Catholic and jesuit identity in higher education

Kirk Peck, Sheldon Stick

Research output: Contribution to journalArticle

4 Citations (Scopus)

Abstract

This study incorporated an instrumental embedded case study design to explore how 15 faculty members and an administrator at one Catholic institution of higher education describe their responsibility to promote the academic mission of Ignatian spirituality. Interviews included Jesuit, Catholic, and non-Catholic faculty, and the president of Holy University. It was determined that participants’ ability to foster Ignatian spirituality was dependent upon their religious beliefs and a willingness to promote values common to Catholic and Jesuit faith traditions, despite facing multiple challenges to fulfilling the academic mission. A conceptual model developed that demonstrated relationships among academic administrators, faculty, and students, and how the interactions influence the ability to foster Ignatian spirituality and preserve a faith-based identity at Holy University. Additional perspectives from members at Holy University and other Jesuit institutions of higher learning need to be explored to develop a greater understanding of the academic mission of Ignatian spirituality.

Original languageEnglish (US)
Pages (from-to)200-225
Number of pages26
JournalChristian Higher Education
Volume7
Issue number3
DOIs
StatePublished - 2008

Fingerprint

Jesuit
spirituality
faith
education
ability
president
responsibility
Jesuits
Spirituality
interaction
interview
learning
Holy
Values
student
Administrators

All Science Journal Classification (ASJC) codes

  • Education
  • Religious studies

Cite this

Catholic and jesuit identity in higher education. / Peck, Kirk; Stick, Sheldon.

In: Christian Higher Education, Vol. 7, No. 3, 2008, p. 200-225.

Research output: Contribution to journalArticle

Peck, Kirk ; Stick, Sheldon. / Catholic and jesuit identity in higher education. In: Christian Higher Education. 2008 ; Vol. 7, No. 3. pp. 200-225.
@article{491348457dd34cbc9e855731008ad11f,
title = "Catholic and jesuit identity in higher education",
abstract = "This study incorporated an instrumental embedded case study design to explore how 15 faculty members and an administrator at one Catholic institution of higher education describe their responsibility to promote the academic mission of Ignatian spirituality. Interviews included Jesuit, Catholic, and non-Catholic faculty, and the president of Holy University. It was determined that participants’ ability to foster Ignatian spirituality was dependent upon their religious beliefs and a willingness to promote values common to Catholic and Jesuit faith traditions, despite facing multiple challenges to fulfilling the academic mission. A conceptual model developed that demonstrated relationships among academic administrators, faculty, and students, and how the interactions influence the ability to foster Ignatian spirituality and preserve a faith-based identity at Holy University. Additional perspectives from members at Holy University and other Jesuit institutions of higher learning need to be explored to develop a greater understanding of the academic mission of Ignatian spirituality.",
author = "Kirk Peck and Sheldon Stick",
year = "2008",
doi = "10.1080/15363750701818394",
language = "English (US)",
volume = "7",
pages = "200--225",
journal = "Christian Higher Education",
issn = "1536-3759",
publisher = "Taylor and Francis Ltd.",
number = "3",

}

TY - JOUR

T1 - Catholic and jesuit identity in higher education

AU - Peck, Kirk

AU - Stick, Sheldon

PY - 2008

Y1 - 2008

N2 - This study incorporated an instrumental embedded case study design to explore how 15 faculty members and an administrator at one Catholic institution of higher education describe their responsibility to promote the academic mission of Ignatian spirituality. Interviews included Jesuit, Catholic, and non-Catholic faculty, and the president of Holy University. It was determined that participants’ ability to foster Ignatian spirituality was dependent upon their religious beliefs and a willingness to promote values common to Catholic and Jesuit faith traditions, despite facing multiple challenges to fulfilling the academic mission. A conceptual model developed that demonstrated relationships among academic administrators, faculty, and students, and how the interactions influence the ability to foster Ignatian spirituality and preserve a faith-based identity at Holy University. Additional perspectives from members at Holy University and other Jesuit institutions of higher learning need to be explored to develop a greater understanding of the academic mission of Ignatian spirituality.

AB - This study incorporated an instrumental embedded case study design to explore how 15 faculty members and an administrator at one Catholic institution of higher education describe their responsibility to promote the academic mission of Ignatian spirituality. Interviews included Jesuit, Catholic, and non-Catholic faculty, and the president of Holy University. It was determined that participants’ ability to foster Ignatian spirituality was dependent upon their religious beliefs and a willingness to promote values common to Catholic and Jesuit faith traditions, despite facing multiple challenges to fulfilling the academic mission. A conceptual model developed that demonstrated relationships among academic administrators, faculty, and students, and how the interactions influence the ability to foster Ignatian spirituality and preserve a faith-based identity at Holy University. Additional perspectives from members at Holy University and other Jesuit institutions of higher learning need to be explored to develop a greater understanding of the academic mission of Ignatian spirituality.

UR - http://www.scopus.com/inward/record.url?scp=79960631193&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=79960631193&partnerID=8YFLogxK

U2 - 10.1080/15363750701818394

DO - 10.1080/15363750701818394

M3 - Article

VL - 7

SP - 200

EP - 225

JO - Christian Higher Education

JF - Christian Higher Education

SN - 1536-3759

IS - 3

ER -