UNISA Christian Leadership Course Module 2025-2026
Christian leadership is not offered as a major at undergraduate level, can only be taken at postgraduate level.
| Exploring the Nature and Context of Christian Leadership – CLC4801 | |||
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| Honours | Year module | NQF level: 8 | Credits: 24 |
| Module presented in English | Module presented online | ||
| Purpose: This module will be useful to people who wish to identify the challenges facing Christian leaders, distinguish between different schools of thought on leadership and apply leadership principles in general and more specifically within their Christian context | |||
| Facilitating Christian Discipleship and Leadership Development – CLC4802 | |||
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| Honours | Year module | NQF level: 8 | Credits: 24 |
| Module presented in English | Module presented online | ||
| Purpose: This module will be useful to people who are in leadership positions and need to understand and evaluate both leadership styles and the interrelation of personality, character and culture from the perspective of Christian theology and ethics. Learners will further be encouraged and enabled to engage in self reflection concerning their own leadership development and, where appropriate, facilitate the development of other leaders. | |||
| Research Approaches to Christian Leadership – HPCLC81 | |||
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| Honours | Year module | NQF level: 8 | Credits: 12 |
| Module presented in English | Module presented online | ||
| Purpose: This module introduces students to the Honours BTh programme in Christian Leadership as a whole. Attention is given to the nature, theoretical foundations, methodological approaches and practical implications of approaches to Christian Leadership in national and international contexts. Students credited with this module are able to reflect critically on various approaches to Christian Leadership, compare and evaluate the main trends in Christian Leadership, and to defend their own approach to Christian leadership in a research context. | |||
| Research Report in Christian Leadership – HRCLC85 | |||
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| Honours | Year module | NQF level: 8 | Credits: 36 |
| Module presented in English | Module presented online | ||
| Pre-requisite: HPCLC81 | |||
| Purpose: To allow students, under the guidance of a supervisor, to further develop their research skills. The research design includes the submission of a viable proposal and the objective to develop and sustain interactive academic dialogue with the supervisor or promoter. This module will further include the collation of reading and research material; developing basic empirical research skills, the advancement of writing skills; and the formulation and execution of an extended research report on a topic of their own choice within the broader field of Christian Leadership. | |||
| Comparative or Sexual or Medical Ethics – THE4801 | |||
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| Honours | NQF level: 8 | Credits: 24 | |
| Module presented in English | Module presented online | ||
| Purpose: To enable students to become acquainted with frameworks for comparing the ethical orientations of religious traditions; or to address issues falling within the broad spectrum of human sexual behaviour; or to study of moral values and judgments as they apply to medicine. | |||
| Social or Environmental Ethics – THE4802 | |||
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| Honours | NQF level: 8 | Credits: 24 | |
| Module presented in English | Module presented online | ||
| Purpose: To equip students with the ability to understand ethical issues in contemporary society thus increasing their capacity for providing solutions to these challenges. The module thus focuses substantially on the following: Social or Environmental ethical issues from a Christian perspective. | |||
| Feminist/Womanist Ethics or Ethics and Spirituality – THE4803 | |||
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| Honours | NQF level: 8 | Credits: 24 | |
| Module presented in English | Module presented online | ||
| Purpose: To enable students to become conversant with contemporary ethical discourses with reference to either Feminist/Womanist ethics or Ethics and spirituality to provide learners with the necessary applied and theoretical competences to enable them to engage ethical issues in contemporary society, thus contributing to the enhancement of life in their respective communities. | |||
