What Factors Help Seminary Students Continue in Their Academic Programs?

Abstract

Abstract This article uses a theological reflection model to examine a number of factors that help seminary students to continue in their academic programs. It undertakes Richard Osmer's four core tasks of practical theological interpretation to analyse the results of a qualitative case study. The case study identifies four factoring themes: connectedness between students, community within the classroom, course format and services, and interaction with teachers. The theological reflection portion explores the theological concept of community. The article concludes by using Osmer's pragmatic task to recommend ways to help students continue in their academic programs.