Developing Leaders in the Jesuit Tradition: Conference Slogan or Mission Statement?

1. Developing Leaders in the Jesuit Tradition: Conference Slogan or Mission Statement? Prepared by Marta Mooney Emeritus Professor of Management Systems Fordham University Damian O’Connell S.J Campus Ministries Fordham University CJBE 12th Annual Conference Rockhurst University Kansas City MO July 16-18 2009

2. Agenda • Presentation Overview • Why unified national mission for Jesuit higher education is needed now • Proposed approach to accelerate development of unified mission • Return to proven 400 year-old formula • Implement with 21st century management technology. • Your questions and feedback.

3. Defining Jesuit role in higher education in 21st century? • Jesuit community struggling to define and justify role of Jesuit higher education • Pursuit for national rationale begun in 1974, abandoned in 1976 • Experimentation to strengthen identity &define mission continuing; progress slow • New sense of urgency: is time running out? • Jesuit presence on campuses shrinking • Campuses becoming increasingly secular

4. What we’re proposing • Time to accelerate process of specifying and implementing national mission for Jesuit higher education in the 21st century • Build on historical precedent and past success. Define new unified mission as “Developing leaders in the Jesuit tradition” • Adapt recently developed, science-based Organizational Learning Contracts methods to guide mission implementation and monitor and assess results • Approach mission implementation as a research project, using proven research methods.

5. Criteria for specification of new, unified mission statement • Reflect Jesuit values and religious tradition • Operational and capable of generating measurable results . • Clear and concise • Economically viable • Address 21st century needs • Encourage innovation, collegiality, and knowledge- sharing among all Jesuit and Catholic colleges and universities

6. An accelerated process: back to the future • New specification of Jesuit educational mission justifed by research conducted by former Jesuit and J.P. Morgan executive Chris Lowney. • Jesuit educators have excelled at successfully developing exceptional leaders for more than four centuries • Implementation of new mission accelerated by new science based methods of learning enrichment pioneered by CMU management professors Paul Goodman and Gerard Beenan • Learning is more effective when students have explicit understanding of what they are expected to learn, why, and how the new knowledge will be delivered

7. Jesuit’s perceptions of leaders and leadership* • Shun “great man” theory: everyone is a leader, leading well or poorly all the time • Leadership springs from within; who I am; not what I do • Not an act; a way of living for others • Leadership is on-going process; learning is never complete. • *Chris Lowney “Heroic Leadership 2003 p18-23

8. Pillars of Jesuit Leadership Development* • Self-awareness • Ingenuity: ability to innovate and adapt to change • Love. Engaging others in ways that unlock their potential • Heroism. Energizing yourself and others with heroic ambitions and passion for excellence • *Chris Lowney “Heroic Leadership 2003 p95-245

9. Organizational Learning Contracts • New science-based framework for learning process enhancement • Developed by CMU management professors Paul S. Goodman and Gerard Beenen • Funded by NSF • Proven in other applications

10. Learning Contracts: Origin • Informed by vast literature dealing with learning by college students • Shows: “learning is more effective when students have explicit understanding of what they are expected to learn, why, and how the new knowledge will be transferred.”

11. Learning Contracts: Function • Proven means for educational institutions to create “specific, shared, expectations among students, faculty, and administrators concerning learning outcomes, learning environments, and the educational assessment system • Usually Initiated and maintained at Institution level. (Higher level in this application)

12. Learning Contracts: Function • Contracts serve colleges and universities as systematic vehicle for developing, communicating, monitoring and improving a fully integrated student educational experience. • Developed cooperatively by faculty, administrators and other stakeholders at the institution, school, and program level • Explains to students what they can expect to learn, why, and how and where learning will take place

13. Learning Contracts: Function • Assumes “constancy of purpose” • Completed contracts are: • Embedded in recruiting materials • Featured on institutions website • Reviewed at new student orientation • Used to guide, assess, and improve students’ learning experience throughout the time enrolled in the institution.

14. Elements of Learning Contracts • Learning outcomes • Explicit statement of expected outcomes of learning process • Learning environments • Description of physical environments where learning is delivered • Description of learning delivery process • Learning systems • Institutions’ systems for managing outcomes, environments, and their intersections

15. Learning Outcomes Written specifications of what students are expected to learn as they advance through the educational program

16. All contractual outcomes are: Explicitly communicated to students, faculty, administrators, and staff. . Are stated at the school level, reflecting both course ad non-course experience Regardless of concentration, student leadership competence will be tracked and measured along with technical competence.≈ Outcomes originating at higher organizational levels tend to be complex and measurement resistant. Must be redefined and simplified. Learning Outcomes

17. Learning environments • Physical space where learning delivered • Learning delivery methods • Culture of learning delivery

18. Culture of learning • Striving for excellence in all things • World affirming and focused on action • Person centered • Value oriented • Emphasis on dignity of the individual • Commitment to Justice • Preferential option for the poor • Learning conducted in religious contex • Stevan Barken “Challenging the Mainstream” Conversations Sprng 1993 t

19. Learning in a religious context* • Most fundamental; most problematic for Jesuit higher education* • Must serve diverse, pluralistic student body, faculty, and community • Must be presented as a force for unity, not division • Brings people of different faiths, and no faith, together *Concepts here draw heavily from Steven M. Barkan Lld” Challenging the Mainstream ,Conversations Spring 1993

20. Learning Systems • Learning systems are systems used to manage learning contracts • Learning contracts define on-going relationship between student and institution • Contracts must be designed, implemented, coordinated, and outcomes measured, evaluated, and improved. • Responsible faculty, administrators and staff must be recruited, motivated, trained, and supervised • Economic issues raised by the new learning initiative must be addressed

21. Closing thoughts • Presentation outlines accelerated approach for defining and justifying the role of Jesuit higher education in the U.S, today • Recommended approach is both conservative and bold. (Propose implementing 16th century mission with 21st century management technology)

22. Closing thoughts • Can it work? We believe it can if development is approached as any complex innovation and carefully managed. • Will it be quick and easy?. No and No. • Is success guaranteed? No • Is it economically feasible in this tight money period ? Yes • Are better alternatives available? Don’t know of any • Will the benefit be worth the effort? Depends on how you feel about the contribution of Jesuit higher education to nation’s social fabric

23. Closing thoughts • Thank you