with Archbishop J. Michael Miller / Gasson Hall 100

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Thesis advisor: Jane E. Regan / In Sollicitudo Rei Socialis (1987) Pope John Paul II proposes solidarity as a social virtue for our fragmented yet interdependent world. This lens raises several important questions, but also suggests new opportunities for moral formation and the promotion of institutional charism in the context of Catholic higher education. Employing a praxis methodology, this dissertation begins by analyzing contemporary declines in social capital and the rise of atomistic individualism. The philosophical writings of Alasdair MacIntyre and Charles Taylor help us to understand the moral and spiritual roots of these sociological trends. With the context established, the dissertation next traces the development of solidarity in the Catholic social tradition and attempts to locate the virtue within a Thomistic moral framework. Closely related to both charity and justice, the vision of solidarity advanced is linked to Aristotle's notion of civic friendship, perfected in its origin (the dignity of the human person) and goal (the common good). Constructive proposal are grounded in the concept of social practices developed by MacIntyre and adapted by religious educators and practical theologians. Beyond textual analysis, this dissertation includes a national survey of 87 senior mission leaders at Catholic colleges and universities. From these findings, concrete recommendations are offered for the practices of mission leadership and service-learning. / Thesis (PhD) — Boston College, 2015. / Submitted to: Boston College. Graduate School of Arts and Sciences. / Discipline: Religious Education and Pastoral Ministry.

Thesis advisor: Jane Regan / At the intersection of theology and education, this dissertation investigates the distinctive character of the participation of Catholic colleges and universities in the mission of the Catholic Church. In 1967, less than two years after the final session of the Second Vatican Council, Catholic educators assembled in Land O’Lakes, Wisconsin to discuss the nature and role of Catholic universities in the modern era. While representing a necessary and natural stage of development for Catholic higher education, the Land O’Lakes statement—and, particularly its assertion of “true autonomy”—lacked sufficient theological foundation. In response to perceived abuses stemming from an undue emphasis on institutional autonomy, Pope John Paul II published the apostolic constitution on Catholic universities, Ex corde Ecclesiae (1990). This document proposed an ecclesiology of communion as a more adequate theological foundation. Although communion ecclesiology represented a real advance on several fronts, ultimately, the inability of this theological foundation to resolve challenging issues regarding the distinctive mission of Catholic institutions became evident. Consequently, a more adequate ecclesiological foundation is required. This dissertation proposes that ecclesial synodality, as it has emerged in the papacy of Francis, provides a more constructive ecclesiological foundation for considering the relationship between Catholic higher education and the church. I propose that Catholic colleges and universities can serve as institutions to foster the practice of synodality in the church. / Thesis (PhD) — Boston College, 2019. / Submitted to: Boston College. Graduate School of Arts and Sciences. / Discipline: Religious Education and Pastoral Ministry.

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.