Marketing Catholic higher education: holistic self-actualization, personalized learning, and wholesome goodness

Milian, Roger Pizarro; Rizk, Jessica

doi:10.1007/s10734-017-0193-2

Cited by 11 publications

(4 citation statements)

References 77 publications

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“…In total, based on our review of Benne (2001), Morey and Piderit (2006), literature indicating what would help retain a Catholic identity (e.g., Abelman and Dalessandro 2008; Briel, Goodpaster, and Naughton 2021; Estanek, James, and Norton 2006; Gambescia and Paolucci 2011; Milian and Rizk 2018; Sullins 2004), and our own empirical research (cite withheld for review), we determined that there are 12 key administrative decisions that can be influenced by an institution's faith‐based identity. Moreover, most of these decisions can be classified with clearly defined criteria.…”

Section: Methodsmentioning

confidence: 99%

“…The application of Ex Corde Ecclesiae to the United States was a response by the Catholic Church to maintain, preserve, and enhance the Catholic identity of higher education. Ex Corde Ecclesia certainly promoted increased contemporary scholarly interest in evaluating the Catholic identity of faculty (Sullins 2004), mission statements (Estanek, James, and Norton 2006), vision statements (Abelman and Dalessandro 2008), websites (Gambescia and Paolucci 2011), and marketing strategies (Milian and Rizk 2018) of Catholic institutions in the United States. Sullins (2004) examined the Ex Corde claim that a critical mass of faculty (50 percent) should be maintained to preserve the Catholic character of the institution.…”

Section: Historical and Literature Reviewmentioning

confidence: 99%

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Understanding the Diversity of Catholic Higher Education: A New Empirical Guide for Evaluating the Influence of Catholic Identity

Glanzer

Cockle

Martin

et al. 2022

Scientific Study of Religion

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Although scholars have often described faith-based universities in America as "church-related," we argue this classification tells us virtually nothing about how the Catholic identity influences the mission, rhetoric, curriculum, or policies of Catholic institutions. Although Morey and Piderit (2006, Catholic higher education: A culture in crisis) created a more sophisticated four-part typology of Catholic institutions, we find that students, parents, administrators, and scholars, particularly scholars interested in institutional secularization, need a better means of empirical analysis to determine the degree to which the Catholic identity of an institution influences key administrative decisions of the university. Thus, we propose a method of content analysis that can quantify how the Catholic identity shapes key administrative, curricular, and cocurricular decisions and thereby places Catholic institutions upon a continuum. We then apply our new Operationalizing Faith Identity Guide (OFIG) to Catholic institutions in the United States to demonstrate the helpfulness of its application. Replication:The data needed to duplicate and replicate the findings in the paper will be made available immediately following publication.

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Section: Methodsmentioning

confidence: 99%

Section: Historical and Literature Reviewmentioning

confidence: 99%

Understanding the Diversity of Catholic Higher Education: A New Empirical Guide for Evaluating the Influence of Catholic Identity

Glanzer

Cockle

Martin

et al. 2022

Scientific Study of Religion

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show abstract

“…Faculty members who are firm believers of their Catholic religion were attracted to teach in Catholic Higher educational institutions. Catholic Institutions promised holistic self-actualization and a wholesome social environment (Milian & Rizk, 2018). In working in the Catholic Institution, faculty members also, in one way or another, carry with them Catholic social tradition (Brigham & Soltis, 2018).…”

Section: Reasons For Choosing the School For Workmentioning

confidence: 99%

I Stay Long: A Phenomenological Study of Faculty Members Serving Many Years in A Private Educational Institution

2023

CJESS

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Private schools have suffered from frequent faculty turnovers. After spending some years in private schools, teachers transferred to public schools for greener pastures. However, some teachers preferred to serve private schools for many years. This research explored why teachers continue working in private schools. Using Transcendental phenomenology, the researchers interviewed nine teachers who have taught in a private school for more than ten years. These teachers shared their reasons for working in private schools and spending more years in the school. They also shared how school administrators can retain more teachers in the future. Based on the results, contentment with the work, having a healthy working environment, good pay and benefits, passion for Teaching, and engaging in further studies while serving the school was the reasons for continuous years of teaching in the private schools. Thus, the institution must encourage teachers to stay teaching in private schools.

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“…These factors are divided into two groups (Carbonell et al, 2020; ? ), namely: (1) internal factors (Aikina et al, 2020), including physiological factors (Milian, 2018;Yaniawati, 2020), such as good health (Darma et al, 2020), not in a state of stress and fatigue (Rojanna et al, 2020), having a healthy (Sabiri, 2020;Setyaningrum, 2020), perfect, and not disabled body (? ), and psychological factors which include, intelligence (IQ), attention, interests, talents, and motivation of students, (2 ) external factors, including; environmen-tal factors, such as family environment, social environment, natural environment, and instrumental factors.…”

Section: Introductionmentioning

confidence: 99%

The relationship between peer association and interest in learning against student learning outcomes

Nurqotimah,

Setiawan,

Anwar

et al. 2022

ajst

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This study is motivated by low student learning outcomes in learning mathematics. This study aimed to determine whether there is a relationship between peers and learning interests in student learning outcomes in mathematics. This study uses a descriptive method with a quantitative approach. The population in this study was 25 students from class VIIa and 30 students from class VIIb, while the sample in this study was 30 students from that class selected by a simple random sampling technique. This type of research is quantitative descriptive research. The data collection instruments used in this study were observations, interviews, response questionnaires from students to determine the effect of peer relations and student interest in learning outcomes, and documentation. The data collected were then analyzed using multiple correlations. The results showed that: (1) There was a significant relationship between peer association and learning outcomes in mathematics using Pearson correlation analysis. (2-tailed) variable X1 is 0.004 < Sig. variable Y of 0.005; (2) There is a significant relationship between learning interest and learning outcomes in mathematics with Pearson correlation analysis. The count value of the X2 variable is 0.471 >, the average value of the variable Y is 0.361, and the value of Sig. (2-tailed) variable X 2 is 0.009 < Sig. variable Y of 0.005; (3) There is a significant relationship between peer association and learning interest in student learning outcomes with simultaneous test results (F) obtained an F-count of 4.965 > F-table 3.34 and a significance value (Sig.) 0.15 < Probability value of 0.05.

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Marketing Catholic higher education: holistic self-actualization, personalized learning, and wholesome goodness

Cited by 11 publications

References 77 publications

Understanding the Diversity of Catholic Higher Education: A New Empirical Guide for Evaluating the Influence of Catholic Identity

Understanding the Diversity of Catholic Higher Education: A New Empirical Guide for Evaluating the Influence of Catholic Identity

I Stay Long: A Phenomenological Study of Faculty Members Serving Many Years in A Private Educational Institution

The relationship between peer association and interest in learning against student learning outcomes

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