1. Executive Introduction: The Scholar-Practitioner in the Age of Networked Intelligence
2. Part I: The Crowd – Architecting Thought Leadership through Content-Based Networking
   1. 1.1 The Strategic Imperative of the “Crowd” in Digital Ministry
   2. 1.2 The Tech Stack: Racing With the Machines
   3. 1.3 Case Study Analysis: The Rescue Mission Report Exemplar
   4. 1.4 Execution Strategy: Launching Your Platform
3. Part II: The Community – Facilitating Synchronous Peer Learning
   1. 2.1 The Theory of Horizontal Knowledge Transfer
   2. 2.2 Recruitment: Identifying the “Super-Users”
   3. 2.3 Operationalizing the Zoom Room: Structures for Engagement
   4. 2.4 Privacy and Technical Configuration for “Semi-Private” Communities
4. Part III: The Core – Soliciting Mentors and Top Experts
   1. 3.1 The Psychology of Access
   2. 3.2 The Strategy of the “Podcast Ask”
   3. 3.3 Mapping the Hierarchy: Who to Target?
5. Part IV: Domains and Topics for Focus – The 2025-2026 Research Agenda
   1. 4.1 Domain A: The Crisis of Housing and Homelessness
   2. 4.2 Domain B: The Evolution of Addiction Recovery
   3. 4.3 Domain C: Organizational Leadership & Culture
   4. 4.4 Domain D: The Future of Funding & Philanthropy
6. Part V: Implementation Guide – The Phased DOLI Lifecycle
   1. Phase 1: The Foundation (Year 1, Months 1-6)
   2. Phase 2: The Launch (Year 1, Months 3-12)
   3. Phase 3: The Connection (Year 2, Months 13-18)
   4. Phase 4: The Culmination (Year 2, Months 19-24)
   5. Phase 5: Post-Graduation Continuity
7. Part VI: Technical and Ethical Considerations
   1. 6.1 Managing Public vs. Private Data
   2. 6.2 Research Ethics in a Digital Age
8. Conclusion: The DOLI Mandate
   1. Works cited

A Comprehensive Guide to Cultivating Communities of Practice for DOLI Scholar-Practitioners

Executive Introduction: The Scholar-Practitioner in the Age of Networked Intelligence

The vocation of the Christian leader in the mid-twenty-first century is characterized by an unprecedented level of complexity, often described through the academic framework of “wicked problems”—challenges such as the housing affordability crisis, the opioid epidemic, the mental health tsunami, and the rapid secularization of the social sector. These are problems that defy simple, linear solutions and refuse to be tamed by the isolated efforts of a single “heroic” leader. For students enrolled in the Doctor of Organizational Leadership and Innovation (DOLI) program at City Vision University, the mandate is not merely to study these phenomena from a safe academic distance but to intervene creatively, strategically, and redemptively. We operate at the vibrant intersection of Jesus, Justice, and Technology, utilizing the disruptive tools of the digital age to foster deep life transformation.1

This guide serves as a strategic blueprint for DOLI students to construct a robust Community of Practice (CoP). Grounded in the social learning theories of Etienne Wenger and the innovation diffusion models of Everett Rogers, this architecture is designed to facilitate the flow of tacit knowledge—that deep, embodied wisdom that cannot be codified in textbooks alone. The DOLI program posits that the most effective way to advance one’s career and ministry impact is not through isolated academic toil but through the cultivation of a vibrant ecosystem of peers, mentors, and followers. This ecosystem is conceptualized as a concentric structure:

1. The Crowd: A broad audience engaged through asynchronous thought leadership (Substack, Podcasts, Public Notebooks), leveraging Artificial Intelligence to scale the dissemination of innovation.1
2. The Community: A curated circle of 5-15 peers engaged in synchronous, deep-dive processing (Zoom), providing psychological safety and operational support.1
3. The Core: A tight nucleus of mentors and top experts engaged through 1-1 high-level exchange, offering strategic access and career acceleration.1

By mastering this tripartite structure, the DOLI student transforms from a passive consumer of information into an active node of innovation, capable of leading movements such as the Citygate Network, The Salvation Army, and Adult & Teen Challenge into the future.1

Part I: The Crowd – Architecting Thought Leadership through Content-Based Networking

1.1 The Strategic Imperative of the “Crowd” in Digital Ministry

In the digital economy, attention is a precursor to influence. However, for the Christian scholar-practitioner, the goal is not attention for its own sake, but rather the stewardship of influence for the Kingdom. For the DOLI student, the “Crowd” represents the widening circle of “legitimate peripheral participants” who engage with the student’s research outputs.1 Engaging the crowd is not an exercise in vanity; it is a critical mechanism for Action Research and the Diffusion of Innovation.2

Traditional academic research often languishes in paywalled journals, read by a handful of specialists. The DOLI model disrupts this by demanding “Popular Project Distribution.” By publishing research publicly and iteratively, the student attracts stakeholders who validate, critique, and refine their ideas, turning the doctoral project into a living dialogue rather than a static document. This aligns with the “Open Science” movement but adapts it for the specific context of faith-based nonprofit leadership.

The primary vehicle for this engagement is Content-Based Networking.1 Traditional networking—often characterized by awkward “coffee chats” and transactional exchanges—is inefficient and frequently viewed as extractive by high-level leaders. Content-Based Networking inverts this dynamic. Instead of asking for a meeting to “pick someone’s brain,” the student creates value by interviewing the leader for a podcast or analyzing their work in an article. This approach honors the expert, creates public artifacts of knowledge, and builds the student’s reputation as a curator of wisdom.1

1.2 The Tech Stack: Racing With the Machines

City Vision University emphasizes a “race with the machines” philosophy. To maintain the consistent output of high-quality content required to build a Crowd, DOLI students must leverage the AI research stack introduced in the early core courses (ORG700/702). The goal is to act as a “cyborg scholar,” using AI to handle data aggregation and synthesis while reserving human cognition for theological reflection and strategic application.1

The DOLI AI-Assisted Content Production Workflow

The modern scholar-practitioner must master a specific suite of tools to remain efficient. This workflow transforms the labor-intensive process of research into a streamlined content engine.

1. Deep Research with Gemini Pro:

The initial phase involves using Gemini Pro (Deep Research Mode) to scour thousands of sources. Unlike standard search engines, Gemini can ingest and synthesize vast amounts of data from academic journals, IRS 990 forms, and annual reports to generate comprehensive briefings on niche topics (e.g., “Legal risks of work therapy in 2025”).1 This allows the student to bypass weeks of manual literature review and move directly to analysis.

2. Synthesis & Grounding with NotebookLM:

The “killer app” for DOLI students is NotebookLM. This tool allows students to upload their specific dataset—PDFs of textbooks, internal ministry documents, and policy manuals—to create a “grounded” AI. Unlike open models that may hallucinate, NotebookLM answers only from the verified sources provided, ensuring the academic integrity required for doctoral work.1

3. Multi-Modal Generation with NotebookLM Studio:

Recognizing that many ministry leaders are auditory learners who consume content during commutes, students utilize NotebookLM Studio. This feature converts written research summaries into “Deep Dive” audio overviews—lively, AI-generated podcast discussions between two hosts. This allows the student to serve a broader audience without needing a professional production team or recording studio.1

4. Public Sharing via NotebookLM Links:

A critical innovation for 2025 is the ability to share NotebookLM notebooks via public links. This allows the “Crowd” to interact directly with the source material in a read-only format, asking their own questions of the data. Note: Students using Google Workspace for Education accounts must be aware of potential restrictions on public sharing designed to protect student data. It is often recommended to use a personal Google account for the public-facing components of the research to avoid administrative blocks.6

5. Distribution via Substack:

Substack serves as the central hub for publishing both text and audio. Its subscription model allows the student to “own” their audience, independent of algorithmic volatility on social media platforms like Facebook or LinkedIn.1 Substack effectively replaces the traditional blog and newsletter with a unified platform that supports direct monetization or simply list-building for influence.

1.3 Case Study Analysis: The Rescue Mission Report Exemplar

The Rescue Mission Report, led by CVU President Dr. Andrew Sears, serves as the primary exemplar for DOLI students.1 This publication targets a specific professional demographic—executive leaders at rescue missions—and addresses their unique tension between “Innovation and Tradition.” Analyzing its success reveals replicable strategies for students.

Niche Specificity:

The report does not attempt to serve “all Christians” or even “all nonprofits.” It focuses relentlessly on the 300+ members of the Citygate Network, addressing specific operational pain points like “Culinary Training Best Practices” and “Housing Affordability”.1 DOLI students should aim for similar granularity. A project focused on “Leadership” is too broad; a project focused on “Marketing for Rural Teen Challenge Centers” or “HR Compliance for Salvation Army Corps” creates immediate value and attracts a dedicated following.

Historical Anchoring:

Before introducing radical innovations (AI, Housing First), the report establishes credibility by documenting the “5 Eras of Rescue Mission History”.1 This signals to the “Old Guard” that the researcher respects the movement’s DNA, a critical step in change management. By acting as the historian of the movement, the student earns the right to be its futurist.

Resource Aggregation:

The report functions as a “treasure trove,” aggregating 25+ years of documents into Google Drive folders.1 DOLI students should view their Substack not just as a blog, but as a digital library for their CoP. Providing access to a curated Google Drive folder of policies, job descriptions, and best practices is a high-value offering that builds loyalty.

1.4 Execution Strategy: Launching Your Platform

To effectively build the Crowd, the student must adopt the cadence of a publisher. This process should ideally begin during ORG700: Doctoral Orientation & Research Technologies and greatly expand in ORG702: Innovation Networks, Thought Leadership & Movement Building.3

1. Define the Domain: Select a research topic that lies at the intersection of personal passion, organizational need, and market gap (e.g., “The integration of licensed clinical counseling in faith-based recovery”).
2. The “Deep Research” Sprint: Use Gemini to generate a 50-page briefing on the topic.
3. The “Audio Overview” Hook: Upload the briefing to NotebookLM and generate a lively 15-minute audio discussion between two AI hosts. This becomes the “Podcast” episode.5
4. The Substack Wrapper: Write a 500-word introduction to the audio, highlighting key insights and linking to the source documents in a Public Google Drive or a shared NotebookLM link.6
5. Distribution: Share the link on LinkedIn, tagging the experts cited in the research. This closes the loop of Content-Based Networking, alerting the “Core” that they are being discussed.1

Part II: The Community – Facilitating Synchronous Peer Learning

2.1 The Theory of Horizontal Knowledge Transfer

While the Crowd provides breadth, the “Community” provides depth. This second layer consists of a small cohort (5-15 individuals) who meet synchronously to process tacit knowledge.1 Tacit knowledge is the “know-how” of leadership—the intuition required to navigate a board crisis, the emotional intelligence needed to fire a volunteer, or the spiritual discernment required during a funding shortfall—that is difficult to articulate in writing.

According to Wenger-Trayner, a CoP is defined by three elements: a domain of interest, a community that interacts, and a practice of shared resources.1 For DOLI students, this peer group serves as a “Community of Inquiry,” a safe harbor where the “mask of leadership” can be lowered, and real vulnerabilities can be shared without fear of reputational damage.

2.2 Recruitment: Identifying the “Super-Users”

Recruiting the right 5-15 people is an exercise in curation. The student should look for peers who are “Wounded Healers”—individuals with the professional competence to contribute but the humility to learn.1

Target Pools for Recruitment:

1. The “Super-User” Funnel: Monitor the analytics of the Substack. Subscribers who consistently open emails, share posts, or leave thoughtful comments are prime candidates for the peer group.1
2. Professional Affinity Groups:
   • Citygate Network: Look for members of specific “Track Seminars” (e.g., “Development Directors” or “Program Managers”) who ask insightful questions during conferences. The 2025/2026 conference themes (“All for Love”) often attract leaders looking for deeper connection.11
   • The Salvation Army: Recruit officers who are currently enrolled in or have completed the “Transformational Leadership Certificate” or “Emerging Leadership” tracks. These individuals have already self-selected as lifelong learners.1
   • Adult & Teen Challenge: Target graduates of the “Emerging Leaders Program” (ELP) or directors participating in the “FUSE” management training.14

2.3 Operationalizing the Zoom Room: Structures for Engagement

A CoP meeting is not a webinar; it is a collaborative workspace. To prevent “Zoom fatigue” and ensure high engagement, the DOLI student must act as a facilitator, not a lecturer.1 The structure of the meeting should rotate to keep energy high.

Table 2: Meeting Architectures for Virtual Communities of Practice

Meeting Type	Objective	Agenda Structure	Best For
The Mastermind	Problem Solving	The Hot Seat: One member presents a “Wicked Problem” (10 min). The group asks clarifying questions (5 min). The group offers solutions/feedback while the presenter stays silent (15 min). Presenter reflects (5 min).1	Overcoming operational blockers; building deep trust.
The Case Clinic	Applied Research	The Autopsy: Analyzing a specific failure or success (e.g., “Why our capital campaign failed”). Members dissect the case using DOLI frameworks (Rogers’ Diffusion of Innovation).	Connecting academic theory to ministry reality.
The Studio	Skill Acquisition	Show & Tell: A member demonstrates a specific tool or workflow (e.g., “How I use Gemini to write donor thank-you notes”) followed by a 15-minute live practice session.1	Technical upskilling; immediate practical value.
The Book Club	Concept Expansion	Flipped Classroom: Participants read a Substack article or book chapter before the meeting. The time is spent debating implications, not summarizing content.1	Deepening theological and theoretical alignment.

2.4 Privacy and Technical Configuration for “Semi-Private” Communities

To maintain the “safe harbor” environment, appropriate technical guardrails are essential. The student must balance accessibility with privacy, creating stratified layers of access.

Zoom Security for the Inner Circle:

For the core “Community” meetings (5-15 people), many meetings are likely to not be recorded so that honest conversations can happen.

Video Archiving and Distribution Stratification:

Not all content should be public. The DOLI student must master the “Semi-Private” tier.

• YouTube Unlisted: Upload recordings of less sensitive webinars to YouTube as “Unlisted.” This allows sharing via a direct link (e.g., in a Substack email) but keeps the content out of public search results. Note that unlisted links can still be shared broadly if leaked, so this is for “semi-private” content.19
• Vimeo Password Protection: For higher security (e.g., a sensitive case clinic on a moral failure), use Vimeo’s password protection (requires a paid plan). This allows for expiry dates and granular analytics on who is watching.22
• Zoom Cloud Recording Expiry: Set automatic expiration dates on Zoom cloud recordings (e.g., 30 days). This encourages timely viewing and limits the long-term liability of storing sensitive discussions.18

Part III: The Core – Soliciting Mentors and Top Experts

3.1 The Psychology of Access

The third concentric circle is the “Core,” consisting of high-level mentors and experts. Engaging this group is critical for DOLI students because executive leadership relies heavily on implicit knowledge—the unwritten rules of power and influence.1 However, accessing these leaders requires a sophisticated strategy.

High-level leaders are inundated with requests to “pick their brain.” These requests are often viewed as extractive. The DOLI student must shift the dynamic from asking for a favor to offering an opportunity. By leveraging the platform built in Part I (The Crowd), the student approaches the leader not as a supplicant, but as a member of the press/media.1

3.2 The Strategy of the “Podcast Ask”

Inviting a leader to be interviewed for a podcast is the “Trojan Horse” of mentorship. It appeals to the leader’s desire to leave a legacy, influence the field, and share their narrative.

The “Ask” Script Sequence:

1. The Value Proposition: “Dear [Leader Name], I am a doctoral researcher at City Vision University studying. I have been following your innovative work at [Organization] regarding. I am producing a report on best practices for the Rescue Mission Report and would be honored to interview you for 30 minutes to feature your insights.”
2. The Interview: During the recording, the student demonstrates competence by asking deeply researched, second-order questions (e.g., “How did you navigate the board tension when shifting to a housing-first model?” rather than “What is your job?”). This signals that the student is a peer-in-training.1
3. The Pivot to Relationship: After the episode is published and marketed (providing value to the leader), the student follows up: “Our conversation was incredibly shaping for my research. As I move into the thesis phase of my project, would you be open to a 15-minute quarterly check-in to help keep my research aligned with the field’s reality?”.1

3.3 Mapping the Hierarchy: Who to Target?

To build an effective Core, the student must understand the specific organizational hierarchies of their sector. Targeting the “General” or “CEO” of the national organization is often less effective than targeting the “functional expert” who holds the specific knowledge the student needs.

Table 3: Target Roles for the “Core” by Ministry Domain

Network	High-Value Target Role	Strategic Rationale for DOLI Project
Citygate Network	Chief Development Officer (CDO)	CDOs often hold the keys to financial sustainability and donor psychology, a critical domain for executive leadership.1
Citygate Network	Director of Social Enterprise	For projects focused on vocational training or revenue generation (thrift, catering, recycling).1
The Salvation Army	Divisional Secretary for Program	This officer oversees all social services in a region. They are the gatekeepers for implementing new program models.1
The Salvation Army	Principal of CFOT	The College for Officer Training leads educational strategy. Critical for students focusing on leadership development curriculums.1
Adult & Teen Challenge	Clinical Director	As ATC moves toward licensed treatment models, these leaders bridge the gap between “discipleship” and “clinical care”.1
Adult & Teen Challenge	Emerging Leaders Program Director	The key contact for projects focused on staff development and succession planning.15

Part IV: Domains and Topics for Focus – The 2025-2026 Research Agenda

To fuel the “Crowd” content and attract the “Community” and “Core,” the DOLI student must focus on topics that are salient, urgent, and under-researched. The following analysis, based on 2025/2026 industry trends and City Vision’s partner network, outlines high-yield domains for investigation.

4.1 Domain A: The Crisis of Housing and Homelessness

Context: The “Housing Affordability Crisis” is the single greatest driver of homelessness, described as a “$10 Trillion Invisible Wall”.9 Rescue missions are pivoting from “three hots and a cot” to becoming housing developers and landlords. Recent executive orders focusing on “Ending Crime and Disorder” present new policy challenges regarding street camping and mandatory treatment.26

Research Topics:

• The Landlord Mission: Legal and operational frameworks for missions converting to Permanent Supportive Housing (PSH).1
• Zoning as Mission: How faith leaders can advocate for YIMBY (Yes In My Backyard) policies to lower housing costs.1
• Response to Policy Shifts: Navigating the tension between “Housing First” mandates and the new federal focus on treatment/accountability under the 2025 Executive Orders.26
• Zero-Inventory Solutions: Innovative community housing models when traditional stock is unavailable.11

4.2 Domain B: The Evolution of Addiction Recovery

Context: The opioid settlement funds and the rise of fentanyl are forcing faith-based recovery centers (like ATC and GRMs) to professionalize and integrate medical models without losing their spiritual distinctiveness. Partnerships between Citygate, Salvation Army, and ATC (the “Bridge to 100” initiative) are emerging to validate faith-based outcomes with shared data.27

Research Topics:

• The Clinical-Spiritual Hybrid: Best practices for integrating Medication-Assisted Treatment (MAT) in historically abstinence-based Christian programs.1
• Work Therapy Risks: Analyzing the legal vulnerabilities of vocational programs in light of new FLSA interpretations and class-action lawsuits.9
• Adolescent Recovery: Addressing the critical gap in services for teens (14-18) via models like ATC’s Lakeside Academy and “Ready Now Recovery”.1
• Data Validation: Frameworks for unified measurement tools across diverse ministries to prove efficacy to secular funders.27

4.3 Domain C: Organizational Leadership & Culture

Context: The “Great Resignation” and the “Silver Tsunami” of retiring Boomer CEOs have created a massive leadership vacuum. There is a strategic need for “Succession Planning” and “Emerging Leader” development. The Salvation Army is implementing its “Compass” global strategic framework focusing on “Empowering People”.30

Research Topics:

• The Accidental CEO: Curriculum for program staff promoted to executive roles without business training.1
• Mental Health in Ministry: Addressing “Compassion Fatigue” and “Vicarious Trauma” among frontline staff, a key theme in the 2025 Citygate conference.11
• Officer vs. Lay Leadership: The Salvation Army’s strategic shift to employ more lay professionals in roles traditionally held by officers, and the cultural integration required.13
• Trauma-Informed Management: Creating organizational cultures that support staff dealing with high-trauma populations.31

4.4 Domain D: The Future of Funding & Philanthropy

Context: The religious landscape is changing; the “Nones” (religiously unaffiliated) are growing, and traditional donor bases are aging. However, 2025 trends show recurring giving remains strong.

Research Topics:

• AI in Fundraising: Using predictive analytics to identify donor retention risks.1
• The Recurring Revolution: Shifting from major gala events to “subscription” giving models for younger donors.1
• Opioid Settlement Grants: Navigating the complex application processes for government funding in faith-based settings.32
• Social Enterprise Scaling: Moving beyond thrift stores into new revenue models like recycling, catering, or event hosting.15

Part V: Implementation Guide – The Phased DOLI Lifecycle

To move from theory to practice, the DOLI student should execute the following phased plan. This plan integrates the technical tools of the core courses with the social strategies of the doctoral project, culminating in the 40-credit degree.

Phase 1: The Foundation (Year 1, Months 1-6)

Academic Context: Core Courses (ORG700: Doctoral Orientation & Research Technologies, ORG701: Research Methods for Scholar Practitioners, ORG702: Innovation Networks).

Objective: Build the Research Engine and Technical Competency.

1. Tool Configuration (ORG700): Configure Gemini Pro and NotebookLM. Create a “Public Research” folder in Google Drive. 7
2. Domain Selection (ORG701): Select a research topic (see ideas in the “2025 Research Agenda” above). Aggregate 20 top PDFs (legal reviews, Department of Labor guidelines, mission handbooks) into NotebookLM.4
3. Initial Output (ORG702): Generate the first “Deep Research Report” and “Audio Overview” using NotebookLM. This serves as the prototype for your content engine and validates the “Cyborg Scholar” methodology.3

Phase 2: The Launch (Year 1, Months 3-12)

Academic Context: Concentration Courses (e.g., ORG612: Nonprofit Executive Leadership or ORG605: Organizational Behavior).

Objective: Establish the Crowd and “Super-User” Funnel.

1. Launch Substack: Publish the “About” page articulating the research mission.
2. Publish First Major Artifacts: Release the first major Article + Podcast episode based on concentration coursework papers.
3. Digital Handshake: Share the link on LinkedIn and tag 5 mid-level leaders (peers) in the field, asking for their perspective. This begins the recruitment for your Community.1

Phase 3: The Connection (Year 2, Months 13-18)

Academic Context: Advanced Concentration & Pre-Project (ORG880: Independent Research).

Objective: Convene the Community & Core.

1. Recruit the Cohort: Identify “Super-Users” likely either through your own network or using Google Deep research to identify top organizations and leaders. Invite 5-10 of them to a monthly “Mastermind” Zoom call. 16
2. Engage the Core: Send the first “Podcast Ask” email to a high-level target (Core). Use the published episodes from Phase 2 as social proof of quality.1
3. Semi-Private Webinars: Host a quarterly “Deep Dive” webinar on a hot topic (e.g., “AI in Ministry”) using an unlisted YouTube link embedded in a Substack post for subscribers only.21

Phase 4: The Culmination (Year 2, Months 19-24)

Academic Context: Doctoral Project Courses (ORG891: Doctoral Project Preparation, ORG892: Action Research Project Preparation, ORG893: Action Research Project Presentation).

Objective: Synthesize and Defend.

1. Project Integration (ORG891): Use the feedback from the “Community” (Mastermind group) to refine the proposal. The CoP serves as a focus group for the Action Research project.34
2. The Pivot to Mentorship (ORG892): Transition the “Core” relationships from interview subjects to project advisors. Ask for the quarterly 15-minute check-in to review findings.1
3. Public Defense & Dissemination (ORG893): The final defense is not just for the committee; it is a content event. The “popular” distribution of the project (e.g., the book, LMS course, or workshop series) is launched to the Substack “Crowd” as a major value-add.31

Phase 5: Post-Graduation Continuity

Objective: Sustaining the Movement.

1. The Alumni Node: Join the City Vision alumni network but maintain the independent Substack. The goal is to remain a “connective tissue” in the industry.35
2. Asynchronous Continuity: Keep the “Community” alive via a WhatsApp group or a shared Google Drive folder that persists after the formal Zoom meetings reduce in frequency.1
3. Mentoring the Next Generation: The graduate now becomes the “Core” for new DOLI students, completing the cycle of leadership development.
4. Monetization & Scaling: Evaluate whether the Substack should introduce a paid tier for the “Community” deep dives or consulting services based on the doctoral expertise.36

Part VI: Technical and Ethical Considerations

6.1 Managing Public vs. Private Data

• NotebookLM Public Links: Google recently enabled public link sharing for NotebookLM, allowing read-only access to source material. This is powerful for transparency. However, Google Workspace and Workspace for Education accounts typically have restrictions on public sharing to protect student data.6 Students should verify their account permissions or use a personal Google account for the public-facing components of their research to avoid administrative blocks.

6.2 Research Ethics in a Digital Age

• Informed Consent: When interviewing “Core” experts for a podcast, explicitly state whether the recording is for research data (confidential) or public broadcast (Substack). The “Podcast Ask” implies public broadcast, but sensitive “off-the-record” insights must be protected.
• Vulnerable Populations: If the Action Research involves clients of rescue missions (the “Wounded Healers”), strict adherence to ethical guidelines regarding anonymity is non-negotiable, especially when using AI tools that might ingest data. Unless your organization already has legal disclosure procedures in place, but keep in mind once you get to the formal research phase of your Final Project there may be additional research restrictions. Ensure no PII (Personally Identifiable Information) is uploaded to public AI instances.7

Conclusion: The DOLI Mandate

The path to the doctorate at City Vision University is not a solo journey; it is a communal construction project. By building this three-tiered Community of Practice, the student does more than complete an assignment. They weave themselves into the fabric of their industry. They become the connective tissue that allows innovation to travel from the “Core” of experts, through the “Community” of peers, and out to the “Crowd” of practitioners.

In doing so, the DOLI student embodies the ultimate vision of the program: to be a leader who does not merely hold a position, but who cultivates a garden of knowledge, relationships, and solutions that will flourish long after the degree is conferred. This is the essence of becoming a “Scholar-Practitioner” in the service of God’s Kingdom.

Go forth and build.

Works cited

1. Developing a Community of Practice Guide
2. 2025-2026 Catalog | City Vision University, accessed December 21, 2025, https://www.cityvision.edu/files/catalog.pdf
3. ORG702: Innovation Networks, Thought Leadership & Movement Building Course Online – City Vision University, accessed December 21, 2025, https://www.cityvision.edu/course/org702-innovation-networks-thought-leadership-movement-building/
4. Course Schedule: Spring 2 24-25 – City Vision University, accessed December 21, 2025, https://www.cityvision.edu/course_schedule/spring-2-24-25/
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8. Substack for podcasts, accessed December 21, 2025, https://substack.com/podcasts
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12. Citygate Network 2026 Annual Conference and Exposition, accessed December 21, 2025, https://www.citygatenetwork.org/annual-conference-2026/
13. Research report: – Evaluating spiritual life – The Salvation Army International, accessed December 21, 2025, https://www.salvationarmy.org/sites/default/files/2025-09/Spiritual-Life-Research-Report.pdf
14. Adult & Teen Challenge Leadership Programs – Forge • Fuse • Ignite, accessed December 21, 2025, https://leadership.teenchallengeusa.org/
15. Teen Challenge SE Region Developing Leaders, accessed December 21, 2025, https://teenchallenge.cc/impact/developing-leaders/
16. Requiring authentication to join a meeting or webinar – Zoom Support, accessed December 21, 2025, https://support.zoom.com/hc/en/article?id=zm_kb&sysparm_article=KB0063837
17. Allowing only authenticated users in meetings – Zoom Support, accessed December 21, 2025, https://support.zoom.com/hc/en/article?id=zm_kb&sysparm_article=KB0063018
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20. On YouTube, what is the difference between a private playlist and an unlisted playlist?, accessed December 21, 2025, https://www.quora.com/On-YouTube-what-is-the-difference-between-a-private-playlist-and-an-unlisted-playlist
21. The Difference between Private, Public & Unlisted YouTube video – in 1 min, accessed December 21, 2025, https://www.youtube.com/watch?v=-_nqpMFcvls
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