LEADING EVANGELICAL SEMINARIES IN GERMAN-SPEAKING EUROPE: A TRANSCENDENTAL PHENOMENOLOGY by Johannes Schröder Liberty University A Dissertation Presented in Partial Fulfillment Of the Requirements for the Degree Doctor of Education Liberty University 2016 2 LEADING EVANGELICAL SEMINARIES IN GERMAN-SPEAKING EUROPE: A TRANSCENDENTAL PHENOMENOLOGY by Johannes Schröder A Dissertation Presented in Partial Fulfillment Of the Requirements for the Degree Doctor of Education Liberty University, Lynchburg, VA 2016 APPROVED BY: Fred Milacci, D.Ed., Committee Chair Vernon M. Whaley, Ph.D., Committee Member Bernhard, Ott, Ph.D., Committee Member Scott Watson, Ph.D., Associate Dean, Advanced Programs 3 ABSTRACT This transcendental phenomenology describes the essential experiences of lead administrators of evangelical seminaries in German-speaking Europe. Changes on a global scale in the educational sector are influencing the seminaries, and lead to processes of organizational academization and leadership professionalization. These developments have a profound influence on the role of the leadership of these seminaries. Each of the six lead administrators was interviewed three times to gather in-depth, thick, and rich descriptions of their lived experience with the phenomenon. For triangulation, observations, analyses of documents, and audio and visual data, as well as research memos and journals were included. The theoretical frameworks of spiritual leadership, servant leadership, and workplace spirituality guided the investigative process. Four textures emerged that describe what the lead administrators experience in their role: (a) leading spiritually; (b) leading collaboratively; (c) leading professionally; and (d) leading academically. Further- more, four structures describe how the participants experience the phenomenon of seminary leadership: (a) experiencing leadership as a responsibility; (b) experiencing the negative dimen- sions of leadership; (c) experiencing the positive dimensions of leadership; and (d) experiencing leadership as a spiritual calling. Finally, three essential experiences and three essential influences of the phenomenon could be synthesized from the textural and structural descriptions. The essen- tial experiences include the experience of spirituality, significance and meaning, and relation- ship. The essential influences include professionalization, academization, and diversification. The findings corroborate the literature in several points, but also added to existing knowledge of the phenomenon of leading evangelical seminaries in German-speaking Europe. Keywords: Leadership, Spiritual Leadership, Theological Education, Theological Semi- nary Administration, Transcendental Phenomenology, Workplace Spirituality, Qualitative Lead- 4 ership Research. 5 Dedication This work is dedicated to my son, Daniel Jared, who was born at the beginning of this journey. 6 Acknowledgements I would like to thank my wife, Magdalena, for her continued support and understanding throughout this dissertation journey. She lent me her ear when I tried to conceptualize and delib- erate. She gave me the space to work at a pace and in an environment that was most conducive to my learning and writing style. Her prayers, snacks, and her encouraging, “I am proud of you,” made all of this possible. I would also like to thank my six participants who shared their time, experiences, reflec- tions, and evaluations openly and willingly. They invited me into their lives and helped me expe- rience what they experience in their daily lives as leaders. Despite the obvious power distance, they accepted me and helped me to build a good rapport that led to productive and fruitful en- counters. I am honored to have had the chance to get to know you. Thank you to the people who have set me onto the academic path, and who have encour- aged me to pursue ever higher goals. First, I thank my father, Waldemar Schröder, who champi- oned my pursuits from day one. Second, I thank Dr. John D. Kinchen, III, who became a mentor and friend throughout my undergraduate and graduate years, and who helped me to integrate academics and personal spirituality. I further thank the leadership of EFG Niedernberg, and es- pecially pastor Edmund Seider, for their support and flexibility during the intense weeks of my studies. Finally, I want to thank Dr. Beth Ackermann, who became my unofficial academic advi- sor throughout the doctoral degree. My final thanks are to the committee members that have invested into my life and this study. As an expert of academic seminary leadership, Dr. Bernhard Ott has provided invaluable help with appropriating this study into the European context, and with gaining access to the par- ticipants. As a seasoned educator and leader in theological education, Dr. Vernon M. Whaley 7 encouraged fresh perspectives. He has been a friend, mentor, example, and advocate for me throughout my educational career. Finally, a heartfelt thank you to my mentor, advisor, chair, co- presenter, and friend, Dr. Fred Milacci. His encouragement, insight, compassion, and expertise helped me shape this study and grow as a research scholar. 8 Table of Contents ABSTRACT .....................................................................................................................................3 Dedication ............................................................................................................................5 Acknowledgements ..............................................................................................................6 List of Tables .....................................................................................................................15 List of Figures ....................................................................................................................16 List of Abbreviations .........................................................................................................17 CHAPTER ONE: INTRODUCTION ............................................................................................18 Overview ............................................................................................................................18 Background ........................................................................................................................18 Theological Education ............................................................................................20 Evangelical Situation ..............................................................................................22 Leadership Theories Used in this Study .................................................................24 Situation to Self..................................................................................................................25 My Story .................................................................................................................25 My Position ............................................................................................................28 Problem Statement .............................................................................................................31 Purpose Statement ..............................................................................................................33 Significance of the Study ...................................................................................................36 Research Questions ............................................................................................................38 Research Plan .....................................................................................................................39 Delimitations and Limitations ............................................................................................43 Summary ............................................................................................................................44 9 CHAPTER TWO: LITERATURE REVIEW ................................................................................46 Overview ............................................................................................................................46 Current Situation ................................................................................................................47 The Bologna Process ..............................................................................................47 Evangelical Institutions for Theological Education ...............................................57 Educational Leadership ..........................................................................................58 German Evangelicalism ..........................................................................................61 Theoretical Framework ......................................................................................................69 Spirituality ..............................................................................................................70 Workplace Spirituality ............................................................................................79 Spiritual Leadership ................................................................................................80 Servant Leadership .................................................................................................86 Theological perspectives on servant leadership. ....................................................90 Leadership