University of Montana ScholarWorks at University of Montana Graduate Student Theses, Dissertations, & Professional Papers Graduate School 2002 Contemplatives in action: Five Jesuit -formed Catholic college university and seminary presidents Robert A. Pastoor The University of Montana Follow this and additional works at: https://scholarworks.umt.edu/etd Let us know how access to this document benefits ou.y Recommended Citation Pastoor, Robert A., "Contemplatives in action: Five Jesuit -formed Catholic college university and seminary presidents" (2002). Graduate Student Theses, Dissertations, & Professional Papers. 9448. https://scholarworks.umt.edu/etd/9448 This Dissertation is brought to you for free and open access by the Graduate School at ScholarWorks at University of Montana. It has been accepted for inclusion in Graduate Student Theses, Dissertations, & Professional Papers by an authorized administrator of ScholarWorks at University of Montana. 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Maureen and Mike MANSFIELD LIBRARY The University of Montana Permission is granted by the author to reproduce this material in its entirety, provided that this material is used for scholarly purposes and is properly cited in published works and reports. **Please check "Yes" or "No" and provide signature** Yes, I grant permission X No, I do not grant permission Author's Signature: Date: 1/13/2003 Any copying for commercial purposes or financial gain may be undertaken only with the author's explicit consent. 8/98 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. CONTEMPLATIVES IN ACTION: FIVE JESUIT-FORMED, CATHOLIC COLLEGE, UNIVERSITY, AND SEMINARY PRESIDENTS by Robert A. Pastoor B. S. Mount Saint Mary’s College, Emmitsburg, Maryland, 1976 ME. D. Western Maryland College, Westminster, Maryland 1979 Presented in partial fulfillment of the requirements for the degree of Doctor of Education The University of Montana May 2002 Approve lirperson Dean, Graduate School P-3-»3 Date Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. UMI Number: 3077830 Copyright 2003 by Pastoor, Robert Antonius All rights reserved. ___ ® UMI UMI Microform 3077830 Copyright 2003 by ProQuest Information and Learning Company. All rights reserved. This microform edition is protected against unauthorized copying under Title 17, United States Code. ProQuest Information and Learning Company 300 North Zeeb Road P.O. Box 1346 Ann Arbor, Ml 48106-1346 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Pastoor, Robert A. Ed.D. May 2002 Education Contemplatives in Action: Five Jesuit-Formed, Catholic College, University, and Seminary Presidents Director Dean Sorenson, Ph.D. There are 219 Catholic colleges and universities in the United States, 28 o f whom are schools operated by the Society of Jesus (Jesuits). For over 400 hundred years, the Jesuits had been training their men for the priesthood following the same prescribed manner. The subjects entered the Jesuit novitiate as that process began to undergo a revolution and, as a result, a new formation process was being forged. At the same time, the Roman Catholic Church was undergoing its own changes with the conclusion of the Second Vatican Council. Against this tumultuous backdrop, the subjects o f this study began their Jesuit formation process. Their studies ended when a new Jesuit formation process was being quickly carried out and when the changes affecting the Catholic Church for the Second Vatican Council were just coming to fruition and influencing the clergy and lay members of the Church. In light of the information that was gleaned, the direction of this multiple case study focuses on the Jesuit formation process the five subjects shared, their background and that of their families, and the review of the professional track that led them to the position of president at some of the finest institutions of higher education in the United States. These five men have been at the helm of a number of Catholic schools throughout the last three decades and have guided their institutions through the ever-changing waters of Catholic higher education in the post-Second Vatican Council era. This research is an interpretive multiple case study guided by open-ended interviews, observation, and document analysis. The information gathered from this study clearly shows that the subjects’ experiences in the Jesuit formation process have influenced their leadership style as presidents. All of these men were called to be leaders in education; four of the five were also called to the Jesuit priesthood. As a result, they have become personally richer and have positively touched the lives of thousands of men and women across the country. ii Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. ACKNOWLEDGMENTS There are many individuals who richly deserve my deep appreciation throughout my doctoral studies. My wife, Ann Marie, who encouraged me to start my studies and who never failed to believe in my ability to be successful even during the darkest periods. My children, Thomas, Tully, and Marijka who sacrificed their time with their father in order for me to complete all of the work. The five subjects of this dissertation also deserve my thanks. Their candor, thoughtful reflection, and willingness to participate allowed me to forge ahead in this research. They also deserve thanks for their untiring and visionary leadership to Catholic higher education. I would also like to thank the many members o f The University of Montana Cohort III whose support was invaluable. Two individuals from that Cohort, Dr. Francee O’Reilly and Dr. Glen Johnson, helped me immensely during the entire four years. Without their continued support and humor, none of this would have been possible. The faculty of the Department of Educational Leadership at The University of Montana deserves a great deal of thanks. Without their vision and drive, this program would not have been available to so many talented learners. Their ability to teach is unequaled. Their ability to challenge me to develop my fullest potential rekindled in me a love o f learning. I will be forever grateful to Dr. Dean Sorenson, Dr. Roberta Evans, Dr. Bill McCaw, and Dr. John Lundt for believing in me and giving me the opportunity to grow intellectually and personally. Fr. Richard Salmi, SJ, I also want to thank him for his willingness to serve on the committee and for his wonderful insight into the topic. Lastly, I want to thank the many people at Carroll College in Helena, Montana who not only allowed me to pursue my educational dream but also encouraged me to do so. iii Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. TABLE OF CONTENTS Chapter One: Introduction to the Study Introduction.................................................................................................. 1 Purpose of the Study ................................................................................... 4 Definitions of Terms................................................................................... 5 Delimitations................................................................................................ 7 Limitations................................................................................................... 8 Bias Statement............................................................................................. 8 Generalizability ............................................................................................ 10 Role of the Researcher ................................................................................ 10 Significance of the Study ............................................................................ 11 Chapter Two: Review of the Literature Catholic Higher Education .......................................................................... 13 Jesuit Higher Education .............................................................................