The State of CST in Catholic Business Schools in the U.S

for”Prosperity, Poverty, and the Purpose of Business”

(9th International Conference on Catholic Social thought and Business Education)

Andrew GustafsonHeider College of Business

Creighton UniversityBusiness, Faith and the Common Good Institute

• "When a gulf between liberal and business education occurs, students get the impression that they are receiving two types of education: one that makes them more human and one that makes them more money."

--Michael Naughton

Where I come from to this discussion• 1. Heider COB @ Creighton: 50-57 FT B-Fac• 2. Approaching 1,000 Bus UG; 350 MBA• 3. I’m a philosopher hired to teach B.E. within the business

college• 4. I’ve got faith commitments and 6yrs Jesuit training (M.A

Fordham, PhD. Marquette) which influence me.• 5. I believe Catholics schools must leverage CST,

Jesuit Schools must definitely emphasize Jesuit values and tradition of education…

There are a handful of recent survey studies done regarding the current state of Catholic Social Teaching at Catholic Business Schools.

• Joseph Eisenhauer, Dean of Detroit mercy has a 2014 essay in the Journal of Catholic Higher Education which surveyed business programs at the 16 Conference for Mercy Higher Education institutions. He highlighted the importance of mission statements, faculty recruitment and development, research, curricular and extracurricular activities, service learning and community service, and advisory board and alumnae engagement as key aspects to be focused on an evaluated in accessing the Catholicity of institutions.

• Porth, McCall and DiAngelo (2009) also published an article in the JCHE based on a survey and website search regarding mission statements. Their article focused almost entirely on mission statements learning goals, and assessment of business ethics education. None of their questions asked about the religious dimension of the school’s education. (Porth et al, 21 (appendix B) 2009)

Our proposal is intended to address the third section of the conference suggested topics, namely,

• 1. ..practical ways for faculty in business disciplines and the Humanities to engage the way business influences prosperity and poverty

• 2. How can business schools better understand and take into account the formative influences shaping students’ views on poverty, prosperity and business such as the family, peer groups, the community, etc.?

• 3. What is the role of business schools and business education in influencing public policy towards enhancing the positive role of business in addressing poverty and sharing prosperity?

Proposal: to collect data from 50 Catholic colleges and Universities using a series of around 20-30 questions to try to determine

• If and how CBS incorporate faith values and concerns or CST into the curriculum.

• If and how CBS are addressing questions of how business affects prosperity and poverty in business.

• What sorts of methods are being used (service learning, etc) to try affect student’s social affections and sentiments and habits, rather than to simply provide information regarding codes of ethics, etc.

• Find the climate and trends towards or away from Catholic identity in business curricula at CBS.

Overview of Survey and Results:

• During August and September of 2014, a 30-question online survey was sent to 95 Catholic Universities and Colleges in the US (next slide).

• The survey was sent to one faculty member in each school, identified either as teaching business ethics or catholic social thought, and if no such person could be identified, then the survey was sent to the dean, who in some cases sent it to a chosen faculty member.

• 43/95 surveys were completed, giving us a 45% response-rate. This is remarkable, given that the typical online survey response rate is typically around 10%.

• In our presentation I will provide the is a summary of the answers we received for each question, along with some commentary on those responses, and in some cases key takeaways for practical implementation.

The Colleges/Universities1. Stonehill College2. University of Notre Dame 3. University of Portland4. Boston College5. Canisius College 6. College of the Holy Cross 7. Creighton University 8. Fairfield University 9. Fordham University 10. Georgetown University11. Gonzaga University 12. John Carroll University13. Le Moyne College14. Loyola Marymount 15. Loyola University Chic16. Loyola University Mary17. Loyola University NO18. Marquette University19. Regis University20. Rockhurst University 21. Saint Joseph's Univers22. Saint Louis University 23. Saint Peter's University 24. Santa Clara University 25. Seattle University 26. Spring Hill College 27. University of Detroit Mercy 28. University of San Francisco 29. University of Scranton 30. Wheeling Jesuit Univ31. Xavier University

32. Villanova University33. Univ of St. Thomas 34. Belmont Abbey College35. Benedictine College36. St. Mary's University 37. University of Dayton 38. DePaul University39. Niagara University 40. St. John's University 41. Thomas Aquinas College42. Thomas More College of Liberal Arts43. University of Dallas 44. University of San Diego 45. College of St. Scholastica 46. Christian Brothers University (Memphis, TN) 47. Marian University 48. Saint Anselm College49. Saint Gregory's University 50. Saint John's /St. BensUniversity 51. Saint Leo University52. Saint Martin's University 53. Saint Vincent College54. University of Mary 55. Newman University56. Loras College 57. Mount St. Mary's University58. Sacred Heart University 59. St. Ambrose University 60. St. Thomas University61. Seton Hall University62. Thomas More College

63. University of St. Thomas 64. Ohio Dominican University65. Albertus Magnus College (New Haven, Connecticut)66. Caldwell College 67. Dominican College 68. Alverno College69. Briar Cliff University70. Cardinal Stritch University71. Aquinas College (Nashville, Tennessee)72. Franciscan University of Steubenville 73. Edgewood College 74. Molloy College 75. Viterbo University76. D'Youville College 77. St. Bonaventure University78. King’s College 79. La Salle University80. University of Saint Joseph 81. Duquesne 82. Merrimack College83. Benedictine University84. Walsh University 85. Iona College 86. Aquinas College87. Manhattan College 88. Saint Mary's College 89. Saint Mary's University 90. Carroll College93. Gannon University94. Bellarmine University95. Providence College

1. Organization

• 2/3 of the schools had a college of business.

College of Business

60%

Business Department

26%

Other14%

2. Size: # Faculty

• Broad Spectrum of school sizes

# Faculty0

2

4

6

8

10

12

14

01

1112

8

11

No Full Time up to 5 6 to 1213-20 21-30 30+

28. “How many total undergrad students are enrolled at your school as business students on average?

• 0 1-50• 2 (4.9%) 51-100• 7 (17.1%) 101-150• 3 (14.4%) 151-250• 9 (22%) 251-400• 4 (9.8%) 400-600• 3 (7.3%) 600-800• 10 (24.4%) 800+

51-100 101-150 151-250 251-400 401-600 600-800 800+0

5

10

15

20

25

30

51-100; 4.9

101-150; 17.1

151-250; 14.4

251-400; 22

401-600; 9.8

600-800; 7.3

800+; 24.4

Undergrad Bus. Enrollment

29. “What is the total enrollment of MBA or other graduate business students at your school at one time, on average?

• 8 (19.5%) 1-50• 7 (17.1%) 51-100• 5 (12.2%) 101-150• 4 (9.8%) 151-200• 5 (12.2%) 201-250• 7 (17.1%) 251-400• 2 (4.9%) 400-600• 1 (2.4%) 800+• 2 (4.9%) none

0-50

51-100

100-

150

151-

200

201-

250

251-

400

400-

600

800+

00

1

2

3

4

5

6

7

8

9

MBA Enrollment

MBA Enrollment

3. Do you have a business ethics class, if it is required, and at what level it is taught

Req. Un-dergrad

Optional Additional Undergrad

Req. MBA Optional MBA

Other0%

10%

20%

30%

40%

50%

60%

70%

80%69%

20%

40%

53%

7%13%

Business Ethics

4. When asked who teaches their business ethics classes?

• 15 philosopher in the philosophy department• 12 someone from business with a degree in ethics• 21 someone in the business school with a business degree who has an

interest in ethics• 9 reported “other”

(theologian, lawyers, and others).

• Highlights:• 1/3 Outsource to phil dept• Nearly ¼ have “in-house” ethicist

Philoso

pher in Phil D

ept.

Business

Dept Eth

icist

Business

Fac I

nterest 3

Other

05

10152025

1512

21

9

Who Teaches BE?

Does BE = CST teaching? No.

• 1. Outsourcing to philosophy can work, not always

• 2. Having trained ethicists in CBS can help increase awareness, or silo ethics, depending.

• 3. Business Ethics can correspond to CST well, but not necessarily without intentionality.

5. “How important is it to your business school/department to bring Catholic Social Teaching into the classroom to help students think about how CST may intersect business practices? (CST =a focus on a) dignity of all humans, b) common good, c) subsidiarity, d) solidarity with all others)”

• 33.5% of CBS said bringing CST into the classroom was very unimportant, unimportant or neutral…

very unimportantunimportant neutral important very important0.00%

10.00%

20.00%

30.00%

40.00%

50.00%

60.00%

10% 12% 12%

50%

17%

6. How does your business school/department incorporate CST values into the curriculum?”

Incorpora-tion of CST values into curriculum

0.00%

20.00%

40.00%

60.00%

80.00%

CST Values in Curriculum

We don't Indirectly, in various courses

In our business ethics class

In our capstone class

In a specific class other than business ethics

Through extracurricular programs

Through classes outside of the business school

Other

7. how important it is in the business program to emphasize the relationship between business and the poor/impoverished?

• Less than 15% thought it was unimportant and 58% said important or very important

Percentage0.00%

10.00%

20.00%

30.00%

40.00%

50.00%

4.65%9.30%

27.91%

44.19%

13.95%

Very unimportant Unimportant NeutralImportant Very important

8. how important it is in the business program to emphasize the relationship between business and the Common Good?

• About the same amount (16%) said CG was unimportant. 82% said it was important or very.

Percentage0.00%

5.00%

10.00%

15.00%

20.00%

25.00%

30.00%

35.00%

40.00%

9.30%6.98%

11.63%

34.88%37.21%

Very unimportant Unimportant NeutralImportant Very important

9. how important it is in the business program to emphasize the relationship between business and Faith/Spiritual Life?

• 46% said the faith/business relationship emphasis was important, while 18.5% said unimportant.

Percentage0.00%5.00%

10.00%15.00%20.00%25.00%30.00%35.00%40.00%45.00%

9.30% 9.30%

35.88%39.53%

6.98%

Very unimportant Unimportant NeutralImportant Very important

10. how important it is in the business program to emphasize the relationship between business and Ethics?

• Business/Ethics emphasis wasnearly 90% important or very important.

Percentage0.00%

10.00%

20.00%

30.00%

40.00%

50.00%

60.00%

6.98%2.33% 2.33%

39.53%

48.84%

Very unimportant Unimportant NeutralImportant Very important

#1 Business Ethics #2 Common Good #3 Poor #4 Faith

• Regarding questions 7-10: Here Ethics scored the best (48.84% ‘very important’) while the Common Good scored second ((27.12% ‘very important’. The poor and faith were widely considered important, but Ethics and Common Good were clearly more important since 88.3% considered the emphasis on the relationship between business and Ethics to be important or very important, and 72% considered that relationship to the common good important or very important, while only 58% considered the emphasis on the relation between business and the poor important or very important and 46% saw the relationship between faith or spiritual life to be important or very important in their business curriculum.

• So in order of importance they would be: 1. Ethics 2. Common Good 3. Poor 4. Spiritual Life

11. what goals/values are important for the business program at your institution?

• The top 4 goals here are fairly generic.Creati

ng lead

ers for t

he futu

re

Employable gr

aduate

s

Innovative

problem-so

lvers

Agents

of chan

ge

Care fo

r the in

dividual

person

*Unity of h

eart, m

ind, and so

ul

Students

go to

Graduate

school

For t

he greate

r glory

of God

4.53 4.51 4.26 3.98 3.6 3.51 3.14 2.84

Values rated on a 5 point scale (5 very important)

12. how does your business program addresses questions of how business may affect issues of poverty or prosperity in society?

• Involvement appeared to vary widely, with one person adding that very little of this was done other than the business ethics class, which also was in their opinion the sole location of most of the mission values teaching. But another wrote that they have a research center "with a current initiative involving a cadre of about 15 faculty doing research on business and poverty".

0.00%

20.00%

40.00%

60.00%

4.70%

65.10%51.20%

27.90%

48.80% 48.80%

9.30%

13 what sorts of methods are being used in your business program to

try to affect student's social affections and sentiments and habits?

• Business programs seem to rely heavily on cross-campus programs for this sort of educuation/development.

0.00%20.00%40.00%60.00%80.00%

2.30%

73.40% 83.70%

11.60%

Methods to Influence Affections

14. How many of your faculty colleagues actively conduct research or scholarship which connects faith values (CST or otherwise) to business practice or theory?”

• 2/3 of CBS said that 2 or less colleagues actively conduct research related to CST

Number of colleagues actively conducting research or scholarship which connects faith values to business practice or theory

9.30%

58.10%

23.30%

2.30% 7.00%

Chart Title

None, to my knowledge 1 to 23 to 5 6 to 10More than 10

15. Through what avenues does your business school/department encourage students towards the use of business for extending prosperity for greater numbers of people?

Business ethics class

Other courses do this

Extra-curricular activities

We don’t focus on these issues

0.00%

10.00%

20.00%

30.00%

40.00%

50.00%

60.00%

70.00%

80.00%

59.50%66.70% 66.70%

14.30%

Extending Prosperity

Follow up: “How do you help students see business as a means to helping provide prosperity?”

• Curriculum/Programs:• Entrepreneurship with a focus on solving global problems,

Social entrepreneur emphasis, Christian association of student entrepreneurs

• Economics courses that focus on the environment• Marketing courses that consider sustainability• Course content that focuses on poverty alleviation• Reflection process in principles of management class• Business 200 course that gets students involved in the

community• Theology/Catholic Studies course that address faith and

business issues• Capstone course • Discussion about CSR and related responsible business

leadership issues• Integrating Dominican values in the curriculum• Discuss bottom of pyramid in business ethics or other relevant

classes.

• Activities: • Free faculty led student consulting projects to help small

nonprofits grow• Service learning• Micro lending involvement via summer trip/course• Student activism, trips, and special projects• Volunteer and service projects

• Para-Groups• Vibrant NetImpact chapter• Our emerging leaders academy• Collegiate DECA and other service projects• Starting a student chapter of “BUILDON” which engages

students in working with inner city youth and building houses in developing countries.

• “Experiential micro-lending course, where students manage a fund to deliver microloans to budding entrepreneurs in developing countries. We currently have 78 borrowers in five countries on 3 continents.”

• Extra Programs: • Through outside lectures• Through campus ministry programs• Primarily through four ‘mission seminar” courses required of all

students

Various Viewpoints: How Business Extends Prosperity

• A few expressed frustration about fellow-faculty: “Sadly, for those faculty members trained in traditional economics/finance thinking, the idea of “prosperity for all” is seen to be a by-product of the trickle-down effect, where “wealth creating” manager/entrepreneurs, operating in unregulated markets, will get rich and then yield secondary benefits to society”.

• Another respondent said that “extending prosperity for greater numbers of people” is the basic purpose of business—“Mutual benefit via exchange in efficient manner. Not sure all the faculty understand this”.

16. Does your college of business have a course or co-curricular program (service society, internship, etc) on work as a vocation, or faith and business?

• This seemed to be a deficit for most schools. Examples given were a pre-internship course focusing on characteristics of a business leader, a core course taught in theology/Catholic Studies, a required course in the Global Business Leadership Department, multiple courses, and aspects of multiple courses, and “we have campus ministry”.

Work as a vocation, or faith and business0.00%

10.00%

20.00%

30.00%

40.00%

50.00%

60.00%

70.00%No; 60.50%

Yes, a course; 20.90%

Yes, a co-cur-ricular pro-

gram; 23.30% Other; 16.30%

Chart Title

Axis Title

17. In your opinion, what percentage of your faculty feel at ease talking about how faith and business relate to one another in their classroom?

• Nearly 2/3 felt that less than a quarter of their colleagues would be at ease talking about faith and business relations. (75% would not be at ease)

0% 1-5%

6-10%

11-25%

26-50%

51-75%

>75%

0%

5%

10%

15%

20%

25%

30%

35%

Faculty Discussing Faith & Business

Faculty Discussing Faith & Business

Faith Muteness//Moral Muteness

• In business, moral muteness is a problem in the workplace because managers who are fully capable in other respects, and who abide by high ethical standards, often have difficulty articulating that to their employees. Ethics is an issue avoided, for various reasons. It is likely that faith concerns are similar in this respect—some who may have faith influencing their personal life may not feel at ease to discuss it in the classroom.

Faculty Development

• It is likely that more needs to be done to help faculty develop vocabulary and a degree of comfort discussing the relationship between business and faith. (more at conclusion)

18. In your opinion, what percentage of your faculty accept a profit-maximization-for-shareholder model (PMM) of business?”

• So over half (52.5%) of respondents said that 75% or more of their colleagues accept the profit maximization for shareholder model. More than 2/3 (72%) said at least 50% accept PMM.

100% PMM

90% PMM

75% PMM

50% PMM

25% PMM

10% PMM

0% PMM

0%

5%

10%

15%

20%

25%

30%

35%

5%

15%

33%

20% 20%

5%3%

Accept PMM Model

19. “Does your business school curriculum address concerns about "good goods"-- products which are broadly considered to be socially beneficial-- in relation to the poor and marginalized? (i.e., discussing the effects of cheap fast food on the poor, and strategies to provide healthier products to those consumers)”

• Good goods appears to be an underrepresented concept...

We don't deal with such questions

Business Ethics Class

capstone, etc other05

10152025303540

Good Goods

Series 1

20. “Where in your curriculum does your college of business encourage the use of business to transform culture and society for the better?”

We don't A

ddress

most cu

rricu

lum does

business

ethics

socia

l entre

preneurship

faith

and busin

ess cla

ssoth

er0.00%

10.00%20.00%30.00%40.00%50.00%60.00%70.00%

14%

31%

61%

38%

12% 17%

21. “How does your business school/department do this?”

• Focusing on bigger business issues than just making money and selling products• Our faculty teach courses in our upper-division core that focus on justice• Unless it is how to make more money we do not make it part of any course• We utilize a variety of resources, including Papal Encyclicals• Our Global business, Government and Society class, required of Management majors• Lectures throughout the year that touch on these topics• Social entrepreneurship • Case studies• From intro to marketing, to hr, to strategy and policy, to finance, to business and society, our vision is that business is a calling and a crucial

element of society.• Key learning outcomes in virtually every class that focus on making a positive impact on society• We embed the theme of balancing “people, planet and profit”• Through our business ethics courses• Through our mission statement which (we hope) is clearly connected to each class• We teach triple bottom line and stakeholder model• At minimum, students confront this issue in at least two classes. My suspicion is the issue appears in more classes but may not be formally

noted in the syllabus.• Economic EfficiencyFaculty Development• Center for the Integration of Faith and Work Catholic • Marianist Identity Committee Annual Business as a Calling Symposium • In service for faculty involved in bringing Catholic & Marianist values to the business core courses • Occasional luncheon discussions on such issues • Year long seminars for about ten B school and humanties faculties • Prayer at B School faculty meetings • Annual Faculty Staff Prayer Service Social Entrepreneurship Studies Case Work• Walk the Talk Ethics Luncheons Guest Speakers • Marianist Values in Business Living Learning Community • Marianist Educational Associates in the B School

Business is neutral on such topics…

• One respondent explained, “Again, to be clear, there are MANY programs at our university that link faith with service to others and the provision of societal benefit. The general opinion of the business faculty is that such efforts are the job of other parts of the university” This viewpoint is not uncommon for business faculty in many of our schools. Much like mathematics or science, accounting, economics, business information analytics and other business theory is considered to be by and large neutral.

22. “How does your business school curriculum help students learn about social entrepreneurship?

No SE Classes

One SE Class

Multiple SE Classes

SE Track/Major

Other0.00%5.00%

10.00%15.00%20.00%25.00%30.00%35.00%40.00%45.00%50.00%

Social Entrepreneurship

Series 1

Avenues of teaching about social entrepreneurship included:

• gateway or capstone courses in the entrepreneurship program• aspects of the entrepreneurship course• principles of management class• aspects of other various courses. • Others suggested programs, co-curriculars, and service

learning projects, a student run business on campus that donates profits to a social cause, and “an Annual Business Plan Competition with 150 applicants last year” as means of introducing social entrepreneurship to students.

23. “How does the Catholic Identity of your school practically affect the business education your business students receive? • A substantial attention to ethics in the curriculum, through supporting faculty research and course development in ethics, through course content that focuses on the purpose of business beyond the Shareholder

Maximization ideology, through a culture that makes it easier to address questions of the responsibility of business for the effects of its operations.• Only through the learn and serve program (students volunteer in the community.• Our Catholic Identity is present in our classrooms and each Principles class begins with prayer, as well as a recall of the foundation basis the course uses to develop business leaders. We also weave our Benedictine

values into our syllabus, and discuss those values in human formation.• 1. Business Ethics course 2. Bus. 200 that gets students out in the community. 3. Strong Liberal Arts core, although the core does not always foster Catholic identity. 4. Bridge course that connects faith and business 5.

Liturgies, retreats and other spiritual opportunities 6. Special lectures and talks that address the "higher calling" of business people• I would say that the culture, particularly the Benedictine culture, permeates all aspects of our business education• Our Jesuit values are integrated into all of our courses.• There is more emphasis on ethics and social entrepreneurship than in non Catholic institutions.• with the college mission• Only in a marginal way• we have a very strongly orthodox status, we attract students with passionate belief and are seeking out their calling, to use their talents to be creative change agents; students receive a very strong Catholic core

curriculum with 18 credits of phil and theo... additionally our faith community is vibrant (3 masses each day, standing room only, in a chapel that fits approx 300 persons)...• Significantly in metro areas, less of an impact on other campus locations.• The curriculum is based on the foundation of Franciscan values• We use ethics courses, business core courses , service learning, service projects, co-curricular programs, speakers, symposia, ethics luncheons intentionaly spaced through our four year under graduate program.• The mission of our university is to "prepare students for lives of faithful service and ethical leadership." The business school curriculum has been designed with that mission in mind.• Reflected within discussions regarding values. We are careful not to preach.• Principally in the one business ethics class; indirectly throug various co-curricular programming, which however is generally optional for students to attend• one of our 8 required abilities is valuing in decision making where we teach students to examine the impact of decisions on multiple stakeholders. Implicit is a focus on creating leaders who will improve the common

good and the organizations and communities where they work and live,• The Catholic identity of our business school is mostly shouldered by programs/courses that are in other Colleges or are extra-curricular.These external involvments for students are encouraged by B-school leadership,

but the business faculty does not do very much.• Our mission statement makes a particular note of ethcis and social responsibility as the context of the entire business program.• Indirectly in some courses• Embedded in select courses.• Marginally, up to each faculty member even though we have a strong mission and identity focus on Catholic education• Mission statement• Integrated into the mission and the values of the university. Discussion of The values and how their demonstrated throughout the curriculum.• I consider the business ethics classes in our curriculum to be "secular". Our Catholic Identity college wide is at best marginal and there is no integration of CST and business at all. I am slowly integrating CST and

virtuous behavior principles into the graduate program but in a way that builds awareness of this alternative mindsets.• The B-School is focused on the 5 core values. Beyond those values, rooted in the Dominican tradition, we do not advertise them as being Big C "Catholic", instead we emphasize small "c" "catholic".• Our core curriculum - required of all undergrad students - is the primary vehicle for this. We struggle with the "Catholic identity" issue - it has been part of our strategic plan for years.• Students are well versed in the Catholic and Vincentian tradition of the school. That mission is part and parcel of most of our offerings• We have a strong identity that influences everything we do.• It influences hiring of faculty, curriculum, attitudes toward students...• Very little. They are versed in the Jesuit model of business ethics in the required business ethics course at undergrad and graduate level and there is the presence of a few strands of CST in a couple of courses. But, at

end of day, doubt the education our student receive differs noticeably from that which they would likely receive at a secular institution. if they see our catholic identity AS A business school, it is mainly through our presence in the larger university which has a far more substantial Catholic presence.

• Our business college mission is oriented around the Jesuit values. With that in mind, our interaction with students is very focused on the individual person, and we often will bring up concerns of the social impact of business on society. A number of our classes (particularly business ethics) consider writings of the church in relation to business practice.

•

24. “From what you know about Catholic institutions of higher education, in your opinion how does your own institution measure up to what other Catholic business schools are doing to highlight the role and opportunities for business in bettering the situation of those in poverty?”

much worse worse neutral/equal better much better0

0.050.1

0.150.2

0.250.3

0.350.4

0.450.5

0.00%

9.30%

32.50%

44.00%

14.00%

Series 1

25. “Direction your school is heading currently: Would you say your own business school/department is doing more or less than it traditionally has (historically) to emphasize the Catholic identity of the school, particularly with regard to mission for the poor, concern for the whole person, and the importance of business contributing to the common good?”

much worse worse Neutral better much better

2.30%

9.30%

23.00%

44.00%

21.00%

Wobegon effect?

Series 1

General Optimism

• The difference on this question about Catholic identity of the school, although one more responded “Much worse”, more think their school is heading in a better direction. It appears that when they compare themselves to other Catholic schools they are not as likely to claim they are better or much better than other schools, although on the whole there seems to be some optimism that their own schools when compared to itself is moving towards improving its Catholic identity.

26. “What are the best practices or most innovative practices, pedagogies or programs your business school/department is currently doing/planning to help your students to achieve some of the kinds of societal awareness and concern for the poor which are traditionally seen as part of Catholic identity?

• The business faculty teaching in the upper-division core helps students achieve this. We also incorporate service learning into some classes, such as teaching finance to high school students.

• Business ethics center that helps train faculty to discuss ethics in substantive ways and that supports faculty research and teaching with small incentive grants.• Students in the learn and serve program work with inner city people who are having financial and life difficulties. Many work in soup kitchen. Others tutor disadvantaged

children. We do that very well. As for the business faculty at our university they believe that business is to there to make money. They belittle anyone who promotes a more liberal agenda.

• We seek to incorporate more of the CST into all our courses and we have faculty who are researching this topic and looking for most effective practices our school can use to progress in this area.

• Ashoka social makers• We actively engage with our Center for Community Engagement and our students participate in their migrant workers and Haiti programs.• na• faculty formation across two years addressing CST faculty-driven integration of CST where appropriate core, program, and course goals and assessments that always include a

dimension we call 'faith and reason' service learning philanthropy mission thru the whole world every year abroad experiences to encounter other cultures• CF my comments under Q 19.• Ten years ago we developed a Masters degree in Servant Leadership as a way of integrating Catholic Social Teaching into a leadership program for those who did not want to earn

a traditional MBA. We have since started a minor in Servant Leadership for undergraduates and are working to encourage all business majors to take that minor.• Renovation of the business ethics curriculum, more general discussion of the distinctive vocation of professional programs such as business in the context of Catholic higher

education• Our College has an excellent social entreprenuership class taught by a Jesuit priest. Several sections of business ethics are taught by outsiders (e.g. PHIL dept.) and are "first rate"

in addressing societal issues.• Student run store that donates profits to social cause• Nothing too Innovative...we cover CST in Business Ethics, we have service learning in a few courses. Most of our "awareness" programs are college wide and not located in the

business school.• no best practices here• Co curricular program documented by aacsb team in multiple visits• Ability to help and experience poverty issues by participating in trips to Third World Countries• See many of my above answers. We have extensive service learning. Poverty is a theme in our required introductory management course and capstone course• The department sponsors two service trips with Habitat for humanity, but I'm not sure how much Catholic identity plays a role.• I believe some of the examples provided above are representative• As a liberal arts school, we are constantly working together in collaboration with other departments• Service-learning in courses, and also is most active organization on campus.• We have a little service learning attached to some classes, and a handful of faculty try to develop their courses in line with the principles of Ignatian pedagogy.• College-wide moral inquiry courses, one of which students must take as a required, and many departments have their own moral inquiry courses.• Anna Tyler Waite program for leadership. Honor roll for social responsibility. Business ethics class which touches on race relations and global poverty.

27. How do the following thinkers represent your own personal outlook on business?

Strongly Disagree Disagree Neutral AgreeStrongly

AgreeOther

Responses

Weighted Average

Ayn Rand22

(51.16%)5

(11.63%)12

(27.91%)1

(2.33%)1

(2.33%)2 (4.65%) 43 1.88 / 5

Pope Benedict XVI1

(2.38%)3

(7.14%)11

(26.19%)16

(38.10%)10

(23.81%)1 (2.38%) 42 3.76 / 5

Milton Friedman(Stockholder theory)

17 (42.50%)

11 (27.50%)

7 (17.50%)

3 (7.50%)

1 (2.50%)

1 (2.50%) 40 1.97 / 5

Ed Freeman (Stakeholder Theory)

0 (0.00%)

1 (2.50%)

9 (22.50%)

17 (42.50%)

10 (25.00%)

3 (7.50%) 40 3.97 / 5

6 3.00 / 5

2.88 / 5

30. “In your opinion, what is one of the most significant challenges faced by business schools/departments in trying to incorporate Catholic Social Teaching in the curriculum? The answers varied widely

• AACSB standards that drive faculty to focus on narrow topics.• Finding ways to translate the religious frame for faculty with more secular approaches, even when those might be sympathetic to the broad themes of CST. The need to hire for mission and to train and support faculty who wish to

broaden their classroom discussion beyond shareholder primacy.• We live in a world dominated by right wing conservatives. Students, by far, are very conservative, as are most of the faculty. It is all about the rich wanting to stay rich and keeping the poor from getting a fresh start. I have been

called a socialist and communist by my students and my faculty colleagues.• A comfortable factor of introducing and being able to discuss the content on a clear and concise basis.• In general, there is not a lot of hostility to CST, but most business faculty know little about the tradition. There is no reward structure to encourage them to engage in this tradition. Most schools do not have a preferential research

agenda that would address the questions throughout this survey. If they did, we would most like have more faculty addressing the questions.• finding faculty who know the tradition• diversity• Labeling it as such rather than making it about the philosophy• A number of professors do not see the need or the relevance of doing so.• getting faculty buy in• faculty expertise or perceptions of inadequate capability• Getting students in the door....• Balancing CST with business expectation for graduates who also understand traditional shareholder value perspectives. Need to find a balance.• Fact that competent, ethically-oriented faculty have had so little exposure to ways of raising issues of ethics and of business public responsibility in their courses due to lack of or isufficient coverage in PhD programs for many

years. Candidates and New hires show an abetment of this issue.• Finding qualified faculty to teach it in a compelling and competent manner.• Preconceived notions of what this means . . .• Faculty ignorance, indifference, lack of imagination, plus pressures of accreditation and competition from other schools• teaching students the need to lead to balance the competing priorities to grow organizations and to do good.• The incorporation of CST and other person centered ethical perspectives cannot be voluntary. Catholic B-schools must have the moral courage to mandate that these issues be covered in business classes by the faculty as part of

the College mission.• I do not bellieve students who are interested in majoring in business actively seek out that aspect, as a result, it is not a marketable characteristic.• already crowded curriculum• Faculty who don't believe in the philosophy.• Educating the faculty to deliver this message• Faculty with ability to incorporate and knowledge of disciplines are in very short supply. Finance students are not going to be "convinced by philosphy type only fiances type• Ability of faculty to articulate the issues and values in a way that makes them relevant in the classroom• A lack of awareness of CST; how business would look if CST was incorporated; a radically secular society and student body that sees no realistic value• Mentioning Big "C" Catholic is a huge issue, which we do not address, though our lovely core values are deeply Dominican. My guess is that about 30% of our students are Catholic.• Pressure of college finances - moving more students through the pipeline (lower admission standards, shorter curriculum, fewer "unpopular" classes)• Cynicism about the role of the Catholic Church in society.• Acceptance by employers• The term can turn students off.• Faculty willingness. We need a firm commitment to hire faculty who are not only willing but eager to teach the various business disciplines in the context of an ontology of business thoroughly informed by CST. Short of that, we

will never be able to fulfill our mission as CATHOLIC schools of business• Compromising with faculty members in Finance dept, who stubborn enough to maintain the shareholder value maximization belief system. Also, dean or dept chair's passion and leadership are critical.• Many companies wouldn't necessarily see any particular value in obtaining graduates who think a lot about the poor the direct relevance of this to being a successful company is not necessarily obvious.

Some Conclusions & Suggestions

• Many CBS’s appear to rely heavily on BE classes and/or general university curricula and extra-curricula to provide CST.

• It is doubtful that the business ethics classes provide any specific CST teaching, if any faith-connection at all.

• Problem 1: Without active integration and application, students education may remain bifurcated/schizophrenic

Solution: More active Integration of CST teachings and Values into Curricula

• Service learning in city or abroad• Collaborate with other departments/colleges AS--------------------------------------------------COB• Collaborate with on-campus centers • Incorporate essays on CST into courses• Focus on how business contributes to Common

Good• Guest speakers who speak to faith• Social Entrepreneurship, etc

Heider College of Business

• VITA tax assistance program (students help poor)• Business Ethics Alliance Programs for students• Bring businesspeople of faith into classroom• Guest lecturers• Stand alone Faith and Business Class• Use CST-related essays or Vocation of the Business Leader

in BE classes (MBA or Undergrad)• Dean’s honor roll for social responsibility• Anna Tyler Waite Leadership program Level 3 project to

help a nonprofit with some task.

Problem #2: Many faculty colleagues don’t know much about CST and usually don’t feel comfortable talking about faith and business integration.

• 1. Most said CBS’s did a better job at teaching about the relation between business and ethics, common good or the poor than CBS’s do at business and faith connections.

• 2. Most felt fewer than ¼ of their colleagues would feel at ease speaking about the relationship between faith and business.

Its no surprise our Colleagues aren’t familiar with CST:

• The majority of faculty at Catholic institutions are unfamiliar with CST (Kidwell & Kidwell, 293, 2006).

• Most of our colleagues come trained in non religious business schools. If we with our traditions don’t integrate faith concerns– certainly most of their state graduate programs didn’t!

Solution: Provide Faculty Development Programs and Resources

• Centers, faculty committees to encourage and ID issues• Symposiums, guest speakers for faculty• Faculty in-services, retreats• Occasional luncheon discussions on such issues • Year long seminars for about ten B school and humanties

faculties • Prayer/Reflection at B School faculty meetings • Walk the Talk Ethics Luncheons Guest Speakers • Marianist Values in Business Living Learning Community • Marianist Educational Associates in the B School

Heider College of Business at Creighton

• Hire for mission. (Just like in business real world)• Annual BFCG symposium (sponsored by Center for Catholic

Studies)• Mini-sessions to go over basics with faculty on business

ethics to make their ‘ethics chapter’ easier to teach.• BFCGI Brief tutorial clips for faculty: We hope to provide

some quick easy useful clips to help faculty get a quick understanding of CST, Business Ethics, and other knowledge. We may partner with CST classes in Theology for this. BIA/IT students +PSJ students = professional useful clips/info-bits

#3: Business Ethics– Who Doesn’t do That?

• We know that business schools have often ignored the teaching of ethics and values in the curriculum, or if they have, it hasn’t been taken seriously (Podolny, 2009) Yet, with the ethics and social responsibility requirements put on all business schools through AACSB accreditation, teaching ethics is routine and required, not something which in an of itself would make a Catholic institution of higher education stand out.

Its not That we teach Ethics, its got to be HOW we teach it…

• Text choice: Beyond a compliance approach • Critical thinking Pedagogy: Thinking Critically

against Status Quo (PMM, etc)• More than code/rules: We have a culture

which is a HUGE assett (Catholic, Marionist, Jesuit, Dominican, Vincentian, etc)

• Living exemplars/mentors/fellow-pilgrims

Alternatives//Critical Thinking • As Bruno Dyck has pointed out, “There is growing consensus in the

literature that Catholic business schools should teach alternatives to mainstream business theory and practice.” (Dyck, 146)

• What makes our textbook unique is that each chapter presents both a Mainstream and a Multistream approach to the topic at hand. Research (see below) shows that teaching two approaches to management enhances critical thinking, and counteracts the tendency of business students to become more materialistic and individualistic.

Brief Bibliography

• Cavanagh, Gerald F., S.J., Markets Organize Our Lives”, • Lowney, Chris. “The Competitive Advantage of Jesuit Business Schools”, (JJBE V1 July 2010)• Delbecq, Andre L., Gerald F. Cavanagh, S.J., John C. Haughey, S.J., Anthony Hendrickson, Michael Stebbins, Agnieszka

Winkler“Higher Education for Business in the Jesuit Tradition”, • Goodpaster, Ken. "Goods that are Truly Good and Services that Truly Serve: Reflections on 'Caritas in Veritate'," Journal Of

Business Ethics 100:S1 (2012): 9-16.• Goodpaster, Kenneth E. and T. Dean Maines, "The Distinctive Vocation of Business Education in Catholic Universities,"

Journal of Catholic Higher Education 31:2 (2012): 193-212.• Kidwell, Ron and Linda Kidwell “Ethical Beliefs in the Catholic Business School: The Impact of Catholic Social Teaching on

Classroom Reality” (Journal of Markets and Morality 9:2, 2006)• Klien, T.A and Gene Laczniak, “Applying Catholic Social Teachings to Ethical Issues in Marketing” Journal of Macromarketing,

9/2009. • Laczniak, Gene, Patrick Murphy and Wolfgang Grassl.

Distinctive Imperatives for Mission Driven Teaching in Catholic Business Schools Journal of Jesuit Business Education • Naughton, Michael. “A Complex Mission: Integration of Catholic Social Tradition with Business Education” (JCHE 28:1)• Naughton, Michael and Thomas Bausch “The Integrity of a Catholic Management Education” in California Management

Review Vol38, 1996.• Spitzer, Robert J., S.J. “The Distinctiveness of Jesuit Schools, Are We Different?“• -----------------”Getting to the Heart of Business Ethics” IAJBS site• Van Hise, Joan L. and Barbara M. Porco A Comparative Analysis of Jesuit Business Education”, (JJBE V1 July 2010)

Surveys: • Joseph Eisenhauer, in the Journal of Catholic Higher Education [33:1, 2014, pp. 93-17]. • Business Education at Catholic Universities: Current Status and Future Directions, Porth, Stephen J.; McCall, John J.;

DiAngelo, Joseph A.in Journal of Catholic Higher Education, v28 n1 p3-22 Win 2009