Rethinking our approach to student formation in Australian theological education

This chapter makes some practical recommendations for theological college leaders and educators looking for ways to contribute to student formation in the changing context of Australian theological higher education. It recommends that as an intended holistic outcome of theological education, student formation requires a holistic response which includes the entire institution, the entire learning experience, and addresses the whole person. Drawing on educational research and good practice, the chapter proposes ways in which colleges can intentionally re-contextualize their formation strategies for the new learning contexts in which students are located, and suggests some ways of evaluating the impact of these strategies. It recommends some educational approaches, pedagogies and learning designs known to be particularly effective and beneficial for student formation. And it recommends colleges recognize the natural limits and boundaries of their contribution to student formation and engage in effective partnerships with others to further enhance and extend their impact.