A comparison of values and aspirations of the members of the board of trustees and of the faculty at two theological schools in Kenya
The purpose of this study was to examine the values and aspirations of the members of board of trustees and of the faculty at two theological schools in Kenya as they relate to theological education, accreditation, selection of new faculty, and dynamics of relationships. The sample consisted of 20 faculty members and 17 members of the board of trustees. The interview protocol consisted of 11 items presented in four sections. Section I consisted of questions that assessed perspectives on theological education. Section II elicited participant's opinions concerning accreditation. Section III focused on choices of new faculty. Section IV assessed the dynamics of relationships within each school. Data were gathered through a structured interview format and analyzed through content analysis method. The results of the study revealed the following: (a) participants in both schools interpreted the greatness of their schools in terms of the emphasis on the training of church workers and on the maintenance of high academic standards to accomplish that goal; (b) participants understood the vision of their respective schools as the training of pastors and leaders for the church; (c) participants viewed the faculty, the board of trustees, and the church, in that order, as the key players in the realization of the vision of their respective schools; (d) participants perceived lack of shared vision and lack of adequate funding as the major obstacles to the realization of vision of their respective schools; (e) in both schools, development of contextual theology and training of pastors were seen as the most urgent task of theological education in Kenya; (f) in both schools, the faculty and trustees are generally rated as either not prepared or somewhat prepared; (g) poor national economy and secular and materialistic worldview were cited as the greatest threats to theological education in Kenya; (h) accreditation with the government and with Accrediting Council for Theological Education in Africa was perceived as being beneficial in some ways and disadvantageous in others--the major suspicion against accreditation with the government is that it might interfere with the purpose of the schools; the main setback with ACTEA is its requirement that 50% of funding must come from Africa; (i) the preferred faculty candidate is a person with a relevant master or doctoral degree earned in an African seminary or university, a strong background of spiritual formation and ministry experience; (j) in both schools, conflicts seem to revolve around student admission standards, institutional purpose, and lack of effective communication between the board and the faculty.