What's Your D.Min. Problem?
Turning Ministry Challenges into Doctoral Research
In the journey of completing a Doctor of Ministry (D.Min.) dissertation, one of the most crucial steps is formulating a clear problem statement and research question. These elements form the foundation of your entire project and guide your research, intervention, and analysis. This article will explain the concepts of "the problem," "the presenting question," and "the research question," provide examples, and clarify how these relate to the hypothesis.
Important Note:
It is crucial to remember that approaches can vary from seminary to seminary. Always check with your specific institution for their guidelines and requirements, as these may differ from guidance offered here.
Defining the Terms
The Problem
"The problem" in a D.Min. dissertation refers to a specific issue or challenge within your ministry context that needs to be addressed. It's a concise statement that identifies a gap between the current reality and a desired state in your ministry setting. As Tim Sensing notes, "The problem is the axis around which the whole study revolves" (Sensing, 2011, p. 17).
Simply stated, you are becoming a “doctor” of ministry, and your “patient” is your ministry context. What’s the problem? In this doctoral journey, you will define a problem and then propose an intervention to address the problem.
Example:
Declining young adult participation in a suburban church's ministries and worship services.
The Presenting Question
"The presenting question" is closely related to the problem. It's often the initial, broad query that arises from your observation of the problem. This question might be too general for research purposes but serves as a starting point for developing your focused research question.
Example:
Why are young adults leaving our church, and what can we do about it?
The Research Question
"The research question" is a refined, focused query that your dissertation project seeks to answer. It evolves from the presenting question but is more specific and actionable. John Swinton and Harriet Mowat emphasize that "The research question is the lynchpin around which the whole project is organized" (Swinton & Mowat, 2016, p. 53).
Example:
How might an eight-week young adult ministry initiative, focusing on small group Bible studies and service projects, affect the engagement levels of adults aged 18-30 in our suburban church?
Hypothetical Scenario
Let's consider a hypothetical scenario to illustrate these concepts:
Pastor Sarah has been serving at Oakville Community Church for five years. She's noticed a steady decline in the number of young adults (ages 18–30) attending Sunday services and participating in church activities. This observation leads her to identify the problem: declining young adult engagement in the church.
The presenting question that comes to Sarah's mind is, "Why are young adults leaving our church, and how can we bring them back?" This question is broad and needs refinement.
After some preliminary research and reflection, Sarah refines this into a more focused research question: "How does an eight-week young adult ministry initiative, combining weekly Bible study groups and two community service projects, affect the engagement levels and perceived spiritual growth of adults aged 18-30 at Oakville Community Church?"
This revised research question is more suitable for a D.Min. project because:
It specifies a realistic timeframe (eight weeks) that fits within the typical 8–12 week implementation period. (See your seminary’s guidelines.)
It focuses on a specific intervention (weekly Bible study groups and community service projects) rather than a broad, long-term program.
It aims to measure both quantitative (engagement levels) and qualitative (perceived spiritual growth) outcomes, which can be assessed within a short timeframe.
It doesn't promise specific percentage increases, which would be difficult to achieve and measure in just eight weeks.
Sarah's hypothesis for this research question might be:
"Implementing an eight-week young adult ministry initiative that combines weekly Bible study groups and two community service projects will increase the average weekly engagement of adults aged 18-30 in church activities and lead to positive self-reported spiritual growth among participants."
This hypothesis proposes a potential answer to the research question and suggests specific outcomes that can be measured within the project's timeframe. Sarah can test this hypothesis by:
Tracking attendance at the Bible study groups and service projects.
Conducting pre- and post-initiative surveys to measure changes in overall church engagement and perceived spiritual growth.
Holding focus groups and/or interviews with participants to gather qualitative data on their experiences and perceptions.
By framing her research question and hypothesis this way, Sarah can conduct a meaningful study that fits within the constraints of her D.Min. program while still addressing the important issue of young adult engagement in her church.
Research Question vs. Hypothesis
While the research question and hypothesis are related, they serve different purposes in your dissertation:
Research Question
Asks what you want to find out
Guides your entire study
Is open-ended and doesn't presume an answer
Hypothesis
Proposes a possible answer to your research question
Is a statement that can be tested
Guides the design of your intervention and data collection methods
In our hypothetical scenario, Sarah's hypothesis might be:
"Implementing an eight-week young adult ministry initiative that combines weekly Bible study groups and two community service projects will increase the average weekly engagement of adults aged 18–30 in church activities and lead to positive self-reported spiritual growth among participants."
As Nancy Jean Vyhmeister explains, "The hypothesis is a tentative answer to the research question. It is an educated guess about the outcome of the study" (Vyhmeister, 2020, p. 115).
Relationship Between the Research Question and Hypothesis
The research question and hypothesis are closely related:
The research question defines what you want to know, while the hypothesis proposes a potential answer.
The research question guides the overall direction of your study, while the hypothesis guides your methodology and data collection.
Your project aims to answer the research question by testing the hypothesis.
In Sarah's case, her research question asks how to increase young adult engagement, while her hypothesis proposes a specific program structure as a potential solution.
Importance and Timing
Having a well-defined problem statement, research question, and hypothesis is crucial for focusing your study, guiding your methodology, ensuring relevance, and framing your assessment. These elements should be formulated early in your dissertation process, typically during the proposal phase, after analyzing your ministry context but before designing your project intervention. (Check with your seminary to see whether a preliminary literature review is required before formulating these elements.)
Conclusion
The problem statement, research question, and hypothesis are at the heart of your D.Min. dissertation. They define the purpose of your project and guide every subsequent step. As you embark on your dissertation journey, invest time in crafting clear, focused, and meaningful versions of these elements. This work will help to ensure that your dissertation makes a valuable contribution to your ministry context and the broader field of practical theology.
References
Osmer, R.R. Practical Theology: An Introduction. Wm. B. Eerdmans Publishing, 2008.
Sensing, T. Qualitative Research: A Multi-Methods Approach to Projects for Doctor of Ministry Theses. Wipf and Stock Publishers, 2011.
Swinton, J., & H. Mowat. Practical Theology and Qualitative Research, 2nd ed. SCM Press, 2016.
Vyhmeister, N.J., & T.D. Robertson. Quality Research Papers: For Students of Religion and Theology, 4th ed. Zondervan Academic, 2020.