH CONVERTS UPDATED KNONLEDGE COUNSELING SKILLS UPDATED KNONLEDGE PROFESSIONAL DEVELOPHENT 1T) UPDATED KNONLEDGE LEARN BAPTIST THEOLOGY ACADENIC CREDENTIAL UPDATED KNONLEDGE CHURCH PLANTING HETHODS LEADERSHIP DEVELOPHENT BIBLE TRANSLATION SKILLS CHURCH PLANTING NETHODS CHURCH PLANTING NETHODS PROFESSIONAL DEVELDPRENT (T1 PROFESSIONAL DEVELOPHENT 1P) S 404006 404007 501001 ZZSZSI RESPONSE QUOTE The skills and knowledge necessary to translate the Bible into tribal language. Better knowledge of the Bible. Building people up to Christian eaturity. Hales we plan ey teaching to tie in with the course I aw pre- sently taking - the content can be used in what I aw teaching. SHORT PHRASE SUHNARY BIBLE TRANSLATION SKILLS THEOLOGICAL UNDERSTANDING DISCIPLE NEN CONVERTS UPDATED KNONLEDGE SZESC) QUESTION: Nhat specific types of courses does the student feel that he needs to better equip hie for his work? ID CODE RESPONSE QUOTE SHORT PHRASE SUHNARY 101001 Nore Theology courses THEOLOGY The original languages (Greek and Hebrew). GREEN 0 HEBREN Biblical exegesis in orginal languages. 101002 Christian Education - How to teach children, Adult Education TEACHING NETHODS Cums-lino couuseuua 101003 Systeeatic Theology THEOLOGY Greek and Hebrew GREEN 0 HEBREN 101004 Herweneutics HERHENEUTICS Exegesis EYEGESIS Counseling COUNSELING 101005 Exegesis THEOLOGY Systeeatic Theology EIEGESIS Nissions NISSIONS Church Growth CHURCH GRONTH 101006 Counseling COUNSELING 201001 Counseling (with Asian approach) COUNSELING Baptist Distinctives BAPTIST DISTINCTIVES Developing Leadership LEADERSHIP DEVELOPHENT Defending the faith against eodern heresies and cults. CULTS 201002 Nissions courses (how to) HISSIONS Christian Education courses with respect to the local church. CHRISTIAN EDUCATION-LOCAL CHURCH DEVELOPING CURRICULUN TEACHING NETHODS DISCIPLE NEH CONVERTS HISSIONS 201003 Christian Education Courses - Curriculue Developeent, Teaching Processes for all age groups Discipleship Nissions Courses 202001 Pastoral Ninistry courses. PASTORAL NINISTRY ID CODE 202003 202005 202007 202008 303001 404001 404002 404003 404004 404005 404006 404007 501001 12251 RESPONSE QUOTE Christian Education courses dealing with the 'how to' aspects of that einistry. Nissions Courses - 'How to' Church Adeinistration Bible College Adeinistration Counseling Theology in general Contewporary Theology dealing with cults and eodern Christian issues Bible Book Studies Biblical Studies with eephasis on Old Testawent courses. Archaeology Courses Conteeporary Theology Christian Evidences Old Testawent content courses. Courses dealing with special education. Baptist theology and distinctives. Fundaeental Baptist Theology Bible Content Courses Interpreting the Bible Exegesis of the Bible Unknown Unknown Unknown Unknown Book studies of the Bible. Counseling courses Courses dealing with Christian eaturity. SHORT PHRASE SUHNARY CHRISTIAN EDUCATION NISSIONS CHURCH ADNINISTRATION HIGHER ED ADNINISTRATION COUNSELING THEOLOGY CULTS CONTENPORARY ISSUES BIBLE CONTENT OLD TESTANENT CONTENT ARCHAEOLOGY CONTENPORARY ISSUES CHRISTIAN EVIDENCES OLD TESTANENT CONTENT SPECIAL EDUCATION BAPTIST THEOLOGY BAPTIST THEOLOGY BIBLE CONTENT HENENEUTICS EXEGESIS NO DATA NO DATA NO DATA NO DATA BIBLE CONTENT COUNSELING CHRISTIAN LIFE 222522 QUESTION: Nhat are the student's felt area of weaknesses which he thinks the SAEP could strengthen? Be able to study and interpret the Bible for eyself, independent of coeeentaries. No 'felt' weaknesses at this point. o Knowledge of Systeeatic Theology Theological knowledge in general Theological knowledge in general Theology - understanding and knowing deeply systeeatic theol- ogy; why I believe what I do. Study skills - want to learn to do independent Bible study on How to study the Bible for eyself and not have to depend on other books such as coeeentaries (exegesis and interpretation) Knowledge and abilities in pastoral winistries. Theological convictions - why I believe what I believe Lack of knowledge of conteeporary theological issues such as ll CODE RESPONSE QUOTE 101001 101002 101003 Bible Knowledge 101004 Counseling Bible Knowledge 101005 Counseling Bible Knowledge 101006 Counseling Bible Knowledge 201001 201002 wy own. 201003 202001 separation. Evangelise. 202003 Teaching skills and eethods - coeeunication skills, curriculue developeent, and instructional design. SHORT PHRASE SUNHARY BIBLE STUDY SKILLS NO FELT NEAKNESSES THEOLOGICAL UNDERSTANDING BIBLE CONTENT COUNSELING BIBLE CONTENT COUNSELING BIBLE CONTENT THEOLOGICAL UNDERSTANDING COUNSELING BIBLE CONTENT THEOLOGICAL UNDERSTANDING THEOLOGICAL UNDERSTANDING ’BIBLE STUDY SKILLS BIBLE STUDY SKILLS EXEGESIS PASTORAL NINISTRY THEOLOGICAL UNDERSTANDING CONTENPORARY ISSUES EVANGELISN TEACHING NETHODS DEVELOPING CURRICULUN H! ID CODE 202005 202007 202008 303001 404001 404002 404003 404004 404005 404006 404007 501001 SEEKS RESPONSE QUOTE Counseling with people as the Dean of Hen. Thinking on ey feet - being able to organize wy thoughts and provide quick, effective, and concise answers when put on the spot with tough controversial questions. Have ey beliefs wore crystallized Need for self-discipline for study How to were effectively eeeorize eaterial and facts. Knowledge of Christian evidences - weakness lies in outdated knowledge. Knowledge of archaeology for teaching Old Testaeent courses - Neakness lies in outdated knowledge. None Lack of theological knowledge None Unknown Theological knowledge and background. Knowledge of the content of the Bible. Nhat to do as a pastor of a church. Beliefs and convictions of fundaeental Baptists. Lack of basic Biblical and theological knowledge. Skills necessary to translate the Bible. Bible knowledge Knowledge of the Bible. Church work and pastoral care. Knowledge of theology and theological terns SHORT PHRASE SUHNARY ACADENIC COUNSELING ANALYTICAL THINKING THEOLOGICAL UNDERSTANDING DEVELOP STUDY SKILLS NEHORIZE NATERIALS UPDATED KNONLEDGE -CHRISTIAN EVIDENCES -ARCHAEOLOGY NO FELT NEAKNESSES THEOLOGICAL UNDERSTANDING NO FELT NEAKNESSES NO DATA THEOLOGICAL UNDERSTANDING BIBLE CONTENT PASTORAL NINISTRY BAPTIST THEOLOGY BIBLE CONTENT THEOLOGICAL UNDERSTANDING BIBLE TRANSLATION SKILLS BIBLE CONTENT BIBLE CONTENT PASTORAL NINISTRY THEOLOGICAL UNDERSTANDING APPENDIX 12 Interview Quotations - Student Career Projections Asian Students Responses INTERVIEN QUOTATIONS - STUDENT CAREER PROJECTIONS ASIAN STUDENTS RESPONSES QUESTION: Nhat does the student plan to be doing ieeediately after coepletion of the prograe? ID CODE 10100! 101002 101003 101004 101005 101006 201001 201002 201003 RESPONSE QUOTE Teaching Bible College Pastoring Local Church Bible College Librarian Local Church Christian Education Nork Designing Sunday School Curriculue Pastor of large local church (1000+ attendersl Starting and establishing new churches in Thailand Teaching in Bible School Pastor’s wife - hospitality Personal Counseling Teach one course in Bible School Teach Sunday School Assistant Pastor of large local church (1000+ attendersl Local Church Adeinistration - coordinator of all einistry pro- graes in the church Chief of Staff Adeinister care groups for geographical region Director of one einistgy division of local church Personal Counseling Nissionary - Starting churches, evangelise and discipleship, teaching eusic. Teaching in Bible School Translation work. Nissionary - Evangelise k Discipleship, Adeinistration, Coun- seling. Bible College Teaching. Nissionary - Children's Hinistry, College Student Center Hini- stry (evangelise) Bible College - part-tile 222544 SHORT PHRASE SUNNARY BIBLE COLLEGE TEACHER LOCAL CHURCH PASTOR BIBLE COLLEGE LIBRARIAN LOCAL CHURCH NINISTRY LOCAL CHURCH PASTOR CHURCH PLANTER BIBLE COLLEGE TEACHER LOCAL CHURCH NINISTRY BIBLE COLLEGE TEACHER LOCAL CHURCH ASSISTANT PASTOR LOCAL CHURCH NINISTRY NISSIONARY-CHURCH PLANTER BIBLE COLLEGE TEACHER TRANSLATION NORK NISSIONARY-CHURCH PLANTER BIBLE COLLEGE TEACHER NISSIONARY-CHURCH PLANTER BIBLE COLLEGE TEACHER LOCAL CHURCH NINISTRY ID CODE 202001 202003 202005 202007 202008 303001 404001 404002 404003 404004 404005 404006 404007 501001 INSES RESPONSE QUOTE Pastoring Local Church Nissionary - Cross-cultural evangelise and discipleship; also teaching local church leadership cross-culturally in Bible School context. Bible College Teacher Bible College Adeinistrator Open Air Evangelise Student Caepus Nork Guest Lecturer at Bible Schools and Pastor Seeinars Bible College Teacher Bible College Adeinistrator Bible teacher and adeinistrator in local church. Establishing a Bible School in Rangoon Evangelise, preaching and teaching in local church. Bible College President and Teacher Evangelise and starting local churches. Bible Translation 3" Bible College teaching Pastor local Church Pastor of local church. Teach in Bible College (part-tiee). Evangelise and start local churches. Assistant pastor in local church. Teaching English at Bible College Distribution eanager for Bible Society of Burea Teaching in Bible College SHORT PHRASE SUNHARY LOCAL CHURCH PASTOR NISSIONARY-CHURCH PLANTING BIBLE COLLEGE TEACHER BIBLE COLLEGE TEACHER BIBLE COLLEGE ADNINISTRATOR EVANGELISN BIBLE COLLEGE TEACHER BIBLE COLLEGE TEACHER BIBLE COLLEGE ADNINISTRATOR LOCAL CHURCH NINISTRY . BIBLE COLLEGE TEACHER BIBLE COLLEGE ADNINISTRATOR LOCAL CHURCH NINISTRY BIBLE COLLEGE ADNINISTRATOR BIBLE COLLEGE TEACHER CHUURCN PLANTER TRANSLATION NORK BIBLE COLLEGE TEACHER LOCAL CHURCH PASTOR LOCAL CHURCH PASTOR BIBLE COLLEGE TEACHER CHURCH PLANTER LOCAL CHURCH ASSISTANT PASTOR BIBLE COLLEGE TEACHER ORGANIZATION ADNINISTRATOR BIBLE COLLEGE TEACHER SZEHS QUESTION: Nhat does the student plan to be doing five years after coepletion of the prograe? ID CODE 101001 101002 101003 10l004 101005 101006 201001 201002 201003 202001 202003 RESPONSE QUOTE Teaching Bible College Pastoring Local Church Bible College Librarian Local Church Christian Education Bork Designing Sunday School Curriculue Pastor of local church Start and establish local churches in Thailand Teach in Bible School Leading eoveeent of churches Pastor’s wife - hospitality Personal Counseling Teach one course in Bible School Teach Sunday School Pastor of local Church Bible School Teaching Adeinister care groups for geographical region Director of einistry division within the church Personal Counseling Nissionary - Teaching Bible School 5nd translation work. Bible College Teaching Nissionary - Sunday School curriculue planning and developeent for the Thai Church Bible School - seall part-tine Pastoring Local Church Nissionary - Cross-cultural evangelise and discipleship: also teaching local church leadership cross-culturally in Bible School context. EHORT PHRASE SUNNARY BIBLE COLLEGE TEACHER LOCAL CHURCH PASTOR BIBLE COLLEGE LIBRARIAN LOCAL CHURCH NINISTRY LOCAL CHURCH PASTOR CHURCH PLANTER BIBLE COLLEGE TEACHER LEADERSHIP-NATIONAL LEVEL LOCAL CHURCH NINISTRY BIBLE COLLEGE TEACHER LOCAL CHURCH PASTOR BIBLE COLLEGE TEACHER LOCAL CHURCH NINISTRY NISSIONARY-CHURCH PLANTER BIBLE COLLEGE TEACHER TRANSLATION NORK BIBLE COLLEGE TEACHER NISSIONARY-LITERATURE NORK BIBLE COLLEGE TEACHER LOCAL CHURCH PASTOR NISSIONARY-CHURCH PLANTING BIBLE COLLEGE TEACHER ID CODE 202005 202007 202008 303001 404001 404002 404003 404004 404005 404006 404007 501001 25377 RESPONSE QUOTE Bible College Adeinistrator Bible College Teacher Open air evangelise but with increased eephasis on training other open air evangelists on a relatively seall scale. Bible College Teacher Bible College Adeinistrator Starting new churches Teaching part-tiee at Bible College Adeinistration and teaching in Bible School Evangelise, preaching and teaching in local church Bible College President and Teacher Evangelise and starting local churches. Bible College teaching Evangelise and starting local churches Bible College adeinistration and teaching. Evangelise and starting local churches. Pastor in local church. Teach in Bible School (part-tine). Translating the Bible into native tribal language. Soee type of Christian work outside the country of Burea. Teaching in Bible College SHORT PHRASE SUNNARY BIBLE COLLEGE TEACHER BIBLE COLLEGE ADNINISTRATOR EVANGELISN LEADERSHIP DEVELOPNENT BIBLE COLLEGE TEACHER BIBLE COLLEGE ADNINISTRATOR CHURCH PLANTER BIBLE COLLEGE TEACHER BIBLE COLLEGE TEACHER BIBLE COLLEGE ADNINISTRATOR EVANGELISN LOCAL CHURCH NINISTRY BIBLE COLLEGE ADHINISTRATOR BIBLE COLLEGE TEACHER BIBLE COLLEGE TEACHER LOCAL CHURCH PASTOR BIBLE COLLEGE ADNINISTRATOR BIBLE COLLEGE TEACHER CHURCH PLANTER LOCAL CHURCH PASTOR BIBLE COLLEGE TEACHER BIBLE TRANSLATION NISSIONARY BIBLE COLLEGE TEACHER 253E} QUESTION: Nhat does the student plan to be doing ten years after coepletion of the prograe? II CODE 101001 101002 101003 101004 101005 101006 201001 201002 201003 202001 202003 RESPONSE QUOTE Teaching Bible College Pastoring Local Church Bible College Librarian Local Church Christian Education Bork Designing Sunday School Curriculue Pastor of local church Start and establish local churches in Thailand Teach in Bible School Leading eoveeent of churches Nriting theology in Thai context Pastor’s wife - hospitality Personal Counseling Teach one course in Bible School Teach Sunday School Pastor of local Church Bible School Teaching Adeinister care groups for geographical region Director of einistry division within the church Personal Counseling Nissionary - Teaching Bible School and translation work. Also involved in training Iay leadership. Bible College Teaching Nissionary - Sunday School curriculue planning and developeent for the Thai Church Bible School - seall part-tine Pastoring Local Church Nissionary - Cross-cultural evangelise and discipleship; also teaching local church leadership cross-culturally in Bible School context. SHORT PHRASE SUHHARY BIBLE COLLEGE TEACHER LOCAL CHURCH PASTOR BIBLE COLLEGE LIBRARIAN LOCAL CHURCH NINISTRY LOCAL CHURCH PASTOR CHURCH PLANTER BIBLE COLLEGE TEACHER LEADERSHIP-NATIONAL LEVEL LOCAL CHURCH NINISTRY BIBLE COLLEGE TEACHER LOCAL CHURCH PASTOR BIBLE COLLEGE TEACHER LOCAL CHURCH NINISTRY NISSIONARY-TRANSLATION BIBLE COLLEGE TEACHER DEVELOP LAY LEADERSHIP BIBLE COLLEGE TEACHER NISSIONARY-SUNDAY SCHOOL CURRICULUN BIBLE COLLEGE TEACHER LOCAL CHURCH PASTOR NISSIONARY-CHURCH PLANTING BIBLE COLLEGE TEACHER ID CODE 202005 202007 202008 303001 404001 404002 404003 404004 404005 404006 404007 501001 12255? RESPONSE QUOTE Bible College Adeinistrator Concentrating on training others Teaching in a Bible School Leadership developeent in general Bible College Teacher Bible College Adeinistrator Full-tine teaching at Bible College Adeinistration and teaching in Bible School Evangelise, preaching and teaching in local church Bible College President and Teacher Evangelise and starting local churches. Bible College teaching Evangelise and starting local churches Bible College adeinistration and teaching. Evangelise and starting locdal churches. Pastor in local church. Teach in Bible School (part-tine). Unknown Norking in soee capacity (local churchl for the Bureese Baptist Church. Teaching in Bible College SHORT engage sunnnnv BIBLE COLLEGE AONINISTRATOR LEADERSHIP DEVELOPNENT BIBLE COLLEGE TEACHER BIBLE COLLEGE TEACHER BIBLE COLLEGE ADNINISTRATOR BIBLE COLLEGE TEACHER BIBLE COLLEGE TEACHER BIBLE COLLEGE ADNINISTRATOR EVANGELISN LOCAL CHURCH NINISTRY BIBLE COLLEGE ADNINISTRATDR BIBLE COLLEGE TEACHER CHURCH PLANTER BIBLE COLLEGE TEACHER CHURCH PLANTER BIBLE COLLEGE ADNINISTRATOR BIBLE COLLEGE TEACHER CHURCH PLANTER ' LOCAL CHURCH PASTOR BIBLE COLLEGE TEACHER NO DATA LOCAL CHURCH NINISTRY BIBLE COLLEGE TEACHER 2244(J QUESTION: Does the student plan to do further study after this prograe? ID CODE 101001 101002 101003 101004 101005 101006 201001 201002 201003 202001 202003 202005 202007 202008 303001 404001 RESPONSE QUOTE Yes Yes - as opportunity arises through in-service, extension eode. Yes Yes Yes Yes Probably; as long as it is available through in-service and extension eeans. Not Sure Naybe, depends upon opportunity Yes No Yes Yes Yes Yes Unknown SHORT PHRASE SUNNARY YES YES-QUALIFIED YES YES YES YES YES-QUALIFIED UNKNONN YES-QUALIFIED YES NO YES YES YES YES NO DATA H 32441 ID CODE RESPONSE QUOTE SHORT PHRASE SUHHARY 404002 Unknown NO DATA 404003 Unknown NO DATA 404004 Unknown NO DATA 404005 Unknown NO DATA 404006 Unknown NO DATA 404007 Unknown NO DATA 501001 No NO EDDIE QUESTION: Nhat are the student’s educational goals? ID CORE 101001 101002 101003 101004 101005 101006 201001 201002 201003 202001 202003 202005 202007 202008 303001 404001 RESPONSE QUOTE NDiv, ThN, Doctorate leaybel Doctorate level - Christian Education NDiv, ThN, DNiss, L waybe ThD EdD NDiv, Dhin Unsure ln-Service N.R.E. with soee continuing education beyond. In-Service N.R.E. ln-Service N.R.E. and waybe wore continuing education as avail- able. N.Div. D.hin. ln-Service N.R.E. Doctoral Level degree Thh - 4 years total graduate study Doctoral level degree. Doctorate level - Special Education Unknonn SHORT PHRASE SUNHARY DOCTORAL LEVEL DOCTORAL LEVEL DOCTORAL LEVEL DOCTORAL LEVEL DOCTORAL LEVEL UNKNONN IN-SERVICE N.R.E. IN-SERVICE N.R.E. lN-SERVICE N.R.E. DOCTORAL LEVEL IN-SERVICE N.R.E. DOCTORAL LEVEL NASTERS LEVEL (ADVANCED) DOCTORAL LEVEL DOCTORAL LEVEL NO DATA 324C$ ID_§QD§_ RESPONSE QUOTE SHORT PHRASE SUNHARY 404002 Unknown NO DATA 404003 Unknown NO DATA 404004 Unknown NO DATA 404005 Unknown NO DATA 404006 Unknown NO DATA 404007 Unknown NO DATA 501001 Coeplete with ln-Service N.R.E. (Already possesses extensive lN-SERVICE N.R.E. prior foreal education - Pth APPENDIX 13 Interview Quotations - Important Issues Asian Students Responses INTERVIEN QUOTATIONS - INPORTANT ISSUES ASIAN STUDENTS RESPONSES QUESTION: Nbat are the issues iwportant to the student which he expects or desires to be addressed? ID CODE 101001 101002 101003 101004 101005 101006 201001 201002 201003 202001 202003 RESPONSE QUOTE Holy Spirit and Chariseatic issues. Holy Spirit & Chariseatic Issues Biblical Teaching versus Buddhist culture Evangelise versus social responsibility Centrality and ieportance of local church Relationship of para-church organiztions to local church. Don’t know. Don’t know. Nho Jesus Christ is in light of Buddhise. Separation and Eccueenise. Holy Spirit and Chariseatic Issues. Cults Holy Spirit and Chariseatic Issues Christianity and Buddhist religion and culture Holy Spirit and Chariseatic Issues Liberalise versus Fundaeentalisw Denoeinational distinctives and differences Canonicity - Rowan Catholic Bible versus Protestant Bible Chariseatic Issues - Role ofthe Holy Spirit . Christianity 0 Culture - How to adapt eessage to various Filipino cultures . How to introduce new ideas in a setting controlled by the old school', the 'tradition of the elders'. 244 SHORT PHRASE SUNNARY CHARISNATIC NOVENENT CHARISNATIC NOVEHENT CHRISTIANITY A CULTURE CHRIST. SOCIAL RESPONSIBILITY SIGNIFICANCE OF LOCAL CHURCH LOCAL CHURCH k PARACHURCH ORGANIZATIONS NO OPINION NO OPINION CHRISTIANITY S CULTURE SEPARATION CHARISNATIC NOVENENT CULTS CHARISNATIC HOVENENT CHRISTIANITY A CULTURE CHARISNATIC NOVENENT FUNDANENTAL/LIBERAL CONTROVERSY DENONINATIONAL DISTINCTIVES NATURE OF BIBLE CHARISNATIC NOVENENT CHRISTIANITY A CULTURE NEH VERSUS OLD 224425 ID CODE RESPONSE QUOTE SHORT PHRASE SUHHARY 202005 Christian Separation - Nho can I cooperate with in Christian SEPARATION work. CHRIST. SOCIAL RESPONSIBILITY Social responsiblity - how is the Christian to be involved in CHARISHATIC HOVENENT this? ChariseaticIPentecostal Issues - Speaking in tongues and healing. 202007 Chariseatic Issues - Tongues CHARISNATIC NOVENENT Inerrancy INERRANCY OF BIBLE Rowan Catholic Theology versus Protestant Theology with parti- CATHOLIC VERSUS PROTESTANT cular eephasis on salvation NARRIAGE VERSUS COHABITATION Cohabitation without earriage and illigetieate children. DRUGS Drugs 202000 ChristianILayity power struggles in church - pastors versus LOCAL CHURCH POLITY deacons. DRUGS Drugs CHARISNATIC NOVENENT ChariseaticfPentecostal Issues - the role of the Holy Spirit in SEPARATION the Christian’s life (poleeicl. Issues relating to Christian separation - who can I and should I work with? 303001 Christian living in the non-Christian culture CHRISTIANITY k CULTURE 404001 The nature of the Bible - Inerrancy, inspiration NATURE OF BIBLE Fundaeentalise versus Liberalise INERRANCY 0F BIBLE FUNDANENTALILIBERAL CONTROVERSY 404002 Unknown NO DATA 404003 Unknown NO DATA 404004 Unknown NO DATA 404005 Unknown NO DATA 404006 Unknown NO DATA 404007 Unknoen NO DATA 501001 Christianity and culture - what aspects of the culture are okay CHRISTIANITY k CULTURE for a Christian and which are not. BIBLIOGRAPHY BIBLIOGRAPHY Andrews, 6. 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