Graduate Organizational Leadership Program

Master of Organizational Leadership

Organizational Leadership

615-248-1529

MOL@trevecca.edu

www.trevecca.edu/mol

Organizational Leadership Program Design

This theme of servant leadership is the backdrop for the Master of Organizational Leadership degree. By offering a graduate degree with a focus on leadership and service, Trevecca endeavors to send out professionals who will not simply manage organizations but who will transform those institutions through the power of the Holy Spirit at work in them to effect positive change.

Professionals working in nonprofit organizations, government agencies, or community-based institutions will further enhance their leadership competencies through this interdisciplinary degree designed to apply leadership principles to real-world situations. Learners in this program will examine the art and skill of strategic decision making and problem solving within the political and cultural context of an organization. Working in an online cohort group as well as smaller collaborative learning teams will provide learners the opportunity to utilize technology to test team building and communication skills, a dynamic that mirrors today's real-world meetings, conferences, and project management. Students will take an orientation to the learning management system used for course delivery or course augmentation when they begin the program.

The format and schedule of the Master of Organizational Leadership is designed for working professionals or lifelong learners who may not have access to a local university or who desire to further their education via a Christian institution of higher education. The two-year program includes some time off during the summer.

Greetings

From the Associate Provost and Dean of Academic Affairs

Jesus provided an exemplary paradigm of leadership practices. He modeled servant leadership when he washed the feet of his disciples. In their leadership model, Kouzes and Posner espoused five leadership applications that Jesus lived out in his life and ministry: He modeled the way, inspired a shared vision, challenged the process, enabled others to act, and encouraged the hearts of his followers. Our leadership challenge is to go and do likewise in the institutions we serve.

Carol A. Maxson, B.A., M.A.E, Ed.D.
Associate Provost and Dean of Academic Affairs

From the Director

Welcome to the Master of Organizational Leadership program. The goal of this interdisciplinary graduate degree is to equip students to be effective servant leaders within a variety of organizations. I believe that you will find the learning experience to be enjoyable and enriching. In fact - it can be a life-changing time as you begin to practice immediately the things you learn in each course. Offered entirely online, the program can be completed by anyone living anywhere who has internet access. For those that prefer the face-to-face experience, there are opportunities to complete this program on campus. I know you will find this a rewarding program and I look forward to helping you succeed with your academic goals.

David M. Phillips, B.A., M.A., M.Div., MAED, MSED, D.Min.

Director, Master of Organizational Leadership Program

Professor of Leadership

Dean, College of Lifelong Learning

Master of Organizational Leadership Academic Program

The Master of Organizational Leadership (MOL) program can be completed in less than two years. Each course is six weeks in length offered in both online and face-to-face formats. Online classes are designed as collaborative learning experiences where students are engaged in asynchronous dialog throughout the week. Face-to-face (campus) classes are scheduled to meet one night a week. In addition, students in face-to-face classes will have work and project time outside of the classroom.

The MOL program requires 36 hours (12 courses), with the option of choosing an emphasis in Independent School Leadership. The Independent School Leadership minor is currently offered only in the face-to-face model.

MOL Curriculum

MOL Core Courses

27 hours

MOL 5010

Personal Leadership Development

(3)

MOL 5020

Concepts of Leadership

(3)

MOL 5100

Organizational Culture

(3)

MOL 5110*

Organizational Politics

(3)

MOL 5150

Conflict Management and Negotiation

(3)

MOL 5160

Human Resources, Ethics, and the Law

(3)

MOL 5170

Financial Stewardship in Organizations

(3)

MOL 5180

Cultivating Networks and Fundraising

(3)

MOL 5300

Leading and Building Teams

(3)

MOL 5310*

Leading in Diverse Communities

(3)

MOL 5900

Strategic Planning for Servant Leaders

(3)

MOL 5800*

Special Topics in Organizational Leadership

(3)

Independent School Leadership Minor Courses

9 hours

MOL 5200

Enrollment Management and Marketing

(3)

MOL 5120

Strategic Role of Governance

(3)

MOL 5810

Special Topics in Independent School Leadership

(3)

*These courses will be replaced by those listed under Independent School Leadership for those taking the ISL minor.

Mission Statement

The mission of the Master of Organizational Leadership program is to develop servant leaders who will transform organizations using biblical principles.

Organizational Leadership Student Learning Outcomes

The Trevecca Nazarene University MOL graduate is prepared for expanded roles within his or her organization through enhanced abilities to:

  1. Recognize how personal leadership style, strengths, and skills interact with and impact others in an organization.
  2. Demonstrate Christian values in the role of servant leader.
  3. Connect theories from multiple disciplines to the practice of leadership.
  4. Assess and manage organizational culture, diagnose problems, and lead implementation of change.
  5. Identify and attend to the relationships between leaders and systemic process such as organizational, cultural, behavioral, and political influences on policy change.
  6. Apply knowledge of organizational planning, management of change, oversight of human resources, and leadership consistent with ethical, legal, and regulatory expectations.
  7. Develop constructive means for leaders to communicate, negotiate, and manage conflict in organizational and community settings.
  8. Demonstrate an individual philosophy of ethics, both personal and professional, in leadership situations.
  9. Embrace diversity and tolerance as essential to organizational success, effective leadership, team building, and community partnerships.
  10. Apply theoretical concepts to real-life organizational situations.

Admission

Trevecca Nazarene University assesses the Master of Organizational Leadership applicants on the basis of evidence submitted via application documentation. Applications will be processed upon receipt of all required materials. To be admitted into the MOL program, an applicant must meet these requirements:

  1. Submit a completed Trevecca Nazarene University online application form.
  2. Have earned a bachelor's degree from a regionally accredited institution, with a cumulative undergraduate grade point average (GPA) of 2.5 or higher on a 4.0 scale. All hours from regionally accredited institutions will be considered in calculating the cumulative GPA. Applicants must submit one official transcript* from all colleges and universities attended for undergraduate and graduate work.
    *Official Transcript: a transcript with a registrar's seal from the institution granting credit sent directly to College of Lifelong Learning Admissions, Trevecca Nazarene University, 333 Murfreesboro Rd., Nashville, TN 37210.
  3. Submit a professional resume.
  4. Submit a 500-600 word *Statement of Purpose addressing the following topics:

*The five-paragraph essay is to be formatted in APA style and should reflect your best writing. For help in writing the essay, see Statementofpurpose.com. Your paper will be graded on a 5-point scale, and you must receive a minimum 3.5 to meet the benchmark.

Conditional Admission

If the admissions requirements are not fully met, the Master of Organizational Leadership (MOL) Graduate Program Admissions Committee will review the applicant's file and may grant admittance to the program on a conditional status. A student receiving conditional admission must have at least a GPA of 3.0 at the completion of 9 credit hours in the program. If this condition is met, the student will be granted full standing admission in the program and will be subject to the standard program policies. If the condition is not met, the student is placed on academic suspension. If the student wishes to continue in the program (e.g. because of extenuating circumstances), the student must submit a written request to the MOL Graduate Program Admissions Committee for consideration of whether the student should be allowed to continue under conditional status or be dismissed from the program. If such determination is made by the committee to allow further work under conditional status, then the student must have a 3.0 average after 18 hours in the program. If the student has less than a 3.0 after 18 hours in the program, the student is placed on academic suspension. Students interested in being reinstated should consult the academic suspension policy.

Probation Policy

Any student receiving a grade of C- or less in any course will be automatically placed on academic probation. The student may continue in the program but must repeat that course with a later group. Once the course, which caused the student to be placed on probation, is retaken and a grade of C or better is recorded, the student will return to academic "good standing."

Each student must maintain a cumulative GPA of 3.0 each semester to remain in academic "good standing." If the cumulative GPA falls below 3.0 after the completion of nine hours, the student will be placed on academic probation for the next nine hours of the program. Upon gaining the required 3.0 average, the student will be again in "good standing." However, if the student does not increase the average to a 3.0 during the probationary period, the student is placed on academic suspension. Students interested in being reinstated should consult the academic suspension policy.

Suspension Policy

Students who are on academic suspension may request permission to be reinstated in the program based on a review of the circumstances and information in the particular student's case. If the student under suspension has a GPA of 2.8 or higher, then the student may request permission from the Director to continue in the program.

Students with a GPA less than 2.8, or who have a GPA of 2.8 or higher but were denied permission to be reinstated by the director, may request permission to be reinstated in the program from the MOL Graduate Program Admissions Committee. Requests for reinstatement must be in writing and address the circumstances that resulted in suspension and how the student expects to be successful in completing the program.

If the Director or the MOL Graduate Program Admissions Committee grants reinstatement for the student to remain in the program, then the student will be required to retake courses in the first 18 hours of the program until the GPA is 3.0 or better. After the student attains a 3.0 GPA in the first 18 hours, the student will once again be placed in good standing and may continue the rest of the program. If the request for reinstatement is denied, the student is dismissed from the program.

Grading System

Trevecca Nazarene University's grading system, based on class work and examinations, is as follows:

Description

Grade

Quality Points

Exceptional

A

4.0

 

A-

3.7

Superior

B+

3.3

 

B

3.0

 

B-

2.7

Average

C+

2.3

*Passing

C

2.0

 

C-

1.7

 

D+

1.3

 

D

1.0

 

D-

0.7

 

F

0.0

*Note: A grade lower than a C in a course must be repeated.

Incomplete

"I"

Given for sickness or emergency reasons near end of a course. The incomplete must be approved by the teacher and the program director. The "I" must be removed within six weeks or the grade will be based on points earned for completed work.

Withdrawal

"W"

Granted to a student who officially withdraws from a class before the beginning of the third class meeting. The grade of "W" may be assigned by the program director or the school dean in extenuating circumstances.

Class Attendance Policy

Online Classes:

Students are expected to participate by entering the online class, reading class discussion notes, and responding with discussion notes or assignments on any five days in each week. Any absences may result in the loss of points as detailed in the class syllabus. A 1% grade reduction will be made for each missed day of required attendance. No credit and a grade of "F" will be given after a student misses more than a total of nine required days of attendance in a class or if a student fails to attend in any given week.

Face-to-Face Classes:

Due to the highly concentrated nature of the Graduate Programs, attendance at all classes is mandatory for student success in the course work and the personal and small group relationships facilitated in the class sessions. In addition, attendance records are essential to comply with accreditation regulations. Each professor is required to record attendance at each class. Arriving late or leaving early counts against the student's attendance record and will be recorded by the professor. The attendance report will be sent to the program advisor before the next class session.

If a student experiences a situation, which demands an unavoidable absence, the student is obligated to contact the professor to make arrangements prior to the class meeting. If the absence is unavoidable and if the professor is informed on a timely basis, the following guidelines apply:

  1. Make-up assignments that equate to the time and subject matter missed must be arranged with the professor. There is a limit of one absence during a course for which the professor can make such arrangements.
  2. For any absence beyond the first absence in a course, the student must receive permission from the Director and the course professor in order to continue the course.

The student's academic advisor will monitor attendance records. The policy on extreme absences is outlined below:

  1. When a student misses three classes in the program, he or she will be contacted in writing to ensure that the student will be able to complete the program in a successful manner.
  2. Any student who has accumulated six absences will be on academic suspension. Students interested in being reinstated should consult the academic suspension policy.

Note: All prior absences DO carry over when changing groups except for repeated courses. With the instructor's permission, a student may use remote technology to attend class, provided there is clear live audio/video and the student is able to participate in all activities of the class.

Withdrawal from Courses or the Program

If a student wishes to withdraw from an ongoing class with a grade of W, the student must provide a written request prior to the start of the sixth week of class. The request must be submitted to the student's advisor in the College of Lifelong Learning during regular business hours. If a student attends the sixth week of class, a letter grade must be assigned. Any exceptions due to health or extenuating circumstances must be approved by the Program Director. Students who drop out of a group may continue in a later group with the approval of the Program Director provided students are in good standing and the group selected has space available. Any refund of tuition will be governed by the refund policy which appears in the Financial Services section of this catalog.

Failure to attend class will not constitute an official withdrawal. Tuition will not be refunded, and a grade will be recorded as "F" for a student who stops attending class without going through the formal withdrawal process.

Academic Honesty Policy

Academic honesty is expected of all students at Trevecca Nazarene University. It is an integral part of the educational process where learning takes place in an atmosphere of mutual trust and respect. Each student is responsible to maintain high standards of academic ethics, personal honesty, and moral integrity. Dishonest academic behavior will be dealt with fairly and firmly.

The following types of infractions may result in course failure and/or program termination:

  1. Plagiarism, using another's statements or thoughts without giving the source appropriate credit
  2. Cheating on an exam
  3. Unauthorized multiple submissions of the same paper or major parts of a paper for another assignment
  4. Submitting a borrowed or purchased paper for course credit
  5. Defacing or unauthorized removal of course materials from either the classroom or library
  6. Signing the roll for someone who is not present in class
  7. Falsifying documentation including logs, reading lists and other self-reported items

Identity Fraud

Committing identity fraud is considered particularly serious and could have legal as well as institutional implications. Any student who has another individual impersonate or in any other way commit identity fraud in any course, assignment, exam, or any type of academic exercise will be permanently suspended from Trevecca.

Interventions for Success

Orientation:

An orientation to the MOL program, the Trevecca culture, and instruction on the use of needed technology is required prior to the start of the first class.

Mid-program review:

A personal interview with the student will take place at approximately the mid-point of the program to review the things that have been learned and how the student is progressing. The interviews are designed to provide advice, correction, and encouragement, and to ensure that the student has a clear understanding of the material covered in courses taken.

Graduation review:

A personal interview with the student will take place at the end of the program to review the things that have been learned and how the student felt the program equipped him/her for servant leadership. The interviews are designed to ensure that the student has a clear understanding of the material covered in courses taken and to evaluate the effectiveness of the program.

Note: Student reviews will be face-to-face or use video conferencing technology. To comply with U.S. Department of Education and accreditation requirements, students are required to show a government issued photo I.D.

Technology Usage

Students will complete all (online students) or part (face-to-face students) of their coursework online and will need to have convenient and reliable Internet access for the duration of the program. Students must have access to the Microsoft Office programs: Word, Excel, and PowerPoint.

Tuition and Fees

Tuition

$375.00 per credit hour

Technology fee

$50.00 per course

MOL investment

$14,100.00

*Some additional fees may apply, such as the purchase of textbooks, supplemental course materials, assessments, and the Trevecca graduation fee.

Graduation Requirements

  1. Successful completion of the approved MOL curriculum with a minimum of 36 graduate semester hours of coursework.
  2. A minimum cumulative grade point average of 3.0 or higher. No more than two C grades are permitted in the courses in the program. A third C requires students to repeat one of the three courses in which C's were received. Any course receiving a grade of lower than a C- must be repeated.
  3. Successful completion of the capstone course with a minimum grade of B-.
  4. Candidates for a master's degree must signify their intent to complete the requirements by submitting a completed Application for Graduation form. The form must be received by the date specified under Graduate Academic Policies.
  5. Payment of all tuition and fees.

Organizational Leadership Courses

Descriptions

MOL 5010 Personal Leadership Development(3)

Exemplary leaders recognize that self-leadership is a prerequisite to leading others. Learners in this course examine personal leadership attributes, characteristics, and behaviors. The Myers-Briggs Type Indicator is used to help learners understand their personal preferences, leadership styles, personality differences, and how to use that information as leaders, particularly as servant leaders. This foundation is used to develop learning strategies, a sense of Christian vocation, and the ability to anticipate professional opportunities.

MOL 5020 Concepts of Leadership (3)

Provides learners with a broad overview of leadership strategies and practices in a variety of organizational settings. Leadership theories, processes, and best practices are analyzed and applied with special emphasis on servant leadership. The assignments and readings in this course have been selected to serve three main purposes: (1) to broaden one's understanding of important organizational behavior (OB) topics; (2) to provide exposure to the organizational behavior/leadership literature; and (3) to challenge the student to identify and grapple with their personal philosophy of leadership from a Christian world view.

MOL 5100 Organizational Culture (3)

Examines the various factors that influence the culture of an organization and focuses on the importance of utilizing an understanding of culture to build a well-performing organization. Learners discern the importance of identifying strategic values and, as servant leaders, the importance of listening and empathizing, when attempting to manage organization-wide change.

MOL 5110 Organizational Politics (3)

Investigates the importance of social skills and managerial intelligence in organizations and analyzes organizations from the perspective of internal political systems. Learners recognize, as servant leaders, the ethical use of power and empowerment and how important it is for leaders to understand, exploit, and smother the political climate in an organization to maximize the organizational outcome and satisfaction levels of the people.

*Students taking the Independent School Minor will take MOL 5120- Strategic Role of Governance (3) instead of MOL 5110- Organizational Politics (3).

MOL 5150 Conflict Management and Negotiation (3)

Assists learners in integrating the experiential and intellectual learning components of negotiation and conflict resolution. Learners examine sources of conflict between supervisors and subordinates, as well as between/among peers, with a focus on methods of resolving such conflicts for the betterment of individual, team, and organizational performance. Considerable emphasis will be placed on simulations, role-playing, and cases.

MOL 5160 Human Resources, Ethics, and the Law (3)

Provides an overview of the strategic importance of effective human resource management within organizations. Key functions such as HR planning, job analysis, recruitment, selection, training/development, performance appraisal, compensation, and labor relations are examined. Learners acquire a greater understanding of and appreciation for the impact of values, ethical behavior, and diverse legal and regulatory requirements on the shaping of leadership style, HR practice, and organizational performance.

MOL 5170 Financial Stewardship in Organizations (3)

Provides learners with financial interpretation skills necessary to knowledgably read financial statements and understand how the results of leaders' decisions can impact their organizations' fiscal performance. Topics include basic accounting concepts, fundamentals of finance, budgetary concepts, project cost-benefit analysis, and the general business environment, and how to assess the financial well-being of an organization.

MOL 5180 Cultivating Networks and Fundraising (3)

Invites learners to identify the role of the local, state, federal as well as international social service and mental health organizations and agencies. Learners evaluate or create a communication medium for corporate and community leaders and the appropriate audiences. The elements of fundraising are examined, particularly for nonprofit organizations.

MOL 5300 Leading and Building Teams (3)

Explores research, theories, and models of team performance, including the design and implementation of high-performance leadership in organizations. Assessments, simulations, and case studies are utilized by learners to gain further insight into personality styles, power and influence, trust-building, risk-taking, communication styles, motivational strategies, and team dynamics.

MOL 5310 Leading in Diverse Communities (3)

Examines the interactive impact of leaders on diverse communities. This course asks learners to identify the Christian leadership needed in communities (local, regional, national and international) and to explore the institutional influences of family, religion, education, government, and commerce.

*Students taking the Independent School Minor will take MOL 5200- Enrollment Management and Marketing (3) instead of MOL 5310- Leading in Diverse Communities (3).

MOL 5400 The Leader as Change Agent (3)

Covers the context of change and potential barriers to organizational change efforts. Learners are introduced to a variety of change interventions and best leadership practices to promote employees' acceptance of and enthusiasm for change. As servant leaders, learners recognize the need to consider the human side of institutional change. The leader as change agent is emphasized with attention given to techniques for human resources, process, and techno-structural and strategic interventions to facilitate organizational transformations.

MOL 5900 Strategic Planning for Servant Leaders (3)

A capstone course that surveys models and best practices for organizational strategic planning, including leaders' roles in the planning process and in implementing the plan at various operational levels. Various methods for analyzing and solving problems, as well as decision-making strategies, are examined for utilization as change in organizations' operations becomes necessary. Using the servant-leadership model, learners will discern how to serve others while staying focused on achieving results in line with the organization's values and integrity.

MOL 5200 Enrollment Management and Marketing (3)

The ability to develop innovative marketing strategies to maximize enrollment is a critical factor in the sustainability of independent and Christian schools. The course examines a range of issues that equip learners with information about retention, attrition, and attracting new students. The importance of marketing, branding, and communication will be examined as factors that are essential in understanding enrollment practices and trends.

MOL 5810 Special Topics in Independent School Leadership (3)

Learners will have the opportunity to explore a topic of particular interest and develop a project or paper on the topic. The instructor must approve topics and the instructor will monitor progress toward the completion of the topic.

MOL 5800 Special Topics in Organizational Leadership (3)

Learners will have an opportunity to explore a topic of particular interest and develop a project or paper on the topic. The instructor must approve the topic and will monitor the learner's progress toward the completion of the topic.

* Students taking the Independent School Minor will take MOL 5810- Special Topics in Independent School Leadership (3) instead of MOL 5800- Special Topics in Organizational Leadership (3).

MOL 5120 Strategic Role of Governance (3)

Independent and Christian schools have as a part of their structure a governing Board of Trustees. These trustees have the legal and fiduciary responsibility for the health and sustainability of the school. The course examines the relationship between the governing board and the leadership of the school in an effort to build bonds to live out the mission of the school.

Graduate Organizational Leadership Program Administration

DAVID M. PHILLIPS, Dean, College of Lifelong Learning and Director of Organizational Leadership Program, 2011

B.A., Point Loma Nazarene University, 1973; M.A., Azusa Pacific University, 1986; M.Div., Azusa Pacific University, 1989; D.Min., Fuller Theological Seminary, 1998; M.A.E.D., University of Phoenix, 2004; M.S.E.D., Capella University, 2010.

Graduate Organizational Leadership Faculty

Full-Time Faculty

JAMES E. AGEE, III, Associate Professor of Business, 2000
B.B.A., Eastern Nazarene College, 1994; Ph.D., University at Albany, 2000.

JONATHAN B. BURCH, Associate Professor of Management and Leadership, 2000
B.A., Trevecca Nazarene University, 1997; M.B.A., Trevecca Nazarene University, 1999; Ed.D., Trevecca Nazarene University, 2003.

J. DOUGLAS LEPTER, Professor of Communication, 1992
B.A., Eastern Nazarene College, 1972; M.A., Eastern Nazarene College, 1973; Th.M., Asbury Theological Seminary, 1990; Ph.D., University of Kentucky, 1996.

CAROL A. MAXSON, Professor of Education and Leadership Studies, 2007
B.A., Olivet Nazarene University, 1988; M.A.E., Olivet Nazarene University, 1990; Ed.D., NOVA Southeastern University, 2000.

RICHARD L. PARROTT, Associate Professor of Leadership, 2008
B.A., Eastern Nazarene College, 1974; M.A., University of Missouri, 1975; M.Div., Nazarene Theological Seminary, 1980; Ph.D., Oregon State University, 1983.

DAVE PHILLIPS, Dean, College of Lifelong Learning, Professor of Leadership, 2011
B.A., Point Loma Nazarene University, 1973; M.A., Azusa Pacific University, 1986; M.Div., Azusa Pacific University, 1989; D.Min., Fuller Theological Seminary, 1998; M.A.E.D., University of Phoenix, 2004; M.S.E.D., Capella University, 2010.

SCOTT D. WARD, Professor of Finance, 2006
B.S., University of Southern California, 1980; M.B.A., Indiana University, 1982; M.A., University of Rochester, 1988; Ph.D., University of Rochester, 1992.

LENA HEGI WELCH, Dean of Arts and Sciences, Professor of Communication, 1988
B.A., Trevecca Nazarene University, 1981; M.A., Auburn University, 1983; Ed.D., Trevecca Nazarene University, 2005.

Part-Time Faculty

MARK D. BERRY, 2010
B.S., United Wesleyan College, 1982; M.A., Olivet Nazarene University, 1998; Ed. D., NOVA Southeastern University, 2008.

RAY R. EASLEY, 2012
Th.B., Covenant Foundation College, 1973; M.Div., Anderson University School of Theology, 1979; Ed.D., University of Arkansas, 1987.

SUSAN K. McHARGUE, 2010
B.A., Belhaven College, 1986; M.A., Georgia State University, 1989; Ed.D., University of Georgia, 1999.

WILLIAM R. MOTT, 2012
BA, The University of Mississippi, 1976; MLS, George Peabody College for Teachers, 1978; PhD, George Peabody College for Teachers, 1980.

MICHAEL E. REAGAN, 2010
B.B.A., Georgia State University, 1986; M.A., California State University, 1997; Ph.D., Capella University, 2007.

SHERMAN R. REED, 2012
B.S. Purdue University, 1963; M.Div., Nazarene Theological Seminary, 1971; D.Min., Nazarene Theological Seminary, 1995.

JAMES R. RUSSOM, 2012
B.A., Southern Nazarene University, 1982; M.Min., Southern Nazarene University, 1988; D.Min., Western Seminary, 1998.

ELWOOD EARL SANDERS, 2012
B.A., Wright State University, 1980; J.D., University of Alabama, 1983.

DONALD E. STELTING, 2012
A.B., Southern Nazarene University, 1968; M.A., Southwestern Baptist Theological Seminary, 1971; Ph.D., University of Kansas, 1998.

CARL BERNARD SUMMER, 2012
B.A., Southern Nazarene University, 1960; B.Th., Southern Nazarene University, 1961; M.A., Southern Nazarene University, 1971; D. Min., Fuller Theological Seminary, 1999.