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Culmination Paper
Corey Langerveld
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
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
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.
leader, or one can be made into a leader. For those who enter the program from the perspective
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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.
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
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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-
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
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
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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
throughout the program. Each course in the program is rich with literature, discussions, and
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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
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
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.
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-
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
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
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
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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.
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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,
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
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