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1. INTRODUCTION THE SYSTEM OF ECCLESIASTICAL ACADEMIC STUDIES

From the moment when, through the Paschal Mystery, she received the gift of the ultimate truth about human life, the Church has made her pilgrim way along the paths of the world to proclaim that Jesus Christ is "the way, and the truth, and the life" (Jn 14:6). This mission on the one hand makes the believing community a partner in humanity's shared struggle to arrive at truth; and on the other hand it obliges the believing community to proclaim the certitudes arrived at, albeit with a sense that every truth attained is but a step towards that fullness of truth which will appear with the final Revelation of God (cf Fides et Ratio 2).

The Church is asking Ecclesiastical Universities/Faculties to find a more specific place for Christian faith in the delicate dynamics of research and certainty, a better defined relationship based on presence and contact within the overall order of human culture, a more direct and immediate access to ecclesial sources in the Gospel, a confirmation of her influence in marking our moral lives (see Paul VI, To the Participants in the 2nd International Congress of the Delegates of the Academic Centers of Ecclesiastical Studies at the Vatican, Rome, December 1, 1976), based on the firm belief that Revelation is a transforming power, which is bound to pervade our ways of thinking, judgment criteria and rules governing our actions. Therefore, ecclesiastical studies make more penetrating inquiry into the various aspects of the sacred sciences so that an ever deepening understanding of sacred Revelation is obtained, the legacy of Christian wisdom handed down by our fathers is fully developed, the dialogue with our seperated brethren and with non‐Christians is fostered and answers are given to questions arising from the development of the sciences (cf Gravissimum Educationis 11).

Hence, the efforts undertaken by Universities/Faculties are part of the evangelizing mission entrusted to the Church by Jesus Christ: therefore they are an ecclesial service. «The years of the higher ecclesiastical studies can be compared with the experience that the Apostles lived with Jesus: being with him, they learned the truth, to become later heralds everywhere. At the same time it is important to remember that the study of the sacred sciences must never be separated from prayer, from union with God, from contemplation ‐‐ as I recalled in the recent catechesis on medieval monastic theology ‐‐ otherwise reflections on divine mysteries run the risk of becoming a vain intellectual exercise. Every sacred science, in the end, appeals to the "science of the saints," to their intuition of the mysteries of the living God, to wisdom, which is a gift of the Holy Spirit and which is the soul of "fides quaerens intellectum" (cf General Audience, Oct. 21, 2009).» (Benedict XVI, Address to Roman Pontifical University Professors and to the Participants of the Internationl Catholic University General Assembly, Rome November 19, 2009).

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1.1. THE NATURE OF ECCLESIASTICAL ACADEMIC INSTITUTIONS The Centers for Higher Education of the Catholic Church are classified as follows depending on their purpose and academic contents: 1) Ecclesiastical Universities and Faculties, 2) Catholic Universities. Ecclesiastical Faculties can be: self‐standing, or inserted within an Ecclesiastical or a Catholic University or within a public or a private University.

1.1.1. ECCLESIASTICAL ACADEMIC INSTITUTIONS Ecclesiastical Universities, Faculties and other academic institutions are engaged in teaching and researching disciplines which are related to Christian Revelation: this explains why they are connected to the evangelizing mission of the Church.

These institutions are governed by a common academic legislation which applies worldwide, and is based on the Code of Canon Law (CIC) of 1983 (cann. 815‐821), on the Apostolic Constitution Sapientia Christiana of 1979 and on the CCE’s Norms of Application (Ordinationes). They grant academic degrees under the Authority of the Holy See.1 The civil recognition of ecclesiastical academic degrees must be regulated within the national legal system of the country where the institution is located, in accordance with international conventions, such as the Lisbon convention, and in compliance with existing Concordats, wherever they apply.

Ecclesiastical Universities must consist of at least four Faculties, which typically include the three classical Faculties as defined by Sapientia Christiana: Theology, Canon Law and Philosophy. Each Faculty systematically probes into and deals with a specific field of knowledge according to its own peculiar scientific method. Studies are organized based on three cycles, at the end of which students are granted the corresponding academic degree: baccalaureate, licentiate and doctorate.

Then there are a number of affiliated Institutes (affiliation is the connection between an Institute providing the first cycle, and a Faculty, in order to obtain corresponding academic degrees through the Faculty), aggregated Institutes (aggregation is the connection between an Institute providing only first and second cycles, and a Faculty, in order to obtain corresponding academic degrees through the Faculty) and incorporated Institutes (incorporation means being included in the Faculty of an Institute which provides for the second or third cycle or both, to obtain corresponding academic degrees through the Faculty).

Higher Institutes of Religious Sciences (HIRS) only provide first and second cycle studies and are connected to an Ecclesiastical Faculty of Theology which holds academic responsibility for them. The purpose of the HIRS lies in the formation of the faithful, both lay and religious, to train them as professionals who are able to meet the cultural and operational needs of contemporary society. (Congregation for Catholic Education, Instruction on Higher Institutes of Religious Sciences, art. 2)

Lastly, there are a number of Ecclesiastical academic centers which are organized as Institutes which exist separately “ad instar facultatis” or in other ways, and grant corresponding ecclesiastical titles.

1.1.2. CATHOLIC UNIVERSITIES

1 There are about 260 such Institutes of which 180 in Europe, listed in the “Index” which was prepared by the Congregation for Catholic Education in 2005. 3

Catholic Universities, distinct from Ecclesiastical Universities and Faculties, are devoted to teaching and research activities, in the light of the Catholic faith, on subjects which are commonly dealt with by all Universities. Such Universities and Institutes of Higher Studies2 grant degrees in accordance with the civil Authorities of the countries in which they are established. Therefore, the requirements which apply to the recogniton of degrees granted by Catholic Universities are the same as the ones which are used for public Universities in the same country. Catholic Universities are regulated under the CIC (cann. 807‐814), the Apostolic Constitution Ex Corde Ecclesiae (August 15, 1990), the Norms of Application of Bishops’ Conferences and each Institute’s internal statutes. At the same time, they must comply with the legal and academic structure of their respective countries.

1.2. GOVERNING BODIES

1.2.1. SUBSIDIARITY PRINCIPLE «When one thinks about this communion, which is the force, as it were, that glues the whole Church together, then the hierarchical constitution of the Church unfolds and comes into effect. It was endowed by the Lord himself with a primatial and collegial nature at the same time when he constituted the apostles "in the form of a college or permanent assembly, at the head of which he placed Peter, chosen from amongst them [Lumen Gentium 19]» (Pastor Bonus 2). This hierarchical communion is aimed at upholding the value of the human person, giving it the possibility to trade its talents in a mutual exchange with other persons, either individually or in organizations. Ecclesiastical Universities/Faculties are complex organizations to which many people contribute with different responsibilities, and they are also part of the broader structure of the Church. Their internal and external relations are regulated by the principle of subsidiarity by which a higher ranking entity, organization or institution should not interfere in the activities of lower ranking entities by limiting their powers, but should rather support them in case of need and help them to coordinate their actions with that of its other structural elements, in order to achieve the common good. This shows how subsidiarity has a procedural and not a substantative meaning: the way in which subsidiarity should be put into practice cannot be defined once and for all, but its implementation can only be ascertained time and again through specific rules.

1.2.2. THE HOLY SEE «The Roman Pontiff has also taken pains to deal carefully with the business of particular Churches, referred to him by the bishops or in some other way come to his attention, in order to encourage his brothers in the faith (cf. Lk 22:32), by means of this wider experience and by virtue of his office as Vicar of Christ and pastor of the whole Church. For he was convinced that the reciprocal communion between the bishop of Rome and the bishops throughout the world, bonded in unity, charity, and peace, brought the greatest advantage in promoting and defending the unity of faith and discipline in the whole Church. (cf. Lumen Gentium 22; 23; 25)» (Pastor Bonus 2).

Therefore, the Pope works to serve the unity of the People of God, in communion with the apostolic college and with the help of a group of assistants which make up the Roman Curia. The Congregation of Seminaries and Educational Institutions gives practical expression to the concern of the Apostolic See for the training of those who are called to holy orders, and for the promotion and organization of Catholic education (cf. Pastor Bonus 112).

2 There are more than a thousand Catholic Universities and Institutes of higher learning worldwide (cf. Congregatio de Institutione Catholica, Index, Editio 2005, Universitates et alia Instituta Studiorum Superiorum Ecclesiae Catholicae). 4

In order to ensure that there be in the Church a sufficient number of ecclesiastical academic institutions (cf. Pastor Bonus 116), the Congregation erects or approves Ecclesiastical Universities and institutions for theological studies, ratifies their statutes, and exercises the highest supervision over them. Moreover, it specifies and lays down the way in which the law should be enforced and applied.

Along these lines, on April 29, 1979 the Congregation added Norms of Application (Ordinationes) to Sapientia Christiana, which was issued on April 15. It also issued general executive decrees and instructions in order to evaluate and accreditate academic institutions and study programs. Suffice to think about Circular Letters, which are instruments that are used to inform, coordinate and govern and are legally binding wherever this is explicitly stated.

1.2.3. ACADEMIC AUTHORITIES The Academic Authorities which govern Ecclesiastical Faculties are personal and collegial. Personal authorities are, in the first place, the Chancellor, the Rector and the Dean or President. The collegial authorities are the various directive organisms or councils (cf. SapChr 15).

1.2.3.1. THE CHANCELLOR. Usually it is the local Prelate Ordinary (cf. SapChr 12; SapChrOrd 18). He promotes the continuation and progress of the University or Faculty.

1.2.3.2. THE RECTOR. He has the duty to promote the development of the entire University (cf. SapChr 19,2).

1.2.3.3. THE DEAN. He is the head of a University Faculty. The President, according to the same norm, is in charge of an Institute or a Faculty which exists separately (cf. SapChrOrd 13,1).

Bishops’ Conferences (cf. CIC can 809; SapChr 61; SapChrOrd 45) have the right to be consulted by the CCE and grant their approval concerning the erection or approval of new Universities or Faculties. Furthermore, they have the responsibility of supporting academic institutions in the geographical area which falls under their jurisdiction and this might occur in different ways: often times this has to do with relations between Church and State.

1.3. ACADEMIC STUDIES IN ECCLESIASTICAL UNIVERSITIES AND FACULTIES All disciplines dealing with Christian Revelation correspond to the three main Ecclesiastical Faculties (Theology, Canon Law and Philosophy) in addition to being part of many other academic institutions, according to the needs of local or universal Churches.

The academic system’s basic structure and the aims of the different degrees are defined as follows.

1.3.1. FIRST CYCLE. It usually lasts a minimum of 3 years. For the Faculty of Theology, due to the inherent connection between philosophy and theology, the first academic cycle requires at least 5 years of philosophical‐theological studies. This cycle provides a basic introduction to the subject and its scientific methodology. If completed successfully, the first cycle ends with a baccalaureate degree (baccalaureatus) or other equivalent degrees as established by the Faculty’s statute.

1.3.2. SECOND CYCLE. It lasts a minimum of 2 years and is the time when students start specializing in their specific field of knowledge. If completed successfully, this cycle ends with a licence (licentia). A licenciate is required in order to teach in seminaries for the formation of priests. 5

1.3.3. THIRD CYCLE. It lasts an appropriate length of time and entails the completion of scientific education with the writing, defense and publication of a doctoral dissertation which should truly contribute to scientific progress. It ends with a doctorate (doctoratus).

According to the provisions of competent Church Authorities, the various academic degrees provide the necessary qualifications for specific posts within the Church or in society in general.

The Doctorate is the academic degree which is needed to qualify for teaching positions in Faculties, and is a specific requirement for that purpose. Licenciates are qualified to teach in major Seminaries or equivalent schools. Therefore, licences are required for that purpose (cf. SapChr 50). In some instances, additional post‐doctoral qualifications might be needed (cf. SapChr 47,2).

Academic titles might be called in different ways in the Statutes of individual Faculties, based on different local customs, but must clearly specify what the equivalent degree would be, according to the above‐mentioned academic terminology, and always be consistent with other Ecclesiastical Faculties in the same area.

1.4. REQUIREMENTS FOR ADMISSION TO ECCLESIASTICAL STUDIES Concerning admission requirements to Ecclesiastical Faculties, the following rules apply: «Ecclesiastical Faculties are open to all, whether ecclesiasticals or laity, who can legally give testimony to leading a moral life and to having completed the previous studies appropriate to enrolling in the Faculty» (SapChr 31). «To enroll in a Faculty in order to obtain an academic degree, one must present that kind of study title which would be necessary to permit enrollment in a civil university of one's own country or of the country where the Faculty is located» (SapChr 32,1). «The Faculty, in its own Statutes, should determine what, besides what is contained in n. 1 above, is needed for entrance into its course of study, including ancient and modern language requirements. » (SapChr 32,2).

Admission to the second cycle implies having successfully completed the first cycle or other studies which are considered to be equivalent by the Faculty. Admission to the third cycle normally requires a Licence in a related academic field.

Adequate knowledge of Latin is required to enroll in any Faculty of sacred sciences. Usually, for the third cycle, students must know two foreign languages in addition to their mother tongue.

1.5. QUALIFICATIONS FRAMEWORK To keep track of academic titles issued by every higher education system, international conventions require every country to draw up a National Qualifications Framework, which must be consistent with the general frameworks which apply to the various cultural areas of the world. In our case, the Holy See, through the CCE, is the competent national Authority which holds responsibility for ecclesiastical studies and their corresponding qualifications. Through this medium, all the titles which might be comparable to, or compatible with, those granted by other higher education systems are made public. The qualifications framework highlights skills and professional qualifications with respect to specific jobs and activities, and contributes to the development of a global reference system which includes all the titles which are granted by countries that have signed agreements with the Holy See. Also for this reason, the Qualifications Framework (which is attached to this handbook) is a means to obtain recognition for ecclesiatical academic degrees from other countries. 6

2. QUALITY AND QUALITY CRITERIA 7

2.1. QUALITY PROMOTION IN ECCLESIASTICAL FACULTIES

The current renewal of the academic world encourages cultural exchanges, teacher and student mobility, interinstitutional and interdisciplinary cooperation; many of these aspects have always been part of Ecclesiastical institutions since their inception. Actually, the Catholic Church, ever since the first Universities were established, has always worked to achieve uniformity among academic studies, degrees and related qualifications, in order for students and teachers to easily move elsewhere to continue their studies or research. Furthermore, suffice to think about the three‐level academic degree system (baccalaureate, licentiate and doctorate) which has always been part of ecclesial academic institutions.

In the same way, attention towards quality, as a way to promote the values of the Church and her evangelizing mission, has been part of the nature itself of ecclesiatical academic institutions since the very beginning. By the way, to preserve academic uniformity over the centuries, common quality standards had to be adopted and ensured. Being a State party to a number of international conventions on higher education, more recently the Holy See had to devote an even greater attention to these topics in order to fulfill the commitments which stem from such conventions.

However, we need to clarify what we mean by quality. In the debate and literature that have developed over the last decades on this topic, different definitions and aspects of quality have emerged which might apply both in general terms and, more specifically, to the academic world. Quality sometimes has been interpreted as fitness for purpose, regulatory compliance, user satisfaction, proper fund use, improvement, monitoring and assessment, as striving for excellence, etc. However, transposing the concept of quality from other contexts into ecclesiastical academic institutions, without any necessary and appropriate adjustment, can be tricky. What Quality Assurance defines as fitness for purpose, in Church institutions might mean having a clear understanding of both vision and mission in order to wisely achieve them together. Since they stem from and are part of the evangelizing mission of the Church, the quintessential ecclesiastical academic task would be to discern the seeds of the Gospel in the hearts of men and women to favour their expression and growth.

In line with the various definitions, we can also identify different quality culture models; hence the need to indicate a number of activities which are able to measure and verify quality: e.g. meritocracy, control, reporting, participation, knowledge acquisition etc.

A strategically important activity is to assess academic institutions’ ability to achieve their specific mission, i.e. the complex structure of teaching, study and research, as well as the quality of necessary tools.

In order to address the issues that have emerged during the debate on quality, the CCE has developed its own reference framework with this Handbook, in order to reconcile the inspiring principles found in Sapientia Christiana with the aims that have been set forth in international agreements. This chapter focuses on the notion of quality, which is considered from three different standpoints: the nature of quality, its object and who is responsible for it .

2.1.1. THE NATURE OF QUALITY 8

Promoting the quality of Universities/Faculties means enhancing the value of the activities they carry out, by further developing what works well and, wherever necessary, improving what does not work too well. An overall evaluation seems to be the most appropriate action to this aim. First of all, criteria have to be identified in order to define quality based on the institution’s mission. Secondly, meaningful, valid and reliable information mut be gathered on the way in which institutional activities are carried out, according to the previously defined criteria. Lastly, judgment must be passed on these activities using the above‐mentioned criteria and the information which was gathered. Therefore, quality evaluation aimed at quality promotion includes these three aspects.

For Faculties, the fundamental criteria which define quality are inferred from Sapientia Christiana and individual Statutes. They are the institution’s hallmark features and can be extrapolated through a careful reading of art 3 of the same Constitution.

2.1.1.1. CHARACTERIZING ASPECTS OF ECCLESIASTICAL FACULTY AIMS (CF. SAPCHR 3)

• Through scientific research to cultivate and promote their own disciplines, and especially to deepen knowledge of Christian Revelation and of matters connected with it, to enunciate systematically the truths contained therein. • Present the truths of Christian Revelation to the people of the present day in a manner adapted to various cultures, and considering the new issues that arise. • Train students to a level of high qualification in their own disciplines. • Prepare students properly to face their future tasks. • Promote the continuing permanent education of the ministers of the Church. • Collaborate intensely, in accordance with their own nature and in close communion with the Hierarchy, with the local and the universal Church, in the work of evangelization.

Other articles specify additional quality criteria regarding management issues, teachers, students, study programs, the preparation of development plans, the management of teaching facilities and resources, administrative issues, etc.

2.1.1.2. CHARACTERIZING ASPECTS OF ACADEMIC INSTITUTION ORGANIZATION

Universities or Faculties are Communities. All the people who are part of them must feel, each according to his or her own status, co ‐ responsible for the common good and strive to work for the cohesion of the academic Community. In order for this to happen, the rights and duties of each individual must be clearly specified (cf. SapChr 11).

When Faculties are part of Ecclesiastical Universities, their governance must be coordinated through the Statutes with that of the entire University in such a way that the good of the single Faculties is assured, at the same time that the good of the whole University is promoted and the cooperation of all the Faculties with each other is favored (cf. SapChr 20,1).

The canonical requirements of Ecclesiastical Faculties must be safeguarded even when such Faculties are inserted into non‐ecclesiastical universities (cf. SapChr 20,1).

In each Faculty there must be a number of teachers, especially permanent ones, which corresponds to the importance and development of the individual disciplines as well as to the proper care and profit of the students (cf. SapChr 22). 9

To enroll in a Faculty in order to obtain an academic degree, one must present that kind of study title which would be necessary to permit enrollment in a civil university of one's own country or of the country where the Faculty is located (cf. SapChr 32,1).

The Faculty, in its own Statutes, should determine possible additional requirements for entrance into its course of study, including ancient and modern language knowledge (cf. SapChr 32,2).

The disciplines which are absolutely necessary for the Faculty to achieve its purposes should be determined. Those also should be set out which in a different way are helpful to these purposes (cf. SapChr 41,1).

In each Faculty the disciplines should be arranged in such a way that they form an organic body, so as to serve the solid and coherent formation of the students and to facilitate collaboration by the teachers (cf. SapChr 41,2).

Having tools to uniformly evaluate university credits is quite useful, as well as using the Diploma Supplement to describe the value of the diploma itself more accurately, with specific reference to the disciplines students have studied and the work that this has required.

In addition to these criteria, we should also consider those which might emerge from a close reading of the Statutes.

2.1.2. THE OBJECT OF QUALITY From what we have said so far, it is easy to highlight a number of quality indicators for academic institutions: in other words, specific activities or management practices which are significant in order to pass judgment on quality. Aspects which are usually considered are the following.

2.1.2.1. RESEARCH

It is one of the main purposes of academic institutions, as it is clearly stated in Sapientia Christiana. Meaningful, valid and reliable information to be gathered should focus on studies and research activities carried out by individuals, research groups or by the institution as a whole. From this standpoint, all work which – in line with the institution’s peculiar mission ‐ has led to the publication of monographs, joint papers, articles in scientific reviews, contributions to study workshops, conferences, symposia etc. are significant. In this context, study programs for research doctorates are also worth considering.

2.1.2.2 COURSE OFFERINGS

Course offerings are considered with respect to the final qualification that each academic career is supposed to provide. Significant elements for quality evaluation are: the consistency between course offerings and the institution’s mission; updated programs and contents in line with scientific progress and recipients’ cultural status; a clear and functional definition of all student assessment procedures and testing practices; the level and completeness of programs at the end of which degrees are granted; individual student tutoring and orientation activities, etc.

2.1.2.3. LEARNING RESOURCES FOR STUDENTS

Elements worth considering are, first and foremost, teachers and their knowledgeability in their specific specialty; their commitment towards updating their knowlege and skills; the quality of their teaching method. In this context, it is useful to examin which specific rules apply to teacher 10

recruitment, what are the necessary academic titles, as well as the number of Faculty Board members and conditions for career advancements. Secondly, libraries should be considered: whether they are up‐to‐date, how accessible they are, etc. Similar information refers to other cultural, teaching and technology resources which are made available for study and research activities.

2.1.2.4. EDUCATIONAL ACTIVITY AND ITS EFFECTIVENESS AND EFFICIENCY

This can be looked at considering: outcomes, for example by indicating how many freshmen in the various courses graduate on schedule; funcionality, by checking whether student qualifications meet the requirements for future ministerial and/or professional activities; student satisfaction concerning academic activities, etc. Additional relevant information would be the ratio between number of teachers and students, existing tutoring and counseling activities, etc.

2.1.2.5. ADEQUATE FACILITIES AND OPERATIONS

An additional area to be assessed would be the appropriate working of governing and managing bodies, such as academic secretariats, economic management, etc.

2.1.2.6. MAIN FUNDING SOURCES

They ensure the sustainability of institutions’ activities over time. In particular, it is useful to find information on the main funding source; whether it is the national or local government where the institution is located, the universal Church and/or local particular Churches, one or more Orders and/or Congregations, etc. Furthermore, more specific indications could be provided concerning how much funding (eg in percentage terms) comes from students’ tuition fees and taxes, from subsidies provided by foundations, other entities, indivduals, etc.

2.1.3. WHO IS RESPONSIBLE FOR QUALITY When it comes to higher education, quality culture ultimately relies on the personal responsibility of all subjects involved in it. Amongst these subjects, those who also hold government responsibilities are particularly accountable, and we will explain why in the following paragraphs. Quality evaluation is a way to support and facilitate such responsibilities.

2.1.3.1. LAW‐MAKING, GOVERNING AND COORDINATING BODIES

In compliance with the Code of Canon Law (can. 816) and the Apostolic Constitution Pastor Bonus, the Congregation for Catholic Education is the Dicastery in the Holy See which is entrusted with governing and coordinating formation and higher education. It labours to ensure that there be in the Church a sufficient number of Ecclesiastical and Catholic universities as well as other Institutes for theological studies (cf. Pastor Bonus 116,1). It erects or approves Ecclesiastical Universities and institutions, ratifies their statutes and exercises the highest supervision over them. With regard to Catholic Universities, it deals with those matters that are within the competence of the Holy See (cf. Pastor Bonus 116,3) and fosters cooperation and mutual help amongst Universities. The Congregation, like all other Dicasteries in the Roman Curia, cannot issue laws or general decrees having the force of law or derogate from the prescriptions of current universal law, unless in individual cases and with the specific approval of the Supreme Pontiff (cf. Pastor Bonus 18). It may, however, issue general decrees in order to indicate how laws are applied or enforced (cf. CIC can. 31), or once again, provide instructions explaining provisions, specifying how they should be applied. 11

Then, on April 29, 1979, the Norms of Application (Ordinationes) were added to Sapientia Christiana, which had been issued on April 15, 1979. Since then, the Congregation has had the authority to issue executive decrees and instructions in order to evaluate and accreditate Institutes of theology and study programs.

The Agency for the Evaluation and Promotion of Quality in Ecclesiastical Universities and Faculties (AVEPRO), was erected by the Supreme Pontiff Benedict XVI with a Chirograph dated September 19, 2007 and it strives to promote quality in research and teaching activities in addition to evaluating the achievement of adequate international standards by ecclesiastical academic institutions (cf. Circ. 7).

Fully abiding by existing canon law and international agreements pertaining to Higher Education, signed by the Holy See, the Agency enjoys total independence in carrying out its activities.

Bishops’ Conferences have the right to establish Catholic Universities or, at least, Faculties devoted to teaching and researching the most varied subjects, fully respecting their scientific independence (cf. CIC can. 809; Ex Corde Ecclesiae 3). In these cases too, Bishops’ Conferences hold responsibility for the quality of teaching and must oversee its assurance through adequate measures (which imply evaluation and accreditation).

As for higher ecclesiastical education, it is the duty of Bishops' Conferences to follow carefully the life and progress of Higher Institutes and Ecclesiastical Universities and Faculties (cf. SapChr 4; SapChrOrd. 5). Moreover, Bishops’ Conferences shall be particularly concerned with their scientific and ecclesial conditions and support University actitivities. In order to fulfil their duties, they shall set up an appropriate commission for this purpose. Therefore Bishops’ Conferences are directly involved in accreditation and evaluation processes.

2.1.3.2. THE CHANCELLOR AND ORDINARIUS LOCI

The Chancellor promotes the continuation and progress of the Ecclesiastical University or Faculty (cf. SapChr 12; SapChrOrd. 18). Hence, he is responsible for quality assurance, which also means improving the quality of teaching and research. For this purpose, he must introduce adequate measures and see to their implementation.

Where conditions favor such a post, it is also possible to have a Vice ‐ Chancellor, whose authority is determined in the Statutes. (cf. SapChr 13,2).

Usuallly, the local Ordinary is the Chancellor of Ecclesiastical Universities or Faculties which are located under his jurisdiction; therefore he must know what the Chancellor’s duties are. If the Chancellor is someone other than the local Ordinary, the statutory norms are to establish how the Ordinary and the Chancellor carry out their respective offices (cf. SapChr 14). Cooperation between the two is essential.

2.1.3.3. GOVERNMENT AND OTHER ACADEMIC AUTHORITIES

The Rector has the duty to promote the development of the entire University (cf. SapChr 19,2). Both the President, who is the head of an Institute or Faculty which exists separately, and the Dean who, according to the same norm, is in charge of a University Faculty, must take pains to carry out evaluation cycles on a regular basis. (cf. SapChrOrd. 13,1).

2.1.3.4. THE ACADEMIC COMMUNITY 12

All the components which make up the academic Community are responsible for quality, since they all contribute, in their own ways and capacities, to the achievement of the institution’s peculiar aims and directly contribute to the common good. Therefore we cannot forget about teachers, students, officials and staff assistants.

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2.2. AIMS

2.2.1. PURPOSE, MISSION AND INSPIRATION The identity of Ecclesiastical Universities/Facultiies is defined by their founding values and by the strategic aims which characterize their mission. Their vision and mission express the vocation of a specific country and culture or charism, which is enshrined in the ultimate goal they strive to reach and in the motivations and choices through which they project themselves into the future. The people who are part of, or collaborate with, these institutions are inspired by this, since this gives them a common goal towards which they can direct their energies. Indeed, an ecclesiatical academic institution’s mission describes and includes the ways and strategies through which it pursues its aims, being faithful to the charism and values which define its identity.

Both Quality Assurance and Quality Improvement processes focus on this faithfulness: they verify the consistency between institutional aims and the realistic achievement of strategic goals, as well as the resources and tools which are used for that purpose. Reviewing a University/Faculty’s vision and mission, through internal and external evaluation, can lead to improve Course Offerings and their related services and, at the same time, increase awareness concerning the institution’s identity. By preparing Strategic Plans, Universities/Faculties question their identity and mission and, in so doing, derive indications which can allow them to better fulfil their vocation in research, education, and in the services they provide to students, Church and society.

2.2.1.1. CODIFIED CRITERIA Norms define the identity of Ecclesiastical Universities/Faculties, by establishing the different stages through which their aims are reached. Once an aim has been identified, due consideration should be given to its possible evolution over time; hence, different ways in which this aim can be reached are indicated, always bearing in mind that uniformity of academic studies and degrees must be preserved.

SapChr art. 1. To carry out the ministry of evangelization given to the Church by Christ, the Church has the right and duty to erect and promote Universities and Faculties which depend upon herself.

SapChr art. 2. In this Constitution the terms Ecclesiastical Universities and Faculties mean those which have been canonically

erected or approved by the Apostolic See, which foster and teach sacred doctrine and the sciences connected therewith, and which have the right to confer academic degrees by the authority of the Holy See.

2.2.1.1.1. GENERAL PURPOSE It can be summarized as follows:

• deeper understanding of Revelation • exploring the legacy of Christian wisdom handed down by our fathers • anwers to questions arising from cultural progress (cf. Gravissimum Educationis, 11)

The nature of Ecclesiastical Faculties/Universities is strictly related to the evangelizing mission of the Church, since the various domains of sacred sciences are here delved into using a scientific method. Active participation in the ministry of evangelization concerns the action of the Church in pastoral work and in the attention given to the diverse situations of human life. Its first priority is the understanding, defense, and diffusion of the faith. At the same time it extends to the whole context of culture and human society (cf. SapChrOrd. 4). From the orders which Christ gave to His Church 14

regarding this ministry, it follows that there must be in these Faculties/Universities that adherence by which they are joined to the full doctrine of Christ, whose authentic guardian and interpreter has always been through the ages the Magisterium of the Church (cf. SapChr, Foreword IV).

2.2.1.1.2. SPECIFIC PURPOSES

Usually summarized in the triad research, teaching and service, they can be described as follows:

SapChr art. 3. The purpose of Ecclesiastical Faculties is: n. 1. through scientific research to cultivate and promote their own disciplines, and especially to deepen knowledge of Christian revelation and of matters connected with it, to enunciate systematically the tru ths contained therein, to consider in the light of revelation the most recent progress of the sciences, and to present them to the people of the present day in a manner adapted to various cultures;

SapChrOrd. art. 2. With a view to promoting scientific research, a strong recommendation is given for specialized research centers, scientific periodicals and collections, and meetings of learned societies.

2.2.1.1.2.1. RESEARCH

• cultivating and promoting subjects through scientific research • delve into the knowledge of Christian Revelation and whatever is connected to it • systematically extract the truths contained in Revelation and consider the new problems arising in society and contemporary science in their light • presenting research outcomes to contemporary men and women in a way that is appropriate to the various cultures

SapChr art. 3. The purpose of Ecclesiastical Faculties is: n. 2. to train the students to a level of high qualification in their own disciplines, according to Catholic doctrine, to prepare them properly to face their tasks, and to promote the continuing permanent education of the ministers of the Church; SapChrOrd. art. 3. The tasks for which students can be prepared can be either strictly scientific, such as research or teaching, or else pastoral. Account must be taken of this diversity in the ordering of the studies and in the determining of the academic degrees, while always preserving the scientific nature of the studies for both.

2.2.1.1.2.2. TEACHING • train students to a level of high qualification in their own disciplines • prepare students to face future tasks • promote the continuing permanent education of the ministers of the Church, whether consecrated or lay people

SapChr art. 3. The purpose of Ecclesiastical Faculties is: n.3. to collaborate intensely, in accordance with their own nature and in close communion with the Hierarchy, with the local and the universal Church in the whole work of evangelization. SapChrOrd. art. 4. Active participation in the ministry of evangelization concerns the action of the Church in pastoral work, in ecumenism, and in missionary undertakings. It also extends to the understanding, defense, and diffusion of the faith. At the same time it extends to the whole context of culture and human society.

2.2.1.1.2.3. SERVICE 15

• to collaborate intensely, in accordance with their own nature and in close communion with the Hierarchy, with the local and the universal Church in the whole work of evangelization.

2.2.1.1.3. PURSUING AIMS AMIDST CULTURAL CHANGE

Universities/Faculties’ daily activities are challenged by changes affecting science and its paradigms, as well as by new subjects stemming from knowledge‐based and information societies. This gives rise to new questions which prompt sacred disciplines to become engaged in dialogue and provide convincing and exhaustive answers. While fulfiling their fundamental need to achieve, through theological inquiry, a more profound understanding of revealed truth, sacred science scholars should collaborate with men versed in other sciences, either believers or non‐believers, to try and understand and evaluate their statements and judge them in the light of revealed truth. (cf. GS 62). From this assiduous contact with reality, theologians are also encouraged to seek a more suitable way of communicating doctrine to their contemporaries working in other various fields of knowledge, for «the deposit of faith, or the truths contained in our venerable doctrine, is one thing; quite another is the way in which these truths are formulated, while preserving the same sense and meaning.» (cf. Ioannis XXIII Allocutio ad Inchoandum Conc. Oecum. Vat. II; Gaudium et Spes, 62). [SapChr, Foreword III‐IV].

2.2.1.1.4. SPECIFIC INDICATIONS ON AIM ACHIEVEMENT

In order to adequately respond to the new demands of the present day (cf. SapChr, Foreword V), the Holy See’s participation in international agreements (cf. Circ. 1) marks a decisive step towards the achievement of the above‐mentioned aims, in order to converge with other countries towards the implementation of common projects through shared and increasingly developed strategies, principles and measures, using a common procedure (cf. Circ. 6). Academic quality is a top priority. Although academic institutions and systems differ dramatically from country to country, more and more people realize that quality refers to the mission and purpose of higher education institutions. This explains why every quality assurance and evaluation activity, involving ecclesiastical academic studies, is always strictly connected to each institution’s specific nature and ecclesial mission (cf. Circ. 7).

In order to establish mechanisms for quality evaluation purposes, ever since 2005 (cf. Circ. 3) Universities/Faculties have been required to set up a Quality Evaluation Commission, with an individual in charge and the presence of the various components of the academic Community, in order to abide by the following obligations:

• start drawing up an Institutional Strategic Plan, • identify instruments for quality, • set up a data base, to effectively implement self‐assessment processes (cf. Circ. 7) in collaboration with AVEPRO.

2.2.1.1.5. AIM ACHIEVEMENT WITHIN UNIFORM ACADEMIC STUDIES AND DEGREES

University/Faculty Statutes reconcile founding inspiring principles with their specific aims and are approved by the CCE (cf. SapChr 7). Particular arrangements, which might be required in some cases due to specific needs arising from national academic systems, are possible only starting from the correct application of the above‐mentioned fundamental principles. As a matter of fact, these principles ensure uniformity for both academic studies and degrees, since they comply with specific ecclesiastical norms. This practice, which has developed over centuries in the field of theology for example, is a unique instance, which has been admired by many countries: the Catholic Church, ever since the first medieval Universities were established, was able to preserve uniformity of studies, 16

academic degrees and relevant qualifications, allowing both students and teachers to easily move elsewhere to carry out their studies and research. This is how they came to be recognized worldwide, with all that this implies (cf. Circ. 6). Ecclesiastical Faculties erected or approved by the Holy See in non‐ecclesiastical Universities, which confer both canonical and civil academic degrees, must observe the prescriptions of the present Constitution, account being taken of the conventions signed by the Holy See with various nations or with the Universities themselves. (cf. SapChr 8).

The binding reference framework for every Ecclesiastical University/Faculty regarding their structure, levels, contents and qualifications is the Holy See’s National Qualifications Framework (NQF), which is a legal framework of academic studies offered by the Church system in which specificities are indicated as well as admission titles, cycle levels, student workload and learning outcomes (cf. Circ. 6) since students are supposed to develop specific skills which are comparable to those that are recognized in the country where the Faculty/University is located.

2.2.1.2. OBJECTIVE AND STATISTICAL DATA To better identify the effectiveness and cohesion of one’s own action with the institution’s vision and mission, it is indispensable to have general data describing study courses and the titles which are granted by the Faculty/University, in order to compare them with the ecclesiastical qualifications framework and also with similar parameters existing in the country where the institution is located, to promote degree comparability and student mobility.

Tab. 1 – FRAMEWORK OF QUALIFICATIONS

1. Ad 2. Prepa‐ 3. Dura‐ 4. Parti‐ 5. Degree 6. Specific 7. Similar 8. Possi‐ mission ratory tion and cular Classifica‐ Qualifications courses ble occu‐ Title or courses, total Norms in tion and study provided pations Qualifica‐ duration ECTS Sap. Chr. Descrip‐ plans and by once tion and credits for the tors for denomina‐ national studies ECTS various compara‐ tion of system in have credits; Faculties ble deg‐ obtained country been other and their rees in degree where comple‐ prere‐ 3 cycles country Faculty is ted quisites where located and Faculty is condi‐ located tions 1. Baccalau‐ reate/Bach‐ lor’s Degree (1st cycle) 2. Licence / Master’s Degree (2nd cycle) 3. Doctorate (3rd cycle) 4. Other in‐ termediate qualifica‐ 17

tions (I‐II level post‐ graduate courses) 5. Post‐ doctoral qualifica‐ tions

It would be useful to draw up a summary table of a Faculty/University’s main objective data which are usually found in different sections of the Ordo Anni Accademici. We shall consider a Faculty as an example, but the table could be adjusted and used by Universities or other kinds of institutions.

Tab. 2 – University/Faculty General Data

Address and President: VicePresident: Secretary Head ‐ Head ‐ Review contact info name, name, contact General: Library: Admin Editor: name, contact info name, name, Dept: contact info info contact contact name, info info contact info

Faculty

Institutes

Centers/other

Another useful thing to have would be a table on Faculty/University Quality Assurance activities, starting from the assumption that the Quality Evaluation Commission makes institutional Stakeholders constantly interact with one another on assessment criteria, surveyed data, analyses and strategic choices.

Tab. 3. – Quality Evaluation Commission

QUALITY EVALUATION COMMISSION Who appoints its Who sits in the commission? How long does its term Does it resort to members? last? external consultants? Who are they?

Data Data Analysis Internal External Quality Action Plan and Survey and evaluation evaluation Improvement Implementation Evaluation report and final Plan (QIP) Programs report

Last performed on 18

How frequently is it performed

A summary description of the Quality Improvement Plan, with a definition of implementation programs, would be helpful to identify, share and verify planned activities more accurately, based on a number of broad domains. Every year, if this were the timeframe envisaged for implementation programs, actions to achieve specific goals would have to be indicated. This could become the document that the institution uses to prove to the CCE that it is able to fulfil its academic mission within a specific timeframe.

Tab. 4. – I mplementaion Programs

2011 2012 2013 2014 Actions Research and publications

Course Offerings

Educational resources and activities

Adequate internal operations

Information system

Funding

Support facilities

Related institutions

2.2.1.3. GUIDELINES FOR SELF‐ASSESSMENT It is vital for Universities/Faculties to publicly question their work and realize to what extent their vision and mission are still active and effective and are able to grasp and address issues arising from the contemporary cultural debate, in order to stay in touch with modernization needs in their local context. Clearly identifying such elements requires an evaluation of the activities carried out by all relevant players: this involves and safeguards stakeholders, as well as Universities/Faculties’ internal components and external reference institutions (Diocese, Bishops’ Conference, religious ) and, in their specific ways, the various bodies of civil society concerned with the goodness of their action. Considering the complexities of (internal and external) evalutation in greater depth, the decisive step at this point would be to prepare a Quality Improvement Plan, as well as related procedures for quality promotion/certification, program standards and medium to long term decisions.

2.2.1.3.1. EVALUATION

2.2.1.3.1.1. FOCUSSING ON THE QUESTION Quality culture does not refer to a single problem, outcome or field of activity but, more in general, to processes which are in place to manage the responsibility, independence and assessment of the entire institution in its faithfulness to the vision and mission that are enshrined in the Statutes. 19

¾ Not just the questiom: what are Faculties/Universities trying to do and how but also: how do they realize if it actually works? ¾ How do they adapt and change in order to improve quality? ¾ Do they remain true to the values which make up their identity in changing times? ¾ Do all their components perceive this faithfulness to their values and do they recognize them? ¾ Are they able to re‐express them in the tasks they carry out?

2.2.1.3.1.2. SUPPORTING DECISION‐MAKING PROCESSES (rationalizing choices, actions, programs etc.)

It is one of evaluation’s outcomes, for which it is necessary:

• to assess goal feasibility and actual achievement (in terms of quantity and quality, cost‐ effectiveness etc) both before, during and after; • to assess the outcome of implemented programs in order to develop or improve activity quality/quantity; • to assess the governance and/or system in terms of management and organization.

2.2.1.3.1.3. BUILDING EVALUATION TOOLS

Evaluation is a process which is built collectively: its value does not just correspond to the judgement which is reached, but also and mostly on the process which was carried out to get to it. There are at least two elements to be considered in this respect: context (with a specific cultural connotation) and a need for the broadest possible participation of all stakeholders in the evaluation endeavour.

• Context is the place where the important “mechanisms” in the life of institutions are at work and whose discovery and analysis are at the very heart of the evaluation mandate. It is easy to understand that this comes from the symbolic ownership of the institution’s aims and purposes by all stakeholders. • Participation has no “democratic” or empowerment purpose, but is the necessary methodological response to reconcile context, organizational learning and conceptual analysis aimed at expressing a judgment of value. Evaluators need to piece together the institution models which are in the minds of stakeholders, both to reach a valid evaluation and to stimulate organizational learning which otherwise could not be achieved.

2.2.1.3.1.4. EVALUATION OUTCOMES

Getting involved into evaluation processes through forms of participation allows all stakehoders to

• clearly and deeply recognize the institution’s nature, dimensions, related problems, different viewpoints and their reasons, critical aspects; • express choices clearly; • newly establish values through which choices are made; • redefine the Insitution’s mission.

Clearly expressed values help stakeholders to better understand the evaluation process, actively helping evaluators to develop the process with greater awareness; hence, this also encourages them to increasingly resort to evaluation. It also helps stakeholders to understand each other in the process through which they find their proper place within one single value framework.

2.2.1.3.2. INSTITUTIONAL STRATEGIC PLAN

2.2.1.3.2.1. IDENTIFYING GOALS AND STRATEGIES 20

Declared goals and strategies point towards institutions’ future scenarios, which reflect their ideals, values and ambitions and provide motivation for action; their definition

• involves a long‐term outlook • includes a general non‐specific idea of future actions and services • caters to the needs of a non‐static user population (whose needs have not been identified yet).

You might ask yourself

¾ Do goals and strategies motivate academic Community members to be passionately engaged in action and make them feel happy to be a part of it? ¾ Are they considered and lived out as an adequate expression of the same founding values? ¾ Are they explained clearly and easily accessible? Are goals described with rather simple and clear statements? Are they easy to remember? ¾ Do they refer to realistic and feasible ambitions and do they immediately show their connection with the institution’s vision? ¾ Is there any risk that individual Universities/Faculties might tend to be driven by internal pressures, chasing after apparent advantages which are basically ungrounded?

2.2.1.3.2.2. WHAT IS IT?

A Quality Improvement Plan results from an evaluation process. An Institutional Strategic Plan is a more fundamental tool through which an institution states what goals it will pursue, being true to its vision and mission. Its strength lies in the ability to mobilize all the different elements which make up the academic Community and build networks of plans and goals within medium to long term scenarios.

It inevitably corresponds to an action plan which states with reasonable accuracy

• how to reach goals • through what activities • how to involve the internal and external elements it refers to • how to evolve in line with their wishes • possibly, plan duration.

Therefore, it should also consider the present time in order to come up with an operational guide (implementation programs).

The scope of the Plan might be:

• study and research • course offerings • teaching resources and activities • adequate internal operations • information systems • funding sources.

Individual steps for Plan development might be:

• start with internal and external evaluation: this provides a concise analysis of starting conditions, indicating the strengths and weaknesses of the University/Faculty system and the 21

reference context. Oftentimes this is done through a SWOT analysis (analysis of Strengths, Weaknesses, Obstacles, Threats)

• describe the Plan development process with particular reference to goal definition, which is expressed through a number of key statements

• indicate the necessary actions to achieve them (strategic actions)

• analyze and define the strategy’s fundamental aspects: vision, mission, value and internal and external stakeholders

• develop a plan with a summary of scheduled strategic actions, which are then described in detail with quantitative goals and reference indicators.

2.2.1.3.2.3. CORRECT DEVELOPMENT

Strategies, plans and procedures are formalized and publicly available. Formal mechanisms for the approval, monitoring and periodic review of programs and results should also be introduced. It would be advisable to define goals on a yearly basis, together with their implementation programs. Something which should not be ruled out is the preparation of a first draft, including a monitored pilot run, in order for the plan to be monitored, reviewed and finetuned, considering also recommendations coming from external evaluations, up to its final version. Useful questions to ask could be:

¾ What is the broad sense of Universities/Faculties’ activities in the present time and context? ¾ What should Universities/Faculties look like at the end of the envisaged timeframe? ¾ With what guiding values, linked both to their inspiration and local cultural contexts? ¾ Is external demand sufficiently known, as well as possible answers provided by nearby institutions whose activity overlaps with ours? Is the institution’s internal world really known? ¾ What are the main deadlines in this process?

2.2.1.3.2.4. POSITIVE OUTCOME

As we have mentioned before, vision, mission and values/goals are part of an academic institution’s strategy. They allow the strategy to be communicated, enhance each member’s identity and identification with it, facilitate the alignment of individual goals and become part of the individual incentive system for its members thus improving their performance (to use a business management kind of expression). A number of conditions must be met in order for this to happen:

• constantly making sure they are communicated internally, • aligning medium term goals • promoting the harmonization of individual stakeholders’ goals and values with those of the institution.

How are these conditions met? 22

2.2.2. ECCLESIALITY AND SERVICE TO THE CHURCH The ecclesial nature of Faculties/Universities is defined by their direct participation in the evangelizing mission of the Church and is an inegral part of their identity. Even more radically, usually Universities/Faculties originate from an invisible and fruitful evangelical inspiration (e.g. a charism) which elicits a passion for Mankind and allows for a deep understanding of its needs, to the extent of becoming an initiative endowed with a historical and cultural body. In this case, we are dealing with a significant crux for an academic institution. Quality culture urges ecclesastical academic institutions to safeguard their charism by being true to this original inspiration in a creative and non‐static way.

We have to consider how this nature, which was made concrete in its original inspiration, is expressed both in an institution’s activity and in its connection and service to the Church and also in some distinctive traits which characterize life in the academic Community.

2.2.2.1. CODIFIED CRITERIA

CIC can. 815. By virtue of its office to announce revealed truth, it belongs to the Church to have its own ecclesiastical universities and faculties to study the sacred sciences and subjects related to them, and to teach these disciplines to students in a scientific manner.

SapChr, Foreword IV. Ecclesiastical Faculties ‐‐ which are ordered to the common good of the Church and have a valuable relationship with the whole ecclesial community ‐‐ ought to be conscious of their importance in the Church and of their participation in the ministry of the Church. Indeed, those Faculties which treat of matters that are close to Christian revelation should also be mindful of the orders which Christ, the Supreme Teacher, gave to His Church regarding this ministry: "Go therefore and make disciples of all nations, baptizing them in the name of the Father and of the Son and of the Holy Spirit, teaching them to observe all that I have commanded you"

(Mt. 28:19 ‐ 20).

Existing legilsation protects Universities/Faculties’ ecclesial nature, by anchoring their existence and activity both to the Holy See and particular Churches, as well as to those Church institutions, usually Institutes of Consecrated Life, which have often inspired their foundation. More specifically, norms are there to ensure that Universities/Faculties constantly pursue the aim of serving the Church and society.

2.2.2.1.1. CONNECTION WITH THE UNIVERSAL CHURCH

CIC can. 816. §1. Ecclesiastical universities and faculties may be constituted only by the Apostolic See or with its approval. Their overall direction also belongs to the Apostolic See.

SapChr art. 5. The canonical erection or approval of Ecclesiastical Universities and Faculties is reserved to

the Sacred Congregation for Catholic Education, which governs them according to law (cf. Pauli VI Regimini Ecclesiae Universae, 78: AAS 59 [1967] 914).

Because of Universities/Faculties’ ecclesial nature, both their origin (erection or approval), activity (research, teaching and ecclesial service) and final results (granting academic degrees) depend directly upon the Holy See (cf. SapChr 2). 23

According to the principle of ecclesial communion and respecting the various roles and responsibilities, the Holy See, through the CCE – the dicastery which is responsible for Catholic Education ‐ erects new Universities/Faculties whenever basic requirements exist, after having heard the advice of the local Ordinary and the Bishops’ Conference, mainly from the pastoral viewpoint, and of experts, principally from nearby Faculties, mainly from the scientific viewpoint (cf. SapChr 5; 61; SapChrOrd. 45). When, on the other hand, the approval of Universities or Faculties is involved, this can happen after the consent of both the Episcopal Conference and the local diocesan authority is obtained (cf. SapChrOrd. 46).

In particular, with the exception of existing concordats on these matters, only the CCE, as «Competent National Authority», holds responsibility for ecclesiastical studies. The Holy See’s participation in international agreements does not imply in any way a reduction in the CCE’s authority over Ecclesiastical Universities/Faculties. Such agreements are intergovernmental acts involving the competent Authorities of different countries that are entrusted with their implementation at local level. Hence, every country still retains full power over existing and new legislation concerning university studies (cf. Circ. 4). To make a specific example, the CCE decides how to correctly apply the principles stemming from the “Bologna Process”, which is currently being implemented in Europe, within Catholic theology studies. This also applies when a Faculty of Theology is part of a State University. In such instances, concordats or other agreements are always in place to ensure that the internal academic organization (contents, structure and qualifications for which studies prepare students, in view of ecclesial duties) remains under the exclusive authority of the Church, except for the Church’s obvious obligation to abide by national laws concerning the general (i.e. external) organization of academic institutions in that country, and preserve the quality level which is required for comparable studies in the same context (cf. Circ. 6).

2.2.2.1.2. SERVICE TO PARTICULAR CHURCHES

SapChrOrd. art. 4. Active participation in the ministry of evangelization concerns the action of the Church in pastoral work, in ecumenism, and in missionary undertakings. It also extends to the understanding, defense, and diffusion of the faith. At the same time it extends to the whole context of culture and human society.

One of the aims pursued by Ecclesiastical Universities/Faculties is to actively help both particular and universal Churches in their evangelization work, in accordance with the fields of knowledge they cultivate and in close communion with the Hierarchy (cf. SapChr 3). Their contribution is particularly significant in the following fields:

• pastoral care of the faithful • ecumenical relations • meeting with other religions • evangelization of peoples • the entire context of human culture and society (cf. SapChrOrd. 4).

SapChr art. 4. It is the duty of Bishops' Conferences to follow carefully the life and progress of Ecclesiastical Universities and Faculties, because of their special ecclesial importance.

24

In view of this ecclesial relevance, Bishops’ Conferences, in conjunction with the Holy See, play a special role in the life and progress of Ecclesiastical Universities/Faculties (cf. SapChr 4). This applies to all the work they do:

• diligently planning their presence in local areas • their preservation • their progress • their suitable distribution in different parts of the world. (cf. SapChr 60) • their service for the continuing permanent education of the ministers of the Church (cf. SapChr 3)

Therefore Bishops’ Conferences provide for their suitable number depending on the needs of the Church and their region’s cultural progress. For this purpose, they establish a special Commission within their core, assisted by a Committee of Experts, to evaluate the possible erection/closure of Universities/Faculties. Bishops’ Conference must also be solicitous for their scientific and ecclesial condition, together with the Chancellor, while respecting the autonomy of science; but mostly should help, inspire, and harmonize the activity of the Faculties with regard to common problems which occur within the boundaries of their own region (cf. SapChrOrd. 5).

When a Faculty is joined to a Seminary or College, the Statutes, while always having due concern for cooperation in everything pertaining to the students' good, must clearly and effectively provide that the academic direction and administration of the Faculty is correctly distinct from the governance and administration of the seminary or college (cf. SapChr 21).

2.2.2.2. OBJECTIVE AND STATISTICAL DATA

2.2.2.2.1. THE CCE DATA BASE Data collection is part of the ordinary relationship between Universities/Faculties and the Holy See, which so far had been represented by the Dean’s/President’s Reports, usually written every three years, that the Chancellor would send to the CCE. Since a Data Bank was created by the CCE with specific reference to quality culture, then data shall be gathered in line with those systems and be forwarded there.

2.2.2.2.2 UNIVERSITIES/FACULTIES AND THEIR SERVICE TO PARTICULAR CHURCHES AND INSTITUTES OF CONSECRATED LIFE

It is also useful to produce a table containing data which describe the institutions’ service to the particular Churchs, to the Bishops’ Conferences where they have been established, and to the universal Church wherever necessary. When Universities/Faculties have been set up within an Institute of Consecrated Life, it is likewise useful to portray how the relationship with the Institute has developed, since it expresses its charism. The following tables’ purpose is to show immediately, within and outside the institution, how it fits into the living fabric of the Church and society.

Universities/Faculties can contribute in many different ways; here are a few examples:

• giving advice when delving into specific issues or drafting official documents • taking total or partial care, or only with part of their staff, of the permanent education of the clergy and pastoral workers (through schools, post‐graduate courses, graduate or refresher courses, special courses, etc.) • sending representatives to bodies/commissions/offices upon request 25

• establishing and maintaining academy responsibility for an Institute/Study Center within a Diocese/Bishops’ conference or Institute of Consecrated Life • taking direct action in the pastoral care of the university or culture, especially if the Ecclesiastical Faculty is part of a civil University • making contact with ecclesiastical Seminaries and Halls of Residence their students come from.

Tab. 5 – Service to Churches and Consecrated Life

Advice for Permanent Presence in Collaboration Centers/Institut Connections sectoral education of Church and/ or respon‐ es that have with Semi‐ studies the clergy and organisms sibility in the been erected naries and and/or pastoral pastoral care of for specific Halls of document workers university or purposes Residence drafting culture Diocese Bishops’ Conference Institute of Consecra‐ ted Life

2.2.2.3. GUIDANCE FOR SELF‐ASSESSMENT Vison and mission, as an expression of Universities/Faculties’ identity, provide the framework in which broader aims are pursued (research, teaching, service), which are viewed and implemented according to a specific inspiration. It is this specific perspective which, insightfully grasped and implemented by a Diocese, Bishops’ Conference or Institute of Consecrated Life, determine an institution’s features and operational identity. In the case of an Institute of Consecrated Life, this insight is directly linked to its charism and spirituality; hence, the University/Faculty concerned will be pervaded by that charism and spirit. Its broader aims will acquire a particular flavor given by that charism, or by the Diocese or Bishops’ Conference insight from which it originated, or by a response to a very specific historical and cultural need. In turn, the insight or charism which has inspired the institution will encourage its fuller participation in the evangelizing mission of the Church and the enrichment of human society.

Internal evaluation focuses on the following telltale clues, through which it can determine in what way the original charismatic insight has developed and is being fulfilled in line with the guidelines provided by the CCE and AVEPRO:

• appropriateness and intensity of institutional obligations • effective support to the progress of the University/Faculty • competence enhancement • effective services provided to the local area in which and for which the University/Faculty was established.

2.2.2.3.1. CONNECTION WITH THE UNIVERSAL CHURCH

¾ What practice is usually followed in the relationship with the CCE and the Dicasteries of the Roman Curia which hold responsibility for the fields in which the University/Faculty is active? 26

¾ In what way are the indications coming form the Holy See communicated to the academic Community? ¾ How is its allegiance to the pontifical Magisterium expressed in real life? ¾ Does the academic Community realize that it must carry out its activity in connection to the unitary progress of the Church?

2.2.2.3.2. SERVICE TO PARTICULAR CHURCHES

2.2.2.3.2.1. In reacting to the promptings coming from particular Churches

¾ Do ordinary channels ensure an effective communication with them? ¾ How does the University/Faculty receive guidelines and indications from them, especially concerning issues related to evangelization and pastoral care? ¾ How does it interpret them in the area of its competence and how does it put them into practice?

2.2.2.3.2.2. In playing an active role in planning and providing services, do Universities/Faculties

¾ Take stock of questions arising from local Churches and raise awareness amongst the academic Community on this point? ¾ Study core issues to shed light on questions and difficulties that the evangelizing action of local Churches must face in the areas where they are located or where many of their students live? ¾ Harmonize research activities, which are free by nature and do not necessarily depend upon immediate answers which must be given, with questions arising from Churches?

2.2.2.3.2.3. Concerning more specific areas, such as university and cultural pastoral care, for several reasons Ecclesiastical Universities/Faculties are expected to provide their contribution or cooperation

¾ What kind of attention is dedicated to these aspects? ¾ If an ecclesiatical Faculty is part of a civil University, what actions does it undertake to achieve its pervasive presence throughout the University? ¾ Which actions and places make this presence visible? Shared cultural initiatives? Chapel? Religious services?

2.2.2.3.2.4. With respect to the education of the clergy and pastoral workers

¾ Are there any initiatives or specific agreements with individual Churches and/or Bishops’ Conferences and Institutes of Consecrated Life to provide permanent education and, more specifically, to train the trainers? ¾ Are responses provided to individual, sporadic and discretionary requests coming from individual Dioceses? ¾ Are any teachers contacted privately?

2.2.2.3.2.5. The intellectual formation of future ministers of the Church is a specific task belonging to the Faculties of Theology and, to some extent, to the Faculties of Philosophy together with Seminaries/Colleges.

¾ What collaboration is there between the University/Faculty and Seminaries/Colleges? ¾ Are there any representatives from Seminaries/Colleges sitting in the University/Faculty’s collegial bodies? 27

¾ How are the needs and difficulties of Seminaries/Colleges detected? How are they analyzed? Are they discussed with the people who hold responsibility for this? During the year, are initiatives undertaken which have been studied with them? ¾ Are teachers aware of the fact that their work is part of a broader education framework, to which other people contribute? ¾ Do they respect its specifitiy and take this into account in their teaching action?

The same questions could be asked for Halls of Residence where some of their students live, which usually have their own specific educational aims.

2.2.2.3.3. RELATIONS WITH INSTITUTES OF CONSECRATED LIFE

Whenever Universities/Faculties’ original inspiration stems from the charism of an Institute of Consecrated Life, this characterizes their vision, defines their mission and is expressed in the relations amongst the different subjects which are part of them and in the style with which the entire academic organization and university pastoral care are handled.

¾ How is this inspiration kept alive, especially in the relationship with the Institute where they were erected? ¾ What kind of relationship is there between the academic community and the Institute and what degree of independence does it enjoy? Who manages decision‐making processes and how? ¾ How is the necessary subsidiarity safeguarded? ¾ In what way does the charism which is cultivated and embodied by the reference religious family reflected and perceived by the academic Community? ¾ With the involvement of many teachers who do not belong to the reference religious family and with the introduction and harmonization of Course Offerings within the broader context of society, how is the faithfulness to the inspiring charism preserved? ¾ Are the historical progress and new frontiers of science and research considered as an opportunity to better develop the original charism, allowing it to be challenged by the signs of the times? 28

2.2.3. SERVICE TO SOCIETY Our Savior being also our Creator, the Gospel is constantly addressed to every man and brings a salvation which does not cut out or overlap with wordly reality, diverting it from its inherent and original end. Rather, it allows man to fully know man (cf. GS 22), curing him from an ancient wound and bringing him the promised fullness. Therefore, «the effort to proclaim the Gospel to the people of today, who are buoyed up by hope but at the same time often oppressed by fear and distress, is a service rendered to the Christian community and also to the whole of humanity» (Evangelii Nuntiandi 1) The mystery of evangelization, by its nature, universally enriches man and promotes any positive value he already cultivates.

Ecclesiastical Universities/Faculties live in this universal openness, carefully listening using the tools available to each culture, and in this openness they strive to reach goodness, justice and truth, which are embedded in any thirst for knowledge, and relate them to revealed Truth. They are endowed with the ecclesial will to establish a dialogue with the entire human family on the most urgent problems, together looking for the most appropriate and sound solutions, especially for the weakest, bringing the light of the Gospel and making the energies of salvation, wisdom amd love that the Church receives from the Founder available to all (cf. GS 2‐3). Quality culture aims at grasping and favoring this structurally unbalanced and protruding position of the Church and Her Universities/Faculties with respect to the world, which is the theater of Mankind’ s history.

2.2.3.1. CODIFIED CRITERIA Existing norms state the general principle by which Universities/Faculties’ active participation in the ministry of evangelization «extends to the whole context of culture and human society» (SapChrOrd. 4).

2.2.3.1.1. THE SEARCH FOR TRUTH, GOODNESS AND JUSTICE

Moreover, attitudes of mistrust have emerged in contemporary culture towards Man’s impressive cognitive resources, and people rest content with partial and provisional truths, no longer seeking to ask radical questions about the meaning and ultimate foundation of human, personal and social existence (cf. Fides et Ratio 5). « It is the duty of the Church to serve humanity in different ways, but one way in particular imposes a responsibility of a quite special kind: the diakonia of the truth. This mission on the one hand makes the believing community a partner in humanity's shared struggle to arrive at truth; and on the other hand it obliges the believing community to proclaim the certitudes arrived at, albeit with a sense that every truth attained is but a step towards that fullness of truth which will appear with the final Revelation of God» (Fides et Ratio 2). Ecclesiastical Universities/Faculties should not eschew the radical question concerning the truth of personal life, being and God, rather they should state the need for a reflection on truth, so that all those who cherish a love for truth in their hearts can embark upon the path to find it and find in it repose and spiritual joy.

In the tradition of social doctrine, the Church has understood that charity and love are mutually implied: «Truth needs to be sought, found and expressed within the “economy” of charity, but charity in its turn needs to be understood, confirmed and practised in the light of truth» (Caritas in Veritate 2). This charity encompasses justice and the common good, that «good of “all of us”, made up of individuals, families and intermediate groups who together constitute society» (Caritas in Veritate 7). Ecclesiastical Universities/Faculties have a specific responibility to favor and promote «greater access 29

to education», which is a specific expression of solidarity amongst peoples and an essential precondition for effective international cooperation (cf. Caritas in Veritate 61).

In legal texts, reference is constantly made to the connection between Ecclesiastical Universities/Faculties and the needs of the Church and the cultural progress of their own region, so that they are not oblivious to the common problems arising in their local area: that is why Bishops’ Conferences, together with the Holy See, are urged to help, inspire, and harmonize the activity of Universities/Faculties (cf. SapChrOrd. 5).

2.2.3.1.2. FOUR EXAMPLES

The following examples effectively describe the «penetration by Christian wisdom of all culture» which is being sought (SapChr 64).

2.2.3.1.2.1. Expounding the Revelation is part of theology’s mandate, adapting it, without any change of the truth, to each culture’s nature and character, taking into account the philosophy and wisdom of peoples, however excluding any form of syncretism or false particularism (cf. AG 22 Ad Gentes, 22: AAS 58 [1966] 973 ss). Therefore the Faculty of Theology carefully seeks out, examins and takes up the positive values in the various cultures and philosophies, without accepting only those systems and methods which are incompatible with Christian faith (cf. SapChr 68).

2.2.3.1.2.2. Philosophy methodically investigates the problems which arise from the fundamental questions of the human spirit, looking for their solution in the natural light of reason. Since this is “the way to come to know fundamental truths about human life” (Fides et Ratio 5). The Faculty of Philosophy follows the same line and in the same light contributes in its own way to the deaconship of truth. Basing itself on a heritage of perennially valid philosophy, it demonstrates the consistency of discovered truths with the Christian view of the world, shared by all researchers, with the responsibility to shape thought through a constant reference to the search for truth; teachers and students in this Faculty promote Christian culture and undertake a fruitful dialogue with the people of our time. (cf. SapChr 79).

2.2.3.1.2.3. Lastly, Higher Institutes of Religious Sciences are connected to theological Faculties and have recently been reformed. Now they focus more on preparing consecrated and lay professionals to become actively engaged in the cultural and operational dynamics of contemporary society (cf. CCE, Instruction on Higher Institutes of Religious Sciences 4).

2.2.3.1.2.4. In this context of knowledge fragmentation, while theology and philosophy are asked to provide a reference framework in which to find discernment criteria on human nature with its different problems, the search for truth takes on the task of starting over from Man, redefining the place and role of theological sciences in their relationship with human sciences. The issue of “dialogue” and discernment is crucial to confront the provocations of contemporary society, which is pervaded by relativism; first and foremost, the promotion of the humanities has been encouraged, to bring them in closer connection with the theological disciplines or with the work of evangelization (cf. SapChr 84). Hence, theological sciences are urged to engage in a dialogue with all human sciences, especially psychology and sociology, together with other scientific disciplines and other cognitive areas, «so that the faithful may be brought to a more adequate and mature life of faith» (GS 62).

2.2.3.2. OBJECTIVE AND STATISTICAL DATA The ability to interact and cooperate with cultural institutions and social bodies, which make up the fabric of human coexistence in the commingling between particular‐local and universal‐global, on the 30

one hand is connected to the aims of Ecclesiastical Universities/Faculties and, on the other hand, is particularly recommended in order for them to be a living and responsible catalyst in the area where they operate, considering this area as a fragment in which totality is found and not as a mere part of totality.

Gathering data on the initiatives they undertake, as well as on the collaborations they establish, not only helps them to connunicate their activities both inside and outside the institution using objective information, but also provides elements for interpretation in order to define Universities/Faculties’ public image, their role in the surrounding area and the ability to go beyond their borders, as well as the insight to identify problems and trends and the corresponding consistency of energies they invest over time. 31

Tab. 6 – Conventions

Own Year Short‐ Training Publishing Consultancies Conferences/Cultural Projects Projects With/for initiatives/Agreements term/long‐ courses initiatives events with with high former – Conventions term major media Students or occasional social exposure initiatives impact Public entities Non profit private entities Companies, firms International entities

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2.2.3.3. GUIDANCE FOR SELF‐ASSESSMENT

2.2.3.3.1. UNIVERSITIES IN CONTEMPORARY SOCIETY

In this century, the expectations and requests coming from society with respect to Universities change very rapidly, since individual citizens and organized social bodies are looking for greater strength and independence to face future challenges. These challenges stem from increasingly fast globalization, cultural and demographic changes, fast‐paced technology transformations, which cause widespread dismay. Universities, including Ecclesiastical ones, by cultivating a cognitive heritage based on research to be conveyed to contemporary man, play a valuable role in supporting the development and dissemination of knowledge. Ecclesiastical Universities/Faculties are summoned to develop an interpretation of reality according to Christian specificity and to make this wealth available to all, knowing that the problems which are debated in the area where they work (the local area) are not only connected to broader issues (globality), but ultimately go back to and contain the major questions of the human spirit, just like the particular contains the universal and it is open to and enlightened by it. Therefore, the initiatives that have been undertaken with other institutions near and far create a network of cooperation with various entities to which they can bring this universal openness.

Quality assurance involves Universities/Faculties’ responsibility with respect to society, which is summarized by the term “dialogue” that is based on:

• listening to human reality • discernment in the light of the Gospel • proposition • critical debate.

The service and contribution they can provide independently and/or together with other entities, are summarized in the strategic plan, paying attention that they become accessible to new individuals who want to learn, also through a sound communication strategy.

2.2.3.3.2. SCOPE OF ACTION AND COOPERATION

There are many fields where the action and cooperation of Ecclesiastical Universities/Faculties is possible and also requested, bearing in mind that academic initatives should be disguinshed from cultural animation initiatives.

2.2.3.3.2.1. PERMANENT EDUCATION

An important area for action and cooperation to serve society is permanent education or, better still, adult education. This implies

• attention towards basic education, • continuing education for graduates or people who are already qualified, • opportunities for cultural enrichment for older people who have already retired from active life.

Within this broad area, which is now being effectively developed by several public and private institutions, not only should vocational training programs be provided to adapt to everchanging labor market needs, but also ethical views and considerations should increasingly be introduced, due to their decisive role in building society on a human scale. And, in addition to this, opportunities for personal growth should be offered as well, through the cultural enrichment that Universities afford. In so doing, the sense of living, of knowing how to live, of the search for beauty, goodness and justice 33

become relevant: something for which the contribution of Ecclesiastical Universities/Faculties is often being requested, also considering the role played by Christianity over the centuries.

2.2.3.3.2.2. OTHER FIELDS

There are several other fields in which our contribution might be provided; just to make an example we might mention

• consultancies • counseling service provision • participation in social projects • cherishing relationships with former students.

2.2.3.3.3. HOW CAN THIS BE DONE

These initiatives can be carried out in many different ways and through many different means, in order to favor the participation of more and more people

• public debates during conferences • cultural events • media • new Web‐based environments, where the possibilities for outreach become even greater.

2.2.3.3.4. SOCIAL RESPONSIBILITY

Acquiring a culture of quality implies taking on this responsibility systematically through a dialogue with society in order to strengthen cooperation at different levels (different geographical levels, involving various entities).

¾ Is there a person or staff entrusted with this task? ¾ Is the entire academic Community aware of this? ¾ Are collaborations managed in an informal way and through verbal agreements or attempts are being made to formalize them? ¾ Is the idea to establish a collaboration network? Is there any planning involved? ¾ What decisions have to be made to establish a collaboration or provide a service? ¾ Is the effectiveness of proposed initiatives measured? How is the risk of self‐referentiality avoided? ¾ Are requests studied and finetuned? Are they subject to any critical reading? ¾ Are there any priorities in choosing amongst several offers/requests? ¾ Are prophetical proposals put forward, to express the novelty of the Gospel? ¾ Is greater attention devoted to the weak?

2.2.3.3.5. ACCESS TO CULTURAL INITIATIVES

Strategies must include promoting a broader access to the institution’s activities and introducing new ones in order to reach out to society, bringing a specific contribution and fulfilling the evangelizing mission of the Church.

¾ With what entities does the University/Faculty actually collaborate? ¾ What initiatives are given priority to? Does solidarity figure prominently? 34

¾ Are issues related to initiative accessibility studied? Are people with limited means helped in any way? ¾ Are programs and initiatives adapted to the needs of a diversified audience? ¾ Are attempts made to be flexible and innovative? ¾ Does the distance between these initiatives and research become shorter? ¾ Are vocational guidance and counselling services provided? ¾ Is any form of career counseling provided? ¾ What kind of recognition is granted to prior studies and education? 35

2.3. THE ACADEMIC COMMUNITY

2.3.1. THE COMMUNITY An academic institution, which by nature provides higher education according to scientific criteria, is a complex and intricate structure, and all stakeholders must effectively work together to achieve its goals. This is what makes it a Community (cf. SapChr 11), in which people, both individualy or collegially, must feel co‐responsible for the common good and must strive to achieve it, according to their respective tasks and abilities. Universities/Faculties promote an organic collaboration amongst all their components by clearly determining the rights and duties of individuals and governing and managing bodies in their Statutes and other norms, so that powers are exercised within specific limits.

Given these institutions’ ecclesial nature, their quality and their ability to achieve their educational aims must be assessed within proper ecclesial dynamics: i.e. living the fullness of their relationship with God in their search and joy for truth, goodness and justice together with other people; promoting recipients’ integral human and Christian formation; establishing a dialogue with contemporary culture to listen to it and evangelize it, etc. If this implies evaluating their academic service, these institutions do have a complex structure nonetheless, which is the product of diversified roles and tasks, interactions amongst all stakeholders, offices and services. Only at this point the relational, human and spiritual dynamics that we might call ‘management system’ truly comes to life.

2.3.1.1. INDICATIONS Let us describe in broad terms the fundamental dynamics of this peculiar ecclesial Community, briefly referring to some indications which have been inspired by well‐known ecclesial documents, in order to delve into the details of existing organization in which all stakeholders work together later on.

The core of revelation, which resonates in John’s wording «God is love», has led Christians to see truth inscribed in love and, in a peculiar way, in personal trinitarian relations. Every search for truth, goodness and justice in education leads back to this vital fundamental core.

Benedict XVI, Caritas in veritate

1. Charity in truth, to which Jesus Christ bore witness by his earthly life and especially by his death and resurrection, is the principal driving force behi nd the authentic development of every person and of all humanity. Love — caritas — is an extraordinary force which leads people to opt for courageous and generous engagement in the field of justice and peace. It is a force that has it s origin in God, Eternal Love and Absolute Truth. Each person finds his good by adherence to God's plan for him, in order to realize it fully: in this plan, he finds his truth, and through adherence to this truth he becomes free (cf. Jn 8:32). To defend the truth, to articulate it with humility and conviction, and to bear witness to it in life are therefore exacting and indispensable forms of charity. Charity, in fact, “rejoices in the truth” (1 Cor 13:6). All people feel the interior impulse to love authentically: love an d truth never abandon them completely, because these are the vocation planted by God in the heart and mind of every human person. The search for love and truth is purified and

liberated by Jesus Christ from the impoverishment that our humanity brings to it, and he reveals to us in all its fullness the initiative of love and the plan for true life that God has prepared for us. In Christ, charity in truth becomes the Face of his Person, a vocation for us to love our brothers and sisters in the truth of his plan. Indeed, he himself is the Truth (cf. Jn 14:6).

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2.3.1.1.1. QUAERERE DEUM

Based on Christians’ historical experience in many regions of the word, the process of creating new cultures, in which they have often been key players, has been an outcome rather than a primary and direct purpose:

«Amid the great cultural upheaval resulting from migrations of peoples and the emerging new political configurations, the monasteries were the places where the treasures of ancient culture survived, and where at the same time a new culture slowly took shape out of the old. But how did it happen? What motivated men to come together to these places? What did they want? How did they live? First and foremost, it must be frankly admitted straight away that it was not their intention to create a culture nor even to preserve a culture from the past. Their motivation was much more basic. Their goal was: quaerere Deum». (Benedict XVI, Meeting with representatives from the world of culture – Collège des Bernardins, Paris, Spetember 12, 2008)

What ultimately moves each component of the academic Community to action, according to the tasks that have been entrusted to them, is the quest for God, and any attempt to build a culture which is not rooted in this quest is but a deceptive and contrived endeavor. Therefore it provides the frutiful ground where personal and common virtues flourish, so that teaching or resarching, informing or managing, learning or practising, increasingly become totally selfless acts and are respectful of other people’s freedom.

¾ Is this ultimate goal, as Christian history shows, disembodied or detached from real manual and intellectual work. Is there any risk that similar dicotomies might develop in Ecclesiastical Universities/Faculties? ¾ Is this ultimate goal sufficiently apparent through an adequately functioning organizational structure?

2.3.1.1.2. THE UNIFYING POWER OF TRUTH

The acutal knowledge ot truth – goodness –justice occurs in love and, viceversa, love originates from this knowledge: they are two aspects of the same reality in which God Trinity comes to Man and Man discovers himself and his dimension by entering into God. The experience which stems from this mutual immanence of God and Man not only allows indviduals to step out of isolation and illusion, but it establishes relations which are ultimately so strong that we can actually talk about a friendly and brotherly mark of the academic Community. The activities and ties which characterize this particular Community embody the essence of the Church in a peculiar way; here Christians rediscover the mutual immanence between God and Man in pursuing and finding truth – goodness – justice together, so that Christ’s form can fully develop in the life of teachers and learners. 37

The truth possesses in itself a unifying force. It frees men from isolation and the oppositions in which they have been trapped by ignorance of the truth. And as it opens the way to G od, it, at the same time, unites them to each other. Christ destroyed the wall of separation which had kept them strangers to God's promise and to the fellowship of the covenant (cf. Eph 2:12‐14). Into the hearts of the faithful He sends His Spirit through whom we become nothing less than "one" in Him (cf. Rom 5:5; 6 Gal 3:28). Thus thanks to the new birth and the anointing of the Holy Spirit (cf. Jn 3:5; 1 Jn 2:20. 27), we become the one, new People of God whose mission it is, with our different vocations and charisms, to preserve and hand on the gift of truth. Indeed, the whole Church, as the "salt of the earth" and "the light of the world" (cf. Mt 5:13 f.), must bear witness to the truth of Christ which sets us free (Congregation for the Doctrine of the Faith, Istruction Donum Veritatis, 3).

Communion, animated by intellectual charity, is almost like making other people experience the same access into trinitarian life that subjects communicating with God experience in themselves as knowledge of truth. That is why communion pervades every academic study and research activity. This charity «can join together the existential progress of young people who, albeit living far away from each other, are able to feel tied to each other in their soul searching and testimony» (5th European University Students’ Day, March 10 2007, Address by Benedict XVI). It is easy to understand what the Apostle meant when he stated that out of this charity, science inflates but does not build. Academic investigation is not exempt from this fundamental human law, it is rather rooted in it and rightly wishes to extol it.

¾ Are relations within the academic Community based on this intellectual charity? ¾ Are investigation and teaching/learning able to radicate and extol bonds of communion and friendship?

Any organization (including Ecclesiastical Faculties), in order to work properly, must be able to express these relations by identifying and managing several interconnected activities. Activities, since they require resources and have to be managed in order to trasform inputs into outputs, can be considered as processes. It is important to monitor these interactions so that they foster a sense of belonging in all institution members, so that they are prompted to become actively involved and feel co‐responsible, holding a shared responsibility to pursue institutional aims consistently with the Faculty’s vision and mission.

¾ Are stakeholders aware and explicitly willing to monitor the decision‐making process and make it transparent? Does this apply to organizational mechanisms too? ¾ Does daily routine work reflect the subsidiarity and responsibility of the different entities which make up the institution? ¾ Do teachers, together with students, manifest their full and certain will to engage in research and learning, which are their primary tasks, with a true interdisciplinary spirit?

2.3.1.1.3. EDUCATIONAL FRUITFULNESS

Unity in the Church does not mean that people all merge into one: it is a Communion where some distance from the other is accepted, where otherness is respected; this acceptance opens a space where the other is his/her own self in and with other people, which makes this person grow in self‐ knowledge in a way that is not individualistic (looking at oneself only starting from oneself), but relational (seeing oneself through the eyes of the Other‐other); this relationship unfolds in front of a Third‐third party, in a Third party, who ensures full freedom and truth in dispossessing oneself, together with the fullness of a new‐found life. This dynamics of losing and finding oneself, that 38

Christians know from Easter, characterizes not only the lives of Christians, but is also found at the heart of any educational relationship which then acquires a peculiar connotation from this.

A man does not live a relationship with other people as a true society without experiencing his own self as a person; outside of love, he is stuck within the narrowness of the individual and the group, where he only tries to hoard things for himself, to become stronger to the detriment of others, to survive others in a natural dynamics which, if it is not strictly directed towards a loftier goal, will ultimately trigger violence according to the principle by which only the stronger survives.

¾ Have you noticed that the dynamics at work in the University, involving individuals and collective bodies alike, are still hostage to individualistic and parochial attitudes? ¾ Is it possible to overcome competition and envy amongst teachers and students? ¾ Is a false notion of Authority always eschewed? ¾ Does the awareness of teachers of cooperating to engender truth, goodness, justice in students’ hearts show? ¾ Is the daily organization supported by truly open values and motivations which establish a climate of real mutual acceptance?

Since all Christians have become by rebirth of water and the Ho ly Spirit a new creature so that they should be called and should be children of God, they have a right to a Christian education. A Christian education

does not merely strive for the maturing of a human person as just now described, but has as its principal purpose this goal: that the baptized, while they are gradually introduced the knowledge of the mystery of salvation, become ever more aware of the gift of Faith they have received, and that they learn in addition how to worship God the Father in spirit and truth (cf. John 4:2 3) especially in liturgical action, and be conformed in their personal lives according to the new man created in justice and holiness of truth (Eph. 4:22‐24); also that they develop into perfect manhood, to the m ature measure of the fullness of Christ (cf. Eph. 4:13) and strive for the growth of the Mystical Body; moreover, that aware of their calling, they learn

not only how to bear witness to the hope that is in them (cf. Peter 3:15) but also how to help in the Christian formation of the world that takes place when natural powers vie wed in the full consideration of man redeemed by Christ contribute to the good of the whole society. Wherefore this sacred synod recalls to pastors of souls their most seri ous obligation to see to it that all the faithful, but especially the youth who are the hope of the Church, enjoy this Christian education (Gravissimum Educationis 2).

2.3.1.1.4. ORGANIZATIONAL SUPPORT FOR THE ACHIEVEMENT OF EDUCATIONAL AIMS

These fundamental elements of Christian life, which are present in every ecclesial experience, explain why academic Communities – which strive for teachers’ and students’ scientific and learning achievements (the institution’s “product”) to which they devote their organizational efficiency and effectiveness (the institution’s “system”) ‐ are able to achieve the integral formation of the person through this peculiar way: inside and through the field of knowledge they cultivate in a special way 39

and to serve which they dedicate a complex organizational machinery. Through research and teaching, they actually touch the very heart of any dialogue between the world of culture and science and the world of religions and the promotion of peace and justice amongst peoples .

Since the “product” is supported by a “system”, academic institutions define their management systems by identifying the processes through which they manage all academic ativities, their sequence and interaction. They must also identify the documentation which refers to activity management processes and define effective ways to manage this. An adequate organizational structure for the appropriate management of all identified processes is thus defined, indicating responsibilities, taking care of verifying whether they are being fulfiled and ensuring effective coordination amongst respective decision‐making processes. Universities/Faculties must perform and document periodic reviews of their academic activity management system and organizational structure, in order to ensure their constant fitness, appropriateness and effectiveness.

The “system” is at work during daily academic life through very different actions carried out by individuals, who are always part of organic contexts and are the expression of offices and services which can perform educating and educational acts only if they work together. Let us try and draw up a double list, which is not exhaustive but is well known to those who experience this on a daily basis, of those elements in which academic Communities’ educational aims are imperceptibly achieved; the first list emphasizes those elements which make up the educating Community’s “product”, whereas the second list highlights “system” elements:

• study • common/collective readings • listening to classroom lectures • prayer • passionate dialogue • accepting those who are weaker • Christian discernment and evaluation of individual and social behavior • spiritual assistance.

™ attention towards the actual final service provided by the office ™ readiness to collaborate with co‐workers in same or other offices ™ respect for other people’s work ™ pay attention to stakeholders’ difficulties ™ supervise office coordination ™ meet schedules and deadlines ™ timeliness in communicating changes ™ easy access to communication channels

Therefore, due to its peculiar features, academic life too is a place where the founding elements of Christian life are put into practice (searching for truth, goodness, justice). Students and Teachers, Authorities andl Staff, in fulfilling the task that was entrusted to them, achieve the previously described relationship of love since, together, they try to better understand the connection between knowledge and life, and offer this understanding to those who come to benefit from it. 40

2.3.2. AUTHORITIES A very peculiar task in the complex structure of Ecclesiastical Universities is given to those who have been designated to govern them. Actually, in different ways and forms, all components contribute to their governance; rather, their quality depends upon the ability to involve all components in determining the way the institution must follow. Only in this way can individuals identify with the institution and find themselves in the ideal conditions to appropriate the values that the institution upholds.

Let us consider Universities/Faculties’ structure and governance, with their personal and collegial Authorities, their tasks, the procedures which regulate them, starting from their election and appointment to their term in office and the way in which they exercise their Authority.

2.3.2.1. CODIFIED CRITERIA Existing legislation is concerned with the clear definition of government posts, from their designation to their function, and provides specific indications concerning their main tasks, allowing for other tasks to be determined internally.

2.3.2.1.1. THE CHANCELLOR

2.3.2.1.1.1. POST The Chancellor represents the Holy See to the University or Faculty and equally the University or Faculty to the Holy See. He promotes the continuation and progress of the University or Faculty and he fosters its communion with the local and universal Church.(cf. SapChr12). He is is the Prelate Ordinary on whom the University or Faculty legally depends, unless the Holy See established otherwise (cf. SapChr 13). Since oftentimes a University/Faculty depends upon a collegial entity (for instance, on an Episcopal Conference), one designated member of the group is to exercise the office of Chancellor (cf. SapChrOrd. 9).

Where conditions favor such a post (for example when the University/Faculty is founded or canonically erected within a religious Family), it is also possible to have a Vice­Chancellor, whose authority is determined in the Statutes (cf. SapChr 13).

If the Chancellor is someone other than the local Ordinary, the statutory norms are to establish how the Ordinary and the Chancellor carry out their respective offices in mutual accord (cf. SapChr 14). The local Ordinary, if he is not the Chancellor, since he has the pastoral responsibility for his Diocese, is, whenever something in the University or Faculty is known to be contrary to doctrine, morals, or ecclesiastical discipline, to take the matter to the Chancellor so that the latter may take action. In case the Chancellor does nothing, the Ordinary may have recourse to the Holy See, without prejudice to his own obligation to provide personally for action in those cases which are more serious or urgent and which carry danger for his Diocese (cf. SapChrOrd. 10).

2.3.2.1.1.2. TASKS He supports the institution by promoting scientific progress, by ensuring that Catholic doctrine is integrally followed and by faithfully enforcing the Statutes and the prescriptions of the Holy See. Since he enjoys ordinary powers, he represents unity and leads all member of the academic Community towards such unity; therefore he gives or takes away from the teachers the canonical mission or 41

permission to teach, according to the norms of the Constitution Sapientia Christiana, and receives the profession of faith of the Rector or President. In turn, he proposes to the CCE the names of those who are to be nominated or confirmed as Rector or President, as well as the names of the teachers for whom a «nihil obstat» is to be requested; he also informs the CCE about more important matters and sends to that Congregation every three years a detailed report on the academic, moral, and economic condition of the University/Faculty (cf. SapChrOrd. 8).

2.3.2.1.2. PERSONAL AND COLLEGIAL AUTHORITIES

SapChr art. 15. The academic authorities are personal and collegial. Personal authorities are, in the first place, the Rector or President and the Dean. The collegial authorities are the various directive organisms or councils of the University or Faculty.

Art. 16. The Statute of the University Faculty must very carefully set out the names and offices of the academic authorities, determining the way they are designated and their term of office, taking into account both the canonical nature of the individual University or Faculty and the university practice in the local area.

SapChrOrd. art. 12. Besides the University Council (Academic Senate) and the Faculty Council, both of which must everywhere exist even if under different names, the Statutes can suitably establish other special councils or commissions for scientific learning, teaching, discipline, finances, etc.

SapChr. art. 17. Those designed as academic authorities are to be people who are truly knowledgeable about university life and, usually, who come from among the teachers of some Faculty.

2.3.2.1.2.1. AUTHORITIES AND THEIR COLLABORATION Academic Authorities are personal (first of all, the Rector or President and the Dean) and collegial (the various executive bodies, or University/Faculty Councils, student Councils). Based on the complexity of University structure, a number of characters might assist personal Authorities, such as one or more Vice‐Rectors, Vice‐Presidents, Heads of Institutes, Centers, Sections or otherwise denominated figures. Also collegial Authorities might be assisted by other special operating Councils or Boards which might be defined as management bodies (such as Board of Directors, Library Board, Rector/President’s Council, Undergraduate Courses, Orientation, Doctorate Commissions; Internship or Institutional Communication Board, Connected Institutes Commission, Editorial Board, etc.) for the management and promotion of scientific learning, teaching, discipline, finances, etc. (cf. SapChrOrd. 12).

University/Faculty Statutes must very carefully set out the names and offices of the academic authorities, determining the way they are designated and their term of office, taking into account both the canonical nature of the individual University or Faculty and the university practice in the local area (cf. SapChr 16). The Statutes determine how the personal and the collegial authorities are to collaborate with each other, so that, carefully observing the principle of collegiality, especially in more serious matters and above all in those of an academic nature, the persons in authority will enjoy that exercise of power which really corresponds to their office. This applies, in the first place, to the Rector, who has the duty to govern the entire University and to promote, in a suitable way, its unity, cooperation, and progress. (cf. SapChr 19). In the Statutes of the individual Faculties, giving more weight, as the case may require, either to collegial or else to personal government, while always preserving both forms. Account should be taken of the university practice of the region where the Faculty is located or of the Religious Institute on which the Faculty may depend (cf. SapChrOrd. 11).

Since Ecclesiastical Universities are made up of several Faculties, their governance must be coordinated through the Statutes with the governance of the entire University in such a way that the 42

good of the single Faculties is assured, at the same time that the good of the whole University is promoted and the cooperation of all the Faculties with each other is favored. The canonical requirements of Ecclesiastical Faculties must be safeguarded even when such Faculties are inserted into non‐ecclesiastical Universities (cf. SapChr 20).

2.3.2.1.2.2. PERSONAL AUTHORITIES The Rector is one who presides over a University; the President is one who presides over an Institute or a Faculty which exists separately (cf. SapChrOrd. 13). The Rector/President

• directs, promotes, and coordinates all academic community activities • is the representative of the University or of the Institute or Faculty existing separately • convokes the Council of the University or of the Institute or Faculty existing separately and presides over the same according to the norms of the Statutes • watches over the administration of temporalities • refers more important matters to the Chancellor • sends, every year, a statistical summary to the Sacred Congregation for Catholic Education, according to the outline provided by that same Congregation (cf. SapChrOrd. 14).

The Dean presides over a Faculty which is part of a University (cf. SapChrOrd. 13) and

• promotes and coordinates all the activity of the Faculty, especially matters regarding studies • sees to providing with due speed for their needs • convokes the Faculty Council and presides over it • admits or excludes students in the name of the Rector according to the norms of the Statutes • refers to the Rector what is done or proposed by the Faculty • sees that the instructions of higher authorities are carried out (cf. SapChrOrd. 15).

2.3.2.1.2.3. ELECTION AND TERM Academic Authorities are to be people who are truly knowledgeable about university life and, usually, who come from among the permanent teachers of some Faculty (cf. SapChr 17). The Rector and the President are named, or at least confirmed, by the Sacred Congregation for Catholic Education (cf. SapChr 18). The Statutes are to fix a term of office for these persons (for instance, three years) and are to determine how and how many times their term can be renewed (cf. SapChrOrd. 13); they should also provide for the composition and election of collegial Authorities, that is of Council members, and the duration of their term.

When a Faculty is joined to a seminary or college, the Statutes, while always having due concern for cooperation in everything pertaining to the students' good, must clearly and effectively provide that the academic direction and administration of the Faculty is correctly distinct from the governance and administration of the seminary or college. (cf. SapChr 21).

2.3.2.2. OBJECTIVE AND STATISTICAL DATA It is useful to have a public table of objective data about personal academic Authorities, so that they can easily be identified and reached both from within and outside the institution.

Tab. 7 – Academic Authorities 43

Academic Name Address Contact Office hours Year of Year of Number Authorities info Appointment term of terms expiration

Rector / President

Vice‐rectors / VicePresident

Dean

ViceDean

Collegial organs are usually established for a participation‐based and balanced management of the institution around a personal academic Authority. Possible data to be gathered would consider their membership, the yearly meetings provided for by law and other meetings which might be summoned (also keeping track of absentee members). In order to better represent these bodies’ activities it would be useful to provide a brief description of the acts they are supposed to carry out by their very nature: a resolution; a necessary expression of consent or a mere opinion so that the Authority can make its decision; mere consultation; proposals or investigations and fact‐finding missions on individual aspects of academic life; the development of specific sectoral plans.

Tab. 8 Collegial Bodies

Collegial Membership Scheduled Resolutions – de Propositions Development of Bodies yearly meetings consensu and de and sectoral plans ‐ absentees consilio – and investigations Elections Academic Senate Faculty Council Other Councils Boards

2.3.2.3. GUIDANCE FOR SELF‐ASSESSMENT The government of an academic Community has the task of promoting an organic collaboration amongst all its members by guiding the operational implementation of everybody’s appropriate rights and related duties according to the Statutes and regulations. Each Authority has the power‐duty of exercising its own competence, which cannot be handed over to others, and interacts with the other Authorities according to the principle of subsidiarity for the achievement of the Community’s common good. Since these competences are usually well defined, their good quality is evidenced through the verfication and supervision of their implementation in compliance with existing and shared procedures consistently with the Community’s organic unity. Questions to be asked will be aimed at shedding light on the different steps of the decision‐making process, always identifying subjects, 44

timeframe and limits involved in the decision in the best possible way. If, normally, all this is quite clearly determined for academic Authorities, it would be good if the same thing happened for management bodies, which play such a major role in institutions’ lives.

2.3.2.3.1. UNIVERSITY STRUCTURE

Universities’ rich vitality is directed by the institution’s government which takes care to structure it in the best possible way in order to strengthen it and allow it to produce lasting fruits. For this reason, Faculties, Institutes, academic Centers, Sections, Departments or other entities, called with different names, are established within them, to pace with changing times. Major decisions in this domain are ultimately made by the Chancellor/ViceChancellor and, wherever it is present, by the Bishops’ Conference assisting him. It is advisable that these be monitored and supervised as well

¾ Based on what principles do Universities/Faculties’ highest Authorities ponder initiatives and proposals coming from different places? ¾ Do they evaluate whether they could be undertaken within a reasonably predictible timeframe according to good quality criteria and enjoying the right degree of autonomy? ¾ Do they truly respond to a cultural, scientific and cultural need that the competent ecclesiastical Authorities have assessed and approved? ¾ Since this higher level is entrusted to the care of the Chancellor (and possibly of the ViceChancellor), since he acts as an interface with the Holy See and, in full communion, with the Bishops’ Conferences or religious Institutes where the University/Faculty is located, how are steps in the decision‐making process verified?

2.3.2.3.2. PERSONAL AUTHORITIES

2.3.2.3.2.1. ELECTION It is essential that the way in which Universities/Faculties choose their personal academic Authorities follows a well‐defined formal procedure every step of the way:

¾ Is it clear who makes decisions and who only provides advice? ¾ Who starts consultations and how? ¾ Are voting procedures indicated? And the majorities needed in the various ballots? ¾ Is installation in office determined as well as a possible regency when the post is vacant or not available? ¾ Is it possible to resign from a post, how is it done, who should be notified, what could the reasons be, when is it necessary to accept a resignation?

2.3.2.3.2.2. THE ABILITY TO LEAD TOWARDS UNITY The Rector/President of a University/Faculty which exists separately or an Institute presides over the academic Community’s entire activity through daily dealings with its various components, in order to constantly discern the best ways and strategies to achieve the institution’s mission and assess its effectiveness. When we talk about Rectors, we also include their immediate aides, such as ViceRectors or even Deans for whatever falls under their responsibility or should be addressed at their level. The same applies to the President and VicePresident.

¾ Are they able to describe the institution’s vision and mission and their related goals and also provide the basis to develop strategies to achieve them and overcome possible resistances? ¾ How do the Rector/President and Dean arrive at the determination of goals? ¾ Usually this determination ends with the drafting and definition of an Institutional Strategic Plan based on a prior analysis carried out at different levels. Do the Rector/President and Dean faithfully stick to such plan? 45

¾ This determination does not occur statically or once in every great while, for example only at the beginning of their term; do they promote a constant assessment of the institution’s actions and strategies to the extent of its becoming a regular practice in its institutional work? ¾ Has a self‐assessment mindset been acquired in the normal running of the institution with a view to quality improvement? ¾ Is it easy to identify how decisions are made, what procedures are followed, who holds final responsibility, what degree of independence is enjoyed, what influence higher external (CCE, local Bishop, Bishops’ Conference, religious Congregations) and internal academic Authorities exert?

In addition to these figures that are directly related to the Rector, usually Rectors/Presidents rely on the help of specific Boards to better organize University/Faculty activities; such Boards are subjected to the competent bodies and usually coordinate and monitor teaching, study and research activities in order to submit proposals for the improvement of curricula and course offerings. Amongst these boards, special attention should be devoted to the Self‐Assessment Commission (cf. Circ. 3).

¾ Is the way in which these figures are elected or designated clear, as well as other lower‐ranking figures such as Heads of Departments, Sections and Centers? ¾ Is any turnover envisaged, since there are no limits on the number of terms they serve? ¾ How are people appointed to these posts and who decides on them? ¾ Is the Rector/President usually able to ensure their transparency and accessiblity to entitled individuals and bodies?

2.3.2.3.2.3. GOVERNING INDIVIDUAL ASPECTS OF DAILY LIFE Since the Institutional Strategic Plan should stem from the collective will of all institutional stakeholders, there is a need to check whether personal Authorities actually and consistently implement it.

RESEARCH ¾ Do the Rector/President and, for his part the Dean, verify this by assessing quantity in respect to the staff which produces it? ¾ Are they concerned with the appropriate balance between the time teachers dedicate to teaching and time dedicated to research? ¾ Do they watch over available financial resources for it? ¾ How do they ascertain its quality? ¾ Do they verify the academic quality of University/Faculty Reviews?

COURSE OFFERINGS ¾ Do personal Authorities use public indicators to determine their assessment and updating? ¾ What value do they attach to progress in research, contemporary intellectual challenges, analysis of education needs, indications coming from teachers/students, teachers’ expertise and interests, analysis of programs developed elsewhere, external supply/demand from the Diocese, other Universities, etc.? ¾ If the need for possible updates has been assessed, how do they determine whether the establishment or elimination of Chairs, Departments or Sections, Research Centers and institutions in a Faculty/University is advisable, consistent and consequential with the Institutional Strategic Plan or is following other criteria which, albeit good, might lead to spreading oneself too thin or chasing after fashionability? ¾ What measures do they take when they look at results which measure the value of teaching activities and final performance?

TEACHERS QUANTITY AND QUALITY ¾ Does the Authority watch over the number of permanent teachers, so that it is sufficient to meet required standards? How does it take care of their quality? 46

¾ Do the Rector/President, together with the Dean and in line with the Institutional Strategic Plan, identify criteria to determine whether it allows the Faculty to reach its goals, focusing on the most recent yearly trends concerning the number of teachers, the ratio with the number of students, their qualifications, age in order to indicate future needs and development policies for teacher replacement? ¾ Have they listened on a regularly basis, through formal procedures, to teachers’ requests, observations and difficulties, especially tenured teachers, so that development policies are truly rooted in the real situations teachers must face? ¾ How are teachers’ names suggested for appointments and how are teachers appointed? ¾ Are specific procedures followed where collegial bodies are involved or are these decisions made only by some personal Authorities?

DAILY LIFE OF THE ACADEMIC COMMUNITY ¾ The Rector/President has to take care of the essential aspects of community life and usually relies on the help of one or more delegates; is he really able to pass on responsibility to these people? Are these people and their responsibiities formally defined? ¾ How is students’ integral formation taken care of and what outreach is provided to them, by listening to their needs, problems, projects, especially where there are many students coming from foreign countries? ¾ Do these people develop small projects for their spiritual, cultural and human formation, also involving teachers, and developing dialogue and solidarity within the University community? ¾ Is there an internal chaplainship, with a small university pastoral activity? ¾ Are efforts made to set up and supervise a space for leisure time spent in the University, to eat or drink something, a computer room, a first aid facility? ¾ What efforts are made to provide adequate premises for teachers’ offices? ¾ Are internal and external information systems regulated by specific criteria and are they subjected to any controls? ¾ How do academic Authorities supervise the University/Faculty website, Yearbook, examinations’ Ordo and Tesari, in addition to brochures and pamphlets providing information on the University in general or on individual Faculties? ¾ How do they monitor the general Secretariat’s efficiency and relationships especially with teachers and students?

EXTERNAL RELATIONS ¾ Is the Rector/President attentive in grasping the new frontiers of research and rising social issues as elements that lead to a greater understanding of the Christian message and a renewed understanding of Christian memory? ¾ Considering how broad fields are, does he prepare a priority grid to sort out relationships and make comparisons so that he can consistently invest intellectual assets in research, scientific and publishing activities, in teaching? ¾ Does he promote the development of thematic areas of interest for a Faculty, or opportunities for cooperation among several Faculties or Departments inside and/or outside the University, or opportunities for teachers and students to establish frutiful contacts to develop their abilities which might lead to new funding sources? ¾ In the cultural service provided to society, does the Rector/President follow criteria for this purpose? What are the requests coming from particular Churches, who might be interested in investigating pastoral and cultural problems they have identified and, in general, in the permanent education of both clergy and laity? ¾ And contacts with former students? ¾ Does the institution take part in any social projects or in the cultural life of the city/region/country?

ADMINISTRATION AND TECHNICAL ASPECTS 47

The complexity of this matter, especially in larger academic structures, requires the active presence of people who have been entrusted with specific responsibilites by the Rector/President, with specific tasks and prerogatives, as well as the possibility to resort to external professional consultants.

¾ Is this broad field ‐ which includes hiring and managing non‐teaching staff, building and instrumentation maintenance, treasureship management, finance and accounting, asset preservation and development ‐ monitored and studied on a regular basis? ¾ In each of these fields, is the need felt for an organic plan depending upon the University/Faculty’s institutional activity?

DISCIPLINE AND DISPUTES ¾ Does the Rector/President resort to formal procedures to authoritatively interpret existing regulations and norms in order to overcome difficulties and settle disputes? ¾ What measures does he take to settle such matters? ¾ Directly and personally or through collegial bodies or following a specific order? ¾ Is it always clear that injured parties can always appeal to the highest Authority?

2.3.2.3.3. COLLEGIAL AUTHORITIES

The collegial Authorities which are normally present are the University Council, often called Academic Senate, and the Faculty Council: these are the bodies where all the institutional components are represented and, therefore, are the expression of the institution’s entirety. The same applies to the Economic Affairs Council, Teachers’ Council, Students’ Council (or similar entities). These and other directive bodies, Councils and(/or Boards express the academic community’s participation in its running.

2.3.2.3.3.1. SUBSIDIARITY ¾ Is the right balance between collegial and personal Authorities assessed? ¾ Are personal Authorities adequately free in their action? ¾ Are collegial Authorities duly appreciated, so that their members always feel rightly motivated? ¾ Is the way in which personal Authorities are bound by the determinations of the University/Faculty Council well defined? ¾ Are the deliberative, consultative and elective functions of collegial and management Authorities well defined?

2.3.2.3.3.2. THE GOOD WORKING OF UNIVERSITY/FACULTY COUNCILS AND TEACHER AND STUDENT COUNCILS

UNIVERSITY/FACULTY COUNCIL Advises and discusses with personal Authorities on general issues concerning the entire Community, including quality assurance and strategic plans, changes affecting the academic structure, the review of Statutes and regulations, its relationship with external institutions, the relationship with academically connected Institutes depending upon the institution. The Faculty Council is often the appropriate place to study (in small groups which are established within), assess and put forward action plans in several fields, in addition to evaluating the University’s status and the quality of research and teaching.

¾ The University/Faculty Council is made up either of members by right or elected, the latter being subjected to frequent renewal; it meets a number of times every year to deal with general issues which require a broad vision of the academic structure and world; are its members placed in the best conditions for them to fulfill their mandate? ¾ Are its working procedures formalized? ¾ Are members sufficiently aware of their role? 48

¾ Are they prompted to show up at Council meetings well prepared on the agenda? Do they actively participate? ¾ Does the agenda reflect the requests coming from the academic Community’s various components? ¾ Who are Council decisions communicated to? ¾ Are there any reports, or minutes, to be kept in the archives and which are accessible to the Community’s components?

TEACHERS COMMITTEE By its nature, it performs an important task by suggesting and evaluating course offerings, taking action on curricula, teaching arrangements and interdisciplinary coordination; often it provides a good forum for an exchange among teachers which provides the basis for research collaboration and planning, and also to discuss and express opinions, which are sometimes binding, concerning the educational resources which are provided by the Faculty.

¾ How are internal dynamics taken care of? ¾ How are teachers’ proposal and skills enhanced?

STUDENTS Especially in large Universities, they organize themselves in free associations which provide for the most varied needs which arise in community life. However, they make their voices heard in the institution’s government through freely elected representatives. Together, students form a body which can be described in rather general terms as a Students’ Assembly, or they can set up a full‐ fledged entity, which is often called Student’s Council. It is made up of ordinary students and: • discusses academic questions related to Faculty students • submits proposals concerning the life of the Faculty to competent bodies • elects its delegates in the University/Faculty’s collegial bodies.

It is usually presided over by a personal academic Authority, and is run under its own norms and procedures which have been approved by the Academic Senate/Faculty Council and are laid down in regulations.

Oftentimes there is also an Office for Student Relations, which is a service‐providing body for the animation of the institution’s community life.

To safeguard students’ integral formation, especially for candidates to the sacred orders who live in Seminaries and Colleges, it is advisable to establish a connection between their guides and University/Faculty Authorities.

¾ Is the presence of representatives of College/Seminary educators in the Academic Senate/Faculty Council envisaged by the Statutes? What tasks do they have? ¾ Is informal and periodic cooperation among these educators, academic Authorities and teachers sought? ¾ Are mutual needs considered by respective institutions in their planning activities? ¾ Is mutual autonomy respected in the areas pertaining to their respective competences? 49

2.3.3. TEACHERS In the academic Community, teachers play a privileged role, not only due to their central operating tasks, but also because of their contribution to educational process implementation and to the effectiveness of educational activity outcomes. Innovation and change in education clearly depend upon the ability to engage and motivate teachers to achieve Universities’ vision and mission.

Since Ecclesiastical Universities/Faculties must deepen the knowledge of the revelation and whatever is connected to it, it is obvious that their heart and soul is made up by the teachers, who provide teachings which stem from investigation carried out by individuals, by teachers together and in a dialogue with the universal scientific Community, fully complying with the Magisterium and with the rightful freedom that research enjoys within the Church. The quality of teaching shines in the ability to contribute to the mission of the institution, cherishing the richness of the conveyed doctrine and choosing an appropriate pedagogy according to the methodology that is proper to each science. The educational act is performed by teachers in every gesture they make when they interact with students. However, due to broad and complex discipline structures and science specialization, with related risks of knowledge fragmentation, it would be useful for students’ integral and organic formation if those gestures were fully in tune with the entire Faculty and expressed their common educational passion.

Quality culture cannot but encourage this common passion, promoting among teachers a real generative capacity with respect to Truth, which longs to shine evermore in students. Let us consider the presence of teachers in Universities/Faculties in some qualified moments of their service, starting from their entry until the possible acquisition of tenure, from their tenure until the end, envisaging the possibility of interruptions or even suspensions or forced resignations.

2.3.3.1. CODIFIED CRITERIA

2.3.3.1.1. TEACHERS’ RANKS

There must be various ranks of teachers, determined in the Statutes, according to their measure of preparation, their insertion into the Faculty, their permanence, and their responsibility to the Faculty, taking into account the university practice of the local area (cf. SapChr 23).

2.3.3.2.1.1 Teachers who are permanently attached to a Faculty are, in the first place, those who are assumed in full and firm right and who are called Ordinary Professors; next come Extraordinary Professors. Among permanently attached professors, other ranks could be added, as is the case in some Universities. Ordinay Professors usually hold a chair, which means that they are responsible for a scientific subject with a different epistemology compared to other disciplines; in addition to academic and personal qualifications and competences, in the case of Ordinary Professors, a sound and stable academic experience is required for a minimum of several years. Next come Extraordinary Professors, who are permanent professors who were appointed more recently. Permanent Professors teach exclusively in one Faculty; to be attached to another institution in a non‐permanent way, they must obtain permission from the Dean or Rector (cf. SapChrOrd. 21,2).

2.3.3.2.1.2. Besides permanent teachers, there are other teachers who are designated by various titles, in the first place, those invited from other Faculties. Finally, it is also opportune to have Teaching Assistants to carry out certain academic functions (cf. SapChrOrd. 16).

2.3.3.1.2. NUMBER AND DISTRIBUTION OF TEACHERS

2.3.3.1.2.1. NUMBER 50

Every Faculty must have a minimum number of chairs/permanent teachers because disciplines are so varied that each one requires a specific knowledge and a proper methodology (cf. Circ. 6).

SapChr art. 22. In each Faculty there must be a number of teachers, especially permanent ones, which corresponds to the importance and development of the individual disciplines as well as to the proper care and profit of the students.

Traditional practice envisages at least twelve permanent teachers for the Faculty of Theology (cf. Normæ de Instituti Theologici Aggregatione 7 b‐c), 7 for Canon Law and Philosophy, five for Higher Institutes of Religious Sciences (four for those that only have the first cycle: cf. Instruction on Higher Institutes of Religious Sciences, 15).

Complying with relevant norms, the following must be taken into account:

• variety of people who act as teachers (with their characteristics) • right distribution of chairs • appropriate assistance to students • permanent professors’ ageing trends, so that the necessary generation turnover is not detrimental to the Faculty • workload distribution among teachers • interest and fields of research.

2.3.3.1.2.2. DISTRIBUTION On chair distribution, CCE practice provides the following indications:

• Faculty of Theology: two for S. Scripture, three for Fundamental and Dogmatic Theology, two for Moral and Spiritual Theology, one for Liturgy, one for Canon Law, one for Patrology, one for Ecclesiastical History and one for Pastoral Theology (cf. Normae de Instituti Theologici Aggregatione, nota² Art. 7. c.) • Faculty of Canon Law, in relation to the subdivision of the CIC: one each for General Norms, People of God, Munus docendi, Munus sanctificandi, Assets, Criminal Law, Procedural Law. • Faculty of Philosophy: to be clarified after approval of the Reform of Philosophical Studies. • Higher Institute of Religious Sciences: one for every disciplinary area, i.e. Sacred Scripture, Dogmatic Theology, Pastoral‐Moral Theology, Philosophy, Humanities (cf. Insruction on Higher Institutes of Religious Sciences, 15,1)

If a Faculty also provides for the formation of future Church ministers, remember the recomendation from «Ratio fundamentalis» Tria iam lustra, 33 (19‐03‐1985): «As a general rule, Professors for the sacred subjects ought to be priests. All should willingly work with the rest in brotherly association; and they should be of the quality to show the students an example of Christian or priestly life, according to their status».

2.3.3.1.3. TEACHER APPOINTMENT

51

CIC can. 812. Those who teach theological disciplines in any Higher Education Institute must have a mandatum from the competent ecclesiastical Authority.

SapChr art. 24. The Statutes are to define which authorities are responsible for hiring, naming, and promoting teachers, especially when it is a question of giving them a permanent position. SapChr art. 27. § 1. Those who teach disciplines concerning faith or morals must receive, after making their profession of faith, a canonical mission from the Chancellor or his delegate, for they do not teach on their own authority but by virtue of the mission they have received from the Church. The other teachers must receive permission to teach from the Chancellor or his delegate.

SapChrOrd. art. 18. Non ­ Catholic teachers, co­opted according to the norms of competent ecclesiastical authority,(1) require permission to teach from the Chancellor.

SapChrOrd. art. 23. Diocesan priests and Religious or those equivalent to Religious from whatever Institute, in order to be teachers in a Faculty or to remain as such, must have the consent of their proper Ordinary or Religious Superior, following the norms established in these matters by competent Church authority.

Instruction on Higher Institutes of Religious Studies art. 10, b. t falls to the Moderator: b) to name permanent faculty members, after having received the positive opinion of said faculty from the Faculty of theology, and to name other faculty of the HIRS. In this role the Moderator gives the missio canonique to those who teach those disciplines concerning faith and morals, once they have made their profession of faith, and give to those who teach other disciplines the venia docendi. In the case in which the function of the Moderator is held by the Rector of the University, it is the Chancellor or his delegate who grants the missio canonica or the venia docendi;

2.3.3.1.3.1. NIHIL OBSTAT, MISSIO CANONICA AND VENIA DOCENDI All teachers, before they are given a permanent post or before they are promoted to the highest category of teacher, or else in both cases, as the Statutes are to state, must receive a declaration of «nihil obstat» from the Holy See. Those who teach disciplines concerning faith or morals must receive, after making their profession of faith, a canonical mission from the Chancellor or his delegate, for they do not teach on their own authority but by virtue of the mission they have received from the Church.

The other teachers must receive permission to teach (venia docendi) from the Chancellor or his delegate (cf. SapChr 27). The «nihil obstat» from the Holy See is the declaration by which, under the Constitution and particular Statutes, there is no impediment to the proposed appointment. If there is any impediment, it must be communicated to the Chancellor, who will hear from the teacher on this. If the appointment of permanent Professors involves civil Authorities, i.e. Faculties which fall under particular Concordats, norms provided for therein shall apply. The procedure for the «nihil obstat» from the Holy See is carried out, with the help of international experts, by the CCE in cooperation with the Congregation for the Doctrine of the Faith, the Secretariat of State and the relevant Apostolic Nunciatures.

The Statutes are to define which authorities are responsible for hiring, naming, and promoting teachers, especially when it is a question of giving them a permanent position, applying each single time not only general norms but taking into account regional situations as well (cf. SapChr 24). It is necessary to ensure some unity among the various Universities or Faculties, as well as fitness to fulfil one’s mission in the different cultural contexts and under different existing legislation. This unity favors teacher mobility, often required by international agreements, within academic institutions.

In the case of diocesan priests and Religious or those equivalent to Religious from whatever Institute, in order to be teachers in a Faculty or to remain as such, they must have the consent of their proper Ordinary or Religious Superior, following the norms established in these matters by the competent Church authority (cf. SapChrOrd. 23). 52

2.3.3.1.3.2. STABILITY The decisive moment in the relationship between teacher and Faculty is his cooptation among permanent professors; in order to be hired, specific conditions laid down by the norms must be met.

CIC can. 810. §1. The authority competent according to the statutes has the duty to make provision so that teachers are appointed in Catholic universities who besides their scientific and pedagogical qualifications are outstanding in integrity of doctrine and probity of life.

SapChr art. 25. § 1. To be legitimately hired as a permanent teacher in a Faculty, a person must:

• Be distinguished by wealth of knowledge, witness of life, and a sense of responsibility; • Have a suitable doctorate or equivalent title or exceptional and singular scientific accomplishment; SapChrOrd. art. 17. By a suitable doctorate is meant one that corresponds to the discipline that is being taught.

If the discipline is sacred or connected with the sacred, the doctorate must be canonical. In the event that the doctorate is not canonical, the teacher will usually be required to have at least a canonical licentiate.

• Show documentary proof of suitability for doing scientific research, especially by a published dissertation; • Demonstrate teaching ability. § 2. These requirements for taking on permanent teachers must be applied also, in proportionate measure, for hiring non ‐ permanent ones.

§ 3. In hiring teachers, the scientific requirements in current force in the university practice of the local area should be taken into account.

SapChr art. 26. § 1 All teachers of every rank must be marked by an upright life, integrity of doctrine, and devotion to duty, so that they can effectively contribute to the proper goals of an Ecclesiastical Faculty. § 2. Those who teach matters touching on faith and morals are to be conscious of their duty to carry

out their work in full communion with the authentic Magisterium of the Church, above all, with that of the Roman Pontiff.

2.3.3.1.4. TEACHER PROFILE

2.3.3.1.4.1. PROMOTION TO HIGHER RANKS Is is is to take place only after a suitable interval of time and with due reference to teaching skill, to research accomplished, to the publication of scientific works, to the spirit of cooperation in teaching and in research, and to commitment to the Faculty (cf. SapChr 28). A promotion implies a positive judgment, issued by coopting entities on the teacher’s

• allegiance to the University/Faculty’s mission • scientific knowledgeability • teaching qualities • openness • integration and spirit of cooperation in the Faculty.

It is important for teachers, first of all the permanent ones, to strive to collaborate with each other for the benefit of research, which seeks the one single truth, and also for the achievement of the institution’s educational aims. It is also recommended that there be collaboration with the teachers of other Faculties, especially those with subjects that have an affinity or some connection with those of the Faculty (cf. SapChrOrd. 21).

2.3.3.1.4.2. INCOMPATIBILITY WITH OTHER POSTS 53

It is not possible to be a permanent Professor in two Faculties at the same time.

CIC can. 152. Two or more incompatible offices, that is, offices which together cannot be fulfilled at the same time by the same person, are not to be conferred upon one person.

SapChr art. 29 The teachers, in order to carry out their tasks satisfactorily, must be free from other employment which cannot be reconciled with their duty to do research and to instruct, according to what the Statutes require for each rank of teacher.

According to their rank, they dedicate their work to the institution on a part‐time or full‐time basis taking part in Faculty activities

• holding courses • testing students • directing Seminaries • providing guidance for theses • partecipating in Councils and Boards according to the Statutes and internal regulations.

They should also take pains to help students in their studies and in developing their intellectual life; they should also cultivate scientific research and publications, for which they can obtain a temporary dispensation from teaching from the Rector or Dean to devote time to this purpose.

2.3.3.1.4.3. ACADEMIC FREEDOM Just freedom should be acknowledged in research and teaching so that true progress can be obtained in learning and understanding divine truth (Cf. SapChr 39). This freedom means an openness to accepting the truth that emerges at the end of an investigation in which no element has intruded that is foreign to the methodology corresponding to the object under study. In theology, this freedom is exercised within the Church’s faith; the theologian might often feel the urge to be daring in his work, this will not bear fruit or «edify» unless it is accompanied by that patience which permits maturation to occur (cf. Donum Veritatis 11‐12). «Those engaged in the sacred disciplines have a just freedom of inquiry and of expressing their opinion prudently on those matters in which they possess expertise, while observing the submission due to the Magisterium of the Church» (CIC can. 218).

2.3.3.1.4.4. REMUNERATION AND MOBILITY «Teachers…are to be paid a suitable remuneration, taking account of the customs of the local area, and also taking into consideration social security and insurance protection. » (SapChr 58).

Transfers to other Faculties within or outside the same University are regulated by the Statutes, always making sure that vested rights are not lost, but also that the Faculty of destination is safeguarded, perhaps by complying with some specific terms and conditions. Cooperation is to be fostered among the Ecclesiastical Faculties themselves by means of teacher exchanges, mutual communication of scientific work, and the promoting of common research (cf. SapChrOrd. 49,1). This cooperation is of great help to the scientific research of the teachers and to the better formation of the students. It also fosters the advance of «interdisciplinary» collaboration, which appears ever more necessary in current times, as an antidote to the growing drives towards fragmentation and an excessive specialization of knowledge. The exchange between disciplines might avoid that in many cases only a good vocational training is provided for the immediate needs of the labor market, sacrificing the aim of a sound formation at human level (cf. SapChr 64; Circ. 4). 54

2.3.3.1.4.5. TERMINATION OF OFFICE 55

SapChr art. 30. The Statutes must state: a) when and under which conditions a teaching post ends; b) for what reasons and in which ways a teacher can be suspended, or even deprived of his post, so as to safeguard suitably the rights of the teachers, of the Faculty or University, and, above all, of the students and also of the ecclesial community. SapChrOrd. art. 22. § 1. The Statutes are to set out with care the procedure in regard to the suspension or dismissal of a teacher, especially in matters concerning doctrine.

§ 2. Care must be taken that, first of all, these matters be settled between the Rector or President or Dean and the teacher himself. If they are not settled there, the matters should be dealt with by an appropriate Council or committee, so that the first examinationination of the facts be carried out

within the University or Faculty itself. If this is not sufficient, the matters are to be referred to the Chancellor, who, with the help of experts, either of the University or the Faculty or from other places, must consider the matter and provide for a solution. The possibility remains open for recourse to the Holy See for a definitive solution, always allowing the teacher to explain and defend himself.

§ 3. However, in more grave or urgent cases for the good of the students and the faithful, the Chancellor can suspend the teacher for the duration of the regular procedure. 56

2.3.3.2. OBJECTIVE AND STATISTICAL DATA It is advisable to produce system data concerning teachers every year and for every single Faculty, separately adding data on Institutes or other entities which are academically connected to it although they are located in different geographical areas. Since teachers’ ranks can be called in different ways, each Faculty can adapt this example for their specific purposes. In describing the Chair, indicate whether it is prescribed by that Faculty’s organization or not; in the workload section, indicate how much time is dedicated to classroom teaching and to following essay and dissertation drafting; under “Other Tasks” differentiate between those which are carried out within the Faculty/University (administrative work, membership in Councils and Boards, consultancies or other tasks assigned by the Rector, Dean/President) and those which are carried out outside the Faculty/University.

Tab. 9 – Teachers

Professor: Mandatory /Non‐ Age/Gender/ Status/ Workload Time for Students Research and Other Tasks name and status mandatory Chairs Origin Publications Ordinary Extraordinary Associate Emeritus Assistant Temporary Invited Adjunct Other 57

2.3.3.3. GUIDANCE FOR SELF‐ASSESSMENT University/Faculty functions and activities are carried out much better when teachers are deeply involved in them and express themselves as individuals and collegially. In a peculiar way, the Faculty’s tasks – research, teaching and learning, ecclesial and social interaction – mostly bear on teachers’ shoulders, who are called upon to establish an educating academic Community. Promoting and improving the institution’s quality entails, on the one hand, to provide teachers with the best conditions to fulfill their task and, on the other hand, to facilitate the constant osmosis between teachers and the entire academic Community, avoiding any self‐referential attitude, so that the academic Community can truly serve the Church and society. At the same time, teachers must view Faculties as the domain where they fully express the ministry that was entrusted to them, contributing to determine Faculties’ aims, goals and strategic priorities together with the other components.

2.3.3.3.1. RECRUITMENT STRATEGIES

2.3.3.3.1.1. INITIAL SIGNS Behind every good teacher there is a long development involving several ecclesial components. It starts from the way the initial seeds are cherished and cultivated in those who display the talent which can blossom in academic life. Making this initial progress clearer and more effective is evermore aprropriate.

¾ Is there any medium and long‐term planning of teachers’ needs? ¾ Who takes care of this planning and how? ¾ In other words, who identifies talented people (consecrated, religious and lay individuals) and how? Inside and/or oustside the same institution? ¾ Since all this involves an ecclesial mission, who establishes relations with the Church Authorities that the institution refers to (Bishops’ Conferences, individual Bishops, religious Superiors) and how, to favor or even identify talented people in order to plan as far as possible their possible employment?

2.3.3.3.1.2. BEGINNING As soon as people are identified, tools are needed for their introduction, through a specific kind of support, in research but especially in teaching activities, in the context of ecclesial service.

¾ Are there any teams in charge of this process in the University/Faculty? ¾ Are there any codified norms? What role do doctorates play in this contex? What about Assistants? ¾ Are young talents given any guidance concerning teaching methods? ¾ Are they supported financially, especially if internships or more or less extended stays are required in other locations? ¾ Are there any scholarships or other arrangements for this kind of support? ¾ How can people apply for it? ¾ To introduce these people to publishing activities: is there any kind of editorial or economic support to favor young teachers’ access to the publishing world?

2.3.3.3.1.3. TEACHING When young Professors start teaching, they must be supported in their development as researchers and trained in pedagogical and didactic methodology at the same time; both activities fall within the time envisaged by the Statutes for possible promotions in the various Faculty ranks. 58

¾ During this time, does the University/Faculty envisage any way to support and assess teachers’ progress which then culminates in their hiring? ¾ In addition to this, are there any explicit ways to involve young teachers in the entire academic life and verify their dedication and responsibility?

2.3.3.3.1.4. HIRING When the time comes for these teachers to be permanently hired and appointed, Statutes and regulations provide for specific procedures which imply a regular progress that needs to be governed. Concerning promotion procedures, the more they are codified and transparent, the more quality culture is promoted and, most important, the more a comparable quality among teachers of the same level in the various regions of the world is favored. First of all, the Faculty’s procedure to choose/receive and propose candidates must be clear:

¾ Are there any competitive selections for chairs? ¾ How does the coopting authority examin candidates? ¾ What criterias are used by the coopting authority to decide about teacher promotions? Are these criteria publicly known? ¾ Is there a scientific verification by external consultors or specific national or regional councils, wherever they exist, because they were set up by Bishops’ Conferences? ¾ How does ecclesial verification take place by legitimate Authorities (Bishop, Bishops’ Conferences, Chancellor, religious Superiors) and by the Holy See?

These requirements must be applied also, in proportionate measure, to promote non ‐ permanent teachers.

2.3.3.3.2. TEACHERS’ WORKLOAD

Once the initial phase has been completed successfully and teachers settle into their routine work in the Faculty, in their different ranks, it is useful to clearly identify their workload not just in a negative sense (what should not be done by permanent Professors) but also in a postive sense:

¾ What and how does full‐time and part‐time work translate into purely academic activities? ¾ What is the workload in terms of teaching, providing guidance for the drafting of essays or doctoral dissertations, for examinations, mettings with students? ¾ How much time should be dedicated to research? ¾ How to take stock of administrative tasks (membership in Councils and Boards, directing a Dpartment or Center, etc.), consultancies or other tasks assigned by the Rector/President and Dean? ¾ Are different priorities assigned to the various tasks? Does the Rector/President or Dean take this into account? ¾ Under what conditions is a permanet Professor allowed to teach in other Faculties or institutions by the Rector/President or Dean?

Obviously to deal with so many activities there must be a personal involvement in the institution’s life and activity, the intensity of which will have to be verified in order not to waste it. Therefore it will be useful to attribute some value to teachers’ different work domains.

2.3.3.3.2.1. CONCERNING RESEARCH AND UPDATING ACTIVITIES This aspect is quite difficult to assess, however it will be necessary to do so, perhaps by charging or establishing regional or national councils, but without foresaking the possibility to evaluate the situation from within the Faculty/University starting from the Board of Professors. Actually, individual 59

teachers must ensure some scientific production to prove their research activity, which must be related at least in part to the research agenda of the entire Faculty they belong to.

¾ Do they take part in or organize conferences, research projects and scientific initiatives for the Faculty? ¾ Do they write articles, papers, essays, monographs? ¾ Are they held in high esteem by their peers? Are they ready to face scientific challenges and grow? ¾ Within the Faculty/University, are they open to the opportunities offered for cooperation and dialogue with teachers from other research areas, disciplines or from other Faculties/Universities? ¾ Do they cultivate the necessary interdisciplinarity? ¾ Do teachers enjoy the right of having a publishing outlet for at least part of their production? ¾ Do they allow their production to be evaluated, not only in general terms within the public scientific debate, but also more specifically by authoritative entities established and/or designated by the Faculty/University? ¾ Do they dedicate most of their time to teaching and its didactic quality, without devoting enough energies to their research and publishing activities? ¾ Are there any standards, depending on teachers’ ranks and their work within the Faculty, which provide for the right balance between these two necessary aspects (a possbile suggestion: classroom teaching should not exceed one fifth of the time that must be devoted to the Faculty/University by contract)? ¾ Are they involved in or do they launch international research initiatives?

2.3.3.3.2.2. TEACHING ACTIVITY With increasing attention devoted to students’ learning, every effort will be aimed at improving the quality of teaching. This includes

• Teachers’ individual teaching abilities: • content knowledge • correctness of language • articulateness • transparent teaching method • bibliographic updating • inserting the discipline within the broader framework of knowledge conveyed in the Faculty • managing available time and establishing priorities in choosing topics • passion for the discipline.

• Attention towards students’ learning: • helping those who have difficulties in understanding • assessing learning • realizing whether students understand or not • whether they are confused or bored • inviting them to share their knowledge and experiences • encourage them to develop their own critical evaluation • urging them to develop e personal synthesis.

Attention towards the quality of teaching is constantly increasing in education institutions, that is why both teachers and institutions are required to verify how this is carried out (test administration), but 60

also how teachers have been trained for this, therefore we might ask: is teachers’ initial and continuing didactic education considered a priority?

An important aspect of didactics is assessing students’ learning, both through examinations and also through other assessment tools developed by teachers.

¾ Are they always present on time on the dates that have been set for examinations? ¾ Do they deliver outcomes within a short, preordained timeframe to the competent body which will then communicate them to students? ¾ Unless there are serious reasons for it and with the Dean/President’s permission, do teachers leave during the examination season?

Concerning openness towards students, which is so important to educate them and favor their real intellectual growth.

¾ Do teachers easily accept to meet with students? ¾ Do they have publicly communicated office hours when they can meet with students directly and in person? ¾ Are they willing to interact with students using telematic means, which are becoming more and more popular? ¾ Do they constantly circulate information and opinions between them and the students so that students can become accustomed to exchange, critical learning and inquiry? ¾ What aids do teachers make available to students? How do they enrich the pages they normally have on Faculty/University websites? 61

2.3.4. STUDENTS Ecclesiastical Universities/Faculties follow the evolution of students’ character and role in academic life with great interest. students’ central position, which is considered to be one of quality culture’s mainstays, is in tune with the Christian vision, inspired by the principles of the centrality of the person and integral humanism. Plus, students are valuable assets for those Universities which organize their activities around their education and qualification, with a view to their competent involvement in society and in the Church. Attention towards students’ subjectuality has led to considering, first of all, their learning activities and active participation in the conduct of academic life (cf. Circ. 3), which are both favored by their strong motivation in undertaking their studies and by their passion for the future tasks they are preparing for. If the academic structure is asked to enhance its services by increasingly targeting them towards those who need them, i.e. students, it can also keep this motivation and passion alive by promoting quality culture and asking all its components to strive for greater professionalism, ethical rigour and generosity in their educational actions. This implies the courage to ask students to meet some indispensable conditions in order for them to achieve the goals for which they are enrolling in the University, assessing the goodness of their educational processes and outcomes together with them.

Let us consider here the student body in some crucial moments in academic life: access, continuation and goal achievement up until their exit (the possibility of forced resignation) from the Community.

2.3.4.1. CODIFIED CRITERIA

CIC can. 819. To the extent that the good of a diocese, a religious institute, or even the universal Church itself requires it, diocesan bishops or the competent superiors of the institutes must send to ecclesiastical universities or faculties youths, clerics, and members, who are outstanding in character, virtue, and talent.

2.3.4.1.1. ACCESS

2.3.4.1.1.1. REQUIRED TITLES students, whether they are ecclesiastics, religious or laity, enroll in Faculties if they can legally give testimony to the following (cf. SapChr 31‐32; SapChrOrd. 24): • moral life • for clergy and seminarians, by their own Ordinary or his delegate • for all other persons, by Superiors or some ecclesiastical; • previous studies • original diplomas providing legal testimony of the study title which would be necessary to permit enrollment in a civil university of one's own country or of the country where the Faculty is located • furthermore, possible titles and specific conditions required by the Faculty where enrolment takes place

2.3.4.1.1.2. OTHER REQUIREMENTS Faculties, in their Statutes, should determine what else is needed for entrance into their course of study: • possible ancient and modern language knowledge 62

• possible admission tests, to verify students’ aptitude for the kind of studies they wish to undertake as well as the religious and intellectual motivations with which they approach those studies to be carried out in an ecclesial environment as active and co‐responsible subjects • real preparatory courses, to bridge cultural gaps or complete preparation in specific disciplines, which allow for the achievement of a minimum threshhold from which students will fruitfully interact with available courses.

It belongs to the Faculty to determine under which conditions students who have completed a normal six ‐ year philosophy ‐ theology course in an ordinary seminary or in some other approved institution of higher learning may be admitted into the second cycle, taking account of their previous studies and, where necessary, prescribing special courses and examinations (cf. SapChrOrd. 54).

SapChrOrd. art. 24.

§ 2. Since the studies required before entry into a University differ from one country to another, the Faculty has the right and duty to investigate whether all the disciplines have been studied which the Faculty itself considers necessary.

§ 3. A suitable knowledge of the Latin language is required for the Faculties of the sacred sciences, so that the students can understand and use the sources and the documents of the Church.

§ 4. If one of the disciplines has been found not to have been studied or to have been studied in an insufficient way, the Faculty is to require that this be made up at a suitable time and verified by an examination.

2.3.4.1.1.3. FACULTY TRANSFERS To promote student mobility, and to ensure the continuity and completeness of education at the same time, the transfer of a student from one Faculty to another can take place only at the beginning of the academic year or semester, after a careful examination of his academic and disciplinary situation. But in any event, nobody can be given an academic degree unless all the requirements for the degree are fulfilled as the Statutes of the Faculty demand (cf. SapChrOrd. 26). Although students cannot be stripped of rights they have already acquired, the Statutes of the Faculty of destination are to determine what value is to be given for studies taken elsewhere, especially in regard to being dispensed from some disciplines or examinations or even in regard to reducing the curriculum, always, however, respecting the prescriptions of the CCE (cf. SapChr 45). Considering the founding value of the first cycle of studies in student education, it should mostly be carried out in one single Faculty; if students have followed and successfully completed at least 80% of all courses, they will be able to obtain the academic title for the first cycle.

2.3.4.1.1.4. ENTRY VISA Sometimes students require an entry visa to the countries where they would like to carry out their studies, especially from non‐EU countries to European countries. Universities/Faculties have developed specific practices to facilitate mobility through various kinds of certifications which ascertain the students’ will to enrol with them to carry out their studies. However, these certifications need to be accurately filed, by acquiring all necessary information to prove motivations for transfer, its positive outcome and the fruitful pursuing of studies.

2.3.4.1.1.5. STUDENTS’ RANKS 63

Besides ordinary students, that is, those studying for academic degrees, extraordinary students can be admitted according to the norms determined in the Statutes as well as guests coming from other Universities and Faculties as mere auditor. A person can be enrolled as an ordinary student in only one Faculty at a time (cf. SapChrOrd. 25).

2.3.4.1.2. CONTINUATION OF STUDIES

2.3.4.1.2.1. CO‐RESPONSIBILITY When students enrol into an Ecclesiastical University/Faculty, they primarily enter into a particular portion of the Church, that is a Community which is characterized by personal relations pervaded by charity and aimed at a specific future task, in the Church Herself and in society, for which they prepare. By fully living the life of this particular Community, students ‐ together with all the people belonging to it ‐ are co‐responsible for the common good and must strive to work for the institution's goals (cf. SapChr 11). Active and responsible participation in the Faculty’s life and governance is one of students’ duties/rights, in order to achieve the common good. They are urged by the environment itself to become engaged in the educational and teaching process and represent students in University bodies as well as representing the University in external institutions.

2.3.4.1.2.2. DUTIES As is the case in any human Community, in ecclesial ones as well, students commit themselves to “faithfully observe the laws of the Faculty about the general program and about discipline ‐‐ in the first place about the study program, class attendance, and examinations ‐‐ as well as all that pertains to the life of the Faculty.” (SapChr 33). Since the economic management of a particular Community is a prominent aspect of its subsistence, students are to contribute to the expenses of the University or Faculty, by paying admission fees, yearly tuition, examination fees, and diploma fees (cf. SapChr 59). Suitable ways should be found so that tuition fees do not keep from academic degrees gifted students who give good hope of one day being useful to the Church. Therefore, current tradition already envisages a number of already established forms of assistance, whatever their various names (scholarships, grants, student subsidies, etc.), to be given to needy students (cf. SapChrOrd. 44).

2.3.4.1.2.3. ASSOCIATIONS Moreover, it is a praiseworthy tradition that Ecclesiastical University/Faculty students gather in associations and organizations, through which they can better contribute to their spiritual, human and academic formation or to the common good of the institutions they enrol in (cf. SapChr 34; Circ. 5). The more these organizations’ aims are linked to those of one or more Universities or Faculties, the easier their recognition by the latter entities will become, after having shown their Statutes. The diocesan Bishop is to have earnest pastoral care for students, even by erecting a parish or at least by designating priests stably for this, and is to make provision that at universities, even non‐Catholic ones, there are Catholic university centers which give assistance, especially spiritual assistance, to youth. (cf. CIC can. 813).

2.3.4.1.2.4. KNOWLEDGE APPROPRIATION Education courses, that students obediently take, progressively promote access to their personal originality: by learning scientific methods which correspond to the needs of the individual sciences, with up‐to‐date didactic and teaching methods. students are then able to build their intellectual development through creativity and a critical and mature appropriation of those sciences (cf. SapChr 38,2). For this purpose it is essential to: • constantly attend lectures, especially in basic cycles, according to Statute provisions, so that the transmission of knowledge becomes a living human event, where also personal study is 64

guided by a teacher and shared in appropriate forms with colleagues, complying with essential educational dynamics • take part in exercises, workshops and seminars • take part in practical exercises, especially in the specialization cycle where, with teachers’ constant direction and by continuous integration through private study and frequent discussion with teachers or colleagues, students will certainly be introduced to the exercise of acquired skills according to the most recent results coming from research (cf. SapChr 42‐43; SapChrOrd. 30‐31) understanding and solving new or unfamiliar problems.

2.3.4.1.2.5. COMPREHENSIVE EXAMINATION At the end of the first and of the second cycle there is to be a comprehensive examination or equivalent test, so that the student proves that he has received the full and scientific formation demanded by the respective cycle and the corresponding ability to apply acquired knowledge (cf. SapChrOrd. 53).

2.3.4.1.2.6. CANDIDATES FOR THE PRIESTHOOD In the Faculty of Theology, students preparing for the priesthood or to hold some ecclesiastical office find specific disciplines that are suitable for their formation, but it would be advisable that they also find a complementary formation organized within a «Pastoral Year», required for the priesthood, in addition to the five ‐ year basic cycle. At the end of this year, a special Diploma may be conferred (cf. SapChr 74). Here they have the possibility to become aware ot the practical significance of their studies, recovering the original and permanent connection between the Church’s life and action (announcement, celebration and service) and theology. Since their formation cannot but be integral, in the Faculty they grasp the complementarity of their studies with the additional formation they receive in Seminaries, Studentates or Colleges, and slowly develop their personal synthesis, with the added possibility of celebrating the sacraments there and cultivating their spiritual life.

2.3.4.1.2.7. SUSPENSION In the unfortunate case that students seriously violate the covenant they have established when they entered this peculiar Community, they can be suspended from certain rights or be deprived of them or even be expelled from the Faculty, in such a way that the rights of the student, of the Faculty or University, and also of the ecclesial community are appropriately protected (cf. SapChr 35). A charter must be drafted where specific norms to be respected must be clearly expressed, except for general norms provided for by law, so that the mandatory rules on which the good functioning of academic life relies become as clear as possible. Hence it will be easier to determine the norms for the suspension or the expulsion of a student from a Faculty, always safeguarding the student's right to defend himself (cf. SapChrOrd. 27). 65

2.3.4.2. DATA COLLECTION

System data collection concerning students can be done using grids which can be more or less complex depending on the purposes for which they are being used; since they are useful to understand the movements within the student body in terms of study progress and/or interruptions, favorite subjects and number of users, it would be better if data collection were done every year, differentiating between indidual Faculties, Institutes and other entitites in the University, but also differentiating institutes or other entities in Universities or Faculties which are academically connected to them but are located somewhere else.

Tab. 10 – Overall repartition of Students

Students Total 1st CYCLE (bac) 2nd CYCLE (lic./ma) 3rd CYCLE (doct.)

number

Enrolled Admi‐ Dropped Gradua‐ Enrolled Admitted Dropped Graduated Enrolled Admi‐ Dropped out Graduated tted out ted out tted

Ordinary

Extraordin ary

Guests

Repeating students

Priests & cand.

Religious

Laity 66

Male

Female

Native

Foreign

More data to be collected refer to students’ initiatives and their participation in various activities that are not necessarily academic, i.e. cultural, spiritual, recreational, internal or external to the institution, and reveal their motivation and sense of belonging to the institution itself.

Tab. 11 – Student Participation in Academic Life

Participation in Participation in Moments dedicated to Recreational Participation in Volunteer work in the conferences and cultural events prayer and spirituality initiatives student associations Faculty or in other scientific events entities Year Three Years

67

2.3.4.3. GUIDANCE FOR SELF‐ASSESSMENT

2.3.4.3.1. INVOLVEMENT IN ACADEMIC LIFE

It is a vital interest for academic institutions that such important components as students are, are constantly followed so that they can stay in good health, so to speak, meaning that they preserve a high motivation to be present inside the Faculty; this can be easily seen through students’ involvement in Faculty life:

¾ do students take part in academic activities? What about extra‐curricular activities? ¾ is their presence limited to minimum mandatory requirements or does it extend to various activities? ¾ do they take active part in collegial body meetings? ¾ do they establish and animate student organizations and, in general, all forms of aggregation and participation which are not necessarily institutional? ¾ do students have a growing enthusiasm for a fruitful and mature learning of the sciences they study? ¾ are they becoming evermore enthusiastic about the future tasks awaiting them?

Students’ active participation in Faculty life is a good clue of the institution’s ability to establish a dialogue with them, promote their responsible involvement in educational initiatives and mostly develop a sense of belonging to the institution, which is a motivating factor for them to study and persevere in their endeavors. If students, especially in some Faculties, also engage in the development of para‐academic, pastoral, cultural and recreational activities, through groups established by them, a real Student Secretariat or Student Relation Office, then this cannot but reveal an acquired sense of belonging which means that the institution has worked well.

2.3.4.3.2. CO‐RESPONSIBLE FOR QUALITY

Since there is a personal responsibility of all subjects involved, which is dealt with in different and mutually complementary ways, an important role is played by students themselves in promoting quality in the academic Community through the constant implementation of shared evaluation processes established by the institution. Concerning self‐assessment, students’ action can be either active or passive, as is the case with any other component of the academic Community: they evaluate the life of the academic Community and allow the Community to evaluate them through legitimate bodies and instruments.

¾ Are they active and zealous in suggesting quality improvements? ¾ Are they able to consider aspects they normally would not get in touch with? ¾ Do they take active part in the Self‐assessment Commission? ¾ Do they accurately and diligently take part in direct consultation normally envisaged by self‐assessment processes as individuals and collegially? ¾ Do class representatives collaborate with the Dean and other Authorities for the good direction of the institution’s ordinary life?

2.3.4.3.3. STUDENTS’ PROGRESS THROUGH ACADEMIC LIFE

2.3.4.3.3.1. THE INTEGRAL FORMATION OF THE PERSON 68

If we go through students’ steps in their academic life from the moment they enter unitl they leave, we might ask:

¾ How can the “temperature” of motivation at the time of entry be assessed in all its components (human, religious, intellectual, ecclesial)? ¾ Since such motivation will slowly influence the acquisition of envisaged skills, is a more mature and harmonious human context developed through the recognition and enhancement of the precious treasure of students’ personal singularity which each one of them embodies? ¾ Since, at the end of their studies, students must be able to apply their skills within a complexity which does not only involve the field of their knowledge, but also social and ethical responsibilities, how is their human and social development followed starting from admission into the Faculty until they are finished? Wouldn’t it be useful to follow this also in the first few years following their exit from the University? ¾ Is it possible to verify what are the strengths and weaknesses in that situation, if there has been a progress in studies over time? ¾ Does the Faculty provide for direct/indirect measures to bridge some gaps which have an impact on students’ motivation to study and on their intellectual development?

Practices reflecting these needs must provide for student guidance, especially in the first few years, in particular for the implementation of specific actions to monitor and improve study methods, starting from becoming aware of one’s own motivations up to the identification of processes and attitudes with respect to study.

¾ Are the reasons why students enrol in specific Universities or Faculties analyzed and interpreted? ¾ Do ‘extrinsic’ motivations prevail, such as being invited by the Superior or the Institute’s closeness, organization, order? ¾ Or rather ‘intrinsic’ motivations, such as the possibility of a good cultural and professional education, the richness of the Faculty’s cultural project inspired by Christian values? ¾ How does the institution take stock of these motivations to direct their educational action and allow students’ skills and abilities to flourish? ¾ Motivation difficulties often cause students to drop out. Does the Faculty keep any data concerning cases in which students were not admitted? ¾ Is attention given to students interrupting studies from their own initiative, in case this might point to some difficulties faced during the stay at the Faculty?

2.3.4.3.3.2. PREPARATION FOR ADMISSION The same attention should be devoted to asessing students’ preparation upon admission.

¾ Is attention given to the study titles students provide for admission? Are attempts made to understand whether such titles correspond to a real preparation which can allow for a fruitful study in the Faculty or if inadequacies need to be addressed? ¾ Is particular attention given to students coming from foreign countries? ¾ In this context, are cases in which admission has been refused due to lack of preparation monitored, as well as measures to address students’ inadequate preparation?

2.3.4.3.3.3. MOTIVATION SUPPORT 69

Once students have been admitted, larger Universities often provide institutional means and instruments to favor students’ integration, orientation and full devlopment in the academic Community they have joined. Throughout their life in the Faculty, are instuments used to learn about students’ motivational drive with respect to their intellectual learning and possible problems which might arise? 70

2.3.5. OFFICIALS AND STAFF ASSISTANTS

2.3.5.1. CODIFIED CRITERIA Norms provide for the existence of a number of non‐academic offices which, through their services, collaborate in the University/Faculty’s governance and administration so that it can achieve its aims. These offices are headed by Officials who should be adequately trained for their specific tasks. These officials are, first of all, the Secretary, the Librarian, and the Financial Procurator (cf. SapChr 36). Statutes and regulations lay down the criteria to choose and appoint such Officials, who has the power to do so and what tasks these Officials should carry out.

In addition to these figures, other people, called Staff Assistants, carry out manifold tasks according to the needs of the University/Faculty: they can be in charge of vigilance, order, and other duties, according to the needs of the University or Faculty. (cf. SapChr 37).

In the Statutes or in some other suitable document of the University or Faculty, the working relationship as well as the rights and duties of the Officials and Staff Assistants should be determined, as well as their participation in the community life of the University (cf. SapChrOrd. 28). They are also to be paid a suitable remuneration, taking account of the customs of the local area, and also taking into consideration social security and insurance protection (cf. SapChr 58).

2.3.5.2. OBJECTIVE AND STATISTICAL DATA It woulb be useful to have a map listing such essential services for Universities/Faculties, indicating the person in charge, describing services and office hours.

Tab. 12 – Offices

Person in Number of Description Office hours Contact info charge terms and term duration General Secretariat Library Treasurer’s Office Chaplainship IT Services Executive Secretariat HR Department Other offices

2.3.5.3. GUIDANCE FOR SELF‐ASSESSMENT Universities/Faculties’ good functioning requires straightforward and nimble communication and interaction among Universities’ various offices, sections and governing structures so that, preserving each entity’s powers and responsibilities, everybody can contribute to the final result. In order for this to happen, these powers and responsibilities have to be clearly defined and made public, so that 71

services can be not only efficient but also effective, which means that they must be easily identified and used by teachers and students.

2.3.5.3.1. REQUIREMENTS

Considering how essential these offices are in the daily life of the academic Community and due to the continuous interaction and communication they must achieve amongst themselves and with University/Faculty’s internal components, officials and staff assistants should be endowed with the following requirements

• proven prudence • integrity of life • good relational abilities • abillity to collaborate • due knowledge and skilfulness in their job.

¾ Are officials and staff assistants able to integrate within the network of relations and collaborations which are required from them? ¾ Are they able to adapt to changing requests and new problems arising in their jobs? ¾ Are they open to innovation? ¾ Are investments made on their training, updating and re‐training? ¾ Are they able to coordinate people who have been assigned to their office?

2.3.5.3.2. CHOICE CRITERIA

2.3.5.3.2.1. OFFICIALS ¾ How are officials chosen? ¾ Are specific criteria followed for people’s profiles? Are they codified? ¾ Is the appointment procedure well defined, as well as term duration? ¾ If elections take place, are people entitled to vote consulted first? ¾ Can people resign during their term in office? ¾ Are there any limits on the number of terms they can serve?

2.3.5.3.2.2. STAFF ASSISTANTS ¾ How are staff assistants chosen? What criteria are followed? ¾ Are candidates sufficiently well‐known before they are hired? ¾ Is there a Board of Examiners? ¾ Are candidates interviewed before they are hired? ¾ Are there any trial periods? ¾ Is a regular contract signed according to the existing laws of the country where the University/Faculty is located? ¾ For unlimited‐term posiitions, is long‐term financial coverage taken into account?

2.3.5.3.3. TASK PERFORMANCE

2.3.5.3.3.1. OFFICIALS ¾ Do officials have a clear undertanding of the University/Faculty’s vision and mission in directing the offices entrusted to their care? ¾ Do they interact with academic Authorities when important decisions have to be made? 72

¾ Since they often act as a link between the institution’s various internal components, do they achieve a healthy balance between understanding their needs and rigorously abiding by the norms? ¾ Are they able to identify inefficiencies and shortcomings in the office, on which they report back to academic Authorities? ¾ If they have spending power, is any control carried out before and after? ¾ How are purveyors and contractors chosen? ¾ Do they ensure total transparency in financial management? How do they report to academic Authorities and relevant bodies? ¾ Do they carefullly watch over their staff’s work? ¾ Are they able to solve minor conflicts which might arise in the daily life of their office? ¾ Do they display a wish to extend their preparation to better carry out their work? ¾ What kind of relationship do they establish with students? Does their good will in doing their job show in their kindness and good demeanor?

2.3.5.3.3.2. STAFF ASSISTANTS ¾ Who acts as human resource director? ¾ Does he watch over the correct application of all kinds of labor contracts? ¾ Does he check on working hours? ¾ Is he concerned with everything that has to do with employees’ work‐related and personal problems? ¾ Are employees motivated and do they develop a sense of belonging to the ecclesial academic structure? ¾ Are they regularly invited to take part in the most significant moments in the life of the University Community? ¾ Does the chaplain take care of their Christian formation? 73

2.4. ACTIVITIES

2.4.1. RESEARCH Scientific research is the mainstay for any University and is the foundation for each country’s social, economic and technology development. Investigation carried out with scientific methods ia aimed at increasing and completing knowledge in a specific disipline, thus contributing to the creation of new knowledge. The Church’s millenary traditon has handed down to us a vast wealth of research which is not only confined to theology, but explores every aspect of reality. Actually, research has been experienced as being intimately connected to “quaerere Deum”: it is even required by the Gospel’s acceptance‐dissemination, so that this handing over through generations might happen in awareness and freedom, and consent might come from reason enlightened by faith and developed by an increasingly keener understanding of man and nature. This has been done by individuals but, more often, by organized groups of clerics, whether consecrated or lay people, who devoted themselves to this in a methodic and disciplined way, funneling huge resources and energies towards this purpose.

In a cultural context where rapidly‐expanding knowledge and the growing needs of industrial and technology development have led to a new organization of knowledge and, therefore, of research ‐ which is carried out by several specialized scientists in different fields and is coordinated to achieve a common goal – Ecclesiastical Universities/Faculties are stimulated to cultivate research inspired by the Church’s communal nature and the will to develop talents to the best possible advantage of the people of God and of Man who constantly wonders about these things.

Obedience to the needs of fatih and reason and the consequent primary value of research in Universities/Faculties point towards the need to evaluate their appropriate functioning, so that faithfulness to their principles, sources and freedoms can be ensured, avoiding lack of organization, self‐referentiality or marginalization. Therefore, the effects of evaluation should be considered, but also what, who and how to evaluate things.

2.4.1.1. CODIFIED CRITERIA

SapChr art. 3. The purposes of Ecclesiastical Faculties are: § 1. through scientific research to cultivate and promote their own disciplines, and especially to deepen knowledge of Christian revelation and of matters connected with it, to enunciate systematically the truths

contained therein, to consider in the light of revelation the most recent progress of the sciences, and to present them to the people of the present day in a manner adapted to various cultures.

SapChrOrd. art. 2. With a view to promoting scientific research, a strong recommendation is given for specialized research centers, scientific periodicals and collections, and meetings of learned societies.

Having stated that the care of ecclesiastical disciplines through research is the Universities/Faculties’ primary goal, existing norms indicate the prerequisites and instruments so that it can be properly carried out consistently with the nature of the different disciplines which, in our case, study Revelation or fields conncected to it (cf. Circ. 6). Thinking about the future, a deepening of scientific research is recommended, especially during the third academic cycle (research doctorate) (cf. Circ. 3).

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2.4.1.1.1. THE CONDITION FOR RESEARCH: FREEDOM

CIC can. 218 Those engaged in the sacred disciplines have a just freedom of inquiry and of expressing their opinion prudently on those matters in which they possess expertise, while observing the submission due to the magisterium of the Church.

SapChr art. 39. § 1. Following the norm of the Second Vatican Council, according to the nature of each Faculty:

1° just freedom should be acknowledged in research and teaching so that true progress can be obtained in learning and understanding divine truth; 2° at the same time it is clear that: a) true freedom in teaching is necessarily contained within the limits of God's Word, as this is

constantly taught by the Church's Magisterium. b) likewise, true freedom in research is necessarily based upon firm adherence to God's Word and deference to the Church's Magisterium, whose duty it is to interpret authentically the Word of God. §2. Therefore, in such a weighty matter one must proceed with prudence, with trust, and without suspicion, at the same time with judgment and without rashness, especially in teaching, while working

to harmonize studiously the necessities of science with the pastoral needs of the People of God.

2.4.1.1.2. FAVORABLE MEANS (CF. SAPCHR 55; SAPCHRORD. 2)

• specialized centers, research institutes and the like, together with scientific laboratories • scientific periodicals and collections • scientific conferences

2.4.1.1.3. COOPERATION

2.4.1.1.3.1. SUBJECTS First and foremost, Faculties (SapChr 64)

• in the same University, • in the same region, • in a broader geographical area.

2.4.1.1.3.2. GOALS (SAPCHR 64) • promote the scientific research of the teachers and the better formation of the students, • foster the advance of interdisciplinary collaboration, which appears ever more necessary, • contribute to the development of complementarity among Faculties, • bring about the penetration by Christian wisdom of all culture.

2.4.1.1.3.3. MODES (SAPCHRORD. 49) • teacher exchanges, • mutual communication of scientific work, • promotion of common research for the benefit of the People of God. 75

2.4.1.2. OBJECTIVE AND STATISTICAL DATA The three‐yearly reports which are submitted to the CCE include teachers’ summary of academic activities, which overall also provides a picture of research carried out in Universities/Faculties. The institution’s quality is linked to its ability to reconcile freedom in research with the achievement of relevant results for the Church and society, which should also innovate knowledge in reference fields. Further down, we provide the example of a table collecting data from a Department/Institute/Center/Section or another internally organized structure, which can then be reproduced and adapted both for individual teachers/researchers and for the entire University/Faculty. Some data are just an example, to which research projects (which usually resulted in publications) and scientific conferences might be added. In order to verify the pastoral relevance of some research, new values might be added, such as possible research activities which have been commisioned by the Church or research dissemination amongst the clergy and pastoral workers.

Tab. 13 – Research carried out by the Institute

Year Mono‐Editorships Articles Conferences Book Reviews in Referees in Coooperatio External graphs Chapters periodicals scientific n with donations (Refereed periodicals publishers journals) and with and publishers scientific periodicals Department/ lo na lo na na in Institute/ ca t‐ ca t‐ t te Center/ l in l in rn Other te te at rn rn at at

The table below is aimed at assessing the general framework of funding used for research in an institution, differentiating between funds provided by the institution and funds that have been attracted by it, whereas the table after this one identifies recipients and ways to access funding for research.

Tab. 14 – Research Funding

Total amount spent Total amount provided Amount invested per Allocations per Faculty / Funding Sources Published Results on research by institution student and teacher disciplinary or thematicareas 76

Year

Last three years

Tab. 15 – Research Funding Allocation

Recipient Object Access mode (total/partial Source Amounts paid Year grant, loan, facilities) (person/institution)

Institute/Center

Department

Research Unit

Teacher

Young Researcher

77

2.4.1.3. GUIDANCE FOR SELF‐ASSESSMENT Quality culture requires that academic institutions’ scientific production be evaluated. Appreciating the fact that it is something rather new, it is a good thing to slowly grow together, gradually building the most suitable systems and ways to evaluate research effectively. Since in ecclesiastical disciplines, the purpose of research is a deeper penetration into the “sacred science” and its related disciplines, in order to understand new epochal issues in the light of Revelation, its evaluation must comply with at least three basic criteria which should characterize it throughout:

• faithfulness to the codified basic condition • methodological rigour • ascertaining the originality with which examined objects contribute to scientific progress

2.4.1.3.1. ASSESSING THE CURRENT SITUATION

To improve research quality, first of all its current status in the University/Faculty must be described.

¾ Is there any planning strategy for research, with special reference to the institution’s strategic thematic areas? ¾ What is the drive for research like in the academic Community? ¾ Are there any priorities concerning future projects, in terms of new initiatives or additional funding? ¾ Does the organization of the 3rd Cycle consider research carried out in the University/Faculty? ¾ How much space is provided for teachers to assist doctoral students? ¾ Do teachers keep the right balance between extent and depth in their preparation?

Considering the importance of exchanges for knowledge enrichment, we should ask ourselves:

¾ Is communication among academic Community members on current research satisfactory? ¾ What cooperation exists with national/international Universities/Faculties? ¾ What effects do these collaborations normally produce? ¾ Is there a balancing between research and teaching? ¾ Are research outcomes made available to student, especially for the 2nd and 3rd Cycle?

2.4.1.3.2. WHAT MUST BE EVALUATED?

The objects of evaluation are many since, in addition to each researcher’s publications, which are usually examined either when they are published (through peer review) or when researchers become aggregated to the Faculty or are up for a promotion, then also publications related to research programs, institutes, units or groups have to be considered.

¾ How is research structured, planned and rationalized in the University/Faculty? ¾ Are external researchers, whether national or international, involved as well? ¾ Are researchers working for non‐ecclesiastical entities also involved? And students? Is the 3rd doctoral cycle actively involved albeit preserving its specific structure? ¾ Is interdisciplinarity being pursued? ¾ What steps are followed for research project implementation?

2.4.1.3.3. WHO DOES THE EVALUATION? 78

Evaluators must be authoritative and somewhat independent. They should be asked to implement evaluation mechanism and procedures within the University/Faculty. These procedures should result from a transparent decision‐making process, and also from participation, cooperation and sharing both with the University/Faculty’s governing bodies and the scientific Community. An authoritative body could be established over time outside individual academic institutions. However, it will always be useful for the latter to set up internal Evaluation Commissions, where external experts could be involved. Considering how delicate this task is, and the possible resistances which might arise, it is better to lay the foundations for evaluators to be introduced within each institution, with an eye to fostering an inclusive dialogue.

2.4.1.3.4. HOW IS EVALUATION PERFORMED?

There are several models and ways to evaluate research: internal and external; ex ante, in itinere, ex post. Let us consider, for example, the ex post external evaluation of one single researcher or research group’s research activity. Judgement can only be expressed through peer review, on the contents of work being produced, based on the following questions:

¾ Is it relevant? The value added for the advances of knowledge in the specific sector involved and for science in general, and also for pastoral advantages or, more broadly, for ensuing social advantages, also in terms of impact suitability, effectiveness, timeliness and duration. ¾ Is it original/innovative? The contribution to the advances of knowledge or to new acquisitions in the sector involved. ¾ Has it been disseminated? The positioning on the national and international scenario, in terms of publishing relevance, dissemination and appreciation by the scientific Community, including explicit cooperation with other nations’ researchers and research groups.

However, in addition to content evaluation, it would be advisable to develop objective standards and parameters in order to assign a specific weight to research work even before reading it. Let us continue with the example on publications:

¾ How important is that review for the specific field in which researchers work? ¾ Does that review rely on the help of referees who initially examine articles? ¾ Does it have international, continental, national relevance?

By the same token, grids should be developed for monographs or other kinds of writings, such as reviews, miscellaneous publications, series, or publishing establishments run by the University/Faculty.

There is also the need to evaluate

¾ the scientific activity of those who hold institutional posts, ¾ activities to organize scientific culture, such as editorship of reviews and series, ¾ the editorship of miscellaneous publications, treatises and encyclopedias, ¾ the direction of international and national scientfic projects.

In order to evaluate the entire institution, or its Departments, Sections, Institutes, Centers and other, the various evaluations that have been performed will have to be put together. The following aspects will have to be considered:

• overall rating obtained by all publications; 79

• propensity towards training for research, indicated by the average yearly number of trainees (doctoral and scholarship); • national and international mobility, indicated by the ratio between incoming and outgoing researchers in the institution; • ability to access/attract funding for research.

2.4.1.3.5. FUNDING FOR RESEARCH

A decisive aspect is fund availability for research, which usually come from money earmarked for this purpose in the University/Faculty’s budget and through fund raising activities addressed to both entities and individuals. These latter activities are more or less developed depending on the different countries, and some Universities dedicate entire offices or establish specific entities for this purpose; this is the topic which will be considered in the chapter dedicated to economic aspects.

¾ Is there a budget item dedicated to research funding? ¾ How are funds allocated? ¾ How much attention is given to post‐doctoral students? ¾ Are there any additional monies and/or bonuses for specific projects, research units?

2.4.1.3.6. THE IMPACT OF RESEARCH EVALUATION

A decisive aspect in evaluation is the consequences coming from evaluation outcomes.

¾ Who are evaluation outcomes communicated to and how are they disseminated? ¾ Are there any rewards, perhaps even money, which are given to individuals or structures based on evaluation outcomes?

It is easy to understand that this might trigger some competition which, albeit healthy, entails risks which should be avoided. One way of doing so is to separate, almost officially, based on research evaluation outcomes, Universities/Faculties where both teaching and research activities are carried out, from Universities/Faculties only dedicated to teaching. But it is worth mentioning at this point that Universities/Faculties are the result of the inseparable link between research and teaching. Without teaching there is no University/Faculty, but only a research institution; but without research, there is no University/Faculty, but rather a training facility. 80

2.4.2. COURSE OFFERINGS At the center of university study architecture we find Course Offerings, which provide the axis around which all study curricula are consistently and organically structured. Since there can be a huge variety of Courses offerings, depending on the different disciplines and levels involved, their organization can be consistent but also flexible at the same time.

Course offerings will have to be structured and constantly updated considering requests coming from culture, society and the Church; recipients’ emerging educational needs will have to be considered as well, whether they are young or old, lay people or clerics. Providing different courses is important, but more important is their consistency with statutory aims.

The quality of academic options provided by Ecclesiastical Universities/Faculties, in the context of a broad diversification of higher education courses and curricula, is given by the institutions’s ability to provide targeted and coordinated course offerings, which are distiguishable from others and of good quality, based on a vision and mission with clear and specific features. This has always been the hallmark of the Church’s long cultural tradition, striving to provide her peculiar contribution to the world in every realm, not just in theology. The signs of the times have always being the preferred path followed by Ecclesiastical Universities/Faculties to travel through history and transform culture/s.

Attention towards the needs and requests coming from the contemporary cultural world must provide the background for course offering planning, if this has to be based on flexibility, innovation and comparability (mobility) of careers and titles.

2.4.2.1. CODIFIED CRITERIA According to the legal provisions contained in Church documents, Course Offerings are not a conceptual and terminological category as it is normally used in current University System reforms. It would correspond more or less to what is normally called Study Program. Such Programs must be regulated according to the principles and norms which, for different matters, are contained in ecclesiastical documents, especially those of the Second Vatican Council, taking into account sound advances coming from scientific progress which can contribute to answering the questions being currently asked (cf SapChr 38, 1).

As it is stated in Circ. 1: «in the current evolving situation, Ecclesiastical Faculties should act in harmony with the provisions of the Apostolic Constitution Sapientia Christiana, following the direction which is progressively envisaged by this Congregation» (Prot. 1237/2003, February 23, 2004) to implement the Holy See’s participation in several reform initiatives at international level.

The main indications refer to the implementation of a number of pivotal points: the three‐cycle system, which totally reflects the three ecclesiastical academic degrees, the ECTS comparable credit system, the Diploma Supplement and (internal and external) Quality Evaluation.

2.4.2.1.1. STUDY PROGRAM

Each University/Faculty’s Study Program is devised in such a way as to allow them to achieve their general aims respecting the contents, needs and method that are proper to individual sciences (cf SapChr 38, 2). 81

Study organization is based on interaction among disciplines, especially those belonging to the various domains which are more directly connected with Universities/Faculties’ aims.

Individual educational activities are structured in different study curricula to form an organic whole, in order to favor interdisciplinarity and cooperation between Faculties and teachers of different disciplines (cf SapChr 41, 2).

2.4.2.1.2. PRINCIPLES AND CRITERIA IN STUDY ORGANIZATION

2.4.2.1.2.1. INTEGRAL AND ORGANIC FORMATION Ecclesiastical Universities/Faculties’ educational purpose is to promote a students’ integral and organic formation which encompasses not only the disciplines and academic fields cultivated by the institution, but is open to all contributions coming from science also in those areas which, albeit not directly connected to the Faculty’s specific goals, nonetheless contribute to understanding the human realities which are implied in the search for truth and things’ reason to exist. This educational task is never fully completed, especially if students have to acquire a wise knowledge of life, God and Man in dialogue with the reality around them.

2.4.2.1.2.2. COORDINATION AND INTEGRATION That is why educational activities and didactic organization are inspired by the principle of coordination and integration among the various disciplines, whether theroretical, philosophical and theological, or historical, sociological, psychological, methodological, technical‐operational, or connected with law and communication. Coordination is meant to ensure a uniform and organic academic formation, as is indicated in statutory norms (cf SapChr 41,1 e SapChrOrd. 29, 33). « The exchange between disciplines might avoid that in many cases good vocational training is provided only for the immediate needs of the labor market, sacrificing the goal of a sound formation at human level » (Circ. 4).

2.4.2.1.2.3. FREEDOM IN RESEARCH AND TEACHING Furthermore, just freedom should be acknowledged in research and teaching so that true progress can be obtained in learning and understanding divine truth (cf. SapChr 39,1).

2.4.2.1.3. THREE‐LEVEL STRUCTURE

The academic curriculum is structured into three different levels or degrees, to be adapted to each discipline:

• the first level imparts the basic elements of knowledge and skills to introduce students into the scientific research which is proper to the subject being studied (cf. SapChr 40, a); • the second level allows students to study specific disciplines in greater depth and acquire a more advanced methodology for scientic research and action (cf. SapChr 40, b); • the third level promotes the acquisition of higher scientific knowledge and skills « especially through a written work which truly makes a contribution to the advance of the science » (SapChr 40, c), also to carry out research and teaching activities in other Universities or advanced research Centers. The three‐level structure of academic degrees, which has always been a part of ecclesiastical studies and is codified in Sapientia Christiana, is particularly suited to the Reform of University Systems which is taking place globally. 82

Also concerning the Faculty of Theology, the Holy See’s National Qualifications Framework (NQF), referring to the provisions contained in Sapientia Christiana, reiterates the three‐cycle structure, level and scope and the corresponding academic degrees, indicating a number of principles which remain decisive for the various curricula profiles. Among these principles, the complementary nature of philosophical and theological studies as preparatory and as an integral part of theology is reiterated, as well as the distinction between institutional education (1st cycle), specialized education (2nd cycle) and higher specialization scientific research work (3rd cycle) (cf. Circ. 6).

2.4.2.1.4. COURSE OFFERING STRUCTURE

Course offering structure entails a number of activities ranging from classroom lectures with – usually ‐ mandatory attendance (cf. SapChr 42), to written and oral exercises, workshops, seminars and practical exercises to promote individual and/or group research (cf. SapChr 43; SapChrOrd. 30.31).

An important part of course offerings are final degree examinations in addition to examinations and tests for each discipline, to prove that students have received the full and scientific formation demanded by the respective cycle (cf. SapChrOrd. 53), also in regard to continuing in the Faculty and moving to the following cycle. (cf. SapChr 44).

The Statutes of the Faculty are to define which examinations or which equivalent tests the students are to take, also in the case of students coming from other academic institutions (cf. SapChr 44.45).

Ecclesiastical Universities/Faculties are prompted by the CCE, in order to ensure uniform studies and comparable qualifications and degrees, «to develop curricula expressing the actual work to be carried out by students through the credit system (ECTS), and to accurately and realistically define the learning outcomes for which a study curriculum, a whole subject or even one single course, are supposed to prepare students within a given academic cycle» (Circ. 6).

2.4.2.2. OBJECTIVE AND STATISTICAL DATA Course Offerings are usually organized and structured around three cycles, but obviously have a diversified architecture depending on each University/Faculty’s peculiar studies and tradition.

Every academic course is made up of educational activities which can be broken down as follows

• basic activities • characterizing activities • supplementary activities • activities chosen by students • other activities (such as IT courses, languages, work experience, final test, etc.)

In redesigning course offerings, statistical data processing considers a number of quantitative data, such as the number of courses in the three levels, the introduction of the ECTS System and the number of ECTS for every level, educational activities which are organized as basic, characterizing and supplementary and their corresponding ECTS percentage to overall activities, the possible presence of the third cycle (doctorate) or of other post‐graduate courses, promoted by the institution to provide students with the highest possible professional skills and adequate life‐long learning.

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Tab. 16. Study Courses

Study Courses Number Num‐ Educational activities (basic, Preparatory of study ber of characterizing, supplementary, other...) Courses courses ECTS and corresponding ECTS %

Baccalaureate or Bachelor’s Degree

(1st cycle)

Licenciate or Master’s Degree (2nd cycle)

Doctorate (3rd cycle)

Other ...

Concerning educational activities described in column n. 4, the percentage of ECTS which is assigned to disciplines in organizing the curriculum should be indicated, depending on whether they are basic, characterizing or supplementary activities. Of course, the percentages assigned to the various educational activities are established in relation to the Faculty’s strategic aims and especially in relation to the study Course academic goals. The highest percentage must be given to charecterizing educational activities and proportionally lower values should be given to basic and supplementary activities.

With flexibility in assigning ECTS to educational activities’ different areas, it will be up to each Faculty to clearly specify in their didactic regulations the educational activities to be assigned to each area and related ECTS.

2.4.2.3. GUIDANCE FOR SELF‐ASSESSMENT Course offerings are the main object of any quality assurance process, bearing in mind that they are not isolated activities. Evaluation’s more general purpose is the constant improvement not only of didactic activities, but of the institution’s overall governance, which finds in course offerings the actual expression of its specificity and mission with its related strategic aims. As a matter of fact, course offering improvement is part of Faculties’ or study Courses’ strategy and decision‐making rationale. Moreover, it is also linked to the involvement of those who are summoned to provide quality to academic education activities with their work as teachers, in addition to didactic approaches that have been planned, implemented and verified in the light of ever changing cultural challenges and research.

2.4.2.3.1. REVIEW INDICATORS FOR COURSE OFFERINGS

Reviewing the quality of Course Offerings should take a number of indicators into account to achieve a detailed analysis of the situation and identify its strengths and weaknesses, in order to obtain a better consistency between academic goals, programs and outcomes. It is mostly important to verify goal achievement in terms of learning and knowledge and skill acquisition by course recipients.

In education, the quality of study Courses depends first of all on the determination of teaching and learning goals. Therefore, course offering evaluation involves all the activities which make up students’ 84

academic careers: the definition of learning goals, planning and designing educational processes, identifying necessary resources, providing services and assessing outcomes.

¾ How to evalute and monitor course offerings? ¾ What elements and aspects should be reviewed for quality assurance purposes? ¾ What criteria should guide academic institutions on the one hand and external evaluation experts on the other?

2.4.2.3.1.1. PROGRAM CONSISTENCY WITH STATUTORY AIMS An initial aspect is that of program consistency with statutory aims, with the Ecclesiastical University/Faculty’s vision and mission. Self‐assessment should reply to the following questions:

¾ Is study curricula organization and disciplines’ internal structure consistent with the strategic aims laid down in the Statutes? ¾ Are theological, philosophical and anthropological disciplines given a relevant place in order to include and integrate data coming from the various sociological, psychological and methodological disciplines within a complete and integral vision of Man created by God and redeemed by Christ?

2.4.2.3.1.2. COMPARISON BETWEEN EDUCATION GOALS AND OUTCOMES The organization of course offerings is characterized not only by study programs, but also by the final academic profile which is being pursued in the various studies (cf. Circ. 3). Therefore, quality evaluation should compare declared goals with actual outcomes, which implies the ability on the part of Universities/Faculties to set academic goals and verify if and to what extent they have been able to reach them. If outcomes turn out to be inadequate, it might be necessary to change something in existing processes to achieve such goals or perhaps goals themeselves need to be redefined.

With this in mind, the following aspects are worth considering:

¾ Are learning goals (knowledge, abilities and skills students are expected to have at the end of their academic career) consistent with the academic goals envisaged by study curricula and suitable to continue studies at higher qualification levels? ¾ Have knowledge and abilities to be acquired been identified, considering the jobs for which the curriculum and its aims have been devised as well as the necessary skills to reach them? ¾ In designing their study curricula, are Faculties able to envisage all academic activities and necessary tools in order to ensure and verify whether students have acquired such knowledge and abilities? ¾ Have the procedures related to examinations and/or tests carried out during and at the end of courses been agreed upon, based on common and public criteria, but mostly are they appropriate and suitable to ascertain learning outcomes?

2.4.2.3.1.3. PROGRESSIVE AND ORGANIC NATURE OF STUDY CURRICULA Another aspect refers to making sure that study curricula are progressive and organic, and also that basic disciplines have a preparatory character, always within the general framework of the academic institution’s main purposes, avoiding an excessive fragmentation of course offerings.

¾ Are the study plan and all features of courses and academic activities in line with learning goals? ¾ In planning academic activities for the entire year, is any attention paid to respecting basic disciplines’ preparatory nature which are such not only because they are fundamental, but also preparatory, meaning that they should introduce students to more specific contents and prepare them for their acquisition? 85

¾ Are study Courses structured in different kinds of academic activities (basic, characterizing, supplementary, etc.), with different aims and methodologies (lectures, workshops, exercises, seminars,...)? ¾ Is the fact that lectures, workshops, exercises or seminars must be planned to allow students to reach their learning goals on schedule taken into due account? ¾ How is learning goal achievement certified? Are appropriate and diversifed assessment techniques and tools available? ¾ For a fruitful participation and attendance in all lectures and academic activities, are access and admission requirements taken into account, so that they can be appropriate for the achievement of academic and learning goals?

2.4.2.3.1.4. COURSE OFFERING CONSISTENCY WITH THE NATURE AND PURPOSE OF CORRESPONDING CYCLES Another important aspect to consider is the consistency between course offerings and the nature and purpose of corresponding cycles, being careful to always comply with university level standards in designing didactic approaches, learning goals, services, etc.

¾ Are first and second level study courses different, in terms of quality, and do they comply with their different nature, i.e. basic education (first cycle) and knowledge and skill specialization, also for research purposes (second cycle)? ¾ Is the third cycle organized as a Doctoral Course or as a School? Are mandatory requirements specific and demanding enough to achieve scientific quality and productivity? Are facilities and equipment provided for research activities?

2.4.2.3.1.5. APPROPRIATE IMPLEMENTATION OF THE ECTS SYSTEM In assessing quality, the appropriate implementation of the ECTS system cannot be overlooked, especially in view of the fact that this entails a change in mindsets and outlooks, going beyond the need to associate credits to disciplines’ importance or teaching hours, to think about learning goal achievement and all academic activities involved, which are not exclusively didactic.

We should be asking:

¾ Is the ECTS system being introduced in continuity with the “traditional” study and teaching academic organization? ¾ Has this produced any ‘rifts’, with consequent resistances in accepting this approach? Or has it prompted an exchange or an appropriate review/reorganization of study curricula and, more in general, of course offerings? In the academic organization of studies, have the Holy See’s (short and long term) commitments/goals been taken into account, such as

• Three‐cycle academic structure • ECTS System • Diploma Supplement?

2.4.2.3.2. OTHER INDICATORS

2.4.2.3.2.1. RE‐ORGANIZING AND UPDATING COURSE OFFERINGS This is an essential parameter for self‐assessment. In this context, each Ecclesiastical University/Faculty’s goal and commitment is to constantly reconsider its course offerings in the light of recipients’ emerging educational needs, which increasingly stem from different cultural contexts (internationality and interculturality), and from the evolution of knowledge and the various sciences, due to the radical changes affecting society nowadays and to the social and ecclesial challenges believers must face. 86

2.4.2.3.2.2. DEGREE RECOGNITION To favor student mobility and course offering diversification, considering students’ educational needs and realities, degree recognition is another indicator which drives institutional reviews and is in line with a crucial guiding principle for the contemporary world , that is flexibility and creativity In a society in which adjusting to flexibility and creativity requirements has become the name of the game, Universities in general – and ecclesiastical ones in particular – are urged to give adequate replies, with the utmost cultural profile, both in students’ education and training, and for research and scientific progress. 87

2.4.3. TEACHING AND LEARNING ACTIVITIES

Every Faculty, in organizing course offerings, must identify not only academic activities, but also courses, their number, schedule, teaching methodologies and technology. As a matter of fact, course offerings are not only measured looking at study Courses, but also at the different academic options or curricula, in which such courses are structured, as well as the range of teachings which are provided.

The quality of study curricula and their organization requires first and second level study courses to be planned starting from a major effort to clearly identify general and specific learning goals for each curriculum: these goals should be specified depending on the qualifications students are supposed to have at the end of their studies. For this reason, the structure and distribution of teaching and other academic activities over the years will have to be devised, based on typical educational goals for the professional qualifications required by each specific curriculum and also on the learning goals which are pursued in the overall framework of all‐around education, which should not be based on predetermined and fixed patterns.

2.4.3.1. CODIFIED CRITERIA Rules which apply to teaching and required achievements for every study cycle provide mostly general indications, leaving Faculty Statutes and Regulations the freedom to specify operational aspects.

Indications essentially refer to study curricula, different kinds of disciplines, lectures, exercises and seminars, examinations and equivalent tests and degree examinations, academic degrees.

2.4.3.1.1. STUDY CURRICULA

In Ecclesiastical Faculties’ academic studies, which are organized in three different levels (cf. SapChr 40), disciplines are distributed over three cycles and are aimed at the achievement of academic degrees (cf. SapChr 46).

The structure of Faculty curricula implies a number of academic activities ranging from classroom lectures, which usually have mandatory attendance (cf. SapChr42), to written and oral exercises, workshops, seminars, practical exercises which promote individual and/or group resarch (cf. SapChr 43; SapChrOrd. 30.31).

Individual educational activities are structured in the various curricula to form an organic body, so as to serve the solid and coherent formation of the students and to facilitate collaboration among the teachers (cf. SapChr 41,2).

2.4.3.1.2. STUDY DISCIPLINES

According to ecclesiastical norms, Faculties’ study curricula are not structured in educational activities, but in disciplines which are subdivided as follows

• Principal or fundamental disciplines, since they are directly connected to the aims of related curricula; • Auxiliary disciplines with respect to the principal ones; • Obligaotry disciplines since they are necessary for the achievement of academic degrees; • Optional Disciplines, that students can freely choose according to the Statutes or Norms (cf. SapChrOrd. Art.29). 88

In the Faculty of Theology and Philosophy, for the second and third cycle, special disciplines are also mentioned to describe those disciplines which have been appropriately established in various sections according to the different specializations (cf. SapChrOrd. Special Norms art. 51, §2,3; and art. 60, §2,3).

2.4.3.1.3. OTHER DIDACTIC ACTIVITIES

Other important didactic activities within Study Organization are exams: examinations or tests on individual disciplines and examinations or tests to achieve academic degrees.

Faculty Statutes specify the details related to the kinds of examinations students must take, whether written or oral, also for students coming from other academic institutions (cf. SapChr 44.45).

Final degree examination tests should overall prove the students’ level of scientific formation and its correspondence with the respective cycle involved (cf. SapChrOrd. 53), also with a view to continuing their studies in the Faculty and being admitted to the next cycles (cf. SapChr 44).

A central and delicate issue to be addressed is how to assess learning progress, both during and at the end of study courses. The Statutes are also to determine in what way the examiners are to make their judgments about candidates. (cf. SapChr 44; SapChrOrd. 32).

The introduction of the ECTS system has prompted Faculties to design their study curricula and respective didactic activities referring to the amount of work actually carried out by students and to learning outcomes; this implies a rethinking of asessment criteria, not only for individual disciplines but also for other didactic activities, such as exercises, workshops, seminars and training periods etc., each of them corresponding to a number of ECTS credits (cf. Circ. 6).

Another extremely important aspect in existing norms is proof of lecture attendance (SapChr 42) as a positive yardstick to assess the acquisition of new knowedge and skills.

2.4.3.1.4. DIDACTIC METHODS

In teaching and research activities priority should be given to teaching methods which favor the students’ active participation and promote their personal involvement in their studies (cf SapChr 38,2). That is why teaching must be provided in such a way that students can gradually increase their knowledge in the various subjects and are able to approach scientific research equipped with a study method and a personal synthesis of the various disciplines.

Personal study should be integrated by group activities, through seminars or joint exercises, according to the peculiar needs of respective study curricula (cf SapChr 43; SapChrOrd. 30).

«Practical exercises and seminars, mainly in the specialization cycle, must be assiduously carried on under the direction of the teachers. These ought to be constantly complemented by private study and frequent discussions with the teachers. » (SapChr 43).

It would be advisable if «lectures and practical exercises were suitably distributed so as to foster private study and personal work under the guidance of the teachers» (SapChrOrd. 31).

Furthermore, Faculties should «have technical equipment, audio‐visual materials, etc., to assist their didactic work» (SapChr 55, 1) and, depending on their peculiar nature and purposes, «research institutions and scientific laboratories should also be available, as well as other apparatus needed for the accomplishment of their ends» (SapChr 55,2). 89

2.4.3.2. OBJECTIVE AND STATISTICAL DATA In redesigning academic careers in view of the need for degree internationalization and comparability, the production of objective and statistical data should consider a number of quantitative data concerning study disciplines and the way in which they are organized in the curriculum; learning activities and offerings required by curricula; actual presence in case of mandatory course attendance and related percentages; shared evaluation criteria of learning outcomes, as assessed in examinations for individual disciplines and also in other educational activities, which are not necessarily didactic.

Tab. 17 – Study Curriculum

Study Curriculum N. of Required Mandatory Shared Identifying of study disciplines didactic attendance assessment programs’ learning activities criteria for goals and expected examinations outcomes and tests

Baccalaureate or Bachelor’s Degree

(1st cycle)

Licenciate or Master’s Degree (2nd cycle)

Doctorate (3rd cycle)

Other ...

2.4.3.3. GUIDANCE FOR SELF‐ASSESSMENT The principles and codified criteria which inspire the planning and implementation of Ecclesiastical Universities/Faculties’ study organization are quite basic, leaving each Faculty’s Statutes the possibility to introduce more specific norms concerning the various aspects of didactics and education; these norms have a specificity which stems from the main aims and educational goals of individual courses.

Many indications which might be useful for the evaluation process are the same as what we have described in the previous chapter on course offerings. Therefore we will focus on criteria which are related to aspects which have not been considered previously. In this context, quality assessment might envisage the same indicators we have already referred to for course offerings.

An overall indication which applies to all other aspects is the consistency between educational objectives, programs and outcomes, that is the achievement of envisaged aims in term of learning and acquisition of knowledge and skills by course offering recipients.

2.4.3.3.1. STUDY PROGRAMS

The consistency between teaching and learning goals should guide the development of study programs, and respective teaching and other educational activities. Learning goals, as well as the 90

knowledge and skills that students must acquire, should be determined first, and then the structure of course contents.

¾ Have study programs presented by teachers – as can be seen from yearly course schedules – been redesigned according to this principle or do they just indicate the subjects which will be taught and their related bibliography? ¾ Are teaching goals, expressed in terms of learning outcomes, related to the general educational goals of the study curriculum that disciplines are part of? ¾ Is the ‘modular’ nature of contents taken into account, as well as the ‘modular’ meaning of learning which allows for the gradual acquisition of knowledge and skills?

2.4.3.3.2. ACADEMIC DISCIPLINES AND CREDITS

One of the quality criteria for course offering planning and evaluation is given by a change in outlook – which is anyhow required by the new ECTS system – in the teaching/learning process: rather than focusing only on teaching ant the time dedicated to it, more attention is given to learning activities and learning outcomes. This entails the ability to put students at the center, wondering about their learning skills and outcomes. Outcome assesment and evaluation should be conceived in this framework. The rationale should not be based on quantity but quality. Outcome quantification through marks and grades implies a qualitative analysis and interpretation.

With respect to the rationale underlying the introduction of the credit system in the didactic organization of Faculties’ study courses, the following is worth asking:

¾ Do credits assigned to individual disciplines and educational activities consider not only the subject’ scope and size, as such and with respect to curriculum aims, but also the workload expected from students? And if the workload varies from one student to another, is this taken into account? ¾ Are different credits assigned by didactic regulations to the various educational activities, depending on whether they consist in lectures, wokshops or training periods? ¾ What value is attributed to credits granted through lecture attendance or examination results?

Concerning the different kinds of disciplines and/or educational activities which make up a study curriculum, we should ask the following

¾ What is the proportion between obligatory disciplines, i.e basic and characterizing educational activities, auxiliary or supplementary ones, and those which are optional or freely chosen by students? To what extent is this taken into account in developing study plans? ¾ Are several optional courses being offered? How many credits are granted through them? ¾ Are other educational activities which do not correspond to specific disciplines – such as workshops, training periods or internships, language studies or IT training ‐ obligatory? Are credits assigned to them and how are they assessed?

2.4.3.3.3. EXAMINATIONS OR EQUIVALENT TESTS

Examinations are an integral part of didactic organization at University, and each Faculty must establish in their Statutes and programs which and how many examinations or equivalent tests students must take, as well as related procedures and evaluation methods. It is important at the same time that What is being evaluated and How should be taken into account, throughout academic careers as well as at the conclusion of studies.

¾ During examinations, to what extent are expected learning outcomes and possible future job opportunities taken into account, even more than academic contents? 91

¾ Does student learning assessment follow consistent criteria, which have been previously agreed upon by teachers to avoid excessive strictness or low quality? ¾ Are indicators for outcome measurement clearly and publicly communicated, specifying criteria with respect to learning goals? ¾ In final examinations, are students asked to express their opinion not only on didactics and course organization, but also on examinations and the way in which they are carried out?

2.4.3.3.4. TEACHING METHODS

In order to acquire the knowledge and skills which are established in each study curriculum’s educational goals, an essential role is played by teaching methods, both considering teaching materials being used (lecture notes, books, diagrams and plans, electronic presentations etc.), and didactic methods.

Moreover, planning educational activities, such as Workshops, Exercises, Seminars, Training Periods etc, requires the use of new didactic techniques and methodologies, as well as the development of different assessment/examination modes through written tests, group presentations and discussions or interdisciplinary meetings with other teachers or students coming from other study curricula.

For quality assurance, it is worth asking the following:

¾ In didactic organization and educational activities, rather than focusing on didactic methodologies or tools and aids, is the importance of creating ‘learning enviornments’ considered (classrooms, workshops, training periods and internships, seminars, study and research groups, etc.)? ¾ Are these ‘learning environments’ consistent and functional for the development of knowledge required by study curricula (theoretical, procedural and context knowledge), but mostly for the development of skills connected with the personal dimension (ability to relate to other people, to collaborate, willingness to learn, clear motivation and decision, critical and reflective abilities, etc.)? ¾ How do the curriculum and knowledge‐building processes encourage a personal openness to self‐learning? ¾ Are classroom lectures, personal or group discussions and exercises, aimed at promoting the students’ ability to find learning strategies and models which are adequate for them to continue studying and researching on their own in view of ongoing learning? ¾ Are curricular and extra‐curricular activities being planned to acquire a study method or provide guidance?

2.4.3.3.5. TUTORS

Concerning teaching and the attention toward students’ learning, the role played by tutors, mentors, and academic advisors is becoming more prominent. This activity cannot be identified with one single figure; for example, possible differences might refer to

• classroom tutors: providing technical and relational support in the classroom • cognitive tutors: helping students with their learning difficulties • tutors according to the typical didactic tradition of anglo‐saxon universities: refers to one‐to‐ one teaching • academic advising: mostly focused on psychological counseling or student integration and guidance in the academic institution. • learning facilitators: who assist in the central education experience happening in the classroom and in other learning situations in order for knowledge acquisition to be truly effective and responsible. They promote the personal integration of knowledge in the different learning 92

environments and serve the needs of students’ intellectual life prompted by their participation in their academic carrers (depending on the time and place) where such intellectual life is expressed.

These choices meet different needs that institutions should and must take into account by being open to different and consistent solutions. Depending on the goals which must be achieved, sometimes it would be better if tutors were different from teachers, sometimes they might be the same people.

2.4.3.3.6. E‐LEARNING

An iimportant aspect in university teaching and education is E­learning. Online education is now becoming evermore prominent in university teaching. Of course we are not referring to e­learning as distance education through the internet, but to a broader and more integrated kind of e­learning which implies learning with the support of ICT. The quality of learning is favored through students’ involvement, not only through classroom didactic practices, and the use of new teaching modes, but also through online education (e.g. Podcasting, interactive Web use, etc.).

The cultural debate on e­learning in universities is still open and looking for solutions which can reconcile didactic quantity with quality. Such possibilities should be approached in a balanced way, through integrated approaches (blended learning) which do not lose sight of the quality of the learning process. Quality teaching is not easy to do in a highly competitive world, and especially highly qualified in the field of ICT.

In this regard it is worth asking:

¾ Is the difference between distance education, typical of online universities, and integrated online education with classroom attendance (blended learning) clear? ¾ Is there awareness of the need to qualify teaching also trough the use of the internet and all the tools coming from new ICTs? ¾ Are teachers prepared to produce quality contents and materials for university‐level e­ learning? ¾ Are teachers aware of their responsibility to provide teaching aids and tools without undermining the depth and integrity of knowledge transmission? ¾ How can students’ active participation in the educational experience through different e­ learning tools be achieved, favoring coordination between classroom attendance and individual study (for example: showing classroom learning activities online)? 93

2.4.4. ASSESSMENT OF LEARNING OUTCOMES

One of the characteristic aspects of academic life is the assessment of the work done by the students, normally referred to as “examinations”, through which they are required to prove that they have achieved the results envisaged in the curricula they have chosen, benefiting from the subjects they have studied and the teaching provided by the institution. The different factors used to assess such benefits, from a meaningful presence in the classroom to individual or group work, different kinds of exercises, verbal interviews or written tests, are chosen by the academic staff in accordance with the established goals. Clearly, exams are not artificial or meaningless events; indeed, they constitute a real test of the education level that has been acquired; both students and teachers are therefore required to approach them with a truthful, honest, fair and straightforward attitude.

It is clearly extremely useful for exams to be fully integrated and consistent with the educational program and the entire didactic system, so as to highlight the work actually done by the students and establish whether the planned and desired learning outcomes have been achieved.

2.4.4.1. CODIFIED CRITERIA

2.4.4.1.1. STUDENTS’ DUTIES AND RIGHTS

The current regulation merely states that students are to achieve the purpose for which they have enrolled in a Faculty, i.e. profit from studying and attain academic qualifications through the exams or equivalent tests they are required to take at the end of the semester or the year and above all the cycle. Examinations, therefore, are included among students’ duties as provided for in the Faculty’s rules and regulations (cf. SapChr 33). There are two types of examinations: written and oral (cf. SapChr 44). The final tests for qualification must attest the level of scientific maturity achieved corresponding to the relevant cycle (cf. SapChrOrd. 53), also with a view to the continuation of studies in the Faculty and admission to subsequent cycles (cf. SapChr 44).

SapChr art. 42. Lectures, especially in the basic cycle, must be given, and the students must attend them according to the norms to be determined in the Statutes. SapChrOrd. art. 29. The Statute of each Faculty must indicate which subjects (main and auxiliary) are mandatory

and therefore must be attended by all the students, and which instead are free and optional.

SapChr art. 44. The Statutes of the Faculty are to define which examinations or which equivalent tests the students are to take, whether written or oral, at the end of the semester, of the year, and especially of the cycle, so that their ability

can be verified in regard to continuing in the Faculty and in regard to receiving academic degrees.

The regulations insist, furthermore, on classroom attendance (cf. SapChr 42) as a positive criterion for assessing the acquisition of new knowledge and skills and, in line with tradition, they attach considerable value to a direct contact between teacher and student.

In the case of transfers from one Faculty to another, the Statutes must indicate how studies pursued elsewhere are to be considered, above all in terms of exemptions from some subjects or exams, or even a reduction in the curriculum itself, in compliance however with CCE provisions (cf. SapChr 45).

2.4.4.1.2. OBTAINING QUALIFICATIONS 94

SapChr art. 49. § 1. Nobody can obtain an academic degree unless properly enrolled in a Faculty, completing the course of studies prescribed by the Statutes, and successfully passing the examinations or tests.

According to the general provision described in SapChr 49 §1, upon completion of a cycle of study, a general examination will be held and students will be required to prove that they have gained not only the knowledge required in their field and respective course, but also a global and synthetic vision as well as critical ability in respect of all the subjects they have studied.

2.4.4.1.2.1. FACULTY OF THEOLOGY A comprehensive examination or equivalent test is held at the end of the first and second cycles (cf. SapChrOrd. 53).

2.4.4.1.2.2. FACULTY OF CANON LAW A comprehensive examination or equivalent test is held at the end of the second cycle (cf. SapChrOrd. 58).

2.4.4.1.2.3. FACULTY OF PHILOSOPHY A comprehensive examination or equivalent test is held at the end of the first and second cycles (cf. SapChrOrd. 61).

2.4.4.1.2.4. HIGHER INSTITUTES OF RELIGIOUS SCIENCE A comprehensive examination or equivalent test is held at the end of the first cycle (cf. Instruction on the Higher Institutes of Religious Science, 28c).

2.4.4.1.2.5. DOCTORATES In the course of the third cycle, scientific education is perfected during an appropriate length of time especially through the development of a doctoral dissertation.

SapChr art. 49. § 2. Nobody can be admitted to the doctorate unless first having obtained the licentiate.

§ 3. A requisite for obtaining a doctorate, furthermore, is a doctoral dissertation that makes a real contribution to the progress of science, written under the direction of a teacher, publicly defended and collegially approved; the principal part, at least, must be published.

SapChrOrd. art. 35. The Statutes are to establish the necessary requisites for the preparation of the doctrinal dissertation and the norms for their public defense and publication.

Art. 36. A copy of the published dissertation must be sent to the Sacred congregation for Catholic Education. It is recommended that copies also be sent to other Ecclesiastical Faculties, at least those of the same region, which deal with the same science.

A Faculty of Theology is entrusted with the specific task of providing scientific theological education for students preparing for the presbyteral ministry. It is planned, therefore, not only that special subjects, suited to seminarists, be taught for that purpose, but also that the Faculty itself might conveniently organize the “Pastoral Year” which completes their pastoral formation. This Pastoral 95

Year is required, upon completion of the institutional five‐year course, for the presbyterate, and may end with the awarding of a special Diploma (cf. SapChr 74,2).

2.4.4.1.3. THE DUTIES OF THE TEACHING STAFF

The following are crucial aspects in the assessment of students by the examining Professors and the Faculty/University is requested to define them in the Statutes:

• the way in which examiners are to express their assessment of candidates • the final assessment of a cycle of studies must be comprehensive of all the results attained in all the different exams, both written and oral, of the same cycle • external teaching staff may be asked to attend exams awarding qualifications, especially in the case of doctorates (cf. SapChrOrd. 32).

As to these latter aspects, the practice of the past decades and advances in the approaches to knowledge, learning and the practical implementation of the skills acquired have produced an emphasis on their definition and resulting measurability.

2.4.4.2. OBJECTIVE AND STATISTICAL DATA The data to be collected in this field to help certify quality and facilitate assessment processes, both internally and externally, are usually clearly indicated in the rules and regulations and in the Official Registers of Ecclesiastical Faculties.

Tab. 18 – Exams

Exams Criteria Interme‐ Exam Delivery Exam Admi‐ Assess‐ Final for diate Registra‐ deadlines sessions / ssion to ment of score Admi‐ Tests tion Session Exam exams/ calcula‐ ssion to notificatio deadlines descrip‐ tion Exam n tors Oral Written Seminar Laboratory/ Workshop Training period Practice Group work Conference Final dissertation Other

It could also be useful to draw up a summary table describing the entire teaching system. This would include the diploma profile (linked to the NQF), study course feasibility (the balance between the components of a course of studies and its feasibility for an average student within a given time frame), and the different teaching and learning as well as outcome assessment methods (all chosen on the basis of their usefulness in terms of achieving the desired learning outcomes and skills). 96

Tab. 19 –The didactic system

Didactic Diploma Learning Learning Curriculum Workload Study Teaching, system profile outcomes outcomes structure breakdown course learning and skills and skills in and feasibility and teaching teaching outcomes units unit assessment sequence methods I cycle II cycle III cycle Master’s degree Diplomas/ Other

2.4.4.3. GUIDELINES FOR SELF‐ASSESSMENT The work and knowledge of students can only be assessed on the one hand according to the Holy See’s Qualifications Framework, with the diploma profile associated with the specific study course, and on the other, to the educational program and didactic/pedagogical vision adopted by the University/Faculty. In any event, because of a change of focus from the teaching staff, with their teaching requirements, to the students, with their learning requirements, the emphasis is now on the achievement of specific outcomes obtained from the overall educational –and not just didactic– activities. Indeed, the ECTS system links credits to be accumulated and transferred to the learning outcomes, on the basis of average students’ workload, so that skills in line with the profile of each study course may be developed. Expected outcomes and skills must therefore be clearly defined so that they may be assessed against a consistent framework. One basic criterion for quality culture in this field, therefore, involves having clearly defined the Learning outcomes and Skills associated with each course of study.

2.4.4.3.1. LEARNING OUTCOMES (LOS) AND COMPETENCES

LOs indicate what students are expected to know, understand and be able to do upon completion of a learning process. These outcomes are normally indicated by what students should have learnt at the end of a teaching unit, cycle, or period of study. Competences constitute a dynamic fusion of knowledge, comprehension and ability; the aim of the course of study is to develop them and they will be assessed in different phases of the course itself. LOs help:

• make out aspects of students’ behaviour that need to be changed, • act as guidelines in terms of course contents, teaching and assessment, • more specifically identify what needs to be learned, • convey to students exactly what needs to be done.

Their conception and implementation varies depending on the cultural context in which they are to be used and, in any event, they are a set of processes and tools to be used in different ways in different educational systems. For example, in Europe, the Bologna Process has adopted the Dublin Descriptors as a basis for the three higher education cycles. These descriptors emphasize a) knowledge and understanding, b) the ability to apply them, c) informed judgements for effective action, d) ability to communicate, e) ability to learn. There are, however, other descriptors which have been defined by expert scholars and eminent institutions. In its educational programs, the European Union has also 97

considered “eight key competences”, which are described in terms of knowledge, skills and attitudes. It is useful to note that while the emphasis is on the students’ experience, this does not mean that knowledge and course content in the subjects included in the curriculum are less important. In this regard, the sciences connected with the Revelation have a specificity born of the gratuitous divine initiative, revealing and offering to man a “depositum” which he cannot change, but only safeguard and understand better and better, allowing himself to be forged by it. Indeed, identifying clear‐cut, appropriate LOs can help, as an organizing principle, to define good learning practices, knowing that their definition and function depends on the Community which provides education, the kind of knowledge involved and the educational system where they will be adopted.

Quality culture requires that it should be possible to assess the efficiency and effectiveness of the educational system which has been established on the basis of firm and declared indicators and data. This is why it is essential to have clearly specified LOs.

2.4.4.3.1.1. INITIAL QUESTIONS ¾ What is the level of awareness of a student upon entering the Faculty? ¾ Does the student need to understand better the context he is entering? ¾ Which essential values must a student know or be able to perform? ¾ How important is the degree of confidence the student has in the new knowledge he is about to approach? ¾ What difficulties can a student expect to encounter in the environment he is entering? ¾ What should a student be able to do once he has completed his studies?

2.4.4.3.1.2. CHARACTERISTIC FEATURES ¾ To what extent do the LOs and Competences match the study course profile? ¾ Is what is required of students clear? Is it expressed in terms of the values they must possess? Are specific descriptors adopted? ¾ Is the emphasis more on the outcomes than on the learning process and content to be learned? ¾ Are the appropriate verbs used to express it? In terms of measuring, some verbs are not sufficiently clear: to understand, to be aware of, to become familiar with; others are clearer: to compile, to analyse, to designate, to demonstrate, to discuss, to criticise. ¾ Are they expressed in a logical, meaningful order, without duplications and inconsistencies? ¾ Can a student truly understand what action is required? ¾ What is expected of him in terms of outcome? ¾ Can his action be measured? ¾ Is the method by which Competences are assessed clearly specified and fitting to the LOs?

2.4.4.3.1.3. ORGANISATION ¾ Are the LOs and Competences of each unit and single subjects properly linked to those of the cycle of studies? ¾ Are they appropriate for the cycle level? ¾ Are the higher cycle LOs and Competences based on those of the previous ones? ¾ Is the preparatory and progressive nature of the units/courses described?

2.4.4.3.1.4. DEFINITION ¾ How are they defined? Is the teaching staff involved? And the students? ¾ Are the other lecturers and students able to identify the unit or single course on the basis of the description provided in the LOs? 98

¾ The LOs of a single course are more than just the sum of the LOs of the cycle or unit to which the course belongs; do they describe the course’s specific contribution in terms of the results achieved by the student?

2.4.4.3.1.5. COMMUNICATION AND ASSESSMENT ¾ Are students informed of what is expected of them? ¾ Are the LOs described and discussed with them at the beginning and the end of each cycle and unit/course? ¾ Are students helped to draw up a study plan linked to the LOs? ¾ Is it clear that the examination methods and the different exams are linked to the LOs? ¾ Are they assessed over the years? ¾ Is verification made as to whether the distance between theoretical and practical learning is diminishing? ¾ Are the LOs redefined based on feedback?

2.4.4.3.2. STUDENTS’ WORKLOAD

This issue is linked to the introduction of the ECTS credit system and is a tool by which to promote comparability and compatibility in Higher Education and transparency and fairness towards students.

2.4.4.3.2.1. WHAT DOES THE WORKLOAD INVOLVE? • Students have a given amount of time they need to study, depending on the program they have chosen. • Workload indicates the time required to complete all the activities envisaged. • 60 credits measure the work of a full time student in an academic year. • Credits are acquired upon completion of the work required with positive results and once the exams confirming achievement of the expected outcomes have been passed. • There are recognised credits for all the components in the educational program: normal classes, seminars, private and independent study, projects, exams, research activities, practical classes, teacher‐led group practice, qualified conference attendance, dissertations.

2.4.4.3.2.2. TEACHING STAFF RESPONSIBILITIES The Board of Professors and the academic Authority provided for in the Statute have overall responsibility for study plans, with their relevant courses/units and credits.

¾ What factors affect workload determination? The importance of the subject, the way in which it is taught, its value in the context of the overall educational plan (LOs and Competences)? Which values are taken into account (fairness, reasonableness)? ¾ Is there a single member of the teaching staff or the head of a team of teachers who have final responsibility in establishing the amount of time needed for teaching, learning and final assessment of a course/unit? ¾ Do teachers know the average time needed for each of the activities required of students? ¾ How are the different educational activities chosen and balanced, i.e. the different types of teaching and learning (lessons, research seminar, practical classes, workshops etc.)? ¾ How are the different types of assessment chosen: oral exams, written exams, oral presentations, tests, papers, essays, reading notes, conference reports, fieldwork reports, work dossiers, final dissertations/thesis)

2.4.4.3.2.3. ESTIMATING WORKLOAD ¾ How much time does a student devote to a course? ¾ How is the workload of a course/unit organised and calculated? (Regular lessons, reading, collateral activities, research on sources, group activities, individual study, notes, fieldwork) 99

¾ How do students know how much time to devote to studying? Is the overall course/unit program explained to them? Are they given an estimate of the time required for the different activities? ¾ How long do students take to read? Which factors are considered in this regard? (Size of the text books, study cycle level) ¾ How long do students take to complete the tasks assigned to them? (Looking for sources, planning, organising, drawing up drafts, preparing presentations) ¾ Are there any intervals between the different activities and the exams?

2.4.4.3.2.4. MONITORING WORKLOAD ¾ Is workload monitored? ¾ What is the role assigned to students in terms of establishing whether the workload estimate is realistic? ¾ Who is in charge of supervising the different courses in this regard and, if necessary, of revising credit attribution?

2.4.4.3.3. ASSESSING OUTCOMES

As pointed out, assessing a student’s work is related to and reflects the LOs and Competences identified by the academic institution and the chosen teaching system. Such an assessment meets the requirement of giving students an opportunity to show what knowledge and skills they have acquired through their academic work and curricular activities.

2.4.4.3.3.1. EXISTING CONDITIONS ¾ Are the requirements, schedules and modalities for access, participation and completion of the exams in a course/unit/cycle clearly indicated? Where? ¾ Is what is required in each single exam indicated in the official register and the yearbooks, or is this left to the direct teacher‐student relationship? ¾ Is the series of exams to be taken announced and/or agreed on with the student? ¾ Do teaching staff follow the indications provided in the official register? ¾ Are tasks to be carried out during the interval before the exams assigned to students? ¾ Are the due dates for assignments prior to any exam clearly indicated?

2.4.4.3.3.2. EXAMS ¾ What is to be assessed through an exam? Is the aim to establish only what the student “knows”? How are the educational goals and the requirements associated with the programs considered? ¾ Do the different exams take into account the learning products and processes? ¾ Are the outcome evaluation methods based on homogeneous criteria, agreed on by the teaching staff, approved by the academic Authorities and made public? ¾ Is there a student’s work dossier? How is it assessed? ¾ Even in theological science, ministers and pastoral workers often complain about the existing gap between academic training and the practical work they must do out in pastoral life. Is fieldwork suggested as a means to reduce, in this area as in others, the gap between theory and practice? ¾ Is a clear explanation provided as to how group work contributes to the final evaluation of a course/unit? ¾ How are supplementary educational activities considered, such as participation in conferences, in interdisciplinary days, in reading groups or special accredited practical classes? 100

2.4.4.3.3.3. MONITORING THE EXAMINATION METHOD ¾ Is there a way of establishing whether exams are held and results decided fairly, in accordance with the program, the educational goals and the course methods? ¾ Are students allowed to be involved in planning their set of exams? ¾ Do students have the right to see the exercises and relevant materials of previous written exams? ¾ Are students allowed to see the results of written exams and receive explanations about corrections and evaluation criteria? ¾ In teaching assessments, are students are interviewed also about the way in which exams are held and their results? ¾ Do teachers make the results of written exams available within a pre‐established short time? 101

2.4.5. INSTITUTIONAL COMMUNICATION

Over the centuries, consistently with her apostolic nature, the Church has developed different ways of presenting the Truth to mankind. Her communications method, over time, has not been an end in itself but has always been focused on the announcement of Christ.

In recent decades, there has been a growing need for Institutional Communication as a strategic means by which to increase knowledge and the dialogue with different, potential and actual interlocutors as regards evangelization but also cultural exchanges. In the case of Ecclesiastical Universities/Faculties, Institutional Communication aims at establishing quality relations between institutions, stakeholders and the broader public with which they interact on different levels, sharing information which can encourage greater participation and also help acquire a public image fitting to her aims and activities. Its goal is to improve the institution’s visibility and impact to influence public opinion and dialogue with the other institutions on the territory and with all other national and international, academic and scientific institutions.

To be effective, Institutional Communication must keep in mind the identity of the institution as a whole, and its projects more than its activities (products, structure, results).

An Ecclesiastical University/Faculty, which through social dialogue interacts with other institutions, has a communications component which must not be neglected. It is therefore important to develop an Institutional Communication Plan, which may contribute to harmonising the Faculty’s identity with the content, method and purpose of its public communication, so as to provide an accurate and credible image of the institution itself.

Communication is therefore targeted both at internal components (students, teachers, staff, …) and the outside public, so that the management of the institution and the quality of the services it provides may be improved. 102

2.4.5.1. OBJECTIVE AND STATISTICAL DATA In this field, different kinds of system data can be collected which can improve awareness of how communication should be handled. The following table, for example, shows how media relations are made use of and managed. It is important to point out that writing for the media is an activity which requires considerable care, if misunderstandings are to be avoided as well as damage which can be difficult to mend. When writing for the media, it is important to bear in mind the questions who, what, when, where and why, and to write in a clear and concise style. Interviews with the media too must be handled carefully: it is important to find out who the journalist is, to prepare scrupulously, agreeing beforehand on the object of the interview, to be accurate, with answers that are relevant to the questions, clear and concise, to end with a recapitulation. The University/Faculty’s brochure is its visiting card and must answer the questions the public may ask about it: who it is, what it does, where, when and how and what advantages it has to offer. The web site is often an on‐line monograph which develops in depth but whose fundamental element is the display page. It is the readers who choose their own itinerary but the latter must be planned by the author; it is a good place for small content and interactivity and, above all, a means by which to provide services and a meeting place: careful design is essential.

Tab. 20 – Media Relations

Tools and Media list Press report Institutional Leaflets / Articles and Web site Newsletter Press release/ Interview activities for Brochure brochures inserts press managing (monograph) conference media relations University/Fa­ culty Institutes/ Departments/ Centers Year

The following table asks questions about the way in which information has been provided and dealt with, to evaluate whether this has been done appropriately in terms of effectiveness, transparency and cooperation.

103

Tab. 21 – Providing Information

information Communicator Internal communications External communications Planned actions Evaluation channel channel Who? How? When?

104

2.4.5.2. GUIDELINES FOR SELF‐ASSESSMENT

2.4.5.2.1. FEATURES

¾ Is Institutional Communication focused on conveying the “personality” of the institution and its founding values? ¾ Does Institutional Communication take on the character of a dialogue by establishing relationships between its internal members and with individuals and institutions in the society where it is present? Does it succeed in making a contribution to the common good through its specific purposes? ¾ The identity and values of a University/Faculty cannot be set apart from the communication methods and channels. Is its identity consistent with the content, method and aim of its communications? ¾ Is responsibility towards the people to whom the information is targeted taken into account? ¾ There are three possible features – not always matching ‐ in an institution’s communication: what the institution is, what it claims to be and what others perceive it to be. Is an effort made to ensure consistency among these three elements? ¾ Institutional Communication is not only the channel through which information is provided by the people in charge of coordinating the institution’s communication activities. There is another kind of informal communication, i.e. the information conveyed by the way in which the people who make up the institution act and work. Are University/Faculty members aware that every action of theirs has repercussions in terms of communication? ¾ Does Institutional Communication tend to handle all of the institution’s and its members’ communications with different kinds of public, both externally and internally?

2.4.5.2.2. DYNAMICS

An organised and regular distribution of information can help establish authoritativeness and promote confidence in basic information about the entire institution, making a significant contribution to an overall better understanding of a complex organisation such as a University.

¾ Information in the pure state does not exist. How is information created? ¾ Who puts together the most frequently asked questions, the different data and events? ¾ Is then a creative effort, an intuitive method and deep organisational and environmental awareness used to process this information? ¾ Information is not instantaneous, it has to be prepared and delivered in time. Is there a planned schedule for information to be provided at regular intervals? ¾ Is an effort made to link publication of specific information to other dates/deadlines to which it can be associated? ¾ A University/Faculty is often a complex organisation. Does the information give the impression of being just a disorganized collection of data? Does it contribute to a better overall understanding of the whole institution? Is there any integrated presentation of the data?

2.4.5.2.3. INSTRUMENTS

2.4.5.2.3.1. MEDIA RELATIONS MANAGEMENT People involved in Institutional Communication must bear in mind that relations with the media must be based on two fundamental pillars: professionalism and the ability to understand the media. 105

• Professionalism involves having an in‐depth knowledge of academic institutions as well as the ability to explain and illustrate their identity, spiritual message and public activities, according to the specific requirements of the moment. • Knowledge of the media implies the ability to fully understand their nature, with a grasp of all the essential aspects of what is truly a news item, of the specific language used by the different media and of the requirements of journalistic work.

Both the above are essential to provide adequate and appropriate information which journalists can use, respecting the independence of their work. Avoiding preconceived notions and encouraging a professional dialogue can result in a genuine and mutual search for truth.

Universities normally manage this relationship through a specific internal press office or using the services of consultants and public relations firms, given that they are aware of the sensitive nature of actions in this field and of the professionalism which is now required. Some important rules:

• make sure that all communication is consistent with the University/Faculty’s vision and mission • select and filter the flow of information coming from different sectors in the institution • act as an in‐house consultant for the governing Authorities • establish a relationship with journalists based on trust • define and develop topics which can be associated with academic activities, even though they are not directly linked to them.

2.4.5.2.3.2. ENSURING PRESENCE IN THE MEDIA There are a number of tools and they should meet the needs of each University/Faculty. Some examples are provided in table 20.

¾ Is there a strategy for such a presence? Who handles it? ¾ Is all improvisation avoided in this highly specialised activity which can have far‐reaching repercussions? ¾ Are direct or indirect lobbying activities carried out in accordance with University/Faculty values? ¾ Is an effort made to become involved in special programs which have a strong public impact, such as initiatives for the underprivileged or major cultural events and what use is made of such participation?

2.4.5.2.3.3. OTHER TOOLS Universities have a number of other communication tools and it is increasing as technologies increase.

For formal communications

• work orders, decisions by the Authorities • official web site page • university official gazette (when available) • official bulletin board • guides, registers, yearbooks and calendars • magazine • publications, brochures and leaflets • press releases and conferences 106

• open conferences and seminars.

For everyday informal and, above all, in‐house communications

• e‐mail • paper or electronic reminders • communication of experiences • periodical newsletters • informal bulleting board • blogs • social networks.

2.4.5.2.4. A POSSIBLE COMMUNICATIONS PLAN

Institutional Communication requires a plan and drafting it gives different University/Faculty sectors an opportunity to be involved in its future development. Once its goals have been established, a strategic plan is normally implemented in different phases.

2.4.5.2.4.1. INVESTIGATION This involves acquiring a full knowledge and understanding of the institution and the public with which it comes into contact so as to identify strengths and weaknesses, competitiveness, future challenges and existing opportunities.

¾ Is the perception of the University/Faculty by stakeholders and the general public known? ¾ How is this inquiry carried out? Are all the institution’s members involved?

2.4.5.2.4.2. PLANNING A communications strategy is defined for a given period on the basis of the information collected in the previous phase.

¾ Who decides the strategy and how is it shared by the different University/Faculty sectors? ¾ What degree of consistency is there with the institutional strategic Plan and implementation plans? ¾ What role do the different parties play in outlining it?

2.4.5.2.4.3. IMPLEMENTATION This is the practical implementation of the planned strategy in accordance with goals.

¾ To what extent is it made public and transparent? ¾ How are the institution’s internal and external components asked to work together to implement it?

2.4.5.2.4.4. EVALUATION This is the value attached to the results obtained through a comparison with the goals initially planned, on the basis of criteria established in advance.

¾ Who does this evaluation? ¾ Who makes any required adjustments and how? ¾ Who are achieved or missed goals reported to? 107

2.4.5.2.5. THE RECIPIENTS

A distinction is normally made between internal and external communications. Communications are addressed to all the internal components and to other stakeholders (the Holy See, Bishops and Episcopal Conferences, Institutes of Consecrated Life, ecclesial bodies etc.), and also different organisations in the Church and society, individuals, groups and public institutions, of which there are many. It is always useful to analyse the different types of “public” the University/Faculty interacts with: from students’ relatives to parishes, from ecclesial movements to the curia offices, to the components of civil society.

2.4.5.2.6. INTERNAL COMMUNICATION

Internal communication requires special attention. Indeed, although it touches upon a great number of aspects examined in this Guide, it also has its own specific role. First of all, it is essential to avoid a hierarchical, pyramidal notion of communication, according to which information is top‐down, with content provided by the Authority only and not requiring any feedback. In case such a notion prevailed, it would be essential to alter it.

¾ Does internal communication only involve providing data and information, news, values, achievements and objectives, strategies, enthusiasm? ¾ Are the receivers of communications viewed as active players or only passive recipients? ¾ Is there a clear separation between producers and consumers of communications? Is communication one‐way only? ¾ Is communication always formal, prescriptive and official? How much attention is given to informal communication? ¾ Does the actual contribution made by different people receive any recognition? ¾ Is there any scope for inferential communication (when the receiver infers the communicator’s intentions based on the clues provided)?

New elements can come into play in communications, such as stories and narratives, communities of practice, organisational metaphors, which all aim to

• reduce the distance between leaders and grassroots • encourage a sharing of ideas • increase informal exchanges • ensure greater transparency • bring innovation to the forefront • recognise competences • make people aware of their responsibilities.

Communication should develop into a widespread practice in terms of elaborating the internal culture and it entails the involvement of active players in different academic sectors. While respecting each person’s competences and role, everyone can produce, filter, publish and evaluate the content of communication. The extent to which IT tools – first and foremost the web portal – contribute to this active participation process is obvious.

¾ Are the offices of the General Secretariat, the Library, the Authority and others learning to work according to this participatory approach? ¾ Are they learning to move from a control‐based to a management‐based logic? 108

¾ Is the teaching staff adopting this participatory logic, which often requires a greater effort and entails additional responsibilities? ¾ Is there an intranet? How is the content organised? Who has access? What degree of cooperation does it require? ¾ Are new ideas suggested in connection with thematic challenges? ¾ Is the aim to solve problems or facilitate specific exchanges? ¾ Are the benefits of a good intranet system highlighted and published? ¾ Are there any procedures through which recipients and other parties involved can express their views during any phase of the process?

2.4.5.2.7. CONFIDENTIALITY

¾ In the course of these activities, is there a firm commitment to strike a balance between the needs associated with information and communication activities and the fundamental rights and liberties of physical and legal persons? ¾ Are there any guarantees that, should the right of information, access and participation involve any processing of personal data, this will be done respecting the fundamental rights, liberties and dignity of the persons involved and, in particular, the right to confidentiality and personal identity, according to law and to the rules and regulations on personal data protection in force in the country where the University/Faculty is? ¾ Is the integrity and conservation of available data and documents ‐ also electronic and multimedia ‐ guaranteed? ¾ Is there any obligation for any information and news concerning personal data acquired in the course of one’s activities to be kept confidential? ¾ Does this obligation continue to apply also after cessation of such activities? 109

2.4.6. OTHER ACTIVITIES

The activities of an Ecclesiastical University/Faculty are not limited to the ones described in the above chapters, paragraphs or even the previous chapter on service to the Church and society. In academic tradition, there are a number of initiatives and events that can highlight, more effectively than ordinary activities, the institution’s dynamism and its ability to be fully integrated and embedded in the territorial and universal cultural and ecclesial fabric. Naturally legislative documents do not refer to such activities, but they are relevant in terms of quality promotion because they constitute a connective tissue in community life and can also be endowed with cultural value.

Given the wealth and variety of local traditions, only a few examples rather than a comprehensive list may be provided, but it is important to underscore that quality must always be promoted in organizing and holding such events.

2.4.6.1. OBJECTIVE AND STATISTICAL DATA It is important to collect data for two purposes: to acquire objective information about events that are repeated every year and statistical information with a view to quality promotion and evaluation processes. Different sectors are normally involved in data collection and some of them have a specific office for this activity with one or more staff and, in that case, it is useful to indicate names and contacts.

2.4.6.1.1. LITURGICAL

Celebrations for the inauguration/end of the academic year, other moments of prayer or instruction associated with important occasions in the liturgical year. Sometimes, these initiatives are part of the university pastoral activities.

2.4.6.1.2. FESTIVITIES

Some significant dates in University/Faculty life such as its date of establishment or, above all, when it is linked to an Institute of Consecrated Life, the feast day of the Institute’s Founder, are underlined by liturgical celebrations and cultural events. Traditionally, the inauguration of the academic year holds a special place.

2.4.6.1.3. DOCTORATE HONORIS CAUSA

The awarding of a Doctorate Honoris Causa is a significant academic event in the University/Faculty’s cultural and social life.

2.4.6.1.4. CONFERENCES AND EVENTS

Every year, there are normally a number of conferences of scientific importance but also a series of cultural conferences or events and in these cases the aims and methodologies are more complex and less homogeneous. They do, however, have a far‐reaching social impact and provide an important public service. In this regard, there are also time‐honoured traditions like the Dies academicus (of the German area), or sports days and wide‐ranging cultural events or specific intensive courses (some of which are residential like the Summer or Winter School) targeted to specific categories of people.

2.4.6.1.5. TOURS AND EXCURSIONS 110

These can involve day excursions to let students socialise and relax, or real trips of relevant cultural interest (historic, artistic, archaeological, promoting exchanges with different cultures, etc.).

2.4.6.1.6. CULTURAL AND SPORTS ACTIVITIES

Often the University/Faculty provides these services to its students/teachers/staff giving them an opportunity to pursue theatre, mass media and sports activities or to learn new languages or establish new relationships based on specific interests. 111

Tab. 22 – Persons in charge of other activities

Competent Eucharistic Prayers and Anniversarie Inaugurat Doctorate Conference Tours and Cultural Sports Activities offices / celebrations spiritual s and ion of the honoris s and excursions Activities names of the training important academic causa events people in festivities year charge/ contacts For the University For single Faculties For Institutes and Centers For cooperation with other bodies 112

2.4.6.2. GUIDELINES FOR SELF‐ASSESSMENT In terms of quality, it is useful of offer a wealth of activities, on condition that they have been well thought out and are implemented according to the criterion of a genuine and responsible cooperation between all the parties involved, which will allow each of them to express their identity and the many values which define the institution.

2.4.6.2.1. LITURGICAL

Sometimes, when available, a chaplain or the person in charge of the university pastoral activities will organise such activities, but the students too are often very active in this respect.

¾ Does everyone know who to refer to in this regard? ¾ Is there an outreach group? How is the Liturgy handled? Is there a Liturgical chorus? ¾ How the decisions made when an initiative is suggested? Is there any capillary dissemination of information? ¾ Is there broad participation in these occasions, with the involvement of all the institution’s components?

2.4.6.2.2. CEREMONIES

The Rector/Dean is normally responsible for these occasions, but the cooperation he receives is fundamental, as is his ability to involve others. The inauguration of the academic year is one of the most significant ceremonies.

¾ Is the initial idea well transmitted in the organisation of the remembrance event? ¾ Can the opinions of the different members of the Community be collected so that such ceremonies will be significant for the institution? ¾ Is a positive use made of these occasions so as regain possession of the original message that is normally being celebrated? It is often, indeed, the religious charisma which is at the heart of the University/Faculty. ¾ To what extent are the cultural and social forces in the territory where the University/Faculty operates involved in these occasions? ¾ Is the Opening Ceremony of the academic year organised with care to ensure that the entire university apparatus takes part in it? ¾ Does the Rector/Dean’s speech take into sufficient account the policies pursued and the work done in the course of the year? ¾ Is this speech, also in an extended and detailed version, available to the public? On the institutional website? ¾ What role do the students play in the Opening Ceremony of the academic year?

2.4.6.2.3. DOCTORATE HONORIS CAUSA

This is quite a significant academic event because it implies the ability to recognise the gifts and cultural and academic activities of persons who are often very active inside the Church and in society, as well as to underline specific contributions made sometimes outside regular university channels. The procedure for granting and awarding the title is usually provided for in the Statutes or the regulations.

¾ Who is entitled to recommend conferral of a Doctorate honoris causa? ¾ Who decides on such a conferral? What are the mandatory procedures? 113

¾ Are conferral criteria envisaged? Are they strictly academic? ¾ Who decides on and then organises the award ceremony?

2.4.6.2.4. CONFERENCES AND EVENTS

These include a number of cultural activities, often organised by different institutions, aimed at bringing together, updating or raising awareness among a large number of people with regard to a specific issue, the academic Institute itself and its activities, or new horizons for intercultural, international and social relations.

¾ Is there a specific office or person who can easily be contacted? ¾ Is use made of the different professional skills often required in organising events? ¾ Who monitors spending in such cases? ¾ Who is in charge of making the event known and sending out invitations? ¾ Is an effort made to take advantage of the world days chosen by the Church or by international organisations?

2.4.6.2.5. TOURS AND EXCURSIONS

Here too, there is a wide range of activities of varying degree of importance. Past experience once again underscores the need to have specific reference persons and also for the academic Authorities to provide some guidelines.

¾ Is there a specific office or person who can easily be contacted? ¾ In what way does such an office or person work with the Rector/Dean and the other academic authorities? ¾ Is there a special relationship with the teaching staff who, in view of their competences, could make a valid contribution in the choice of tours? ¾ Is an effort made to identify occasions when cultural studies can be combined with some time for socialising? ¾ Are these occasions linked to a pleasurable enjoyment of the Christian cultural heritage in various parts of the territory?

2.4.6.2.6. CULTURAL AND SPORTS ACTIVITIES

Increasingly often, Universities/Faculties become centers of campus life and cultural activity for the people who spend so much of their time there. Having an opportunity to find an established group of people is an advantage, above all in large urban centers which, per se, are dispersive and not very welcoming to people who are only there to study.

¾ Who is in charge of developing initiatives for students inside the University/Faculty? ¾ Are there any cultural and/or sports activities inside the University? ¾ Is an effort made to take advantage of opportunities offered by the city in which the University/Faculty is located? ¾ We know that university sports activities are highly developed in some of the world’s cultural areas. Are they encouraged also in other areas? 114

2.5. RESOURCES

2.5.1. THE LIBRARY

The Ecclesiastical University/Faculty library is a well‐organised facility at the service of the main academic activities such as teaching and research, ensuring free access to knowledge, thought, information and the dissemination of scientific knowledge and the Christian culture. Given the present complexity of such a facility, cooperation between Ecclesiastical university libraries, but also other libraries, is considered extremely important.

The culture of quality requires the organisation of this facility to be all the more efficient so that greater resources may be made available and used to enrich the library through regular additions associated with the changing cultural, organisational and technological environment, to extend access for users and make its contribution to the achievement of the institutional goals more effective, in terms of broadening the University/Faculty’s educational program and carrying out research activities.

2.5.1.1. CODIFIED CRITERIA The rules and regulations, which have their roots in the time‐honoured ecclesial tradition of a culture of books, underline the need for a suitable library, i.e. one which can meet the needs of both the Teaching Corps and the students, organised efficiently and with the appropriate catalogues, as a basic condition for the establishment and development of a Faculty/University. This service facility, indeed, is associated with the achievement of specific goals, in particular in the field of scientific research (cf. SapChr 52).

SapChr art. 52: In order to achieve its proper purpose, especially in regard of scienfic research, each University or Faculty must have a library, in keeping with the needs of the staff and students. It must be correctly organized and equipped with an appropriate catalogue.

Art. 53: Through an annual allotment of money, the library must continually acquire books, old and new, as wells as the principal reviews, so as to be able effectively to serve research, teaching

of the disciplines, instructional needs, and the practical exercised and seminars.

2.5.1.1.1. AIMS

The main purpose of the Library, as regards the institution’s quality, is to ensure easy access and use for staff and students (cf. SapChrOrd. 41).

2.5.1.1.2. CONDITIONS

The conditions for the provision of this service are: 1. availability of the holding, the main works needed for scientific research (cf. SapChrOrd. 40); 2. a good organization. 115

2.5.1.1.3. THE ORGANIZATION

This implies:

• a management function, held by an expert, on the one hand, assisted by a suitable Council and, on the other hand, this expert form part also as a member of the University or Faculty Council (SapChr 54), • publicly known rules regulating access and use (SapChrOrd. 41), • annual financial resources ensuring its operation (SapChr 53), • cooperation and coordination between libraries in the same city or region, facilitating services for users (SapChrOrd. 42). 116

2.5.1.2. OBJECTIVE AND STATISTICAL DATA It is first of all useful to acquire identification data for the libraries and the services they offer (who does what, for whom). The data can serve as a basis for a register of libraries (as well as archives) and of the auxiliary and support services linked to them.

Tab. 23 – Use of the Library

University/Faculty Director or Council Other persons in Opening days‐ Terms for Basic services Additional Prefect (contacts) charge (contacts) hours access Services / costs Single location Locations Associated Libraries

It is important to collect data which can provide a picture of this important facility, both to inform users and to improve the services provided. Using reliable data, and cross‐checking it, will make it possible to measure and evaluate the entire library system, in particular with regard to efficiency and effectiveness, not just in theory but with reference to specific use. Roughly speaking, it will be useful to collect data concerning assets and holding (library holding, floor space, equipment, staff).

Tab. 24 – Library figures

Faculty / Total Seating Computer Equipped Weekly Weekly Guided Local Institutional External Staff University floor Terminals work opening opening tours /interlibrar Users Users Library space / /internet‐ stations days hours y/ for users intranet internationa connections l lending Single location Other locations Faculty / Linear metres / Books Periodicals total / Manuscripts Microforms /CD ROM Catalogues / on Access to remote Reproductions University open shelf current / audiovisuals line catalogues Library Single location Other location 117

2.5.1.3. GUIDELINES FOR SELF‐ASSESSEMENT Ecclesiastical Universities/Faculties set aside considerable resources for Library services given that they often own a considerable number of books and documents which constitute a wealth of very specific and highly specialised information resources. Libraries are a fundamental tool for teaching and research and, in order to meet the requirements of users who operate in the field of higher education and interact with the international scientific Community, they require an ongoing financial commitment and planning to make available a large quantity of specialised and updated information, as well as high quality and technologically advanced services. The development of information and communication technology (ICT), with the introduction of digital resources and on‐line access to OPAC, has increased the visibility and the accessibility of information outside the academic world and has paved the way for cooperation with ecclesiastical bodies, which often are holders of huge libraries and archives, in addition to contributing to additional good practices in terms of cooperation with the territorial library systems and research bodies.

The efficiency and effectiveness of a Faculty/University Library must be considered in reference to the purpose for which it has been instituted and is established by cross checking the data regarding books and documents as well as the organisational aspects, in terms of internal and external users. A proper assessment of Library services depends, mainly, on the quality of the data collected and, secondly, on whether they are collected regularly and whether an appropriate method has been adopted. Naturally, the data collected should be uniform in order to be normalized and the measures to be carried out must be clearly defined. This is the only way to develop a set of indicators through which the standing of various Universities/Faculties can be compared and rendered comparable at the international level.

2.5.1.3.1. LIBRARY ASSETS AND THEIR USE

¾ How many books are kept in the library? ¾ What are the figures for current periodicals? In which languages? ¾ What is the yearly acquisitions average? ¾ What is the ratio for number of volumes/students? And for acquisitions/students? ¾ What is the ratio for number of volumes /Staff? And for acquisitions/Staff? ¾ Do staff /experts draw up lists of the books to be acquired? What is the extent of the coverage of this list? ¾ Generally, what use is made of the library holding? And of the holding by subject areas? What is the percentage of documents not in demand?

2.5.1.3.2. FLOOR SPACE

¾ How many square metres are available? What is the ratio with the number of students? And users generally? ¾ What is the seating for reading? What is the ratio with the number of students? And users generally? ¾ What percentage of books is available on open shelves?

2.5.1.3.3. HUMAN RESOURCES

¾ How many staff are employed full/part time? Is any investment made in their training? ¾ Are the any students working in the library? ¾ Are any services entrusted to external staff? ¾ Are there any voluntary workers? ¾ What is the ratio of the number of staff in relation to the number of volumes and/or of users?

¾ 118

2.5.1.3.4. EXPENDITURE

¾ What is the total expenditure? ¾ What is the rate of staff expenditure? ¾ What is the expenditure on other running costs? ¾ What amount is set aside for acquisitions? ¾ What is the expenditure for building maintenance, enlargement and refurbishments? ¾ What is the ratio between the overall expenses and Students/Teaching Corps?

2.5.1.3.5. UPDATING OF SERVICES

¾ What are the functions provided by the Library’s computerised systems? Can the impact of procedures on effectiveness of services, of the activity flows on document processing be analyzed with a special focus on the speed with which they become available to Users? ¾ What is the effectiveness of computerised services: tools used, effectiveness of OPACs, level of response, access to the documents available on line? ¾ Is the use of electronic publications encouraged? What is their extent, acquisition costs, management and difficulty of use on the part of the users? ¾ What is the level of quality of research supporting services, such as the existence and use of specific types of sources and documents (periodicals, electronic magazines, data bases etc.)? ¾ What is the level of quality of the public services, such as services supporting teaching activities? What are the expectations and the perception of the service from the point of view of students?

2.5.1.3.6. USE OF THE SERVICES

¾ How popular are internal and external lending? Is there any inter‐library lending? ¾ Are there any data on accessibility (opening days and hours) and attendance? ¾ Are user requirements taken into account in establishing opening hours? ¾ What is the level of quality of the catalogue? In general, does the user find easily what he is looking for? Does he search by subject? ¾ With what speed are documents acquired? What is the speed of document delivery services? ¾ Is remote use allowed? Is it monitored? ¾ What is the level of user satisfaction? How is it evaluated? ¾ How does a potential user avail access to the holdings?

2.5.1.3.7. THE EXECUTIVE FUNCTION

¾ According to which criteria is the Librarian chosen? ¾ Is Library management linked to the institutional vision and mission and is it decided together with the single, collective and academic authorities? ¾ What is the function of the Council? How are Council Members chosen? ¾ Does the Council develop guidelines for organising and innovating the Library systems and services? ¾ How is communication with staff and students handled? And with the outside public? ¾ Is any verification done in terms of data flows, i.e. currently used resources, measurements of the services provided (production and use), variations in the holding? ¾ Is any verification done as regards to the whether the work done has been effective in producing the desired results?

2.5.1.3.8. COOPERATION

¾ Are there any agreements with other Faculties/Universities on developing cooperation in the Library system? ¾ Is an effort made to promote academic cooperation at territorial, national and international level with a view to rationalising and coordinating services? 119

¾ Are there any cooperation agreements with other ecclesiastical and/or civil bodies which have libraries and archives? ¾ What efforts are made to promote standards for a full interoperability between the different systems so as to ensure a real integration of information? 120

2.5.2. THE ADMINISTRATION The complexity of a university structure requires the availability of considerable economic means in order to fulfil the goals for which it has been established and, therefore, wise management is also needed and it must, on the one hand, follow principles of morality and transparency and, on the other, be highly professional. This is why, under the guidance of the personal and collegial Authorities indicated in the Statutes, professionals of undisputed virtue and proven ability are called to be concerned of this sector, especially when an Ecclesiastical University grows to the point that it involves thousands of people.

Quality education will lead the different members of the institution to be conscientiously active, each in their own different way, in a sound administration to ensure that this standard will be, not only efficient and transparent, but will also be truly at the service of the academic Community’s needs and will always be aiming at its wellbeing.

2.5.2.1. CODIFIED CRITERIA

SapChr art. 56. A University or Faculty must have enough money to achieve its purposes properly. It financial endowments and its property rights are to be carefully described.

SapChrOrd art. 43. To provide for continuous good administration, the authorities must inform themselves at set times about the financial situation and they must provide for careful, periodic audits.

2.5.2.1.1. FUNCTIONS AND COMPETENCES Current legislation, which is rather limited and basic, requires that the Statutes must establish clearly and in accordance with norms of good economics, the function of Financial Procurator, as well as the competences of the Rector/Dean and of the Councils with regard to the economic management of the University/Faculty, so as to ensure a sound administration (cf. SapChr 57), for the clear purpose of giving a guarantee that this administration will be of good quality and properly aimed at the institution’s goal and will, therefore, entail regular audits by competent Authorities. In a sense, it requires that different members be involved including the personnel Authority and the collegial Authority.

2.5.2.1.2. TWO RECOMMENDATIONS: WAGES AND FEES There are two specific recommendations indicated by legislators: a) that Teachers , Officials and Staff assistants are to be paid a suitable remuneration, taking account of the rules existing in the region, also those which regard social security and insurance protection (cf. SapChr 58); b) that the Statutes determine the general norms concerning students’ share in the expenses of the University or of the Faculty, through the admission fees, yearly tuition, examination fees and diploma fees (cf. SapChr 59). There should never be hindrance from access to academic degrees for those students who, in view of their intellectual gifts, give good hope of being very useful to the Church in the future; for this purpose, it is recommended that structures be made which provide specific forms of economic assistance to help students complete their education (cf. SapChrOrd 44).

2.5.2.2. OBJECTIVE AND STATISTICAL DATA In order the ensure that the entire activities of the Administration are clear and transparent, it is useful for all the people who hold responsibility in this area to collect objective, and even statistical, data in a table indicating: whether there is a central administration and/or operations, and 121

department centers which are subordinate to the central administration; the administrative director; the Financial Procurator, the personnel and collegial Authorities; associated offices (the Financial Procurator’s office, the technical office, the personnel office, the office for fund raising etc.); external consultancies.

Table n. 25 The Administrators

Level of Administra Financial Rector/ Economic Other Associated External responsibili ‐tor Procurator Dean Council Councils Offices Consultants ty (contacts) (contacts) (mandate/ expiry) General: University/ Faculty Departmen ts: subordinat e centers

It is useful to draw up a table of the University/Faculty financial endowment that normally includes its assets and liabilities, of which the difference constitutes the net assets; the Table lists the items to be included.

Table n. 26 Assets

Assets Immova‐ Movable Intangible Intangible Financial Credits Cash fund ble assets assets assets fixed fixed assets assets Liabilities Mortgages Debts

It could also be useful to have a Table in which Administrative Management tools, such as financial statements, could be listed, as well as any other specific rules, for example concerning executive management plans, transfers and settlements, surplus and allocations, book keeping, etc.

Table n. 27 The financial statements

Approval Executive Transfers Surplus Book Appro‐ Cash Fiscal (by whom? Manage‐ and and keeping priations services accoun‐ Deadlines) ment plan Settle‐ alloca‐ and ting ments tions payments Yearly financial statement and budget Yearly financial statement and final balance 122

Yearly economic report Multi‐ year plan

2.5.2.3. GUIDELINES FOR SELF‐ASSESSMENT Given the importance of this sector for a good implementation of the University’s/Faculty’s institutional activities and the achievement of its goals, it is very important to acquire a mens that can render the Administrative structures efficient and effective, with the capability to measure the impact of resource management on research and teaching productivity, and with regular audits to verify proper operation so that the governing bodies may receive the support they need to take any action required to improve services.

2.5.2.3.1. RESPONSIBILITIES As provided for by law, there are individual responsibilities, such as those of the Rector/Dean, and collegial responsibilities, such as those of the Councils established by the Statute (from the Teachers’ Council, to the Commissions, to the Administrative Council). The way they are organised and their method of cooperation/interaction are provided for in the Statutes.

¾ Who ensures compliance with the Statutes and the correctness and transparency of the work of the Rector/Dean and of the Collegial Bodies in this regard? ¾ Is there a yearly report produced by the Rector/Dean reporting to the legitimate higher body the activities, the content of the decisions made and the way in which they have been made in this area of activity? How important is approval? ¾ Is this report drafted in such a way that it shows and verifies the Administration’s impact on teaching and scientific activities? ¾ How is representativeness reconciled with representativeness in the collegial organism, which guides or supervises administrative activities? ¾ Is an effort made to avoid the risk of representativeness overshadowing responsibility and competence, for the good of the institution? ¾ Are the procedures for the election/appointment of the Economic Council transparent and publicly known? ¾ Are there internal regulations in this regard?

2.5.2.3.2. MULTI‐YEAR PLANNING Given that University/Faculty activities are planned through an Institutional Strategic Plan, all economic and financial planning must refer to it in order to guarantee the economic sustainability of initiatives on the basis of accurate knowledge of cost/product and receipts ratios.

¾ In drafting the Institutional Strategic Plan is a study made of the resources needed to achieve the envisaged goals and of whether their availability is assured, or at least projected? ¾ Does the competent Body draw up a projected multi‐year budget, linked to the Institutional Strategic Plan, which will refer also to plans to develop tools and yearly financial, economic and assets management actions and will indicate the known and/or foreseeable receipts and expenditures for each year in the period considered? ¾ Are opportunities and risks considered as well as real weaknesses and the ways to overcome them? 123

¾ Is a long‐term plan developed to have access to new sources of funding and/or to generate new financial resources? ¾ Is there essential freedom from all economic conditioning always exist?

2.5.2.3.3. PLANNING TOOLS: THE FINANCIAL STATEMENTS A fundamental tool in ensuring the institution’s productive growth involves a careful drafting of the financial statements (overall yearly budgets and final balances included), which are more important than any other accounting tool and give a clear picture of the University/Faculty‘s situation. Normally, they are drawn up by activity and take into account all the different positive and negative financial flows, from and associated with third parties, together with the expected internal flows resulting from the management of the University/Faculty assets and offices.

¾ Are the financial statements drawn up according to a specific schedule? ¾ Are all the entries and criteria which guide drafting, discussion, approval and audits clear? ¾ Do they highlight the connection with the strategies indicated in the Institutional Strategic Plan’s and single objectives? ¾ Who authorises changes and corrections? ¾ Is there an economic accounting system which provides additional information to what is provided by the financial book‐keeping for the purposes of management supervision? ¾ Has the appropriateness of the adopted accounting system been properly evaluated by the relevant bodies? ¾ Is the overall economic report drawn up by the relevant offices and does it, through the processing of financial and economic data, highlight the positive and negative economic components in the Administration’s activities and show the economic results for the financial year? ¾ Are the data concerning financial activities and assets processed also by cost center, cost type, function and charges? ¾ Is the overall economic report attached to the overall final balance to provide additional information? ¾ Are clear and pre‐established procedures followed in the case of cash services? If they are delegated to a third party, are the allocation procedures transparent?

Financial statements are based on a number of financial, economic and property entries which are normally integrated in an automated data processing system which can then provide the information needed to plan, manage and supervise the University’s activities.

¾ Do the book keeping entries facilitate the comprehension of each item with regard to both charges and surplus, of the situation in terms of income assessment and appropriation against the associated allocations, and of the situation with regard to collections and payments as well as amounts to be collected and paid? ¾ Do the economic records help understand positive and negative components, according to criteria of economic competence, based on the financial, fixed assets and fiscal entries? ¾ Do entries for fixed assets help indicate the value of the assets at the beginning of the financial year, the variations which caused in the course of the year by administration activities or other factors, and also the net worth of the assets at the end of the financial year? ¾ Does the University/Faculty have different accounting systems which are used regularly? ¾ As regards commercial activities, are the financial, economic and fixed assets records duly integrated by the specific entries required for tax purposes, according to the relevant specific norms in force in the country where the University/Faculty is located? 124

2.5.2.3.4. ASSET MANAGEMENT First of all, it is essential to establish and describe clearly what University/Faculty assets include. Normally, these assets are described through inventory entries which highlight all the aspects needed to identify and assess them. Items which, by their own nature, are consumable within the financial year, the ones which have little value and spare parts and accessories of inventory items are not entered into the inventories themselves. Such assets, like those used by the University/Faculty are delivered to the consignees.

¾ Are movable property and real estate registered in special inventories where, in addition to location, also quantity, characteristics, asset value and consignees are indicated? Who holds them and updates them? ¾ Is there any official consignment to the legitimate consignees? Is the exchange between the consignor and the consignee recorded in minutes with the assistance of the relevant Authority? ¾ How and to whom are the consignees accountable for the assets entrusted to them? Are their duties and responsibilities clearly set out? In case of any omission or damage, has any provision for the payment of damages to the institution been provided for? ¾ Does the balance sheet provide a clear description of the profit and loss accounts, indicating assets and liabilities from the beginning to the end of the financial year? ¾ Are any variations in single credit and debit items underscored, as well as any increase or decrease in net assets related to management?

Negotiating and managing contracts for the acquisition of goods and services are extremely important activities.

¾ Who has the authority to enter into contracts and agreements for the acquisition of goods and services? ¾ Is there any specification and expenditure ceiling which assigns such authority to different personal and/or collegial bodies? ¾ Is the range of competence of each cost centers established? ¾ In deciding to negotiate a contract, does the Administrative body explain the reasons for such an initiative, the institutional interest it means to promote, the method by which the contracting party has been chosen and the main clauses in the deed? ¾ Do contracts have a pre‐established duration? When the charges fall upon the current part of the balance sheet, do they have limited duration? ¾ How is the contracting party chosen? Does the method chosen meet the criteria of fairness, transparency, universality and impartiality? ¾ Is a technical opinion sought in choosing a contracting party? ¾ Who supervises the proper execution of the contract?

2.5.2.3.5. SUPERVISORY AND EVALUTATION ACTIVITIES There are a number of different tests which can be used to verify consistency in Administrative activities according to specific rules and pre‐established goals and they can be classified as:

• legitimacy tests • accounting tests • management tests • technical tests. 125

¾ Legitimacy tests involve verifying the compliance of decisions made by the governing bodies, actions, measures and management transactions with the statutory, regulatory and legislative provisions. Who is responsible for this kind of verification? ¾ Accounting tests involve verifying the compliance of documents, deeds, transactions and book‐ keeping entries with the Administration’s provisions. Who carries them out? ¾ Appropriate types of management tests can be carried out by the Commission for internal assessment by referring to documents and records. Are these tests provided for and carried out regularly? ¾ When this is envisaged by the regulatory framework of the country in which the University is located, a Board of Auditors is created. This is the collegial body in charge of verifying the Administration’s activities in order to ensure transparency in proceedings, the correctness of book‐keeping entries, the legality of the methods adopted and impartiality in respect of all the parties involved. When this is not provided for by civil law, who is responsible for these verification activities and how are they carried out?

2.5.2.3.6. FEES AND SCHOLARSHIPS Academic fees are established according to the University/Faculty’s economic‐financial position.

¾ Who is involved in deciding if they are to be changed? Are specific criteria adopted? ¾ When can they be changed? How are these decisions made public? ¾ Are students aware of the rights they acquire by paying the fees? ¾ Are the consequences of failure to pay the fees known? Are possible penalties made known? ¾ Who decides what amount should be paid for late registration, repeat exams or any other irregularity? ¾ Who grants dispensation, for good reason, from payment of the fees owed for late registration or repeat exams? ¾ Is there a scholarships fund? Is it public? ¾ What do the amounts provided from the fund cover? ¾ Are students duly aware of the procedures for application, examination and allocation of scholarships? ¾ Does this procedure follow publicly known criteria? ¾ Who belongs to the commission for the allocation of scholarships? Who appoints it? 126

2.5.3. INFRASTRUCTURES

Like any other academic institution, an Ecclesiastical University/Faculty must have appropriate infrastructures to enable it to achieve its medium and long‐term goals. Naturally the size and number of these infrastructures vary, depending on the number of people who use them, and this in itself indicates how important they are in terms of supporting the academic objectives. For this reason, a verification of the consistency between available resources and the goals, in particular as regards the infrastructural elements, is a fundamental phase in promoting and verifying the quality of an institution.

The previous paragraphs had already dealt with two fundamental areas concerning the resources required; here, infrastructures in general will be examined, as well as some services‐aids which are essential or very useful.

2.5.3.1. CODIFIED CRITERIA The relevant provisions are very concise but they clearly indicate the intention to focus especially on the creation and care of qualified services structures. This is confirmed by the fact that «the Library and the other scientific aids and classrooms» are mentioned among the conditions required for the creation of new University/Faculty (SapChrOrd. 45, § 1,b3; cf. also SapChrOrd 7, § 2). Title IX, rather than infrastructures, refers to didactic aids, listing the following:

• Classrooms • Library • Audiovisual technical media • Research institutes and scientific laboratories • Other aids required

SapChr art. 52. In order to achieve its proper purpose, especially in regard of scienfic research, each University or Faculty must have a library, in keeping with the needs of the staff and students. It must be correctly organized and equipped with an appropriate catalogue.

SapChrOrd. art. 39. The University or Faculty must have lecture halls which are truly functional and worthy and suited to the teaching of the disciplines and to the number of students.

SapChr art. 55. § 1. The Faculty must also have technical equipment, audio - visual materials, etc., to assist its didactic work.

§ 2. In relationship to the special nature and purpose of a University or Faculty, research institutions and scientific laboratories should also be available, as well as other apparatus needed for the accomplishment of its ends.

127

2.5.3.2. OBJECTIVE AND STATISTICAL DATA For quality purposes, it is essential to have a well‐defined system of data on infrastructures and services/aids which can serve as a reliable basis of assessment to establish whether or not they can ensure the attainment of the institutional goals.

A first Table provides a description of existing infrastructures, indicating also whether these facilities, with their equipment and machinery, are tested regularly according to local legal regulations, above all regarding safety. These merely descriptive data will then have to be analysed in relation to the number of actual or expected users, so that their real level of efficiency may be established. Other tables will then be drawn up in which each single facility or service will be considered separately and compared to actual or foreseeable usage so as to obtain a standard of measurement; this may then be referred to the standard thresholds for each field which are sometimes established by law or recommended for the national university system. The following table considers classrooms, as was done earlier with the Library.

Tab. 28 – Available classrooms

Map Classr Class‐ Multi‐ IT Teach‐ Press Cafe‐ Teacher/ Areas Church Press Book‐ Sports Conf‐ City Other of the ooms rooms media Servi‐ ing Cen‐ teria/ Student for / Office store facilities rence Services: services premi (lectur equip‐ Class‐ ces and Aids ter Cate‐ accom‐ individ‐ chapel halls cultural, ses es, ped rooms Work ring modation ual recreatio‐ semin with stations study nal, ars, inter‐ or small health‐ labora net groups care, tories) access transport

Cent‐ ral lo‐ cation Other loca‐ tions Tested accor‐ ding to cur‐ rent legal regu‐ lations 128

Tab. 29 – Classrooms

Classrooms Regular lessons Seminars Laboratories Multimedia IT workstations Group study Central location Other locations Seating Seating/Enrolled or expected students Legal Standard Lighting and acoustics

129

2.5.3.3. GUIDELINES FOR SELF‐ASSESSMENT Because of the current interest in the issue of quality, it is important to go beyond mere teaching aids and consider the overall infrastructures system developed by a University/Faculty to provide services which can raise the level of quality of the institution as a whole. Indeed, quite often, the parties involved will consider these infrastructures in terms of their actual efficiency and consistency with the established goals. Clearly, this efficiency can be assessed first of all in terms of the resources which are available, but also in terms of the organisation that uses them, i.e. the extent to which the system makes quality of service systematic.

2.5.3.3.1. THE INFRASTRUCTURES

These are a series of components which are combined with each other in an organised manner so as to form a structure which operates for a specific purpose. Infrastructure is a broad and very widely used word which has nowadays also become a feature of the university world. It refers, therefore, not only to the premises and the property, but also to intangible assets and service networks.

The ecclesiastical world presents a highly diversified situation, with marked differences between the countries in which evangelisation dates back a long time and where there are number of premises and infrastructures, often in need of innovation and readjustments, and those in which evangelisation is more recent and where, sometimes, Universities/Faculties have state‐of‐the‐art premises and infrastructures or, on the contrary, for financial reasons, face serious difficulties.

2.5.3.3.2. THE INFRASTRUCTURES PLAN

¾ How is the decision to create a service and its associated infrastructure made? ¾ How is the assessment made as to whether a study cycle has the appropriate infrastructures for a sustainable attainment of its goals? ¾ Is the question of the availability of long‐term resources considered? And medium‐term? ¾ Once the decision has been made, how is it implemented? ¾ Are the procedures transparent and public, in particular with regard to expenditure?

2.5.3.3.3. MANAGEMENT AND UPKEEP

¾ Is there a technical office which runs and/or supervises the infrastructures? ¾ Do these infrastructures have the relevant and adequate apparatus and/or equipment for the purpose of achieving the institutional goals? ¾ Are there any specific services provided in the educational process and in research for the purpose of achieving the goals?

2.5.3.3.4. USE AND EVALUATION

¾ Which criteria apply to the use of services? ¾ If there are restrictions to the use of some of the services, what are the criteria for giving students access to them? ¾ Do the Institute and/or single cycle of studies have sufficient resources to achieve their goals? ¾ How is their effectiveness verified and documented? Are the parties involved asked to express their satisfaction or lack of it? ¾ How and who judges the verification obtained from the parties involved? 130

2.6. ACADEMIC RELATIONS

2.6.1. CONNECTIONS BETWEEN INSTITUTIONS

In terms of the ecclesial services, a Faculty/University is often asked to take on the burden of promoting and ensuring the proper academic standard of an institution’s educational program, so as to award, under its own responsibility, the academic qualification associated with the curriculum which has been completed. This involves regular cooperation which starts when the ground is laid for a legal connection between the two institutions entailing over time a real, not just nominal, government of the Institute on the part of the Faculty. This undertaking means that a Faculty has been successful in achieving its aims because it implies that it will be capable of supporting other institutions in the pursuit of these same goals. This is a time when a Faculty/University can verify and prove that it is able to initiate a broader and more complex academic activity, having consolidated its different domains. Verification of quality hinges on this ability to support and coordinate the forces involved in establishing an Institute.

2.6.1.1. CODIFIED CRITERIA The legal framework encourages a connection between Ecclesiastical Institutes and a Faculty which can ensure a high academic level in educational programs and award students their qualification upon completion of their studies. It also requires that a Faculty take on full responsibility for maintaining that level, vouching for the competence of said Institutes in terms of achieving their aims. In view of this role as a guarantor, the Faculty grants an academic degree upon completion of studies. Having reached a level of development, it can first of all support the Institute, but also verifies and ensure that the terms of such a connection are met. To facilitate this service, this cooperation is normally required to be established between institutions in the same region and it is then always assessed and enacted autonomously by the CCE. While on the one hand, the aim is to encourage institutions disseminated through the territory that could not autonomously gain access to an academic program, on the other hand, there is also a desire to avoid the undue proliferation of Institutes that do not meet the requirements of this cooperation (SapChr 62‐63).

131

CIC can. 815. By virtue of its office to announce revealed truth, it belongs to the Church to have its own ecclesiastical universities and faculties to study the sacred sciences and subjects related to them, and to teach these disciplines to students in a scientific manner.

CIC can. 821. Where it is possible, the Episcopal Conference and the diocesan Bishop are to provide for

the establishment of institutes for higher religious studies, in which are taught theological and other subjects pertaining to christian culture.

SapChr art. 62. § 1. Affiliation of some institution with a Faculty for the purpose of being able to grant the bachelor’s degree is approved by the Sacred Congregation for Catholic Education, after the conditions established by that same Sacred Congregation are fulfilled.

§ 2. It is highly desirable that theological study centers, whether diocesan or religious, be affiliated to a Faculty of Sacred Theology.

SapChrOrd art. 47. The conditions for affiliation regard, above all, the number and qualification of the teachers, the study program, the library, and the duty of the affiliating Faculty to help the Institution being affiliated. Therefore, this is usually granted only when the affiliating Faculty and the affiliated institution are in the same country or cultural region.

SapChr art 63. Aggregation to a Faculty and incorporation into a Faculty by an institution for the purposes of also granting higher academic degrees is decided upon by the Sacred Congregation for Catholic Education, after the conditions established by that same Sacred Congregation are fulfilled.

SapChrOrd art. 48. § 1. Aggregation is the linking with a Faculty of some Institute which embraces only the first and

second cycle, for the purpose of granting the degrees corresponding to those cycles through the Faculty.

§ 2. Incorporation is the insertion into a Faculty of some Institute which embraces either the second or third cycle or both, for the purpose of granting the corresponding degrees through the Faculty.

§ 3. Aggregation and incorporation cannot be granted unless the Institute is specially equipped to grant degrees in such a way that there is a well - founded hope that, through the connection with the Faculty, the desired ends will be achieved.

2.6.1.1.1. TYPES There a different types of cooperation with a Faculty: • affiliation for the achievement of a Bachelor’s degree • aggregation for the achievement of a Bachelor’s degree and Diploma • incorporation for the achievement of a Diploma and a Doctorate • a link for the achievement of a Bachelor’s degree and a Diploma in Religious Science. Although they are not codified, there are other forms of cooperation, such as sponsorship, but they do not produce academic qualifications. Some documents issued by CCE on cooperation with a Faculty of Theology provide indications and examples regarding the notions and practices to be adopted in all other forms of cooperation.

AFFILIATION is a legal institute through which a link with an Ecclesiastical Faculty is established and, in the case of the Theology, a four‐year theological course, so that the quality of studies may be duly fostered and students may attain academic qualifications for the Faculty’s first cycle (cf. Congregatio de Institutione Catholica, Notio affiliationis Theologicae II, 2a). The object of the Affiliation is the four‐ year course in theological disciplines regulated according to CIC can. 250 and approved by the relevant ecclesiastical Authority. Studies in the affiliated four‐year course are higher studies but, through 132

affiliation, they do not become academic and therefore their structure may differ from the indications provided by Sapientia christiana for the Faculty’s first cycle (cf. Congregatio de Institutione Catholica, Notio affiliationis Theologicae II,3‐4).

Affiliation is granted by specific decree by the CCE, which also draws up the terms of the Convention, to be stipulated between the contracting parties, and of the Norme Servandae for implementation. The request for affiliation is submitted by the Rector/Dean of the affiliating University/Faculty, once the academic Council has duly examined and approved the study programs of the Institute to be affiliated, with the assistance of a Delegate or a special Commission for the Affiliation (cf. Congregatio de Institutione Catholica, Notio affiliationis Theologicae III, 5).

A detailed analysis of the study programs, to be summarized in a final report, will also include a) the overall study plan broken down by year, with an indication of the hours required for each discipline; b) the curriculum vitae, studiorum et operum of all the teaching staff ; c) the number of students broken down by year; d) any possible other translation of “bachelor’s degree” in use in the area (cf. Congregatio de Institutione Catholica, Notio affiliationis Theologicae IV,7).

AGGREGATION of a theological Institute (taking once again the example of theology) is its conjunction with a Faculty of Theology to provide and foster the knowledge envisaged for the first and second cycles. The specific object of Aggregation, therefore, is two study cycles which must be organised according to the precepts of Sapientia christiana. Consequently, the nature of studies in the first and second cycles in the aggregated Institute is specifically academic and scientific (cf. Congregatio de Institutione Catholica, Normae de Instituti Theologici Aggregatione 2‐5).

2.6.1.1.2. CONDITIONS AND OBLIGATIONS The conditions for this cooperation differ depending on whether affiliation, aggregation, incorporation or cooperation is involved; however, the following basic requirements apply to all (SapChrOrd. 47‐48): • the number and qualification of teachers • the study program • the library • a copy of the Convention and of the Normae Servandae, duly signed by the Rector/Dean and by the diocesan or religious Ordinary or cleric under whose authority the Institute depends.

In Affiliation the duties of the Faculty are to:

• Appoint a Delegate or set up a Commission for Affiliation to handle the matter by delegated power, and report at least once a year to the Faculty’s Academic Council for adoption of any decisions.

• Through the Delegate or the Commission

o examine the curriculum vitae, studiorum et operum of teachers of the theological disciplines and establish their qualification;

o examine the yearly programs for the theological disciplines to establish whether they are properly distributed over the four years and with an appropriate number of hours;

o examine and approve the text books or handbooks used in the four‐year theological course, together with the bibliography proposed by teachers. 133

o supervise that the conditions for awarding the bachelor’s degree are always faithfully fulfilled;

o examine the yearly and four‐year written reports which the Moderator of the four‐year theological course must make available to the Faculty.

• The Dean must

o designate a Faculty representative who will preside over or attend the bachelor’s degree exams

o arrange for a visit to the affiliated four‐year course every fours years

o supervise it and further promote it

o report on these activities to the Academic Council

o send a report CCE which will include any discussion and the views of the above Council.

The duties of the affiliated four‐year course involve the following (cf. (cf. Congregatio de Institutione Catholica, Normae Servandae, I‐II):

• The number of the seven teachers of theological disciplines (Holy Scripture, Fundamental Theology, Dogmatic Theology, Liturgy, Moral and Spiritual Theology, Canon Law, History of the Church) with appropriate academic canonical qualifications (a doctorate or at least a diploma) and able to teach the Catholic doctrine as presented by the magisterium. They should be permanently assigned to this office and free from any other excessively burdensome activity.

• Proper teaching of the theological disciplines, with the assistance of appropriate teaching aids, including a library supplied with theological text books and reviews.

• The Moderator or Director of studies will supervise the proper progress of teaching activities and will, before the beginning of the school year, provide the Faculty with the study program for the entire four‐year course, indicating the hours assigned to each theological discipline; the list of teachers (possibly with their curriculum), indicating both the year in which they started teaching and the disciplines taught by each of them for every year; the list and educational status of fourth‐year students only who have enrolled in the Faculty; a short report on the past year and exam results; a comprehensive four‐yearly report.

Once the need for or, at least, a real usefulness of the new aggregated Institute has been established, it will have to have a sufficient number of teachers of adequate qualification. There must be at least twelve teachers of theological disciplines (two for the Holy Scripture, three for Fundamental and Dogmatic Theology, two for Moral and Spiritual Theology, one for Liturgy, one for Canon Law, one for Patrology, one for History of the Church and one for Pastoral Theology); they must have attained an appropriate doctorate and publications must confirm their competence in scientific research; they must also not be committed to any other excessively burdensome engagements.

In the course of the second cycle, a specialisation in the field of Theology must be approved with the assistance of the aggregating Faculty and the CCE.

The running of the aggregated Institute is regulated by the Statutes approved by the Faculty Council and the CCE and must be consistent with those of the Faculty itself. The Faculty’s academic Authorities, by 134

right, will have authority also over the aggregated Institute which will have also a Moderator and a Director in addition to the Institute’s Council.

Aggregation is granted by CCE decree to Institutes which have proven over time that they have the required competences and have received the approval of the local Ordinary and of the Episcopal Conference. The request for aggregation is made by the Grand Chancellor of the Faculty/University’ who, once the Academic Council has expressed a favourable opinion, will draw up the relevant dossier (cf. Congregatio de Institutione Catholica, Normae de Instituti Theologici Aggregatione III).

Aggregation may be obtained once the aggregating Faculty has established the existence of the conditions for aggregation, so that the Grand Chancellor can send the CCE a detailed report which will include a description of the academic status of the Institute, its Statutes, the study program in detail with the hours in the two cycles, the curriculum vitae, studiorum et operum of the teachers, the number of students for each year, the names used in loco for academic qualifications.

The CCE normally considers and grants aggregation for a renewable five‐year period (cf. Congregatio de Institutione Catholica, Normae de Instituti Theologici Aggregatione IV‐V).

2.6.1.1.3. ACADEMIC QUALIFICATION To attain a bachelor’s degree it is necessary to

• Have completed the two‐year course in philosophy

• Have passed all the exams in the four‐year theological course

• Have attended and passed a special course on theological methodology and attended a practical seminar and practical lessons of a methological nature

• Have passed the written and oral examinations on the theses decided by the Faculty.

Bachelor’s Degrees are awarded by the Faculty, with the required stamps and signatures of the Authorities of the Faculty and of the four‐year theological course.

Registration fees for the final exams and the Diploma are decided by the Faculty and agreed on with the Moderator; fees for registration and Diplomas are transferred to the Faculty while the fees for the end‐ of‐year exams are kept by the four‐year course. The cost of the visit made every four years is covered by the four‐year theological course.

In Aggregation, academic qualifications are awarded by the aggregating Faculty/University.

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2.6.1.2. OBJECTIVE AND STATISTICAL DATA It is extremely important for an Ecclesiastical Faculty, and when appropriate, the University it belongs to, to have overall objective data describing the position of the Institutes connected to it. More specifically, other date can be collected yearly with reference to the conditions for this link, so that these Institutes may be regularly and publicly monitored, contributing to the Faculty’s ability to provide guarantees. Tables like the ones described in this Guide may be used, with some adjustments, by including information regarding the teachers, study plan, library and students.

Tab. 30 – Connected Institutes

Name Faculty Faculty Periodical Individual Officials Address Web site Tele‐ Year/ Delegate/ Visit by Academic and email phone Renewal Commission the Faculty: Authority address numbers link year Incorporated Aggregated Affiliated Connected Any others

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2.6.1.3. GUIDANCE FOR SELF‐ASSESSMENT The value and usefulness of academic connections is undeniable since this has led to Institutes’ greater commitment, together with all the players involved. Plus, this is the only way for academic activities to be brought to places where it would otherwise be difficult to have them; so oftentimes it is a kind of service for the development of a region. Moreover, academic connections with existing institutions are a necessary step for the establishment of a new autonomous institution. (cf. SapChrOrd 47)

The new opportunities provided by the promotion of quality culture will further boost this commitment, which is undeniably two‐sided: with Faculties, on one side, since the act of taking on responsibility strengthens their faithfulness to their proper identity and values; and Institutes on the other side, since they can effectively fulfil their mission by complying with necessary basic criteria according to their respective configurations. This commitment is carried out in two pivotal moments: when connections are being prepared and when they are up and running.

2.6.1.3.1. FACULTY COMMITMENT

To evaluate Faculty commitment we ask two basic questions. Their answers can be apllied to Instititutes on the opposite end.

¾ How does the Faculty initially take on its responsibility as guarantor and verify it over time? ¾ How is cooperation with the local Ordinary or Moderator structured, as well as with the Bishops’ Conference and Institute of Consecrated Life whic might be sponsoring the Faculty? ¾ Does the Faculty send data concerning the Institute to the CCE data bank? ¾ Is it careful to send the connection renewal request to the CCE within three months before the deadline?

2.6.1.3.2. INSTITUTE DELEGATE/COMMISSION

¾ Has the Commission being regularly set up? ¾ Is there a Delegate who follows Institutes? ¾ How does he perform his tasks? Does he visit the Institute on a regular basis? ¾ Does the Delegate regularly presides over degree sessions? ¾ How does he relate to the academic Authorities who have given him this task? ¾ Does he periodically report back to the Dean/President /Rector and/or corresponding collegial academic Authorities on his work? ¾ Is the report on possible connections to be established well prepared?

2.6.1.3.3. EVALUATION TOOLS

¾ Is there a Convention regulating bilateral relations between the two institutions? ¾ Have grids been prepared to evaluate all the statutory conditions for connections and their renewal, listed in paragraph 2.6.1.1.2.? ¾ Are they publicly known? Are they approved by academic Authorities? ¾ Is attention given to other conditions, which are not mandatory by law, but are relevant, such as the number of students and available financial resources?

2.6.1.3.4. ORDINARY ASSISTANCE

¾ Are student assistance and promotion activities being planned? ¾ Are advantegous offerings being devised to promote these activities? 137

¾ Is there any cooperation under way to to facilitate their undertaking? In providing Library services? In research, publishing activities? ¾ Are stable channels for data and/or information exchange being established, as well as experience exchanges between secretariats, treasurers, concerning teaching aids, services, legal and tax‐related issues? ¾ When shortcomings are identified, what happens next? 138

2.6.2. ACADEMIC COOPERATION

Wisdom cultivated by great civilizations has always found its strength in the acknowledgement of human limitations, and for this reason it has tried to satisfy its ambition to probe deep into the secrets of nature, man and God through the exchange of acquired knowledge. Revelation has neither denounced nor reduced this ambition, nor has it scorned the cultivation of wisdom. Therefore Ecclesiastical Universities/Faculties have developed their investigation in spite of all kinds of barriers, which were sometimes determined by prejudice that had arisen within their circle. The intensification of cooperation, up to the establishment of full‐fledged academic networks, is in line with ecclesiastical academic tradition, therefore any further stimulus towards that direction is very well received by such institutions.

The task which must be carried out and monitored is to reduce, if not eliminate, existing barriers, so that Higher Education systems can be compatible and comparable, in order to favor exchanges in scientific research and student learning.

2.6.2.1. CODIFIED CRITERIA Existing legislation mostly encourages collaborations between Ecclesiastical Faculties, since it considers the exchange of knowledge and acquisitions between academic bodies as a primary asset to achieve institutional goals. By the same token, it also envisages the exchange between Ecclesiastical and non‐ecclesiastical Universities/Faculties.

SapChr art. 20. § 1. When Faculties are parts of an Ecclesiastical University, their governance must be coordinated through the Statutes with the governance of the entire University in such a way that

the good of the single Faculties is assured, at the same time that the good of the whole University is promoted and the cooperation of all the Faculties with each other is favored.

§ 2. The canonical exigencies of Ecclesiastical Faculties must be safeguarded even when such Faculties are inserted into non ‐ Ecclesiastical universities.

2.6.3.1.1. BETWEEN ECCLESIASTICAL FACULTIES

2.6.3.1.1. EXCHANGE AIMS (SAPCHR 64) • promote teachers’ scientific research • better student education • foster interdisciplinarity and complementarity among the various Faculties.

2.6.3.1.2. TYPE • within the same University • within the same region • within a broader geographical area.

2.6.3.1.3. SUGGESTED COOPERATION MODES (SAPCHRORD. 49): • Teacher exchange • mutual communication of scientific work • promotion of common research for the benefit of the People of God.

2.6.3.1.2. ECCLESIASTICAL COOPERATION WITH OTHER SUBJECTS 139

Norms mention cooperation with non‐Catholic Universities/Faculties, however always taking care “to preserve one's own identity.” (SapChrOrd. 49). It sounds like a general indication to leave plentiful space for all kinds of Universities/Faculties. The levels and ways in which this cooperation is supposed to take place are not specified any further, but we might imagine the broad open field for this, especially considering Ecclesiastical Faculties which are part of civil Universities, or Faculties which cultivate fields of knowledge which are similar or complementary to theological sciences such as, for example, education sciences, psychological and sociological sciences, art etc.

The Holy See’s participation in international agreements opens up new possibilities, which are as yet to be explored under the CCE’s guidance CEC (Circ. 1):

• interinstitutional comparativeness • promotion of student, teacher, researcher, administrative staff mobility and the evaluation of the time spent out of the University/Faculty in Europe for research, teaching‐updating purposes withiout any risk of losing vested rights • integrated study programs, practical exercises and research • feasibility study on the introduction of common academic titles granted by Universities in different countries. 140

2.6.2.2. OBJECTIVE AND STATISTICAL DATA Since the ability to cooperate with other academic institutions is directly linked to Ecclesiastical Universities/Faculties achieving their goals, it must become a remarkable factor for the development of quality culture. Collecting data on these collaborations, following codified distinctions, is conducive to a stronger and more stable presence of Ecclesiastical Universities within the agora of the scientific world and higher Education, to an enriching dialogue and critical debate with the frontiers of knowledge, to identifying each Ecclesiastical Universities/Faculties’ inclinations and profile and, over time, to verifying the consistency of energies that have been invested by each one of them.

This table is better understood after reading the following paragraph 2.6.2.3..

Tab. 31 – Academic Cooperation

Types of Year Recogni‐ Academic Joint title/ Participa‐ Master’s Life‐long Research Teacher Student Publishing Libraries agreement tion and degree double tion in degree training projects/ mobility/ mobility initiatives validation recogni‐ title undegra‐ courses courses Doctorate exchanges of courses tion duate attended courses in in partner another institution institution Ecclesiastical Faculties/ Univeraities State/or priivate, Catholic/non‐ Catholic / religious Universities/ Faculties Departments with more than one Faculty University Institutes

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2.6.2.3. GUIDANCE FOR SELF‐ASSESSMENT Encouraging academic cooperation is part of the tradition that Sapientia Christiana has received as a legacy and hands down to future generations, allowing for Ecclesiastical academic institutions to feel comfortable, for example, with the establishment of the “European Space of Higher Education”. The ways in which cooperation takes place become specific goals which can be reconciled with European society’s new needs. Cooperation, which is already under way, entails important steps to be taken with great care. There are two basic questions here: 1) in which fields to cooperate? 2) what should be the focus of attention? The answer to the first question is given through an exemplifying and concise list of iniitiatives which have partly been implemented. The second question is answered more directly with Quality Assurance, since it signals possible ineffective, misleading or foolish steps that institutions might take. Let us address the various questions considering the substantial difference existing between cooperation inside and outside the Church, always bearing in mind that the Holy See is the competent national Authority for Ecclesiastical Universities/Faculties.

2.6.2.3.1. COOPERATION WITH ECCLESIASTICAL UNIVERSITIES/FACULTIES

Cooperation opportunities stem from academic activities, from the simplest to the most complex ones, and are greatly facilitated since Ecclesiastical Universities/ Faculties are characterized by the same kind of degrees, curricula etc.. (National Qualifications Framework), which for centuries have been the foundation of their time‐honored experience of exchange and mobility.

2.6.2.3.1.1. STUDENT MOBILITY ¾ Are there any programs in this field? How are they made known? ¾ Do programs provide innovative stimuli for curricula and didactic‐pedagogic methods? ¾ Is there any link with mobility/research programs for teachers and the administrtaive Staff? ¾ Is a study trip to another country envisaged (and how long does it last?)? Is the way in which students’ work is accredited clear? ¾ Are there any language, financial and logistic support for students? ¾ Who is academically and administratively in charge of these incoming and outgoing programs? Who checks on their implementation? How does he evaluate them?

2.6.2.3.1.2. TEACHER MOBILITY ¾ Do invitations go through institutional channels? ¾ Is there a mobility/exchange program in place? ¾ Is there any scheduled didactic and/or research activity in the partner University/Faculty? Who decides on its duration? ¾ What language, financial and logistical support are provided? ¾ Who is academically and administratively in charge of the program? How is the experience made evaluated?

2.6.2.3.1.3. JOINT RESEARCH PROJECTS ¾ How are projects devised and designed? What aims are being pursued? ¾ To what extent are projects shared in this planning stage? Are additional partners being sought? ¾ Are education need analysed, are specific problems investigated or are other tools being used to set up the project (studies, research, etc.)? ¾ Are mutual obligations understood? What about financial aspects? ¾ Are any publications being planned? 142

2.6.2.3.1.4. ESTABLISHMENT OF COMMON STUDY CYCLES/POST‐GRADUATE STUDIES ¾ For what purpose are they established? ¾ What innovation do they introduce? ¾ Is cooperation well defined from the legal standpoint? Does it consider the laws of the countries where partner Faculties are located? Which academic Authorities make decisions? ¾ Are implementation procedures clear? Are they supervised by an ad‐hoc Commission? ¾ Are easier conditions envisaged for students? ¾ Is easier access granted to workers? ¾ If the doctorate cycle is concerned, what links are there with research projects? ¾ What kind of recogniton is provided for administrative staff?

2.6.2.3.2. COOPERATION WITH NON ECCLESIASTICAL UNIVERSITIES/FACULTIES

Most of the above questions apply also to this aspect. However, since the kind of academic institution with which an Ecclesiastical University/Faculty decides to establish a cooperation is decisive (Catholic/non‐Catholic/religious, State/private), as well as the countries in which they are located, attention should be given to prior legal issues. There are three criteria which must be met in any kind of cooperation, in order to reach predefined goals:

• possibility to compare quality and accreditation systems • possibility to mutually obtain and recognize degrees in the respective countries • preserving the peculiar conribution each University/Faculty brings, in our case provided by the ecclesiastical institution.

Let us reconsider the exemplifying list of joint activities, adding some specific queries to the questions found in the previous paragraph.

2.6.2.3.2.1. ACADEMIC DEGREE AND QUALIFICATION RECOGNITION Remembering that only States have the power to establish National Qualifications Frameworks, the existence of an agreement between the countries where partner Universities/Faculties are located must be verified, since this would make degrees and qualifications comparable in the systems of signatory countries; in our case, the country that ecclesiastical academic institutions belong to is the Holy See, which has different agreements with the various countries. Each joint program will have to fall within the scope of these agreements; if it does not, then programs might be started which do not have the possibility to grant degrees that are recognized in the respective countries.

2.6.2.3.2.2. PROFESSIONAL QUALIFICATION RECOGNITION This aspect is related to the previous one, although it is not the same and there should not necessarily be any agreement signed between the Holy See and various countries. Professional qualification recognition varies a great deal in the different countries and it is not always regulated by one single national Authority, although it ultimately refer to that country’s Government.

2.6.2.3.2.3. JOINT/DOUBLE DEGREE This issue is connected to the two previous ones, especially to the first one, since it greatly favors degree mobility, recognition and useability. A joint academic degree is granted by two or more Higher Education institutions, at the end of one single study program jointly developed and promoted by them. A double academic degree means two or more degrees granted by two or more Higher Education institutions at the end of the same study program, jointly or separately developed, and 143

promoted in each one of them. A twinned program is a kind of cooperation which leads to a joint or double title. However the actual cases in point are more complex and structured.

¾ How is the joint planning of study curricula organized? ¾ Are the logistical and financial aspects concerning easier conditions for students, teachers, administrative staff and teaching materials being planned? ¾ Is an adequate information and promotion in place? ¾ Are students assisted in any way as to allow them to spend part of their time in the partner institution/s? Are they supported through any form of counseling? ¾ Are students allowed to take part in decision‐making? ¾ How is the recogniton of courses and examinations regulated? ¾ Do each institution’s teachers go through the curriculum together, do they introduce common rules for admission examination and conditions, and do they in any way teach in partner institutions? ¾ How are degrees granted? What does the degree contain? ¾ How are results evaluated? 144

3. THE AGENCY FOR QUALITY EVALUATION AND PROMOTION (AVEPRO) 145

3.1. AGENCY STRUCTURE AND ACTIVITY The Holy See’s Agency for the Evaluation and Promotion of Quality in Ecclesiastical Universities and Faculties (AVEPRO), erected by the Supreme Pontiff Benedict XVI with a Chirograph dated September 19, 2007, is an institution which is connected to the Holy See under art. 186 and 190‐191 of the Apostolic Constitution Pastor Bonus (in AAS 80 [1988] 910‐911). The Agency works to promote quality in research and teaching acivities and evaluates the achievement of adequate international standards by the academic institutions of the Catholic Church, as suggested by Vatican II (cf. Gravissimum educationis 10).

It provides its services to Ecclesiastical Universities and Faculties which, having been erected or approved by the Congregation for Catholic Education, have the power to confer academic degrees under the authority of the Holy See (cf. CIC cann. 815‐817).

In compliance with the Holy See’s norms on higher education, the Agency enjoys full autonomy in carrying out its activities.

3.1.1. STRUCTURE The Agency is composed of:

3.1.1.1. THE PRESIDENT. He directs and represents the Agency and presides over the Board of Directors and Board of Scientific Advisers;

3.1.1.2. BOARD OF DIRECTORS. Approves general directions and supervises the Agency’s activity, verifying its results;

3.1.1.3. BOARD OF SCIENTIFIC ADVISERS. Supports the President in carrying out the Agency’s activity.

3.1.1.4. MANAGING DIRECTOR AND STAFF. A Managing Director and general staff are also in place. The Managing Director, following the President’s indications and directives, coordinates office and staff work to carry out the Agency’s programs and tasks, and also takes care of its administration, both in terms of management and record keeping.

For external evaluation activities, the Agency relies on experts.

3.1.2. ACTIVITIES In its area of competence, AVEPRO mostly carries out the following activities, according to the requirements of various times and places:

supports ecclesiastical academic institutions so that they can develop quality research and teaching;

defines, develops and updates, together with relevant academic institutions, procedures for quality internal and external evaluation and assessment, respecting ecclesiastical and civil needs, both legally and functionally, at regional, national and international level;

plans external quality evaluation in each academic institution;

carries out evaluations using experts;

draws up final reports; 146

develops and suggests possible improvements, following external evaluations;

favors information dissemination in the academic domain,

chooses and trains experts for external evaluation;

promotes the use of quality promotion tools, such as a database of all academic institutions which fall within the Agency’s scope of activities.

3.2. EVALUATION PROCEDURES Nowadays evaluation processes increasingly focus on the complex dynamics between external evaluation and self‐assessment. In particular, this dynamics is essential if evaluation’s purpose is not confined to vouching for the quality of one’s services before the stakeholder Community, but also to favor constant control on the quality of performance over time, as well as its improvement when necessary. Hence, current proposals are aimed at differentiating between internal evaluation carried out by the institution itself, who is directly responsible for it, and external evaluation which is carried out by an agency entrusted with this task. External evaluation first of all relies on a careful analysis of self‐assessment and then on a site visit and a number of interviews carried out by a group of experts.

Concerning internal evaluation, the decision‐making role of competent university bodies is nornally accepted (e.g the academic Senate or Faculty Council). They appoint an evaluation commission made up of: head of the commission, several teachers, non‐teaching staff and student representatives. This commission, following specific procedures, periodically provides reliable and suitable information on the actual situation, assesses its consistency with the institution’s fundamental mission and provides possible suggestions for improvement. The results of these analyses will be gathered in the self‐ assessment report.

Concerning external evaluation, current trends envisage the establishment of independent evaluation agencies in every country. The Holy See has set up its own independent Agency, AVEPRO, which has produced and constantly updates supporting tools and documents (questionnaires, guidelines, etc.) both for internal and external evaluation.

3.3 TOOLS FOR QUALITY EVALUATION AND PROMOTION

3.3.1. INTERNAL EVALUATION OUTLINE Internal evaluation standards which have been adopted by most academic institutions can be summarized as follows:

3.3.1.1. STRATEGY. Each university institution must have developed a strategy and issued norms to ensure the quality of its services, programs and academic degrees over time.

3.3.1.2. PROCEDURES. Institutional quality assurance programs must include procedures for the approval, control and periodic upadte of research and study programs and academic titles.

3.3.1.3. STUDENTS. Students must be assessed based on objective and transparent criteria, regulations and procedures. 147

3.3.1.4. TEACHERS. Institutions must be able to ensure that teachers meet stringent ability requirements both in their research and teaching activities, as well as in their didactic method. Their abilities should be subjected to periodic evaluations.

3.3.1.5. RESOURCES. Institutions must ensure adequate resource availability, both in terms of staff, services and equipment, to foster and support student learning.

3.3.1.6. DATA COLLECTION AND ANALYSIS. Institutions must have adequate data collection, analysis and enhancement systems to handle useful or necessary information in order to have valid study programs or general activity management.

3.3.1.7. DATA QUALITY. Institutions must provide updated, impartial and objective information, both in terms of quantity and quality.

3.3.2. EXTERNAL EVALUATION OUTLINE External evaluation standards, as defined by the Agency in line with well‐established international practices and respecting individual institutions’ specificities, can be summarized as follows:

3.3.2.1. CRITERIA. Universities’ external evaluation must be carried out based on accessible and codified criteria.

3.3.2.2. INVOLVEMENT. External evaluation must be able to involve both examined institutions and their stakeholders. However, it should not interfere with routine academic life.

3.3.2.3. CONSISTENCY WITH AIMS. External evaluation must be planned and carried out in line with its peculiar aims and purposes.

3.3.2.4. EVALUATION REPORT. External evaluation must lead to the production of clear reports that are easy to read, in order to immediately identify decisions and recommendations. External evaluation reports will be published.

3.3.2.5. SUGGESTIONS. Any indication requiring subsequent action plans must refer to procedures which are aimed at quality improvement.

3.3.2.6. CYCLIC NATURE OF EVALUATION. External evaluation programs must be planned on a cyclical basis (once every 5 years) and both timing and relevant procedures must be clearly defined in advance.

3.3.2.7. SUMMARY SCHEMES. The external evaluation agency provides summary schemes which describe and analyze the conclusions it has reached in its evaluation activities.

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TABLE OF CONTENTS

Foreword

1. Introduction: The System of Ecclesiastical Academic Studies

1.1. The Nature of Ecclesiastical Academic institutions 1.2. Governing Bodies 1.3. Academic Studies in Ecclesiastical Universities and Faculties 1.4. Requirements for Admission to Ecclesiastical Studies 1.5. Qualifications Framework

2. Quality and Quality Criteria

2.1. Quality Promotion in Ecclesiastical Faculties 2.1.1. The Nature of Quality 2.1.2. The Object of Quality 2.1.3. Who is Responsible for Quality

2.2. Aims 2.2.1. Purpose, Mission and Inspiration 2.2.2. Ecclesiality and Service to the Church 2.2.3. Service to Society

2.3. The Academic Community

2.3.1. The Community 2.3.2. Authorities 2.3.3. Teachers 2.3.4. Students 2.3.5. Officials and Staff Assistants

2.4. Activities

2.4.1. Research 2.4.2. Course Offerings 2.4.3. Teaching and Learning Activities 2.4.4. Assessment of Learning Outcomes 2.4.5. Institutional Communication 2.4.6. Other Activities

2.5. Resources

2.5.1. The Library 2.5.2. The Administration 2.5.3. Infrastructures 149

2.6. Academic Relations

2.6.1. Connections between institutions 2.6.2. Academic Cooperation

3. The Agency for Quality Evaluation and Promotion (AVEPRO)

3.1. Agency Structure and Activity

3.2. Evaluation Procedures

3.3. Tools for Quality Evaluation and Promotion 3.3.1. Internal Evaluation Outline 3.3.2. External Evaluation Outline

4. Glossary

5. Addresses