| Abstract: |
This qualitative case study explores the relationship between faith integration and academic rigor within the graduate program at Mephi Zion University, a Christian higher education institution. The study investigates how the institution's religious identity and Christian worldview influence its academic environment, focusing on both faculty and student perceptions and experiences related to academic rigor. Data was collected through an online survey and focus groups with 25 participants, including current students, alumni, faculty, and administrators. A benchmark analysis of peer institutions accredited by the Association for Biblical Higher Education (ABHE) and the Higher Learning Commission (HLC) was conducted to contextualize academic rigor within faith-based higher education. Internal document analysis of institutional resources, such as curriculum guides and academic catalogs, provided insights into how faith integration and academic expectations are communicated. Thematic analysis revealed that participants associated academic rigor with higher-order thinking skills, quantifiable measures of student engagement, and the integration of faith and learning. Faith integration was perceived as foundational to the academic culture, shaping curriculum design, teaching practices, and student learning experiences. The institution's religious identity was found to influence academic rigor through its emphasis on biblical integration, spiritual formation, and the cultivation of a Christian worldview. The findings suggest that faith integration and academic rigor can be effectively harmonized within a Christian higher education context when intentionally embedded within the institutional mission, values, and educational philosophy. |