Date
4-26-2024
Department
School of Education
Degree
Doctor of Philosophy
Chair
Laura E Jones
Keywords
academic leaders, biblical worldview, faculty development, Bible college, affective, behavioral, ABHE
Disciplines
Higher Education | Religion
Recommended Citation
Darland, Zane Thomas, "Identifying Faculty Development Strategies: A Phenomenological Study on Affective and Behavioral Dimensions of Worldview Development in Biblical Higher Education" (2024). Doctoral Dissertations and Projects. 5465.
https://digitalcommons.liberty.edu/doctoral/5465
Abstract
The purpose of this hermeneutical phenomenological study is to identify effective faculty development strategies used by academic leaders in biblical higher education to enable their faculty members to foster affective and behavioral dimensions of worldview development in their students. The theories guiding this study are the channeling model of religious socialization and Nkana’s conversionism educational theory as they relate to worldview development in young adults. The hermeneutical phenomenological study focuses on the lived experiences of academic leaders in biblical higher education, exploring their perspectives and practices related to worldview development. The sample included 10 academic leaders from biblical higher education institutions, selected through purposeful and snowball sampling. Data collection involved interviews, a biblical worldview discovery tool survey, and letter writing, with data analysis conducted using coding and thematic analysis. The data was synthesized, identifying four recurring themes related to their experiences in equipping their faculty to develop a biblical worldview in students. First, academic leaders proactively equip their faculty by selecting mission-fit faculty with rich educational and ministry experience whose worldviews align with the institutional mission. Second, academic leaders model biblical worldview integration in their own lives and practices as well as cast a vision for worldview integration. Third, academic leaders equip their faculty by positioning them into established academic, community, and accountability frameworks. Lastly, academic leaders equip their faculty by developing them through planned educational events, mentoring, and peer relationships with particular emphasis on pedagogical training with biblical worldview integration.
