Coursework Overview

Participation in the Leadership and Global Perspectives DMin program can be broken into two parallel course sequences:

  • Project Portfolio Research Sequence with Project Faculty: DMIN 750/795, 751, 850/895, 851, 950, 951

  • Lead Mentor 'taught' courses: DMIN 707, 717, 807, 817

Project Portfolio Research Sequence

The six Project Portfolio research courses are designed to give students greater flexibility to engage in research and writing on a ministry Need, Problem, or Opportunity (NPO) of interest to them. Each student is assigned to a small peer group under the supervision of a Project Faculty (PF) member who guides their research through a series of key milestones to generate the final portfolio.

The research course sequence is divided into 3 stages--Discover, Design, Deliver--with milestone assignments to mark the completion of each stage.

  • Year 1 - Discover: Students first explore a Need, Problem, or Opportunity (NPO) from their ministry context. They draw on both expert analysis through an academic and theological literature review and 'grassroots' insight and feedback from ‘stakeholders’ in their ministry context.
  • Year 2 - Design: Students invite peer 'stakeholders' from their context to brainstorm solutions. Out of this process, students identify and test a project prototype to develop in the third year.
  • Year 3 - Deliver. After identifying industry standards for their project, students refine the prototype with potential users. In the final semester, students evaluate their findings and create a launch plan for further developing their project after graduation. An examination committee evaluates the project and launch plan for final approval.

All of the key milestone documents are compiled in the final portfolio for the library archival and digital publication. 

Courses Taught by the Lead Mentor

Dr. Jason Clark serves as the Lead Mentor for the Leadership and Global Perspectives program. Dr. Clark's courses consist of directed readings and cohort-level interaction online. Students explore how to lead in their own contexts from a wide variety of perspectives and disciplines. These courses generally include the following elements:

  • Reading: The Lead Mentor provides a reading list and schedule of books, articles, and websites for students to discuss.

  • Personal Leadership Development Plan (PLDP): Under the Lead Mentor’s guidance, students develop a PLDP that details the student's leadership goals and the steps and practices needed to development their leadership.

  • Online discussion: Students discuss the assigned course materials each week on the public, dminlgp blog platform.

  • Chat: Students meet once a week for a live video conference Monday mornings, Pacific Time. The Lead Mentor facilitates the discussion. The Important Dates page outlines the specific days and times for future cohorts. 

  • Advances: Students join the Lead Mentor and their Project Faculty (PFs) annually for an intensive to interact with scholars and leaders who are making a difference in their context.
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Curriculum Plan

Complete the following:
An interactive course that engages students in synchronous and asynchronous online interaction. The purpose of the course is to provide a forum in which students hone each other's thinking about one's role and philosophy of leadership. Additional course fee may be required.
An interactive course that engages students in synchronous and asynchronous online interaction. The purpose of this course is to overview, understand and critically engage the broad domains and dynamics of globalization and leadership.
An interactive course that engages students in synchronous and asynchronous online interaction. An interactive course in which students explore the nature of leadership from multiple methods and domains, including, theory, behavioural psychology, and theology. This will be brought into contact with an analysis of students own leadership, their ministry place organisational dynamics and history of Christianity. Additional course fee may apply for face-to-face intensive.
An interactive course that engages students in synchronous and asynchronous online interaction. This course functions to distill a vision or "dream" for leadership that arises out of the student's theology of leadership and that guides his or her thinking in the final formulation of the dissertation.
Complete the following:
Introduces research tools and library resources and orients students to the DMin research process. Students identify and articulate their ministry NPO and draft a discovery strategy to explore its contours. Pass/no pass.
A course designed to immerse students in the professional, academic, and theological literature relevant to their research. Students will produce a draft of their Academic Literature Review Essay and present on their findings to their cohort. Pass/no pass.
In this course, students engage key stakeholders from their ministry context in a discovery process to assess the real needs of those impacted by the NPO with a focus on identifying desired outcomes and questions. Students generate a report on their findings. Pass/no pass.
In this course, students identify possible approaches to addressing the NPO. They create several 'low-resolution' prototypes and test them in a series of ‘time-boxed’ iterations. On the basis of what they discover, students identify one idea to pursue for their project. Students generate a report outlining their discovery process and findings.
In this course, students develop their Concept Proposal into a formal proposal for their Summative Project according to design standards for the chosen medium. The proposal identifies project parameters, audience, outcomes, a test group, and metrics for assessment effectiveness. Pass/no pass.
A final research course in which students create a prototype of their Summative Project and test it with a focus group. Students will evaluate and report their findings from the test and develop a post-graduation launch and sustainability strategy. Students will submit their Summative Project and Launch Plan for examination by the Project Faculty, Lead Mentor, and a third external examiner. Once approved, students compile a Project Portfolio to be archived in the University Digital Commons.

To maintain enrollment until project is complete. Pass/no pass.

‡Students must maintain continuous enrollment in the dissertation continuation until completion. DMIN 805 is required for students who do not finish their dissertation research within the minimum 4 hours. DMIN 805 is repeatable each fall and spring semester until the dissertation is finished.

Students must maintain continuous enrollment. DMIN 955 is only required for students who do not complete their project within the minimum program credits. DMIN 955 is repeatable each fall and spring until program is complete.

Curriculum Sequence

Note: Curriculum sequence for cohort starting Fall 2020 adjusted in light of COVID-19. Lead Mentor 'taught' courses begin in Year 2. 

Year 1

Fall Semester (4 hrs)

Course Hours
DMIN 795 Special Study: Identifying the Need / Problem / Opportunity (NPO) 4

Spring Semester (4 hrs)

DMIN 751 Exploring Current Literature Surrounding the NPO 4

Year 2 

Fall Semester (7 hrs)

DMIN 707 Critical thinking and Research Methods (includes First Advance) 4
DMIN 895 Special Study: Discovering Stakeholder Perspectives for addressing the NPO 3

Spring Semester (7 hrs)

DMIN 717 Global Contexts and Leadership 4
DMIN 851 Experimenting with Prototypes 3

Year 3 

Fall Semester (8 hrs)

DMIN 807 Global Leadership Habits, Practices and Dynamics (includes Second Advance) 4
DMIN 950 Designing the Project (includes Final Advance) 4

Spring Semester (8 hrs)

DMIN 817 Contextualising Global Leadership Challenges for Local Contexts 4
DMIN 951 Assessment of the Project 4