[Link]

org THE JOURNAL OF Volume 86, Number 2, 2024

ADVENTIST EDUCATION

Adventist Higher
Education and Its
Unique Design
 C O N T E N T S The Journal of Adventist Education®

EDITOR
Faith-Ann A. McGarrell
EDITOR EMERITUS
Beverly J. Robinson-Rumble
ASSOCIATE EDITOR
(INTERNATIONAL EDITION)
Sócrates Quispe
SENIOR CONSULTANTS
Julián Melgosa
Lisa M. Beardsley-Hardy
Geoffrey Mbwana
Audrey Andersson
CONSULTANTS
GENERAL CONFERENCE
Hudson E. Kibuuka
Richard A. Sabuin
VO L U M E 8 6 , N U M B E R 2 , 2 0 2 4
EAST-CENTRAL AFRICA
Andrew Mutero
EURO-AFRICA
3 Guest Editorial: Adventist Education Leadership: Conver- Marius Munteanu
EURO-ASIA
sations About the Past, Present, and Future, Part 1 Roman Chisakov
By Bordes Henry Saturné INTER-AMERICA
Faye Patterson
4 Adventist Higher Education and Its Unique Design MIDDLE EAST-NORTH AFRICA
By Gustavo Gregorutti Candace Iseminger
NORTH AMERICA
10 Leadership in a Digital World: Navigating Technology in
Adventist Education NORTHERN ASIA-PACIFIC
Edgard Luz
By Janine Monica Lim and Stephanie Wilczynski SOUTH AMERICA
Antonio Marcos da Silva Alves
17 Adventist Education in Northern Asia: Challenges and
SOUTH PACIFIC
Opportunities for Leadership in the AI Age Malcolm Coulson
By Edgard Leonel Luz SOUTHERN AFRICA-INDIAN OCEAN
Felix Njini
23 Perspectives: The Implications of “Non”: Building Inclu- SOUTHERN ASIA
Edison Samraj
sive Communities in Higher Education
SOUTHERN ASIA-PACIFIC
By Sharon Aka Bienvenido G. Mergal
TRANS-EUROPEAN
29 Best Practices at Work: COVID-19 Impact on School Kayle de Waal
Principal Leadership: Lessons Lived and Lessons Learned WEST-CENTRAL AFRICA
By Janet Ledesma Juvenal Balisasa
COPY EDITOR
Wayne Hall
ART DIRECTION/GRAPHIC DESIGN
Special Section: LEADERSHIP IN ADVENTIST HIGHER EDUCATION SERIES, PART 1 Harry Knox

ADVISORY BOARD
Julián Melgosa (Chair), Ophelia Barizo, Erline Burgess, Candace
37 A CONVERSATION WITH LOREN AGREY Iseminger, Orathai Chureson, Sabrina Cotton de Souza, Lisa M.
Beardsley-Hardy, Yasmine Julien, Paola Franco-Oudri, Hudson
By Bordes Henry Saturné and Loren Agrey E. Kibuuka, James Mbyirukira, Constance C. Nwosu, Richard A.
Sabuin, Dragoslava Santrac, Evelyn Sullivan, Janesta Walker
46 A CONVERSATION WITH ANDREA LUXTON
THE JOURNAL OF ADVENTIST EDUCATION publishes articles con-
By Bordes Henry Saturné and Andrea Luxton cerned with a variety of topics pertinent to Adventist education.
Opinions expressed by our writers do not necessarily represent
51 A CONVERSATION WITH DELBERT W. BAKER the views of the staff or the official position of the Department of
Education of the General Conference of Seventh-day Adventists.
By Bordes Henry Saturné and Delbert W. Baker
THE JOURNAL OF ADVENTIST EDUCATION (ISSN 0021-8480
[print], ISSN 2572-7753 [online]) is published quarterly by the
Photo and art credits: Cover and issue design, Harry Knox; pp. 7, 10, 12, 17, 19, 29, iStock by Getty Department of Education, General Conference of Seventh-day Ad-
Images; p. 3, courtesy Andrews University School of Leadership; p. 19, courtesy Dhaka Adventist Pre- ventists, 12501 Old Columbia Pike, Silver Spring, MD 20904-
Seminary & School; pp. 38, 41, 43, 44, courtesy of Loren Agrey; p. 47, courtesy of Andrea Luxton; 6600, U.S.A. TELEPHONE: (301) 680-5071; FAX: (301) 622-9627;
pp. 48 and 50, Darren Heslop; pp. 52, 54, and 56, courtesy of Delbert W. Baker. E-mail: mcgarrellf@[Link]. Address all editorial and ad-
vertising correspondence to the Editor. Copyright 2024 General
The Journal of Adventist Education®, Adventist®, and Seventh-day Adventist® are the registered trademarks Conference of SDA.
of the General Conference Corporation of Seventh-day Adventists®.

2 The Journal of Adventist Education • Vol. 86, No. 2, 2024 [Link]

 G U E S T E D I T O R I A L

Bordes Henry Saturné Adventist Education Leadership:

Conversations About the Past, Present, and Future, Part 1

elebrations are vital to the collective human on the ministry of Adventist education, evaluate and

C experience. Anniversaries and other mile-

stones help us remember significant moments
and the people essential to our existence.
Throughout the Bible, there are calls to re-
member and acknowledge God’s leading. In Joshua,
stones were used to memorialize God’s guidance
assess our victories, gains, strengths, challenges, and
shortcomings, and suggest a way forward.
This year, the School of Leadership at Andrews Uni-
versity celebrates both its 30th anniversary and the
150th anniversary of the university. We can learn lessons
from our history to guide our decisions in the present,
(Joshua 4:5-7). And throughout Deuteronomy, we’re which will impact the future. On the verge of crossing
reminded of the blessings of recognizing God’s prov- the threshold of the second quarter of the 21st century,
idence (see Deuteronomy 8:10-18). It is a healthy exer- the faculty of the School of Leadership invited scholars
cise to meditate on the blessings that the Lord, in His and practitioners to celebrate these milestones by reflect-
lovingkindness, has bestowed upon us, and this two- ing on the trajectory of Adventist education and, more
part issue of THE JOURNAL OF ADVENTIST EDUCATION® seeks importantly—to stimulate the imagination, hearts, and
to do just that. In doing so, it is appropriate to reflect minds of Adventist educators—to consider new ways to
Continued on page 59

Andrews University president John Wesley Taylor V presents the devotional message for the Leadership Roundtable in the summer of 2023.

[Link] The Journal of Adventist Education • Vol. 86, No. 2, 2024 3

 knowledge and making discoveries
that significantly impact human ad-
vancement. Many individuals per-
ceive education to be a powerful tool
for achieving personal and com-
munity benefits to such an extent that
governments and numerous organiza-
tions expect schools to facilitate social
progress. The expectation that they
will discover and transmit infor-
mation that leads to solutions is a
core underlying assumption that leads
societies to support higher education
systems.3
When it comes to education serv-
ices, many people ask how a particu-
lar institution measures up compared
to others that offer similar programs.
This question is also applicable to Ad-
ventist higher education. What sets it
apart from other models of higher
education? Prospective students and

Adventist their parents may ask about its unique

contributions to professional, per-
sonal, or spiritual growth and devel-
Higher Education opment. Their perceptions are crucial
for students considering entering terti-
and Its ary education, retention of current
students, and ensuring community,
church, and alumni support for the in-

Unique Design stitution. Therefore, this article will

examine some fundamental principles
underpinning Adventist higher educa-
tion that make it unique.

Why Does the Adventist Tertiary System

Exist?
or centuries, higher educa- forms of knowledge. They prepare ex- The Seventh-day Adventist Church

F tion has been a multi-billion-

dollar industry that has in-
volved governments, private
non-profit and for-profit in-
vestors, and religiously affiliated insti-
tutions.1 Despite their grandiose and
perts and everyday citizens to work in
various professional or governmental
entities, 2 and also the church.
Education has traditionally focused
on developing individuals and their
skills to contribute to specific fields of
has founded multiple colleges and
universities with various goals. One of
the most apparent purposes is to train
individuals to meet the church’s de-
mand for human resources. Ad-
ditionally, the pioneers believed that
diverse presence, one may wonder expertise. As students continue to Christian education was equivalent to
about the necessity of colleges and learn and grow their skills, they apply providing the means to rescue youth
universities. This question mainly competencies to sectors that impact from the wrong and harmful educa-
pertains to the purpose of higher edu- their future and communities. As so- tion offered by secularized institu-
cation, which is a complex one to an- cieties evolve, education adds new tions.4 In this case, Adventist educa-
swer. However, colleges and universi- and more complex purposes to enrich tion was conceived to act as an
ties are socially organized institutions its influence and meet society’s de- organized means to facilitate salvation
focusing on learning and creating all mand for trained professionals. Cur- and service aligned with the mission
rently, many higher education institu- of the church. As Ellen White ex-
tions are dedicated to generating

B Y G U S T A V O G R E G O R U T T I

4 The Journal of Adventist Education • Vol. 86, No. 2, 2024 [Link]

pressed it, “In the highest sense, the higher education is described as an expand and strengthen.”11 The sys-
work of education and the work of re- “umbrella” that is big enough to temic goal is to provide a biblical
demption are one, for in education, as house all possible explorations of structure for the dominant secularized
in redemption, ‘other foundation can knowledge. Interpretations and views that prevail among most institu-
no man lay than that is laid, which is models of reality coexist as potential tions of higher learning. Essentially,
Jesus Christ.’”5 Additionally, this edu- and parallel alternatives. In short, this is a curriculum design challenge
cation would provide a biblical world- there is no dominant narrative to that all Adventist colleges and univer-
view centered around a prophetic per- guide life or actions. This fragmented sities must face. Professors, admin-
spective of human pursuits because view tends to lead to individualistic istrators, and other personnel align
the pioneers believed that news of attitudes about reality and life. themselves with the underlying philo-
Jesus’ imminent return must be dis- Litfin then introduces the “sys- sophical foundations that regulate the
seminated. temic approach,” where preference is principles and policies that build and
The unique perspective of Christian given to a more defined framework to govern an Adventist institution of
higher education involves training guide what happens within an insti- higher learning.
human beings, guiding their minds, tution of higher learning.9 Students In his The Idea of a Christian Col-
and promoting physical and spiritual lege, Holmes underscores a compa-
development to impact society in posi- rable point, saying that a college “is a
tive ways that set it apart from secular place to think, to raise questions and
institutions. At Adventist colleges and doubts and discuss them openly, and
universities, this perspective goes a The initial patterns the Christian college must encourage
step further whereby the aim of seeking used to develop a students to do so in dialog with more
to advance God’s kingdom restructures mature minds, to confront the best in-
the entire education process to include college or university formation and arguments available.”12
activities deliberately chosen to achieve Simply put, the “systemic approach”
a wholistic purpose not found in secu- curriculum framework to higher education presents an inten-
lar institutions. This approach includes tional set of assumptions to develop
activities deliberately chosen to achieve are based on a biblical the missions of teaching, research,
a wholistic purpose not found in secu- worldview that pro- and engagement.
lar institutions. An Adventist tertiary Every aspect of the academic en-
institution’s academic aims are to do vides an underlying deavor must fit into a biblical pattern
more than convey facts and teach stu- that functions as a structural frame-
dents how to research and analyze so- story to make sense work for a genuinely Adventist educa-
ciety’s problems. Their ultimate goal is tion. These patterns are not determin-
to produce spiritually transformed stu- of reality. istic but, rather, wholistic biblical
dents who can positively impact soci- Gestalt13 principles that offer outlines
ety and advance the kingdom of God. for each institution’s involved actors—
However, to change the world, individ- educational leaders, teaching faculty,
uals must first be transformed through are exposed to different views and al- staff, students, and boards.
a personal relationship with God.6 ternative ideas of reality, as in an um- The initial patterns used to develop
brella design. However, “engagement a college or university curriculum
Frameworks for Adventist Education takes place, with great intentionality, framework are based on a biblical
Duane Litfin,7 in his book Conceiv- within each course as professors seek worldview14 that provides an underly-
ing the Christian College, debates the to help students think Christianly ing story to make sense of reality. What
overall approach of a conservative about every subject.” Thus, “Stu- are the basic biblical presuppositions?
faith-based institution. The discussion dents are introduced to competing Sire15 provides questions to guide the
hinges on the two possible frame- voices at every turn, though typically exploration of these assumptions using
works institutions could implement to with a view, in the end, to developing Genesis 1. Here is a summary:
deal with competing ideas in educa- them into effective Christian think- 1. What is the ultimate reality? God
tion. The first is the typical approach ers.”10 is the answer! This is a complex con-
used in most public and some elite This is similar to what Ellen White cept, but the Bible offers some descrip-
private universities. It is an open sys- described as proper education. Its pur- tions of His character and attributes. He
tem that allows the coexistence of all pose is to find ways to “train young is infinite and omnipotent, yet personal
kinds of views of reality, what Kerr8 people to be thinkers, and not mere and reachable. He intervenes in human
calls “multiversity,” as opposed to a reflectors of other people’s thought. . . . affairs for their benefit. Although He is
more comprehensive “university” Let them contemplate the great facts omniscient and the Creator of every-
with clear defining parameters of in- of duty and destiny, and the mind will thing, He transcends matter. His char-
terpretation. This welcoming view of acter is goodness and love.

[Link] The Journal of Adventist Education • Vol. 86, No. 2, 2024 5

 2. What is the external reality? God Some Foundational Ideas to empowering each student through a
spoke the universe into existence, fol- The following section aims to clar- relationship with his or her Creator.
lowing a framework of natural laws ify the key ideas Adventist tertiary in- This approach acknowledges that stu-
during its formation. Although nature stitutions can utilize while designing dents can find true healing and restor-
follows a particular order, it is not pre- their courses and co-curricular activ- ation to develop their potential only
destined. Instead, it is an open system ities. These ideas are based on a bib- through this relationship.
of interactions that allows for manipu- lical worldview and serve as the foun- This theological assumption has
lation. dation for creating a unique concept practical implications for developing
3. What is a human being? God of Adventist education. curricular and co-curricular activities.
created humans in His image. They For instance, students are exposed to
have the intelligence and personality to The Idea of Human Nature worship services that help them to
explore the world, accumulating and The anthropological belief that sin connect with God. The academic pro-
building knowledge. They are capable has profoundly affected human nature grams offer Bible classes to help them
of reproducing and living together in a is at the core of all assumptions. understand the Scriptures better. The
society. They can make free-will deci- school provides spiritual support to
sions with moral implications. guide students through important life
4. What happens to a person at decisions, allowing them to better
death? God did not create death, but it know and experience their Savior,
is the consequence of the sin that “True education Jesus Christ.
tainted this world. Therefore, people means more than the
and other living beings cease to exist The Idea of a Wholistic Approach
when they die and they have no mem- pursual of a certain Adventist education strives to de-
ory afterward. However, God provided velop students wholistically by utiliz-
a solution to death through Jesus course of study. ing a biblical understanding of hu-
Christ. Human beings who con- It means more than a manity. It emphasizes the importance
sciously accept His death as their Sub- of nurturing the mind, body, and spirit
stitute will not face eternal extinction. preparation for the life in a comprehensive education model:
Hell and heaven are realities that “True education means more than
come after the judgment. that now is. It has the pursual of a certain course of
5. What is right? God’s Word is the to do with the whole study. It means more than a prepara-
foundation for making choices about tion for the life that now is. It has to
moral dilemmas. God’s character is being and the whole do with the whole being and the
expressed in the Bible and constitutes whole period of existence possible to
the norm for making ethical judg- period of existence man. It is the harmonious devel-
ments. The Bible is the ultimate refer- possible to man.” opment of the physical, the mental,
ence point for understanding good ac- and the spiritual powers. It prepares
tions and screening decisions. the student for the joy of service in
6. What is history? History is a this world and for the higher joy of
meaningful, linear sequence of events. wider service in the world to come.”18
Though humans have free will, God Human nature has been “fractured” Clearly, character development is
intervenes to shape and guide their by sin that modified all possible rela- the ultimate goal:
development.16 One day, this world tionships. As Ellen White put it, “In “For this school, the youth are to
will come to an end through the final order to understand what is compre- be educated, disciplined, and trained
intervention of God to re-establish His hended in the work of education, we by forming such characters, moral and
kingdom. need to consider both the nature of intellectual, as God will approve. They
Understanding the worldviews that man and the purpose of God in cre- are to receive training, not in the cus-
shape a framework is crucial for de- ating him. We need to consider also toms and amusements and games of
signing Adventist education. To de- the change in man’s condition this worldly polluted society, but in
velop curricula, fundamental elements through the coming in of a knowledge Christ’s lines, a training, which will fit
such as reality, the nature of human of evil, and God’s plan for still fulfill- them to be collaborators with the
beings, the needs of society, behav- ing His glorious purpose in the educa- heavenly intelligences.”19
ioral codes, and purpose must be con- tion of the human race.”17 For this to be a reality, teachers are
sidered. Using the Bible as a concep- In contrast with humanistic philos- vital. As Ellen White wrote in Educa-
tual framework, educational processes ophy, this statement claims that sin is tion, “To aid the student in compre-
can be reorganized to achieve specific the root of all evil and that no human hending these principles, and in enter-
learning outcomes. being can solve it. Therefore, educa- ing into that relation with Christ
tion employs a redemptive approach

6 The Journal of Adventist Education • Vol. 86, No. 2, 2024 [Link]

which will make them a controlling The Idea of Purpose its unique doctrinal package and espe-
power in the life, should be the The purpose is based on a biblical cially the denomination’s apocalyptic
teacher’s first effort and his constant worldview reflected in various forms understanding and the implications of
aim.”20 By following this approach, of action: to train students in multiple that understanding for worldwide mis-
students can acquire wisdom from fields of expertise and help people be sion and the Second Advent.”23
Heaven, making them wiser and ready for the second coming of Jesus. Taylor, writing about the “special
better equipped to face life’s chal- Additionally, the academic environ- character” of the Adventist university,
lenges. ment supports preparation for this life notes the central role of faith devel-
Wholistic training focuses on devel- and the one to come: “Our school was opment, the implementation of “a dis-
oping the technical skills required for a established, not merely to teach the tinctive Seventh-day Adventist identity,”
particular trade as well as on trans- sciences, but for the purpose of giving and its contribution “in meaningful
forming the entire individual. Students instruction in the great principles of ways to the strategic priorities of the
need to learn that human beings con- God’s word, and in the practical gospel commission.”24 This is the bib-
sist of a combination of mind, body, duties of everyday life.”22 Therefore, lical commission for education.
and spirit and must prioritize all these higher education institutions are part
dimensions to lead a well-rounded and of this commitment to social transfor- The Idea of Knowing
successful life. John Wesley Taylor V mation for the betterment of the king- Students and professors are encour-
adds the importance of its commitment dom of God on earth. aged to explore the world, understand
to stewardship, with “an institution- Reflecting on the mission of Advent- and manage the variables that pro-
wide emphasis on health and well- ist education at all levels, George duce cause and effect, and discover
ness.”21 Adventist higher education Knight argues that, in addition to pre- new information. However, knowledge
thus must embody all the dimensions paring students for a productive and is created within biblical parameters,
of human development; this is a cru- successful career, our schools must as Ellen White emphasized:
cial objective. Students on Adventist prepare them for the world to come “It is the duty and privilege of all to
campuses must have the curricular and and equip them to play a significant use reason as far as man’s finite fac-
extracurricular space to develop the part in the fulfillment of the “apocalyp- ulties can go, but there is a boundary
ability to apply these principles daily. tic vision” of the church, “teaching of where man’s resources must cease.

“Our school was established,

not merely to teach the
sciences, but for the purpose of
giving instruction in the great
principles of God’s word, and
in the practical duties of
everyday life. Therefore, higher
education institutions are
part of this commitment to
social transformation for the
betterment of the kingdom of
God on earth.”

[Link] The Journal of Adventist Education • Vol. 86, No. 2, 2024 7

There are many things that can never 7 and 8, the apostle Paul discusses the makes a comprehensive life and how
be reasoned out by the strongest intel- spiritual battle during conversion, to utilize resources appropriately, even
lect or discerned by the most penetrat- which represents the individual-social well-intentioned training may not pro-
ing mind. Philosophy cannot determine transformation in the biblical sense. duce the desired results.
the ways and works of God; the human From an educational standpoint, in- Some higher education researchers,
mind cannot measure infinity. Jehovah formation is valuable, but human in- like Anthony Kronman,28 argue that
is the fountain of all wisdom, of all volvement is essential to use data and most tertiary institutions do not prior-
truth, of all knowledge.”25 resources appropriately and make dis- itize teaching students about the
Science and faith must go hand in coveries. However, having more “meaning of life” as part of their edu-
hand. As Ellen White put it, “Rightly knowledge and technology doesn’t al- cation. Graham Spanier expresses a
understood, both the revelations of ways solve social issues, as improving similar concern about developing
science and the experiences of life are society requires human interactions. well-rounded students who will be-
in harmony with the testimony of Scrip- The human factor is often the most come successful professionals. Univer-
ture to the constant working of God in challenging and unpredictable vari- sities will make the most significant
nature.”26 Scientific research should contributions by assisting students “in
exalt faith, since it provides evidence of exploring ethical issues in their profes-
what God has created. The Bible adds a sional and personal lives. I have al-
spiritual dimension to pursuing discov- ways believed that the greatest chal-
eries that mere facts cannot unveil. Ad- Without intentional lenges we face in higher education are
ventist colleges and universities form a consideration about issues of character, conscience, cit-
counter-cultural set of institutions that izenship, and social responsibility
offer a different view of discoveries and what makes a among our students.”29
alternative interpretations to current Therefore, a balanced perspective
theories and scientific facts, which tend comprehensive life and on nature and personal goals is nec-
to discredit God’s Word and spiritual di- how to utilize re- essary for knowledge to positively im-
mensions in human lives. pact society. Like other institutions,
As David Jesse27 underscores, Chris- sources appropriately, Adventist colleges and universities
tian higher education institutions are must invite students to get involved in
places where professors and students even well-intentioned solving some of the complex issues
explore the pros and cons of ideas, in- training may not that impact society, but they must help
cluding evolution versus creation. In them to do so from a biblical approach.
most of the public and many private produce the desired
universities, this isn’t happening. So, Concluding Thoughts
Adventist tertiary institutions must in- results. Adventist higher education seeks to
form students about both sides of a offer specialized training that enables
given issue, in order to provide them students to achieve success in their re-
with a much richer intellectual and spective fields. Simultaneously, it also
faith experience. encourages them to use their skills to
able. Sometimes, discoveries and contribute to society while advancing
The Idea of Social Transformation knowledge can be weaponized instead the kingdom of God as they prepare
Christianity is based on the idea of used to solve problems. for Jesus’ coming.
that transformations in society begin Throughout history, good inven- From the beginning, Adventist pio-
with changes at the individual level. A tions have been used to cause great neers remarked that training and serv-
personal relationship with Christ can damage. To name a few, dynamite, ice were significant contributions that
transform a person’s heart and, in nuclear power, and the internet have Christian education must yield: “The
doing so, positively impact the com- significantly contributed to specific strength of our college is in keeping
munity. Human nature requires re- scientific and human needs but have the religious element in the ascen-
demption to overcome its inclination also been used to cause harm. Using dancy.”30 What is that “religious ele-
toward evil. The transformation proc- advanced information and resources, ment”? Renewed human beings guided
ess begins within the human heart and highly influential and educated in- by biblical principles who are capable
extends outward, resulting in positive dividuals have committed frauds, of reasoning and living according to
societal change. This can happen scams, and atrocities that have ruined God’s will for their lives. This crucial
when individuals associate together to the lives of numerous people. Knowl- commitment serves as an interpre-
facilitate structural changes that may edge without a moral and social back- tative framework for all their en-
lead to a better civilization. In Romans bone can become a threat instead of a deavors, helping them align with the
solution for society. Without inten-
tional consideration about what

8 The Journal of Adventist Education • Vol. 86, No. 2, 2024 [Link]

evangelical mission of the church. River Plate Adventist University in Ar- 7. Duane Litfin, Conceiving the Christian
Without this vital component, gradu- gentina, a doctorate in educational ad- College (Grand Rapids, Mich.: Eerdmans,
2004).
ates may not truly represent the values ministration and leadership from An- 8. Clark Kerr, The Uses of the University
that Adventist education aims to in- drews University, and a doctorate in (Cambridge, Mass.: Harvard University Press,
still. Knight31 argues that this eschato- higher education from Humboldt Uni- 1982).
9. Litfin, Conceiving the Christian College, 21.
logical frame provides graduates with versity in Berlin, Germany. He is cur-
10. Ibid., 26, 27.
a clear sense of mission, empowering rently involved in research projects on 11. Ellen G. White, Education (Mountain
them to impact the world positively. comparative higher education and View, Calif.: Pacific Press, 1903), 17.
Expanding the kingdom of God re- Christian education issues. His e-mail 12. Arthur Holmes, The Idea of a Chris-
tian College (Grand Rapids, Mich.: Eerdmans,
quires more than the church can address is ggregoru@[Link].
2000), 74.
achieve alone. Although local congre- 13. Gestalt is a German word used in psy-
gations can—and do—promote bib- chology to describe the theory of perception. It
lical principles through preaching and Recommended citation: posits that we perceive reality as a whole, not
as sets of elements assembled by our brain.
teaching the Word of God, they lack Gustavo Gregorutti, “Adventist Higher 14. As Sire pointed out, people have as-
the resources to train professionals, Education and Its Unique Design,” sumptions that are crucial in explaining the
conduct research, and address the The Journal of Adventist Education composition of the world. These assumptions
complexities of various fields of ex- 86:2 (2024): 4-9. [Link] are based on their worldview or Weltanschau-
ung, a German term that means “view of the
pertise. On the other hand, Adventist 55668/jae0069. world.” See James Sire, The Universe Next
colleges and universities are com- Door: A Basic Worldview Catalog (Downers
mitted to the Adventist mission and Grove, Ill.: InterVarsity Press, 2009), 6.
seek to apply it to multiple profes- NOTES AND REFERENCES 15. Ibid., 6-9, 15-32.
1. George M. Marsden, The Soul of the 16. See Daniel 2:20-22.
sional fields. By doing so, they con- American University Revisited: From Protes- 17. White, Education, 14.
tribute significantly to expanding the tant to Post-secular (New York: Oxford Uni- 18. Ibid., 13.
kingdom of God and improving soci- versity Press, 2021). 19. __________, Fundamentals of Chris-
2. Philip G. Altbach and Hans de Wit, tian Education (Nashville, Tenn.: Southern
ety. Additionally, Adventist education
“The Boston College Center for International Publ. Assn., 1923), 397.
promotes a biblical purpose of life Higher Education and the Emergence of a 20. __________, Education, 30.
that equips students with the wisdom Field of Analysis, 1995-2020.” In Heather Eg- 21. John Wesley Taylor V, “What Is the
to succeed in life and guide others to gins, Anna Smolentseva, and Hans de Wit, Special Character of an Adventist College or
eds., Higher Education in the Next Decade: University?” The Journal of Adventist Educa-
the source of their wisdom.
Global Challenges, Future Prospects (Leiden, tion 79:2 (January–March 2017): 25:
Finally, Adventist tertiary institu- The Netherlands: Brill Sense, 2021), 326-344. [Link]
tions have increased their appeal as 3. Gustavo Gregorutti, Following the Path 22. Ellen G. White, Christian Education
society and its institutions have be- From Teaching to Research University: Increas- (1894) (Battle Creek, Mich.: International
ing Knowledge Productivity (Newcastle, U.K.: Tract Society, 2018), 38.
come more polarized and highly secu- 23. George R. Knight, “The Great Com-
Cambridge Scholars Publishing, 2011).
larized. Parents are looking for a safe 4. Ellen G. White, Education (Mountain missions and the Educational Imperative,”
place to send their children for train- View, Calif.: Pacific Press,1903); John Wesley The Journal of Adventist Education 79:3
ing. This is an opportunity that, well- Taylor V, “Origins of Adventist Education,” (April–June 2017): 10: [Link]
Encyclopedia of Seventh-day Adventists (No- org/en/2017.3.2.
addressed, can carry on the church’s 24. Taylor, “What Is the Special Character
vember 3, 2022): [Link]
global mission to the whole world [Link]/article?id=CJK7&highlight=Edu of an Adventist College or University?” 24.
until Jesus returns. ✐ cation%7C; James White, “An Address,” The 25. Ellen G. White, “True Worth,” The Ad-
Youth’s Instructor 1:1 (August 1852): 1: vent Review and Sabbath Herald 73:52 (De-
[Link] cember 29, 1896), 822: [Link]
odicals/YI/[Link]; _______, [Link]/en/book/821.15543#15562.
This article has been peer reviewed. “Questions and Answers,” The Advent Review 26. __________, Education, 130.
and Sabbath Herald 21:4 (December 23, 27. David Jesse, “Why Do Some Small
1862): 29: [Link] Conservative Christian Colleges See Growth
[Link]/Periodicals/RH/RH18621223-V21- Where Other Schools See Declines?” Detroit
Gustavo Grego- [Link]; G. I. Butler, “Our School at Battle Free Press (October 8, 2021): [Link]
rutti, PhD, is Pro- Creek,” The Advent Review and Sabbath Her- [Link]/in-depth/news/education/2021/
fessor of Leader- ald 39:25 (June 4, 1872): 197: [Link] 10/08/conservative-christian-colleges-
[Link]/Periodicals/RH/ grow/7396185002/.
ship and Higher
[Link]; Washington Morse, 28. Anthony T. Kronman, Education’s
Education at An- “Items of Advent Experience During the Past End: Why Our Colleges and Universities Have
drews University in Fifty Years – No. 6,” The Advent Review and Given Up on the Meaning of Life (New
Berrien Springs, Sabbath Herald 65:44 (November 6, 1888): Haven, Conn.: Yale University Press, 2008).
689. [Link] 29. Graham B. Spanier, “Creating Adapt-
Michigan, U.S.A. able Universities,” Innovative Higher Educa-
org/Periodicals/RH/[Link].
Dr. Gregorutti has taught and worked 5. White, Education, 30. tion 35:2 (April 2010): 93.
as an administrator in several coun- 6. Ibid. 30. Ellen G. White, Testimonies for the
tries at different levels of Adventist Church (Mountain View, Calif.: Pacific Press,
1948), 5:14.
education. He holds a Master’s degree 31. Knight, “The Great Commissions and
in educational administration from the Educational Imperative.”

[Link] The Journal of Adventist Education • Vol. 86, No. 2, 2024 9

 leadership in a digital world:
Navigating Technology in Adventist Education
n a world where technology is we should approach the use of tech- operations. Most often, technology is

I changing at lightning speed and

resources for Seventh-day Ad-
ventist education are stretched
thin, it is ever more critical that
school leaders make good decisions
related to technological resources.1
nology in our schools.
In this article, we will consider the
management of technological change
in schools, followed by a discussion of
several specific areas that principals
and university administrators should
purchased to support instructional or
operational change. Change frame-
works can assist in guiding this
process. One of the educational
change theorists who has published
significantly over the past two decades
Our schools serve an increasingly consider in planning, choosing, and is Michael Fullan.3 Fullan’s six secrets
diverse body of students and families. implementing technology change of change provide a helpful frame-
Wisdom and discernment are needed projects in schools and universities. work for technology planning and
to make decisions when facing wars implementation in Adventist schools.
and rumors of wars, conflicts, vio- Principles of Change The first secret, Love Your Employ-
lence, secularization, public-health Technology implementation at ees, is founded on principles of choice
crises, natural disasters, and various schools, colleges, and universities is and creativity instead of control and
other crises. The variety of propa- always a change project. Leaders who direction [which we also see described
ganda, misleading information, and are savvy about technology are often in The Great Controversy]. School
deep or cheap fakes2 that are ubiqui- change agents and versed in change leaders should foster a school culture
tous on the Internet and social media theory. Most technology projects founded on respect for all learners,
requires careful consideration of how require a change in pedagogy, change including faculty and staff. A com-
in business processes, or change in munity of learners who feel loved and

BY JANINE MONICA LIM and STEPHANIE WILCZYNSKI

10 The Journal of Adventist Education • Vol. 86, No. 2, 2024 [Link]

cared for will tackle challenges and Technology Planning for professional development must be
change projects with creativity and Each school and institution should provided so everyone using the tool
responsibility. have a carefully planned, compre- learns about it. The training cannot be
The second secret, Connect Peers hensive technology plan. The Inter- just about which buttons to click. If the
With Purpose, complements the first. national Society for Technology in tool improves a process (or is supposed
Create a space where faculty, staff, Education (ISTE) provides a wealth of to), the training must be integrated with
and students learn with and from one information and resources for K-12 business process training. Business
another throughout the change schools planning for technology process training in the educational
process and beyond. usage.4 At the higher education level, environment is defined as everything
The third secret, Capacity Building EDUCAUSE is an excellent resource for the user should learn about how and
Prevails, means leaders should create technology strategy and planning.5 why to use the tool (i.e., managing or
and provide an environment where it People, processes, implementation, automating processes, optimizing
is safe to learn, both for students and and skills are essential to effective workflows, etc.). If the tool supports the
employees. It means creating a culture digital transformation. Too often, teaching and learning process, the
of continuous improvement built on educational principles (assessment,
data and assessment. Tracking pedagogy, etc.) undergirding the use of
progress and providing professional the tool should be included in the
development for all relevant parties Tech tools and solu- professional development.
through a change project is vital. Here is an example: A conference
Creating a space for non-judgmental tions don’t run superintendent finds a tool that he or
learning is essential so that when she would like to incorporate
something is deemed ineffective, themselves. Someone throughout the conference. No one
everyone can react with initiative and anticipates the tool’s limitations: It
cooperation instead of defensiveness.
has to be in charge of works very well for a large K-12 school
In this environment, Learning Is the them, keep them but not in a one-room multigrade
Work (secret four). Instead of trying to classroom or in an academy setting. In
place fault when problems arise, running (e.g., tech another case, a school principal
leaders examine the system to see purchases an expensive piece of
where it failed. This requires regular support and upgrades), educational technology for use in the
professional-development oppor- science lab. However, no science
tunities so everyone in the organiza-
and make decisions teachers are consulted, and the
tion is constantly learning and sharing about the settings and principal does not really know what he
their learning with others. is buying. It turns out to be a waste of
The fifth secret, Transparency priorities (e.g., user money and resources because the
Rules, highlights the importance of technology does not integrate into the
providing access to data and infor- access and permissions). curriculum as the principal anticipated
mation about the organization’s it would.
success so that everyone can work Leaders in a constantly changing
toward collective goals such as landscape must learn and pivot when
implementing the new change or leadership becomes convinced that opportunity (or, more likely, necessity)
continuous improvement. Eliminating purchasing a certain technology tool, arises. The onslaught of the COVID-19
judgmentalism while increasing platform, or gadget will produce a pandemic created the immediate need
transparency and providing good miracle solution. A vendor makes for schools to figure out how to use
support and training is essential. wonderful promises, the product seems technology to teach online. One such
Finally, the sixth secret, Systems to align with the school’s needs, and school in Texas, Burton Adventist
Learn, means that learning and change contracts are signed. However, all too Academy, as soon as things began
are continuous and need to occur often, this type of decision-making shutting down, put together a plan of
throughout the organization. Multiple results in major gaps in action to teach classes online. They
leaders and champions of change are implementation. Tech tools and already had a 1 to 1 iPad program
needed to start and keep the learning solutions don’t run themselves. running from grades 3 to 12. They
happening throughout the system. Someone has to be in charge of them, were able to use their pre-existing
These principles lay the foundation keep them running (e.g., tech support system composed of Google Classroom,
for our exploration into several essen- and upgrades), and make decisions Notability, Edulastic, Adobe, etc., to
tial aspects of technology use and about the settings and priorities (e.g., transition to virtual learning.
implementation in Adventist schools user access and permissions). Funding Additionally, teachers were brought in
and institutions. and trained on how to use Zoom to
transform their face-to-face instruction

[Link] The Journal of Adventist Education • Vol. 86, No. 2, 2024 11

into a proper online experience for various learning needs with tools that their own. For effective adoption,
their students. This forethought and include adaptive learning, audiobooks, leaders should ensure that faculty and
dedication to excellence were crucial as well as accessibility tools such as staff have access to professional
during such an uncertain and difficult speech-to-text tools. In addition to development. For optimal use, the
time for so many. learning the mechanics of technology technology training should be inte-
It is important for Adventist tools, students need digital literacy, grated with the business process
educators to seek wisdom in all information literacy, and AI literacy. training. For teachers, the technology
things, including educational technol- Technology can be used to connect training needs to be integrated with
ogy. James 1:5 tells us, “If any of you students to the global Adventist relevant pedagogical principles.
lacks wisdom, you should ask God, community, help them connect with Professional development can take
who gives generously to all without others for service and outreach many forms, including regular
finding fault, and it will be given to projects and virtual prayer groups, and workshops, peer mentoring, peer
you” (NIV).6 increase their involvement in the learning groups, communities of
We now turn to five principles to wider faith community. practice, cross-school partnerships,
guide the school leader’s planning and and collaboration. Within a team or
use of technology: Christian thinking, Professional Development organization, it’s impossible for
self-control, integrity, stewardship, While most people managed a everyone to understand and effectively
and discernment. good amount of self-learning during use all the tools. Schools need to
the pandemic, it is unwise for school provide space and support for
Technology and Christian Thinking leaders to buy technology tools and champions to emerge, and then
The Bible provides multiple leave staff and faculty to learn on encourage them to share their learning
reminders to guard the doorways of
our minds. In Romans 12:2, Paul says,
“And do not be conformed to this
world, but be transformed by the
renewing of your mind, that you may Professional development can take many forms,
prove what is that good and
acceptable and perfect will of God” including regular workshops, peer mentoring,
(NKJV). And in Philippians 4:8, we are
reminded, “Whatever things are true,
peer learning groups, communities of practice,
whatever things are noble, whatever cross-school partnerships, and collaboration.
things are just, whatever things are
pure, whatever things are lovely,
whatever things are of good report, if
there is any virtue and if there is
anything praiseworthy—meditate on
these things” (NKJV). These verses
remind us to ensure that our Christian
thinking must intersect with our use of
technology in schools, in order to
contribute to our developing and
growing a healthy and Christ-centered
mind (Philippians 2:5).

Learning
The primary purpose of technology
in schools and institutions is to sup-
port both the learning process and
operational processes related to
learning. As we make decisions about
technology for our schools, we need to
ensure that we are supporting and not
detracting from faith and learning.
Technology tools can support a more-
inclusive learning environment,
providing support for students with

12 The Journal of Adventist Education • Vol. 86, No. 2, 2024 [Link]

with their colleagues. Funding must be teaching online need both technical footprint and to interact with others
allocated for users to learn how to support and instructional design online ethically, safely, and in ways
integrate the tools into the curriculum support. Faculty and staff should be that effectively represent their faith.
as well as for purchasing and asked to provide input on policies and They need to understand issues
installing the equipment and software. procedures for the use of technology, relating to privacy and their security
whether for operations or instruction. as they interact online.9 Ellen White
Support Systems reminds us,
Leaders must consider the need for Technology and Self-Control “The only safety for the youth in
support before purchasing technology Scripture reminds us of the im- this age of pollution is to make God
or signing contracts with educational portance of self-control as one of the their trust. Without divine help they
tech companies. Is there a foundation fruits of the Spirit (Galatians 5:22, 23). will be unable to control human
of pedagogical understanding for using Moderation and self-discipline are passions and appetites. In Christ is the
the tool effectively for instruction or useful principles as school leaders very help needed, but how few will
assessment? Is there a foundation of consider the use of technology in come to Him for that help. Said Jesus
smooth business processes to layer on Adventist schools. Leaders must con- when upon the earth, ‘Ye will not
a technology tool that supports come to me, that ye might have life.’
operations? Administrators need to In Christ all can conquer.”10
inventory and identify the capacity Whatever your school decides
within the organization to implement, Whatever your regarding students’ access to technol-
support, and maintain the tool. They ogy, they need to learn the principles
also must ensure that the relevant school decides of digital ethics rooted in Scripture
front-line parties, such as teachers and (Proverbs 1:5, Matthew 5:13-16). In
educational administrators who will regarding students’ learning about ethics and digital
use the tools, have bought into the citizenship, students should also learn
value and need for the purchase
access to technology, to be digital evangelists,11 to represent
before signing contracts. they need to learn the their heavenly citizenship in all their
K-12 schools may be able to locate interactions online and in person. This
local people with technical expertise principles of digital will be evident in their love and
who can provide support, perhaps respect for others, avoiding cyberbul-
based on tips by the school board or ethics rooted in lying, hate speech, gambling, por-
from parents or church members. nography, etc., and helping and
Non-teaching staff and teachers will
Scripture (Proverbs encouraging others (Matthew 22:39).
need both technical support and 1:5, Matthew 5:13-16). School leaders must that ensure
instructional-technology support. policies, procedures, and support
Principals and superintendents should systems are in place to address issues
have a basic understanding of the of cyberbullying and security.
difference. A technology committee sider methods and ways to ensure that
composed of local experts can provide students learn self-control and Technology and Integrity
guidance and support for school understand the impact of screens on Students and staff should be guided
technology initiatives. School leaders their lives.7 Digital ethics in the con- by principles of integrity and honesty
should consider the sustainability of text of the Bible is an essential part of (Ephesians 4:25). School leaders
using volunteers to fix equipment, our curriculum. should adopt an academic-integrity
operate the network, and keep the policy that guides learning activities.
technology operational; make sure to Ethics and Digital Citizenship An honor code (see Sidebar) is an
have a backup plan since the avail- Being good candidates for heavenly effective method if it is implemented
ability of volunteers can change over citizenship will be evident in our in- throughout the school. Students need
time: and be sure to tap into available teractions on earth and online. The instruction on the proper use of
resources at the conference and union ISTE standard for digital citizenship is others’ intellectual property and how
level to provide support. applicable to K-20 and beyond: to cite others’ work appropriately
In higher education, support is “Students recognize the rights, (print, media, etc.).
necessary in several areas. Staff and responsibilities, and opportunities of
faculty need access to live help-desk living, learning and working in an Generative AI
personnel as well as on-demand interconnected digital world, and they One of the most fast-moving
learning resources. Faculty using act and model digital citizenship in technologies currently is Generative
educational technology tools and ways that are safe, legal and ethical.”8 Artificial Intelligence (e.g., ChatGPT,
Students need to learn how to
understand and manage their digital

[Link] The Journal of Adventist Education • Vol. 86, No. 2, 2024 13

Claude 3, Google Gemini, Microsoft
Copilot, etc.). School leaders should Sidebar
be aware of these new tools and how
they impact education.12 Administrat- Resources to Guide Framing of Academic Integrity
ors and school boards should be Policies and Honor Codes
creating responses and guidelines, not
just for student use but also encom-
passing the whole educational enter-
Glynis Bradfield and Ray McAllister, “Strategies to Maximize Academic Integrity
prise. Simply attempting to detect
in Online Education,” The Journal of Adventist Education 84:2 (2022): 18-24. https://
and/or blocking AI usage is an insuf-
[Link]/2022.84.2.4
ficient response. Current detection
The authors discuss how to help students understand academic integrity and why it
tools are unreliable and unfairly target
matters. They argue that academic integrity is at the core of developing Christian
non-native speakers.13
character and that intentionally teaching biblical and ethical principles in every subject,
Generative AI is not just restricted
modeling personal integrity, and living the institutional mission are foundational to
to ChatGPT and Claude but is quickly
maximizing academic integrity in teachers and students. They share specific suggestions
becoming embedded in many educa-
for designing learning activities and classes and creating effective assessments.
tional tools such as Word, Google,
Padlet’s “I Don’t Know How to Draw”
Sydney Freeman, Jr., Ibrahim Karkouti, and Ty-Ron M. O. Douglas, “Avoiding
image generator, Grammarly, and
Fake Degrees and Diploma Mills: Recommendations for Educators and Academic
much more.14 Schools and institutions
Administrators,” The Journal of Adventist Education 82:1 (January-March 2020): 4-11.
should be creating guidelines for use;
[Link]
because the technology changes so
The authors provide a thoughtful examination of a biblical framework for academic
fast, broad principles are needed.15
integrity and its impact on decision-making by students and institutions on pages 6-8.
EDUCAUSE has recently published the
Higher Education Generative AI
Turnitin Teaching and Learning Innovations Team, “Building an Honor Code: Tips
Readiness Assessment,16 and ISTE has
for Institutions and Educators”: [Link]
published a Leaders’ Guide to Artifi-
code-tips-for-institutions-and-educators
cial Intelligence.17 These tools can help
Turnitin, a plagiarism-checking service used by thousands of secondary schools and
schools create an appropriate frame-
tertiary institutions, offers a downloadable guide of best practices to help educators in all
work for the use of generative AI
stages of implementing an institutional honor code. The document targets educators and
within Adventist schools.
can help users plan, create, implement, and maintain an honor code.
Cybersecurity
Harvard Division of Continuing Education, “Resources to Support Academic Integ-
Another area of integrity concern to
rity”: [Link]
educational leaders is cybersecurity.
to-support-academic-integrity/. See also, “Harvard Guide to Using Sources”: https://
Ransomware attacks are on the rise.
[Link]/. These documents offer a guide for good practice and
Regulations for privacy and security
suggestions about the types of campus support needed to help students and faculty
are tightening around the world.18 We
maintain the honor code and value academic integrity.
need not panic, for “God has not
given us a spirit of fear” (2 Timothy
Karen L. Smith, “What Is an Honor Code and Why Is It Important to Academic
1:7, NKJV); He has given us a sound
Integrity?” Turnitin: [Link]
mind and wisdom to address the
it-important-to-academic-integrity. Smith discusses the value of an honor code and how
challenges (James 1:5). Student, staff,
it can help decrease academic dishonesty and support a culture of academic integrity.
and institutional data must be protect-
ed. For small schools, addressing cy-
University of Colorado, Boulder, “AI and Honor Code: 3 Things All Students Should
bersecurity needs can be daunting.
Know”: [Link]
Collaboration between institutions,
things-all-students-should-know. With the rise in availability and access to products uti-
controlled sharing of information, and
lizing artificial intelligence (AI), this resource provides insight into honor code standards
gaining support from IT departments
for AI use and the consequences of misuse.
at the conference, union, and division
levels can help as we collectively
Yale Poorvu Center Academic Continuity, “Academic Integrity and Honor Codes”:
address these challenges. Both ISTE19
[Link] An example of Yale
and EDUCAUSE20 provide cyber-
University’s guidelines for academic integrity and honor codes, which includes creating
security resources for schools and
community values for online education and examples of honor codes.
institutions.

14 The Journal of Adventist Education • Vol. 86, No. 2, 2024 [Link]

Technology and Stewardship students, parents, and faculty? Is the and their screen time.23 Leaders must
As Adventist school leaders, we are use of the tool delivering the expected remember the importance of exper-
stewards of church resources that outcomes? Is the school paying for iential learning, service learning, and
support our schools, tuition sacrif- unused add-on features? faith-inspiring interactions with
icially paid by parents and families, On a regular basis, and definitely colleagues and stakeholders (Hebrews
and our own time and resources. Paul before renewing technology contracts, 10:25). They must prayerfully consider
reminds us in Colossians 3:23 and 24 conduct a thorough evaluation. Col- expenditures and implementation of
that our work must glorify God: lect stakeholder feedback and evaluate technology in Adventist schools and
“Whatever you do, work at it with all utilization and satisfaction. Review institutions to ensure that the tools will
your heart, as working for the Lord, the market for similar services to en- be a blessing to students, faculty, and
not for human masters, since you sure the current tool is the best staff for the glory of God.
know that you will receive an inher- choice, but consider the cost of adop-
itance from the Lord as a reward. It ting a different tool as well. How Final Thoughts
is the Lord Christ you are serving” invested are the stakeholders, staff, Education leaders must be
(NIV). Leaders should keep the princi- and students? How disruptive would a intentional when planning and
ple of stewardship in mind when implementing technology projects in
making decisions regarding technol- schools and universities. The rapid
ogy purchases and usage. advances in technology require a
On a regular basis, culture that nurtures adaptability,
Funding professional development, and
Resources tend to be scarce across and definitely before financial and pedagogical support. A
Adventist education at all levels, and helpful framework to consider is
funding for technology can be difficult
renewing technology Michael Fullan’s six secrets of change,
to obtain. First, consider whether the contracts, conduct a which address the shifts in thinking
new tool or gadget is really necessary. and planning that accompany the
Is it just hype, or is it foundational to thorough evaluation. adoption of any new endeavor. Chris-
operations? Is it reliable? Will it do tian thinking, self-control, integrity,
what is advertised? What will it cost to
Collect stakeholder stewardship, and discernment are
license multiple users? Is it the most feedback and evaluate principles that can guide school
effective way to support learning? leaders as they seek to support learn-
Sometimes, using the cheapest tool or utilization and satis- ing and business processes with wis-
option can cost more in the long run. dom and create environments that are
Other times, budget-friendly solutions
faction. conducive to growth and the integra-
are the best option. Consult with local tion of faith and learning. ✐
experts, teachers, and technologists to
ensure good decision-making.
change be to school operations? How This article has been peer reviewed.
Evaluation are the tools contributing to learning
As you and your team implement outcomes and student engagement? Is
and maintain technology in your the tool supporting or detracting from AI Disclosure: In preparing this article,
school or institution, remember to set quality faith-based education? A [Link] and ChatGPT4 were used for
up structures and habits of evaluation. regular, systematic review of technol- brainstorming and citation formatting.
Evaluate the tools before purchase. ogy tools will ensure mission-aligned
There are tools available online that and effective use of resources.
can assist you by offering comparisons Janine Monica
of similar products, white papers, and Technology and Discernment Lim, PhD, is the
other resources. Collect broad feedback Above all, as part of your use and Program Director
from potential users and stakeholders planning for technology for your and Online Higher
before deciding which products to school, pray for wisdom and discern- Education Professor
purchase. Evaluate the institution’s ment (Proverbs 2:6 and James 1:5). of Educational and
capacity to use and support the tool. Technology can so easily become a Learning Technol-
Evaluate how it will integrate into distraction, temptation, or hindrance to ogies in the School
daily operations and teaching. our walk with God. Concern has been of Education at Andrews University in
Evaluate the success of each new raised about children’s time in nature,21 Berrien Springs, Michigan, U.S.A. In her
implementation. What is the adoption about students using classroom tech- current role, Dr. Lim is responsible for
rate (i.e., how many people are using nology to watch YouTube or Tik Tok,22 more than 200 online courses, faculty
it)? What is the satisfaction level of training, and systems that support

[Link] The Journal of Adventist Education • Vol. 86, No. 2, 2024 15

online learning. She oversees the faculty 2. Deepfakes are videos that have been (2023): 20220158. [Link]
and courses of the Consortium of Ad- changed using digital tools to alter core opis-2022-0158; Susan D’Agostino, “Turnitin’s
elements of the video, such as faces, bodies, AI Detector: Higher-Than-Expected False
ventist Colleges and Universities and, location, etc. A cheap fake is similar but Positives,” Inside Higher Ed (June 01, 2023):
since 2015, has served on the board of relies of less expensive readily available [Link]
the United States Distance Learning software such as Photoshop, altering the takes/2023/06/01/turnitins-ai-detector-
Association. Prior to her tenure at speed of video to change voice patterns or higher-expected-false-positives; Weixin Liang
bodily movements, location, mislabeling, etc. et al., “GPT Detectors Are Biased Against
Andrews University, Dr. Lim coordi- For more see Britt Paris and Joan Donovan, Non-native English Writers,” Computation
nated distance education for 22 K-12 “Deepfakes and Cheap Fakes: The Manipu- and Language (July 10, 2023): [Link]
school districts in southwest Michigan, lation of Audio and Video Evidence” org/abs/2304.02819.
initiated international videoconferen- (September 18, 2019): [Link] 14. See, for example, Laurence Holt, “A
net/library/deepfakes-and-cheap-fakes/. Map of Generative AI for Education” (March
cing projects such as Read Around the
3. Michael Fullan, The Six Secrets of 6, 2024): [Link]
Planet and MysteryQuest, co-founded Change (San Francisco: Jossey-Bass, 2008). Holt/a-map-of-generative-ai-for-education-
TWICE (Michigan’s K-12 Videoconferen- See also [Link] 6598e85a172e.
cing Organization), taught graduate content/uploads/2016/06/2008SixSecretsof 15. Harris and Armstrong, “Generative AI
[Link]. in Adventist Education: Opportunities and
courses in educational technology, and
4. See [Link]. See also Jorge Valenzuela, Ethical Considerations.” See also U.S. Dep-
published and presented in her field. “Three Ways to Ensure IT and EdTech Plans artment of Education Office of Educational
She also authored a column on tech- Promote Learning” (October 21, 2020): Technology, “Artificial Intelligence and the
nology for the Journal. [Link] Future of Teaching and Learning: Insights and
edtech-plans-promote-learning. Recommendations” (May 2023): https://
5. EDUCAUSE, “Technology Strategy”: [Link]/ai-future-of-teaching-and-
Stephanie [Link] learning/.
Wilczynski, MA, initiatives/cio-and-senior-technology-leaders- 16. EDUCAUSE, “Higher Education
is an instructional program/enterprise-it-toolkits/technology- Generative AI Readiness Assessment” (April
designer support- strategy. 4, 2024): [Link]
6. Scripture references in this article resources/2024/4/higher-education-genera
ing online degrees credited to NIV are quoted from the New tive-ai-readiness-assessment. See also WCET,
for the Andrews International Version of the Bible. Holy Bible, “Developing Institutional Level AI Policies
University Global New International Version®, NIV® Copyright and Practices: A Framework” (December 7,
Campus. She has a ©1973, 1978, 1984, 2011 by Biblica, Inc.® Used 2023): [Link]
by permission. All rights reserved worldwide. 2023/12/07/developing-institutional-level-ai-
rich teaching background and cur- Scripture references credited to NKJV are policies-and-practices-a-framework/.
rently works as an adjunct professor. quoted from the New King James Version of the 17. ISTE, “Bringing AI to School: Tips for
Mrs. Wilczynski has taught English at Bible. Scripture taken from the New King James School Leaders”: [Link]
the middle and high school levels, as Version®. Copyright © 1982 by Thomas Nelson. [Link]/Bringing_AI_to_School-2023_07.pdf?
Used by permission. All rights reserved. _ga=2.154129464.1436195298.1720559859-
well as religion and theater. She holds
7. Cynthia Hurtado-Muller, “Screens, 1547885955.1720559857.
a Bachelor of Arts in English language Sleep Hygiene, and Mental Health: Finding 18. Ben Wolford, “What Is GDPR, the
and literature from Southwestern Ad- Balance in the Digital Age,” College and EU’s New Data Protection Law?” https://
ventist University (Keene, Texas, University Dialogue 36:1 (2024): 5-9. https:// [Link]/what-is-gdpr/; U.S. Federal Trade
U.S.A.) and a Master of Arts in Eng- [Link]/3909/screens-sleep- Commission, “Gramm-Leach-Bliley Act”:
hygiene-and-mental-health-finding-balance- [Link]
lish from Andrews University (Berrien in-the-digital-age. privacy-security/gramm-leach-bliley-act.
Springs, Michigan, U.S.A.). 8. ISTE, “ISTE Standards: for Students”: 19. Diana Baker Freeman, “Prevention Is
[Link] Key to Preventing School Cyberattacks,” ISTE
9. See also Emily Weinstein and Carrie Blog (May 3, 2021): [Link]
James, Behind Their Screens: What Teens Are prevention-is-key-to-preventing-school-cyber
Recommended citation:
Facing (and Adults Are Missing) (Cambridge, attacks. See also CoSN, “CoSN’s NIST
Janine Monica Lim and Stephanie Mass.: The MIT Press, 2022). Cybersecurity Framework Resources Align-
Wilczynski, “Leadership in a Digital 10. Ellen White, Child Guidance (Wash- ment for K-12”: [Link]
World: Navigating Technology in ington, D.C.: Review and Herald, 1954), 467. topics/cybersecurity/cosns-nist-cybersecurity-
11. “Center for Online Evangelism”: framework-resources-alignment-for-k-12/.
Adventist Education,” The Journal of
[Link] 20. EDUCAUSE, “Cybersecurity Program”:
Adventist Education 86:2 (2024): 10- 12. See Lorin Koch, “ChatGPT in the [Link]
16. [Link] Classroom: Uses, Limitations, and Student and-initiatives/policy-and-security/cybersec
and Teacher Experiences,” The Journal of urity-program.
Adventist Education 85:3 (2023): 4-10. 21. Richard Louv, Last Child in the Woods:
[Link] See also Saving Our Children From Nature-deficit
NOTES AND REFERENCES
David P. Harris and Fred Armstrong, Disorder (London: Atlantic Books, 2005).
1. John O’Brien, “Presidents’ Views on
“Generative AI in Adventist Education: 22. Jessica Grose, “Get Tech Out of the
Digital Transformation: Three Reasons to Be
Opportunities and Ethical Considerations,” Classroom Before It’s Too Late,” The New
Hopeful,” EDUCAUSE Review (June 21, 2023):
ibid. 85:2 (2023): 4-9. [Link] York Times (April 10, 2024): [Link]
[Link]
10.55668/jae0043. [Link]/2024/04/10/opinion/schools-
presidents-views-on-digital-transformation-3-
13. William H. Walters, “The Effectiveness [Link].
reasons-to-be-hopeful.
of Software Designed to Detect AI-Generated 23. Lawrence Kelemen, “The Truth About
Writing: A Comparison of 16 AI Text Television”: [Link]
Detectors,” Open Information Science 7:1

16 The Journal of Adventist Education • Vol. 86, No. 2, 2024 [Link]

 ADVE N TIST E D UCATION IN NORTHER N ASIA :

Challenges and
Opportunities
for Leadership
in the AI Age

e live in a world im- responsible decisions after communi- nomic—present major challenges.

W pacted by constant
transformation, which
demands new leader-
ship models, especially
in the educational field. Forming well-
rounded citizens capable of facing
cating with others, to coordinating re-
sources and teamwork, and facilitat-
ing learning, every aspect of the
leader’s role becomes vital to facing
challenges and overcoming adver-
sities.1
Navigating a world marked by con-
flicts, polarization, and the disintegra-
tion of traditional values requires a
firm commitment to Christian philoso-
phy, creativity, innovation, and unwa-
vering faith.
challenges now and in the future re- Twenty-first century events have Northern Asia’s cultural, religious,
quires a wholistic approach that tran- created a complex and challenging economic, and linguistic diversity
scends mere technical development. scenario for leadership in all areas, in- means that administrators must engage
In this context, Adventist educational cluding Adventist education, espe- in dialogue while respecting and val-
leadership is fundamental to creating cially in Northern Asia,2 and more uing local traditions without renounc-
a more just, egalitarian, and sustain- specifically in the 10/40 Window—a ing the principles and values underpin-
able society. region that contains most of the ning Adventist education. In planning
In challenging times, the impor- world’s population still unreached by for meaningful and engaging learning,
tance of well-prepared and resilient the gospel.3 In this context, balancing curricula and pedagogies must be con-
leaders becomes even more evident. fidelity to our fundamental principles textualized, and students’ varied cul-
They are essential for stability and with accommodating the demands of tural heritages must be recognized and
progress. From creating a collective a growing diversity of students and celebrated. Also, economic diversity
sense of working together to making families, and meeting the needs of must be considered in educational
communities in different realities—
cultural, religious, and socioeco-

B Y E D G A R D L E O N E L L U Z

[Link] The Journal of Adventist Education • Vol. 86, No. 2, 2024 17

strategies. The church attracts students proaches. Ellen White4 asserted that logical, and cultural transformations
from highly developed, technologically nothing is better to develop the mind that are affecting societies around the
advanced, wealthy countries, as well and strengthen the intellect than the world. Additionally, leaders need to
as from areas of extreme poverty. study of the Word of God. inspire positive change, be sensitive to
Much of the population in Northern The purpose of Adventist education cultural diversity, and be ready to
Asia, including students attending Ad- transcends the simple transmission of adapt to the era of artificial intelli-
ventist schools, lives in regions with knowledge; it seeks to shape agents of gence (AI). They must also know their
very low levels of basic sanitation and positive change, empowering students responsibility to represent the best in
precarious hygiene conditions. to live according to values such as love, love and service to people.
An analysis of the issues relating to compassion, and justice, thus contrib- Adventist educational leaders need
social inequality and religious freedom uting to the construction of a more har- to maintain fidelity to Christian values
in various countries reveals significant monious and supportive society. and principles. They must also ad-
variations. To address this reality, a As Riggio and Newstead5 state, dress ideological polarizations, reli-
strategic plan well-grounded in the challenges require planning and de- gious conflicts, and the high compet-
mission and purpose of Adventist edu- itiveness of contemporary society with
cation is needed. For example, ensur- resilience and vision, in order to en-
ing educational excellence in places sure the relevance and positive impact
with abundant resources is crucial for of Adventist education in the contem-
the survival of any educational institu- Often, the ramifications porary world.
tion or network. This becomes even of the decisions made Consequently, the three main chal-
more essential in highly competitive lenges of Adventist educational leader-
and demanding societies. On the other by leaders in times of ship in Northern Asia are (1) har-
hand, in deprived regions, maintain- moniously integrating Christian values
ing a high standard of education is not challenge will not be with academic teaching; (2) adapting
only an academic goal but also a known until long and effectively responding to the eco-
matter of survival for students and nomic, technological, and cultural
their families. Education represents afterward, which transformations of the 21st century;
the only viable means for them to im- and (3) inspiring positive change
prove their living conditions amidst means that leaders while confronting ideological polariza-
overwhelming challenges. must make choices and tions and competition in contempo-
By embracing the diversity of the rary society. However, we need to un-
10/40 Window, Adventist education decide on actions that derstand that these challenges also
positions itself as a beacon of oppor- generate significant opportunities for
tunity, hope, and transformation for will have consequen- Adventist education.
future generations in Northern Asia. It ces for both the
is thus empowered to construct a Opportunities for Adventist Educational
more fair, peaceful, and prosperous present and the future. Leadership
world, and pave the way to Christ’s Northern Asia’s rich cultural and
eternal kingdom. linguistic diversity offers Adventist
education a unique opportunity to
Challenges of Adventist Educational create a meaningful and engaging
Leadership mand decisions and actions that im- learning environment and to become
In the context of Adventist educa- pact reality. Often, the ramifications of an agent of integration and social
tional leadership, a crucial challenge is the decisions made by leaders in times transformation through offering con-
the harmonious integration of faith and of challenge will not be known until textualized curricula and pedagogies.
learning. Leaders face the task of im- long afterward, which means that Poverty and social inequality are
parting knowledge and cultivating solid leaders must make choices and decide realities in many regions of the 10/40
and upright values grounded in bib- on actions that will have consequen- Window. Adventist education requires
lical-Christian principles. They must ces for both the present and the fu- a commitment to ensuring access to
prepare students to excel professionally ture. quality education for all, regardless of
and become conscientious, engaged cit- As highlighted by Sleemat,6 it is es- students’ social class or economic
izens eager to serve God and humanity. sential for leaders to deeply under- condition. Innovative initiatives will
It means going far beyond teaching and stand the context of the 21st century enable Adventist education to break
offering the best in educational facil- and constantly develop skills to ad- barriers and democratize access to
ities, curriculum, and instructional ap- dress its many challenges. This is knowledge, thereby promoting devel-
crucial for guiding educational institu-
tions through the economic, techno-

18 The Journal of Adventist Education • Vol. 86, No. 2, 2024 [Link]

opment and social mobility. technological advancement. Leader- and firm commitment, leaders have
The interconnectedness of the ship in this new scenario requires a the opportunity to strengthen biblical
world requires educational leaders to global mindset and the ability to culti- values and principles, provide a
navigate diverse cultural contexts, vate a culture of innovation.8 Simi- wholistic education that transcends
promote international collaborations, larly, leaders in Adventist education mere academic knowledge, and em-
and contribute to mitigating global must operate within a broad context, power students to become agents of
challenges.7 Institutions like the Ad- demonstrating global thinking and en- positive change in their communities
ventist School of Thatta, a small couraging interconnection and creativ- as they prepare to take their place as
school with 79 students located in a ity to drive innovation within the citizens of the heavenly kingdom.
city with more than 2,000 years of his- church’s educational institutions. This approach ensures Adventist edu-
tory in southern Pakistan, and the In countries like South Korea, Ad- cation’s relevance and lasting impact
Dhaka Adventist Pre-Seminary and ventist education is at the forefront of on local societies and the world.
School in Bangladesh, serving more integrating technologies into the educa-
than 3,000 students, are notable ex- tional field through establishing centers Planting Seeds of Eternal Transfor-
amples at the forefront of Adventist of excellence. Sahmyook University mation
education. These schools play a cru- and Sahmyook Health University in Adventist education must commit
cial role in fulfilling the church’s mis- Seoul exemplify this initiative. Besides to being an agency of social and spiri-
sion within two majority-Muslim employing highly qualified profession- tual transformation, with the mission
countries by providing quality educa- als, these universities offer students of contributing to the construction of
tion and contributing to these nations’ and the entire academic community a fairer, more peaceful, prosperous
development. When integrated with access to the latest advancements in world, planting seeds of hope in
academic excellence, an educational new technologies. By embracing the in- people’s hearts. And the 10/40 Win-
approach centered on Christian values tegration of digital technologies in edu- dow presents many opportunities.
produces a transformative force, nur- cation and adopting planned and ethi- To achieve our goals, it is crucial
turing peace, justice, and love, and in- cal use of artificial intelligence, these that we have adequately prepared
stilling hope within communities. institutions can further elevate the leaders capable of advancing, over-
As the 21st century progresses, op- quality and excellence of the education coming obstacles, and seizing the op-
portunities for Adventist education are they offer, thereby preparing students portunities that arise. Such leaders
expanding, especially in regions of for future challenges. must demonstrate a solid commitment
Northern Asia with high levels of By facing challenges with resilience to the philosophy and mission of the
institutions they represent and possess
or develop the necessary compe-
tencies. Only then will they be able to
guide their teams with discernment
and conviction, always seeking prog-
ress and excellence in the face of cur-
rent and upcoming challenges.
Given the importance of leadership
for institutional success, it is essential
to explore the different types of lead-
ership that can successfully guide
these organizations toward progress
and excellence. It is also essential to
know what kinds of leadership will
not be effective. Leaders must be
aware of the complex relationships be-
tween different combinations of lead-
ership behaviors and their own well-
being to balance the benefits and
potential challenges associated with
such behaviors.9 Effective leadership
can result from a combination of sev-
eral approaches to leadership. Dis-
cussed here are three: transfor-
mational, intercultural, and servant
Dhaka Adventist Pre-Seminary and School in Bangladesh serves more than 3,000 students. leadership. By exploring these differ-
ent types of leadership, and identify-

[Link] The Journal of Adventist Education • Vol. 86, No. 2, 2024 19

ing and incorporating the best qual- such as active communication and lis- themselves in the shoes of others to
ities of each, leaders will be able to tening, positive self-confidence, and better understand their values, beliefs,
apply approaches and strategies that cultivation of trust in order to achieve and motivations. These bridges of em-
can contribute significantly to their higher levels of effectiveness.12 pathy pave the way for building rela-
personal growth and the success of tionships of trust and mutual respect.
their organization. Intercultural Leadership In addition to promoting cultural
In a globalized and diversified understanding, intercultural leader-
Transformational Leadership context, intercultural leadership ship fosters innovation as a fruit of di-
Transformational leadership seeks emerges as an essential tool to pro- versity. It seeks to bring together tal-
to inspire and motivate collaborators mote understanding and collaboration ents from different backgrounds and
to reach their full potential. The prin- among individuals from different perspectives, and this multiplicity of
ciples of this approach can function as backgrounds and cultures. Intercul- thoughts and approaches drives brain-
a guide for organizations and collabo- tural leaders take on the roles of ex- storming, generating new possibilities
rators, offering good direction in the and propelling organizational growth.
face of constant changes and new op- Leaders capable of navigating cul-
portunities. Transformational leader- tural diversity and building inter-
ship provides conditions for achieving national partnerships are in high de-
good organizational results concerning Intercultural leaders mand. And this is exactly where
individual and team performance.10 take on the roles of Adventist education can play a signifi-
Ideally, it allows leaders to establish a cant role. Within our diverse network
shared vision that guides employees explorers, diplomats, of institutions, opportunities to build
toward challenging goals, promoting a bridges between cultures without
positive, meaningful, and innovative and bridge builders, compromising the philosophical foun-
work environment. weaving bonds dations of the organization are plenti-
Creativity and pursuing innovative ful. Investing in coaching and mentor-
solutions create an environment con- between different ing programs that can help train
ducive to continuous learning and de- leaders to work cross-culturally, pro-
veloping new skills. This wholistic ap- cultures and driving viding opportunities to collaborate
proach, which values employees’ growth in a globalized and problem-solve, and engaging in
personal and professional growth, conversation and dialogue are some
contributes to the formation of resil- environment. This is ways Adventist education can support
ient teams ready to face the demands and help cultivate capable leaders.
of a constantly changing society. especially necessary for
Transformational leaders act as com- Adventist education, Servant Leadership
passes, guiding their teams through or- Servant leadership seeks to prior-
ganizational change processes and fos- which functions in more itize the well-being and development
tering innovation at all levels. Their of team members, thus promoting a
long-term vision and ability to antici- than 150 countries. . . . healthy and inspiring work environ-
pate trends and opportunities allow ment. As a model, it stands out as one
their organizations to position them- that transcends the boundaries of tra-
selves strategically and competitively, ditional leadership theories.15 Based
even amid turbulent times. plorers, diplomats, and bridge on the premise of serving others, this
Adventist education in Northern builders, weaving bonds between dif- approach emphasizes the importance
Asia must intensify its efforts to pro- ferent cultures and driving growth in a of creating a cohesive community and
vide circumstances for continuous globalized environment. This is espe- maintaining high ethical standards
learning, development of new skills, cially necessary for Adventist educa- within organizations.16
creativity, and the pursuit of innova- tion, which functions in more than Studies show servant leadership in-
tive solutions. Deng et al.11 emphasize 150 countries13 and plays a role in spires creativity and innovation, pro-
that initiatives based on transfor- training leaders and citizens for a mul- moting a culture of continuous im-
mational leadership can teach leaders titude of different cultures. provement in the workplace.17 At the
positive and effective leadership be- As pointed out by Sleemat,14 effec- same time, it builds trust in leadership
haviors, as well as provide opportuni- tive leadership in the contemporary and a perception that processes are
ties for them to practice and improve educational context requires an inclu- fair and in the best interests of those
these behaviors—and this includes the sive approach that values cultural di- being served.18 When organizational
adoption of charismatic behaviors versity and promotes equity. This cul- leaders embrace servant leadership in
tural sensitivity translates into
empathy, allowing these leaders to put

20 The Journal of Adventist Education • Vol. 86, No. 2, 2024 [Link]

their daily practices, it improves the vision of the current context and the imize resistance. AI-era leaders must
collective commitment of all who future, along with a deep understand- commit to lifelong learning and adopt
work in the institution, promotes a ing of the capabilities and limitations an innovation mindset as technology
culture of gratitude and social intelli- of new technologies, can seek to use continues to reshape the world. They
gence, and drives organizational suc- them as a catalyst for innovation and must actively seek knowledge about
cess.19 To bring out the best in those efficiency, developing, as Organa and emerging AI trends and applications,
they lead, leaders must engage in indi- Sus22 put it, an innovative and creative ensuring their leadership strategies re-
vidual interaction to understand the mindset to lead the transformation. main agile and adaptable.
skills, needs, desires, goals, and poten- However, it is important to re- Developing an organizational cul-
tial of those with whom they serve.20 member that AI presents both chal- ture predisposed to integrating new
In Adventist education, servant lenges and opportunities, especially in digital technologies is a key aspect for
leadership assumes a crucial role. education. Educational leaders must institutions desiring to leverage the
Leaders are tasked with guiding others address the ethical implications of AI- opportunities of this rapidly devel-
according to biblical principles, ai- based learning platforms and ensure oping era.25 According to Sleemat,26
ming to meet their needs and the rapid technological advancements
needs of the institution they represent. have the potential to transform educa-
They lead by example, following the tion delivery and access. Educational
principles established by Jesus Christ. leaders need to advocate for the in-
Therefore, servant leadership in Ad-
Developing an tegration of technology into teaching
ventist education emerges as a source organizational culture and learning processes.
of inspiration and guidance, leading
others toward divine purposes and the predisposed to Conclusion
common good. Throughout this article, we have
integrating new digi- explored some of the challenges and
Leadership in the Era of Artificial tal technologies is opportunities faced by Adventist edu-
Intelligence cation in Northern Asia. From the
Equally relevant is the impact of ar- a key aspect for insti- challenges of educational leadership
tificial intelligence on leadership, ex- to the opportunities provided by cul-
ploring how this technology can be in-
tutions desiring to tural diversity and technological ad-
tegrated ethically and effectively to leverage the oppor- vancements, it is clear that Adventist
optimize processes and help make in- education has a comprehensive mis-
formed decisions. In the uncharted tunities of this rapidly sion: promoting the physical, mental,
territories of the AI revolution, leader- spiritual, and social development of
ship must position itself as a compass,
developing era. students,27 shaping conscientious, en-
guiding organizations and their gaged citizens empowered to face the
leaders through a landscape of trans- challenges of the contemporary world,
formative possibilities. Adventist edu- and simultaneously preparing them,
cation leaders need to assume the that while using these tools to person- by the grace of Christ, to receive
roles of explorers, innovators, and alize education, they also safeguard heavenly citizenship.
strategists, seamlessly integrating the safety and privacy of students, fac- Adventist educational leaders navi-
emerging technologies into the frame- ulty, and staff. This well-planned in- gate a sea of constant change, which
work of educational institutions and tegration of new technologies into requires them to acquire a deep under-
organizations. The ability to harness education can foster more inclusive standing of the 21st-century context
the power of AI while upholding ethi- and equitable learning environments and skills to lead authentically, trans-
cal principles and human values will that meet the diverse needs of stu- formationally, and interculturally. They
be a crucial strategy in shaping the dents and educators. are challenged to effectively integrate
path to success in the 21st century. To achieve good results, digital new technologies, such as artificial in-
According to McCarthy, Sammon, transformation must be a strategic pri- telligence while remaining faithful to
and Alhassan,21 despite various ele- ority, argue McCarthy, Sammon, and Christian values and the Adventist
ments that can affect the successful ex- Alhassan,23 and organizational mindset educational mission.
ecution of a digital transformation pro- must change and adapt accordingly. Despite the challenges involving
gram (i.e., how to work with people, Organa and Sus24 state that leaders Adventist educational institutions in
processes, and technology when build- who have embraced this vision should Northern Asia, and the difficulties ex-
ing and planning to implement digital drive technological innovations, pro- perienced by many who live within
processes), none has as much in- mote employee participation, and min- the 10/40 Window, opportunities
fluence as qualified and competent abound. Cultural diversity provides
leadership. Leaders who have a clear room for pedagogical innovation and

[Link] The Journal of Adventist Education • Vol. 86, No. 2, 2024 21

the creation of meaningful learning Recommended citation: ership Do to the Leader?”; “What Is Char-
environments, the expansion of tech- Edgard Leonel Luz, “Adventist Educa- isma?” Skills You Need (2024): [Link]
[Link]/ips/[Link]#:~:text
nological advancements, and more ac- tion in Northern Asia: Challenges and =Being%20charismatic%20involves%20com
cessible and inclusive education. Opportunities for Leadership in the AI municating%20dynamically,respect%20and
Adventist leaders are called to Age,” The Journal of Adventist Educa- %20trust%20of%20others.
13. North American Division Office of
serve. They are called to model their tion 86:2 (2024): 17-22. [Link]
Education, “Frequently Asked Questions”:
service after Jesus Christ, who led His org/10.55668/jae0071. [Link]
followers with integrity, humility, and 14. Sleemat, “Leadership in Education
an unwavering commitment to mis- Management.”
NOTES AND REFERENCES 15. Robert C. Liden et al., “Servant Lead-
sion. In this region of opportunities,
1. Ronald E. Riggio and Toby Newstead, ership: Development of a Multidimensional
Adventist education can be a beacon “Crisis Leadership,” Annual Review of Organ- Measure and Multi-level Assessment,” Lead-
of hope for millions of people. It has izational Psychology and Organizational Be- ership Quarterly 19:2 (2008): 161–177. https://
the potential to be a transformative havior 10 (January 2023): 201-224. https:// [Link]/10.1016/[Link].2008.01.006.
[Link]/10.1146/annurev-orgpsych-120920- 16. Addisu Debalkie Demissie, Abebe
force not only today but also in pre- Ejigu Alemu, and Assefa Tsegay Tensay, “Ser-
044838.
paring people for God’s eternal king- 2. In this article, “Northern Asia” refers to vant Leadership and Organizational Citizen-
dom, where “every power will be de- the countries included in the Northern Asia- ship Behavior: The Mediating Role of Per-
veloped, every capability increased. Pacific Division of the Seventh-day Adventist ceived Organizational Politics and the
Church. This division is comprised of Bangla- Moderating Role of Political Skill in Public
The grandest enterprises will be car- Service Organizations,” Employee Responsibil-
desh, Democratic People’s Republic of Korea,
ried forward, the loftiest aspirations Japan, Mongolia, Nepal, Pakistan, Republic of ities and Rights Journal (2024). [Link]
will be reached, the highest ambitions Korea, Sri Lanka, and Taiwan. For more infor- org/10.1007/s10672-023-09486-x.
realized. And still there will arise new mation, see [Link] 17. Senem Nart et al., “The Relationship
world-church/northern-asia-pacific/. of Diversity Management and Servant Leader-
heights to surmount, new wonders to ship with Organizational Identification and
3. The “10/40 Window” is commonly
admire, new truths to comprehend, known as a rectangular area 10 degrees and Creativity in Multinational Enterprises.” Fi-
fresh objects to call forth the powers 40 degrees north latitude; some also refer to nans Politik & Ekonomik Yorumlar 55:637
(2018): 31-47: [Link]
of body and mind and soul.”28 ✐ it as the “Resistant Belt.” This area includes
countries in North Africa, the Middle East, pub/fpeyd/issue/47986/607066; Allan Lee et
and Asia. The gospel of Jesus Christ has yet al., “Servant Leadership: A Meta-analytic Ex-
to reach millions within this region of the amination of Incremental Contribution, Mod-
This article has been peer reviewed. world. Within the Northern Asia-Pacific Divi- eration, and Mediation,” Journal of Occupa-
sion, 8 percent are Christians, and the re- tional and Organizational Psychology 93:1
maining 92 percent are Buddhists, Shintoists, (2020): 1–44. [Link]
Muslims, shamans, and atheists. For more, 12265; Deng et al., “Transformational Leader-
Edgard Leonel see [Link] ship Effectiveness: An Evidence-based
Luz, MEd, is the 1040-window and [Link] Primer”; Organa and Sus, “Leadership 4.0.
resources/articles/10_40_window. New Definition and Distinguishing Features.”
Education Director 18. Lee et al., “Servant Leadership: A
4. Ellen G. White, Fundamentals of Chris-
for the Northern tian Education (Nashville, Tenn.: Southern Meta-Analytic Examination of Incremental
Asia-Pacific Divi- Publishing Assn., 1923), 165. Contribution, Moderation, and Mediation.”
sion of Seventh-day 5. Riggio and Newstead, “Crisis Leader- 19. Demissie, Alemu, and Tensay, “Ser-
ship.” vant Leadership and Organizational Citizen-
Adventists in ship Behavior.
6. Mohammad Abdallah Ismael Al Slee-
Gyeonggi-do, Re- mat, “Leadership in Education Management,” 20. Liden et al., “Servant Leadership: De-
public of Korea. An ordained minister International Journal of Health Sciences 6:S6 velopment of a Multidimensional Measure
of the Seventh-day Adventist Church, (June 2022): 8, 794–798, 803. and Multi-level Assessment.”
[Link] 10.53730/ijhs.v6ns6.12348. 21. Patrick McCarthy, David Sammon, and
he has served in several admin- Ibrahim Alhassan, “Digital Transformation
7. Ibid.
istrative, publishing, and teaching 8. Michal Organa and Aleksandra Sus, Leadership Characteristics: A Literature Anal-
roles throughout the South American “Leadership 4.0. New Definition and Distin- ysis,” Journal of Decision Systems 32:1
guishing Features,” Procedia Computer (2022): 79-109. [Link]
Division and also in the public sector.
Science 225 (2023): 3,701-3,709. https:// 0125.2021.1908934.
He holds a bachelor’s degree in Por- 22. Organa and Sus, “Leadership 4.0. New
[Link]/10.1016/[Link].2023.10.365.
tuguese Language (Brazil Adventist 9. Lennart Poetz and Judith Volmer, Definition and Distinguishing Features.”
University, São Paulo, Brazil) and “What Does Leadership Do to the Leader? 23. McCarthy, Sammon, and Alhassan,
Using a Pattern-oriented Approach to Investi- “Digital Transformation Leadership Character-
Master of Arts in Leadership (Andrews
gate the Association Between Daily Leader- istics: A Literature Analysis.”
University, Berrien Springs, U.S.A.), ship Profiles and Daily Leader Well-Being,” 24. Organa and Sus, “Leadership 4.0. New
along with several other certifications. Journal of Business and Psychology (2024). Definition and Distinguishing Features.”
Currently, he is completing a PhD in [Link] 25. McCarthy, Sammon, and Alhassan,
10. Connie Deng et al., “Transformational “Digital Transformation Leadership Character-
Multimedia in Education (Aveiro Uni- istics: A Literature Analysis.”
Leadership Effectiveness: An Evidence-based
versity, Portugal). Primer,” Human Resource Development Inter- 26. Sleemat, “Leadership in Education
national 26:5 (2023): 627-641. [Link] Management.”
org/10.1080/13678868.2022.2135938. 27. Ellen G. White, Education (Mountain
11. Ibid. View, Calif.: Pacific Press, 1903), 13.
12. Poetz and Volmer, “What Does Lead- 28. Ibid., 307.

22 The Journal of Adventist Education • Vol. 86, No. 2, 2024 [Link]

 P E R S P E C T I V E S

Implications
of “Non-”:
-Jewish
Sharon Aka
Building
Inclusive -Adventist
Communities
in Higher
Education -Religious

“S haron, come over here, I want you to meet

my sister,” Joanne1 said. Smiling, I crossed
the room and extended my hand but was en-
gulfed in a hug instead. Joanne laughed and
introduced us, “Sharon, this is my sister,
Carole.” Joanne spoke to Carole while gesturing at me,
“This is one of my non-Jew friends, Sharon.” I smiled
three little letters—was commonly attached to words
describing others. Its use seemed all around me, hurt-
ful and unconscious to most. And then, even worse, I
heard it coming out of my own mouth.
Over the next few weeks, I asked myself some hard
questions: Am I being exclusionary, biased, dismissive,
or discriminatory? Am I using this prefix or other ex-
and made small talk with Carole and Joanne for a few clusionary terms to distance myself from others or to
minutes, but I felt as if I had been hit in the stomach. somehow put myself above others? Am I practicing in-
She had just called me a “non-Jew.” I’ve thought of civility unintentionally in the way I label others? What
myself as many things in my life: daughter, sister, wife, underlying assumptions am I projecting on “them”?
mother, nurse, professor, volunteer, Adventist, . . . but How does hearing these kinds of terms make “them”
I’ve never classified myself as a “non-Jew.” But of feel? Is this more about preserving us than reaching
course, I’m a non-Jew. . . . I’m not Jewish. “them” for Christ? Why is it acceptable among Advent-
When I looked at Joanne; she looked the same. Ho- ists to apply “non-” words to other people?
wever, everything had changed for me. Did our friend- As a child, a fundamental lesson I learned was the
ship fit into a category with unspoken boundaries and grave consequences of name-calling, making assump-
limits? Was I less of a friend because I wasn’t Jewish? tions, or judging others. And yet, “non-” is all of those
Was my status of “not one of us” important to them? things. How can three letters pack such a punch? Is
Why did getting called a “non-” feel so ugly? And why “non-” a projection of our own ignorance? Research
did I feel 13 years old again? Why didn’t she just in- reveals that “when we try to ‘read’ people, we are
troduce me as “Sharon, a mom from playschool”? often reading from our own scripts and stereotypes.
When we judge, we are often giving too much credit
The Baader-Meinhof Phenomenon to the emotions and impulses that float through our
And then I heard a similar term . . . everywhere, minds.”4 And, “Our judgments of others’ character
from my own church family: Non-Adventist—from the and state of mind sometimes say more about our own
pulpit, at church potlucks, to “them,” about “them,” than about anyone else’s. Mis-readings are more com-
in reference to “them” as potential “us,” in committee mon when we feel stressed, insecure, or threatened.”5
and board meetings, about how many of “them” we Am I practicing a fundamental attribution error (the
can have in Adventist education without reaching the insidious compulsion to assume the worst about
“tipping point.” This horrible us/them polemic—how others, while giving ourselves a break)?6 Is the use of
come I’d never noticed it before? The ugly, biased, cul- this prefix more about me than “them”? Do I feel
turally acceptable use of the term non-Adventist sud- threatened by “them” somehow? Do I need to assure
denly began to ring in my head. My Baader-Meinhof myself of my significance compared to “them”?
phenomenon (illusion of seeing and hearing some- My encounter with Joanne occurred 25 years ago.
thing with sudden frequency)2 was profound. I was I removed this prefix, when attached to terms relating
overcome with the realization that the prefix “non-”— to religious groups, from my vocabulary at that time.

[Link] The Journal of Adventist Education • Vol. 86, No. 2, 2024 23

 Yet, it lives among us as we continue to categorize and lish who doesn’t belong in order to affirm who does.12
stereotype and potentially damage a sense of belong- Could it be that we have become so accustomed to
ing in others while reinforcing the importance of “us.” the use of the term non-Adventist that we are blind to its
Anything—prefixes and suffixes words, methods, ac- impact? Normal life doesn’t often allow us to recognize
tions—that highlights or overly emphasizes differences that we’re wrong in our assumptions about others. Ac-
or is used to distance individuals from each other re- cording to Cohen, “Our mind’s biases not only cause er-
quires the same level of reflection and action. rors but blind us to those errors.” He further surmises
“that it’s these cognitive biases, more than any moral
Belonging failing, that cause much misunderstanding and con-
Research on a sense of belonging is ongoing. In a flict.”13 Does our use of “non-” prefixed words to refer
post-COVID world, a sense of belonging is rising to the to people create an atmosphere of distancing? Are we
top of human needs, along with thriving and establishing unintentionally creating increased anxiety, vulnerability,
positive human relationships, especially within the aca- and disinterest in our denomination when we casually
demic environment.7 The term belonging means, simply, call someone “non-Adventist”? Does this matter enough
a sense of being part of a group, of fitting in (see Boxes to adopt less stereotypical language, to pivot, to stop
1 and 2).8 It is vital to establishing trust in others. It is using the term, to re-establish a new Adventist cultural
the heart language in identity construction and the art norm that is void of the term?
of becoming “us.”9 We often underestimate how impor- In his article titled Words to Avoid at Church: They
tant fitting in or belonging is. For example, in their post- Might Not Be What You’d Expect, Peter Marty addresses
secondary experiences on Adventist university cam- the use of language in Christian communities. He says,
puses, I wonder how many young people have been “When it comes to the work of shaping Christian com-
sidelined by the term non-Ad- munity, words and phrases
ventist? How many of them matter. How people come to-
have quietly left our campuses gether, stay together, and live
and churches? How many of Box 1. Belonging
expressively depends on lan-
them have felt as if they are guage that inspires belonging
permanent outsiders? When and faith. Some words and
others don’t feel as if they be- We are purchased and paid for.
“For you know that it was not with phrases do this well; others
long, they may interpret this as miss the mark so consid-
Editors and Publication Management
perishable things such as silver or gold
discrimination, incivility, and erably that I sometimes think
shaming. They may have a that you were redeemed from the empty
way of life handed down to you from your they should be banished from
sense of wanting to disappear: a congregation’s vocabu-
“Of all the threats to belong- ancestors, but with the precious blood
of Christ, a lamb without blemish or de- lary.”14 Nobody entering a
ing, long-standing problems of church deserves to be la-
discrimination are among the fect” (1 Peter 1:18, 19, NIV).*
beled. Likewise, nobody en-
most powerful and pressing.”10 tering a higher education in-
We are safe and secure in Him.
In his book Belonging: The stitution needs to be labeled.
“‘My sheep listen to my voice; I know
Science of Creating Connection As members of the kingdom
them, and they follow me. I give them
and Bridging Divides, Geoffrey of God, we are all first-class
eternal life, and they shall never perish;
Cohen states, “When people’s citizens. “They” shouldn’t
no one will snatch them out of my hand.
self-esteem is threatened, they ever feel like second-class cit-
My Father, who has given them to me, is
become more rigid in enforc- izens.15 Words matter.
greater than all; no one can snatch them
ing their own self-serving There’s a children’s rhyme
out of my Father’s hand. I and the Father
standards for success, believ- that goes like this, “‘sticks
are one’” (John 10:27-30).
ing that success in various are- and stones may break my
nas of life is less likely for We belong to Christ, not a denomi- bones, but words will never
those who are dissimilar to nation or club. hurt me.’”16 It’s not true. The
them. We put others down in “And you are of Christ, and Christ is language we use is tremen-
part to feel better about our- of God” (1 Corinthians 3:23). dously powerful. It can alien-
selves.”11 This suggests that ate, exclude, humiliate, di-
everyone wants to belong, and vide, and hurt deeply.
when they don’t feel a sense *Scripture references in Box 1 are quoted from Language can also build up,
of belonging, they may estab- the New International Version of the Bible. Holy include, create a sense of ac-
®, ®
Bible, New International Version NIV Copyright
© 1973, 1978, 1984, 2011 by Biblica, Inc.® Used
by permission. All rights reserved worldwide.

24 The Journal of Adventist Education • Vol. 86, No. 2, 2024 [Link]

 you), and it indicates a membership in a community, or
an identity, or relationship. It is a powerful reflection of
a sense of solidarity within a group.19 However, several
Box 2. Definitions studies have revealed that the term we can actually be
used in several different ways, making it important for
Attribution error – assuming the worst about others while teachers in academic environments “to examine the ways
consistently giving yourself a break, negatively impacting your students use language intentionally with one another to
personal and professional relationships (Healy). express their positionings, identities, and experiences,”20
Belonging – the sense of being part of a group, of fitting in which provides a view into students’ experiences in a re-
(Oxford English Dictionary). lational learning environment.21 It may be prudent to say
Inclusive – includes everyone. (Merriam-Webster). that the word we helps students define themselves, and
Higher education – academia beyond high school. their relationship to others within a specific community.
Non-Adventist – ‘not us’ (if you are Adventist), if you are not
Adventist, then this is you (Seibold). Higher Education and Belonging
Stereotype – a fixed or oversimplified idea about someone Belonging is increasingly being recognized as a sig-
or something (Oxford English Dictionary). nificant aspect of students’ school experiences, as well
Bias – a distortion in favor or against someone, a group, or as the roles educators and educational administrators
something (Oxford English Dictionary). can play in supporting it: “The importance of a sense of
Belonging uncertainty – a feeling resulting in con- belonging only grows as children enter adolescence, and
sequences such as physical illness, disease, vulnerability, and it remains a key motive at every rung of the educational
early death (Anderson). ladder, up to and including college and graduate
Fundamental Attribution Error – attributing the behaviors school.”22 In fact, once students are in school, norms
of others to their character or personality while at the same around culture, respect, and inclusion should be central
time attributing my own behavior to external factors. In other to academic policies and procedures.23 The social cli-
words, holding others 100 percent accountable while giving mate on the postsecondary campus is critical in foster-
myself the benefit of the doubt (Healy). ing a sense of belonging, and is co-created within the
relationships of students, faculty, and administrators.24
The campus culture is directly reflected in academic
NOTES AND REFERENCES achievement, help-seeking, and students’ positive men-
1. Oxford English Dictionary (2024): [Link]
2. Merriam-Webster (2024): [Link] tal attitude.25 Additionally, for emerging adults in higher
ary/inclusive (2nd definition). education, belonging is closely tied to utility, involve-
3. Loren Siebold, “When People Find Jesus in a Different Church, Part 2: ment, and enjoyment of activities offered across cam-
The Sectarian Identity,” Adventist Today (April 24, 2023): [Link]
pus.26 If students feel like “outsiders,” will they be mo-
when-people-find-jesus-in-a-different-church-part-2-the-sectarian-identity-
2/. tivated to academic success, to expressing a need for
4. Jill Anderson, “A Crisis of Belonging,” Harvard Graduate School of Edu- help, to be vulnerable to engage with faculty and peers
cation (March 2023): [Link] in extra-curricular activities, and to maintain a positive
sis-belonging.
5. Patrick Healy, “The Fundamental Attribution Error: What It Is and
mental attitude on campus?
How to Avoid It,” Harvard Business School Online (June 2017): https:// How do we address the diverse backgrounds of stu-
[Link]/blog/post/the-fundamental-attribution-error. dents on campus? A significant component of diversity is
religious affiliation. Using limiting language can create a
sense of us and them, leading to hurt and distrust. Trust
and belonging go hand in hand, and once trust is lost, it
complishment and celebration, and express empathy to is difficult to regain. Distrust interferes with learning and
fellow humans.17 Language is a living entity. It is fluid, creates an atmosphere where students feel more judged
changing, and interwoven with local and organizational and see themselves as “other” and not a part of “us.”27
nuances. Acceptable terminology for one, may be com- It’s important to understand that the ways students
pletely unacceptable to someone else.18 engage, interact, and identify influence their higher edu-
How can we as Adventist educators and admin- cation experience to a great degree. Relationships with
istrators, change the narrative and reduce belonging un- teachers matter. Beyond graduation, a sense of belong-
certainty on our college and university campuses? What ing continues to have a powerful impact on the emerg-
can we use instead of pejorative “non-”’ words? What ing professional: “One of the strongest predictors of
about their name, or the term we instead of us and them? whether graduates reported feeling engaged at their job
The pronoun we, in English, assumes inclusion (I + and thriving in their lives wasn’t whether their college

[Link] The Journal of Adventist Education • Vol. 86, No. 2, 2024 25

 was public or private, small or large, selective or not, A welcoming social environment plays an important
but whether, while in college, they had found a mentor role in the development of a sense of belonging for post-
who had supported them and who encouraged them to secondary students, which, in turn, is predictive of ac-
pursue their dreams.28 In addition to other positive fac- ademic persistence and achievement.”32
tors, the use of inclusive language may literally change
the trajectory of a student’s life. Conclusion
Adventist colleges and universities have it in their
Removing Pejorative “Non-” Terms From Adventist Lingo power to help craft environments that allow students’
What can Adventist higher education do to foster a best selves to emerge. In 2024, we mitigate bias and po-
greater sense of belonging on our college and university larization in society by being intentional about the envi-
campuses when it comes to the language we use? We ronments we foster on our campuses. We can make ef-
can craft better situations, avoid what sounds like judg- forts “to enhance the social climate and promote the
ments in our choice of words, sense of belonging in higher
our speech, and labels. We can education.”33 At all levels of edu-
prioritize community building cation, we can reduce stereotypi-
and wholistic development cal language and increase empa-
within the academic setting. We
“Then, because you thy toward we instead of us and
can foster a sense of belonging belong to Christ them. We can intentionally ask
through consistent connections others to share their experiences,
between faculty and staff, and Jesus, God will bless which fosters bonding, richer re-
through academic and pastoral you with peace that lationships, and genuine interest
support. We can put classroom in our values and beliefs.34 In
norms in place to reinforce a no one can completely fact,- just “one act of support at
sense of belonging. We must re- understand. And this the right moment is like knock-
move offensive “non-” prefixed ing over the first domino in a
words from our vocabulary. peace will control the line of dominoes, with the dom-
The best teachers share sev- way you think and inoes getting bigger over time.”35
eral attributes when creating a The power of “I value you, I be-
sense of belonging in their class- feel. Finally, my lieve in you” is tremendous.
rooms, for their students, and on Campuses that are less-alien-
their campuses. They avoid the
friends, keep your ating spaces and promote a pos-
fundamental-attribution error. minds on whatever is itive atmosphere can become
They seek to empower students. havens for self-affirming experi-
They are intentional. They nur-
true, pure, right, holy, ences and strong connections. In
ture a sense of belonging. They friendly, and proper” fact, there are many “points of
understand that every encounter vulnerability, and windows of
is accumulating as the story of (Philippians 4:7, 8, CEV).36
opportunity,”37 where giving sup-
their students’ higher education port to students goes a long way.
journey. They invite students to “No intervention works for ev-
journey with them. They have faith in their students eryone, everywhere, all the time. What matters is
and communicate this to them regularly.29 One study whether an intervention resonates in peoples’ minds and
“suggests that the quality of teacher-student relation- connects with their lives—and in turn, depends on
ships has a strong impact on student belonging, often whether it provides the right support to the right people
more than students’ relationships with peers.”30 at the right place and time.”38 When considering the use
As students navigate the academic ladder, they need of pejorative “non-”words we may need to unlearn harm-
to know that they belong: “The ‘belonging effect’ sur- ful cultural conditioning and recognize cognitive biases
passes the effects of academic performance, self-es- in order to eliminate the term from our vocabulary.
teem, religiosity, being held back a grade, parental ab- It is time for us to personally and corporately strike
sence, and household access to guns.”31 Belonging has the three letters “non” from uses that hurt and alienate
a bigger impact than grades or social and family dy- people. I do know this, my identity as a Jesus follower
namics. “As students engage with others, they learn is not based on my belonging or not belonging to the
about themselves and develop feelings of connect- Adventist denomination, rather it is only by the grace
edness and being a valued member of the community. of God, that I am given the opportunity to live a life in

26 The Journal of Adventist Education • Vol. 86, No. 2, 2024 [Link]

 Christ. As such, I am obliged to provide an environment cational Research Journal 49 (2022): 19-34. [Link]
in my relationships that maximizes the potential of a 1002/berj.3826.
8. Oxford English Dictionary, s.v., “Belonging” (2024):
life in Christ for my students, too. ✐ [Link]
9. Nikiforova, “Derridean ‘Zone Without Belonging’ and Lit-
erary Ambience.”
10. Cohen, Belonging: The Science of Creating Connection and
This article has been peer reviewed. Bridging Divides, 243.
11. Ibid., 194.
12. Ibid.
13. Ibid., 206.
Sharon Aka, PhD, MSN, RN, is Associate Professor and 14. Peter W. Marty, “Words to Avoid at Church: They Might
Director of the Doctor of Leadership (DLEAD) in the Not Be What You’d Expect,” The Christian Century 140:9 (2023):
School of Leadership at Andrews University (Berrien 1” [Link]
avoid-church.
Springs, Michigan). Dr. Aka is also a consultant with the 15. Ibid.
General Conference of Seventh-day Adventists. Prior to her 16. G. F. Northall, Folk-phrases of Four Countries (London:
current role, Dr. Aka worked as the Association Director The English Dialect Society by Henry Frowde, 1894).
17. Susanne E. Craig and Eeshan Bhatt, “A Short Glossary of
of the Adventist Learning Community for the North Amer- Inclusive Language,” NASA Center for Aerospace Information
ican Division of Seventh-day Adventists. She is an experi- (CASI) (2021): [Link]
enced Professor of Nursing in both Canada and the 18. Ibid.
19. Allison Zengilowski et al., “The Collective Classroom
United States and has extensive experience as a profes- ‘We’: The Role of Students’ Sense of Belonging on Their Affec-
sional development specialist. tive, Cognitive, and Discourse Experiences of Online and Face-
to-face Discussions,” Linguistics and Education 73 (February
2023): 101142. [Link]
20. Ibid., 2.
Recommended citation: 21. Ibid.
Sharon Aka, “The Implications of “Non-”: Building 22. Cohen, Belonging: The Science of Creating Connection and
Bridging Divides, 215.
Inclusive Communities in Higher Education,” The Jour- 23. Ibid.
nal of Adventist Education 86:2 (2024): 23-27. https:// 24. Penner et al., “Sense of Belonging and Social Climate in
[Link]/10.55668/jae0072. an Official Language Minority Post-Secondary Setting.”
25. Ibid.
26. Zengilowski et al., “The Collective Classroom ‘We’: The
Role of Students’ Sense of Belonging on Their Affective, Cogni-
NOTES AND REFERENCES tive, and Discourse Experiences of Online and Face-to-face Dis-
1. Except for the author, names used in this article are pseu- cussions.”
donyms. 27. Cohen, Belonging: The Science of Creating Connection and
2. In the English language, “non-” is used as a prefix signify- Bridging Divides; Zengilowski et al., “The Collective Classroom
ing not. Not all words with the prefix “non-” have a negative ‘We’: The Role of Students’ Sense of Belonging on Their Affec-
connotation. Throughout this article, when attached to a proper tive, Cognitive, and Discourse Experiences of Online and Face-
noun, it is treated as part of a word and italicized. to-face Discussions; April Edwards and Hyejeong Ahn, “Rethink-
3. The phenomenon of becoming hyper-aware of a word, ing English in Education: The Paradoxes of Labelling the ‘Other,’”
concept, or product after first learning about it and then seeing Changing English: Studies in Culture & Education 31:1 (2024):
or hearing about it everywhere. Often referred to as a “frequency 28-42. [Link]
illusion.” See “Baader-Meinhof phenomenon” (2022): https:// 28. Cohen, Belonging: The Science of Creating Connection and
Bridging Divides, 216.
www. [Link]/e/tech-science/baader-meinhof-
29. Ibid.; Penner et al., “Sense of Belonging and Social Cli-
phenomenon/.
mate in an Official Language Minority Post-Secondary Setting.”
4. Geoffrey L. Cohen, Belonging: The Science of Creating Con-
30. Cohen, Belonging: The Science of Creating Connection and
nection and Bridging Divides (New York: W. W. Norton & Com-
Bridging Divides, 219.
pany Ltd., 2022), 322.
31. Ibid., 232.
5. Ibid., 194. 32. Penner et al., “Sense of Belonging and Social Climate in
6. Patrick Healy, “The Fundamental Attribution Error: What an Official Language Minority Post-Secondary Setting,” 26.
It Is and How to Avoid It,” Harvard Business School Online 33. Ibid.
(2017): [Link] 34. Shainis, “How We Can Shift the Power Imbalance in
bution-error. Adult Education to Deepen a Sense of Belonging, Improve Pro-
7. Cohen, Belonging: The Science of Creating Connection and gram Outcomes, and Create a More Equitable Society”; Cohen,
Bridging Divides; Basia Nikiforova, “Derridean ‘Zone Without Belonging: The Science of Creating Connection and Bridging Di-
Belonging’ and Literary Ambience,” LOGOS 109:10 (2021), 78- vides, 216.
88. [Link] Kailey Penner et al., 35. Cohen, Belonging: The Science of Creating Connection and
“Sense of Belonging and Social Climate in an Official Language Bridging Divides, 225.
Minority Post-Secondary Setting,” Canadian Journal of Higher 36. Contemporary English Version (CEV). Copyright © 1995
Education 51:4 (2021): 26-39: [Link] by American Bible Society. For more information about CEV,
view/813de6df4e9df368ff0820dcbb5aa0a0/1?pq-origsite=gscho visit [Link] and [Link].
lar&cbl=48158; Mi Young Ahn and Howard H. Davis, “Are Local 37. Cohen, Belonging: The Science of Creating Connection and
Students Disadvantaged: Understanding Institutional, Local and Bridging Divides, 231.
National Sense of Belonging in Higher Education,” British Edu- 38. Ibid., 182.

[Link] The Journal of Adventist Education • Vol. 86, No. 2, 2024 27

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28 The Journal of Adventist Education • Vol. 86, No. 2, 2024 [Link]

 B E S T P R A C T I C E S A T W O R K

Janet Ledesma

COVID-19
Impact on School Principal Leadership:
Lessons Lived and Lessons Learned
he principal’s job has always been challeng-

T
was believed that the closure would be for two weeks,
ing and complex, whether in the public or but after spring break, we were informed that the rest
private sector. The job’s difficulties are often of the semester would be conducted virtually. This was
compounded by the expectations associated a considerable feat, as not all programs were virtual or
with the role, day-to-day responsibilities, online. All university faculty and staff immediately had
and the internal and external factors influencing the to learn to use new digital tools to teach and work re-
operation of a school.1 motely. No one knew it would be months before we re-
The global COVID-19 pandemic exacerbated these turned to in-person teaching.
complexities. Before 2020, few, if any, school leadership The COVID-19 pandemic had a significant impact
training programs included courses with information across the globe on schools, parents, students, and
about dealing with an emergency with the magnitude especially principals.3 The National Center for Educa-
of COVID-19, nor were there professional-development tion Statistics (NCES) has reported on the complex
courses on executing school closures globally or na- American education landscape since the onset of the
tionally to ensure school and student safety.2 pandemic. The findings indicate that the impact was
In early March 2020, I was meeting with a team of most evident in face-to-face instruction, school tech-
school leaders in a northwest U.S. city just two miles nology needs, provision of social and academic sup-
from the skilled nursing facility where the first major port, changes in school staffing, retention of faculty
COVID-19 outbreak in the country occurred. While I and staff, economic and social impacts, and most im-
sat in the superintendent of schools’ office, he received portantly, on principals and the ability to retain them.4
a phone call from his local district office asking him While research on COVID-19 and education is still lim-
to immediately develop a strategy for executing a dis- ited, what exists underscores that the crisis strongly
trict-wide school closure due to the pandemic threat. influenced teaching, the learning process, and, most
The superintendent immediately initiated a conference importantly, in relation to this article, the role of the
call with his executive team and district leaders to dis- school principal.5
cuss the request. During and after the COVID-19 pandemic, princi-
Shortly after, I returned to the Andrews University pals encountered challenges such as teacher burn-
campus in Berrien Springs, Michigan, U.S.A., President out, the need to play academic catch-up,
Andrea Luxton called all faculty and staff to a general student/teacher apathy, lack of health-related sup-
meeting to inform us that, effective immediately, An- port, technology problems, and insurmountable fi-
drews would close to keep the virus at bay. Initially, it nancial issues.6 The impact on school leaders is still

[Link] The Journal of Adventist Education • Vol. 86, No. 2, 2024 29

 emerging as they adjust to leadership post-pandemic. 7. What advice would you share with school
Some principals navigated the pandemic well despite leaders about leading in times of crisis?
these challenges and experienced learning and leader- These educational leaders’ lived experiences pro-
ship growth opportunities. They led by learning to inno- vided rich information about leading in times of crisis
vate, support, and nurture their teams by taking the ini- that they could share with their colleagues. Below are
tiative, being flexible, and acting as creative change their responses to questions 1, 3, and 5. An extended
makers.7 Some principals were able to cultivate environ- version containing their responses to each question is
ments that empowered teachers and students to engage available at [Link]
in the learning process despite the restrictions. These org/en/[Link].
principals embraced Begley’s definition of a successful
school leader, one who embraces topics like profession- The Impact of COVID-19 on School Leaders
alism, accountability, ethics, and In response to the question,
efficient school administration How did the COVID-19 pandemic
practices when leading in crisis.8 impact you as a school leader?
As a result, these principals’ lead- Rayette Hetland,10 principal at
ership decisions were grounded in
Some principals the Coralwood Adventist Acad-
their intelligence, beliefs, and navigated the pandemic emy in the Alberta Conference,
abilities.9 shared that transitioning from
As the educational leadership well despite these in-person to online teaching
coordinator at Andrews Univer- with little or no training was
sity, I work with school leaders
challenges and experi- challenging for all, and having
who navigated the crisis. For enced learning and to obtain the necessary training
many, it was a tiring, wearisome and support educators needed in
journey with many obstacles. leadership growth op- a very short time heightened
However, many were resilient their level of anxiety and stress.
and determined to be catalysts
portunities. They led by With limited funding, purchas-
for change amid adversity. learning to innovate, ing and providing computers for
While they often did not have school families posed a chal-
the answers and had to learn on support, and nurture lenge and caused anxiety. Ad-
the fly, they were determined to ditional challenges included ob-
trust God and network with
their teams by taking taining Zoom software and
those who could help. the initiative, being creating workable learning
In preparation for this article, schedules with very little train-
I e-mailed six school principals flexible, and acting as ing on the platform.
and two North American Divi- Dealing with the increased
sion leaders who experienced
creative change makers. frequency of meetings with con-
the COVID-19 pandemic first- ference educational superintend-
hand while serving as educa- ents and administrators to en-
tional leaders. I asked them to sure that students’ and teachers’
share their experiences pertaining to the following mental health and well-being were addressed was also
seven questions: challenging. Sanitizing and cleaning the school’s facil-
1. How did the COVID-19 pandemic impact you as ities daily once students returned to school was highly
a school leader? time-consuming. Developing a safety plan to accommo-
2. What adjustments did you have to make pre-, date students’ entering and exiting the school building
during, and post-COVID-19 as a leader? once in-person learning resumed was a change that had
3. What was your greatest challenge as a school to happen immediately, with little time to plan, and
leader during the pandemic? changed the school’s entire culture. However, for Prin-
4. In what ways did you grow as a school leader cipal Hetland, the most significant impact was adjusting
through COVID-19? the entire school calendar, which was filled with many
5. Share the lessons you learned about leading in after-school activities, to adapt to the pandemic.
times of crisis. David Elias, principal of Prairie Adventist Christian
6. How did the COVID-19 pandemic define you as eSchool in the Alberta Conference, shared that the
a school leader? COVID-19 crisis made him re-evaluate his priorities as

30 The Journal of Adventist Education • Vol. 86, No. 2, 2024 [Link]

 a school leader and refocus on what was truly impor- me. It forced me to look at how we ‘did school,’ then
tant for students and teachers. It sometimes pushed reinvent and re-envision ways to provide the same
him to make difficult decisions and pivot in a way he level of service but through a different lens and with
had never done before. However, it also helped him different tools. It forced me to walk the fine line with
realize that he had to be willing to let God lead, espe- my words and practices so I did not alienate any of the
cially when entering the unknown. people I serve. It was a testing of the organizational
Jordan Wirtz, principal at the Okanagan Christian culture that I had been tending with my staff and with
School in the British Columbia Conference, said that my parent community. I had to step up to provide
the COVID-19 pandemic greatly impacted him as a calm direction and guidance even in uncertainty. I
new principal. He stated, “My first year as principal controlled the thermostat on how my staff would han-
began with remote learning due to COVID-19. Not only dle what they were asked to do and how they felt
was I trying to navigate this new role, with policies about the way forward. How I spoke and addressed a
and procedures that consumed my day, but I also situation transferred onto my staff. It was also a testing
needed to develop COVID-19 policies and procedures of the larger organizational structure in terms of my
and follow new government health and safety guide- relationship with my conference.”
lines with no training at all.” Serge Gariepy, principal at Georgia Cumberland
Leidamae Solijon Muse, principal at Fraser Valley Academy, in the Georgia-Cumberland Conference, re-
Adventist Academy in the British Columbia Confer- called that his relationships with families in the school
ence, said, “COVID-19 was a time of major testing for were impacted. He stated, “Even though many fam-

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[Link] The Journal of Adventist Education • Vol. 86, No. 2, 2024 31

 ilies disagreed with some of our specific decisions, vironment, not wanting to miss half of a school year
most families appreciated our consistent approach to of teaching. It slowed down the learning process but
safety, health, and education through all of the COVID- did not stop it. It was received with mixed feelings and
19 protocols. I learned that we can’t make everyone emotions by all. This took exceptional communication
happy, but consistency, with kindness, is key in ensur- and trust to pull off.”
ing successful leadership.” Nielsen also noted that “some school leaders dis-
Elisa Maragoto, superintendent of schools for the covered inequities in families who did not have the
New Jersey Conference, said: “COVID-19 reinforced ability to switch to remote learning immediately. This
the reality of how fragile we are as humans and di- created an opportunity for leaders to find resources to
rectly impacted me as a leader by forcing me to re- ensure all students had access to technology. So, there
invent myself. In other words, how I communicated, was a priority shift.” He observed that those who were
brought support to my teachers, trained in distance learning
students, and parents, and re- were able to adapt quickly.
mained present in my school Many schools saw significant
community while the world increases in enrollment, which
“Never having had to
went into lockdown.” also brought about class size
Stephen Bralley, director of teach online before challenges. Overall, according
secondary education and ac- to Nielsen, in the NAD, the
creditation for the North Ameri-
meant that this was “Early Childhood through
can Division (NAD), was im- something our grade 12 Adventist system real-
pacted by the isolation caused ized an attrition of 6,000 stu-
by the pandemic. He shared, teachers needed one- dents during a two-year period
“The pandemic immediately iso- to-one assistance with. post-pandemic. Today, those
lated my work. We pivoted to numbers have rebounded with
Zoom, and that made it possible Providing that assis- a slight increase over pre-
to maintain work. What we COVID-19 enrollment.”
found is that we could maintain
tance was difficult
current projects and meet emer- because it was new for Challenges Faced by School
gency planning, but it became Leaders During COVID-19
difficult to tackle future goal everyone. When school When responding to the
planning. This was probably less resumed, the teachers question, What was your great-
about the use of Zoom and more est challenge as a school leader
about the unknowns of COVID- noticed huge gaps in through COVID-19? Rayette Het-
19. There were many times land noted, “keeping teachers
the children’s learning.”
leaders were unable to plan motivated, as this was very
large future goals because there —Rayette Hetland new to them. Never having had
were so many immediate un- to teach online before meant
knowns and so much energy that this was something our
went into pivoting and adapting teachers needed one-to-one as-
to the reality of local health department messages.” sistance with. Providing that assistance was difficult
Arne Nielsen, then vice president for education at because it was new for everyone. When school re-
the North American Division,11 stated that understand- sumed, the teachers noticed huge gaps in the chil-
ing the concept of remote online learning had a sig- dren’s learning, and it seemed they were a whole year
nificant impact. He noted, “While we have seven dis- behind. This alarmed the teachers, so extra support
tance-learning programs in the NAD, the biggest had to be put in place so students could go to the next
takeaway I had was that principals and lead teachers grade and still be successful. Balancing the need to pri-
had to discover the differences between Distance oritize health and safety with the educational and
Learning and Remote Online Learning when COVID- emotional needs of students was a challenge.”
19 hit. . . . Educators had to find a way to provide David Elias responded, “My greatest challenge as a
learning remotely, sometimes learning from students school leader was finding the balance of providing for
on the fly. At times, it was messy and confusing for the academic and social needs of the staff and stu-
teachers, parents, and students; however, the goal for dents, while also wanting to maintain a healthy envi-
principals was to provide learning in a remote safe en- ronment at the school. We were keenly aware that our

32 The Journal of Adventist Education • Vol. 86, No. 2, 2024 [Link]

 role in education extended beyond academic learning, difficult navigating this along with the political issues
but it was to provide a safe haven that allowed stu- that conflicted with the Centers for Disease Control’s
dents to grow, learn, and be surrounded by love. It was (CDC) guidelines.”
an incredible challenge to be faced with the unknown Elisa Maragoto stated, “My biggest challenge was
and needing to be more flexible than ever. Each week balancing it all. During COVID-19, I was also teaching
it was a new requirement, new protocol, and new two math classes. While teaching, keeping up with
change that caused us to pivot on a regular basis. communication, and, most importantly, remaining pos-
There was no handbook on how to handle the itive and strong, I could not afford, as a leader, to dwin-
changes, the lack of staff, the quarantines, the on- dle in courage. My teachers, students, and parents were
line/hybrid learning, and the tense political at- looking to me for encouragement, guidance, and sup-
mosphere.” port. Keeping it up all through COVID-19 at times was
Jordan Wirtz stated that his exhausting mentally, emo-
greatest challenge through the tionally, and even physically.
pandemic was “working with But knowing that God is the
such a diverse, polarized group source of my strength is what
of staff and students. I have
“Crisis brings out kept me going one day at a time
worked harder as a leader to true character. It can and some days, one moment at
seek understanding, remain a time.”
flexible to change, and try to in- be easy to lead with Stephen Bralley responded
sulate my school from conten- that his greatest challenge was
tious issues happening in the
love, with gentleness, the isolation he experienced.
greater community.” and with excellence He emphasized, “[Because our]
Leidamae Solijon Muse work depends on cultivating
shared that her greatest chal- when things are going trust to grow connections and
lenge was the “disciplinary is- influence, the isolation of
sues on Zoom, which were not
great. However, COVID-19 cut us off from the
easy to deal with. However, during crisis, your most effective tools for rela-
keeping my team sane during tional interaction, presence.”
the tumultuous time was the true leadership is
biggest need for me. I knew that Lessons Learned About Leading
I would not be able to do ‘ev-
tested, and you find in Times of Crisis
erything’ if my teachers could out where your When asked to Share the les-
not do what I needed them to sons you learned about leading
do or what their students foundation is built.” in times of crisis, Rayette Het-
needed them to do. land said, “Trying to keep ev-
—David Elias
“Leading with courage and eryone happy with the ‘new
speaking life, strength, and rules’ was truly a moment
peace in uncertainly was what where I had to present the un-
we all needed. Looking for, familiar rules with enthusiasm
finding, and being a genuine community of support in and clarity. ‘We may not like it, but this is what we
a novel way was the greatest challenge. Not nec- must do. Let’s put our own feelings aside and do what
essarily because it was difficult, but because it was so is best for our students.’ Being resilient through all the
important to our success and the success of our stu- challenges and maintaining a positive mindset was my
dents. We needed to keep grounded and centered so greatest lesson learned.”
we could then be strong enough to help our students David Elias stated, “During a crisis, priorities
and their families.” change, and as a leader, you have to be willing to adapt,
Serge Gariepy noted that “relationships were adjust, and shift to meet the changing needs. Crisis
strained during the strict protocols of the COVID-19 brings out true character. It can be easy to lead with
era. We required masks, which many of our students love, with gentleness, and with excellence when things
(and their families) disagreed with. There was signifi- are going great. However, during crisis, your true lead-
cant ‘COVID-19 fatigue’ among our staff in enforcing ership is tested, and you find out where your founda-
masks and other health precautions (temperature tion is built. For me, this crisis emphasized my abilities
checks, social distancing, etc.). As a leader, it was so and weaknesses. However, it is in my weakness that

[Link] The Journal of Adventist Education • Vol. 86, No. 2, 2024 33

 God’s strength is revealed and my need for Him to show trust isn’t necessarily built around always being right;
me the leader He wants me to be.” instead, it is built on being consistently fair and hon-
Jordan Wirtz observed that “most people just want est—especially when mistakes have been made. With
to be heard; even if they don’t agree with your decision, clarity created by planning, a leader needs to remain
if they feel heard, they will typically still support you. I flexible. Crises are filled with the unknown, so a leader
have a duty to the government in how I run a school, needs to remain flexible to adapt to new information.
but it is the people who I work with every day that I give “Finally, even in crisis, leaders must find time for
most of my attention to. Many times, what the people contemplation. To see problems in proper perspective,
want and what the government mandates are mis- there must be space for them to contemplate. This is
aligned. God put me in my role for such a time as this.” one of the hardest things to do, as both inner and
Leidamae Solijon Muse realized that people look to outer voices demand immediate action. A leader must
leaders during times of crisis, especially when the path have the wisdom to triage to create time to contem-
forward seems uncertain. She said, “I stayed informed plate the situation.”
so I could speak intelligently, and I knew I was part of Arne Nielsen reflected, “What key things did school
a larger team that was navigating this together. It was leaders learn from COVID-19 about dealing with crisis
important for me to take a breath to pause when I felt and adversity? Agility, adaptability, and flexibility. Also,
overwhelmed. When that happened, I knew I needed the importance of communication and the need for all
to spend more time at the foot of the Cross so He could educators to have technology skills.” Nielsen empha-
remind me of His faithfulness. Responding was so sized that God ordained Adventist education through
much more effective in providing clarity and dispelling His prophet Ellen G. White, adding that: “It was a bless-
fear instead of reacting.” ing from God that Adventist students still had Adventist
Serge Gariepy observed: “I learned a long time ago education during the pandemic, either through home-
that the most important things about working at the schooling, remote learning, or distance learning.”
high school level were to love Jesus, love teenagers, and
be consistent. I think the COVID-19 pandemic taught us Final Thoughts
to double down on those three but to also add a fourth, Earlier on in the article, we reviewed the limited re-
Communicate! Crises amplify inconsistencies. Thus, search on the impact the global pandemic had on
leaders need to be consistent and communicate often.” school principals.12 We noted that the principal’s job
Elisa Maragoto acknowledged that one of the great- is complex, and the pandemic exacerbated the angst.
est lessons about leading in times of crisis is that you The research reveals that during and post-pandemic,
cannot lead under fear: “Fear will blind and paralyze educational leaders dealt with having to navigate the
you. When people look at you for courage and crisis on the fly, which involved scheduling remote
strength, one cannot buckle down by uncertainty. I and virtual learning, dealing with financial challenges,
moved under ‘the name of Jesus.’ That was and con- technology needs, retention and staffing issues,
tinues to be the source of my strength.” study/faculty apathy, and academic catch-up, as well
Stephen Bralley underscored that “leading in times as social and emotional challenges, district mandates,
of crisis by its nature is chaotic and full of unknowns. and teacher and principal shortages and retention.13
These things can consume people in the immediacy of In this article, six principals and two NAD educa-
the moment. There are two common outcomes because tional leaders shared their experiences in leadership dur-
of this: freeze or frenzy. Freezing, in this case, often ing the global COVID-19 pandemic. They endured many
creates ‘vapor lock’—we are unable to process what is of the challenges revealed by research about the impact
happening around us, and we don’t make any deci- of the COVID-19 epidemic on educational leaders. How-
sions—or we get tunnel vision and only focus on one ever, these administrators not only endured the crisis
aspect of the crisis. Frenzy, on the other hand, drives us but also thrived amid adversity as respected, trusted,
to ‘do something,’ anything to make us feel like we are and valued leaders in educational ministry.
acting. Yet many of these actions are disconnected from The respondents’ lived experiences are a testament to
the reality of the situation, creating more chaos. Leading what it means to lead in times of crisis. They relied
in crisis requires clarity of purpose, that clarity is only heavily on their faith and embraced their calling. They
available with deliberate planning long before the crisis. were innovative, learned new technology platforms to
With that clarity, a leader is able to prioritize actions.” navigate the crisis, secured resources and funding to sus-
“A leader who is able to lead in times of crisis is tain their schools, navigated through social, emotional,
able to rely on ‘cultivated trust.’ Long before the crisis, and academic needs, and heightened their communica-
a leader needs to cultivate an atmosphere of trust. This tion skills. They committed their lives to educational

34 The Journal of Adventist Education • Vol. 86, No. 2, 2024 [Link]

 ministry by partnering with God to do His work and are 3. Philip Saagyum Dare and Atif Saleem, “Principal Leader-
appreciated for the significant contributions they have ship Role in Response to the Pandemic Impact on School Proc-
made at their schools through the crisis. ✐ -ess,” Frontiers in Psychology 13 (2022): 943442. [Link]
org/10.3389/fpsyg.2022.943442; Sofi Steinsund and Jarle Eid,
“How Did COVID-19 Shape the Leadership Practices of Norwe-
gian School Principals? A Qualitative Follow-up Study,” Scandi-
This article has been peer reviewed. navian Journal of Educational Research (August 2023):
[Link] Mailis Elomaa
et al., “Principals’ Perception of Their Work During the COVID-
Janet Ledesma, PhD, is Associate Dean and Professor 19 Pandemic.” In Leadership in Educational Contexts in Finland:
in the School of Leadership at Andrews University in Ber- Theoretical and Empirical Perspectives, Raisa Ahtiainen et al.,
rien Springs, Michigan, U.S.A. She also serves as Edu- eds. (Helsinki, Finland: Springer, 2023): 281-299. [Link]
cational Leadership Coordinator for the program. Dr. Le- [Link]/chapter/10.1007/978-3-031-37604-7_14; Constantia
desma worked as a principal in the Seventh-day Charalampous et al., “The Impact of COVID-19 on the Educa-
Adventist system of education for almost 30 years and tional Process: The Role of the School Principal,” Journal of Edu-
has taught at the elementary, secondary, and tertiary cation 203:3 (2021): 566-573. [Link]
211032588.
levels. She holds a Bachelor of Science from Atlantic
4. Veronique Irwin et al., Report on the Condition of Educa-
Union College (Lancaster, Massachusetts, U.S.A.), as
tion 2022, NCES 2022-144 U.S. Department of Education (Wash-
well as a Master of Arts in Teaching, and a PhD in lead-
ington, D.C.: National Center for Education Statistics, 2022):
ership from Andrews University. Her research focuses on [Link] ______, Report
spiritual leadership, school leadership, networking, col- on the Condition of Education 2023: [Link]
laboration, mentoring, leadership development, and 2023/[Link]; ______, Report on the Condition of Education
qualitative research methods. She has published on topics 2024: [Link]
such as principalship, resilience, ethics, and spiritual 5. Alma Harris, “COVID-19–School Leadership in Crisis?”
leadership. Dr. Ledesma is the recipient of the Daniel A. Journal of Professional Capital and Community 5:3/4 (2020):
Augsburger Excellence in Teaching Award (2015) and the 321-326.
Andrews University James Nevins Andrews Medallion 6. Harris, ibid.; Donnie Adams et al., “Leading Schools Dur-
for Spiritual Leadership, Scholarship, and Humanitar- ing a Pandemic and Beyond: Insights From Principals in the Phil-
ippines,” Management in Education (June 2023): [Link]
ianism (2023). She formerly served as Chair of the An-
org/10.1177/08920206231177375; Constantia Charalampous et
drews University Faculty Senate and is a site team re-
al., “The Impact of COVID-19 on the Educational Process: The
viewer for the Council for the Accreditation of Educator
Role of the School Principal.”
Preparation (CAEP), ensuring continuous improvement 7. Constantia Charalampous and Christos Papademetriou, In-
of educator preparation programs. termediate Inclusive Leader, Creating Cooperation Networks. 16th
European Conference on Management Leadership and Govern-
ance, Oxford, U.K., October 25 and 26, 2020; Deborah Stein,
Recommended citation: “How a First-Time Principal Led Systemic Change Despite a Pan-
Janet Ledesma, “COVID-19 Impact on School Princi- demic: A Guide for New Administrators,” National School Boards
pal Leadership: Lessons Lived and Lessons Learned,” Association (July 11, 2023): [Link]
The Journal of Adventist Education 86:1 (2024): 29-35. august/online-only-first-time-principal.
[Link] 8. Paul T. Begley, “In Pursuit of Authentic School Leadership
Practices,” International Journal of Leadership in Education 4:4
(2001): 353-365. [Link]
9. Constantia Charalampous and Christos Papademetriou, In-
NOTES AND REFERENCES
termediate Inclusive Leader. Creating Cooperation Networks.
1. David DeMatthews et al., “School Leadership Burnout and
Job-related Stress: Recommendations for District Administrators 10. Names used with permission.
and Principals,” The Clearing House: A Journal of Educational 11. Dr. Arne Nielsen, vice president for education in the
Strategies, Issues and Ideas 94:4 (2021): 159-167. [Link] North American Division, died on June 3, 2024.
org/10.1080/00098655.2021.1894083; Janet Ledesma, Narratives 12. Jared B. Johnston, “Sustaining the Growth Curve: How
of Longevity From the Perspective of Seventh-day Adventist School Christian Schools Can Sustain the Post-COVID Growth Surge,”
Administrators in North America: A Multiple Case Study. PhD International Christian Community of Teacher Educators Journal
dissertation, Andrews University, 2011. [Link] 18:2 (2023): 2.
[Link]/dissertations/515/. 13. Zachary R. White, An Examination of How Context Af-
2. Lee Westberry and Tara Hornor, “COVID-19 Impact on fects Leadership Expectations and Practices in Private Christian
Principal Self-efficacy,” Journal of Educational Leadership in Ac- Schools as Perceived by Private Christian School Leaders. PhD dis-
tion 8:1 (2022): Article 2. [Link] sertation, Freed-Hardeman University, 2023.

[Link] The Journal of Adventist Education • Vol. 86, No. 2, 2024 35

36 The Journal of Adventist Education • Vol. 86, No. 2, 2024 [Link]
 S P E C I A L S E C T I O N

Leadership in Adventist
Bordes Henry Saturné
Higher Education Series:

Adventist College and University Presidents Reflect on Their Tenure

he role of a college or university president ations. This understanding of the unique challenges

T is a unique and challenging one, encom-

passing a diverse range of responsibilities
and complexities. They are not only the face
of the institution, but also the ones expected
to navigate through cultural and social shifts, eco-
nomic fluctuations, religious and spiritual issues, and
they face can help current and aspiring executive
leaders in Adventist higher education to feel more pre-
pared and empathetic.
The outcome of these insightful conversations is
the series: Leadership in Adventist Higher Education
Series: Adventist College and University Presidents Re-
a myriad of other challenges. They bear the account- flect on Their Tenure. These interviews are part of a
ability to parents, students, faculty and staff, executive research project initiated by Bordes Henry Saturné,
boards of trustees, and constituents. chair of the School of Leadership at Andrews Univer-
In the book Pathways to the University Presidency: sity in Berrien Springs, Michigan, U.S.A. Through can-
The Future of Higher Education Leadership,1 Selingo et did conversations, the interviewer aimed to capture
al. note that the college/university president should the rich experiences of former Adventist college and
be an academic and intellectual leader, a storyteller, a university presidents, preserving their wisdom and in-
strategist, and a communicator. However, it’s rare for sights gained through experience and deep reflection.
one person to embody all of these qualities simulta- The primary purpose of this series is to foster a mean-
neously, although they may be required to fulfill each ingful dialogue among current and aspiring leaders in
of these roles at different times and in various situ- Adventist higher education worldwide.

A Conversation With Loren Agrey, PhD

Loren Agrey, PhD, President, Asia- University College (now Burman University). In 2010,
Pacific International University, Thai- Agrey accepted a call to serve as president of Asia-Pac-
land, 2010-2015; Current President of ific International University in Thailand and remained
Burman Adventist University in in that position until 2015.
Canada (2017-Present) AIU is an Adventist university with two campuses:
the main one located in the rural village of Muak Lek,
Saraburi province, Thailand; and the other campus, the
By Bordes Henry Saturné and Loren Agrey nursing school, housed on the compound of the Advent-
ist hospital in the capital, Bangkok, since 1947. A sig-
Loren Agrey, PhD, is President of Burman University nificant proportion of the student body is Buddhist, but
in Lacombe, Alberta, Canada. Prior to this appoint- many students and personnel come from more than 20
ment, his administrative experiences included serving different countries and are Adventists. Most majors
as a church school principal, and from 2004 to 2010 as (English, business, science, education, religion) are of-
vice president of academic administration of Canadian fered in English, except the nursing program, which is

[Link] The Journal of Adventist Education • Vol. 86, No. 2, 2024 37

 taught in Thai. For more information on AIU, visit its LA: I don’t believe that anyone can truly prepare
website at [Link] fully for the role of university president. Even after
Upon permanent return to North America, Agrey serving for six years in upper academic management
served as dean for undergraduate academic affairs for in the role of VPAA, I did not feel fully prepared to take
Kettering College, Ohio, U.S.A., before being elected in the step into the president’s role. While there are
2017 as the 25th president of Burman University in Al- courses in educational administration as well as ex-
berta, Canada. The experiences shared here are specific periences one has throughout his or her professional
to his tenure at AIU. career, the university presidency is a unique role of or-
chestrating several divergent and, at times, conflicting
Bordes Henry Saturné (BHS): How did you become activities, any one of which requires expertise and ex-
president of Asia-Pacific International University (AIU)? perience. A university is an academic enterprise but
Loren Agrey (LA): It was by a fluke, according to all also has other important elements such as co-curricu-
human standards of understanding.
But as I look back on it now, with a
smile on my face, I believe that it was
actually a part of God’s greater plan for
my life and for the life of Asia-Pacific
International University at that time. I
was serving as vice president of aca-
demic administration (VPAA) at Cana-
dian University College (now Burman
University) and needed a sociology
professor for an opening we had. I had
heard about the Adventist Professional
Network (APN) but did not have any
details of how it worked. But, needing
the sociology professor, I googled their
website and registered to access their
database of professionals. At least, that
is what I thought I was doing.
After a fairly extensive registration
process, which required some signifi-
cant personal and professional infor- President Loren Agrey with graduates of Asia-Pacific International University.
mation about myself, I realized that it
was merely collecting my academic
and professional data to add to their
database. It turns out one needed to have a paid sub- lar activities, revenue-generating opportunities, re-
scription to access it for the purposes of finding some- search demands, as well as a plethora of other realities
one who matched the profile you were searching for. I that demand one’s attention and time. There is no way
did not give it another thought and eventually filled the that one person can bring to the table expertise in all
sociology position through other search methods. A areas. But the expertise lies in one’s ability to cast a
year or two later, I received an invitation from Asia-Pac- vision for the future of the institution and convince all
ific International University to submit my CV for the po- the stakeholders of its relevance and effectiveness in
sition of president, as AIU was a subscriber to APN. It accomplishing the institutional mission.
came as a shock to me, but I have learned in life that if I remember one faculty member described my role
an opportunity presents itself, it may be an occasion for as ringmaster of the circus with everyone else being
prayer and consideration. And that is how I ended up the clowns. I had to laugh at this description of our
as AIU’s president, which may be possibly considered campus, but it reminded me of the role and requisite
by some as a heavenly “fluke.” skills of a president. Metaphorically, I see the role as
a conductor of a fine orchestra. While not having the
BHS: What do you think prepared you to be a university skills and talents of the premier players in making
president? Looking back, do you think that you were beautiful music individually, the conductor has the
well-prepared for that role? ability to bring these musicians together to achieve a

38 The Journal of Adventist Education • Vol. 86, No. 2, 2024 [Link]

 common goal—that of making beautiful music. While BHS: How do Adventist colleges/universities contrib-
the president does not have to be an expert in all the ute to the mission of the Seventh-day Adventist
roles, he or she must be able to work with those who Church? How can they do that more effectively?
have spent years preparing for their specific discipline LA: Our institutions of higher learning play a key
to become an expert. The bringing together of these role in helping fulfill the mission of the Adventist
expert “players” can produce the melodic harmonies Church, one which may be under-appreciated by
listeners can enjoy. some. Not only do Adventist universities and colleges
help young people emerge into adulthood, supporting
BHS: What could be done in the Adventist system to them on both their academic and spiritual journey, but
better prepare future college and university ex- they do this by providing the educational experience,
ecutives? both curricular and co-curricular, for the students to
LA: In general, it doesn’t appear that any universi- achieve their academic goals but also to adopt their
ties prepare leaders for the big chair well. There is an own emerging personal set of beliefs and values, hope-
assumption that if one spends time in upper manage- fully, akin to the ethos of the institution. This is a deep
ment, i.e., dean, provost, etc., then this should prepare privilege as we provide the environment to support
him or her for the presidency. Unfortunately, this is their spiritual development and help them make con-
not necessarily so. One can be a great manager but not nections for lifelong friendships. A plethora of oppor-
much of a leader. A manager ensures that the opera- tunities to serve in leadership enables students to de-
tions are working well, but conversely, a leader has to velop the skills needed as well as adopt a clear
set the vision and achieve buy-in for true success. The understanding of Christ’s call to their lives as well as
Adventist system could identify individuals who have the mission of the church. I believe that the Adventist
leadership capability and support them in training to- institutions of higher learning do this well.
ward greater responsibility.
I don’t think the church should limit itself to trying BHS: What are the most critical challenges currently
to do this on its own. It would be best to leverage ex- facing Adventist higher education in North America and
isting programs that do this well and support the around the world? What could leaders do to mitigate
leaders through those programs. For the specific mis- them?
sional aspects of Adventist higher education, there LA: Probably the most urgent problem facing Ad-
could be a piece that the division office of education, ventist higher education today is declining enrollment
in conjunction with its universities, could provide. across the system. For the past decade there has been
Harvard has an exemplary program for university pres- a downward trajectory in enrollment, with few excep-
idents, as does the Council of Independent Colleges, tions. The ebbs and flows from year to year impact the
of which many of our institutions are members. Either various institutions, but there seems to be a consistent
of these programs or possibly others could be lever- downward slide in overall enrollment. A serious look
aged by the divisions to ensure their presidents have at how best to articulate the significant value proposi-
specific training for this special role. tion for Adventist higher education must be conducted
with a strong articulation of why students should not
BHS: What could be the role of former university pres- only consider us but also enroll. This is a very difficult
idents in the Adventist system? issue that many have tried to solve with little lasting
LA: This is a key point. The role that former uni- success. There appears to be no easy answer.
versity presidents can play is a huge one. Probably the
best contribution of a president emeritus is to serve as BHS: Would you consider the issues associated with
a mentor to an incoming president. The unique experi- diversity a serious threat to the unity of AIU? Or the
ences and understandings gleaned through their pres- unity of the Adventist Church? What would be your
idencies can be shared through regular conversations. suggestions to our church and university leaders to al-
I have had the privilege of having at least two former leviate them?
presidents serve in this role, and the learning on my LA: I considered the diversity at AIU to be a
part has been significant. It is so valuable to also have strength rather than a challenge or threat. Bringing stu-
a sounding board with someone who has walked the dents and faculty from around the world and having
same steps as you. Former presidents are a great re- them study and live together provided a wide array of
source who have the ability to still serve in a signifi- opportunities to get to know and understand different
cant way. And it does not have to be only for new cultures. I found it exhilarating to serve in a foreign
presidents. The conversations can continue. country where there is so much to learn about other

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 cultures’ customs and traditions. There were times made are not in the best interests of their own church
that students would naturally group in their own cul- employer, so they live in a conflicted space. It is un-
tural and language groups but with a little effort to en- likely we will see a change in this area since the
courage interaction with others, such as having foot- church entities provide significant funding to the uni-
ball teams divided by year (freshman, sophomore, versity, so the next best approach would be to provide
junior, senior) rather than by country or continent, it extensive training on what a university is and does,
[these experiences] drew attention away from the dif- which is quite different from a church or confer-
ferences. ence/mission.
Regarding the church, even though the Seventh-day
Adventist Church is known for its multiculturalism, BHS: If you had to give three pieces of advice to a new
true diversity seems to be elusive. The different cul- university president, what would you say?
tures tend to stay within their own culture and lan- LA: First, presuming it is a faith-based university,
guage groups, forming churches around these identi- pray for wisdom. The office and position of president
fiers. This will probably not be challenged until a are much bigger than any one person, and the chal-
generation or two has passed and the individuals have lenges and issues are far more complex than even the
become more accepting of others through education brightest individual can adequately lead. God has
and other experiences. promised wisdom if we ask for it, and He will guide
My suggestion is that young people attend univer- you in the day-to-day decisions as well as the long-
sities like AIU, where they can become accustomed to term strategic planning that must take place. Second,
a multicultural milieu and thus be more comfortable build a strong administrative team. You will inherit in-
expecting this in the churches they will attend. dividuals; but as changes are made, choose those who
bring strengths in the areas that you do not have
BHS: What could be done to ensure that boards of strengths in to fill in the gaps. And third, ensure you
trustees are more effective in the fulfillment of their take personal time for yourself and your family. The
responsibilities? job will always demand your time, so be intentional
LA: AIU had a very interesting form of governance in creating time away. No one benefits from a brilliant
when I arrived. It had two governing bodies—a uni- but burnt-out leader because he or she has not
versity council mandated by the Thai government and achieved a good work-life balance.
a university board mandated by the church. Between
the two governance systems, we met about 10 times BHS: Please, share a funny story about your experience
a year, which was very inefficient and time-consum- as president.
ing, not to mention layered with a significant amount LA: Driving in Thailand is quite an adventure. I
of redundancy. I studied the board bylaws and uni- would drive to our second campus in Bangkok, about
versity council charter and found common ground so two hours away from the main campus. I thought a
that we could merge the two governing bodies into GPS would get me to where I needed to go in a timely
one council to make it more efficient. Ensuring that manner, so I bought one to direct me in the city. Un-
there were enough Adventists on the new council pro- fortunately, it was not very accurate, and I could not
vided surety of maintaining focus on mission, but the read the Thai highway signs, so I often got lost and
government-appointed members from the council had to call the dean of nursing for directions more
were also strong supporters of the university and than once. I am sure they [the staff] had a smile on
posed no threat to the governance systems or the their face when they received my calls and had to res-
ethos of the university. This is one example of how cue the “Lost President” once again.
both government and church expectations can be met, When we first arrived, I was invited to a gala in a
and efficiencies can be gained with a little thinking nearby city, and a gentleman offered to drive. It turned
outside the box. out that if he was not the world’s worst driver, he cer-
Another way is to ensure that the board members tainly was a close silver medalist, and during the half-
are well-trained in university governance. Our Advent- hour journey, we had at least three “near-death” ex-
ist system has a weakness in that conference/mission periences on the highway. That was not so funny, but
presidents chair the board. It would be better to have even in the nervous tension on the drive home, a
individuals who have knowledge and experience in member of the faculty who came along said to his
higher education who truly understand the context. wife, “Look at that, dear, you are in the right lane, and
For many church administrators, it is just another I am in the left.” It broke the tension, and I chuckled
committee to sit on, and in some cases, the decisions about that the rest of the way home.

40 The Journal of Adventist Education • Vol. 86, No. 2, 2024 [Link]

 BHS: How did your presidency affect your family? BHS: Did you take your vacations regularly?
LA: At first, it was hard because moving halfway LA: Absolutely. This was a non-negotiable. As
around the world meant we had to leave our adult Stephen Covey writes in his book, Seven Habits of
children behind, and it was the first time we were Highly Effective People,1 sharpening the saw is impor-
empty nesters. The position of president itself did not tant. In other words, taking time to renew and refresh
take an adverse toll on us, although there is nothing so that you can continue to be effective and “sharp”
like knowing that the buck stops with you on all minded in your leadership. And here is a piece of ad-
counts. There is no one else to share the burdens with, vice. Don’t take along work to do while on vacation.
and the old saying that “it is lonely at the top” is very That is a no-no, as it will not allow you to be truly dis-
true. One cannot be deemed to be favoring one or connected from work. As Jesus said about the poor,
more faculty or staff by being their friend. But that they will always be with you; this is how work is—it
does not prevent you from being friendly to all, will always be with you, demanding your time and at-
whether they like you or not. It
is also important to have both a
mentor outside the university as
well as friends, otherwise it can
accentuate the loneliness.

BHS: Looking back, do you now

feel that you have sacrificed your
family for your career?
LA: Fortunately, our four
children were in university
themselves or beyond, so the
pressures of the presidency did
not impact their immediate
lives. It would be tough to have
the time pressures of a pres-
ident if one had small children.
Seventy- to 80-hour weeks were
not uncommon; so as I men-
tioned, it is important to ensure
one takes time away from work Loren and Shelley Agrey with students at the annual campus Cultural Festival
to strengthen one’s family rela- at Asia-Pacific International University.
tionships.

BHS: During your presidency,

with the pressures of the position, were you able to tention. One must truly disconnect from the never-
take care of your health? (That may include regular ex- ending work to be refreshed.
ercise, proper nutrition, annual physicals, visits to the
dentist, mental health, etc.) BHS: What was the role of personal devotion (or per-
LA: This is another must. One cannot let the re- sonal spirituality in general) in your life?
sponsibilities get in the way of good mental and phys- LA: My mornings become the time for important
ical health. I have been a runner for many years, so to personal practices. As I mentioned already, I exer-
facilitate that exercise regime, I would run very early cise early in the morning, which gets the blood
in the morning before the sun came up and it became flowing through my body and brain and wakes me
hot in the tropical country of Thailand. I would attend up. Then I take the opportunity for my personal de-
doctor and dental appointments when we returned votions when my intellect is well-charged. This was
home on annual leave. One must be intentional in en- the time to hear God speak through His Word as
suring one takes care of oneself because there is only well as to talk to Him in prayer. I was never a morn-
one you, and you don’t want to reap the undesirable ing person, but by implementing these two prac-
results of not attending to your health and lack of self- tices, it has allowed me to have the strength for the
care. rest of the day.

[Link] The Journal of Adventist Education • Vol. 86, No. 2, 2024 41

 BHS: According to Selingo et al.,2 college/university the students. And then I would attend as many of
presidents should be an academic and intellectual those as possible, to show the students that if it is im-
leader, a storyteller, a strategist, and a communicator. portant enough for the president to participate in, then
Could that be a fair description of your presidency? it is important enough for them, also. In this way I
LA: I absolutely agree . . . theoretically. For every could be a model and mentor for the students. On Sab-
job description for a university or college president, bath mornings, I would also walk up to one of the dor-
the writer articulates the expectations of the position mitories and teach a Sabbath school class. I believe it
in great and lofty detail and expectation. I am sure made the students feel they were important to have
there may be some presidents who can meet these ex- the president come over to their “home” and share
pectations fully, but I have not met any so far. It turns time with them in the study of God’s Word. I would
out that all presidents are human and are not perfect. also attempt to participate in community-service proj-
While they may have strengths in leadership, they may ects, joining with students in making a difference in
not be strong in storytelling or vice versa. It is good to our community. I remember traveling to a school that
have as many of these skills as possible, but also to had been flooded and helping restore it so it could be
realize there is no one who does [have all of them]. used once again for classes. These were the types of
That is the importance of developing a good team of activities that I helped out with in my time at AIU. I
upper managers and administrators to ensure the areas tried to impact student life positively.
that you may not have strength in will still be covered.
BHS: How did you navigate the financial challenges?
BHS: What difference did you make in the area of aca- LA: Every university or college, no matter how big
demic affairs? or small, faces financial challenges. AIU was no dif-
LA: My previous position had been in academic ad- ferent. We never had quite enough to do what we
ministration, so thankfully I knew something about it. would like, but fortunately, we always seemed to have
I was then able to share with the VPAA some of my enough to operate. Interestingly, when I interviewed
knowledge and give advice on matters that were not for the position, I asked what the institutional working
easily solved. Probably, the best match for presidential capital and liquidity percentages were. The response
skills comes through the academic office, since that is was that they were not too far from what I had been
what the university is primarily about. It is not essen- used to in my home institution, so I was not too con-
tial but does give a good foundation on which to build cerned. After about six months, the auditors visited
presidential skills. To be granted a work visa as a for- and indicated that they had miscalculated the working
eigner, I also had to teach at least one class per year. capital and liquidity, and the percentages were much
This kept me closer to the front lines, so I could em- lower than I was told. At first, I was quite concerned
pathize with the rest of the professors when they faced that we would be challenged to continue operating,
challenges. but thankfully, it never severely impeded our opera-
tions. I learned a valuable lesson from this experience.
BHS: How did your leadership influence student life on What may look bad on paper does not necessarily
campus? equate to a crisis in reality. That was an important les-
LA: I was intentional in trying to connect with stu- son to learn.
dents as much as time would allow. A president does
not have much time or opportunity to connect with BHS: Do you feel you owe an apology to anyone be-
students due to the administrative and leadership de- cause of what happened during your presidency? Be-
mands. So, I tried to carve out some time to be con- cause of a decision that you made, or failed to make?
nected. I would invite the student association pres- (Affecting a student, an employee, and/or a group of
idents to a half-hour mentoring session together, people).
where I would share leadership principles that would LA: When I first arrived on campus, I wanted to
be helpful for their leadership; but of course I also glean an understanding of what happened in the var-
learned a lot as we reviewed some top leadership ious departments, so I sat on some committees that
gurus and their work. normally a president would not sit on. It helped me
Also, I believe the president is responsible for the develop a broad understanding of life on campus,
spiritual atmosphere on campus. Of course, the chap- which was very helpful. In one of my first student-
lains and pastors are the front-line workers, but I services meetings. there was a request by a male stu-
would meet with them regularly to help plan the best dent to move to the ladies’ dormitory. At first, I
spiritual programming and service opportunities for thought it was a joke, but when I looked at the date

42 The Journal of Adventist Education • Vol. 86, No. 2, 2024 [Link]

 of the request, it was not on April 1. It turned out that something to eat and play games with them. They
the male student had had a gender-reassignment sur- really enjoyed this chance to fellowship, to have food,
gery and was now a female. As we discussed this very and to enjoy some fun. We would also help student
unusual request, it became apparent that there were groups lead music for church services. We also had a
two polarized views on how it should be handled. campus chaplain who would plan other spiritual ac-
One side felt that, since this was a more common oc- tivities such as Bible camp, visits to AIDS hospices,
currence in Thailand, that we should allow it to and the like.
happen. On the other hand, there were individuals on Before I came, the practice of having students speak
the staff who were strongly opposed to the request for week of prayer was discontinued, but I reinstated
and wanted this individual to be immediately re- it because, even though the students are not the most
moved from campus. articulate, they speak the same language as their peers,
We discussed the realities and ramifications of the and this can make a huge impact on the students’
request and decided to make an
exception to one of our campus
student-life rules and allowed
him, now her, to live in the com-
munity and attend as a day stu-
dent. This compromise worked
for a while until one of the profes-
sors, without checking with
anyone else, acceded to her
request to wear the female uni-
form to class. In Thailand, all uni-
versity students are required to
wear uniforms, and so this caused
another stir on campus. All uni-
versities across the nation re-
quired the uniform to be worn ac-
cording to the gender on the birth
certificate, so we had not been out
of step with the expectations ac-
ross the country. When we indi- Loren and Shelley Agrey (center) with Bordes (issue coordinator and interviewer)
cated that she would still have to and Lucette Henry Saturné, and a group of faculty from Asia-Pacific International
wear the male uniform, the stu- University.
dent decided to return home with-
out completing her program. I
have often thought that we could
have handled it differently, recognizing her as a child lives. We also ran a special Friday evening program
of God and showing grace to help her through her after vespers for seekers, since over half of our campus
issues. If I were ever to meet her again, I would apol- student families were not Christian. This was a time
ogize that we could not make it work for her to com- for them to learn about and experience God in a per-
plete her studies. There are no easy answers in cases sonal way.
like these, but it would have been nice if it could
have ended differently. BHS: What did you do to support the health and work/
life balance of campus employees?
BHS: What did you do to enhance spiritual life on LA: In Thailand, working long hours was the norm.
campus? The faculty and staff were committed to the mission
LA: Modeling and mentoring are the two most ef- of the university, and it was not unusual for them to
fective ways to pass on spiritual values. Besides the be involved with a full day of classes and research and
Sabbath school teaching I mentioned earlier, on a then involved in several hours of co-curricular or
weekly basis, we participated in faculty family-wor- church-related activities. I attempted to have them
ship groups where 10 to 15 students would come over take time to relax and have some time to themselves,
to our house for worship. We would then give them but that was not the norm in that context. I also tried

[Link] The Journal of Adventist Education • Vol. 86, No. 2, 2024 43

 to model a more balanced work/life approach by en- on an ad hoc basis. This seemed to meet their needs.
suring I took time on a regular basis to exercise and For myself, I tried to attend presidential meetings for
participate in activities that I enjoyed but were outside professional-development purposes. I also kept active
the responsibilities of my job. in research during my tenure and published three jour-
Every second year, we would take the faculty and nal articles during my time there. I did this for two rea-
staff to a beach resort for a colloquium. It was a combi- sons. First, I love research, so it was not hard to con-
nation of work and leisure, and they greatly appreciated vince myself to do this. Second, because we were trying
it. We would have our regular sessions but then give to elevate the research activities of our staff, I felt that
time to enjoy the beach with their families. This was a I could model what I was encouraging. As with many
highlight for many. On the off years, we held the collo- Adventist institutions of higher education, teaching is
quium on campus, which was not nearly as exciting. prioritized, and research is, at times, minimized. I have
heard the excuse that if we are a good teaching institu-
BHS: How did you provide or support professional de- tion, that should be good enough. To satisfy accrediting
velopment for yourself, your faculty, and your staff? agencies and the desire to be seen as contributing to
LA: One of the priorities for faculty was to have the pool of knowledge, I encouraged both a teaching
them attend and possibly present at an academic con- and research element for faculty responsibilities.
ference. We provided funds so that each faculty
member could be a member of a least one professional BHS: How did you help to prepare the next generation
society in his or her discipline. In this way, we had of leaders to serve the institution? (Any leadership suc-
strong professional development as well as, for the re- cession plans)?
searchers, an opportunity to share their scholarship. LA: I started with the student association president.
A year or two into my tenure, we established a con- I would invite him or her to a half-hour session of
ference with three other Adventist universities—one mentoring per week. There, we would review leader-
from the Philippines and two from Indonesia. We ro- ship principles from great leadership gurus. Depending
tated where it was held on a four-year basis, with AIU on the president, it was usually well received. With
hosting the inaugural conference. This provided a the faculty and staff leaders, we would try and provide
venue for our faculty to share research as well as gain leadership-training opportunities to help them build
experience in presenting at academic conferences so their skills. In encouraging young leaders to become
they could then go to larger and more prestigious con- better leaders, we were able to lay the foundation for
ferences and not be intimidated to present. strong leadership in the future. When I was preparing
For staff, we were not able to provide as much pro- to return to North America after my five-year term, I
fessional development for them as would have been provided the board chair with a list of 10 individuals
ideal. While we could not afford to give each on a pro- who I felt could take my place. Some were ready at
fessional-development budget like we did the faculty, that time, and some needed more leadership training
we did provide a pool of money that staff could access and experience but would make great leaders in the

Loren Agrey with Asia-Pacific International University faculty and staff on a retreat.

44 The Journal of Adventist Education • Vol. 86, No. 2, 2024 [Link]

 future. I was pleased that some of those listed in the born. Being half a world away from these major life
“for-your-eyes-only” document prepared for the chair events, it became clear to us that we should return,
have subsequently been selected as president in the even though we loved it there. Our time at AIU was
ensuing years. one of personal and professional growth as well as an
opportunity to help one of our institutions advance in
BHS: What would you consider to be your greatest several areas. As I look back, it is with nostalgia, and
achievement at Asia-Pacific International University? we miss it greatly. While we were able to provide lead-
LA: This is a hard question to answer. By encour- ership at the university, we were also blessed with the
aging growth in leadership, I was pleased that several multitude of friends we made from all parts of the
individuals have taken on significant responsibilities world. We also came to understand what makes inter-
at the university, all the way up to the presidency. I acting with cultures in different parts of the world an
am thrilled to see their success as they build on the intriguing experience filled with opportunities for per-
foundation that the earlier leaders laid, such as myself. sonal growth.
But if I were to pinpoint one achievement, I would
have to say that during the five years I served as pres-
ident, we were able to increase enrollment from 920 This interview has been condensed. An extended ver-
students to 1,233. This represents a 34 percent in- sion is available at [Link]
crease in student numbers over five years. In an era of [Link]/en/[Link]. Minor editing has
eroding enrollment in general, this was moving against been done, but the verbal style has been retained.
the trend. Of course, I did not achieve this alone, but
with a great team of enrollment and recruitment pro-
fessionals. We also moved into graduate-level pro- Bordes Henry Saturné, PhD, serves as Interim Vice
gramming and introduced two new Master’s degree President for Strategic Enrollment, Marketing, and
programs, which were instrumental in maintaining our Communication and Associate Professor of Educa-
university status. tional Leadership at Andrews University in Berrien
Springs, Michigan, U.S.A.
BHS: Do you have any regrets about your presidency at
AIU? If yes, would you please share them? Loren Agrey, PhD, is President of Burman University
LA: Of course, as a new president, mistakes are in Lacombe, Alberta, Canada. An experienced ad-
made. What is important is to learn from those mis- ministrator, he holds a Bachelor of Education in Ele-
takes and move on to better approaches. My biggest mentary Education from Union Adventist University
regret was that being in a foreign country, I did not (degree completed on the campus of Canadian Uni-
learn the local language. I was told that I would not versity College, Lacombe, Alberta, Canada), a
need to do so since this was an international univer- Masters of Education in Curriculum and Instruction
sity where the medium of instruction was English. I from the University of Southern Mississippi (Hatties-
found out that while this was technically true, any- burg, Mississippi, U.S.A.), and a PhD in secondary
thing outside the gates of the university required education from the University of Alberta (Edmonton,
Thai language literacy. About halfway through my Alberta, Canada).
term, there was an introductory Thai language class
offered on campus, which I joined. Unfortunately,
the demands of my schedule kept me from attending Recommended citation:
class on a regular basis, so I was unable to learn Bordes Henry Saturné and Loren Agrey, “Leadership
much and had to apologize to the faculty member in Adventist Higher Education Series: “A Conversation
for my lack of progress. If I were to do it over again, With Loren Agrey,” The Journal of Adventist Education
I would take the six months provided for language 86:2 (2024): 37-45. [Link]
learning before beginning my responsibilities as this
would provide for a richer, deeper experience while
in a foreign land. NOTES AND REFERENCES
1. Stephen R. Covey, Seven Habits of Highly Effective People:
Restoring the Character Ethic (New York: Simon and Schuster,
BHS: How did you know that it was time for you to 1989).
move on from your responsibilities as president? 2. Jeffrey J. Selingo et al., Pathways to the University Pres-
LA: During our time in Thailand, we had two of idency: The Future of Higher Education Leadership (New York:
our parents pass away, as well as three grandchildren Deloitte University Press, 2017), 9.

[Link] The Journal of Adventist Education • Vol. 86, No. 2, 2024 45

 A Conversation With Andrea Luxton, PhD

A Conversation With Andrea Luxton, cation. It is a place where church members can explore
PhD, President Emerita their faith within the context of difficult questions in
Newbold College (1997-2001); Cana- our own academic environment. It brings a depth to
dian University College (2006-2010); their Christian experience and their faith journey.
and Andrews University (2016-2023) Further, higher education has the mission to reach out
to new individuals on campus and in the community.
How can we be more effective? One big thing is a
much deeper understanding and partnership between
By Bordes Henry Saturné and Andrea Luxton church and higher education. Sometimes, neither un-
derstands the other. Traditionally, we talk in higher
After serving as an English teacher, professor, educa- education about “town and gown,” referring to the un-
tion director, and principal, as well as holding several easiness between the university and the town in which
church departmental appointments, Andrea Luxton ac- it exists. Further, there is a risk in the Adventist Church
cepted the call to serve as president of Newbold College for that to be a tension between “pulpit and univer-
(now Newbold College of Higher Education) in England, sity” or between “gown and pew.”
a position she held from 1997 until 2001. From 2001- There seems to be a real lack of understanding of
2003, she served as vice president for academic admin- higher education in parts of the church in spite of the
istration at Canadian University College (now Burman fact that we are doing the same thing and committed
University) in Alberta, Canada, until she was elected to to the same mission. We have so much to share to en-
serve as associate director of education of the General rich each other, but sometimes, there’s a little bit of
Conference of Seventh-day Adventists (GC) in Silver tension.
Spring, Maryland, U.S.A., from 2003 to 2006. During
her tenure at the GC, she also served as executive secre- BHS: What are the most critical challenges currently
tary of the Accrediting Association of Seventh-day Ad- facing Adventist higher education in North America and
ventist Schools, Colleges, and Universities (AAA). In around the world? What can leaders do to mitigate
2006, she returned to Canada, this time to serve as pres- them?
ident of Canadian University College, a role she held AL: Every country is going to be slightly different.
until she transitioned to Andrews University in Berrien So, I’m going to start with North America. First, there
Springs, Michigan, U.S.A. as provost in 2010. In 2016, may be a lack of understanding in the church about
she was appointed president of Andrews University. why higher education is so important. Therefore, it is
Andrea Luxton retired from Andrews University in not being embraced in a way that would encourage
2023. She is now an associate director responsible for more people to be part of Adventist higher education.
higher education at the North American Division of The second challenge is the changing demographics.
Seventh-day Adventists, located in Columbia, Mary- Many of our members may not have the capacity to
land, U.S.A. afford Adventist higher education. It is not accessible
to them. That may cause significant pressure on en-
Bordes Henry Saturné (BHS): What is the contribution rollment in the number of Adventist students. It is true
of Adventist colleges and universities to the Seventh- that enrollment remains high in many institutions in
day Adventist Church? How can they do that more ef- other parts of the world, but in those places, often the
fectively? Andrea Luxton percentage of Adventist students is quite low.
(AL): Let us talk first about the contribution. It is Another source of tension is globalization. Every-
vital. The reason we started higher education was ini- one is much more mobile, and technology allows ac-
tially just to make sure we had people educated to cess widely from one place and another, yet Adventist
work for the church. That is still a very important role education, like other forms of higher education, has
today, but it is even more than that: The church needs grown up historically from a single model of campus-
to facilitate the development of an educated laity. It is bound student base.
important to simultaneously enable their professional, When you consider all the different modalities and
academic, and faith growth. That makes the church different options currently available, that changes
stronger. That is what transforms the church. The ideal things. This puts demands on us to be on the cutting
place for that transition to happen is in Adventist edu- edge of moving things forward if we are going to stay

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 in touch with what is happening and really be respon- Newbold was the first place. That’s where I made
sive to the needs of the church. the most mistakes. That’s where you learn, most of it
the first time, and then you keep having other oppor-
BHS: What could the church do to better prepare future tunities to refine things. It is interesting, however, that
presidents for our colleges and universities? looking back on it, I spent six years in the British
AL: There needs to be a more intentional devel- Union outside of higher education that were signifi-
opment of leadership capacity at the middle level or cantly formative. It was so helpful to have the experi-
even for young potential leaders in higher education, ence of being a secondary school teacher, a secondary
as well as some other areas. There are some very spe- principal, and a union departmental director. That was
cific leadership needs in higher
education. We have a church sys-
tem that operates largely by elec-
tion. We shy away from encour-
aging people to develop
leadership skills. I’ve always had
the personal philosophy that you
open as many doors as you can,
and then God helps you decide
which one you’re going through.
Leadership development is like
that: not putting promises on the
table, but enabling people to
have more doors open for them.
If there is the right fit for them to
move into leadership, then
they’re ready to go. When you
have people coming in cold with-
out leadership experience, it’s a
rough ride for them.
We are in an environment,
especially in North America,
where the turnover of a [univer-
sity] presidency in the country is
now once every three to four
years. That is because of the sig-
Andrea Luxton standing beside the J. N. Andrews Legacy of Leadership
nificant pressures that are put
statue by Allan Collins.
on presidents from all direc-
tions. There is a need to build
capacity for leadership, to have
more longevity, to have people
understand the church, and to know Adventist edu- huge because it helped me connect to so many differ-
cation. ent types of individuals with different experiences. It
enabled me to better understand how the church
BHS: What do you think prepared you to be a college or works than if I were in higher education only.
university president? And looking back, do you think
you were prepared for that responsibility at Newbold, BHS: What could be the role of former university pres-
Canadian Union College (CUC), or Andrews? idents in the Adventist system?
AL: Diverse experiences prepared me for the task. AL: Presidents learn a lot in these positions. Hope-
Some leaders trusted me in various ways and gave me fully, they have got a little bit of wisdom that they can
the opportunity to grow, expand, and experience pass on to help those who are just moving into those
things. Having said all that, you are never totally pre- positions. In the church, in general, they may have
pared until you hit the position of being the person in some important areas of leadership that they might be
authority and having the final responsibility. able to use for others.

[Link] The Journal of Adventist Education • Vol. 86, No. 2, 2024 47

 BHS: Now, looking back, do you feel that you have sac- BHS: What was the role of personal devotions or spir-
rificed your family, your friends, and/or your loved ones ituality in your life and during your presidency [at An-
for your career? drews]?
AL: I don’t regret any of the decisions I’ve made AL: Very important, but again, it had to be very in-
or where I’ve been. Does it take a personal toll on tentional. So, there were times when it was just nor-
you? Yes. I have not gotten married, and maybe that’s mal devotional time, but often, I would have to lit-
one reason why I never did. I would put the question erally go away, go off somewhere. I had to carve out
more in broad terms. Has my personal life been im- that time when I could develop more depth in my
pacted? Sure. It’s the cost you pay. And for those who communication with God.
have families, I know that it’s a
cost that families pay. You ac-
cept the cost because you be-
lieve very much in the impor-
tance of what you’re doing. I’m
not sure that that is completely
avoidable. There may be some
ways in which people can navi-
gate processes and make sure
that they give time and space to
the important people in their
lives. They must do that, but
even for those that I know have
done that, there is always a cost
to the family.

BHS: During your presidency [at

Andrews], with the pressure of
the position, were you able to
take care of your health? Or to
take a vacation?
AL: I early on learned, even
before I became president, that I
had the capacity to fill all my
days with students and wha-
tever else work-wise that I was
doing. I couldn’t say, “I’m doing President Luxton plants the presidential tree outside of the Sutherland House
something this weekend with during her inaugural celebration on October 25, 2016.
my children,” or “I’m doing
something with my spouse.” So,
I soon discovered that I had to
write in time in my schedule in order to look after BHS: According to Selingo et al.,1 the college or uni-
myself, and so I would block off times and just put versity president should be an academic and intellectual
“Busy.” That is to just give myself time to think, to leader, storyteller, strategist, and communicator. Could
just get in touch with myself, and to spend some time that be a fair description of your presidency?
with God more personally. You’ve got to find time to AL: All those four are very important to me. But
do that. you’d have to ask other people how well I’ve succeeded
There were times, however, when everything was so in all of them. Certainly, at Andrews during my pres-
intense that even that time. There are times as I look idency, I ran very much on the storyteller idea because
back, whether three months, four months, or occa- how you create the story out of the realities of who you
sionally, an even longer time when there was nothing are is very important for the university, for people to
else but work. I was just 100 percent, 150 percent fully feel a part of that story, to be engaged with it.
involved in what I was having to do, but I did try to pro- The communicator goes very much along with the
tect my health. And I did try to carve out time for God. storytelling and strategy. So here, I’ve called the strategy

48 The Journal of Adventist Education • Vol. 86, No. 2, 2024 [Link]

 at Andrew’s “storylines” because a strategy is best ex- become a bad word? Why should we not recognize the
pressed in terms of where the story is going next. I tried realities of wrongs that have happened to different di-
to combine the academic and the intellectual leader. verse groups? Why do we have a problem doing that?
You have to be able to seek to raise the university to That wrongs have happened is true. It’s happened. It’s
the highest level. You have to set high intellectual and a problem. Why can we not see ourselves as part of
academic expectations, and you have to be able to talk that healing solution? In my view, it is a risk because
effectively in that environment. In the Adventist envi- we are allowing some of what is going on in the public
ronment, you also must add a fifth critical leadership conversation to overtake our mission.
quality to these four, which is the spiritual leader, who
will lead with biblical and Adventist values, and to BHS: How did you support the health and work/life bal-
drive that to the heart of everything at the university. ance of the employees on campus?
AL: That is difficult because, as Adventist profes-
BHS: If you were to give three pieces of advice to a sionals, employees are so mission-focused that they
new college or university president, what would you don’t instinctively choose a work/life balance. I did
say to him or her? try with my immediate team, like during COVID, when
AL: [First is] listen, listen, and listen. You have to everyone was working for a while at 18 hours a day.
know your campus. So that’s the listening piece. To start with, we met every day we met virtually at
Valuing your people is number two. All your team four o’clock or five or at the end of the day. As things
not only have to feel valued but also have to be valued eased off. I said to all of them, “I need you to go home.
truly. That’s where you’re going to get the best out of You need to find the time to take off.” I really tried to
them. When together, you can go much further and push them to do it. Did they all do it? No. I did also
take the university much further than you’re ever say to them, “Now, please go and work with your
going to be able to do on your own. team, the people you’re responsible for, and pass on
Number three is to make sure you are clear on your that same message.” Do I feel I succeeded all the time?
principles and your values, and never let them slide. No. Was it something I tried to do? Yes. But it’s one of
That is the lighthouse that you never let go off in an those things where there was probably a gap between
Adventist environment. Part of that relates to things my desire—and the things I would say—and the real-
that are core to who we are as Adventists, but it’s a ities.
little bit broader than that as well to meet those prin-
ciples and values that are just immovable. The admin- BHS: How did you provide or support professional de-
istration needs to be a little bit like a rubber wall, you velopment for yourself, for your faculty and staff?
have to have some flex, you can’t be tight and rigid. AL: That is something I’ve always felt very strongly
When it comes to your principles and values, however, about. Both at Newbold and in Canada, the appraisal
that is the core that is not something that flexes. processes were focused on much more formal things
and not on professional development. At Newbold, I
BHS: Would you consider the issues associated with di- remember one of the first things I did was to establish
versity a serious threat to the unity of the church? And a professional-development committee, and we proac-
what would be your suggestion to church and univer- tively sought to ensure that we pooled funds in order
sity leaders to alleviate them? to channel and support development of faculty and
AL: It is a threat. It also has great potential and pos- staff. And in Canada, I changed the appraisal process
sibilities. Our diversity is so rich, and it gives us such to make the focus on professional development and
tremendous opportunity. My philosophy is the more growth rather than on pure appraisal. Looking at all
diverse my team, the stronger we will be, whether it’s of your employees, you must recognize that you have
gender diversity or cultural diversity, or racial diver- a responsibility for their development and their
sity, because each person inevitably comes with a growth. One of your responsibilities is to take care of
slightly different perspective, and his or her voice adds each person’s personal and professional growth. It’s
an additional richness to the whole conversation. Di- not up to them to fulfill everything. It’s up to you to
versity is a huge strength, but it is a risk because it is help them find a pathway and then enable that to
a threat to people. happen.
Diversity has become a bad word, but there’s noth-
ing wrong with it. I’m an English teacher. I just take BHS: How did your leadership influence student life on
the word diversity as meaning exactly what it means. campus?
Same thing for the word inclusion. Why has inclusion AL: With student life, the situation was different

[Link] The Journal of Adventist Education • Vol. 86, No. 2, 2024 49

 in various places. When I was at Newbold, I was the And I think that my instinct as a young leader was to
dean of students and president. I really enjoyed stu- be the bridge. What happened when I left? The bridge
dent life. There wasn’t a separate person [for the po- wasn’t there! After I left, I look back on it, and I realized
sition of dean of students]. It fell under the pres- that I didn’t build a bridge. I was the bridge in some
idency. In Canada, there was a separate person, but I situations. A regret I have is that I didn’t take the op-
would do everything. I was very intricately involved portunity to do the harder thing, which is to build the
in everything: Saturday night programs, concerts, bridge, because that stays after you.
music programs, basketball games, ev-
erything, unless I was out of town. Be-
cause I was basically very present, I was
therefore involved in any policies that
were developed at Newbold. And I was
largely responsible for developing them
in Canada, [although] we always had a
very close team. At Andrews, I was al-
ways involved in anything that was crit-
ical, and in any policy development. I
would have loved to go to everything at
Andrews, but that was impossible. I
tried to make enough connections to still
feel that I was hearing students. To start
with, I had pop-up tea parties around
the campus to try just to involve anyone
who wanted to come along just to chat,
just to engage. COVID made it a little bit
more difficult.

BHS: How did you seek to prepare the

next generation of leaders to serve the
institution, or did you have any leadership
succession plan?
AL: I always try, whether successfully
or not, to look at my immediate team,
and see them as what might be possible President Luxton at the 2022 commencement for the College of Education &
for them next; and I help and encourage International Services and the Seventh-day Adventist Theological Seminary
them to do what is needed to position at Andrews University.
themselves for that, or for me personally
to mentor people. That’s the best you
can do. You can never promise anything
to anybody, but you can at least try to encourage them BHS: Do you feel that you owe an apology to anyone be-
and, in your evaluations of them, seek to help grow cause of what happened during any of your presidencies?
them to the point that they’re ready for another posi- Some decisions that you made or failed to make?
tion, should that open up. That’s been very much part AL: I don’t know, I hope that I’ve apologized as I’ve
of what I believe in doing. gone along. If I have felt there’s a need to do that, I
wouldn’t have a problem apologizing. I think that, as
BHS: Do you have any regrets about your presidency, humans, we make mistakes. We get things wrong
whether at Newbold, CUC, or at Andrews? sometimes, but normally something at the time you
AL: Actually, I do. How many can I share with you? can say, “I’m sorry, I got that wrong.”
Let me share with you one from Newbold. That’s the I can’t off the top of my head say, “These are things
furthest one away. It was a small campus, but there that are still outstanding there.” I remember [a] Focus
were some internal conflicts. I talked about being a article [where] I stated: I am sorry for the times that
bridge builder, and one can be a positive bridge builder, we failed you, where you expected something of us
but sometimes you can build bridges that are unhelpful. and we didn’t live up to that and you left us or even

50 The Journal of Adventist Education • Vol. 86, No. 2, 2024 [Link]

 left the church disillusioned because of what we may them were at the right time in the right way. That’s
or may not have done.2 There is room for apologies the way God does it, and I feel good about that.
even when you may not be directly involved, or even
if you are, you weren’t aware. We sometimes do dam-
age to each other, and we need to recognize that. This interview has been condensed. An extended ver-
sion is available at [Link]
BHS: How did you know when it was time for you to [Link]/en/[Link]. Minor editing has been
move on from your presidential responsibilities? done, but the verbal style has been retained.
AL: You go through a cycle of doing something.
Then you take a pause, after which you can take off
again. At Newbold, it was [when I was] at that moment Bordes Henry Saturné, PhD, serves as Interim Vice
of pause that I was invited to go somewhere else. That’s President for Strategic Enrollment, Marketing, and
when I prayed, and I just felt this was right. There is Communication and Associate Professor of Educational
no other way I can put it. Same with Canada. I kept Leadership at Andrews University in Berrien Springs,
saying. “No, no, no, no, no.” When I stood back, I re- Michigan, U.S.A. At the time of coordinating this issue,
alized that although I loved what I was doing, it would he served as Chair of the Andrews University School of
probably not be good for the college—a small institu- Leadership.
tion—or me to stay there for the rest of my career.
So, at what point in time if I was going to move Andrea Luxton, PhD, is President Emerita of Andrews
from there [in Canada], would I move? The call from University in Berrien Springs, Michigan, U.S.A. She
Andrews seemed to be a persistent call, and I just had earned her BA in theology and English from Newbold
to say to God, “OK, this is what You want.” Then, I College, an MA in English from Andrews University,
knew certain things needed to happen to make it and a PhD in English from the Catholic University of
work. And they all fell into place. With Andrews, I al- America in Washington, D.C. She also holds a post-
ways had in my mind, when I became president, that graduate diploma in institutional management and
there would be a certain point in time when I felt that change in higher education from the University of
I would want to pass the position on to someone who Twente, Netherlands.
was willing to do the 150 percent that I had been
doing.
I could tell retirement was calling when my resil- Recommended citation:
ience levels and my energy levels were peaking. They Bordes Henry Saturné and Andrea Luxton, “Leader-
were the max, and I thought, “I can carry on, but I’m ship in Adventist Higher Education Series: A Conver-
not sure that I’m going to be so effective. I think it’s sation With Andrea Luxton,” The Journal of Adventist
now time to pass it over.” So, I signaled a year before- Education 86:2 (2024): 46-51. [Link]
hand that that’s what I was going to do. And that’s 68/jae0076.
what I did.

BHS: Anything you would like to say as a conclusion? NOTES AND REFERENCES
Do you wish to share a message? 1. Jeffrey J. Selingo et al., Pathways to the University Pres-
Al: All my three [presidential] experiences have idency: The Future of Higher Education Leadership (New York:
Deloitte University Press, 2017), 9.
been amazing. I feel very blessed. I’ve worked with
2. These articles contain statements made at various forums
some amazing people. I felt God’s blessing in so many in response to race relations and reconciliation at Andrews Uni-
unique and different ways throughout all the three versity. See “Journey to Healing and Understanding,” Focus 52:4
presidencies I’ve had, and I’m glad I had all three. I’m (Fall 2016): 24, 25: [Link]
glad, too, I did it in the order I did it. I needed every- cusapp/pdf/[Link] and “#ItIsTimeAU: The Inside Story of
thing I gained from the smaller institutions when I Two Online Videos and the Five Days In-Between,” Focus 53:1
came to Andrews with all its complexity, but all of (Winter 2017): 16-21: [Link]

[Link] The Journal of Adventist Education • Vol. 86, No. 2, 2024 51

 A Conversation With Delbert Baker, PhD

Delbert W. Baker, PhD landscapes, what counsel would you offer to someone
Former President of Oakwood Col- stepping into the role of a college or university pres-
lege/University (1996-2010) and Vice ident for the first time?
Chancellor of Adventist University of Delbert Baker (DB): First and foremost, I would
Africa (2015-2020) emphasize that the role of a university president is not
just a job; it’s an honorable calling that carries a pro-
found responsibility. Nelson Mandela once said, “Edu-
By Bordes Henry Saturné and Delbert W. Baker cation is the most powerful weapon which you can
use to change the world.”1 As a university president,
Delbert W. Baker is currently the director of re- alongside your faculty, you have the incredible oppor-
search and development with the Office of Regional tunity to make a lasting impact on students, society,
Conference Ministries and the Regional Conference and the broader mission of your institution.
Retirement Plan headquartered in Huntsville, Ala- New presidents should model the power of serv-
bama, U.S.A. He is an ordained minister of the Sev- ice—lead with humility, integrity, and a genuine
enth-day Adventist Church and a certified emotional- commitment to the well-being of the community.
intelligence trainer. In addition to serving as a pastor, They should embody the value of preparation for the
he also served as the editor for Message Magazine role with the appropriate education, expertise, and
(1985-1992), associate director of the Ellen G. White experience. They should believe in the potential of
Estate (1992), special assistant to the president and students, faculty, and staff, and seek to align their
director of the Office of Diversity and faculty member efforts with the providence of God. These are all es-
at Loma Linda University (1992-1996), president of sential keys.
Oakwood College/Oakwood University (1996-2010), The role is fulfilling but demands patience. You
general vice president of the General Conference of must approach this position with a long-range perspec-
Seventh-day Adventists (2010-2015), and vice chan- tive. Being a successful president isn’t about quick
cellor of Adventist University of Africa (2015-2020). fixes or chasing fleeting aspirations. It’s a marathon,
Baker earned a Bachelor of Arts in theology with a not a sprint—a calling that demands unwavering com-
minor in history from Oakwood University, a Master mitment, resilience, and a stout heart prepared for the
of Divinity in pastoral administration and counseling long haul. The journey may be challenging, but the
from Andrews University, and a PhD in Organiza- impact you can make is immeasurable.
tional Communications from Howard University
(Washington, D.C., U.S.A). He and his wife, Susan, BHS: What are the core qualities or characteristics
have three adult sons, David, Benjamin, and Jona- of a good president?
than, and six grandchildren. DB: I believe the essence of a successful college or
A visionary leader, he spearheaded several devel- university presidency, and leadership in general, can
opment and advancement initiatives throughout his be summed up by an acrostic I developed years ago—
years of service, from physical plant development to DRIVE. These five qualities were central to my lead-
academic upgrades that stimulated enrollment ership approach at Oakwood University and Advent-
growth. A veteran minister, administrator, educator, ist University of Africa, and they continue to serve as
leadership coach, author, and health enthusiast, he my guiding principles today, my North Star of lead-
brings more than 30 years of experience in higher ership.
education, both nationally and internationally. He is Dedication: A president must be deeply committed
committed to service, loves people, believes in prepa- to education. This role isn’t for those without a calling
ration, and desires always to be in the center of God’s to higher education. Adequate academic preparation,
will. student-centered focus, financial acumen, adaptability,
and a sense of institutional legacy-building are crucial.
Bordes Henry Saturné (BHS): Dr. Baker, you’ve had the Without these, leading a university effectively would
unique experience of serving as a university president be nearly impossible.
both at Oakwood University (OU) in the United States Resilience: The journey is filled with tough battles—
and Adventist University of Africa (AUA) in Nairobi, external conflicts, internal challenges, and constant
Kenya. As someone who has navigated these diverse pressure from multiple constituencies. A president must

52 The Journal of Adventist Education • Vol. 86, No. 2, 2024 [Link]

 have the resilience to sustain morale and progress, re- BHS: Have any college or university presidents im-
maining positive even in the face of adversity. pacted your professional journey?
Initiative: Initiative is at the heart of leadership. It’s DB: Yes, I will refer to several. Dr. Calvin Rock, who
about making things happen, especially when there was the president at Oakwood when I was a student
seems to be nothing going on. Presidents need to be there. He was a visionary leader committed to student-
proactive, capable of seizing opportunities, solving centered development. Similarly, Dr. B. Lyn Behrens,
problems, and driving progress. This trait not only sets president of Loma Linda University, was a visionary
leaders apart but also empowers them to innovate and and creative leader. She invited me to establish the
contribute to the institution’s success. Initiative is university’s diversity program in 1992 and taught me
about being proactive, recognizing opportunities, and invaluable principles on operating an Adventist insti-
capitalizing on them. Presidents who embody initia- tution.
tive are more likely to achieve their goals and over- I also drew inspiration from historical leaders like
come challenges. Initiative drives innovation, im- Mordecai Wyatt Johnson, Benjamin Mays, Mary
proves efficiency, and fosters
overall success.
Vision: The Bible reminds
us that people and organiza-
tions perish without vision
(Proverbs 29:18). I like what
Helen Keller said, “The only
thing worse than being blind
is having sight but no vi-
sion.”2 A president must
have a clear understanding
of where the university has
been, where it is, and, most
importantly, where it needs
to go. Vision involves imag-
ining and planning for a de-
sired future, then inspiring
and motivating others to
work together toward that
Delbert W. Baker (front row, right) and others in Chicago at an evangelistic effort
goal.
conducted by the late Elder Charles D. Brooks (front row, center), founder and director
Energy: Energy is the fuel of Breath of Life Ministries.
that makes vision a reality.
It’s the capacity to work,
create change, perpetuate vi-
tality and drive progress in all areas of institutional McLeod Bethune, and Booker T. Washington, as well
life. Energy is that vital force that sustains the DRIVE as my Oakwood predecessors, Dr. Frank Hale, Jr., and
qualities. Dr. Benjamin Reeves.
To illustrate DRIVE: After being president at Oak- I returned to my alma mater as its 10th president
wood for about six years, to promote health awareness during its 100th anniversary in 1996. Dr. Ella Sim-
and to raise scholarship funds, I began running mara- mons, a former vice president with me at Oakwood,
thons (26.2 miles). Running became a powerful pas- [and] later General Conference vice president and
time, benefiting students, the university, and raising chairperson of the AUA board, invited me to be the
scholarship funds. I ended up running multiple mara- second vice chancellor in the history of of AUA as it
thons on all seven continents of the world and the celebrated its 10th anniversary in 2016.
North Pole, each race raising money for student schol-
arships. By the time we left Oakwood in 2010, the Del- BHS: How did your experience at Oakwood College/
bert and Susan Baker Running for Scholarships Fund University change you as a leader, and what were some
was established. The fund was started with $500,000 of the dynamics?
and has now grown to more than $1 million. That’s DB: Before becoming president at Oakwood, my
the power of DRIVE in action! background included being a pastor, editor at Message

[Link] The Journal of Adventist Education • Vol. 86, No. 2, 2024 53

 Magazine, instructor at Howard University, associate BHS: According to Selingo et al.,3 a successful college or
director at the Ellen G. White Estate at the General university president should be an academic and intellec-
Conference, and administrative and faculty roles at tual leader, a storyteller, a strategist, and a communi-
Loma Linda University. The first five years at Oakwood cator. Is that a fair description of your presidency?
were truly my learning years as a president. DB: I would certainly check the boxes for being an
Around 2000, five years after assuming the Oakwood intellectual leader, a strategist, and a communicator.
presidency, I made a pivotal shift in my leadership style, Throughout my career, I’ve always placed a strong em-
moving away from detailed oversight to embrace a more phasis on academic excellence and strategic thinking.
collaborative style of team building—servant leadership. These are essential pillars for any effective university
This transformation was reinforced by completing a president.
higher education continuing-education course at Har- As for being a storyteller, I’ll admit that’s an area
vard University and obtaining emotional-intelligence where I might not have shone as brightly. I’ve always
certification at Boston University under Daniel Gole- admired leaders like Charles Bradford and Ronald Rea-
man’s program. These experi-
ences allowed me to connect
more deeply with my team and
effectively guide Oakwood
through significant changes, in-
cluding its transition to univer-
sity status in 2008.
In short, this was a trans-
formational turning point in
my leadership at Oakwood.
Goleman’s book, Primal Lead-
ership; Leadership in Higher
Education: Practices That
Make a Difference, by James
Kouzes and Barry Posner;
Education, and Mind, Charac-
ter, and Personality (vols. 1
and 2) by Ellen White; Parker
Palmer’s To Know as We Are President Baker at the dedication of the life-sized, 12-ton Leadership Legacy Monument on
Known, and the Bible became the Adventist University of Africa campus. Constructed out of black Kenyan granite, the
key resources that influenced monument portrays Elijah placing the mantle on Elisha (1 Kings 19:19) and the university’s
my leadership philosophy. commitment to training leaders.

BHS: How did your presidency

affect your family? gan, who had a natural gift for storytelling—a skill that
DB: Balancing work and family was challenging, can truly captivate and inspire.
but my wife, Susan, a health professional and edu- While storytelling wasn’t my strong suit, I poured
cator, and I were deeply committed to making it work. energy into writing. Over the years, I’ve authored more
With her teaching at Oakwood and our sons attending than 15 books and more than 300 articles, including
school there, we approached our roles as a team mini- The Unknown Prophet: The Life and Times of William
stry. Because both of us attended Oakwood, we share Ellis Foy (Review and Herald, 1987 and 2023). Writing
a love for its history and value. Serving there was more has been my way of telling stories, of preserving history
than just a job. and sharing knowledge, and it has played a significant
Still, the constant pressures of public leadership are role in maintaining my intellectual engagement.
hard on a family. Being committed to keeping our Additionally, my commitment to teaching while
family strong was vital. We prioritized family through president allowed me to stay connected with students
regular devotion, weekends, trips, and vacations, fa- and faculty, ensuring that my leadership was informed
cilitating a supportive environment for our sons. Being by keeping in touch with the educational environ-
together at Oakwood during my presidency and seeing ment. In many ways, my writing and teaching became
my sons graduate was a blessing. the narrative threads that wove through my pres-

54 The Journal of Adventist Education • Vol. 86, No. 2, 2024 [Link]

 idency, contributing to the intellectual and strategic as- Finally, after laying the groundwork and crafting
pects of my leadership. our strategic plan, I made it a priority to communicate
plans in a user-friendly way. For example, at Oak-
BHS: What are some unique programs and initiatives wood, we developed what we called the Kevin Story—
that helped your presidency to be a success? a narrative that incorporated all our goals and Key Per-
DB: In addition to the DRIVE model, I focused on formance Indicators (KPIs). This story-based approach
key educational essentials: academic integrity, servant made the strategic plan relatable and engaging for fac-
leadership, team building, financial efficiency, and ulty, staff, and students, leading to greater understand-
spiritual intervention. Prioritizing emotional intelli- ing and buy-in of the objectives.
gence (EI), strategic decision-making, and clear com- These initiatives, grounded in faith, providence and
munication with university constituencies was critical. strategic foresight, were of great help.
These elements formed the foundation of my leader-
ship approach. BHS: Presidents are expected to raise a lot of money
Aside from the above, there were other approaches for their institutions. Did you meet that expectation?
and techniques that I practiced. One was what I call the DB: Fundraising is a critical component of a college
Nehemiah Practice. Like Nehemiah when he arrived in or university president’s role. Philanthropy is not just
Jerusalem (Nehemiah 2:12-16), I would spend my first about getting money, but about solving problems.
few weeks at any new place praying, observing, and as- Fundraising fuels the institution’s dreams, goals, and
sessing both the physical and spiritual landscape. This strategic plans, providing essential resources for schol-
“scanning” phase was crucial for grounding myself and arships, capital projects, and program development. I
laid a spiritual foundation for the work ahead, position- spent up to 50 percent of my time as president focused
ing my leadership to be proactive and responsive to the on fundraising. Fundraising is closely intertwined with
institutional needs and God’s guidance. friend-raising and relationship building. People give
In my daily interactions, I embraced a few simple because of relationships, not just causes. I made it a
interpersonal skills: Prayer: Staying conscious of di- point to develop friendships and keep them, even after
vine presence. Engagement: Genuinely connecting donations were made.
with others. Action: Knowing when to act decisively. My wife, Susan, who served as both faculty and
Reading the Situation: Being aware of dynamics at first lady, was also my partner in fundraising. Many of
play. Looking for Solutions: Focusing on creative solu- the donors we cultivated at Loma Linda and Oakwood
tions rather than dwelling on problems. Stopping to continued to support our projects when we moved to
Think: Pausing before reacting to challenges. AUA in Nairobi. During my five-year tenure at AUA,
This mindset helped me approach leadership not we raised over $7 million with old and new friends, in
just as a series of tasks but as an opportunity to posi- the U.S. and abroad.
tively influence the campus environment in a practi- At Oakwood, we raised over $150 million during
cal, people-centered way. our tenure, including government contracts, Title III
I also found value in identifying and tapping into funds,5 and private donations. Despite the unrelenting
my Passion Zone. As Frederick Buechner said, “The pressure, I found joy in the rewards of fundraising.
place God calls you to is the place where your deep Fundraising remained one of the most demanding
gladness and the world’s deep hunger meet.” 4 My pas- aspects of my role. There were always more needs:
sion for making a difference was a driving force in my scholarships, aging buildings, new academic programs,
presidency. I sought to connect my internal motiva- and the transition from college to university. During our
tions with the real needs of the institution. tenures at OU and AUA we facilitated the construction
Conducting an Environmental Scan—studying past of multiple buildings and renovations, including special
strategic plans, talking with former leaders, and re- projects like the Simon of Cyrene Monument to Service
viewing relevant research—allowed me to understand at OU and the Leadership Legacy Monument at AUA.
the context deeply and facilitated creative, informed In the development area we saw God’s providence.
decision-making. Two memorable fundraising examples come to
Another leadership cornerstone was establishing mind. One involved a former donor friend who we
what I called a Spiritual Core Group. This small group asked for seed money when transitioning to Africa.
of three to five people met regularly with me, to pray They graciously gave a large gift that well exceeded
for the institution. Their behind-the-scenes work our request or expectation. Another incident involved
aligned our efforts with God’s will and inviting spiri- a widowed physician who, after several visits, de-
tual intervention in our leadership. cided to support a building project at AUA with a $1

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 million gift. When I thanked her, she said, “I donated At Oakwood, we established the President’s Ambas-
this gift because I believe in you and this project.” sadors program to develop student leaders. Each year,
Her confidence was both inspiring and a powerful we selected five students from each class for monthly
motivator. leadership meetings, where Susan and I mentored
Fundraising was never easy, but with faith and dil- them. This initiative produced many leaders who are
igence, under God we were able to accomplish remark- now making a difference in their occupational fields.
able things. In addition to leadership development, we fostered
spiritual leadership through cell groups, Bible study
BHS: What are some of the secrets you used to suc- groups, and outreach programs. There was also a strong
cessfully fundraise? emphasis on health and wellness on campus, along
DB: Well, I don’t know of any secret sauce. But with many community-based initiatives. Having been
there is science, and there should be a strategy. The a literature evangelist for five summers, I also strongly
truth is the science of fund-
raising is the strategy.
We focused all efforts on
the university’s vision, mis-
sion, and strategy, using
compelling stories and ra-
tionales. We used the best
possible technology and
data we had. We worked
hard to maintain relation-
ships with alumni, donors,
and stakeholders. Communi-
cating regularly, showing re-
sults, sharing success sto-
ries, and providing trans-
parent reporting on fund
usage and outcomes were
crucial.
It was essential that I, as
president, along with other
administrators, board mem- Susan M. Baker and Delbert W. Baker at their farewell reception at Oakwood
bers, faculty, and senior University in 2010.
leadership were involved
with fundraising efforts. We
tried to get potential leads
from anyone and anywhere. Finally, with much prayer, promoted literature evangelism at OU and AUA.
we tried to follow up every possible lead. In many We believed in the importance of self-supporting
cases. God was incredibly good because we worked ministries and industries, so we initiated such enter-
incredibly hard and followed the science. Our success prises as a campus garden farm, cooperatives with the
was due to hard work, strategic research, and, ulti- Marshall Space Flight Center, local industries, and the
mately, God’s favor. Oakwood University Memorial Gardens Cemetery. Stu-
dents were encouraged to think entrepreneurially and
BHS: How did you help to prepare the next generation engage in meaningful work. These initiatives formed the
of leaders? foundation for student industries, character devel-
DB: The best way to prepare future leaders is by mod- opment, and spiritual growth.
eling good servant leadership. Jonathan, son of David’s
brother [Shimea], was inspired by his uncle’s example to BHS: What would you do differently if you had that
defeat a giant (2 Samuel 21:20, 21). Similarly, students opportunity?
are inspired by the leadership they see around them. DB: Looking back on my entire career, I recognize
Many of the student leaders at Oakwood have gone on that I have always been motivated to work hard and
to become leaders in their professional and personal lives. achieve projects and goals. Now, in counterbalance to

56 The Journal of Adventist Education • Vol. 86, No. 2, 2024 [Link]

 this, I think it is important to never lose sight of the BHS: Leadership often involves challenges. How do you
value of developing and maintaining relationships view the inevitability of suffering in leadership?
with the people who make up the heart of the univer- DB: Suffering and feeling unappreciated are often
sity. While we often hosted groups at our home and the shadow side of leadership. I believe suffering is an
held multiple student events on campus, spending inevitable part of the journey—not just because of the
more time with faculty, staff, and students would challenges we face, but because of how those chal-
have facilitated getting to know people on a richer, lenges shape us. As Romans 5:3 and 4 says, “Suffering
personal level. produces perseverance; perseverance, character; and
character, hope” [NKJV].7 Competent, forward-thinking
BHS: Do you have any regrets about your presidency? If leaders can’t avoid suffering; it’s something we must
yes, would you please share them? accept and learn from. It keeps us grounded, helps us
DB: I try not to dwell on regrets. Every experience, connect with others on a deeper, human level, and pre-
even the painful ones, carries a lesson and contributes vents pride from taking root. Ultimately, leadership is
to character-building. about serving others, and that service sometimes re-
My focus remains on pressing forward, striving to quires personal sacrifice. Suffering is part of what
live up to the example of Christ and investing in the makes us stronger and more compassionate leaders.
growth and character development of myself and
others. My goal was to leave a meaningful footprint BHS: How did you know it was time to move on from
and legacy. External validation is appreciated, but in- your responsibilities as president?
ternal validation, knowing I did my best for the right DB: I think it’s a combination of factors. Some of it
reasons, is most important. It has been said that regret is just a gut feeling—you sense that the institution has
for the things we did can be tempered by time; it is re- reached a point of progress and advancement when
gret for the things we did not do that is inconsolable. it’s time for fresh leadership. Some leaders say they
I do not feel that I have left things undone. know it’s time when they feel bored or unmotivated,
but that wasn’t my experience. I was never bored; I al-
BHS: You’ve given valuable insights into achieving suc- ways felt there was more to do.
cess as a college and university president. What are However, I believe every leader reaches a point
some areas that may derail one’s presidency? where they need to ask themselves, “Is it time to move
DB: There are many dangers associated with a col- on, for whatever reason?” For me, there were internal
lege or university presidency. The literature reveals feelings and external signals that prompted this reflec-
that approximately one-third of university presidents tion. It may be a time to talk with a confidential person
leave their position within five years.6 Here are six for feedback.
areas that may indicate problems ahead and strategies Another important consideration is what happens
one can implement to avoid them: after the presidency. After serving as the leader of an
1. Disregard for Vision and Communication: Ensure institution for a significant time, it’s appropriate to ask,
your vision is clear and well-communicated. Engage “What, where, and when next?” This question is part
your team in strategic planning to keep everyone of a good exit strategy. When leaders start to believe
aligned and focused. that they are irreplaceable, they may be bordering on
2. Arrogance and Isolation: Stay humble and open what is referred to as the “Messiah complex.” The in-
to feedback. Foster collaboration and maintain strong stitution existed before you and will continue after you.
connections with your team and stakeholders. Over time, I’ve developed a working set of ques-
3. Neglect of Financial Stewardship: Prioritize finan- tions that [people] can periodically pray about, think
cial oversight. Ensure transparency, and regularly as- through, and ask themselves.
sess your institution’s financial health. 1. Is my current role still aligned with my core pur-
4. Gaps in Equity and Inclusion: Commit to fairness pose, values, and sense of providence? When your
and inclusivity. Implement policies that reflect diverse purpose begins to diverge from the mission, it may be
perspectives and promote equity. time to consider a change.
5. Ethical and Integrity Failures: Lead with integrity, 2. Do I still have energy and enthusiasm for my
and uphold high ethical standards. Build trust by mak- work? If you notice a sustained drop in energy, it may
ing decisions rooted in strong moral principles. be a sign that you are nearing the end of your effec-
6. Resistance to Change and Innovation: Embrace tiveness in that role.
change and encourage innovation. Cultivate a culture 3. Am I still making effective and discernable insti-
of continuous improvement and adaptability. tutional progress with the board and constituencies?

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 If not, you may have become ineffective or outgrown 60 years, is often the most productive period, where
the position. we build our careers, families, and legacies. Finally,
4. Is this role still challenging, and do I see oppor- the third chapter, from 60 years onward, is about ma-
tunities for learning and growth? If not, it may be that turing, refining, and legacy building. It’s a time for
you need new learning experiences and occupational thoughtful reflection and passing on wisdom and
outlets. values to the next generation.
5. Do I have a sense of succession flow—where I I can now see how each chapter has prepared me for
might go to and who might fill my position? Many fac- the next. The lessons learned in my early years fueled
tors are germane here: Do you have a choice to stay my drive in the productive middle years, and now, in
or go? When and where will you go? Who can poten- this third chapter of legacy building, it’s not just about
tially pick up the work of leadership? what we achieve, but what we leave behind for others
to build upon. The beauty of life lies in embracing each
BHS: As you reflect on your professional and spiritual chapter fully, understanding that each one builds upon
journey, what comes to your mind? the last, contributing to the richness of the whole story;
DB: Let me take this opportunity to express appre- trusting God throughout the process.
ciation for this AU interview project you’re coordi-
nating. Creating a platform to share and preserve the BHS: That’s a moving perspective, it’s inspiring to see
experiences of previous presidents is commendable. how each phase of life contributes to the next, creating
Reflecting on my leadership journey, I see a path of a full and meaningful narrative.
growth and development. My relationship with God, DB: Absolutely. And as we all move through these
my family, and friends has been a source of great joy, chapters, may we remember that every stage is signifi-
support, and wisdom. There have been pivotal mo- cant. And with that, whatever their profession, I en-
ments, crucial conversations, and challenging events courage everyone to embrace where they are in their
that I’ve had to navigate. As I reflect, I feel blessed and journey, to build wisely in each chapter, and to leave
fulfilled with where I am today. a legacy that speaks of purpose, passion, love for
I’m currently in what Robert Clinton describes as others and trust in God and His future.
the “convergence period”8 of life and leadership. This
is the stage where all the pieces of your life and career BHS: Thank you, Dr. Baker, for sharing your wisdom and
start to come together and make sense. It can be a insights. This has been an enlightening conversation.
period of reflection, clarity synthesis, and productivity. DB: Thank you. It’s been a pleasure to reflect on
Ellen White noted that the apostle John received more the journey and to share these thoughts with you.
communications from heaven in his later years than
in his earlier life.9 So, one should plan to balance con-
templation with contribution. As I mature, I find my- Minor editing has been done to this interview, but
self seasoned by all the experiences—both chosen and the verbal style has been retained.
unchosen—that have been part of my journey.
It’s a powerful realization that everything, even the
challenges and detours, has contributed to a greater Bordes Henry Saturné, PhD, serves as Interim Vice Pres-
purpose and have all played a role in shaping who I ident for Strategic Enrollment, Marketing, and Communi-
am today. As I move forward, I do so with a sense of cation and Associate Professor of Educational Leadership
gratitude and desire to continue contributing in mean- at Andrews University in Berrien Springs, Michigan,
ingful ways. U.S.A. At the time of coordinating this issue, he served
as Chair of the Andrews University School of Leadership.
BHS: Dr. Baker, as we bring our conversation to a close,
I’m reminded that each person, university presidents Delbert W. Baker, PhD, is currently the Director of Re-
included, has a way they frame or encapsulate their life. search and Development with the Office of Regional Con-
What do you think about your life’s journey? ference Ministries and the Regional Conference Retirement
DB: Yes, I believe that’s a powerful truth. It’s said Plan headquartered in Huntsville, Alabama, U.S.A. He is
that life, in its essence, can be seen as a story with an ordained minister of the Seventh-day Adventist Church
three distinct yet interconnected chapters. and a certified emotional-intelligence trainer. Dr. Baker
The first chapter, from birth to around 30 years, is earned a Bachelor of Arts in theology with a minor in his-
about development and preparation—laying the foun- tory from Oakwood University, a Master of Divinity in
dation of who we are. The second chapter, from 30 to pastoral administration and counseling from Andrews

58 The Journal of Adventist Education • Vol. 86, No. 2, 2024 [Link]

 University, and a PhD in organizational communications (New York: Harper Collins, 1993), 188-119.
from Howard University (Washington, D.C., U.S.A). He 5. Title III funds are federal funds set aside by the United
States Department of Education to help institutions of higher
may be reached at [Link]@[Link].
education grow and develop their programs to better serve stu-
dents through providing grants to purchase equipment, construct
or renovate buildings, develop academic programs, purchase li-
Recommended citation: brary resources, provide counseling and tutoring, and much
Bordes Henry Saturné and Delbert W. Baker, “Lead- more. For more information, see [Link]
ership in Adventist Higher Education Series: A Conver- grams/iduestitle3a/[Link]#:~:text=The%20program%20
sation With Delbert W. Baker,” The Journal of Adventist helps%20eligible%20IHEs,fiscal%20stability%20of%20eligi
ble%20institutions.
Education 86:2 (2024): 51-58. [Link]
6. Michael Sandler, “Why It’s Arguable the Toughest Time
668/jae0077. Ever to Be a University President,” Forbes (February 29, 2024):
[Link]
why-its-arguably-the-toughest-time-ever-to-be-a-university-pres
NOTES AND REFERENCES ident/#:~:text=In%202022%2C%20presidents%20had%20been,
1. Nelson Mandela first used these words on June 23, 1990, and%208.5%20years%20in%202008; Jonathan S. Gagliardi et
in an address to students at Madison Park High School in Boston, al., American College President Study 2023 (Washington, D. C.:
Massachusetts, shortly after his release from prison. It was used American Council on Education, 2017), ix.
several times after that in speeches and documents. See “Tran- 7. Holy Bible, New International Version®, NIV® Copyright ©
script” at [Link] 1973, 1978, 1984, 2011 by Biblica, Inc.® Used by permission. All
mr-s-1569. rights reserved worldwide.
2. Goodreads (n.d.): [Link] 8. J. Robert Clinton, The Making of a Leader: Recognizing the
6497288-the-only-thing-worse-than-being-blind-is-having-sight. Lessons and Stages of Leadership Development (Colorado
3. Jeffrey J. Selingo et al., Pathways to the University Pres- Springs, Colo.: NavPress, 1988).
idency: The Future of Higher Education Leadership (New York: 9. Ellen G. White, Acts of the Apostles (Mountain View, Calif.:
Deloitte University Press, 2017), 9. Pacific Press, 1911), 572. See also ________, The Retirement Years
4. Frederick Buechner, Wishful Thinking: A Seeker’s ABC (Hagerstown, Md.: Review and Herald, 1990), page 176.

Guest Editorial Continued from page 3

do even better in the future, despite the real challenges questions and, where applicable, offer recommenda-
that we face. The result of this call for articles is this tions for systemic changes. In the book Leading With
special compilation of conversations about Adventist Soul: An Uncommon Journey of Spirit, Bolman and
educational leadership—its past, present, and future. Deal put forth the following idea: “Every organization
is a family, whether caring or dysfunctional. Caring
What Lessons Can We Learn From the Past? begins with knowing—it requires listening, under-
While the structures and traditions of our educa- standing, and accepting. It progresses through a deep-
tional systems are grounded in Scripture and shaped ening sense of appreciation, respect, and ultimately,
through well-thought-out principles of Christian philos- love. Love is a willingness to reach out.”3 The authors
ophy and worldview, we must not be afraid to ask ques- contributing to both issues are all part of the global
tions and challenge how they help us support our mis- family of Adventist educators, each having served for
sion “to restore in men and women the image of their many years in various levels in K-12 through higher
Maker”1 and to prepare “an army” of young people, education as teachers, faculty and staff, and educa-
“rightly trained” to carry to the whole world” the mes- tional leaders. As Adventist educators, they are com-
sage of a crucified, risen, and soon-coming Saviour”2 mitted to the mission of the church’s schools. As they
Three important questions framed this collection of ar- reflect on the past, they also look forward to the fu-
ticles, which will be published in two successive issues: ture, acknowledging that we must always be ready to
• What lessons can we learn from the past? ask challenging questions as we strive to strengthen
• Is there a different, more effective way to take the the ministry of Adventist education around the world.
ministry of Adventist education to the next level? In response to the question, What lessons can we
• How can we use pedagogy, andragogy, and tech- learn from the past? Gustavo Gregorutti reflects on the
nology to support our ministry and to engage our philosophical foundations of Adventist education (its
youth? contribution, mission, and objectives). In “Adventist
For this first issue, the authors grapple with these Higher Education and Its Unique Design,” Gregorutti

[Link] The Journal of Adventist Education • Vol. 86, No. 2, 2024 59

 seeks to reignite the conversation about the unique pur- Education,” addresses the critical role of effective
pose and transformative impact of Adventist education leadership in a rapidly shifting technology landscape
and its capacity to provide wholistic, true knowledge, impacted by artificial intelligence, cybersecurity
specifically to expand the kingdom of God in ways that threats, and scarce financial resources. Christian
local traditional churches are not positioned to do. thinking, self-control, integrity, stewardship, and dis-
cernment are all essential components that will decide
Effectively Leading Adventist Education the outcomes of these initiatives.
Several of the articles submitted respond to the ques- Edgard Luz expands on the unique challenges and
tion, Is there a different, more effective way to lead Ad- opportunities of Adventist education in Northern Asia,
ventist education? In a rapidly changing legal, political, a diverse and challenging region rapidly transformed
and socioeconomic landscape, educational leaders must by technological innovations. He asserts the applica-
be proactive, realizing that doing business as usual is tion and adaptation of transformational, intercultural,
not enough to meet the challenges of the 21st century. and servant leadership might be particularly effective
To quote the words of Ellen G. White, referring to Nehe- in that context.
miah, with “wise forethought and resolute action,”4
educators are to take innovative and bold initiatives Leading Adventist Higher Education
while retaining the focus on our beliefs, values, and Finally, in contemplating the role of leadership in
mission. They need to enlist the support of the constit- Adventist higher education, both issues will contain a
uency for this vital ministry, diversify the sources of special section dedicated to conversations with former
revenue, train a new generation of resilient Christian presidents of Adventist higher education institutions.
educators, embrace technology, develop a more effec- These conversations were part of a research project on
tive board of trustees, and implement a competitive cur- Adventist higher education leadership in which former
riculum as they face secularism, financial pressures, presidents shared reflections on their own tenures. In
and overreaching government regulations. these interviews, leaders share their experiences, les-
Some of these bold steps include challenging how sons learned from their mentors, and stories from the
we’ve always done things. In the Perspectives column, frontlines of service. The lessons drawn from this
Sharon Aka, in “Implications of ‘Non-’: Building Inclu- study will be helpful to current and future presidents
sive Communities in Higher Education,” laments the use and board members.
of the term “non-Adventist” and urges educators to be Over the past few decades, several articles have
more inclusive and welcoming in the language used to been published on reflective practice in educational
talk about our brothers and sisters from other faiths. For leadership.5 This series will join the conversation ex-
her, our Adventist higher education institutions are ideal ploring the role of self-reflection in a university pres-
places for cultivating that sense of belonging and build- ident’s journey,6 and will seek to address unique chal-
ing vibrant, inclusive communities. lenges associated with that highly visible role in our
In the Research column, Janet Ledesma, in “COVID- church system. In this issue, we share three inter-
19 Impact on the School Principal Leadership: Lessons views: Loren Agrey, former president of Asia-Pacific
Lived and Lessons Learned,” shares the inspiring find- International University in Thailand and current pres-
ings of her recent qualitative study. She interviewed ident of Burman University in Alberta, Canada; An-
eight educational leaders about their personal and pro- drea Luxton, former president of Newbold College, Ca-
fessional experiences navigating the social, financial, nadian University College, and Andrews University;
and government regulatory challenges presented by the and Delbert Baker, former president of Oakwood Col-
COVID-19 crisis. She shares the stories of school lege/University and vice chancellor of Adventist Uni-
leaders who survived that crisis by relying on their versity of Africa. Three additional interviews will be
faith and their ability to adapt and innovate. published in the second issue.7

Supporting Adventist Education Through Pedagogy, Keeping the Mission in Mind

Andragogy, and Technology We hope these articles stimulate more conver-
In addition to reflecting on our past and evaluating sations about the past, present, and future of Adventist
how we communicate our mission, articles in this education. As Adventist educators, we are invited to
issue also address the question How can we use ped- partner with God to fulfill the Great Commission. To
agogy, andragogy, and technology to support our mini- achieve this goal, Adventist education leadership must
stry? Janine Lim, in her article, “Leadership in a remain rooted in the Scriptures and, with an unflap-
Digital World: Navigating Technology in Adventist pable trust in the Lord, be open to new ways of doing

60 The Journal of Adventist Education • Vol. 86, No. 2, 2024 [Link]

 ministry, forming new partnerships, and creating an 1903), 271.
effect of synergy. We can embrace counsel that re- 3. Lee Bolman and Terrence Deal, Leading With Soul: An Un-
common Journey of Spirit (San Francisco: Jossey-Bass, 2001), 108.
minds us that,
4. Ellen G. White, Prophets and Kings (Mountain View,
“The Lord can use most effectually those who are
Calif.: Pacific Press, 1917), 633.
most sensible of their own unworthiness and inef- 5. Graciela Cappelletti and Mariana Paz Sajon, “The Reflec-
ficiency. He will teach them to exercise the courage of tive Processes of Principals as an Engine of School Change,” In-
faith. He will make them strong by uniting their weak- ternational and Multidisciplinary Perspective 23:2 (January 6,
ness to his might, wise by connecting their ignorance 2022): 246-257. [Link]
with his wisdom.”8 Patricia Ann Castelli, “Reflective Leadership Review: A Frame-
work for Improving Organisational Performance,” Journal of
The challenges are gigantic and multifarious, but
Management Development 35:2 (March 7, 2016): 217-
we hold to this hope with excitement and confidence
236. [Link] Alpay Ersozlu,
in the One who declares, “‘Do not fear, for I am with “School Principals’ Reflective Leadership Skills Through the Eyes
you’” (Isaiah 41:10).9 of Science and Mathematics Teachers,” International Journal of
Environmental and Science Education 11:5 (March 2016): 801-
808. [Link] Lee Fergus-
Bordes Henry Saturné, PhD, serves as Interim Vice son, Luke van der Laan, and Shayne Baker, “Reflective Practice
and Work-based Research: A Description of Micro- and Macro-
President for Strategic Enrollment, Marketing, and
reflective Cycles,” Reflective Practice 20:2 (April 18, 2019): 289-
Communication and Associate Professor of Educa-
303. [Link] Alexander
tional Leadership at Andrews University in Berrien Finlayson, “Developing a Reflective Practice Model for Engineer-
Springs, Michigan, U.S.A. At the time of coordinating ing Leadership,” Reflective Practice 17:2 (February 16, 2016): 87-
this issue, he served as Chair of the Andrews Univer- 99. [Link] Maura Sel-
sity School of Leadership. An ordained minister, he lars and David Imig, “Pestalozzi and Pedagogies of Love:
served in New York as a church pastor, school princi- Pathways to Educational Reform,” Early Child Development and
Care 191:7, 8 (2021): 1,152-1,163. [Link]
pal, and conference superintendent of schools. He was
03004430.2020.1845667.
Vice President of Atlantic Union College in Massachu-
6. William G. Bowen, Lessons Learned: Reflections of a Uni-
setts, U.S.A., and Vice President of Asia-Pacific Inter- versity President (The William G. Bowen Series) (Princeton, N.J.:
national University in Thailand. He is a New York Princeton University Press, 2013); Jeffery R. Docking with Car-
State-certified School District Administrator. His re- man C. Curton, Crisis in Higher Education: A Plan to Save Small
search interests focus on leadership development and Liberal Arts Colleges in America (East Lansing, Mich.: Michigan
the challenges and opportunities unique to faith-based State University Press, 2015); Susan E. Henking, “A Former Pres-
ident Reflects on Leadership,” Inside Higher Education (October
educational institutions. He may be reached at bor-
8, 2018): [Link]
des@[Link].
leadership-reflections-former-president-opinion; Robert A. Scott,
“Reflections on 30 Years as a University President, Part 1” (No-
The JOURNAL OF ADVENTIST EDUCATION staff expresses vember 5, 2018): [Link]
heartfelt appreciation to the coordinator of this issue, higher_ed_business/reflections-on-30-years-as-a-university-
Dr. Bordes Henry Saturné, for the many hours devoted president-part-1-the-constant-pursuit-of-quality; ______, Part 2:
to selecting topics and authors, providing input on ar- [Link]
ness/reflections-on-30-years-as-a-university-president-part-two-
ticle content, and promptly responding to the editor’s
getting-embedded-in-the-community; Pamela Rae Stoeckel and
questions during the planning and production of this
Timothy Gray Davies, “Reflective Leadership by Selected Com-
issue. munity College Presidents,” Community College Journal of Re-
search and Practice 31:11 (November 7, 2007): 895-912. https://
[Link]/10.1080/10668920600932876.
Recommended citation: 7. Subscribers to The Journal of Applied Christian Leadership
Bordes Henry Saturné, “Adventist Education Leader- can access additional interviews with Pardon Mwansa, Gordon
Bietz, and Lawrence Geraty at [Link]
ship: Conversations About the Past, Present, and Fu-
gory/interview/.
ture, Part 1,” The Journal of Adventist Education 86:2
8. Ellen G. White, “Gideon Called,” Signs of the Times 7:24
(2024): 3, 59-61. [Link] (June 23, 1881): 278, Par. 7: [Link] book/
820.3512.
9. Scripture references in this editorial are quoted from the
NOTES AND REFERENCES1. New International Version of the Bible. New International Version
1. Ellen G. White, True Education (Nampa, Ida.: Pacific Press, (NIV). Holy Bible, New International Version®, NIV® Copyright
2000), 10. © 1973, 1978, 1984, 2011 by Biblica, Inc.® Used by permission.
2. _______, Education (Mountain View, Calif.: Pacific Press, All rights reserved worldwide.

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