1. Business education and Catholic higher
education: Examining the effects of
undergraduate business programs on
Catholic mission and identity at the
Catholic University of America and
University of Dayton
Roy Y. Chan
Ph.D. student
Boston College
Lynch School of Education
roy.chan@bc.edu
Monday, March 24, 2014

2. Demographics of U.S. Business Schools
• Business undergraduate degrees is the largest field
of study in the United States

4. Demographics of U.S. Business Schools
• There are about 493 colleges and universities that offer
undergraduate business degree programs in America
(AACSB, 2012)
• Nationally, there are about 1,617 institutions that offer
undergraduate and graduate degrees in business(AACSB,
2012)
• Only 15 of the top 100 undergraduate business
programs are Catholic higher education institutions
(Newsweek, 2012)
• Only 3 Catholic business schools offer Ph.D. programs in
America (Boston College; Saint Louis University; Saint
Mary’s University, Halifax)

5. Three Critical Issues in U.S. Catholic
Business Schools
• 1) Failure to be different from secular universities;
lack of distinctiveness in curriculum and identity
– Institutional isomorphism
• 2 Over emphasis on stakeholders-shareholder
perspectives
– “Compartmentalize” – often not interdisciplinary
• Lack of connection between CST and management
• Often ignore theology and philosophy subjects
• 3) Catholic business schools offer business ethics
courses (for accreditation) but rarely reflects on
Catholic mission and identity.

6. Literature Review
• Business education does not foster in
students an appropriate set of values
(Ghoshal, 2005; Pfeffer & Fong, 2004)
• Business schools overemphasize business
values and one single model of business
(Khurana, 2007; Sandelands, 2010)
• Business schools produce research that has
little relevance to business practice (Starkey
& Madan, 2001; Hoffman 2004, 2009; Bennis
& O’Toole, 2005; Ackoff, Addison & Bibb
2007; Freeman & Newkirk 2011)
• Many business schools claim of being
mission-driven are often “aspirational” than
grounded in reality (Porth, 2009; Uelmen,
2011).
• A gap between academic competitiveness
(research productivity, student selectivity)
and Catholic commitment (majority of faculty
are Catholics according to ECE)

7. Literature Review
• “A Catholic business school, if it takes its mission
seriously, needs to engage its business students in
ideas of vocation, faith and reason, spirituality of
work, principles of CST, the cardinal and theological
virtues, and social responsibilities. It must engage
students in the utilization of highly effective means
toward morally good ends by fulfilling the criteria
of Ex Corde Ecclesiae.” (Grassl, 2012)
• http://www.stthomas.edu/cathstudies/cst/confere
nces/Dayton/Daytonpapers.html

8. Statistics
• In a survey of 63 Catholic institutions, 86% were
trying to integrate CST into business curricula
(Gambrell & Newcombe, 2008).
• In the United States, 71% offered business ethics
course, 41% CST, and 14% service learning
(Bandsuch, 2008).
• However, less than 50% of the faculty members
at U.S. Catholic business schools are Catholic.
• Only 6% of Catholic business schools measured
student religious identity (Porth, 2009).
• Only 27% of Catholic business schools referred to
their Catholic identity in their mission statement,
and less than 23% emphasized both ethics and
religious identity in their missions (Kalina &
Henderson, 2008).

9. Ex Corde Ecclesiae (1990)
(John Paul II)
• 1) A Christian inspiration not only of
individuals but of the university
community
• 2) A continuing reflection in the light of
the Catholic faith upon the growing
treasury of human knowledge, to which
it seeks to contribute by its own research
• 3) Fidelity to the Christian message as it
comes to us through the Church
• 4) An institutional commitment to the
service of the people of God and of the
human family in their pilgrimage to the
transcendent goal which gives meaning
to life.
Gaudium et spes (1965)
(Pope Paul VI)
• 1) Gaudium et spes calls scholars
to be ‘pracademics’ – to bring
practice of the Catholic church into
teaching and research
• 2) Gaudium et spes calls for civic
engagement and advocacy by
universities
• 3) Gaudium et spes calls
universities to produce graduates

10. Wolfgang Grassl (2012) “mission-drift”
of U.S. Catholic business schools

11. Vocation of the Business Leader (2012)
“When we consider a
business organization as a
community of persons, it
becomes clear that the
bonds which hold us in
common are not merely
legal contracts or mutual
self-interests, but
commitments to real
goods shared with others,
to serve the world.” (par.
58, p.18)

12. Four types of Catholic business schools
• 1) Catholic immersion institutions – majority of
students, administrators, and faculty are Catholic, and
faith and academics are strongly integrated
• 2) Catholic persuasion institutions – majority of the
students or faculties are Catholics but not both; limited
courses on theology or philosophy; faith and academics
are somewhat integrated
• 3) Catholic cohort institutions – small number of
students and faculty members are Catholics; Catholic
teaching is specialized into centers and programs, and
faith and academics are not integrated
• 4) Catholic diaspora institutions – Catholics rarely exist
on-campus; few Catholic courses; faith and academic
are not integrated (Piderit &Morey, 2006)

13. Research Question
• From the perspective of U.S. Catholic business
schools, what are the purposes and goals of
undergraduate business degree programs in the 21st
century? What is the relationship between business
disciplines and the liberal arts disciplines?
– a) How can Catholic business schools be both Catholic
and effective in teaching and research toward a common
purpose?
– b) In what ways do Catholic business schools integrate
the principles of Ex Corde Ecclesiae, Gaudium et spes,
and USCCB into their curriculum?
– c) In what ways do Catholic social teaching (CST) inform
business schools to develop a strong and virtuous culture
as a Catholic institution?

14. Catholic Social Teaching (CST)
• “Tradition of thought in which the Church seeks to advance
justice in the world by engaging social, cultural, political,
and economy” (ACCU, 2012).
• Based on gospel ideals as well as on human nature, society,
and the purpose of business.
• To deepen the dialogue between the disciplines in which
each makes its own “distinct contribution in the search for
solutions.” (Ex Corde Ecclesiae, 32)
• To encourage students to reflect on the spiritual and moral
purposes of careers and their service to the common good.
• To teach students in business programs that the success is
not to just maximize profit/earning; rather, it is to help the
poor and enhance the global knowledge economy.

15. United States Conference
of Catholic Bishops (USCCB) –
7 components of Catholic Social Teaching
• 1) Life and Dignity of the Human Person
• 2) Call to Family, Community, and Participation
• 3) Rights and Responsibilities
• 4) Option for the Poor and Vulnerable
• 5) The Dignity of Work and the Rights of
Workers
• 6) Solidarity
• 7) Care for God’s Creation

16. Catholic University of America - School of Business and Economics
University of Dayton – School of Business Administration
* Source: This data was generated by Roy Y. Chan on March 21, 2014 from the National Center for Education Statistics – Integrated Postsecondary
Education Data System (IPEDS)

17. Catholic University of America -
School of Business and Economics
• Founded in January 2013 to be a “distinctively Catholic and
virtues-based business school”
– Offers 7 undergraduate degree programs in business; No MBA programs
• Dean Andrew Abela (Catholic)
• Model based on Catholic social doctrine and the natural law
– To integrate morality into commercial life
• Three central characteristics of the business school:
– 1) Morality and service integrate into every course for both professional
and moral excellence
– 2) Research focused to the common good of society
– 3) Strong foundation of liberal arts education for students to practice
what they are learning
• Curriculum will be designed on a “person-centered” economy

18. University of Dayton –
School of Business Administration
• Founded in 1945
– Offers 8 undergraduate degree programs in
business; MBA program
• Dean Paul Bobrowski (non-Catholic)
• Does not have a model based on Catholic
social doctrine and the natural law
• A lack of distinctive characteristics (model is
very similar to secular business schools)

19. Rationale for U.S. Catholic business
schools (Chief Academic Officer)
• U.S. Catholic business schools should offer faculty
development opportunities that encourage faculty
members in business schools to address mission
related questions and to create rigorous ethical course
grounded in the ideals of CST
• U.S. Catholic business schools should introduce
stewardship over capital through lens of CST
• U.S. Catholic business schools should recruit faculty
members who understand the mission and values of
the Catholic business school (Catholics or non-
Catholics)

20. Comparing Both Institutions

21. Rationale
• Managers need to be ‘entirely possessed by
justice,’ so that their intentions are in accord with
the common good (Alford and Naughton, 2012)
• Catholic colleges and universities should be more
emphatic in helping students pursue their
vocations as scholars, not to be enslaved to the
idea that every student is just there to become a
professional (Faggioli, 2012)
• By focusing on the purpose of business and not
only on its tools, Catholic business school can then
contribute to liberal education (Grassl 2009).

22. Discussion

23. Conclusion
• The ultimate purpose of business education at
Catholic higher education should not be
merely producing technically competent
individual; rather it should allow students to
understand that the purpose of business is
ultimately the production of goods and
services that promote human wellbeing and a
commitment to the dignity of persons.

24. Questions? Comments?
roy.chan@bc.edu
*NOTE: This Powerpoint is available for download at: http://www.rychan.com

25. References
• Association to Advancement Collegiate Schools of Business, AACSB (2012). “Business School Data Trends and
2012 List of Accredited Schools.” AACB International: Tampa, FL.
• Bandsuch, M. SJ (2008). The Who, What, Where, When and How of Teaching ‘Catholic’ Business Education at a
Catholic University. Retrieved from:
http://www.stthomas.edu/cathstudies/cst/conferences/becu/Finalpapers/Bandsuchfinalpaper.pdf
• Ghoshal, S. (2005). Bad Management Theories are Destroying Good Management Practices. Academy of
Management Learning and Education 4(1): 75-91.
• Gambrall, D. & M.A. Newcomb (2008). “A Tenured Faith and an Adjunct Faculty: Successes and Challenges in
Instructor Formation at Catholic Colleges that Offer Business Programs in an Accelerated Format.” Retrieved
fromhttp://www.stthomas.edu/cathstudies/cst/conferences/becu/Finalpapers/GambrallNewcombefina.pdf
• Johnson, L., Naughton, M., Bojan, Jr., & Stanley, W. (2013). “Rethinking How Business Purpose is Taught in
Catholic Business Education.” Washington & Lee Legal Studies Paper No. 2013-19. Available at SSRN:
http://ssrn.com/abstract=2348470
• Kalina, M.M. & Henderson, M. (2008). “A Model for Integration of Catholic Social Teaching: Sharing Across
Disciplines.” Retrieved from:
http://www.stthomas.edu/cathstudies/cst/conferences/becu/Finalpapers/HendersonKalinafinal.pdf
• Porth, S.J. (2009). “Connecting the Dots: Business Education at Jesuit Universities.” 12th Annual Conference,
Colleagues in Jesuit Business Education, Rockhurst University, Kansas City, MO, 16-19 July 2009.
• Pontifical Council for Justice and Peace (2012). Vocation of the Business Leader: A
Reflection. Vatican City, Italy.
• Sullivan, W. (2013). Rethinking Business Education as a Profession: Implications for Catholic Universities. Journal
Of Catholic Higher Education, 32(1), 7-23. Retrieved from: http://jche.journals.villanova.edu/article/view/1611
• United States Conference of Catholic Bishops (2012). “Examination of Conscience in Light of Catholic Social
Teaching.” accessed January 9, 2012, http://www.usccb.org/about/justice-peace-and-human-
development/upload/examination-of-conscience-CST.pdf
• University of Dayton. Office of the Dean, School of Business Administration, "DOC 2014-03 Proposal to Merge
Leadership and International Business Majors into the new International Business Management Major ("IBM")"
(2014). Senate Documents. Paper 215 http://ecommons.udayton.edu/senate_docs/215