The state of Catholic Social Teachings in Catholic Business Schools in the U.S.

1. The State of CST in Catholic
Business Schools in the U.S​
for
”Prosperity, Poverty, and the Purpose of Business”
(9th International Conference on Catholic Social thought and Business Education)
Andrew Gustafson
Heider College of Business
Creighton University
Business, Faith and the Common Good Institute

2. • "When a gulf between liberal and
business education occurs, students get
the impression that they are receiving
two types of education: one that makes
them more human and one that makes
them more money."
--Michael Naughton

3. Where I come from to this discussion
• 1. Heider COB @ Creighton: 50-57 FT B-Fac
• 2. Approaching 1,000 Bus UG; 350 MBA
• 3. I’m a philosopher hired to teach B.E. within the business
college
• 4. I’ve got faith commitments and 6yrs Jesuit training (M.A
Fordham, PhD. Marquette) which influence me.
• 5. I believe Catholics schools must leverage CST,
Jesuit Schools must definitely emphasize
Jesuit values and tradition of education…

4. There are a handful of recent survey studies done regarding the current state
of Catholic Social Teaching at Catholic Business Schools.
• Joseph Eisenhauer, Dean of Detroit mercy has a 2014 essay in the
Journal of Catholic Higher Education which surveyed business
programs at the 16 Conference for Mercy Higher Education
institutions. He highlighted the importance of mission statements,
faculty recruitment and development, research, curricular and
extracurricular activities, service learning and community service,
and advisory board and alumnae engagement as key aspects to be
focused on an evaluated in accessing the Catholicity of institutions.
• Porth, McCall and DiAngelo (2009) also published an article in the
JCHE based on a survey and website search regarding mission
statements. Their article focused almost entirely on mission
statements learning goals, and assessment of business ethics
education. None of their questions asked about the religious
dimension of the school’s education. (Porth et al, 21 (appendix B)
2009)​

5. Our proposal is intended to address the third section of the conference
suggested topics, namely,
• 1. ..practical ways for faculty in business disciplines and the Humanities to
engage the way business influences prosperity and poverty
• 2. How can business schools better understand and take into account the
formative influences shaping students’ views on poverty, prosperity and
business such as the family, peer groups, the community, etc.?
• 3. What is the role of business schools and business education in
influencing public policy towards enhancing the positive role of business in
addressing poverty and sharing prosperity?

6. Proposal: to collect data from 50 Catholic colleges and Universities
using a series of around 20-30 questions to try to determine
• If and how CBS incorporate faith values and concerns or CST into the
curriculum.
• If and how CBS are addressing questions of how business affects
prosperity and poverty in business.
• What sorts of methods are being used (service learning, etc) to try affect
student’s social affections and sentiments and habits, rather than to
simply provide information regarding codes of ethics, etc.
• Find the climate and trends towards or away from Catholic identity in
business curricula at CBS.

7. Overview of Survey and Results:
• During August and September of 2014, a 30-question online survey
was sent to 95 Catholic Universities and Colleges in the US (next
slide).
• The survey was sent to one faculty member in each school,
identified either as teaching business ethics or catholic social
thought, and if no such person could be identified, then the survey
was sent to the dean, who in some cases sent it to a chosen faculty
member.
• 43/95 surveys were completed, giving us a 45% response-rate. This
is remarkable, given that the typical online survey response rate is
typically around 10%.
• In our presentation I will provide the is a summary of the answers
we received for each question, along with some commentary on
those responses, and in some cases key takeaways for practical
implementation.

8. The Colleges/Universities
1. Stonehill College
2. University of Notre Dame
3. University of Portland
4. Boston College
5. Canisius College
6. College of the Holy Cross
7. Creighton University
8. Fairfield University
9. Fordham University
10. Georgetown University
11. Gonzaga University
12. John Carroll University
13. Le Moyne College
14. Loyola Marymount
15. Loyola University Chic
16. Loyola University Mary
17. Loyola University NO
18. Marquette University
19. Regis University
20. Rockhurst University
21. Saint Joseph's Univers
22. Saint Louis University
23. Saint Peter's University
24. Santa Clara University
25. Seattle University
26. Spring Hill College
27. University of Detroit Mercy
28. University of San Francisco
29. University of Scranton
30. Wheeling Jesuit Univ
31. Xavier University
32. Villanova University
33. Univ of St. Thomas
34. Belmont Abbey College
35. Benedictine College
36. St. Mary's University
37. University of Dayton
38. DePaul University
39. Niagara University
40. St. John's University
41. Thomas Aquinas College
42. Thomas More College of Liberal Arts
43. University of Dallas
44. University of San Diego
45. College of St. Scholastica
46. Christian Brothers University (Memphis, TN)
47. Marian University
48. Saint Anselm College
49. Saint Gregory's University
50. Saint John's /St. BensUniversity
51. Saint Leo University
52. Saint Martin's University
53. Saint Vincent College
54. University of Mary
55. Newman University
56. Loras College
57. Mount St. Mary's University
58. Sacred Heart University
59. St. Ambrose University
60. St. Thomas University
61. Seton Hall University
62. Thomas More College
63. University of St. Thomas
64. Ohio Dominican University
65. Albertus Magnus College (New Haven,
Connecticut)
66. Caldwell College
67. Dominican College
68. Alverno College
69. Briar Cliff University
70. Cardinal Stritch University
71. Aquinas College (Nashville, Tennessee)
72. Franciscan University of Steubenville
73. Edgewood College
74. Molloy College
75. Viterbo University
76. D'Youville College
77. St. Bonaventure University
78. King’s College
79. La Salle University
80. University of Saint Joseph
81. Duquesne
82. Merrimack College
83. Benedictine University
84. Walsh University
85. Iona College
86. Aquinas College
87. Manhattan College
88. Saint Mary's College
89. Saint Mary's University
90. Carroll College
93. Gannon University
94. Bellarmine University
95. Providence College

9. 1. Organization
• 2/3 of the schools had a college of business.
College of
Business
60%
Business
Department
26%
Other
14%

10. 2. Size: # Faculty
• Broad Spectrum of school sizes
0
1
11
12
8
11
0
2
4
6
8
10
12
14
# Faculty
No Full Time up to 5 6 to 12 13-20 21-30 30+

11. 28. “How many total undergrad students are enrolled at your school as
business students on average?
• 0 1-50
• 2 (4.9%) 51-100
• 7 (17.1%) 101-150
• 3 (14.4%) 151-250
• 9 (22%) 251-400
• 4 (9.8%) 400-600
• 3 (7.3%) 600-800
• 10 (24.4%) 800+
51-100, 4.9
101-150, 17.1
151-250, 14.4
251-400, 22
401-600, 9.8
600-800, 7.3
800+, 24.4
51-100 101-150 151-250 251-400 401-600 600-800 800+
0
5
10
15
20
25
30
UNDERGRAD BUS. ENROLLMENT

12. 29. “What is the total enrollment of MBA or other graduate business
students at your school at one time, on average?
• 8 (19.5%) 1-50
• 7 (17.1%) 51-100
• 5 (12.2%) 101-150
• 4 (9.8%) 151-200
• 5 (12.2%) 201-250
• 7 (17.1%) 251-400
• 2 (4.9%) 400-600
• 1 (2.4%) 800+
• 2 (4.9%) none
0
1
2
3
4
5
6
7
8
9
MBA Enrollment
MBA Enrollment

13. 3. Do you have a business ethics class, if it is required, and at
what level it is taught
69%
20%
40%
53%
7%
13%
0%
10%
20%
30%
40%
50%
60%
70%
80%
Req.
Undergrad
Optional Additional
Undergrad
Req. MBA Optional
MBA
Other
Business Ethics

14. 4. When asked who teaches their business ethics classes?
• 15 philosopher in the philosophy department
• 12 someone from business with a degree in ethics
• 21 someone in the business school with a business degree who has an
interest in ethics
• 9 reported “other”
(theologian, lawyers, and others).
• Highlights:
• 1/3 Outsource to phil dept
• Nearly ¼ have “in-house” ethicist
15
12
21
9
0
5
10
15
20
25
Philosopher
in Phil Dept.
Business
Dept Ethicist
Business Fac
Interest 3
Other
Who Teaches BE?

15. Does BE = CST teaching? No.
• 1. Outsourcing to philosophy can work, not
always
• 2. Having trained ethicists in CBS can help
increase awareness, or silo ethics, depending.
• 3. Business Ethics can correspond to CST well,
but not necessarily without intentionality.

16. 5. “How important is it to your business school/department to bring
Catholic Social Teaching into the classroom to help students think about how
CST may intersect business practices? (CST =a focus on a) dignity of all
humans, b) common good, c) subsidiarity, d) solidarity with all others)”
• 33.5% of CBS said bringing CST into the classroom was very unimportant,
unimportant or neutral…
9.50% 12% 12%
50%
16.50%
0.00%
10.00%
20.00%
30.00%
40.00%
50.00%
60.00%
very
unimportant
unimportant neutral important very important

17. 6. How does your business school/department incorporate CST
values into the curriculum?”
0.00%
10.00%
20.00%
30.00%
40.00%
50.00%
60.00%
70.00%
80.00%
Incorporation of CST values into
curriculum
CST Values in Curriculum
We don't
Indirectly, in various
courses
In our business ethics
class
In our capstone class
In a specific class other
than business ethics
Through extracurricular
programs

18. 7. how important it is in the business program to emphasize the
relationship between business and the poor/impoverished?
• Less than 15% thought it was unimportant and 58% said
important or very important
4.65%
9.30%
27.91%
44.19%
13.95%
0.00%
10.00%
20.00%
30.00%
40.00%
50.00%
Percentage
Very unimportant Unimportant Neutral
Important Very important

19. 8. how important it is in the business program to emphasize
the relationship between business and the Common Good?
• About the same amount (16%) said CG was unimportant. 82%
said it was important or very.
9.30%
6.98%
11.63%
34.88%
37.21%
0.00%
5.00%
10.00%
15.00%
20.00%
25.00%
30.00%
35.00%
40.00%
Percentage
Very unimportant Unimportant Neutral
Important Very important

20. 9. how important it is in the business program to emphasize
the relationship between business and Faith/Spiritual Life?
• 46% said the faith/business relationship emphasis was
important, while 18.5% said unimportant.
9.30% 9.30%
35.88%
39.53%
6.98%
0.00%
10.00%
20.00%
30.00%
40.00%
50.00%
Percentage
Very unimportant Unimportant Neutral
Important Very important

21. 10. how important it is in the business program to emphasize
the relationship between business and Ethics?
• Business/Ethics emphasis wasnearly 90% important or very
important.
6.98%
2.33% 2.33%
39.53%
48.84%
0.00%
10.00%
20.00%
30.00%
40.00%
50.00%
60.00%
Percentage
Very unimportant Unimportant Neutral
Important Very important

22. #1 Business Ethics #2 Common Good #3 Poor #4 Faith
• Regarding questions 7-10: Here Ethics scored the best (48.84% ‘very
important’) while the Common Good scored second ((27.12% ‘very
important’. The poor and faith were widely considered important,
but Ethics and Common Good were clearly more important since
88.3% considered the emphasis on the relationship between
business and Ethics to be important or very important, and 72%
considered that relationship to the common good important or very
important, while only 58% considered the emphasis on the relation
between business and the poor important or very important and
46% saw the relationship between faith or spiritual life to be
important or very important in their business curriculum.
• So in order of importance they would be: 1. Ethics 2. Common
Good 3. Poor 4. Spiritual Life

23. 11. what goals/values are important for the business program
at your institution?
• The top 4 goals here are fairly generic.
4.53 4.51 4.26 3.98
3.6 3.51
3.14
2.84
Values rated on a 5 point scale (5 very important)

24. 12. how does your business program addresses questions of how
business may affect issues of poverty or prosperity in society?
• Involvement appeared to vary widely, with one person adding that very little of this was done other than
the business ethics class, which also was in their opinion the sole location of most of the mission values
teaching. But another wrote that they have a research center "with a current initiative involving a cadre
of about 15 faculty doing research on business and poverty".
4.70%
65.10%
51.20%
27.90%
48.80% 48.80%
9.30%
0.00%
10.00%
20.00%
30.00%
40.00%
50.00%
60.00%
70.00%

25. 13 what sorts of methods are being used in your business program to
try to affect student's social affections and sentiments and habits?
• Business programs seem to rely heavily on cross-campus programs for this
sort of educuation/development.
2.30%
73.40%
83.70%
11.60%
0.00%
10.00%
20.00%
30.00%
40.00%
50.00%
60.00%
70.00%
80.00%
90.00%
Don't have
that kind of
teaching
Service
Learning
Cross-Cmpus
programs
Other
Methods to Influence Affections

26. 14. How many of your faculty colleagues actively conduct research or
scholarship which connects faith values (CST or otherwise) to business
practice or theory?”
• 2/3 of CBS said that 2 or less colleagues actively conduct
research related to CST
9.30%
58.10%
23.30%
2.30%
7.00%
Number of colleagues actively conducting research or scholarship which
connects faith values to business practice or theory
Chart Title
None, to my knowledge 1 to 2 3 to 5 6 to 10 More than 10

27. 15. Through what avenues does your business school/department
encourage students towards the use of business for extending prosperity for
greater numbers of people?
59.50%
66.70% 66.70%
14.30%
0.00%
10.00%
20.00%
30.00%
40.00%
50.00%
60.00%
70.00%
80.00%
Business ethics
class
Other courses do
this
Extra-curricular
activities
We don’t focus on
these issues
Extending Prosperity

28. Follow up: “How do you help students see business as a means to helping
provide prosperity?”
• Curriculum/Programs:
• Entrepreneurship with a focus on solving global
problems, Social entrepreneur emphasis, Christian
association of student entrepreneurs
• Economics courses that focus on the environment
• Marketing courses that consider sustainability
• Course content that focuses on poverty alleviation
• Reflection process in principles of management class
• Business 200 course that gets students involved in the
community
• Theology/Catholic Studies course that address faith
and business issues
• Capstone course
• Discussion about CSR and related responsible
business leadership issues
• Integrating Dominican values in the curriculum
• Discuss bottom of pyramid in business ethics or other
relevant classes.
• Activities:
• Free faculty led student consulting projects to help
small nonprofits grow
• Service learning
• Micro lending involvement via summer trip/course
• Student activism, trips, and special projects
• Volunteer and service projects
• Para-Groups
• Vibrant NetImpact chapter
• Our emerging leaders academy
• Collegiate DECA and other service projects
• Starting a student chapter of “BUILDON” which
engages students in working with inner city youth and
building houses in developing countries.
• “Experiential micro-lending course, where students
manage a fund to deliver microloans to budding
entrepreneurs in developing countries. We currently
have 78 borrowers in five countries on 3 continents.”
• Extra Programs:
• Through outside lectures
• Through campus ministry programs
• Primarily through four ‘mission seminar” courses required
of all students

29. Various Viewpoints:
How Business Extends Prosperity
• A few expressed frustration about fellow-faculty:
“Sadly, for those faculty members trained in traditional
economics/finance thinking, the idea of “prosperity for
all” is seen to be a by-product of the trickle-down
effect, where “wealth creating”
manager/entrepreneurs, operating in unregulated
markets, will get rich and then yield secondary benefits
to society”.
• Another respondent said that “extending prosperity for
greater numbers of people” is the basic purpose of
business—“Mutual benefit via exchange in efficient
manner. Not sure all the faculty understand this”.

30. 16. Does your college of business have a course or co-curricular program
(service society, internship, etc) on work as a vocation, or faith and
business?
• This seemed to be a deficit for most schools. Examples given were a pre-internship
course focusing on characteristics of a business leader, a core course taught in
theology/Catholic Studies, a required course in the Global Business Leadership
Department, multiple courses, and aspects of multiple courses, and “we have campus
ministry”.
No, 60.50%
Yes, a course,
20.90%
Yes, a co-
curricular
program,
23.30%
Other, 16.30%
0.00%
10.00%
20.00%
30.00%
40.00%
50.00%
60.00%
70.00%
Work as a vocation, or faith and business
AxisTitle
Chart Title

31. 17. In your opinion, what percentage of your faculty feel at ease talking
about how faith and business relate to one another in their classroom?
• Nearly 2/3 felt that less than a quarter of their colleagues would be at ease
talking about faith and business relations. (75% would not be at ease)
0%
5%
10%
15%
20%
25%
30%
35%
Faculty Discussing Faith & Business
Faculty Discussing
Faith & Business

32. Faith Muteness//Moral Muteness
• In business, moral muteness is a problem in the
workplace because managers who are fully
capable in other respects, and who abide by high
ethical standards, often have difficulty
articulating that to their employees. Ethics is an
issue avoided, for various reasons. It is likely that
faith concerns are similar in this respect—some
who may have faith influencing their personal life
may not feel at ease to discuss it in the
classroom.

33. Faculty Development
• It is likely that more needs to be done to help
faculty develop vocabulary and a degree of
comfort discussing the relationship between
business and faith. (more at conclusion)

34. 18. In your opinion, what percentage of your faculty accept a profit-
maximization-for-shareholder model (PMM) of business?”
• So over half (52.5%) of respondents said that 75% or more of their colleagues accept the
profit maximization for shareholder model. More than 2/3 (72%) said at least 50% accept
PMM.
5%
15%
32.50%
20% 20%
5%
2.50%
0%
5%
10%
15%
20%
25%
30%
35%
100%
PMM
90%
PMM
75%
PMM
50%
PMM
25%
PMM
10%
PMM
0%
PMM
Accept PMM Model

35. 19. “Does your business school curriculum address concerns about "good goods"--
products which are broadly considered to be socially beneficial-- in relation to the
poor and marginalized? (i.e., discussing the effects of cheap fast food on the poor,
and strategies to provide healthier products to those consumers)”
• Good goods appears to be an underrepresented concept...
0
5
10
15
20
25
30
35
40
We don't deal
with such
questions
Business Ethics
Class
capstone, etc other
Good Goods
Series 1

36. 20. “Where in your curriculum does your college of business encourage the
use of business to transform culture and society for the better?”
14.30%
31%
61%
38%
11.90%
16.90%
0.00%
10.00%
20.00%
30.00%
40.00%
50.00%
60.00%
70.00%

37. 21. “How does your business school/department do this?”
• Focusing on bigger business issues than just making money and selling products
• Our faculty teach courses in our upper-division core that focus on justice
• Unless it is how to make more money we do not make it part of any course
• We utilize a variety of resources, including Papal Encyclicals
• Our Global business, Government and Society class, required of Management majors
• Lectures throughout the year that touch on these topics
• Social entrepreneurship
• Case studies
• From intro to marketing, to hr, to strategy and policy, to finance, to business and society, our vision is that business is a
calling and a crucial element of society.
• Key learning outcomes in virtually every class that focus on making a positive impact on society
• We embed the theme of balancing “people, planet and profit”
• Through our business ethics courses
• Through our mission statement which (we hope) is clearly connected to each class
• We teach triple bottom line and stakeholder model
• At minimum, students confront this issue in at least two classes. My suspicion is the issue appears in more classes but may
not be formally noted in the syllabus.
• Economic Efficiency
Faculty Development
• Center for the Integration of Faith and Work Catholic
• Marianist Identity Committee Annual Business as a Calling Symposium
• In service for faculty involved in bringing Catholic & Marianist values to the business core courses
• Occasional luncheon discussions on such issues
• Year long seminars for about ten B school and humanties faculties
• Prayer at B School faculty meetings
• Annual Faculty Staff Prayer Service Social Entrepreneurship Studies Case Work
• Walk the Talk Ethics Luncheons Guest Speakers
• Marianist Values in Business Living Learning Community
• Marianist Educational Associates in the B School

38. Business is neutral on such topics…
• One respondent explained, “Again, to be clear,
there are MANY programs at our university that
link faith with service to others and the provision
of societal benefit. The general opinion of the
business faculty is that such efforts are the job of
other parts of the university” This viewpoint is
not uncommon for business faculty in many of
our schools. Much like mathematics or science,
accounting, economics, business information
analytics and other business theory is considered
to be by and large neutral.

39. 22. “How does your business school curriculum help students learn about
social entrepreneurship?
0.00%
5.00%
10.00%
15.00%
20.00%
25.00%
30.00%
35.00%
40.00%
45.00%
50.00%
No SE
Classes
One SE Class Multiple SE
Classes
SE
Track/Major
Other
Social Entrepreneurship
Series 1

40. Avenues of teaching about social entrepreneurship included:
• gateway or capstone courses in the entrepreneurship program
• aspects of the entrepreneurship course
• principles of management class
• aspects of other various courses.
• Others suggested programs, co-curriculars, and service
learning projects, a student run business on campus that
donates profits to a social cause, and “an Annual Business
Plan Competition with 150 applicants last year” as means of
introducing social entrepreneurship to students.

41. 23. “How does the Catholic Identity of your school practically affect the
business education your business students receive?
• A substantial attention to ethics in the curriculum, through supporting faculty research and course development in ethics, through course content that focuses on the purpose of business
beyond the Shareholder Maximization ideology, through a culture that makes it easier to address questions of the responsibility of business for the effects of its operations.
• Only through the learn and serve program (students volunteer in the community.
• Our Catholic Identity is present in our classrooms and each Principles class begins with prayer, as well as a recall of the foundation basis the course uses to develop business leaders. We
also weave our Benedictine values into our syllabus, and discuss those values in human formation.
• 1. Business Ethics course 2. Bus. 200 that gets students out in the community. 3. Strong Liberal Arts core, although the core does not always foster Catholic identity. 4. Bridge course that
connects faith and business 5. Liturgies, retreats and other spiritual opportunities 6. Special lectures and talks that address the "higher calling" of business people
• I would say that the culture, particularly the Benedictine culture, permeates all aspects of our business education
• Our Jesuit values are integrated into all of our courses.
• There is more emphasis on ethics and social entrepreneurship than in non Catholic institutions.
• with the college mission
• Only in a marginal way
• we have a very strongly orthodox status, we attract students with passionate belief and are seeking out their calling, to use their talents to be creative change agents; students receive a
very strong Catholic core curriculum with 18 credits of phil and theo... additionally our faith community is vibrant (3 masses each day, standing room only, in a chapel that fits approx 300
persons)...
• Significantly in metro areas, less of an impact on other campus locations.
• The curriculum is based on the foundation of Franciscan values
• We use ethics courses, business core courses , service learning, service projects, co-curricular programs, speakers, symposia, ethics luncheons intentionaly spaced through our four year
under graduate program.
• The mission of our university is to "prepare students for lives of faithful service and ethical leadership." The business school curriculum has been designed with that mission in mind.
• Reflected within discussions regarding values. We are careful not to preach.
• Principally in the one business ethics class; indirectly throug various co-curricular programming, which however is generally optional for students to attend
• one of our 8 required abilities is valuing in decision making where we teach students to examine the impact of decisions on multiple stakeholders. Implicit is a focus on creating leaders
who will improve the common good and the organizations and communities where they work and live,
• The Catholic identity of our business school is mostly shouldered by programs/courses that are in other Colleges or are extra-curricular.These external involvments for students are
encouraged by B-school leadership, but the business faculty does not do very much.
• Our mission statement makes a particular note of ethcis and social responsibility as the context of the entire business program.
• Indirectly in some courses
• Embedded in select courses.
• Marginally, up to each faculty member even though we have a strong mission and identity focus on Catholic education
• Mission statement
• Integrated into the mission and the values of the university. Discussion of The values and how their demonstrated throughout the curriculum.
• I consider the business ethics classes in our curriculum to be "secular". Our Catholic Identity college wide is at best marginal and there is no integration of CST and business at all. I am
slowly integrating CST and virtuous behavior principles into the graduate program but in a way that builds awareness of this alternative mindsets.
• The B-School is focused on the 5 core values. Beyond those values, rooted in the Dominican tradition, we do not advertise them as being Big C "Catholic", instead we emphasize small "c"
"catholic".
• Our core curriculum - required of all undergrad students - is the primary vehicle for this. We struggle with the "Catholic identity" issue - it has been part of our strategic plan for years.
• Students are well versed in the Catholic and Vincentian tradition of the school. That mission is part and parcel of most of our offerings
• We have a strong identity that influences everything we do.
• It influences hiring of faculty, curriculum, attitudes toward students...
• Very little. They are versed in the Jesuit model of business ethics in the required business ethics course at undergrad and graduate level and there is the presence of a few strands of CST
in a couple of courses. But, at end of day, doubt the education our student receive differs noticeably from that which they would likely receive at a secular institution. if they see our
catholic identity AS A business school, it is mainly through our presence in the larger university which has a far more substantial Catholic presence.
• Our business college mission is oriented around the Jesuit values. With that in mind, our interaction with students is very focused on the individual person, and we often will bring up
concerns of the social impact of business on society. A number of our classes (particularly business ethics) consider writings of the church in relation to business practice.
•

42. 24. “From what you know about Catholic institutions of higher education, in your
opinion how does your own institution measure up to what other Catholic business
schools are doing to highlight the role and opportunities for business in bettering the
situation of those in poverty?”
0
9.30%
32.50%
44%
14%
0
0.05
0.1
0.15
0.2
0.25
0.3
0.35
0.4
0.45
0.5
much worse worse neutral/equal better much better
Series 1

43. 25. “Direction your school is heading currently: Would you say your own business
school/department is doing more or less than it traditionally has (historically) to
emphasize the Catholic identity of the school, particularly with regard to mission for
the poor, concern for the whole person, and the importance of business contributing
to the common good?”
2.30%
9.30%
23%
44%
21%
much worse worse Neutral better much better
Wobegon effect?
Series 1

44. General Optimism
• The difference on this question about Catholic
identity of the school, although one more
responded “Much worse”, more think their
school is heading in a better direction. It appears
that when they compare themselves to other
Catholic schools they are not as likely to claim
they are better or much better than other
schools, although on the whole there seems to
be some optimism that their own schools when
compared to itself is moving towards improving
its Catholic identity.

45. 26. “What are the best practices or most innovative practices, pedagogies or programs
your business school/department is currently doing/planning to help your students to
achieve some of the kinds of societal awareness and concern for the poor which are
traditionally seen as part of Catholic identity?
• The business faculty teaching in the upper-division core helps students achieve this. We also incorporate service learning into some classes, such as teaching finance to high school
students.
• Business ethics center that helps train faculty to discuss ethics in substantive ways and that supports faculty research and teaching with small incentive grants.
• Students in the learn and serve program work with inner city people who are having financial and life difficulties. Many work in soup kitchen. Others tutor disadvantaged children. We do
that very well. As for the business faculty at our university they believe that business is to there to make money. They belittle anyone who promotes a more liberal agenda.
• We seek to incorporate more of the CST into all our courses and we have faculty who are researching this topic and looking for most effective practices our school can use to progress in
this area.
• Ashoka social makers
• We actively engage with our Center for Community Engagement and our students participate in their migrant workers and Haiti programs.
• na
• faculty formation across two years addressing CST faculty-driven integration of CST where appropriate core, program, and course goals and assessments that always include a dimension
we call 'faith and reason' service learning philanthropy mission thru the whole world every year abroad experiences to encounter other cultures
• CF my comments under Q 19.
• Ten years ago we developed a Masters degree in Servant Leadership as a way of integrating Catholic Social Teaching into a leadership program for those who did not want to earn a
traditional MBA. We have since started a minor in Servant Leadership for undergraduates and are working to encourage all business majors to take that minor.
• Renovation of the business ethics curriculum, more general discussion of the distinctive vocation of professional programs such as business in the context of Catholic higher education
• Our College has an excellent social entreprenuership class taught by a Jesuit priest. Several sections of business ethics are taught by outsiders (e.g. PHIL dept.) and are "first rate" in
addressing societal issues.
• Student run store that donates profits to social cause
• Nothing too Innovative...we cover CST in Business Ethics, we have service learning in a few courses. Most of our "awareness" programs are college wide and not located in the business
school.
• no best practices here
• Co curricular program documented by aacsb team in multiple visits
• Ability to help and experience poverty issues by participating in trips to Third World Countries
• See many of my above answers. We have extensive service learning. Poverty is a theme in our required introductory management course and capstone course
• The department sponsors two service trips with Habitat for humanity, but I'm not sure how much Catholic identity plays a role.
• I believe some of the examples provided above are representative
• As a liberal arts school, we are constantly working together in collaboration with other departments
• Service-learning in courses, and also is most active organization on campus.
• We have a little service learning attached to some classes, and a handful of faculty try to develop their courses in line with the principles of Ignatian pedagogy.
• College-wide moral inquiry courses, one of which students must take as a required, and many departments have their own moral inquiry courses.
• Anna Tyler Waite program for leadership. Honor roll for social responsibility. Business ethics class which touches on race relations and global poverty.

46. 27. How do the following thinkers represent your own personal outlook on
business?
Strongly Disagree Disagree Neutral Agree
Strongly
Agree
Other
Respons
es
Weighted
Average
Ayn Rand
22
(51.16%)
5
(11.63%)
12
(27.91%)
1
(2.33%)
1
(2.33%)
2 (4.65%) 43 1.88 / 5
Pope Benedict XVI
1
(2.38%)
3
(7.14%)
11
(26.19%)
16
(38.10%)
10
(23.81%)
1 (2.38%) 42 3.76 / 5
Milton Friedman
(Stockholder theory)
17
(42.50%)
11
(27.50%)
7
(17.50%)
3
(7.50%)
1
(2.50%)
1 (2.50%) 40 1.97 / 5
Ed Freeman
(Stakeholder Theory)
0
(0.00%)
1
(2.50%)
9
(22.50%)
17
(42.50%)
10
(25.00%)
3 (7.50%) 40 3.97 / 5
6 3.00 / 5
2.88 / 5

47. 30. “In your opinion, what is one of the most significant challenges faced by business
schools/departments in trying to incorporate Catholic Social Teaching in the
curriculum? The answers varied widely
• AACSB standards that drive faculty to focus on narrow topics.
• Finding ways to translate the religious frame for faculty with more secular approaches, even when those might be sympathetic to the broad themes of CST. The need to hire for mission
and to train and support faculty who wish to broaden their classroom discussion beyond shareholder primacy.
• We live in a world dominated by right wing conservatives. Students, by far, are very conservative, as are most of the faculty. It is all about the rich wanting to stay rich and keeping the
poor from getting a fresh start. I have been called a socialist and communist by my students and my faculty colleagues.
• A comfortable factor of introducing and being able to discuss the content on a clear and concise basis.
• In general, there is not a lot of hostility to CST, but most business faculty know little about the tradition. There is no reward structure to encourage them to engage in this tradition. Most
schools do not have a preferential research agenda that would address the questions throughout this survey. If they did, we would most like have more faculty addressing the questions.
• finding faculty who know the tradition
• diversity
• Labeling it as such rather than making it about the philosophy
• A number of professors do not see the need or the relevance of doing so.
• getting faculty buy in
• faculty expertise or perceptions of inadequate capability
• Getting students in the door....
• Balancing CST with business expectation for graduates who also understand traditional shareholder value perspectives. Need to find a balance.
• Fact that competent, ethically-oriented faculty have had so little exposure to ways of raising issues of ethics and of business public responsibility in their courses due to lack of or
isufficient coverage in PhD programs for many years. Candidates and New hires show an abetment of this issue.
• Finding qualified faculty to teach it in a compelling and competent manner.
• Preconceived notions of what this means . . .
• Faculty ignorance, indifference, lack of imagination, plus pressures of accreditation and competition from other schools
• teaching students the need to lead to balance the competing priorities to grow organizations and to do good.
• The incorporation of CST and other person centered ethical perspectives cannot be voluntary. Catholic B-schools must have the moral courage to mandate that these issues be covered in
business classes by the faculty as part of the College mission.
• I do not bellieve students who are interested in majoring in business actively seek out that aspect, as a result, it is not a marketable characteristic.
• already crowded curriculum
• Faculty who don't believe in the philosophy.
• Educating the faculty to deliver this message
• Faculty with ability to incorporate and knowledge of disciplines are in very short supply. Finance students are not going to be "convinced by philosphy type only fiances type
• Ability of faculty to articulate the issues and values in a way that makes them relevant in the classroom
• A lack of awareness of CST; how business would look if CST was incorporated; a radically secular society and student body that sees no realistic value
• Mentioning Big "C" Catholic is a huge issue, which we do not address, though our lovely core values are deeply Dominican. My guess is that about 30% of our students are Catholic.
• Pressure of college finances - moving more students through the pipeline (lower admission standards, shorter curriculum, fewer "unpopular" classes)
• Cynicism about the role of the Catholic Church in society.
• Acceptance by employers
• The term can turn students off.
• Faculty willingness. We need a firm commitment to hire faculty who are not only willing but eager to teach the various business disciplines in the context of an ontology of business
thoroughly informed by CST. Short of that, we will never be able to fulfill our mission as CATHOLIC schools of business
• Compromising with faculty members in Finance dept, who stubborn enough to maintain the shareholder value maximization belief system. Also, dean or dept chair's passion and
leadership are critical.
• Many companies wouldn't necessarily see any particular value in obtaining graduates who think a lot about the poor the direct relevance of this to being a successful company is not
necessarily obvious.

48. Some Conclusions & Suggestions
• Many CBS’s appear to rely heavily on BE
classes and/or general university curricula and
extra-curricula to provide CST.
• It is doubtful that the business ethics classes
provide any specific CST teaching, if any faith-
connection at all.
• Problem 1: Without active integration and
application, students education may remain
bifurcated/schizophrenic

49. Solution: More active Integration of CST
teachings and Values into Curricula
• Service learning in city or abroad
• Collaborate with other departments/colleges
AS--------------------------------------------------COB
• Collaborate with on-campus centers
• Incorporate essays on CST into courses
• Focus on how business contributes to Common
Good
• Guest speakers who speak to faith
• Social Entrepreneurship, etc

50. Heider College of Business
• VITA tax assistance program (students help poor)
• Business Ethics Alliance Programs for students
• Bring businesspeople of faith into classroom
• Guest lecturers
• Stand alone Faith and Business Class
• Use CST-related essays or Vocation of the
Business Leader in BE classes (MBA or Undergrad)
• Dean’s honor roll for social responsibility
• Anna Tyler Waite Leadership program Level 3
project to help a nonprofit with some task.

51. Problem #2: Many faculty colleagues don’t know much
about CST and usually don’t feel comfortable talking about
faith and business integration.
• 1. Most said CBS’s did a better job at teaching
about the relation between business and
ethics, common good or the poor than CBS’s
do at business and faith connections.
• 2. Most felt fewer than ¼ of their colleagues
would feel at ease speaking about the
relationship between faith and business.

52. Its no surprise our Colleagues aren’t
familiar with CST:
• The majority of faculty at Catholic institutions
are unfamiliar with CST (Kidwell & Kidwell,
293, 2006).
• Most of our colleagues come trained in non
religious business schools. If we with our
traditions don’t integrate faith concerns–
certainly most of their state graduate
programs didn’t!

53. Solution: Provide Faculty Development
Programs and Resources
• Centers, faculty committees to encourage and ID issues
• Symposiums, guest speakers for faculty
• Faculty in-services, retreats
• Occasional luncheon discussions on such issues
• Year long seminars for about ten B school and
humanties faculties
• Prayer/Reflection at B School faculty meetings
• Walk the Talk Ethics Luncheons Guest Speakers
• Marianist Values in Business Living Learning
Community
• Marianist Educational Associates in the B School

54. Heider College of Business at Creighton
• Hire for mission. (Just like in business real world)
• Annual BFCG symposium (sponsored by Center for
Catholic Studies)
• Mini-sessions to go over basics with faculty on business
ethics to make their ‘ethics chapter’ easier to teach.
• BFCGI Brief tutorial clips for faculty: We hope to
provide some quick easy useful clips to help faculty get
a quick understanding of CST, Business Ethics, and
other knowledge. We may partner with CST classes in
Theology for this. BIA/IT students +PSJ students =
professional useful clips/info-bits

55. #3: Business Ethics– Who Doesn’t do That?
• We know that business schools have often
ignored the teaching of ethics and values in
the curriculum, or if they have, it hasn’t been
taken seriously (Podolny, 2009) Yet, with the
ethics and social responsibility requirements
put on all business schools through AACSB
accreditation, teaching ethics is routine and
required, not something which in an of itself
would make a Catholic institution of higher
education stand out.

56. Its not That we teach Ethics, its got to
be HOW we teach it…
• Text choice: Beyond a compliance approach
• Critical thinking Pedagogy: Thinking Critically
against Status Quo (PMM, etc)
• More than code/rules: We have a culture
which is a HUGE assett (Catholic, Marionist,
Jesuit, Dominican, Vincentian, etc)
• Living exemplars/mentors/fellow-pilgrims

57. Alternatives//Critical Thinking
• As Bruno Dyck has pointed out, “There is growing consensus in the
literature that Catholic business schools should teach alternatives to
mainstream business theory and practice.” (Dyck, 146)
• What makes our textbook unique is that each chapter presents both a
Mainstream and a Multistream approach to the topic at hand. Research
(see below) shows that teaching two approaches to management
enhances critical thinking, and counteracts the tendency of business
students to become more materialistic and individualistic.

58. Brief Bibliography
• Cavanagh, Gerald F., S.J., Markets Organize Our Lives”,
• Lowney, Chris. “The Competitive Advantage of Jesuit Business Schools”, (JJBE V1 July 2010)
• Delbecq, Andre L., Gerald F. Cavanagh, S.J., John C. Haughey, S.J., Anthony Hendrickson, Michael Stebbins,
Agnieszka Winkler“Higher Education for Business in the Jesuit Tradition”,
• Goodpaster, Ken. "Goods that are Truly Good and Services that Truly Serve: Reflections on 'Caritas in Veritate',"
Journal Of Business Ethics 100:S1 (2012): 9-16.
• Goodpaster, Kenneth E. and T. Dean Maines, "The Distinctive Vocation of Business Education in Catholic
Universities," Journal of Catholic Higher Education 31:2 (2012): 193-212.
• Kidwell, Ron and Linda Kidwell “Ethical Beliefs in the Catholic Business School: The Impact of Catholic Social
Teaching on Classroom Reality” (Journal of Markets and Morality 9:2, 2006)
• Klien, T.A and Gene Laczniak, “Applying Catholic Social Teachings to Ethical Issues in Marketing” Journal of
Macromarketing, 9/2009.
• Laczniak, Gene, Patrick Murphy and Wolfgang Grassl. Distinctive Imperatives for Mission Driven Teaching in
Catholic Business Schools Journal of Jesuit Business Education
• Naughton, Michael. “A Complex Mission: Integration of Catholic Social Tradition with Business Education” (JCHE
28:1)
• Naughton, Michael and Thomas Bausch “The Integrity of a Catholic Management Education” in California
Management Review Vol38, 1996.
• Spitzer, Robert J., S.J. “The Distinctiveness of Jesuit Schools, Are We Different?“
• -----------------”Getting to the Heart of Business Ethics” IAJBS site
• Van Hise, Joan L. and Barbara M. Porco A Comparative Analysis of Jesuit Business Education”, (JJBE V1 July 2010)
Surveys:
• Joseph Eisenhauer, in the Journal of Catholic Higher Education [33:1, 2014, pp. 93-17].
• Business Education at Catholic Universities: Current Status and Future Directions, Porth, Stephen J.; McCall, John
J.; DiAngelo, Joseph A.in Journal of Catholic Higher Education, v28 n1 p3-22 Win 2009