In the Winter 2009 edition of the Journal for Biblical Higher Education, Gregory Linton proposed a method by which “core competencies” could be established and integrated into bible college curriculum. Linton suggested that bible college curriculum is often fragmented, lacking an overarching structure to guide students from lower-level to higher-level competencies. Linton’s prescription was that bible colleges should define and assess competencies to ensure that educational objectives are met. Linton’s article is affirmed as a positive step forward in the promotion of student assessment and institutional effectiveness. This article is intended to be complementary to Linton insofar as the author can provide a general educational theory and practical examples of methodological approaches to competency-based education in theological and ministerial training. Using the Australian Vocational Education and Training (VET) model, a case study will be formulated that describes several field-based methods employed using this approach in an international context. Finally, a brief evaluation will be offered of the model from the perspective of educational methodology and theory.

College professors should get to know not only their subjects, but also their students, inside-out. Otherwise, students may be lost to academic and social predation early in their academic careers. The late Henri Nouwen offers a rich spirituality of teaching in his emphasis upon hospitable teaching, redemptive formation, and learning mobility. Together, these form a caring educational matrix, one very well suited to contemporary students. As the teacher embraces this model, he or she will also need to move from the classroom to the “dining room,” from outcomes to “incomes,” and from core to “cluster” – all with the students. In this way, professors create a spacious opening for students to learn how to make good choices and follow their genuine calling without pressure or manipulation.

This narrative inquiry explores the depths and intricacies of teacher-student relationships at the post-secondary level and asks the question, “How close it too close?” A college sophomore tells the story of his childhood and formative years, including the challenges he faced and the implications for both his current life setting and his future ministry. Josh’s voice represents the diverse needs our students bring to the table, while analysis allows us to investigate appropriate responses as teachers in higher education. Through the telling of his story, the researcher hopes not only to raise issues surrounding boundary development in the classroom, but also shed light on more collaborative models of learning. Both Jewish and monastic schools of thought are mentioned as possible models for Christian educators who seek to think about education as a more communal endeavor. Through better understanding of ourselves and our students, along with openness in collegial relationships, we will be able to discover the amount of investment we may and must offer our students.

This article addresses the diminishing role of lecture in today’s classroom. The first two sections announce lecture’s dethroning as king of education. Lackluster Lecture addresses a chief contributor to this shift in method: the boring lecture. Language of Lecture points to the time-tested tools of oratory. Legendary Lecture reminds the reader of the great speeches of history, and Lay Lecture asks for educators the freedom to lecture that is afforded to clergy. Leadership Lecture and points to the proven impact of public speaking, Living Lecture is a reminder of how words can come alive, and Limited Lecture admits lecture should not be the only tool in an educator’s toolbox.

During my six years of service as chief academic officer, I have come to understand that my initial perceptions of the role were inaccurate, or at least insufficient. The role of academic dean is much broader and deeper than a checklist of organizational tasks to be completed. It is a position of influence, through which the purposes of God can be accomplished in our institutions, if we are willing to serve Him humbly and faithfully.

I planted, Apollos watered, but God was causing the growth. So then neither the one who plants nor the one who waters is anything, but God who causes the growth. The apostle Paul, next to Jesus arguably the most influential Christian teacher, wrote this to the church in Corinth in the middle of the first century (1 Cor 3:6). In the context Paul argues against the tendency to attribute importance to human agency as it leads to factionalism. But in like manner the apostle’s axiom speaks also to the subject of theological education since both Apollos and Paul were teachers of the church.

No matter how many years of experience a person brings to the position, or what level of education has been achieved when entrusted with a leadership role in biblical higher education, the new administrator discovers a need for direction, wise counsel, and role models. This was my experience when I became president at Southeastern Bible College, I faced a variety of complex and challenging issues that underscored my need for wisdom beyond what I personally possessed. In addressing the issue of career paths of Bible college presidents, Steven Ibbotson recognized that “the increasing demands upon a president require a broad range of skills”. The same could be said of any one in a senior leadership position in biblical higher education.

To be named dean of a theological college or seminary is both a great privilege and an immense responsibility. Most come to that position from the ranks of the faculty and find themselves more comfortable in the classroom than in the dean’s office. Their situation is not eased by access to helpful literature. A recent study suggests that the academic deanship is the least studied and most misunderstood position in the academy (Bruess, McLean, and Sun 2003, 2).