The Development and Evaluation of a Master's Level Spiritual Formation Course at International Leadership University Kenya

Gary Lenox McKnight

Etd

The Development and Evaluation of a Master's Level Spiritual Formation Course at International Leadership University Kenya

Öffentlichkeit Deposited

MLA citation style (9th ed.)

Gary Lenox McKnight. The Development and Evaluation of a Master's Level Spiritual Formation Course At International Leadership University Kenya. rim.ir.atla.com/concern/etds/8cb28fbe-f5ff-43d0-8c3a-aa4517aa55f7?locale=de.

APA citation style (7th ed.)

G. L. Mcknight. The Development and Evaluation of a Master's Level Spiritual Formation Course at International Leadership University Kenya. https://rim.ir.atla.com/concern/etds/8cb28fbe-f5ff-43d0-8c3a-aa4517aa55f7?locale=de

Chicago citation style (CMOS 17, author-date)

Gary Lenox McKnight. The Development and Evaluation of a Master's Level Spiritual Formation Course At International Leadership University Kenya. https://rim.ir.atla.com/concern/etds/8cb28fbe-f5ff-43d0-8c3a-aa4517aa55f7?locale=de.

Note: These citations are programmatically generated and may be incomplete.

Schöpfer

Gary Lenox McKnight

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In Copyright

Abstrakt

This research project evaluates the effectiveness of a redesigned master’s course in spiritual formation at promoting the spiritual formation of students at International Leadership University in Nairobi, Kenya. An intensive, two-week period of onsite instruction in Kenya would be followed by three months of student distance work. The redesign also incorporated more of what I had learned in my Doctor of Ministry studies in spiritual formation as well as my growing awareness of contextual factors in Kenya.I argue that spiritual formation or transformation involves changes in the individual’s: (1) thinking (the cognitive domain); (2) feelings, attitudes, and values (the affective domain); and (3) behaviors (the behavioral or psychomotor domain). Thus, the effectiveness of the course redesign was evaluated based on evidence that participation led to increased (1) understanding of spiritual formation, (2) virtue in specific areas of character associated with spiritual formation, and (3) frequency of several specific types of behavior associated with spiritual formation.The limited number of students enrolled in the class necessitated a qualitative approach to evaluation, so a focus group research design was chosen. Questions were designed for group discussion to solicit student feedback on course effectiveness. One discussion was held at the end of the two weeks of onsite instruction, while another was held at the end of the course. Additional information was obtained through self-report survey instruments administered at the beginning and end of the course to measure the students’ (1) understanding of spiritual formation, (2) virtue in specific areas of character associated with spiritual formation, and (3) frequency of several specific types of behavior associated with spiritual formation.The responses to both the focus group questions and the survey instrument questions support the effectiveness of the redesigned course in promoting the spiritual formation of the students cognitively, affectively, and behaviorally.

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