02 Mar 2025: Reimagining DMin Programs: A Different Approach to Program Innovation
Reimagining DMin Programs:
A Different Approach to Program Innovation
Rob Westervelt, PhD
Vice President for Strategy and Innovation
Lindenwood University, Saint Charles, MO
Introduction
As a strategist and innovator in higher education, my career has been shaped by the same forces of disruption and transformation that Doctor of Ministry (DMin) programs are now facing. And while I may not be a DMin professor or program director, my work in higher education has provided me with insights into what it takes to not only survive but thrive amid constant change. One key insight? Innovative thinking that goes beyond the traditional approach to education. In the case of DMin education, there’s a pressing opportunity to rethink not only who we serve and why we serve them, but also how we deliver that service.
This is where the “jobs to be done” (JTBD) innovation paradigm comes in. By using JTBD to look deeper into the actual needs of students, DMin programs can clarify their relevance, appeal to new markets, and ultimately expand their impact. This process of reframing doesn’t detract from a program’s core mission—it strengthens it by aligning its purpose with what students and communities genuinely need today.
JTBD may sound complex, but once explained, it will not only make sense, but you’ll find yourself seeing your programs through an entirely new lens. This framework offers fresh insights into the relevance and impact of your program and provides a powerful way to reach students where they are—transforming how you approach innovation in DMin education.
Let’s Talk Tacos
To understand the JTBD approach, let’s start with an unexpected example. Imagine you’re running a late-night errand and craving something hot and satisfying. You stop at Jack in the Box and order a couple of tacos. You might be surprised to learn you’re not alone in your choice. Jack in the Box, primarily a burger chain, sells 554 million tacos annually across its roughly 2,200 U.S. locations. For context, Taco Bell—known for its tacos—sells around 2 billion tacos across approximately 7,800 stores. How does Jack in the Box compete in the taco market so successfully despite being a smaller chain with a different brand identity?
The answer lies in JTBD thinking. Jack in the Box has identified a unique market for its tacos—people who want quick, low-cost, hot food that’s available anytime. Their customers don’t just want “food”; they’re looking for something specific to meet the needs of late-night convenience, affordability, and quick satisfaction. So, Jack in the Box isn’t competing directly with Taco Bell by offering a wide taco menu; they’re instead offering their tacos as a solution for specific “jobs” their customers need done.
In JTBD, we understand that people don’t buy products or services; they “hire” them to help them make progress toward a specific goal. And this concept isn’t limited to fast food. The same principle applies to DMin programs—students aren’t just “buying” a degree; they’re hiring a program to make progress toward achieving specific personal and professional goals. Conversely, they also “fire” other options that don’t help them make progress. If a program doesn’t align with their jobs to be done, students will look elsewhere, and “hire” a program that does.
Applying JTBD to DMin Education
DMin programs serve a unique student population with diverse needs, but each student “hires” the program to achieve certain outcomes or complete specific jobs. With the JTBD approach, DMin educators can go beyond the traditional understanding of program objectives to consider the deeper, often unspoken, goals of their students. Here are some examples of common jobs students might hire a DMin program to do:
1. Spiritual Depth and Renewal
For many students, enrolling in a DMin program is about re-engaging with their calling and reigniting their faith journey. This might include a career-changer seeking a deeper connection with God after years in the corporate world, a retiree pursuing personal enrichment, or a ministry veteran experiencing burnout who desires a fresh encounter with their faith. For these students, the DMin program is more than an academic pursuit—it’s an opportunity to renew their sense of purpose, find spiritual growth, and reconnect with their calling.
2. Practical Skills for Ministry
Other students are motivated by the need for hands-on, applicable skills that they can bring directly to their work in ministry. This group may include mid-career pastors looking for advanced counseling techniques, a lay leader seeking conflict resolution strategies, or a professional hoping to leverage their DMin credential to make a more impactful shift in their ministry approach. They hire the program as a toolkit to gain practical skills like leadership strategies, pastoral care methods, and community-building techniques that enable them to serve more effectively and with greater confidence.
3. Community and Networking
For those who feel isolated in their ministry roles, the DMin program provides a vital network of support and camaraderie. This could include young ministers looking to learn from seasoned leaders, ministry professionals seeking mutual support in handling the challenges of pastoral work, or professionals transitioning into ministry who need guidance and mentorship. These students value the relationships, shared wisdom, and professional network the program fosters, which helps them feel less isolated and more supported in their spiritual and professional journeys.
By understanding these specific “jobs,” and acknowledging that there are likely many more, DMin programs can more precisely align their curriculum, resources, and student experience to meet the varied and evolving needs of their students. Reframing the program in this way doesn’t detract from its mission; it enhances it, ensuring that the program not only remains relevant and impactful but also adaptable to meet the demands of an ever-changing ministry landscape.
Making Progress with JTBD
Applying the JTBD framework in DMin education is about more than identifying needs; it’s about rethinking the entire purpose and structure of the program. By focusing on the tangible progress that students hope to achieve, programs can ensure that their offerings stay meaningful in a changing world. Consider this: Just as Jack in the Box has found a unique way to thrive in the taco market by understanding specific customer needs, DMin programs can broaden their reach by connecting with new audiences through targeted jobs that prospective students are seeking to fulfill.
Could a DMin program, for instance, attract healthcare professionals interested in the intersection of spiritual care and health? Or could it appeal to business leaders seeking ethical frameworks rooted in faith? Or perhaps it could serve educators who wish to incorporate Christian principles into their teaching? These new audiences represent specific jobs that a thoughtfully reimagined DMin program could fulfill.
Reframing for Innovation
The concept of reframing is essential to innovation. When we reframe a challenge or a goal, we essentially shift our perspective to uncover new angles and possibilities. In JTBD, reframing allows us to move beyond traditional assumptions about what a DMin program “should” be and instead explore what it could be. Imagine if a college seminary could produce more DMin graduates than undergraduate degrees. Or if it could become a recognized leader not only in ministry education but also in areas like organizational leadership or community healthcare.
This isn’t just wishful thinking—it’s a tangible possibility when we view our programs through the JTBD lens. Reframing asks us to approach our programs with a spirit of curiosity and possibility, continuously asking, “What else could this program accomplish? Who else could benefit from it?” It’s a dynamic approach that allows for adaptation and growth, keeping programs relevant even as the educational landscape shifts.
The Process of Jobs to be Done
In the Jobs to Be Done framework, innovation doesn’t start by defining a target audience—it starts by identifying the jobs to be done. As Clayton Christensen famously noted, one of the biggest misconceptions in business is to put the customer at the center of the innovation process. Even at Harvard Business School, he argued, one of the “biggest sins” was teaching students that focusing on customer demographics alone would lead to innovation.
This is why products like iPhones and even milkshakes don’t have a singular target audience. They serve multiple functions that appeal to different people, often for very different reasons. The same concept can apply to DMin programs. Rather than looking first at who we believe our students are, we start by asking what they’re trying to accomplish, the progress they’re looking to make.
So, for DMin programs, the question is not just about targeting pastors, missionaries, or educators, but about identifying the underlying jobs that draw them to the program in the first place. By focusing on these jobs, we uncover commonalities that unite people across various backgrounds, ministries, and callings. In this way, the program design can align to meet these essential jobs, creating pathways for individuals who are looking to deepen their skills, explore new ministry strategies, or find renewal in their spiritual lives. This approach not only broadens the reach and relevance of DMin programs but ensures they stay mission-driven and focused on the real job of those they serve.
Let’s briefly outline how the JTBD framework works in practice and how it can be applied to DMin education.
1. Identify Your Audience’s Jobs
Begin by identifying the key jobs that your students or prospective students are looking to accomplish. This involves understanding their personal, spiritual, and professional goals. Are they looking for spiritual growth, hands-on skills, mentorship, networking opportunities, or a combination thereof? Observe prospective students as they make their choices, hold focus groups with current students, and explore the emerging needs within the ministry marketplace you serve.
2. Map Out Current Offerings
Examine your program’s current curriculum and student experience to see how well it aligns with the jobs you’ve identified. Are there areas where your program already excels? Are there gaps where it’s not fully meeting students’ needs? Understanding these strengths and gaps provides a roadmap for refining your offerings.
3. Innovate Program Structure and Delivery
Once you know the jobs your students are hiring the program to fulfill, consider how the program’s structure, content, and delivery could be adjusted to meet those needs more effectively. This might mean offering new courses, incorporating hybrid learning formats, or developing specialized tracks tailored to different ministry contexts.
4. Create a Compelling Brand
Position the DMin program as the go-to solution for the specific jobs it fulfills. Articulate the program’s unique value in terms that resonate with prospective students. When students understand that the program is uniquely equipped to help them make progress toward their goals, they are far more likely to enroll—and to remain engaged throughout.
5. Innovation Through Relevance
Innovation in higher education isn’t always about reinventing the wheel; often, it’s about ensuring that your offerings are relevant, practical, and aligned with the evolving needs of those you serve. By using the JTBD framework, DMin programs can better understand and meet the specific job that their students need done, expanding their impact and attracting a wider community of learners who benefit from the program’s mission-driven strengths.
This approach isn’t about sacrificing tradition for novelty; it’s about strengthening the program’s foundation, amplifying its value, and ensuring that it remains a vital, enduring resource for ministry leaders. As we dive deeper into this framework, the potential for growth and innovation in DMin education is tremendous—and it starts by asking a simple question: What jobs are we here to do?
We’ll explore this question and other important innovation questions in more depth at the conference in April. I hope to see you then!
~ Rob Westervelt is the founder of TG Three, a values-driven strategy company that serves the Christian higher education sector.