Leadership (PhD)

The Doctor of Philosophy in Leadership (hereafter referred to as the PhD in Leadership) is the highest academic degree offered in the theory and practice of leadership. The PhD in Leadership offers an alternative delivery, cohort-based system of study to those students actively engaged in leadership roles in a wide-range of career contexts and who are unable due to life demands to enter a traditional residency program.

The PhD in Leadership is a research-based, terminal degree designed to develop research, leadership, managerial, and educational competencies. The PhD in Leadership further equips candidates for leadership, management, administrative, and faculty roles in churches, mission organizations, faith-based organizations, non-profit organizations, and institutions of higher education. Experienced ministry leaders join a cohort of peers who, together, progress through a prescribed sequence of seminars, develop sustainable habits of scholarly inquiry, and learn to function in a cooperative learning environment.

Purpose

The purpose of the PhD in Leadership is to further prepare and equip demonstrated leaders who show exceptional academic promise in the areas of research, teaching, leadership, or management.

Leadership Philosophy

The program is built upon an analytical framework that understands organizations to be dynamic and developmental in nature. The program promotes a balanced model of leadership that recognizes the importance of biblical values, inspiring vision, godly virtues, and attention to the details of venture management.

Curricular Structure

The Doctor of Philosophy in Leadership program consists of sixty credits and a non-credit Orientation Seminar. PhD in Leadership students complete courses in each competency area of the program. The curriculum is designed as follows:

Orientation Seminar	0 Credit
Servant Leader	8 Credits
Leader-Teacher	8 Credits
Organizational Leader	8 Credits
Change Agent	8 Credits
Researcher-Scholar	28 Credits
Program Total	60 Credits

Locations Offered

Lancaster, PA

Servant Leader

Core competencies integrated into this segment of the curriculum include: Theological Integration, Ethical Decisions, Character, and Values-based Leaders.

LSP 902	Biblical and Theological Foundations of Leadership	4
LSP 903	Character and Ethics in Leadership	4

Leader - Teacher

Core competencies integrated into this segment of the curriculum include: Human Development, Personality Theory, Learning Processes, and Teaching Dynamics.

LSP 904	Personality and Developmental Theory	4
LSP 905	Teaching & Learning: Theory and Practice	4

Organizational Leader

Core competencies integrated into this segment of the curriculum include: Leadership Theory, Management Theory, and Team Dynamics.

LSP 906	Leadership and Management Theory	4
LSP 907	Team Dynamics	4

Change Agent

Core competencies integrated into this segment of the curriculum include: Organizational Culture, Organizational Process, Leading Change, Power Dynamics, and Conflict Resolution.

LSP 909	Organizational Theory and Development	4
LSP 911	Change, Power, and Conflict	4

Researcher- Scholar

Core competencies integrated into this segment of the curriculum include: Research Process, Research Design, Literature Review, Data Collection, Data Analysis, Proposal Development, and Dissertation Writing.

LSP 901	Empirical Research I: Critical Inquiry and Research Design	4
LSP 908	Empirical Research II: Research Problem and Literature Review	4
LSP 910	Empirical Research III: Prospectus and Instrument Development	4
LSP 912	Comprehensive Exams	0
LSP 913	Prospectus: Chapters 1-3	4
LSP 914	Dissertation	12

Program Director

Dr. Kevin Gushiken

Senior Associate Dean for Doctoral Studies

Dr. Gushiken has been serving the local church for nearly 20 years. He served as Associate Pastor of Discipleship and Evangelism in London, England prior to becoming Senior Pastor of Harvard Avenue Evangelical Free Church, a multiethnic congregation in the western suburbs of Chicago for over 17 years. In January 2017, he stepped down from the church to assume his new responsibility as Director of the PhD in Leadership program at Lancaster Bible College | Capital Seminary & Graduate School. In addition to his administrative responsibilities, Kevin teaches courses in Leadership related to Research as well as Character and Ethics. He enjoys shaping Christ-centered leaders who influence the world for the gospel. Dr. Gushiken is passionate about preaching, spiritual formation and holistic spirituality. He believes the church should be a Christ-centered hospital providing hope in a broken and fractured society. He earned a Bachelor of Arts in Business/Economics and a Master of Arts in Missions and Intercultural Studies from Wheaton College in Wheaton, IL. He also received a Masters of Divinity and a PhD in Educational Studies with a minor in Intercultural Studies from Trinity Evangelical Divinity School in Deerfield, IL.

Phone: [phone], ext. 5350 | Email: [e-mail]

PhD Faculty

• Mark G Eckel, PhD
• Debra Johnson, PhD
• Eric Johnson, PhD
• Miles A. Lewis, EdD
• Eugene B. Habecker, PhD
• Ron G. Belsterling, PhD
• Warren Bird, PhD
• Hal K. Pettegrew, PhD
• Philip E. Dearborn, EdD

Educational Philosophy for PhD in Leadership

The PhD in Leadership is built on an applied theory/theology model of leadership study that integrates a biblical worldview with study of the fields of leadership, education, and the social sciences. Since leadership, education, and the social sciences are connected fields of study rooted in a common theory-base, this program enables students to acquire a breadth of knowledge across these disciplines and gain the skills needed to conduct doctoral level research. The following statements express the educational philosophy of this program.

• We believe the Bible provides the philosophical and practical foundations for leadership in any context-therefore, classroom content and scriptural principles are integrated and applied, in every seminar, to professional practice in all contexts including the Church and society.
• We believe that the character of the leader is crucial for impacting leadership practice - therefore, seminars will seek not only to educate the mind, but to nurture the development of biblical character qualities in our students.
• We believe that a doctoral level curriculum should provide a balance between rigorous attention to contemporary scholarship and a focus on the application of that scholarship to professional practice - therefore, seminar content will facilitate a knowledge of and reflection on social science research and theology with the application of learning to the practice of leadership.
• We believe the mentoring process is the most effective means to equip people for the task of doctoral level research - therefore, each student will have a personal relationship with an assigned faculty advisor, who will guide the academic research process from matriculation to graduation.
• We believe adult learners, particularly at the doctoral level, benefit most from participation in a learning community rather than through an individualized academic experience-therefore, doctoral students are encouraged to abandon any competitive habits accumulated during previous years of formal schooling. The research seminar will engage the doctoral student in the giving and receiving of ideas, information, sources, and materials in the context of a community of scholarship. This sort of exchange includes sharing foundational research and advanced research manuscripts with other students for analysis and evaluation. Doctoral students will be expected to ground their research in significant and pertinent literature and to share ideas and resources with their colleagues.
• We believe in life-long education - therefore, seminars will emphasize critical thinking and research skills for maintaining continuing education and development beyond a formal degree program.

Core Competencies for PhD in Leadership

The PhD in Leadership seeks to develop five core competencies in the student. These include:

Servant Leader

As a result of completing the PhD in Leadership program, the student will gain the ability to think and execute skillfully as a servant leader. This core competency focuses on the acquisition of the essential knowledge, heart-level commitments, and skills needed to carry out the servant leadership model. Using both a biblical perspective of servant leadership and a values-based model of servant leadership promoted in leadership literature, this core competency serves as the fundamental distinctive of this program. Servant leaders are driven by a foundational commitment to personal integrity and to the worth and dignity of the follower.

Leader-Teacher

As a result of completing the PhD in Leadership program, the student will gain the ability to think and execute skillfully as a leader-teacher. This core competency focuses on the acquisition of indispensable knowledge and rational skills necessary in comprehending human development processes, learning theory, and the teaching-learning process. Students gain an understanding of the relationship between learning and teaching theory as well as organizational leadership and development. Students explore appropriate teaching modes based on an examination of human development and learning that are applicable to leadership contexts.

Organizational Leader

As a result of completing the PhD in Leadership program, the student will gain the ability to think and execute skillfully as an organizational leader. This core competency focuses on the acquisition of comprehensive knowledge of major leadership theories and related practice. Based on this knowledge, students identify leadership practices appropriate to a church, faith-based organization, non-profit organization, business, or an institution of Christian higher education. Current research in and theories of interpersonal and public communication, leadership, motivation, and group dynamics are examined with a view to the improvement of leadership praxis.

Change Agent

As a result of completing the PhD in Leadership program, the student will gain the ability to think and execute skillfully as an organizational change agent. This core competency focuses on the essential knowledge, theory-base, and skills needed to function as an agent of change within a church, mission organization, faith-based organization, non-profit organization, or an institution of higher education. This competency promotes an understanding of organizational dynamics, management, and change processes including: coordination, administration, and management processes; the role of power, politics, and conflict in organizational development; and the place of strategic planning in the organizational advancement.

Researcher-Scholar

As a result of completing the PhD in Leadership program, the student will gain the ability to think and execute skillfully as a researcher-scholar. This core competency focuses on the development of research skills necessary in the completion of a research doctoral degree. This is accomplished through four primary means.

• Foundational Literature Review: Upon admission to the PhD in Leadership program, participants will be required to read (or review if read previously) a significant literature base before the end of the first term of study. The foundational literature requirement enables students to share a common knowledge base.
• Research Course Sequence: This core competency focuses on the acquisition of the skills required to conducting doctoral level research. Skill development includes identification of the research problem, conducting a literature review, designing of research approach, collecting data, data analysis, and writing of the dissertation. This core competency includes the development of analytical and critical thinking skills necessary to evaluate and interpret research findings. This competency culminates with the writing of the dissertation.
• Mentored Research: All students are assigned a scholar-mentor who will assist them in gaining the skill of research. The mentor will supervise the student's research and serve as the chair of the student's dissertation committee.
• Dissertation: Each candidate for the PhD in Leadership must complete a dissertation based on the candidate's own systematic inquiry into an area of advanced research in leadership. The dissertation is intended to demonstrate competency in research design, methodology, and the ability to think critically. The dissertation allows the student an opportunity to make a substantive contribution to the literature base in the field of leadership and church ministry.

Program Design

Designed for "Life-Engaged" Learners

"Life-engaged" learners are students who are actively engaged in family, church, and professional life while participating in the doctoral program. While the program is intensive in nature, the time required on campus will not necessitate relocation or require students to leave their current leadership context. This is accomplished through an internet enhanced delivery model. Students are physically in residency, two times per year-in October and March. Before and after these sessions, students are involved in an internet enhanced learning environment where interactions and assignments occur online.

A Cohort Community of Learners

The PhD in Leadership is a cohort-based program. Students will enter the program with a group of 10 to 14 other students. This cohort follows a prescribed sequence of courses together. Because cohort learning involves a group of students who start and finish their degree together, students experience a number of educational advantages. Cohort learning, combined in a blended manner with both face-to-face and internet-enhanced learning, offers one of the most effective learning opportunities available to the doctoral student. Genuine, rich and deep relationships will be developed through the course of the program as students support and serve each other in the quest for knowledge. As part of a cohort group, doctoral level students will be expected to ground their research in significant and pertinent literature and to share resources with their colleagues in preparation for onsite seminars.

Internet Enhanced Learning

This program combines faculty-mediated online interaction with face-to-face seminar participation. This model enables students to benefit from a range of educational delivery systems while maintaining the highest standards of academic quality. Students participate in online discussions and other learning activities led by both the professor and fellow students. On-campus interactions involve open dialogue in face-to-face seminar sessions led by nationally renowned and published faculty members.

Using a mediated learning model described above, each course has three learning components.

• Pre-Seminar Component: During the seven and a half weeks prior to each seminar, students complete readings and other pre-seminar assignments. During this component of the course, students are required to participate at least three hours each week in online discussions led by the professor.
• Face-to-Face Component: Seminars will be conducted on campus or at an approved extension site using an accelerated format. Each seminar will consist of 24 hours of face-to-face seminar instruction. Research seminars will engage students in critical reflection with the seminar content.
• Post-Seminar Component: During the seven and a half weeks following the seminar, students complete post-seminar readings and research. Students will also participate three hours each week in online discussions led by students in the cohort.

Graduation Requirements

In order to graduate with the PhD in Leadership degree, the student must have fulfilled all of the following:

1. Complete all course work with a grade of B or higher.
2. Pass the comprehensive exams.
3. Successfully write and defend the dissertation prospectus.
4. Successfully write and defend the dissertation*.
5. Submit the completed dissertation for publication and binding.
6. Fulfill all financial obligations to Capital Seminary and Graduate School.
7. Complete the program within the statute of limitations period as identified in the PhD Handbook.
8. Adhere to biblical standards and ethics in living one's lifestyle.
9. Participate in the graduation and hooding ceremony.

*For students in “All But Dissertation” status in the PhD in Leadership Program:

Completing a Doctor of Philosophy degree is a rigorous process that can span up to 6 years. During the 4-6 years that students are in the program, life circumstances can drastically change making the completion of a dissertation unlikely or even impossible. With that in mind, we have created an option that allows the PhD student who is in “All But Dissertation” status to bring their time in the PhD in Leadership Program to a close with a Master of Arts in Executive Leadership degree instead. This option is available on a case by case basis as determined by the Program Director, Dr. Gushiken. The criteria used to make this determination is as follows:

Students who have completed all coursework and comprehensives in the PhD in Leadership program will be conferred an M.A. in Executive Leadership if they:

• Completed each course in its entirety with at least a B.
• Have chosen to not finish the research phase if a) they felt it was no longer possible due to personal, family, or vocational demands or b) the PhD in Leadership no longer served their vocational pursuits.

Such a degree would NOT be granted if:

• The person failed to meet the academic requirements.
• The person entered the program with the sole intent of not doing the research phase and only receiving the MA in Executive Leadership.
• The person transferred their credits towards another degree. For example, if John chose to transfer into the DMin program and apply the PhD in Leadership courses to the DMin program, the MA in Executive Leadership would not be granted as the same courses would be applied to two different degrees.

Statute of Limitations

• The statute of limitation is six years for the program. Most students will finish course work in three years; therefore, we are looking at three additional years before a person is asked if he/she plans on completing the degree. At this point, either an extension is given for additional time to complete the research or the person receives an MA in Executive Leadership.
• The person officially states in writing that they do not intend to finish the degree either after six years in the program or upon completion of the coursework.

Application and Admission

Admission Criteria - PhD in Leadership Studies

Decisions for admission to the Capital PhD in Leadership Program are made using the following criteria:

1. Completion of the full application process as listed under the Application Process .
2. Admission will be limited to 10 to 14 applicants per cohort group.
3. Preferred applicants will be those engaged in a teaching ministry or non-profit leadership role or those applicants who show exceptional promise for such a role in the future.
4. Applicants must hold an earned and accredited master's degree in an appropriately related field.
5. Applicant's transcripts should reflect a background in biblical, theological, and ministry studies at either the bachelor's or master's level. Those applicants who have not completed course work in biblical, theological, and ministry studies may be required to take "leveling" work to prepare the applicant for the biblical and theological component of the program.
6. Applicants must provide transcript evidence that they have taken a course in statistics at the undergraduate or graduate level. Those applicants lacking this admissions requirement may take CPS 502 Research Statistics for the Social Sciences to meet this requirement. This course will be offered in the summer prior to the start of the PhD program.
7. Applicants must hold a minimum cumulative grade point average of 3.25 in previous master's level work.
8. Applicants must take the MAT (Miller Analogies Test, www.milleranalogies.com) or GRE (Graduate Record Exam, www.ets.org/gre/general/register) and submit their score as per the application process. The test scores may not be more than five years old at the time of application.
9. Applicants must complete the Online Computer Proficiency Form.
10. Applicants whose first language is not English must attain a minimum test score of 600 on the paper-based TOEFL General Test (250 on the computer-based exam or 100 for the Internet-based test) or an equivalent demonstration of the ability to read, write and do academic research in standard English.
11. The applicant must obtain employer permission to enter the program. An Employer Approval Form must be on file as part of the application process.
12. Applicants must submit all of the following forms as part of the Application Process - PhD in Leadership Studies

Application Process - PhD in Leadership Studies

In order to complete an application to the PhD in Leadership program, the applicant will need to complete the following ten steps:

1. Application Form: Complete the application form and submit the $40 application fee. Applications can be completed online or by mail.
2. Personal Testimony: Applicants must submit with the application a personal testimony of faith in Jesus Christ, describing their personal spiritual journey.
3. Recommendation for Admission Forms: Applicants must obtain 5 recommendations (2 academic, 2 character, 1 pastor) using the Recommendation for Admission Form for each.
4. Request Official Transcripts: From all post-secondary schools attended.
5. Employer Approval Form: Applicants must obtain their employer's permission to apply for the program through the completion of the Employer Approval Form.
6. Standardized Testing: Applicants must take and submit official scores for either the GRE or MAT.
7. Computer Proficiency Form: Please complete the online computer proficiency form.
8. TOEFL: Applicants whose first language is not English must also submit scores for the Test of English as a Foreign Language.
9. Personal Vita: Applicants must submit a personal vita. This vita should include, in the following order:
   1. A brief description of previous academic studies
   2. A brief description of rationale and goals for pursuing research doctoral studies.
   3. A brief description of areas of research in which the applicant might have interest in exploring during doctoral studies.
   4. A list of writings the applicant has published, if any.
   5. A detailed description of current occupational responsibilities. The applicant must identify and explain any leadership tasks in which he or she is currently engaged.
   6. A detailed listing of previous ministry and/or experiences indicating the significant tasks and leadership responsibilities, if any.
10. Complete Interview, Field Essay and Research Sample: All applicants must come to campus for an admission interview. While on campus, applicants will be asked to write a field essay on a topic related to leadership. Applicants will receive a reading list and study guide to aide in preparation for the field essay. Applicants must bring a laptop computer to be used in producing the essay. Applicants must also submit a graded research paper written at the master's level.

Application Response

Applicants who have submitted all application materials will be notified of the admissions decision approximately two months prior to the cohort's start date. Five decisions are possible.

1. Full Acceptance - The applicant is fully accepted with no deficiencies or leveling requirements.
2. Accepted with Deficiencies - The applicant is accepted into the program with admission deficiencies identified. The program director will oversee the implementation of a remedial plan towards full acceptance.
3. Accepted on Review Status - The applicant is admitted pending further review. This may be because a part of the application was incomplete (e.g. a score for a test was not received in time) or because the applicant did not meet one of the admissions requirements.
4. Delay - The applicant may receive an application delay. This may be due to the program being filled, a change in the applicant's life situation, or an event preventing the applicant from attending the first program session. Delayed status applicants will not have to reapply to the program but must pay the program down payment fee.
5. Declined - The applicant who is declined will be notified by mail or email. Specific reasons for the decline are not provided.