Korean Doctor of Ministry Program

Program Delivery

The KDMN program will be delivered over two years through intensive course segments at NBS, which is located on the TWU campus at 7600 Glover Road, Langley, B.C. Four semesters are scheduled over a two year sequence.

Semester One     October 13, 2015 to March 31, 2016. Courses are KDMN 900A (1.5 credits), KDMN 906 (3 credits), KDMN 910 (3 credits), KDMN 920 (3 credits). Students register for courses by October 1.

Semester Two     April 12, 2016 to September 16, 2016. Courses are KDMN 900B (1 credit), KDMN 905 (3 credits), KDMN 907 (3 credits), KDMN 921 (3 credits). Students register for courses by April 1, 2016.

Semester Three  October 11, 2016 to March 31, 2017. Courses are KDMN 900C (.5 credit), KDMN 908 (3 credits), KDMN 909 (3 credits), KDMN 950 (3 credits). Students register for courses by October 1, 2016.

Semester Four    April 11, 2017 to October 27, 2017. Courses are KDMN 911 (3 credits) and KDMN 951 (3 credits). This semester incorporates the dissertation presentation and exam. Students register for courses by April 1, 2017.

The courses involve intensive face-to-face sessions (minimally 25 hours),  assigned readings and critical reviews completed before the students meet in the classroom, and significant written research papers or project assignments due 60 days afterwards. Some courses will be taught in English with simultaneous translation and other courses will be taught in Korean.

In addition candidates will complete two mentored, context-based courses related to their specific vocational leadership context. The mentored, context-based courses will follow specific templates and the candidates will develop their personalized learning process for these courses as part of the KDMN 900 course requirements. These courses are completed in January – March and June to August in between the first, second and third on campus course sequences. These courses include the following components:

  1. Candidates work with the faculty person leading KDMN 900 to identify a project that enables the individual to explore deeply themes related to mentoring, coaching, and equipping global Christian leaders (KDMN 920) or to power, conflict, governance and staffing in global leadership contexts (KDMN 921).
  2. A project will require 120 hours of readings, applied leadership practice, reflection, and written assignments. It will be shaped by specific learning outcomes related to KDMN 920 or 921.
  • As each project is developed the candidate will identify and propose a mentor who can collaborate with the faculty person leading KDMN 900 in guiding, coaching and evaluating the student’s achievement of specified outcomes.
  1. The goal is for the candidate to develop some skill in active learning. This is an adult learning practice whereby an individual is able to learn through his or her leadership experience through guided reflection and evaluation.
  2. The candidate will develop a reading list of resources pertinent to the KDMN 920 or 921 outcomes and the achievement of the specific project identified by the candidate. It should include at least 1500 pages of reading materials. The list has to be approved by the faculty member leading KDMN 900.
  3. The candidate in each mentored, context-based course, will produce three kinds of assignments:
    • A review and evaluation of the written resources selected for this project (15 pages).
    • A reflection paper that reports how the project proceed and the key learnings that the candidate achieved through this experience (15 pages).
    • A formal paper in which the candidate researches a key issue which he or she identified during the project and to which he or she proposes solutions (15-20 pages).

 

A dissertation proposal is developed and approved normally by the end of the first year and completed during the second year of the program. The dissertation defense occurs during the fourth campus visit (third October session). The candidate should read carefully the dissertation manual in order to understand the dissertation’s nature, design, and production. Much of this will be discussed in detail in KDMN 900/901 as the candidate learns how to develop and present a dissertation proposal. The dissertation is written in Korean, but contains a 20 page English language summary, which is the responsibility of the student to produce and include with the dissertation when it is submitted for evaluation.

LANGUAGE OF INSTRUCTION

Academic quality is assured by the faculty and staff qualifications as per NBS hiring and academic policies. At least one key program leader will possess proven fluency in both Korean and English. At least half of the faculty involved will have ability to teach directly in Korean. In the event that translators are required, these will have demonstrated competence. The program director in consultation with the NBS Dean will determine which courses will be taught by which faculty. A schedule of courses and faculty presenters will be developed and maintained by the program director. The scheduled should be affirmed at least twelve months in advance.

As the program is implemented, the English-speaking instructors will utilize a bilingual teaching assistant, who will follow marking templates developed in collaboration with the faculty member. The bilingual teaching assistant will become familiar with the course content and perspectives of the instructors by attending the courses once prior to marking assignments. Furthermore, the bilingual program leader who will be participating in KDMN 900 will take responsibility for evaluation of coursework. In the case of the dissertation, students will be required to submit a 20 page English language summary as part of the dissertation. This team approach to the curriculum should ensure that academic quality in the evaluation of assignments and the awarding of grades is sustained.

Contextualization will permeate the program through the bilingual faculty and staff. It will be introduced in KDMN 900, where elements that deal with cross-cultural educational realities such as critical thinking skills, North American graduate education expectations, research elements, in-course interactions, and context-based learning, will be addressed with the help of bilingual instructors.

ACADEMIC INTEGRITY

Students are expected to be familiar with the requirements of academic honesty and to adhere to the principles of academic integrity as outlined in the Plagiarism and Academic Dishonesty Policy. Please review the section in the Student Handbook on Academic Integrity.