Date of Award

Fall 12-15-2025

Degree Type

Dissertation

Degree Name

PhD Higher Education Leadership, Management, Policy

Department

Education Leadership, Management and Policy

Advisor

Santiago Castiello-Gutiérrez, Ph.D.

Committee Member

Nicole Giglia, Ph.D.

Committee Member

Rev. Patrick Griffin, C.M., Ph.D.

Keywords

Catholic, higher education, faculty, mission

Abstract

Current literature suggests that administration and faculty must make a more intentional effort within Catholic higher education to articulate the mission of these religiously-affiliated institutions in response to two current issues: dwindling numbers of clergy and vowed religious faculty and administrators, and fewer students nationwide who self-identify with any form of organized religion. However, few studies have examined the experience of lay faculty at Catholic institutions who are entrusted with advancing the mission, regardless of their religious affiliation, and their professional development needs.

Using the Association of Catholic Colleges and Universities’ Catholic Identity and Mission Assessment (CIMA) as a framework and through in-depth, semi-structured interviews, this qualitative study examined the experiences of 20 full-time, tenured or tenure-track, lay faculty members at a Catholic university. All of the participants were employed at the institution at the time of the interviews and had been formally recognized for their commitment to the Catholic mission of the university and its focus on issues of poverty and social justice. The interviews focused on to what extent and in what ways lay faculty members who exemplify and embody a commitment to advancing the Catholic mission and identity of an institution integrate that mission and founding charism in their own professional and personal development, regardless of faith background or religious affiliation; the challenges they perceive in advancing the institution’s mission; and potential professional development strategies that can be used to support them in an institution’s transition from clergy and religious to lay leadership.

Findings suggest that these exemplar faculty experienced a level of comfort and familiarity with the Catholic mission of the institution, regardless of their own faith tradition, and that they recognized the ability to develop both spiritually and professionally in their role as faculty member. Their primary motivations to find ways to incorporate mission into their work included being a part of the distinctiveness of a Catholic education; their engagement with students; a sense of community specifically for faculty; and faculty mentorship. However, the findings also suggest that challenges were also evident, including a lack of mission training for faculty; institutional priorities that are perceived as focusing more on recruiting students than supporting faculty in their teaching; an inconsistent focus on social justice issues by the institution; and a lack of understanding of Catholicism by the student population.

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