BobFreeman

Welcome to the MAGL!

I welcome you to a community of practice: a community of in-service leaders and practitioner faculty whose goal is to develop more and better leaders for the Kingdom. Let me explain what I mean.

The Master of Arts in Global Leadership (MAGL) program is designed to allow people who are already leading in some capacity to remain fully engaged in ministry while studying for a highly practical degree. These students come together (online and face-to-face) with peers from around the globe, under the tutelage of faculty who also have ministry experience outside the classroom, for the purpose of learning from one another.

While we wrestle with many theoretical concepts in the MAGL program, our ultimate goal is to apply new found insights to our leadership roles, and then to continue to learn from each other as we share the results of our ministry work for God's Kingdom.

So, welcome to our community of practice. Take a minute to get to know more about us through the various links and pages.

I look forward to "seeing" you soon online.

Bob Freeman, Associate Dean of the MAGL Program

MAGL Beginnings

You might say that the Master of Arts in Global Leadership (MAGL) began long ago with the Great Commission. When Jesus said, "Make disciples of all nations," he sought apprentices, not simply students - in other words, people who would do what he did, not only know about what he did.

Early in the history of the Fuller's School of Intercultural Studies, some faculty members began to question the effectiveness of a pre-service leadership training paradigm. They proposed instead to use a method called TEE, theological education by extension, to provide advanced training and education to in-service leaders while they continued to serve in their ministry contexts.

In 1995, Fuller Seminary began petitioning its accrediting bodies (ATS, the Association of Theological Schools, and WASC, the Western Association of Schools and Colleges) to allow Fuller to offer such a degree. Along came the Internet to facilitate this process and the philosophy of adult education to undergird it. In 2004, preliminary approval was granted for the Master of Arts in Global Leadership program. The MAGL now includes more than 300 leaders from around the world working together with practitioner faculty to become better apprentices of Jesus!

MAGL Mission Vision Values

Mission
We come alongside and equip in-service leaders from all parts of the world with transformational graduate education for leadership in their contexts.

Vision
To see more and better missional leaders committed to lifelong learning and biblically-informed communities of practice.

Values

  • We will be characterized as global.
    As much as possible, we will deliver our program globally.  Our students will study with others around the world and, in these learning communities, be exposed to global trends and cultural, contextual analysis.

  • We nurture missional commitment.
    We desire our students to embrace their role in missio Dei and become missional change agents in their communities.

  • We serve in-service leaders who are adult learners.
    We come alongside identified leaders in their communities.  Adult learning philosophy and praxis typify our program design-providing opportunities for reflecting, learning, and doing.

  • We create biblical learning communities of practice.
    We understand that transformation best happens in safe, peer-oriented environments.  Therefore, we create space for dialogue and support.

MAGL Learning Outcomes

To accomplish our mission, the MAGL has established six broad goals (bold), each with a specific objective (numbered) to be accomplished by several program achievement-based objectives (bullets):

Biblically Informed Practice  - the Origin & Objective of Leadership

1. Graduates will integrate theology and praxis to develop informed responses to situations encountered in their ministry/mission.

By the end of the program, students will have:

  • Examined and critiqued a variety of contemporary and historical paradigms of mission
  • Developed a practical missions application based on a biblical theology of mission

Missional Church  - the Goal of Leadership

2. Graduates will make plans for their church's missional engagement with their cultural contexts to promote transformation.

By the end of the program, students will have:

  • Contrasted traditional and missional forms of church life
  • Assessed their congregations or ministries from the perspective of a holistic missional ecclesiology
  • Developed a leadership strategy, including theological, methodological, and behavioral dimensions, for personal and congregational missional renewal

Global Diversity  - the Context of Leadership

3. Graduates will demonstrate familiarity with the diversity of theories, practices, and global contexts of missional leadership. 

By the end of the program, students will have:

  • Distinguished issues of modernity/postmodernity impacting their local ministries/missions
  • Identified the effects of globalization on their local contexts and churches
  • Developed missiological plans of engagement that reflect both local and global dimensions

Lifelong Learning in a Diverse Community - the Continuing Development of Leadership

4. Graduates will employ a lifelong learning posture that values peer learning with diverse persons as well as reflection on practice. 

By the end of the program, students will have:

  • Developed and fulfilled personal learning plans
  • Investigated adult learning principles
  • Participated in a diverse community of learning that incorporated peer learning and reflection on practice

Organizational Dynamics  - the Implementation of Leadership

5. Graduates will examine various organizational dynamics and apply selected administrative theories. 

By the end of the program, students will have:

  • Observed their churches/organizations through a variety of organizational development theories
  • Evaluated their churches/organizations in order to diagnose health and offer prescriptives if necessary

Leadership Development and Character  - the Heart of Leadership

6. Graduates will implement a developmental perspective that prioritizes character/spiritual formation.

By the end of the program, students will have:

  • Described and evaluated their personal and ministry character/spiritual development
  • Designed and implemented plans for character/spiritual development and mentoring
  • Identified leadership emergence concepts to facilitate lifelong development as leaders

Typical MAGL Student

Who is the typical student in the MA in Global Leadership?

Average ministry experience: 8 years

Average Age: 38

Type of Ministry:

  • Pastoral ministry 52%
  • Missions and church planting 21.5%
  • Nonprofit, lay ministry, other 26.5%

Ministry Context:

US 65%

Other (over 80 countries) 35% A sampling of the locations in which students serve/have served: Afghanistan, Albania, Australia, Azerbaijan, Bangladesh, Bosnia, Brazil, Cambodia, Canada, China, Colombia, Cyprus, Czech Republic, Egypt, Ethiopia, Estonia, France, Germany, Ghana, Greece, Hong Kong, Hungary, India, Indonesia, Iran, Israel, Jamaica, Japan, Kenya, Korea, Liberia, Malaysia, Mexico, Mongolia, Morocco, Netherlands, Nigeria, Peru, Philippines, Portugal, Romania, Russia, Rwanda, Senegal, South Africa, South Korea, Spain, Sudan, Switzerland, Taiwan, Thailand, Tunisia, Turkey, Uganda, Ukraine, United Kingdom,Venezuela.

Learning while you lead alongside such a diverse group of leaders is one of the many strengths of the MAGL!

Total MAGL Graduates: 323

Total Current Students: 320