Running head: CULMINATION PAPER 1

Culmination Paper

Corey Langerveld

Azusa Pacific University

CULMINATION PAPER 2

Culmination Paper

The MAiL program at Azusa Pacific serves as a tremendous opportunity for individuals

to thoroughly dive into all that leadership is, can be, or should be. Yet, rarely will a graduate

emerge with the same perspective and understanding as another. Instead, the program is a

personal journey, in which students learn and grow in unique ways that equip and launch them

into a lifetime of development and education in leadership. This culminating paper serves as a

snapshot of one student’s own journey, and a perspective with which the MAiL program has

influenced and informed that journey.

The launch point for the entire program begins in LDRS 501, which is appropriately

named “Foundations of Leadership.” In this course, students are introduced to many well-known

leadership theories, which all strive to enhance the understanding of the massive field of study

which is leadership. These theories are presented in the form of a text, written by Northouse

(2016). Northouse (2016) delves into various leadership approaches and theories, defining and

describing the uniqueness of these frameworks and how each can impact an individual’s

leadership. This introductory course serves as a game changer in terms of an understanding of

what leadership is. Northouse (2016) reveals that there is no universal definition, approach or

perspective of leadership, rather it is distinct in one culture from another and situations produce

and require differing leadership approaches. For many, a misconception of leadership is that

somewhere out there exists a perfect formula for leadership that includes a particular personality

and set of characteristics. However, early in this program, this preconceived notion is struck

down.

Another common debate regarding leadership, is whether or not an individual is born as a

leader, or one can be made into a leader. For those who enter the program from the perspective
CULMINATION PAPER 3

that leaders are born, the MAiL program presents an interesting paradox. If one is enrolled in the

program, it is in the pursuit of knowledge and growth in leadership… which infers that

leadership is something that can be learned. This is precisely the purpose and pursuit of the

program, in that leadership is indeed something that one can and should seek to learn and

develop in. With this fundamental shift in understanding, that leadership is in fact a combination

of both sides of the debate, it allows for an individual to undergo significant transformation as a

result of the program. Classes are no longer definitions and concepts for theoretical debates,

rather, the content becomes tangible application for individuals’ in their own journey and

development in leadership, taking the knowledge obtained in classes and putting it to practice on

a daily basis.

When looking at leadership, there tend to be two common pursuits. The first is a cause,

such as a mission, vision or goal (Northouse, 2016). The second is a concern for others, in which

a leader looks after others and seeks to support and guide individuals in their personal

development, as well as meet the unique needs of people (Keith, 2015). For some, the emphasis

is placed on the cause, in which a leader is focused on results and achievement. This presents a

potential problem, in that a leader willing to do more in order to fulfill a cause, which can come

at the expense of others (Keith, 2015). On the other hand, a leader who emphasizes a concern for

others, will be less likely to fulfill the cause, which will have a negative impact on all involved.

In the MAiL program, these two pursuits are brought together, in which both are the

responsibility of a leader.

In LDRS 502, Cornerstones of Christian Leadership, students are given an opportunity to

look at how Jesus led. Throughout the Bible, Jesus met the needs of others and showed genuine

concern for people on an individual level. However, Jesus was clear in His cause, in that He was
CULMINATION PAPER 4

to die on the cross to bring about salvation for all of mankind. Jesus was able to emphasize both,

in that He was first clear in the mission and did not allow anything to disrupt His pursuit. With

the mission clear, Jesus then turned His attention to others, seeking to meet their needs in ways

which would bring about the salvation of those He came to minister to. By looking at the

example that Christ set in His leadership, one can gain a profound understanding. This

understanding is that a leader is called to first be committed to a cause, through being clear in the

mission, and then, to bring along others through support and guidance, meeting the unique needs

that may inhibit their ability to join the cause (Keith, 2015).

In the MAiL program, there are three meta-competencies which are present throughout

the courses. Each of these meta-competencies are of great significance to a leader’s ability,

therefore, the conclusion of the MAiL program should reflect growth in each of the three meta-

competencies. The first meta-competency, spirituality and faith, is a significant component to a

student’s learning and development, not only in the MAiL program, but beyond. From the

perspective of a Christian, this meta-competency is the most significant. This is so, in that

Christians are to be fully anchored in God, in all that they do, including their leadership. In a

university like Azusa Pacific, spirituality and faith is woven into the fabric of all that it does.

This is reflected in the MAiL program, as the professors and classes are rooted in a Biblical

perspective of what leadership should be. When a student is mindful of their own faith, while

being receptive to the Biblical teachings of the program, it can change their entire orientation and

approach to leadership. With a perspective grounded in a relationship with Christ, an individual

does not measure or define leadership from a secular standpoint. Instead, leadership becomes a

pursuit in which one seeks to follow the will of God, and therefore, one is accountable to God for

the ways in which she leads. This changes the entire structure of one’s learning and
CULMINATION PAPER 5

development. The change that occurs is that an individual is no longer seeking to grow for

personal gain alone, rather, the pursuit of knowledge and transformation is aimed to become the

kind of leader which God calls one to be. To achieve this, one must not only grow in knowledge

from an educational standpoint, but more so, an individual needs to be consistent in the reading

of scripture and connecting with God on personal level. When these are paired, one’s learning is

built on a foundation which is informed and influenced by God, which will produce profound

development.

The second meta-competency is emotional and social intelligence. In LDRS 501, the first

course of the program, students are introduced to the competency by Bradberry & Greaves

(2013). Bradberry & Greaves (2013) break down and discuss what emotional intelligence is,

which essentially is one’s ability to recognize emotions, within themselves and others, and how

to manage those own emotions. According to Bradberry & Greaves (2013), only 36% of people

are able to recognize their emotions as they happen, meaning the majority of people are unaware

of the feelings and emotions in the moment. With this realization, the MAiL program’s focus on

emotional and social intelligence is crucial for the learning and development of students.

Leadership, by nature, involves and impacts others, and humans are emotional and social beings.

Therefore, a vital piece of one’s ability to be an effective leader, is to be aware of emotions, both

on a personal level, and a social level, and how these emotions either bring a positive or negative

impact. Understanding the impact of emotions, and how emotions are present in relationships,

can give a leader a greater understanding of complex situations that include emotions.

The final meta-competency of academic inquiry, provides graduates with the ability to

continue knowledge acquisition by providing countless opportunities to gain experiences

throughout the program. Each course in the program is rich with literature, discussions, and
CULMINATION PAPER 6

assignments that require students to go far beyond surface level investigation. For example, in a

class like LDRS 563, Ethical Decision Making, multiple books were required reading. On one

hand, Newton (2013) presented a discussion and investigation on ethics from a secular

standpoint, while authors such as Crook (2013) and Wilkens (2011) approached ethics from a

Christian perspective. With these differing viewpoints, students were forced to wrestle with ideas

and concepts that agreed in some areas, but differed significantly in others. This kind of

experience in the MAiL program serves as a significant piece of future learning and development

for graduates, in that when seeking to gain information and knowledge, one must look at many

different viewpoints. Before reaching a conclusion, careful consideration and investigation is

necessary, as evidence and support is needed before one can make claims and statements. On a

larger scale, LDRS 592 and 593 exposes students to the process of investigation and research.

These classes require that a student formulates and completes a full research project, including a

literature review, study, and report, on a chosen topic. By following strict guidelines and

procedures, students are given the opportunity to undergo academic rigor that can lay the

foundation for future inquiry.

In addition to the meta-competencies of the program, the courses that students take are a

vital element to leadership learning and development. Perhaps the most profound class that

MAiL students will take is LDRS 502, Cornerstones of Christian Leadership. Within that class,

students are given a perspective that is rooted in what leadership is meant to be, from a Biblical

perspective. Along with assignments, discussions, videos, and Biblical analysis, there are two

texts in particular that have the potential to bring about powerful learning and understanding.

These texts are written by Chittister (1990) and Keith (2015).

CULMINATION PAPER 7

Chittister (1990) wrote a book that highlighted the significance of spiritual development

in individuals, and how it is achievable in everyday life. For those who strive to be a God-

honoring leader, spirituality is a required cornerstone of one’s life. Spirituality is essential

because it influences all that a person does, and for leaders, spirituality, or lack thereof, is central

to their leadership. Chittister (1990) focused on the reality that spiritual development is a

continuous process, that requires discipline and commitment in all areas of one’s life.

Spirituality, according to Chittister (1990) is not an abstract pursuit, rather it is a central reality of

each day, and therefore, it requires the majority of a person’s attention. There are two lessons

that have the power to transform leaders. First, spiritual connection and a relationship with God

is required for a God-honoring approach to leadership. Second, development is a continual

process that one undergoes when they remain committed and disciplined to the pursuit of it.

The second text which can have a powerful impact on leadership learning and

development is written by Keith (2015). Keith (2015) looks at servant leadership, and the

profound impact it can have. A servant leader is committed to a life in which others are put first

(Keith, 2015). This simple, yet profound understanding, changes the entire picture of what it

means to lead. When this concept is understood, leadership becomes a pursuit in which those in

authority and responsibility exist to meet the needs of others so that they can fulfill their God-

given potential. It requires an attitude of humility, in which the leader is constantly focused on

how other people can best be cared for and served. This shifts the entire focus off of the leader,

as leadership is no longer a pursuit of power or personal gain, but the pursuit of development for

those who have been entrusted to a leader by God (Keith, 2015).

Both texts bring about powerful understanding in terms of what the essence of leadership

is all about, which can equip students to respond to the salient issues that face leaders in today’s
CULMINATION PAPER 8

world. In addition to the texts within courses, discussions offer an opportunity for significant

growth and understanding as well. For at least one student, a discussion that occurred in class

changed his entire attitude towards those whom he sought to lead. In LDRS 501, Professor

Andrew Gonzales was talking about the responsibilities of leaders. Multiple students offered

input regarding their own understanding of what leaders are responsible for, however, Professor

Gonzales responded to a student with a clarifying thought. The clarification that Professor

Gonzales made was that leaders are not responsible for the actions of others, rather, leaders are

responsible for modeling for others and preparing others for the desired action needed to bring

about the fulfillment of a vision. Prior to this discussion, this one student in particular took

responsibility for the actions of those whom he was leading, and it resulted in him being harsh

with others, impatient, self-centered, and anxious. What resulted from his leadership was

constant conflict and frustration, rarely reaching the desired goal without damage to others and

relationships. However, this particular discussion, facilitated by Professor Gonzales, changed the

student’s entire understanding and approach to leadership. Leadership no longer felt like a

burden in which it was solely dependent on the actions and achievements of others, rather,

leadership for the student became about controlling his own responsibilities and ensuring that he

was preparing others in a way that would give them the opportunity to be successful. The

treatment of others became important, in that achievement was no longer the measurement of

worth, but rather, the commitment to development and preparation became supreme. While it is a

continuing work in progress for the student, this simple clarification in the midst of a class

discussion has impacted his approach to leadership and the ways in which he seeks to develop

others.
CULMINATION PAPER 9

The MAiL master’s program at Azusa Pacific is an incredible journey for students

willing to take their leadership development serious. Each course in the program provides

understanding and learning that can help build the foundation for a graduate to be a God-

honoring leader. From the competencies, to the texts, to the discussions, graduates are equipped

with the tools and ability to be a light in a world that so desperately needs Biblically-based

leadership. If a student has remained disciplined and committed to the development process

during the program, he or she can go forward with confidence, eager to continue developing,

while implementing the knowledge obtained!

 CULMINATION PAPER 10

References

Bradberry, T., & Greaves, J. (2013). Emotional intelligence 2.0. San Diego, CA: Talentsmart.

Chittister, J., & Pohl, R. (1990). Wisdom distilled from the daily: Leaders guide. San Francisco, CA:

HarperSanFrancisco.

Crook, R. H. (2013). An introduction to christian ethics(6th ed.). Upper Saddle River, NJ: Prentice

Hall Publishing.

Keith, K. M. (2015). The case for servant leadership. Westfield, IN: Greenleaf Center for Servant

Leadership.

Newton, L. (2013). Ethical decision making: Introduction to cases and concepts in ethics. New

York, NY: Springer Publishing.

Northouse, P. G. (2016). Leadership: Theory and practice(7th ed.). Thousand Oaks, CA: SAGE

Publications.

Wilkens, S. (2011). Beyond Bumper Sticker Ethics: An Introduction to Theories of Right and

Wrong. IVP Academic.