Illustrations by Michele Marconi
New research by the Association of Theological Schools shows what study authors call a “misalignment” between student training in schools and what churches and workplaces need.
In an interview for the Good Governance podcast, Debbie Gin, Ph.D., ATS director of research and faculty development, and Rev. Jo Ann Deasy, Ph.D., director of institutional initiatives, discussed the work. They studied 3,500 alumni surveys from 129 schools in 2017 and 2023, and Master of Divinity curricula, and also examined teaching areas and the competencies alumni said they needed. What they found was a shift in the needs of graduates. Here are the key findings of their work:
A Training Gap
The types of competencies alumni listed have changed since the pandemic. “What surprised us in 2017 was that in the top 10 competencies alumni said they relied on, administration, leadership, and finance came up as critical,” Gin said. “But this year there were a lot of so-called soft competencies: spiritual disciplines, interpersonal and intrapersonal competencies. We weren’t expecting those this year.”
For example, Gin said the research showed that “98% of the schools said they had at least one course in Bible or theology. Only 43% said they had at least one course in formation.”
The Pandemic’s Role
Deasy noted that ATS already had been studying how schools explored online formation and community; the pandemic accelerated their work. Pastoral care and counseling, went online – as did other formation work outside of classrooms. The survey results showed an increase in students who said using technology in ministry became a needed competency. Gin noted greater demand for areas like worship online, and researchers expanded the data sets for competencies.
A Broader Skillset
A minister’s role is typically large, but it has grown and so has demand to prepare them. “It’s what we’re asking seminaries to do, but it’s also what we’re asking pastors to do,” Deasy said. “It has exponentially grown from just being the wise spiritual leader to being counselor, community developer, and building manager.”
Deasy said that the academy has often looked “at a particular skillset for a spiritual leader in a well-resourced congregation,” noting that the “changing nature of ministry has highlighted misalignment exacerbated by the changing needs of churches and the work that pastors do.”
Continuing Education
The researchers suggested that continuing education or lifelong learning will be critical for ministers, particularly as ministry and needed skills change. “The half-life of a kernel of learning is only five years,” Gin said. “We need a way to keep graduates engaged in ongoing learning.”
She suggested, “I could give you a curriculum right now based on this research for what to teach alumni five years post-graduation. But schools must partner with others to make this feasible.”
New Way Forward
Deasy said that schools will need mission clarity. “They cannot be all things to all people, but by partnering they can serve their communities more effectively.”
The researchers suggested that schools will go one of three ways – comprehensive, curated, or connective. Gin said comprehensive schools will “go bigger;” curated schools “will specialize in a niche, partnering with trusted organizations.” Connective schools “will break traditional departmental boundaries to create integrated programs.”
Pathways Growth
Deasy, who leads the Lilly Endowment Inc.’s Pathways for Tomorrow Initiative coordination effort, said that schools were researching, listening to constituents, and making changes through the Pathways grant.
“Many schools have used Pathways grants to explore strategic partnerships or develop non-degree programs that are helping build sustainable models that align more closely with their missions.”
The Pathways research “has shown that clarity of mission and deep community engagement are essential for sustainability and impact.”
Listen to the episode at intrust.org