1. The question concerning “quality”
in theological education in
particular and higher education in
general
Challenges and Promises of Quality Assurance in
Theological Education:
Ecumenical and Multi-Contextual Inquiries
WOCATI Consultation
4-8 July 2011
Johannesburg, South Africa

2. Lester Edwin J. Ruiz, PhD
Director, Accreditation and Institutional Evaluation
Association of Theological Schools
Commission on Accrediting
Pittsburgh, PA USA 15108
ruiz@ats.edu
Please do not reproduce without author’s permission

3. Introduction: contextual
assumptions

4. Mapping the presentation
State of the The question of
question transformation
• Purpose
• Dimensions • Questions
• Contextual • Comments
assumptions • Areas
• Dimensions • Examples: • Transformation • Complaints
• Personal
• Goals accreditation, • Practice • Reformulati
context
• Structures curriculum, • Pedagogies ons
• State of the assessment • Questions about
industry quality
Introduction
The question Discussion
of quality

5. 5
Personal (diasporic) context
Accountabilities
(Grace)
Desires
Vulnerabilities Hopes Risks
(Humility) Passions (Trust)
Struggles
Contingencies
(Differences/Pluralities
Locations/Positionalities
Limits

6. Academic and professional
theological/higher education:
Status quaestionis

7. 7
Dimensions of the question
Substantive/Definitional
Difference/Diversity
Methodological Metatheoretical
Dialogue/Inclusion
Institutional/Political

8. The goals of academic and 8
professional (theological) education
Contextualization
Transformative
Performance Interpretation
imagination
Formation

9. General structure of academic and 9
professional (theological) education
The transformation
of our world
(Mondialisation)
(Theological) (Theological)
(Theological)
Curricula: Scholarship:
understanding
Explicit/Implicit/Null Learning, Teaching, Research
(Engaged)
Communities
of faith, practice, and
Competence

10. Dimensions of academic and professional 10
(theological) education
Governance
Academic/
Institutional
Faculty Professional
resources
Education
Students

11. The state of the question:
A North American perspective
*All data on ATS member schools from ATS database

12. Theological education:
The state of the industry
Geography, diversity,
institutional character and
size as conditions of
quality

13. The ATS Community of Schools

14. The ATS Community of Schools:
Distribution of Schools and Enrollment by
United States and Canada
Distribution of ATS Schools Relative Head Count Enrollment by
by Country Country and Ecclesial Family, 2010
70%
60% 62%
14% 50%
48%
40%
37%
30%
28%
20%
86%
10% 15%
10%
0%
Canada (HC = 5,466) U.S. (HC = 70,432)
U.S. Canada Evangelical Mainline Roman Catholic/Orthodox

15. The ATS Community of Schools: Distribution of
Schools and Enrollment by Ecclesial Family
Schools Students
10%
21%
39%
29%
61%
40%
Evangelical Evangelical
Mainline Mainline
Roman Catholic/Orthodox Roman Catholic/Orthodox

16. The ATS Community of Schools:
Most Recent Institutional Characteristics
Most Recent
Institutional Characteristics Total ATS
Number of schools 261
HC enrollment 2010 75,898
HC enrollment 2009 75,500
Total expenditures 2010 $1,720,000,000
Total expenditures 2009 $1,684,000,000
Total endowment 2010 $6,430,000,000
Total endowment 2009 $5,800,000,000

17. US Colleges and Universities
Type of Institution Number
Public 4-year institutions 653
Public 2-year institutions 1,127
Private 4-year nonprofit institutions 1,551
Private 4-year for-profit institutions 530
Private 2-year nonprofit institutions 183
Private 2-year for-profit institutions 893
Total 4,937
ATS member schools 261
Source: The Chronicle of Higher Education, August 27, 2010

18. Theological education:
The state of the industry
Institutional
resources as a
condition of
quality

19. Adjusted unrestricted revenues, expenditures,
and surplus (deficit), all independent schools
$2,000
$1,800
$1,600
$1,400
$1,200
$1,000
Millions
$800
$600
$400
$200
$0
-$200
1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010
Adjusted Revenues Expenses Surplus (deficit)

20. Revenue and expenditures for US colleges and universities,
Fiscal Year 2008
250 224
Billions
200 215
150
133
100
50
50 46 Revenue
139 1 1 2 2
0 Expenditures

21. Expenditures for education, institutional
support, and scholarship in ATS schools
$900
$800
$700
$600
$500
Millions
$400
$300
$200
$100
$0
1996 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010
Education (Instruction, Library, Academic Support)
Institutional Support (All Other)
Scholarship

22. Adjusted expenditures for education, institutional
support, and scholarship in US colleges and
universities, Fiscal Year 2008
80,000
Millions
70,000
60,000
50,000
40,000
30,000 Instruction
20,000
10,000
0 Institutional
Support
Scholarship
Source: Chronicle of Higher Education, August 27,2010

23. Endowment, R&D, and library expenditures of the
top five research universities in the US, Fiscal Year 2008
30,000
MIT
Utexas
Millions
Princeton
Stanford
Yale
Harvard
25,000
Endowment
20,000
R&D
15,000 Expenditures
Library
10,000
Expenditures
5,000
0
Source: Chronicle of Higher Education, August 27, 2010

24. Average expenditures per FTE student
by school size
$50,000
$45,000
$40,000
$35,000
$30,000
$25,000
$20,000
$15,000
$10,000
$5,000
$0
1996 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010
0-150 151-500 501-1000 1000+

25. Surplus/deficit in independent schools,
FY2001-FY2010 (adjusted revenues – expenses)
100%
90%
80%
70%
60% Deficit >$2million
50% Deficit $1-$2million
Deficit $0-$1million
40%
Surplus
30%
20%
10%
0%
2001 2002 2003 2004 2005 2006 2007 2008 2009 2010

26. Primary reserve capacity/flexibility, freestanding schools,
June 2008, June 2009, June 2010
100%
10% 7% 9%
90%
18%
80% 21% 20%
70%
60% More than 6 years
37%
50% 42%
41% 3–6 years
40% 1–3 years
6 months–1 year
30% 19% Less than 6 months
14%
20% 15%
10% 19% 16%
12%
0%
June 2008 June 2009 June 2010

27. Theological education:
The state of the industry
Students
as conditions of
quality

28. 2008
US
Population
Projection
by
Race
500
450
400
350
300
in
millions
250
200
150
100
50
0
2010 2020 2030 2040 2050
Other Asian African
American Hispanic White

29. 0%
2%
4%
6%
8%
10%
12%
14%
1977
1978
1979
1980
1981
1982
1983
1984
1985
1986
1987
1988
1989
1990
1991
1992
1993
1994
1995
1996
1997
1998
1999
2000
in ATS Schools, 1977-2010
2001
2002
2003
2004
2005
2006
2007
Relative Racial/Ethnic Presence
2008
2009
2010
visa
asian
black
hispanic

30. Total enrollment by race and gender,
1993-2010
80,000
70,000
60,000
50,000
RE Female
40,000 RE Male
30,000 White Female
White Male
20,000
10,000
0

31. Enrollment by degree category, 1993-2010
90,000
80,000
70,000
60,000 Other
50,000 Adv Acad
Adv Prof
40,000
Acad MA
30,000
Prof MA
20,000 MDiv
10,000
0

32. Women as percentage of total enrollment
by degree programs, 1981-2010
60%
50%
40% MDiv
Prof MA
30% Acad MA
Adv Prof
20% Adv Acad
Other
10%
0%
1981 1986 1991 1996 2001 2006 2010

33. Enrollment by age category
100%
90%
80%
70%
60% 50+
50% 40-49
40% 30-39
30% <30
20%
10%
0%
1995 1997 1999 2001 2003 2005 2007 2009
Median age during this period has been between 32-33 even as age categories shift.

34. Growth in Patterns of
Program Delivery by Ecclesial Family
Head Count Enrollment in Extension Centers
in which half or more of the credits required
for an ATS-approved degree may be earned, 1995–2010
40,000
35,000
30,000
25,000
20,000
15,000
10,000
5,000
0
1995
1996
1997
1998
1999
2000
2001
2002
2003
2004
2005
2006
2007
2008
2009
2010
Evangelical Mainline Roman Catholic

35. Fall 2010 completions
Duration in years – MDiv & Prof MA
MDIV Total Average Estimated
Completions Duration Completion
All ATS 6629 4.3 79%
Evangelical 3185 4.4
Mainline 2896 4.1
RC/Orthodox 548 4.4
PROF MA Total Average
Completions Duration
All ATS 2947 3.7
Evangelical 2240 3.7
Mainline 293 3.6
RC/Orthodox 414 3.8

36. Full-time position expected after graduation,
MDiv students, GSQ
60
50
Percentage of Respondents
40
30
20
10
0
2002 2003 2004 2005 2006 2007 2008 2009 2010
Male - Parish Ministry Male - Undecided
Female - Parish Ministry Female - Undecided

37. Level of satisfaction with progress in skills
related to future work, GSQ, MDiv students
(-2 – Very dissatisfied / 2 – Very satisfied)
Ability to think theologically
Ability to use Scripture
Ability to relate social issues
Knowledge of own tradition
Ability to preach well
Ability to conduct worship
Ability to lead others
Knowledge of church doctrine
Ability to teach well
Knowledge of Christian ethics
Ability in pastoral counseling
Ability to give spiritual direction
Knowledge of church polity
Knowledge of other traditions
Ability to administer parish
-2 -1 0 1 2

38. Educational debt brought
by all students, ESQ
100% 6% 9% 9% 10%
90%
80%
70%
60%
50%
40%
30%
52% 51% 48% 48%
20%
10%
0%
2007-08 2008-09 2009-10 2010-11
None <$10,000 $10-20,000 $20-30,000 $30-40,000 >$40,000

39. Educational debt incurred
at seminary by all students, GSQ
100%
12% 14% 15% 16%
90%
80%
70%
60%
50%
40%
30%
46% 43% 46% 43%
20%
10%
0%
2006-07 2007-08 2008-09 2009-10
none less than $10,000 $10-20,000 $20-30,000 $30-40,000 >$40,000

40. Significance of financial aid
in decision to attend school, ESQ
30
25
Percent of Students
20
2004-05
15
2006-07
2008-09
10
2010-11
5
0
No Great Greatest Did Not Apply
Significance Significance Significance

41. Theological education:
The state of the industry
Faculty
as a condition of
quality

42. The Changing Context
— “We take as our point of departure a bold and
unqualified assertion: American higher education
and the academic profession that serve it are on
the edge of an unprecedented restructuring that
is changing the face—indeed, even the very
meaning—of higher education.”
Jack H. Schuster and Martin J. Finkelstein, The
American Faculty, 2006.

43. The Changing Context
— The coming change is unprecedented due to
two powerful conditions that reinforce each
other:
— The sheer number of institution-molding forces that are in
play, and
— The stunning rapidity with which these forces are reshaping
higher education.

44. Full-Time Faculty by
Racial/Ethnic Group, 1991-2010
100%
90%
80%
70% Asian
60% Black
50% Hispanic
40% Native American
30% Visa
20% White
10%
0%
1991 1995 1999 2003 2007 2010

45. Relative Racial/Ethnic Presence
in Students and Faculty, 1991 vs. 2010
100%
90%
80%
70%
Asian
60%
Black
50%
Hispanic
40%
Na@ve
American
30%
Visa
20%
White
10%
0%
Students
Faculty
Students
Faculty
1991
1991
2010
2010

46. ATS Faculty
Total New Hires
2008 3,676 420
2009 3,629 339
2010 3,566 226
Total New Hires
(2010)
Men 77% 73%
Women 23% 27%

47. Median Age of FT Faculty, Fall 2010
Professor Assoc. Prof Asst. Prof Other
M F M F M F M F
All FT Faculty 60 58 51 53 42 45 51 46
New FT Faculty 59 55 53 53 42 39 44 51
Tenure Status of FT Faculty, Fall 2010
Professor Assoc. Prof Asst. Prof
ALL FT Faculty -
Tenured 73% 68% 54%
NEW FT Faculty -
Tenured 48% 48% 46%

48. Growth in PT Faculty, 1993-2007
200%
180%
160%
140%
120%
100%
80%
60%
40%
20%
0%
ATS Research, Research, Master's Master's Bachelor's 2-year, All higher
Schools private public private public public education

49. Part-time faculty as a percentage
of all faculty in ATS schools, 1990-2010
60%
50%
40%
30%
20%
10%
0%
1990 1992 1994 1996 1998 2000 2002 2004 2006 2008 2010
Part-Time Head Count as % of Total Head Count
Part-Time FTE as % of Total FTE

50. Average Total Compensation for
Administrators and Faculty in US Schools,
2000-2010
$180,000
$160,000
$140,000
$120,000 CEO
$100,000 CAO
$80,000 Professor
Assoc Prof
$60,000
Asst Prof
$40,000
$20,000
$0
2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010

51. Comparison of PhD training
and current work responsibilities
(-2 - not at all effective or important / 2 - very effective or important)
Teaching
Scholarship
Student Formation
Service
Administration
-2 -1 0 1 2
Importance in Current Work Effectiveness of PhD Training

52. Changes in Faculty Work
— Assessment of Student Learning
— Educational Technology: Access vs.
Formation
— Changes in Faculty Culture
— Workload
— Questions about tenure
— Definition of “the faculty”
— The Church
— Definition and needs
— Is the work for the church valued by the school?

53. Quality

54. 54
The Purpose of quality
Transformation
(Improvement)
Curriculum Normative
Assessment
(Goals) orientation
Relevance

55. 55
Dimensions of quality
Credentialing
Institutional
Accreditation Licensing
Mission
Quality Assurance

56. 56
Areas of quality
Governance
Authority, Structure, Process
Institutional and Degree
Faculty Resources
Program
Learning, Teaching, Research Personnel, Financial, Physical
Standards
Assessment/Planning
Student Learning, Program, Institutional
(Outcomes)

57. 57
Example 1: Accreditation
Institutional
Institutional and
Aspirational Degree Program Regulatory
Standards
Professional

58. 58
Example 2: Curriculum
Educational Assessment
Course and Program Curriculum
Educational Strategies
Content (Goals)
Resources

59. 59
Religious heritage
Personal Capacity for ministerial
and Pedagogy and
spiritual formation public leadership
Example:
Content of the Master of Divinity
Among ATS member schools Cultural context

60. 60
Example 3: Assessment
Revised goals
Service
System of data Identification of goals
Educational Program
gathering or outcomes
Performance
Assessment based
on information
gathered

61. Pedagogies and strategies
of transformation

62. 62
Dimensions of transformation
Historical
“The creation and nurture of
the fundamentally new which
is also fundamentally better.
Political Practice Personal
In the context of
“Continuity and change,
conflict and collaboration,
Sacred and the creation of
justice.

63. 63
Practice…
“The creation and nurture of
the fundamentally new which
is also fundamentally
Historical
better...
“Without shape or
predetermined structure,
emphasizing state over
outcome, process over
Political Practice Personal product, but always
articulated as specific and
concrete locations and
occasions…
“Continuity and change,
Sacred conflict and collaboration,
and the creation of
justice…

64. 64
Formation
Transformative
Interpretation Contextualization
Imagination
Pedagogies and
strategies of Performance
transformation

65. 65
Understanding
Speaking (re) reading
Interpretation
Listening (re) writing
Pedagogies and strategies of
interpretation Dialogue

66. 66
Integration
Holiness Formation Identity
Pedagogies and strategies Vocation
of formation

67. 67
Transforming
the context
Encounter Consciousness
Contextualization
with context of context
Pedagogies and strategies Experience
of contextualization of context

68. Questions about quality
— Is it “green,” (ecologically) — Does it build networks of
efficient, and sustainable? solidarity across the terrain
of global civil society?
— Is it personally and
institutionally strategic? — Is it personally,
professionally and
— Does it build appropriate, institutionally, dialogical?
innovative, and useful
competencies and skill — Is it missionally,
sets? substantively, and
procedurally honorable?
— Does it build collegiality,
diversity, and — Is it genuinely hospitable?
transformative leadership?

69. Questions about quality
— Is it beautiful?
— Is it truthful?
— Does it create and nurture mindfulness and
receptiveness to self, other, and world?
— Does it transform the world?

70. The question concerning “quality”
in theological Education in
particular and higher education in
general
Challenges and Promises of Quality Assurance in
Theological Education:
Ecumenical and Multi-Contextual Inquiries
WOCATI Consultation
4-8 July 2011
Johannesburg, South Africa