Ross Woods, 2022
This is based on ADME 2022 Final Project Survey Results
(v. 3.30.2022), which was an unpublished survey of US professional doctoral programs, in all cases Doctor of Ministry programs accredited by ATS. ADME is The Association for Doctor of Ministry Education (https://dmineducation.org/).
The study implies guidelines or norms for final projects in both D.Min. programs and in other kinds of professional doctorates, in particular the breadth of different kinds of projects. In a similar way, it highlights the stark difference between the D.Min and the Ph.D. for all but a small proportion of institutions. The study also implies that program leaders in professional doctoral programs should evaluate the extent to which their students experience the same kinds of difficulties and need the same kinds of support.
The survey had 49 respondents representing 47 institutions. All respondents answered all questions, so n for each question is 49. Two institutions had two respondents, and it is unclear how this affected survey results, except that the percentage of responses does not necessarily represent the number of institutions. When not already done in the report, survey statements are phrased as questions. Percentages do not add up to 100% where respondents could choose multiple options.
The types of institutions that have D.Min. programs and final projects were described in terms of denominational affiiliation, number of years offering the D.Min, and size in terms of number of students:
Nearly nine-tenths (89%) of all respondents reported that the average length of projects at their institutions ranged from 15,000-50,000 words, including bibliography and appendices, and none were reported to have averages of 71,000 words or more. The observations are as follows:
What was the average length of final projects, including bibliography and appendices?
| Less than 15,000 words (60 pages) | 0 | 0% |
| 15,000-30,000 words (60-120 pages) | 10 | 20% |
| 30,000-50,000 (120-200 pages) | 34 | 69% |
| 51,000-70,000 words (200-280 pages) | 4 | 8% |
| 71,000-80,000 words (280-320 pages) | 0 | 0% |
| More than 80,000 word (320 pages) | 0 | 0% |
| Other: 150-250 pages | 1 | 2% |
These two questions indicate the breadth of kinds of projects, many of which do not seem to be original research. It suggests that institutions have considerable lattitude to exercise creativity in the kinds of projects they allow. It was not clear how kinds of projects
is different from methodology,
because most items in kinds of projects
are actually methodologies.
What kinds of projects do students do?
| Program evaluation | 26 | 53% |
| Survey | 20 | 41% |
| Case study | 29 | 59% |
| Interviews | 19 | 39% |
| Action research | 38 | 78% |
| Academic thesis | 2 | 4% |
| Other | 13 | 27% |
What kinds of methodologies did they use?
| Extended essay/thesis | 34 | 69% |
| Qualitative | 43 | 89% |
| Quantitative | 29 | 59% |
| Mixed methods | 38 | 78% |
| Book manuscript* | 3 | 6% |
| Portfolio* | 6 | 12% |
| Scholarly article* | 2 | 4% |
| Other* | 2 | 4% |
*Three out of every ten projects comprised one of the following: historical research; artistic project; community needs assessment; pastoral project; strategy development; preaching enhancement; published book, articles, manual, or similar. [Actually it was only 26.5%.]
The answers to these questions suggest the nature of support that students need to satisfactorily complete projects. It is worth noting that one in five students finish their projects in less than one year, and 85% finish within two years.
Comparing the nature of student difficulties and the nature of assistance, it is unclear whether the assistance was successful in resolving students' difficulties. Given that all institutions provided assistance, it seems reasonable to hypothesize that those courses did not effectively prevent student difficulties.
How long did students take to complete the final project after their final class?
| Complete at final class | 1 | 2% |
| 6-12 months | 10 | 20% |
| 1-2 years | 32 | 65% |
| 3-4 years | 5 | 10% |
| 4 or more years | 1 | 2% |
What are common challenges for students in writing their final projects?
| Balancing ministry and studies | 40 | 82% |
| Narrowing topic | 38 | 78% |
| Writing (grammar and form) | 28 | 57% |
| Research design | 26 | 53% |
| Change in ministry | 21 | 43% |
| Data analysis | 21 | 43% |
| Literature review | 16 | 32% |
| Theological reflection | 12 | 25% |
| Library research | 9 | 18% |
| Other (IRB, all of the above) | 3 | 6% |
Did the institution require research courses?
| No requirements | 5 | 10% |
| 1 course | 22 | 45% |
| 2-3 courses | 17 | 35% |
| More than 3 courses* | 5 | 10% |
*Includes integrated approaches where applied research training is threaded throughout both dedicated and other core courses.
What kind of writing support is available for students?
| Outside editors encouraged/required | 38 | 78% |
| Institutional writing labs/coaches | 36 | 74% |
| Optional writing workshop | 11 | 22% |
| Required writing course | 10 | 20% |
What kinds of final reviews did projects receive?
| Oral Defense | 28 | 57% |
| Combination | 8 | 16% |
| Public Lecture | 6 | 12% |
| Exit Interview | 4 | 8% |
| Written Review | 3 | 6% |
| Combination | 8 | 16% |
How many readers reviewed final projects?
| One only | 1 | 2% |
| 2-3 | 39 | 80% |
| 4-5 | 9 | 18% |
| More than 5 | 0 | 0% |
We provide regular orientation for project readers
| Strongly disagree | 6 | 12% |
| 8 | 16% | |
| 21 | 43% | |
| 11 | 22% | |
| Strongly agree | 3 | 6% |