How You Can Encourage Students to Use Their Vocations for Cross-Cultural Ministry
Mark Tatlock is president of The Master’s Academy International, a faculty member at The Master’s University and Seminary, the former executive vice president and provost at The Master’s University, and a local church minister in Los Angeles, California.
The global impact of the modern missions movement cannot be understood without rightly acknowledging the leading role that universities and their students have played in it. Some of the most monumental events in modern missions history were led by young Christian students. Today, many short-term ministry teams, comprised mainly of students and supported by churches, go to the mission fields around the world. Most of these students will not become missionaries or pastors. They are simply taking advantage of the freedom, strength, and time that are uniquely available in their phase of life. But their ability to engage in cross-cultural ministry does not have to end after they graduate. Whatever vocation they are studying can be used to fulfill the Great Commission—if they will view their vocation as a stewardship from God and plan it with wisdom. Students must see the opportunities to be salt and light in the world (Matt 5:16) through whatever career path they choose. That requires Christian institutions and churches to instill the proper vision in their students.
To instill a vision of cross-cultural ministry in its students, a Christian college or university must demonstrate biblical integrity and love rooted in the gospel. Talking to students about missions is fruitless if the institution fails to uphold biblical convictions in its campus life, philosophy, and public testimony (cf. Titus 2:7–8). In particular, the school must reject legalism, make the local church primary, model a lifestyle of worship, and demonstrate servant leadership. Only when the leadership, faculty, staff, and alumni spend their lives in whole-hearted allegiance to the Creator and Redeemer will the institution inspire students to take up the same calling and fulfill the Great Commission. Three basic priorities will help the school accomplish that.
1. A Mission Statement Committed to Advancing the Kingdom of God
The first priority needed for a school to inspire students is having a mission statement that is focused on training students to use their vocations for Christ and the kingdom of God. The mission of The Master’s University, for example, is “to empower students for a life of enduring commitment to Christ, biblical fidelity, moral integrity, intellectual growth, and lasting contribution to the kingdom of God worldwide.” A mission statement like this should show that for those who are true students of the Master, a commitment to love and serve Him must be the chief aim of life, not the personal fulfillment preached by the world. The mission statement should show that Scripture is the ultimate authority in life and ministry, that students’ choices will demonstrate their true beliefs, that every classroom experience should be a worshipful experience, and that every student should be enabled to discover the unique contribution God has intended for him or her to make.
2. A Missions Emphasis Committed to Advancing the Kingdom of God
A second priority for an institution to instill a Great Commission vision in their students is to emphasize missions and a global vision. Schools can have a missions emphasis in their academic programs and departments, such as in Biblical Studies, that gives students an intensive cross-cultural learning experience in the classroom, in local cultural engagement, and on the foreign field.
A unique benefit for Christian liberal arts colleges is the ability of the school to simultaneously design ministry teams, volunteer opportunities, and internships for credit around specific fields of study. These allow students to practice their academic disciplines in cross-cultural contexts. For example, an overseas internship for a computer science or business major has great career-starting value, but it also provides the student the chance to understand more seriously how God might employ their resources internationally or use people in “business as missions” and to discern the influences of non-biblical worldviews on the student’s chosen vocation. The liberal arts approach also allows faculty to participate in ministry teams, functioning as mentors to the students and offering training to the nationals, whether that training is, in a secular setting, professional or, in the local church, biblical. Not only will this enable the faculty to model a heart for the global church, it will enhance their teaching experience and application of the biblical worldview in the classroom. It will prepare students to go into an increasingly globalized work environment wherever they choose to live for Christ.
3. A Missions Culture Committed to Advancing the Kingdom of God
A third priority for a college or university to encourage their students toward a gospel impact in their vocation is to disciple them to know and live the truth. The institution must teach and model character, leadership, and spiritual growth to empower students to take the initiative to use their vocation for missions. Thus, a school must view all aspects of its function—from the classroom to the dorms—as intentional opportunities to shape the character of students.
Most students will respond positively to such an effort and mature in loving God with all their heart, mind, and soul (Deut 6:5). Some marks of character and spiritual growth in the student that a school can aim for include:
· being a committed member of a church and maintaining a good testimony
· applying biblical principles to relationships and to living in community settings
· being convinced of the inspiration, authority, and sufficiency of God’s Word and applying it to daily life
· knowing how to work with and be a servant-leader, while being aware of one’s own limitations
· being discipled and discipling others
· displaying a passion for souls and knowing how to effectively communicate the gospel and to respond to objections
· resolving significant emotional issues and knowing how to respond to failure, change, and conflict
· building an intimate relationship with God and showing the fruit of the Spirit
· knowing biblical ethical principles and following established laws and codes of conduct
Ultimately, the programs and leadership of a school must be designed intentionally to teach the whole person and regularly connect their chosen vocation to cross-cultural ministry. When priorities like the three above are implemented, many students, upon graduation, will have caught the desire to use their chosen field of work for the glory of God and the advancement of His kingdom.