1. Programme title and designation Doctorate in Theology and Ministry. 2. Final award Award Title Credit value ECTS Any special criteria

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1 PROGRAMME APPROVAL FORM SECTION 1 THE PROGRAMME SPECIFICATION 1. Programme title and designation Doctorate in Theology and Ministry 2. Final award Award Title Credit value ECTS Any special criteria equivalent Doctorate In Theology and n/a n/a n/a Ministry 3. Nested award Award Title Credit value ECTS Any special criteria equivalent n/a n/a n/a n/a n/a 4. Exit award Award Title Credit value ECTS Any special criteria equivalent MA In Ministerial and Theological Research Where thesis is not attempted or failed 4. Level in the qualifications framework D 6. Attendance Full-time Part-time Distance learning Mode of attendance X Minimum length of programme Maximum length of programme 6 years 9* years 7. Awarding institution/body King s College London 8. Teaching institution King s College London 9. Proposing department DEPS 10. Programme organiser and contact Details Prof. Alister McGrath alister.mcgrath@kcl.ac.uk UCAS code (if appropriate) N/A 12. Relevant QAA subject benchmark/ Theology and Religious Studies Professional, statutory and regulatory body guidelines 13. Date of production of specification June 2003 (modified June 2010) 14. Date of programme review Academic Year 2013/14 *9 years maximum for those registered in Sept 2009 and later. 10 years for students registered prior to this date including 2 year period of interruption. 15. Educational aims of the programme i.e what is the purpose of the programme and general statements about the learning that takes place over the duration of the programme The programme has a core of research and research training designed for professionals engaged in the practice of ministry. Specifically, it aims to: 1. provide skills and opportunities for research into the links between academic theology and the practice of ministry; 2. offer a range of theoretical frameworks that can serve as the basis of research into this

2 interface; 3. develop the necessary academic skills in theological disciplines, and the necessary practices of reflection on professional experience and practice, to inform this research, 4. develop a critical awareness of the ways in which ongoing theological reflection and research can both inform, and be informed by, the practice of ministry; 5. develop a high level of skills of enquiry which will be applied to individual research studies of relevance to participants ministry; 6. form a distinct contribution to the knowledge of the subject and afford evidence of originality by the discovery of new facts and/or by the exercise of independent critical power. 16. Educational objectives of the programme/programme outcomes (as relevant to the SEEC Credit Level Descriptors) The programme provides opportunities for students to develop and demonstrate knowledge and understanding and skills in the following areas: The programme provides a knowledge and understanding of the following: A. A wide understanding and critical awareness of the following subject areas, appropriate to the background knowledge of the wider field which would be expected of any doctoral candidate: 1. the nature of Christian ministry, including its contested descriptions and the appropriate professional values associated with it; 2. the various ways of relating the academic study of theology to the practice of ministry; 3. the nature of reflection on practice, including both what may be gained from it and what problems arise. B. A deeper understanding of particular aspects of the above areas which relate directly to the candidates areas of research, which will include making an original contribution to some aspect of the field. Knowledge and understanding These are achieved through the following teaching/learning methods and strategies: These points will be taught through participation in guided seminars, preparation and discussion of student-led presentations, guided critical reflection on practice, one guided research project and a dissertation. Assessment: These points will be assessed through coursework, and particularly through the two research dissertations required by the programme. Intellectual skills: Candidates will acquire the following skills at various levels, depending on the precise focus of their research projects (thus, candidates whose research involves close textual analysis of ancient documents will be expected to demonstrate the necessary language skills, whereas other candidates may complete the programme with a lower level of textanalytical skills, but more developed skills in other areas): 1. the reading, analysis and interpretation of historical texts Skills and other attributes These are achieved through the following teaching/learning methods and strategies: These skills will be taught through participation in guided seminars, preparation and discussion of student-led presentations, guided critical reflection on practice, and two guided research projects (particularly appropriate to point 6). Assessment: These skills will be assessed through

3 2. the ability to read and use religious texts both critically and empathetically 3. the ability to analyse the interactions between religious traditions and their host cultures; 4. the ability to analyse professional practices in Christian ministry; 5. the ability to make connections between academic frameworks and ministerial practices; 6. the ability to design and implement research projects in an appropriate subject area. Practical skills: Candidates will acquire the following skills at various levels, depending on the precise focus of their research projects: 1. the ability to engage in various forms of theological reflection on practice in order to contribute originally to the development of academic disciplines and/or professional practices; 2. the ability to derive questions appropriate to theological research from practice; 3. a more critical and independent approach to professional practice, involving habitual reflection on own and others practice in the light of theological claims, resulting in adjustment and integration of theology and practice. Generic/transferable skills: Candidates will acquire the following skills at various levels, depending on the precise focus of their research projects: 1. the application of a variety of generic critical and analytic study skills to the study of texts, practices and religious communities, resulting in original contributions to the literature in the area; 2. the ability to employ a variety of methods of analysis and to think independently in addressing questions and issues, possibly resulting in original contributions to the literature in the area; 3. the ability to state arguments and original ideas clearly and concisely, in a way appropriate to communicating research findings; 4. active use of critical reflection. coursework, and particularly through the two research dissertations required by the programme. These are achieved through the following teaching/learning methods and strategies: These skills will be taught through the research methods modules, and through the supervision offered to students in the course of their dissertation work. Assessment: These skills will be assessed largely through the dissertations. These are achieved through the following teaching/learning methods and strategies: These skills will be taught through participation in guided seminars, preparation and discussion of student-led presentations, guided critical reflection on practice, and two guided research projects. Assessment: Points 1-2 & 4 will be assessed through coursework, and particularly through the two research dissertations required by the programme; point 3 will be assessed largely through the dissertations.

4 17. Statement of how the programme has been informed by the relevant subject benchmark statement(s)/professional, statutory and regulatory body guidelines The TRS benchmarking statement is helpful in providing room for a variety of traditions of teaching theology. It explicitly recognises the role of university theology in formation for the practice of ministry, and the programme has been designed with these areas of the benchmarking statement in mind. The skills and knowledge expected of students stand in a close relationship to the benchmarking statement, whilst taking advantage of that statement s recognition that different programmes can have different emphases to stress the aspect of relating theology to ministry in a disciplined and reflective way. Methods of teaching adopted in the various modules have been chosen with the guidance and prescriptions of the benchmarking statement in mind, as have methods of assessment (although the statement is less prescriptive in this area). The continuing education of clergy and other ministerial professionals is an area of growing concern and priority within most Christian churches, as evidenced both by the increasing provision of grants to enable clergy to engage in professional development, and by the requirements that they so do recently introduced, or currently under discussion, in a number of denominations. The Archbishop of Canterbury has stated in support of this programme that the provision of new degrees in this area is a requirement for this to happen effectively. There are not yet any specific guidelines in this area, but a number of sources which point the way towards such guidelines have been consulted. The Working Party of the Archbishops Council has stressed societal and ecclesial reasons for professional development, asking particularly that clergy learn to reflect on the effects of cultural change upon the profession of ministry, the institution of the Church and its mission in the world (The Structure and Function of Ordination Training: The Interim Report (Feb. 2002), p. 27). A number of similar degrees have been developed in the British university sector in recent years. Prof. Paul Ballard s report, Practical Theology Proliferation and Performance: A Report of a Survey of Postgraduate Taught Courses (Holi 10 Religious and Theological Studies) (Cardiff: 2001) offers a survey of institutional practices and intellectual models at MA level, and both the report and conversation with Prof. Ballard have informed the development of this programme. Ballard suggests that central to such courses should be critical awareness of the relationship between theology and the practice of ministry (p. 72). The DThMin differs from a traditional PhD in that it incorporates a significant taught element. This is designed to meet the professional development requirements of professional clergy and ministers for research training, seminar based learning and peer interaction. The DThMin also differs from the traditional PhD in that it requires two extended research based projects. This allows students to link theory and practice through an engagement with a range of theological and empirical methodologies. The educational aims and objectives set out how the programme is designed to enable students to link the academic study of theology and other theoretical frameworks to their professional practice. The programme is not designed as a training for ministerial practice neither does it act as a recognised ministerial qualification for any denomination or church group. Rather it offers advanced study in the way that ministerial practices may be reflected upon, analysed, and critiqued theologically. 18. In cases of joint honours programmes please provide a rationale for the particular subject combination, either educational or academic N/A Which is the lead department and/or School?

5 19. Programme structure Please complete the following table and, if appropriate, to include joint, major/minor or other variations Code = code of each module available for the programme Title = title of each module available for the programme, plus its credit level and credit value Status = please indicate whether the module is introductory (I), core (Cr), compulsory (Cp), one or more of however many modules must be passed to progress (CrCp), (P) professional (i.e. module testing skills/competency that has no credit level or value but is a professional body requirement) or optional (O) for each type of programme. For postgraduate programmes use the "single honours" column Pre-requisite/Co-requisite = where appropriate please indicate whether the module is pre-requisite to another module or co-requisite by noting pre or co and the module code that it is pre/co-requisite to. Assessment = please indicate in broad terms the assessment for the module eg written examinations, coursework (Note: the availability of optional modules may vary slightly from year to year; the following are the modules available at the commencement of the programme) Code Title Credit Level Credit Value Status (I, Cr, Cp, CrCp, P, O) for each type of module Single Joint Major/ Minor Pre-requisite/ Co-requisite (Please note the module code) Single Joint Major/ Minor Assessment Part-time Study First Year 7SSEK001 Theology and Ministry 7 60 Cr 3 x 5000 word assignments Second Year 7SSEK002 The Role of the Minister 7 40 Cr 2 x 5000 word assignments 7SSEK003 Research Methods for the Study of Ministry 7 20 Cr 1 x 5000 word assignments Third Year 7SSEK004 Ministerial Focused Study 7 60 Cr 1 x word report Fourth Year onwards Research based Thesis If a Masters programme, are level 6 credit levels permitted within the programme? No level 6 credits are permitted within the award of the MA 50,000 word thesis

6 Maximum number of credits permitted with a condoned fail (core modules excluded) No condoned fails are permitted. Are students permitted to take any additional credits, as per regulation A3; 5.10? Students are not permitted to take additional credits. Are students permitted to take a substitute module, as per regulation A3, 20.7? n/a Are there are any exceptions to the regulations regarding credits, progression or award requirements? (where relevant the information should also differentiate the particular requirements of pathways within a programme or nested/exit awards) Students must pass all three taught modules to progress on to the Ministerial focused study. For students enrolling from 2009 onwards the following applies. A student who receives a C grade for their MFS and who has received three or more C grades in the taught modules will be regarded by the Exam Board as having not attained the upgrade standard for work at the RBT level. They will be awarded the MA exit award under the normal proviso that they have passed all modules. Any student who has passed all four modules up to the ministerial focused study will be eligible for exit the award of the MA in Ministerial and Theological research Other relevant information to explain the programme structure Please note that new students enrolling on the information provided on this section of the PAF will have these regulations stipulated throughout their programme of study. The only exception to this will be if there are changes made by Professional, Regulatory or Statutory Bodies that are noted to this programme. The programme is offered only in a part-time mode, as we expect students to be continuing in the practice of ministry whilst studying. The first two years of the programme will involve training in research methods through a variety of taught modules. This is followed by a one year research project, inviting students to use empirical methodology to study an aspect of ministry, and then a research project, inviting students to demonstrate their ability to bring theology and the practice of ministry into critical dialogue. The Research Based Thesis is the core of the DThMin; it must make a distinct contribution to the knowledge of the subject and afford evidence of originality by the discovery of new facts and/or the exercise of independent critical power.

7 20. Marking criteria The taught components in the first two years will be assessed formally through six 5000 word papers, using the College s generic assessment criteria for postgraduate programmes - with specific application of the generic criteria being included in each module description. Each assignment will be given a letter grade indicator, but the MA exit award will be classified on a Pass/Fail basis only. The Ministerial Focused Study (MFS) and the Research Based Thesis (RBT) will also be assessed on a pass/fail basis by examination of the thesis ( words for the MFS; for the RBT). The RBT will be examined by viva voce examination. The doctorate is awarded on the basis of successful completion of the Research Based Thesis; all other components are qualifying only. The College Academic Regulations contain substantial detail concerning the assessment of theses presented for specialist doctorates, but the primary requirement is that the thesis should make an original contribution to the study of theology and the profession of ministry, and that the candidate should, through the thesis and the viva voce, demonstrate his/her ability to integrate the various elements of the programme. The assessment pattern relates to the programme content in the following ways. Theology and Ministry: Research into Practice focuses on the relationship between recognised theological subdisciplines (e.g. biblical studies or Church history) and the practice of ministry. This offers a starting point for the discussion of research in Theology and Ministry. The Role of the Minister: Frameworks for Research allows students to explore research patterns within a number of organising discourses e.g. Theological Education or Missiology. These organising discourses offer possible frameworks for research into the relationship between theology and ministry. Empirical Research Methods for the Study of Ministry is a preparatory module for empirical research undertaken in the MSF (Ministerial Focused Study). The RBT (Research Based Thesis) allows for a focus upon one area of research into Theology and Ministry whilst at the same time developing the content and research methods from the previous modules. The RBT may build upon and develop further, work undertaken in the MSF but this not required. This assessment is designed in relation to the programme rationale and the professional development of ministers and clergy. Informal assessment is offered through feedback in group discussion times, feedback on student presentations, and the process of research. Assessment Rationale In addition to the above the programme assessment pattern relates to section 17 of the programme approval form Educational Objectives of the Programme. These are assessed both formally and informally. Formal assessment is by essays of 5,000 words by dissertation of 15,000 words and by thesis of 50,000 words. Section 17 of the Programme Approval Form sets out in detail which objectives are assessed through formal assessment. The writing of essays, a dissertation and a thesis offers a formal, particular and summative focus for the educational objectives of the programme. In particular this form of academic written assessment enables the students to demonstrate their knowledge and understanding, their intellectual skills, practical skills and generic skills in that it: a) offers a focus where students may demonstrate a broad understanding of a subject. b) offers a focus where students may demonstrate a critical awareness within a subject area in relation to background knowledge and the wider field. c) offers a focus where students may demonstrate their intellectual skills in relation to the reading and analysis of historical and religious texts, religious traditions, professional practice and the design and implementation of research projects. The MFS and RBT in particular offer a focus where students may demonstrate the ability to relate practice and theology through theological reflection on the profession of ministry The MFS and RBT in particular offer a focus where students may demonstrate their ability to relate the critical study of texts to practice, use a variety of methods of analysis and critical reflection in

8 relation to practice and develop clarity of argument and expression. The required viva voce examination for the RBT will provide a further opportunity for students to demonstrate knowledge, understanding and skills set out above in (a-c). The viva in particular allows for a demonstration by the student of acquired knowledge and skills of clarity in analysis, argument and expression. 21. Particular features of the programme which help to reduce the barriers experienced by disabled students and ensure that the programme is accessible to all students who meet the entry requirements Taught sessions are conducted in buildings with adequate disabled access and whenever possible course materials are made available in electronic form, to enable the application of reading aids.