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The Distinctive Mission of Catholic Colleges & Universities and Faculty Reward Policies for Community Engagement

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The Distinctive Mission of Catholic Colleges & Universities and Faculty Reward Policies for Community Engagement University of Vermont ScholarWorks @ UVM Graduate College Dissertations and Theses Dissertations and Theses 2017 The Distinctive Mission of Catholic Colleges & Universities and Faculty Reward Policies for Community Engagement: Aspirational or Operational? Joan Wagner University of Vermont Follow this and additional works at: https://scholarworks.uvm.edu/graddis Part of the Higher Education Commons Recommended Citation Wagner, Joan, "The Distinctive Mission of Catholic Colleges & Universities and Faculty Reward Policies for Community Engagement: Aspirational or Operational?" (2017). Graduate College Dissertations and Theses. 749. https://scholarworks.uvm.edu/graddis/749 This Dissertation is brought to you for free and open access by the Dissertations and Theses at ScholarWorks @ UVM. It has been accepted for inclusion in Graduate College Dissertations and Theses by an authorized administrator of ScholarWorks @ UVM. For more information, please contact [email protected]. THE DISTINCTIVE MISSION OF CATHOLIC COLLEGES & UNIVERSITIES AND FACULTY REWARD POLICIES FOR COMMUNITY ENGAGEMENT: ASPIRATIONAL OR OPERATIONAL? A Dissertation Presented by Joan Wagner to The Faculty of the Graduate College of The University of Vermont In Partial Fulfillment of the Requirements for the Degree of Doctor of Education Specializing in Educational Leadership and Policy Studies May, 2017 Defense Date: March 22, 2017 Dissertation Examination Committee: Judith A. Aiken, Ed.D., Advisor Wanda Heading-Grant, Ed.D., Chairperson Jill Mattuck Tarule, Ed.D. Alan S. Tinkler, Ph.D. Cynthia J. Forehand, Ph.D. Dean of the Graduate College © Copyright by Joan C. Wagner April 2017 ABSTRACT College and university mission statements commonly declare contributions for the public good and the development of engaged and responsible citizens as central to their institution’s work. Yet, a different narrative is often revealed when rhetoric meets reality in the promotion and tenure policies for faculty. Since Ernest Boyer’s seminal work Scholarship Reconsidered (1990) called for an expansion of the way we think about and reward scholarship in academia, a preponderance of studies have considered the degree to which community engagement and public scholarship has been integrated into higher education faculty reward policies. Such research has helped chart the progress that has been made in this area over the past twenty-five years. Many past studies have focused on land-grant and public research universities, both of which have specific mandates informing their institutional missions. Fewer studies look specifically at private or faith-based institutions. This study specifically considers how Catholic higher education is addressing the challenge of recognizing and rewarding community-engagement in its faculty policies. The overarching research question guiding this study asks: To what extent is institutional mission operational in faculty recruitment, reappointment, promotion, and tenure policies at Catholic colleges and universities designated with the Carnegie Foundation’s Community Engagement classification? The study employs a qualitative, content analysis of the mission statements and recruitment, reappointment, promotion, and tenure policies of 31 Catholic colleges and universities. The institutions in this target cohort are members of the Association of Catholic Colleges & Universities (ACCU) that received the nationally recognized Carnegie Community Engagement classification in 2015. These two affiliations suggest that each institution in the cohort has a distinct Catholic identity and demonstrates a high commitment to community engagement. I first explore how these 31 Catholic institutions articulate their mission, values, and identity. Next, I evaluate their recruitment, reappointment, tenure, and promotion policies. Through a comparison of the findings, I determine the extent to which these Catholic institutions align their faculty reward policies with their faith-based foundations and espoused missions through a commitment to community engaged teaching and scholarship. Further, through a cross-case analysis, I reveal policy exemplars from Catholic colleges and universities that can inform institutions interested in strengthening the alignment between their Catholic mission/identity and faculty roles and rewards. Keywords: Catholic Higher Education, Carnegie Community Engagement Classification, Community Engagement, Faculty Rewards, Mission, Promotion and Tenure, Policy, Public Scholarship, Service-Learning ACKNOWLEDGEMENTS Josef Pieper, a German Catholic philosopher of the 20th century, expressed that scholarly activity in its essence, is a leisurely activity. Leisure, he clarified, is to be understood not as idleness, but rather as active contemplation—something involving unhurried, purposeful effort. It is said that leisure of this sort is largely made possible by those who labor in different ways and in other areas of our society, thus the privilege to study should not be taken lightly. As a scholar, I am compelled to acknowledge the people and resources it took to conduct this research. I give thanks to all those, known and unknown to me, whose labor has made this endeavor possible. I wish to also recognize those who have taken an interest in my professional work and research project as well as those who provided me the time, inspiration, and guidance to complete the Ed.D. program. We all need mentors and cheerleaders, and I have been blessed with some of the very best who knew just what was needed at just the right time. Thank you: To those who walked this path before me in the Ed.D. program at the University of Vermont. You cleared the way and provided invaluable tips and encouragement along the way: Carrie Williams-Howe, Anne Judson, Sally Cummings, Megan Ohler, Kristin Gehsmann, Paul Olsen, and especially Father Mike Cronogue who never failed to ask me “how the paper was going,” gently nudged me along, and (well before I was even finished) offered these most precious last words: “I am proud of you.” To my dear “Kleiniac” colleagues at St. Michael’s College who encouraged me at the beginning of this journey and bolstered my spirits along the way: Joanne LaBrake, Peggy Imai, Laurie Gagne, Toni Messuri, and Leslie Turner. To Kathy Balutansky and Karen Talentino who supported my entry into the Ed.D. program and attention to community-engaged learning on our campus. To my colleagues in service to others. You inspire me daily with your commitment to students, community, friendship, compassion, dialogue and love: Heidi St. Peter, Allison Cleary, Lara Scott, Karen Popovich, Katie Kirby, Mary Beth Doyle, Patti Delaney, Trish Siplon, Moise St. Louis, and many more on the St. Michael’s campus. ii To the Edmundites who animate the spirit of St. Michael’s College through their leadership, hospitality, service, and commitment to higher education and justice: Fr. Ray Doherty, Fr. Marcel Rainville, Fr. Brian Cummings, and soon-to-be Fr. Michael Carter. To John Saltmarsh at the New England Resource Center for Higher Education (NERCHE) for providing me access to the Carnegie Classification applications used in this study, and for providing advice and tips at various intervals throughout my study. To all of my professors at UVM who contributed in more ways than one to my development as a scholar, especially Tammy Kolbe who planted the seeds for the topic of my dissertation in her superb Educational Policy course. To my dissertation committee who accompanied me and steadied me on this journey: Alan Tinkler, Jill Tarule, and Wanda Heading-Grant. And to my indefatigable advisor, Judith Aiken, who kept me on track, provided wise counsel, and saw me through to the end of this process, even while on sabbatical! And most importantly, to my family. You each nourish and sustain me in your unique way, whether near or far: Robert, Cecelia, Francis, Joanna, Mark, Maria, Bobby, Tim, Suzy, Eloise, Frank, Sue, Mary, and Miriam. To my loving husband, David, who takes care of me so well and believes all things are possible. To the joys of my life, Julia and Daniel, who make every day a delight with their wonder, creativity, humor, talent, and intelligence. It is my family who ultimately enabled the gift of time to do the reading and thinking and writing represented in this work. iii TABLE OF CONTENTS ACKNOWLEDGEMENTS .................................................................................... ii LIST OF TABLES .................................................................................................... viii LIST OF FIGURES ................................................................................................... x CHAPTER 1: INTRODUCTION .......................................................................... 1 Overview and Problem Statement ........................................................... 1 Narrowing the Focus: Catholic Institutions in the United States ....... 5 Research Questions ..................................................................................... 8 Research Methodology ............................................................................... 9 Definitions .................................................................................................... 12 Significance of Study .................................................................................. 16 Theoretical Framework .............................................................................. 19 Mission, Culture, and Values of Higher Education Institutions
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