Introduction

The Small Group Chapel (SGC) leaders in a Christian University play a pivotal role in nurturing spiritual growth and facilitating spiritual formation within the university's diverse student body. However, aligning the actions of these student leaders with the broader vision of the Student Life Chapel office poses a significant challenge. This research aims to address this misalignment by utilizing the potential of expectancy theory and the Impact Cycle. The central objective is to empower and motivate SGC student leaders to effectively translate the vision of the Student Life Chapel office into practical, transformative actions within their respective small chapel groups. By combining theoretical frameworks with practical coaching strategies, this research seeks to bridge the gap between expectation and implementation, ultimately leading to a more enriching spiritual formation experience for ACU students.

Literature Review:

The literature review provided a critical analysis of existing research on the topic, highlighting gaps, theories, and previous studies relevant to the proposed research.

My Research Context

At a Christian university where the researcher works, the student body exceeds 5,200, and the spiritual formation of students is a central focus of their academic and personal development. Among the many initiatives, the Small Group Chapel (SGC) program plays a crucial role in nurturing spiritual growth through intimate, student-led gatherings. The program includes over 200 SGCs, where volunteer student leaders guide their peers in spiritually formative activities. Participation in these chapels is essential, as students must earn spiritual formation credits to progress academically and spiritually. Each SGC session provides an opportunity for students to engage deeply with their faith, contributing to their overall spiritual journey.

The researcher oversees the SGC program, ensuring each chapel aligns with the university's spiritual vision. Although leading an SGC is voluntary, the approval process for new chapels is rigorous, requiring leaders to submit detailed descriptions of their chapel's purpose and spiritual formation plan. Once approved, these leaders are responsible for organizing weekly sessions that encourage meaningful engagement with spiritual practices such as prayer, scripture study, and worship. The researcher monitors these chapels to ensure they fulfill their intended purpose, holding leaders accountable through a contract that includes commitments to attend training and lead in spiritually formative ways. This structured yet flexible program empowers student leaders to inspire their peers and foster a vibrant spiritual life on campus.  Read more about the context here.

Role of the Researcher

The researcher assumes the role of a facilitator and guide in the proposed study. Through the application of expectancy theory and the Impact Cycle, the researcher will mentor SGC leaders, providing the necessary guidance and support to enhance their motivation and leadership skills. This role aligns with the concept of instructional coaching, which emphasizes the importance of personalized guidance and intellectual stimulation (Knight, 2018).

Gaps the Research Is Addressing:

The proposed research aims to address several critical gaps in the existing literature. First, it seeks to bridge the gap between the expectations of the Student Life Chapel office and the practical actions of SGC leaders. While previous studies have explored leadership and motivation in educational settings, there is a lack of research that specifically addresses the alignment between an institution's vision and the actions of student leaders within a spiritual formation context.

Second, the research addresses the gap in the application of theoretical frameworks, such as expectancy theory and the Impact Cycle, in the realm of spiritual formation. While these theories have been widely utilized in business and educational settings, their application in a spiritual context remains underexplored. This research seeks to fill this void by demonstrating their efficacy in enhancing the motivation and leadership skills of SGC leaders.

 

Limitations

It is important to acknowledge the limitations of this research. One of the limitations is the sample size, which may be restricted to a specific cohort of SGC leaders at ACU. While this allows for in-depth exploration, the findings may not be fully generalizable to other institutions or leadership contexts. Additionally, the research relies on self-assessment/reflection and participant responses, which may introduce response bias.

 

References​

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