Faith and Learning: Toward a Typology of Faculty Views at Religious Research Universities

Ream, Todd C.; Beaty, Michael; Lion, Larry

doi:10.1080/15363750490507375

Cited by 17 publications

(6 citation statements)

References 9 publications

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“…Related to this point, it is necessary that the MVI be evaluated across other Catholic, non-Catholic/Christian, and faith-based institutions. This line of research would contribute to research assessing whether there were important differences between faith-based institutions (e.g., Dorman, 2002;Ream, Beaty, & Lion, 2004). In addition, it might be useful to assess whether separate subscales of the MVI (e.g., the unique institution's religious heritage subscale) might be modified effectively to fit a particular institution's need.…”

Section: Future Directionsmentioning

confidence: 98%

Measuring Staff Perceptions of University Identity and Activities: The Mission and Values Inventory

Ferrari

Velcoff

2006

Christian Higher Education

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Higher education institutions need to ascertain whether their stakeholders understand the school 's mission, vision, and values. In the present study, the psychometric properties of a mission identity and activity measure were investigated with two staff samples. Using a principal component factor analysis (varimax rotation), respondents in Sample 1 (n = 178) indicated that the institution's identity was reflective of an inclusive and innovative (10 items) university-taking risks on new programs while retaining its urban identity and tradition of respect, understanding, and personalism-and a sense of Catholic pluralism (6 items)-retaining a Catholic university identity where other faiths are included and freely expressed. University mission-driven activities and programs reflected urban/global engagement opportunities (8 items), including community-based service learning courses, study abroad programs, and international students on campus; specific institutional religious heritage (9 items), like lunch-time speaker series, hosting writers who speak on the Catholic heritage of the university, and travel programs highlighting the university's heritage; and, Catholic and other faith-formation opportunities (6 items), including worship and sacrament events, interfaith and non-Catholic opportunities, spiritual education programs. Sample 2 staff (n = 361), using a confirmatory factor analysis, yield the same factor structure. Limitations and implications are discussed.Mission statements are an organization's means of publicly proclaiming for critical assessment the institution's objectives, expectations, and values (Holland, 1999). These statements define purpose, distinctiveness, and future for the institution, drive

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Section: Future Directionsmentioning

confidence: 98%

Measuring Staff Perceptions of University Identity and Activities: The Mission and Values Inventory

Ferrari

Velcoff

2006

Christian Higher Education

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“…Such responses were "consistent with respondents' comments that it is difficult if not impossible to compartmentalize one's religious faith and that it must permeate through virtually every aspect of a person's life, including his/her professional life as a teacher educator" (p. 6). Ream, Beaty, and Lion. (2004) sought to discover how faculty members at four research-focused religious schools (Baylor, Boston College, Brigham Young, and Notre Dame) understand IFL through a qualitative examination of faculty responses to openended questions in a survey (N = 1728, 53% response rate).…”

Section: Research On How Christian Faculty Do Iflmentioning

confidence: 99%

A Phenomenology of the Integration of Faith and Learning

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Garzon

Milacci

et al. 2009

Journal of Psychology and Theology

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This phenomenological investigation examined how eight student-nominated faculty who teach at an evangelical Christian liberal arts university describe their understanding and practice of the Integration of Faith and Learning (IFL). Collected data via informal, conversational, taped interviews led to the emergence of two primary themes: the Inseparability of Faith from Practice and the Outworking of Faith in Practice. The findings of the study highlight the need

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“…The survey explored the attitudes of faculty members toward six topics likely to be contentious at universities striving to be intentionally religious and academically successful: the institution's mission, the relationship between faith and learning, requiring religious practices, faculty hiring, academic freedom, and moral and civic education. In this article we only discuss the survey responses related to the topic of moral and civic education (for a discussion of faculty attitudes toward these other topics see Lyon et al 2002Lyon et al , 2005Ream et al 2004).…”

Section: Methodsmentioning

confidence: 99%