Introduction 

The genesis of theological education in North America can be traced to the founding of Harvard College, whose primary purpose was to train ministers. Much like higher education writ large, the scope of Harvard’s mission and curricular offerings expanded beyond the theological in response to social and technological evolution. Consequently, theology finds itself as one academic discipline among many in today’s academy. 

Yet much more has changed for theological education than just its position relative to other areas of formal study. The very way ministers are educated has undergone a tremendous transformation over the past four centuries. For example, full-time residential status can no longer be assumed, nor the background characteristics of students, the affordability of tuition, the permanency of faculty, the positive perception of the public, or the competencies required for effective leadership. 

Current realities challenge the long-term sustainability of seminaries and theological schools. However, many issues presently faced by theological education appeared earlier, and sometimes in a more severe form, within the wider field of higher education. As a result, colleges and universities have already wrestled with most of these challenges, learned lessons, an developed strategies for success.

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