FROM “LET’S TALK” TO A COURSE TO A CENTER

Prepared for Publication by:

Victor M. Forlani, S.M. Founding Director, UD SBA Center for the Integration

of Faith and Work Marianist-in-Residence

Lecturer

Department of Management and Marketing School of Business Administration

300 College Park University of Dayton

Dayton, Ohio 45320-2226 Office: (937) 229-3556 Fax: (937)229-3301

Email: victor.forlani@notes.udayton.edu

FROM “LET’S TALK” TO A COURSE TO A CENTER

OUTLINE

i. Abstract

I. Introduction II. History: Evolution of a Concept III. Center for the Integration of Faith and Work

1. Factors leading to founding a Center 2. Description of the Center 3. Rationale for the Center 4. Vision 5. Roles 6. Functions 7. Organization of the Center 8. Activities and Programs – Current and Anticipated

IV. Lessons and Advice V. Conclusion i. Appendices ii. Sources

i

Abstract The faculty of the University of Dayton’s School of Business Administration have extended our view of business beyond the basic skill sets needed to run an organization within the bounds of the law and the canons of ethics to focus on business citizenship. Business citizenship, as used here, is predicated on the belief that people in commerce are called to serve the general welfare as part of their public responsibilities. Over the course of twelve years we have defined and refined this concept of business citizenship based on research in the field and our experiences with courses and activities aimed at raising this sense of calling with faculty, students, staff, business associates and the general business community. This paper charts the evolution of the concept of business as a calling which took place as we developed and sponsored programs of various sorts to inform these stakeholders of the place of a person’s faith in their work. The paper then goes on to describe the Center for the Integration of Faith and Work as a product of these efforts. A general description of the Center is followed by treatments of its rationale, vision, roles, functions, organization and programs. Emphasis is placed on the need for participation of our many stakeholders from inside the university, in the community, and in the profession. We have formed this Center to function as a collaborative among all of those stakeholders so as to both garner their invaluable insights and advice and to build support for the Center. Moreover, and importantly, we have accessed scholarship and professional writing plus the views of our colleagues in other schools of business in Catholic universities. Our partners and sources are broad and rich. Finally, we provide a list of lessons learned and consequent advice for other schools of business on Catholic campuses. The concluding section reviews the key elements of our experience over the years of creating an effective voice within the school of business, the university and the greater community.

1

I Introduction Over the years we in the University of Dayton School of Business Administration (UDSBA) have wrestled with the question of what we, as a professional school in a Catholic university, are called to bring to the market place. All schools of business teach how to run a business using goals, purposes, evaluative criteria, and the various other functions needed to achieve success. All business schools teach business law as a way of stressing the tie-in to civilized society. Moreover, more and more of us are teaching business ethics as a central element of conducting business with integrity and honesty, and with an eye on social justice. In our conversations about curriculum planning and course designs, we have identified and added another perspective, namely, business as citizenship. We view people in commerce as being called to serve the general welfare and the common good as part of their public responsibilities. As I will describe in the history section that follows, we defined and refined this concept on the go, while we developed programs in response to perceived needs in the marketplace and in our programs as a school of business in the Catholic tradition. II History: Evolution of a Concept Our journey toward the Center for the Integration of Faith and Work (the Center) can be traced back to 1997 when we began asking ourselves what our Catholic and Marianist heritage could and should bring to the marketplace. We have over the years explored our resources and developed a basic set of principles and values which we deem useful and usable for business people. Appendices A and B present those principles. They are easily understood, but putting them into practice can be daunting. An interesting and important sidelight to these themes is that they parallel those of other religious beliefs and of secular values systems for business. Our next steps involved the creation of classes and programs aimed at explaining and demonstrating those principles and values, as well as applying them to cases and other real world situations typical of what students will face in the business world. A description of the development of those programs follows as a means to flesh out the definition of the Center as it evolved. Two important facets of this development are, first, that all along the way we have involved in our discussions local business people of all stripes and levels and industries. We continue to take counsel with them and collaborate with them in projects. Their shared knowledge of how it is “on the ground” in this economy has been invaluable. These colleagues have enabled us to bring values and beliefs to bear on particular and specific situations that our students can relate to or, in the case of MBA students, are dealing with at present. This viewpoint has made our programs credible and effective. Secondly, we regularly refer to and use material and cases from actual firms which to a large extent demonstrate these values and beliefs, for example, raise the centrality of persons in the economy, involve them in decisions, respect their needs and rights, and provide a safe work environment for them. We consider the needs and rights of suppliers, customers, and communities in which we do business. We stress the need to take care of our planet. We do this in classes, case discussions, seminars, and programs that we sponsor. Our model is collegial: we are in this together and all that we do affects others. Let us therefore care for one another. Also

2

important is that we present as models companies that also excel financially over the long term. People want to deal with successful but honest and caring people and organization. Works by Bragden1; Sisodia, Wolfe & Sheth2; and Beer Norrgren3 have ample research-based stories about such firms. 1

A key resource in the Walk the Talk program is our partnership with the Dayton Rotary Club. The Club has established a committee to recruit executives and others to “walk” with our students. More than one hundred Rotarians have participated over the years. While we invite and

A crucial component of that “person centeredness” inaugurated in the MBA is the requirement that our students work out their beliefs and chart ways they intend to live them out. We hope to make that a part of the undergraduate program in the foreseeable future. In the MBA that work is done over the course of a semester in the development of personal credos and next step statements by students. The exercise gives them a feel for what such intentional personal ethical and value-based reflection, belief statements and planning can mean for them. Business as a Calling Theme Inspired by Patricia Meyers, former Dean of our School, we adopted this theme as a way to accentuate the key roles of commerce in human life. To an extent, the theme is a reaction to a prevailing societal attitude that demeans business as selfish and not interested in or involved with the general welfare. Our intention is to show that firms provide goods and services necessary for the effective and efficient functioning of a modern industrial society. Could we feed, educate, heal, clothe, entertain, house, or transport our populace without the thousands of firms engaged in producing goods and services needed for these critical functions? Seen in this light – as it is by many – business is at its heart a noble calling. The trick, as in any other human endeavor, is rising to the intended good as a means of making a living for those involved. Our goal is to enable all business school stakeholders to consider and ponder the nobility of our profession and the wonderful results produced for our neighbors through practicing with an eye to the good of people and of society as a whole. Student Programs: Walk the Talk Ethics Luncheons We began with what has evolved into our Walk the Talk business ethics discussions over lunch for undergraduate students. These luncheons feature six or seven students and one or two business people at a table discussing and wrestling with a case in business ethics. Over the years the program has grown to six or more luncheons per semester, depending on class sizes. Over 4400 students, mostly seniors, have participated to date.

1 Bragdon, Joseph H., 2006, Profit for Life: How Capitalism Excels, Society for Organizational

Learning, Cambridge, MA 2 Sisodia Rajendra S., Wolfe, David B. & Sheth, Jagdish N. 2007, Firms of Endearment: How

World Class Companies Profit from Passion and Purpose, Prentice Hall, Saddle River, NJ 3 Beer, Michael, Norrgren, Flemming et al, 2011, Higher Ambition: How Great Leaders Create

Economic and Social Value, Harvard Business Review Press, Boston, MA

3

welcome other business associates to the Walks, the Rotary continues to be the backbone of our volunteer recruitment. Students are required to write reflection papers after their Walks, which are then evaluated by their professors. Moreover, a general assessment of these papers is conducted once a year to measure impact and help plan for future development. Impact has been consistently positive, reflecting a sense or belief on the part of students that doing well and doing good go hand in hand. The young people are profoundly influenced by the discussions with active business people. Yes, they understand the theory, but through these exchanges they also get a feel for the challenges of putting theory into practice. For example, they learn to recognize competing values such as the need to balance employment with the cost of environmental requirements. They thereby experience that determining the right thing to do can be challenging. Moreover, they are exposed to stories of individuals who are not as interested in acting ethically as with making money, promotion and the like. Walk the Talk has raised the following issues and lessons:

· Students need exposure to what is being lived by successful as well as unsuccessful business people.

· Partnering with professors who assign or encourage students to attend the Walks is key. · Partnering with organizations like Rotary which buy into our goals and can provide

executives on a regular basis, is also key.

Collaborating with the First Year Student Orientation Courses: One credit hour courses required for all in the both fall and spring semesters. All first year business students attend course sessions centered on our Catholic and Marianist traditions as they pertain to commerce, particularly Catholic Social Teaching and Marianist themes centering on awareness of contemporary social trends and ways of addressing them in concert with others. We also present ancillary services and programs such as retreats sponsored by our Campus Ministry department. We partner with staff who coordinate service learning agendas to demonstrate the importance of serving neighbors in need. Finally, we analyze a case in business ethics to expose them to tools and criteria useful for such situations. The course has raised the following issues and lessons:

· It is important to initiate students into our faith traditions and ethical practices from the beginning of their stay with us. We endeavor with these programs to focus their attention on the broader, more humane purposes of their education.

· Our efforts reinforce and support those of the University for all incoming students and our collaborations that support those efforts are key to presenting a unified perspective.

Marianist Values in Business Living Learning Communities We offer the Business and Marianist Values (BMV) learning-living community (LLC) to create a forum in which high achieving first year students from the SBA and other units of the

4

University can explore the role that Marianist values play in business decision making and in ensuring that business promotes the common good of society. Our goals are:

· to develop students’ understanding of Marianist values as they relate to business decisions and culture,

· to involve students in campus and community learning opportunities that help them discover their own potential to lead with integrity, respect all people, and appreciate diversity, and

· to enhance students’ business and leadership knowledge and skills through reflection, discussion, and mentoring.

Students in the BMV LLC live together on the same wing or floor in a coeducational residence hall. The residence hall has adequate space for meetings, workshops, and in-hall advising, all of which are vital to the success of the program and to the cohesion of the group. Community activities ensure that the students in the BMV take full advantage of the many speakers and activities on campus and beyond in order to help them understand how Marianist values relate to business decisions and the culture that is created in a business through the values of its leaders. MBA Course Principled Organizations: Integrating Faith, Ethics and Work The interest shown in the successful Business as a Calling Symposium lecture series resulted in the development of an elective MBA course titled “Business as a Calling.” The course is based upon the following premises.

a. Business is one of the major sectors of our society and is integrally related to other sectors.

b. The good that business does needs to be recognized along with its obligations to stakeholders.

c. In keeping with the spirit of Catholic Social Teaching and our Marianist heritage, it is important to recognize the dignified role of work in developing the whole person.

d. As each person recognizes his/her individual gifts from God and recognizes a chosen profession as a calling, he/she can begin to define his/her role and responsibility in developing healthier organizational cultures.

Building on those accomplishments, a major advance in our efforts is the recent decision by the SBA faculty to develop a Business Ethics/Corporate Social Responsibility curriculum requirement for all MBA students. That is now in place. Undergraduate Core Business Courses One key issue with the current undergraduate curriculum involves the fact that the SBA does not currently have in place a program which inherently enables faculty to integrate our Catholic and Marianist heritage into the SBA Core Curriculum. There are few if any discussions in classrooms

5

about business as a calling, about the public service component of a firm, or about the civic engagement facet of what is expected of companies by society. In our view we cover ethics as well as other business schools, particularly those without religious affiliations. What we are addressing is how to elevate our curriculum to imbue students with a sense of calling that equips them to collaborate in creating principled organizations. To this end our Catholic and Marianist heritage has much to offer our core undergraduate business curriculum. Our primary challenge is motivating students to consider how to create principled organizations that are characteristic of a culture of ethics, that value and respect all stakeholders and that recognize the important role they play in the economy and society. In the context of these basic business disciplines is where our tradition and heritage can play an important role in laying down guiding principles that challenge conventional management thought and practice. It is just as important for students to better understand business as a calling and the role they can play as it is to obtain the tools needed to succeed as a business professional. Course work in the SBA Business Core classes taken by all business undergrads should: introduce elements of our faith traditions by exploring the sense of calling and of vocation

in every business profession, and address civic involvement opportunities specific to each of field of study represented by

the core courses so that students have a sense of how each contributes to the development of a principled organization and a culture of ethics.

Candidate courses:

ACC 207 & 208, Intro to Accounting DSC 210 & 211, Statistical Business ECO 203 & 204, Macro and Micro FIN 301, Business Finance MGT 301, Organizational Behavior MIS 301, Info Systems in Business MKT 301, Principles of Marketing OPS 301, Survey of OPS Management

This proposed course development raises certain issues. While many faculty may have an interest in developing our Catholic and Marianist tradition in the core classes, most will not have the background and experience to introduce these perspectives and relate them to the core classes they are teaching. We have initiated a program to enable faculty to address that issue. We are offering three grants to develop teaching modules to integrate Catholic and Marianist values into undergraduate business core courses. Full time faculty teaching any of these courses may apply. The research and proposal development will be done during the 2012-2013 academic year for implementation in the following year. Appendix E contains details.

6

A program to create modules for these core courses should:

· define the particular societal contributions each field of study can and is called or expected to make or enable their firm to make (specifically how can each functional specialty contribute to a principled organization and a culture of ethics?),

· study firms committed to these principles and this vision, and · recruit business people as Executive Partners in their particular fields to incorporate and

utilize their points of view and to enlist them as colleagues.

Faculty Programs: 1. Symposia

Beginning with a semester-long seminar in winter 2007 and another during the 2010-2011 academic year, we brought together faculty from the SBA and from the College of Arts and Sciences, which has led to an ongoing discussion of what it means to be a business school in a Catholic and Marianist university. Issues and lessons raised through these efforts include recognition of the challenges and values of partnering with professors from the humanities and social sciences to provide a societal context for commerce. Such collaboration enables us to emphasize that business is part and parcel of society and therefore can and should access all available resources while responsibly performing functions crucial to society and its citizens. 2. Learning Teaching Forums (LTCs)

Held two or three times per year, LTCs provide opportunities for faculty and staff from across units to share insights and research regarding the role of business in our world. Over lunch, twenty or so participants listen to a review of a paper they received prior to the session. They then discuss and debate its merits and its applications for business students and consequently develop recommendations for our programs. The intellectual enrichment of sharing academic practices and research has created much enthusiasm for seeing commerce as a higher calling. 3. Business as a Calling Annual Symposium

In fall 2004 the School of Business Administration at the University of Dayton began an annual lecture series titled “Business as a Calling Symposium.” Over the course of two days, this event permits a distinguished speaker to share with students, faculty, staff, alumni, and interested community guests the ways in which faith and sense of vocation or calling have made an impact on their professional career. Over meals, during lectures, and in discussion sessions, over 600 participants per year have come away with renewed appreciation for a sense of vocation and have been inspired by witnessing individuals who are living that ideal. By gathering people from all University sectors and the business community to consider and discuss their careers as integral parts of the struggle to make society just and fair, the SBA has realized significant success with these programs.

7

4. The Regional Business Community / Public Programs

The main premise of these programs is that there are many people who: • want to find satisfaction in their work and a sense of its connection to their faith, • want to make a difference in their workplace and in the world of commerce but know

they cannot do it alone, and • need effective support and companions to do so.

Typical Issues of Ethics / Business Responsibility to Society

· Sense of Entitlement versus Sense of Calling > Wall Street? · Acting ethically in a culture that is toxic because of tone set by top management > World

Com? · Pressure to put out less than top quality goods or services so as to control costs > BP? · Discrimination of any sort at work.

Purpose: investigate forums which would provide such support for people who desire it. Background: The use of groups to provide such faith-based support was central to the methodology of Blessed W. Joseph Chaminade, Founder of the Marianists. Marianist religious orders were outgrowths of these groups of lay people. Partners: Firms and Organizations Primary Components: 1. Faith at Work Semi-annual Breakfasts

featuring a prominent speaker on the topic of business ethics and business citizenship issues

promoted at large but particularly to our various colleague companies and organizations, asking them to purchase tables of eight for their staff. Individuals would also be welcome

conversation about the presentation encouraged at the tables

2. Center Web Site Title: Faith at Work Tag Line: To Live and Work for All with Faith

We will use the website to communicate and engage with, and provide resources to members of the regional business community in an effort to create/support a sense of civic responsibility, a commitment to the common good, and sensitivity to the general welfare.

The website would be the public face of the Center, containing the following segments: Home Page / History / Who we are / Vision and Mission / Contact Us Means of Engagement: Blogs, Chat Rooms, LinkedIn Sites, et al True Calling Forums (see below)

8

Resources: Video Testimonials Other Web Site resources:

· Documents on topics pertaining to business societal involvement · Videos as effective means to communicate concepts and values · Programs in the following areas: Academic / Faculty and Staff Oriented / Public

Initiatives / Community Service Learning / Research Programs · Board of Advisors · Director, staff, Catholic and Marianist Identity Committee

3. True Calling Forums would provide:

Online Web Program in which professionals can

· share their concerns about ethical and public citizenship issues on the job in a small group context (object would be to help individuals sustain the commitment generated at the breakfasts(;

· encourage, support and hold members accountable for decisions made as a result of discussions of their situations, and facilitate putting conclusions into actual, effective practice;

· engage in outreach to others, inviting them to the group in question; · coalesce as a group around firms or by locale or a group such as Rotary, and meet in

person if they wish. A program of spirituality available to individuals and groups. This would be a

combination of two components: o Marianist Spirituality > Virtues for Mission o Success to Significance > a methodology with which to learn the spirituality

Organizationally In terms of our ability to operate from a firm institutional base the following developments have been deemed important. Strategic Objective in 2005 SBA Plan > develop ways to more fully integrate our

Catholic and Marianist heritage into the SBA and our curriculum. Assignment of a Marianist Priest to work with business faculty and staff, dedicated to

raising awareness of our religious heritage. Inauguration of the position of Marianist-in-Residence by Dean Elizabeth Gustafson:

“I am pleased to recognize and formalize the work you do for the School of Business Administration to promote our Catholic and Marianist mission by adding the title Marianist-in-Residence to your current Lecturer in Management title. The new title is for the current academic year, 2007-2008, and is renewable on a year to year basis.

9

“It is expected that the Marianist-in-Residence will assist the Dean with administrative responsibility for programs and activities promoting, teaching, endorsing, advancing, and leveraging our Catholic and Marianist Heritage and our Business as a Calling theme. You will continue to chair the SBA Catholic and Marianist Committee and to act as liaison between that committee and other committees or groups in the SBA. “The attached Program of Activities that you prepared for the Marianist-in-Residence outlines the work you have been doing in the SBA and provides guidelines for future work. It is especially important that you continue your work in orienting new faculty to our Catholic and Marianist mission and in providing faculty development opportunities in that area for all of our SBA faculty.”

Inauguration of the Catholic and Marianist Identity Committee by Dean Matthew Shank. There had been a semi official group of faculty and staff working on issues of promoting religion and ethics in the school of business for about ten years. This inauguration made such efforts an official charge to this Committee (CMIC).

The duties and responsibilities of the CMIC include but are not limited to the following:

1. Initiate, consider and/or review changes in curriculum and co-curricular activities related to the Catholic and Marianist mission of the SBA and make recommendations to the appropriate committee.

2. Provide opportunities for faculty and staff development related to the Catholic and Marianist mission of the SBA.

3. Assist in developing and implementing events such as the annual Business as a Calling speaker.

4. Integrate Catholic Marianist activities in the SBA with other parts of the university.

CMIC Membership:

• Marianist-in-Residence. • Four members selected by their departments, one each from Accounting; Economics and

Finance; Management and Marketing; and MIS, Operations Management and Decision Sciences. All full-time faculty, including lecturers, are eligible. Elected members serve a maximum of two consecutive staggered two-year terms.

• One to three staff representatives nominated by their supervisor and appointed by the Dean.

• Ex-officio members: Dean, Associate Dean(s), Director of Program for Christian Leadership, and SBA Campus Ministry advisor.

Strong candidates for election to the CMIC have the following characteristics:

• An interest in strengthening the Catholic and Marianist mission of the SBA

10

• Willingness to participate in and foster curricular and co-curricular programming to promote the Catholic and Marianist mission of the SBA, including integration with other parts of the University

Key Success Factors over the years have been the support of our Deans and faculty plus inviting our various stakeholders throughout the region to join us in a broad collaboration dedicated to implementing, refining and expanding the Center’s mission. On December 21, 2008 the CMIC submitted a proposal to the Dean and the administrative staff of the School of Business Administration to create a Center for the Integration of Faith and Work. The next section describes the Center. III Center for the Integration of Faith and Work Founding a Center The Center for the Integration of Faith and Work (CIFW) is officially charged to promote the values of Integrity, a Sense of Calling, Catholic Social Teaching, and Marianist Themes in all areas of the business school’s programs.

The SBA Catholic and Marianist Identity Committee, having realized tremendous success with the annual Business as a Calling Symposium, the MBA Business as a Calling course, and our Walk the Talk luncheons, built on those accomplishments in creating a Business Ethics/ Corporate Social Responsibility curriculum requirement for all MBA students. Moreover, beginning with a semester-long seminar in winter 2007 which brought together faculty from the SBA and from the College of Arts and Sciences, there has been a continuous discussion of what it means to be a business school in a Catholic and Marianist university. It is now time to take the next steps to determine how the integration of faith and work can be applied more broadly to reach even more SBA students, staff and faculty members. The creation of the CIFW provides a structure to focus and refine existing initiatives, as well as increase our programs and activities in an effort to deepen the understanding among students, faculty and staff about how one’s work in the profession of business can be viewed as integrally related to one’s faith. Brief Description of the CIFW The Center for the Integration of Faith and Work is a key resource for providing SBA students with educational experiences that are consistent with our Catholic and Marianist traditions. The CIFW strives to help students develop as persons with integrity who view their work not just as a means for income and career advancement, but as a response to a calling to work for social justice and the common good. The CIFW provides the collaborative structure, resources, and guidance to help SBA students, faculty members and staff recognize the importance of considering their chosen careers as a calling or vocation. The CIFW also offers opportunities for faculty members to engage in scholarship and collegial inquiry around topics germane to the integration of faith and work, such as the application of

11

ethical models and Catholic social thought to business situations. Interdisciplinary faculty research focused on our Catholic and Marianist themes is encouraged and supported by the CIFW. The CIFW is a focal point for initiatives and programs that support a comprehensive approach not only to educating distinctive graduates but also to positioning the SBA as a resource to the University and the greater Dayton community. The CIFW draws on the resources provided by our Marianist heritage and the Catholic intellectual tradition to support the development of faith-filled business professionals who will act as servant-leaders in their chosen professions. Rationale for the Center The Catholic & Marianist Identity Committee identified the following factors that spoke to the need to establish the CIFW.

1. A growing interest in spirituality in business, particularly in the mainstream press was seen as a reflection of the universal search for deeper meaning and wholeness in our lives.

2. Many area business executives who assist the SBA with the walk-the-talk and MBA Business as a Calling course articulated the need to integrate their personal lives and values with their professional lives and values. The recognition of one’s calling or vocation is often a critical first step in finding deeper meaning and wholeness in one’s work life.

3. Our faith maintains that as business professionals we are called to use our gifts and talents to improve both our economy and our organizations. The University’s Catholic and Marianist heritage provides effective resources to actively engage our students, faculty, staff, and community in exploring this calling in ways that are both professionally constructive and personally rewarding.

4. A primary role of leadership is to create the necessary community in organizations that allow each individual the space and support to find deeper meaning and wholeness in one’s work life. Such efforts are critical to creating the kind of organizational culture that fosters the deep personal commitment, creativity, ethics, and innovation so important to a firm’s success.

5. Leadership is not value-neutral; that is, we cannot separate discussions about one’s leadership ability from discussions about personal maturity, character, and integrity. The CIFW would play an important part in our efforts to educate distinctive graduates.

6. Business is one of the major sectors of our society and is integrally related to other sectors.

7. The good that business does needs to be recognized along with obligations to its stakeholders.

8. In keeping with the spirit of Catholic social teaching and our Marianist heritage, it is important to recognize the role and dignity of work in developing the whole person.

9. As each person recognizes his/her individual gifts from God and sees a chosen profession as a calling, he/she can begin to see his/her role and responsibility in developing healthier organizational cultures.

12

Vision for the Center The Center for the Integration of Faith and Work arose out of a conviction that the faculty and staff of the School of Business Administration desire to incorporate the theme of business as a calling more fully into the culture of the SBA. Doing so requires not only curricular refinements and enhancements, but also the creation of faculty development and scholarship opportunities. The CIFW is poised to be the catalyst to support and deliver SBA programs and activities focused on the integration of faith and work, ethical applications in business, and business as a calling. The CIFW will therefore be the umbrella organization to:

• develop distinctive servant-leader SBA graduates in the University’s Catholic and Marianist tradition, graduates who will be prepared for leadership in and service to their businesses and communities, both locally and globally;

• help SBA students achieve a deeper practical wisdom that will help them make prudent decisions in their chosen professions while being active members in their faith communities, neighborhoods, and society;

• encourage faculty members to understand more deeply and communicate more fully the Catholic and Marianist traditions of the University of Dayton and the impact of these traditions on business education; and

• help interested faculty members achieve a greater degree of integration between research in their professional disciplines and their own experience of faith, as well as enhance connections between their sense of vocation and their teaching and mentoring efforts.

Roles Envisioned for the Center

• Symbolic: the CIFW shall be a sign and focus of our commitment to the ideals of our heritage. The Center symbolizes a priority in the SBA’s outlook and sense of contribution, and is a catalyst for bringing the resources of our religious heritage to bear in our work.

• Visibility: A high profile is achieved by the appointment of a director and eventually an endowed professorship together with a place in the organization chart, a standing committee reporting to dean, faculty and staff membership on the School’s administrative council, and a visible and centrally located office in the School.

• Practical: A means to coordinate our efforts and a catalyst for networking within and beyond the School, employing a collaborative style to bring resources and guidance to support faculty, staff, students, departments and centers striving to bring those values to the forefront of our work.

• Public Image and Support: Creation of a respected and valued public image leading to community support, including financial. Included in this element is a mission to which supporters will donate and eventually endow and which serves as an inducement for students to enroll and potential faculty to apply.

13

Functions of the Center

• The CIFW is a key resource for providing SBA students with an educational experience that is consistent with our Catholic and Marianist traditions.

• The Center will play a key role in helping our students recognize that their entry into the various business professions is a calling.

• The Center will provide collaborative structure, resources, and guidance to help SBA faculty and staff recognize their calling/vocation.

• The Center will offer opportunities for faculty to engage in scholarship and collegial inquiry around topics germane to the integration of faith and work including interdisciplinary research.

• The Center will be a focal point for initiatives and programs that support a comprehensive approach not only to educating distinctive SBA graduates but also to positioning the SBA as a resource to the University and the greater Dayton community.

Organization of the Center The CIFW has its own director, staff, and budget; the director reports to the Dean of the School of Business Administration. An advisory board has been established by the Center Director in consultation with and subject to the approval of the Dean. This advisory board is composed of business leaders in the region, faculty from the SBA and from other units of the University, distinguished alumni, and other members of the local community. The board’s primary purpose is to advise the Center Director by providing suggestions and recommendations regarding strategic direction, planning, and implementation of CIFW programs and activities. The board meets four times a year, at the beginning and end of the fall and spring semesters. Activities and Programs > Current and Anticipated To realize the vision, the CIFW will support, design and implement programs and initiatives such as the following.

• Developing and offering undergraduate and graduate courses, workshops, and seminars dealing with topics and issues related to the Center’s vision

• Organizing conferences and retreats for SBA students and faculty, the University, and the community, that relate to the integration of faith and work, ethics, and business as a calling

• Hosting a distinguished speakers series and other special events open to SBA, the University, and the community, that relates to the integration of faith and work, ethics, and business as a calling

• Publishing a journal related to topics in ethics, the spirituality of business, the integration of faith and work, and business as a calling

• Promoting and funding SBA faculty research on the integration of faith and work, ethical implications of business decisions, and the ways in which the Catholic intellectual tradition and Marianist educational tradition can inform and enrich business practices, policies, leadership, and character development

14

• Investigating and benchmarking best practices at other universities that relate to the integration of faith and work, business as a calling, spirituality in business, and ethics

• Engaging in outreach and other collaborative efforts with other faculty, staff, and organizations at the University of Dayton

• Engaging in outreach to Dayton-area community groups, businesses and non-profit organizations to collaborate efforts to create a fair and prosperous local economy

• Developing opportunities for managers at area non-profits such as a certificate in leadership or business skills, as well as internships for students in area non-profit organizations

• Providing a point of contact for faculty development programs, such as the inter-disciplinary seminar with faculty members from the College of Arts & Sciences

• Develop initiatives both within and beyond the SBA to provide feedback and support on how best to develop the ethics component in the SBA as part of the Common Academic Program

All of the above efforts are aimed at a common purpose: to assist SBA faculty and staff in becoming more knowledgeable, committed, and engaged in efforts to employ our Catholic and Marianist traditions to help our students recognize their individual callings and to integrate their faith with their professional lives. In this way, the CIFW contributes to the education of a new generation of servant-leaders who will be committed to lifelong learning, leading and serving. The CIFW facilitates those programs by: continuing and improving programs in place, working with departments and committees to create and support courses related to the

Center’s vision and inculcate the Center’s values in core courses where appropriate, collaborating with College of Arts and Sciences to integrate of business ethics courses

with business faculty and courses, conducting conferences and retreats for SBA faculty, staff and students, funding research on integration of faith and work, partnering with entities within the University of Dayton to bring our resources to bear on

their work, and continuing to collaborate with other universities involved in these values.

IV Lessons and Advice Theory / Guiding Ideas The sense of business as a calling coupled with a contributory and collaborative stance for firms and their executives are critical if well run profitable businesses are to be respected and valued corporate citizens. Such cooperation among sectors must be present if our cities and regions are to progress in ways that support all members. To create such a sense of commerce as a critical part of society, business students must integrate technical courses with humanities and social sciences. Such inter-disciplinary programs support the notion that relationships with major stakeholders are critical to maintaining a healthy and humane society. Educating young people to the concept of practical wisdom is aimed at applying these values and beliefs in everyday

15

business. Also, and importantly, we keep up with research in the field of corporate social responsibility and with colleagues in the field to garner their insights and consider the suitability of their programs for our students. Practice > making our programs effective Creating forums among people from various societal sectors, generations, socio economic status and professions centered on listening and discernment fosters coordinated efforts. Members of those segments each bring unique assets to the conversations. The implied invitation to share beliefs and values and to work together over the long term to build better communities results in effective effort. While differences of opinions and approaches will still surface, the various points of view also achieve a sense of unity as we speak with a common voice on particular issues. Students involved in case studies with executives and civic leaders obtain a more effective view of the whole and catch a sense of commitment in those community leaders. Moreover, our practice of studying companies that follow these ideals and succeed in their markets is a key facet in making our values credible to our students, faculty and business partners. This leads to a sense of hope and the ability to take the risks that lead to useful learning. The youth learn to give voice to their values, to speak up, be heard, listen to responses and objections and commit to activities aimed at progress. The injunction is to start where you are, and continue to learn as you journey. V Conclusion By viewing a business career as a calling — as distinct from a series of jobs — a deeper sense of purpose and social awareness is fostered and, at the same time, creates a culture of business integrity. Although ethics is very much a part of our exploration and growth, the work of the Center goes beyond ethics to look at how values, personal commitment and character are inseparable from leadership ability. We are finding tremendous interest in the notion of calling as shown by our activities to date. Key Concepts Review

We work to create ways to help us and others understand the connection between our faith, beliefs and values, and commerce. We share our conviction that there is no disconnect between our lives of faith, our religion and our profession. In fact, we assert that there is an integral nexus between them. Pondering that possibility and applying it to our lives can make life better for individuals and for all with whom we come in contact. Moreover, assuming that our perception of business is as a necessary and positive force in society, we counsel all to consider our participation in commerce as a vocation, a call to serve. We broach the prospect by sharing ideas with audiences such as students, colleagues, alumni, business people, and the public. We offer our vision as something for them to consider, something we have found useful both personally and professionally. We let them choose to pursue components of our vision or not. After all, it is our neighbors who must and will make up

16

their minds. We employ, therefore, a principle of attraction rather than theorizing or promoting a doctrine or imposing rules. An important facet of our program is creating and offering opportunities for persons associated with the University and its School of Business Administration to discuss and pursue this vision of business as a calling. Method We embarked on this path bit by bit, piece by piece. We tried many methods and tactics over the past twelve years. Some proved unworkable; others untimely; others poorly planned. We kept tinkering. But others – remember the seed that fell on good ground - took off! We kept at it. We invited others in to participate, to assist, to share their views and resources. We created a sense of momentum, hopefully inspired by the Spirit. But, please note, we found it important to persevere, to learn from disappointments and identify the next steps. We’ve been dogged about it and have created much. A critical component of our process has been to involve business people in presentations to and discussions with our faculty and our students. Colleagues in the business community also serve on our advisory boards. These professionals bring real life experience to bear on our conversations. They also bear witness to the fact that what we propose actually promotes success in business. That testimony is critical because it makes the elements of our creed believable. Students, faculty and staff gain confidence from the fact that actual, and successful, business people are practicing our proposed principles and values. Moreover, the discussions about these successes give testimony to the fact that there exist many ethical, public-minded, effective executives in today’s firms. Of significant help to students has been the means to have them personalize their learning, and to apply lessons to their lives and work. Credos in the MBA and reflection papers as part of Walk the Talk are just two of the ways we promote that process. Final advice: keep your eye on the goal of helping yourselves and all whom you contact, while seeking opportunities to use your Catholic Christian beliefs to guide all efforts in the market place, to see it and treat it as part of the Kingdom. Keep learning and discerning and building as a community. As I have asked my students over the years, is it not true that folks deal with firms if the businesses are providing nourishment, transportation, health care, housing, education, clothing, art and entertainment? Are these not noble, human and humane endeavors? Is not everyone involved in them, a part of a great endeavor? Can anything inspire us more than that? Money? Position? Influence? These are all good if used to serve others as we take care of ourselves. Let us, therefore, keep and nourish that vision of faith and call on God to support our efforts.

a

APPENDICES

Appendix A – Catholic Framework for Economic Life Character of the SBA

It is clear from our Marianist vision and mission that the University of Dayton (UD) is committed to educating the whole person. This is not only a distinct advantage for UD but also for Catholic education in general. Education of the “whole person” is about more than just designing a general education curriculum that attempts to integrate a liberal arts core curriculum with a common core business curriculum. All business schools recognize the importance of this responsibility. In the Catholic tradition, educating the whole person is also about giving students an understanding and appreciation of what it means to be part of God’s plan for creation, and about recognition that we are called to fulfill our role in the continuing work of creation. In recognizing and living out this call, we are made aware of our responsibility to live a life based upon the standards of the Gospels and a natural law tradition. We present two sets of principles to guide our work as a business school in a Catholic and Marianist university, first and foremost.

Economic Justice for All / A Catholic Framework for Economic Life A Statement of the U.S. Bishops4

According to Pope John Paul II, the Catholic tradition calls for a ”society of work, enterprise and participation” which “is not directed against the market, but demands that the market be appropriately controlled by the forces of society and by the state to assure that the basic needs of the whole society are satisfied” (Centesimus Annus 35). All of economic life should recognize the fact that we are all God’s children and members of one human family, called to exercise a clear priority for “the least among us.”

As followers of Jesus Christ and participants in a powerful economy, Catholics in the United States are called to work for greater economic justice in the face of persistent poverty, growing income gaps, and the increased discussion of economic issues in the United States and all around the world. We urge Catholics to use the following ethical framework for economic life as principles for reflection, criteria for reflection, criteria for judgment, and directions for action. These principles are drawn directly from Catholic teaching on economic life.

5

1. The economy exists for the person, not the person for the economy.

2. All economic life should be shaped by moral principles. Economic choices and institutions must be judged by how they protect or undermine the life and dignity of the human person, support the family, and serve the common good.

4 “Economic Justice for All / A Catholic Framework for Economic Life, A Statement of the US Bishops”. 5 Pope John Paul II, Centesimus Annus, 1993, United States Catholic Conference, Washington DC

b

3. A fundamental moral measure of any economy is how the poor and vulnerable are faring. 4. All people have the right to life and to secure the basic necessities of life (e.g., food,

clothing, shelter, education, health care, safe environment, economic security).

5. All people have the right to economic initiative, to productive work, to just wages and benefits, to decent working conditions, as well as to organize and join unions as well as other associations.

6. All people, to the extent they are able, have a corresponding duty to work, a responsibility to provide for the needs of their families, and an obligation to contribute to the broader society.

7. In economic life, free markets have both clear advantages and limits; government has essential responsibilities and limitations; voluntary groups have irreplaceable roles, but cannot substitute for the proper working of the market and the just policies of the state.

8. Society has a moral obligation, including governmental action where necessary, to assure opportunity, meet basic human needs, and pursue justice in economic life.

9. Workers, owners, managers, stockholders, and consumers are moral agents in economic life. By our choices, initiative, creativity, and investment, we enhance or diminish economic opportunity, community life, and social justice.

10. The global economy has moral dimensions and human consequences. Decisions on investment, trade, aid, and development should protect human life and promote human rights, especially for those most in need wherever they might live on this globe.

b

Appendix B – Themes in the Marianist Educational Tradition Community/Family Our tradition emphasizes collaborative and cooperative relationships and processes among the faculty, staff, administration, and students as well as the larger community of parents and the local civic community. This interdependence is based on a respect for individual autonomy and the reality of our individual autonomy. The collection of many talents from all of these people enriches the results and process of education. Teachers never teach alone Continual Mission The Marianist tradition emphasizes the importance of developing a structure and process that are self-perpetuating rather than only tied to the leadership or certain individuals. These structures and processes are to embody an atmosphere in the school and in each individual classroom that is itself formative in gospel values and in that sense just being in that atmosphere is like “being on a retreat.”

Reflection/Interior Life “The essential is the interior” is a key theme in the Marianist tradition. There is an emphasis on personal experience along with insight in the life of the mind and heart. Hence, the Marianist tradition encourages habits of reflection and the development of the interior life through practices both inside and outside of the classroom. Response to the Needs of the Times This Marianist educational theme is a major focal point in the meeting of faith and culture, which is the privileged challenge of the school. Guided experience along with critical appraisal of the academic and the cultural serve as focal points in this theme. In this perspective, educational service incorporates both tradition and innovation. We neither simply look to the past nor get stuck in the present but utilize both for our call to the future. Emphasis on the Person Institutions are valuable in the Marianist tradition as they emphasize respect of the individual in his or her physical, psychological, social, and spiritual contexts. All of these characteristics are interconnected in the process of personal and academic development in the school context. Institutional Change The Marianists have a tradition, based on the early work of the order in France after the revolution, of supporting continuing renovation of institutions. Teachers in schools in the Marianist tradition exemplify this approach by helping to create a sense in their students of

c

commitment to making an impact in the world of institutions that they are presently part of and in which they will live in the future. We are in a transformative tradition. Attraction The Marianist educational heritage emphasizes that people are convinced more by what is done rather than by what is said. Intellectual understanding does not necessarily change behavior. Modeling the desired attitudes and values is an expectation for faculty, staff and administration. Attitude of Mary Marianist tradition is based on the example of Mary, the mother of Christ. Her behavior exemplified flexibility, nurturance, patience, service, hospitality and collaboration. Marianist tradition represents a process as much as a product. In fact, we understand that, in a very real way, the process is a product.

“The institution seemed to open new avenues in education. Besides why go through the trouble of founding a new school if we are not to be different if we do not mean to excel? We can already boast of what has been called our family spirit, excluding both pedantry and mercantilism; it should be called our evangelical spirit because it springs naturally from the practice of a sincere and enlightened religious devotedness. A bold and timely initiative introduced several improvements later copied by other schools.”

-Jean-Baptiste Lalanne, S.M., Early Marianist Educator

d

Appendix C – Coalescing Themes

I UN Global Compact > Ten Principles Human Rights

1. Businesses should support and respect the protection of internationally proclaimed human rights; and

2. Make sure that they are not complicit in human rights abuses.

Labor

3. Businesses should uphold the freedom of association and the effective recognition of the right to collective bargaining;

4. The elimination of all forms of forced and compulsory labor; 5. The effective abolition of child labor; and 6. The elimination of discrimination in respect of employment and occupation.

Environment

7. Businesses should support a precautionary approach to environmental challenges; 8. Undertake initiatives to promote greater environmental responsibility; and 9. Encourage the development and diffusion of environmentally friendly technologies.

Anti-Corruption

10. Businesses should work against corruption in all its forms, including extortion and bribery.

II Servant Leadership > Principles for Growing into the Future The servant-leader is servant first > begins with natural feeling that wants to serve, to serve first. Test of Servant Leadership: Do those served grow as persons? Do they, while being served, become healthier, wiser, freer, more autonomous, more likely themselves to become servants? Goals of Servant Leadership Help organizations become servant institutions focusing on serving their employees, customers, and communities thus improving the quality of their lives and thereby create a more just and caring society.

e

Most important characteristic of Servant Leaders: the desire to serve exemplified by:

1. Listening and understanding, acceptance and empathy 2. Concern with the success of all stakeholders > employees, customers, business partners,

communities, and society as a whole 3. Foresight; awareness, conceptualization; persuasion, coaching, not controlling 4. Stewardship, humility; authenticity; accept people for who they are; commitment to the

growth of people, empowering others 5. Behaving ethically, forming healthy, long term relationships, and rebuilding and creating

value for the community. 6. Provide direction; stewards who work for the good of the whole; value people, develop

people, provide leadership, share leadership 7. Focus on serving followers for their own good, not just the success of the organization;

encouraging their growth and development so that over time they may reach their fullest potential; unleashing the energy and intelligence of others

f

Appendix D – Qualifications of the Director of the Center for the Integration of Faith and Work

The qualifications and recruiting process for the Director of the CIFW are ultimately at the discretion of the Dean of SBA; however, the Catholic and Marianist Identity Committee did want to provide some input in this regards. The following suggestions are offered for consideration:

• The Center Director will hold an Endowed Professor position (perhaps titled: Endowed Professorship in Faith and Work). Absent our ability to recruit an Endowed Chair, the Director will meet requirements for holding senior rank in an SBA department.

• The Director will have the appropriate academic qualifications to hold tenured faculty rank in one of our SBA departments. We believe this is extremely important to demonstrate to SBA faculty and staff that the Center is an integral part of our efforts to integrate faith and work into the SBA’s efforts to provide a distinctive educational experience for our students and is not merely some “extra-curricular” effort.

• The Center Director will have a demonstrated record of scholarly activity related to one or more areas of the following: spirituality in business, integration of faith and work, ethics, and business as a calling.

• The Director will have a demonstrated record of accomplishments in designing and implementing conferences, workshops, seminars, and speaker series for topics related to integrating faith and work, ethics, spirituality in business, and business as a calling.

• Preference will be given to a director who also has academic qualifications (such as a master’s degree or the equivalent) in philosophy or theology.

The above list of qualifications is not meant to be overly restrictive or prescriptive. It is intended only to provide some focus and clarity regarding the type of individual we believe best suited to engage in the development work that will be necessary to establish the Center that we envision. The CMIC respectfully issues this proposal and is ready to work with all interested parties to make the Center for the Integration of Faith and Work a reality.

g

Appendix E – Grants to Develop Teaching Modules to Integrate Catholic and Marianist Values into Undergraduate Business Core Courses

University of Dayton School of Business Administration Center for the Integration of Faith and Work Announces

Grants to Develop Teaching Modules to Integrate Catholic and Marianist Values into Undergraduate Business Core Courses

Purpose: The SBA Catholic and Marianist Identity Committee (CMIC) is seeking ways to more fully integrate our Catholic and Marianist values* into the SBA core curriculum. This goal is consistent with the university’s goals for undergraduate education and with the SBA’s mission. These grants will provide an opportunity for interested faculty to create teaching modules for specific core courses that can be used by any faculty member teaching the course. Eligibility: Full time faculty teaching an SBA core course in the 2012-13 or 2013-14 Academic Year.

Deliverables: The anticipated outcome from each grant funded is that the faculty member will develop at least two teaching modules that integrate the principles of Catholic Social Teaching* and our Marianist values* into a core business course. Each teaching module should:

1. Require students to reflect upon how at least one of the principles of Catholic Social Teaching* or values of our Marianist tradition* relates to the subject matter of the core course.

2. Be developed in a manner that will permit other faculty teaching that course to “take it off the shelf’” and use it.

3. Be presented to others teaching the same course and members of the CMIC in a workshop.

Grant Funding: The CMIC will provide 3 seed grants as follows: • $1500 faculty stipend • $ 500 expenses • These grants are for the 2012–13 academic year with the teaching modules expected to be

completed and available in the 2013–14 academic year

Funding Source: SBA Dean Development Funds Format and Content of Modules: The teaching modules can take many forms. Examples of possible formats include cases, simulations, role playing exercises, and teaching handouts with reflection questions to stimulate class discussion. Whatever medium is chosen for the modules, one of the expected outcomes is their “portability” so that other core faculty may use the materials in their courses. Module materials should be able to be used for a few years before they become unacceptably outdated.

h

*Appendices: The appendices include background information on the principles and values that we hope to incorporate into the SBA core courses, as well as the Application Form for the grants. • Sub Appendix A: Selected Principles of Catholic Social Teaching • Sub Appendix B: Marianist Values Incorporated in the UD Common Academic Program • Sub Appendix C: Application Form

i

Sub Appendix A – Selected Principles of Catholic Social Teaching

Dignity of Human Person: Key to Catholic Christian Teaching on Business Subsidiarity: Let those closest to the action make as many of the decisions regarding an operation as they are able. Solidarity: Foster loyalty to one another in firm, in department, in city, in any social group. The Common Good: Persons in any part of society depend on the other sectors to do their part. All persons and organizations are responsible for maintaining the Common Good. Stewardship of the Natural Environment: Persons and organizations that inhabit and use the resources of the earth are responsible to do so in ways that preserve them for future generations.

j

Sub Appendix B – Marianist Values Incorporated in the UD Common Academic Program

Mission of CAP from Senate Doc-10-04 The Common Academic Program:

Students educated in the Catholic and Marianist traditions at the University of Dayton pursue rigorous academic inquiry, in a sacramental spirit, and engage in vigorous dialogue, learning in, through, and for community. Guided by the purpose of transforming society for the ends of justice, peace, and the common good, the University’s academic program challenges students to excellence in their majors, cultivates practical wisdom in light of the particular needs of the twenty-first century, and fosters reflection upon their individual vocations.

Explanatory excerpts from Senate Doc-I-06-09 Habits of Inquiry and Reflection Sacramentality: A sacramental approach to knowledge means, too, that the whole person, mind, spirit, and body should be engaged in learning and should be the subject of study, as every dimension of human life bears value. The sacramental spirit of knowledge-seeking affirmed in a Catholic university also means that deep value is to be found in the plurality of the world’s people and cultures. A Catholic university commits itself to respect and embrace the inviolable dignity of all persons, and to welcome the exploration of a multiplicity of perspectives, beliefs and traditions regarding what is true, beautiful, and good. A Catholic university thrives on dialogue and collaboration among persons with diverse backgrounds, values, cultures, and abilities. A sacramental approach to inquiry anchors the distinctive Marianist affirmation of the values of inclusivity and equal dignity for genuine community. Community: All members of the university should come to realize that learning in, through, and for community generates high expectations for responsibility from each person in the community. The pursuit of learning in community also means that the undergraduate academic program should prepare students for intelligent and fruitful participation in various forms of community that mediate human life and activity in the local, regional, national, and global spheres. Practical wisdom: The innovative and transformative purposes of higher education in a Catholic and Marianist context mean that the search for wisdom and truth that defines any university must ultimately be rendered practical. A Catholic, Marianist university strives to cultivate wisdom in the adoption of practical ends, in practical judgment, and in reflective decision-making. These purposes are to be distinguished from mere skill in the fruitful practical application of knowledge. A Catholic, Marianist university aims to educate persons for good and whole lives, developing rigorous theoretical understanding yet also influencing sensibilities, motives, and conduct in academically appropriate and relevant ways.

k

Cultivation of practical wisdom requires that deep immersion in the world through experience, activity, and imaginative exploration be central to a university education. In particular, university education must address real human problems and needs. Reading the signs of these times: Central to Marianist education is the forging of abilities for the critical interpretation and examination of one’s times in light of the past. While higher education with a Marianist character draws upon profound and longstanding intellectual traditions, and especially Catholic intellectual tradition, it also interrogates the particular challenges of its own time and place in an open, critical, and hopeful spirit that seeks justice, peace, and the common good. The university’s academic program in the early decades of the twenty-first century must investigate the pressing ethical, social, political, technological, economic, and ecological issues of its time. Vocation: Education in the Catholic and Marianist traditions strives to support academically students’ efforts to find and explore the deep purposes that lend meaning, wonder and fulfillment to their lives. These purposes consist not merely in what students may find themselves especially fit for pursuing but in what each student is specially called to do. The academic program also prepares students for excellence in the majors or professional studies that will influence much of their working lives, as well as their communal roles and responsibilities.

l

Sub Appendix C – Application Form

Grants to Develop Teaching Modules to Integrate Catholic and Marianist Values into Undergraduate Business Core Courses Faculty Name: Academic Department: Business Core Course Taught: Academic years in which you have taught the core course and expect to teach the course in the future: Brief description/outline of proposed work and outcomes - include your ideas about the type of modules you expect to create and the form of your expected deliverables:

Department Chair Signature: Date Submitted: This application form should be emailed to Brother Victor Forlani, SM by June 18, 2012:

vforlani1@udayton.edu

We plan to evaluate them during the following week.

m

Sources

Bragdon, Joseph H., 2006, Profit for Life: How Capitalism Excels, Society for Organizational Learning, Cambridge, MA Sisodia Rajendra S., Wolfe, David B. & Sheth, Jagdish N. 2007, Firms of Endearment: How World Class Companies Profit from Passion and Purpose, Prentice Hall, Saddle River, NJ Beer, Michael, Norrgren, Flemming et al, 2011, Higher Ambition: How Great Leaders Create Economic and Social Value, Harvard Business Review Press, Boston, MA US Catholic Bishops, Economic Justice for All, 1985, United States Catholic Conference, Washington DC Pope John Paul II, Centesimus Annus, 1993, United States Catholic Conference, Washington DC Mission of CAP from Senate Doc-10-04, 2004, The Common Academic Program, University of Dayton Explanatory excerpts from Senate Doc-I-06-09, 2009, Habits of Inquiry and Reflection, University of Dayton

Grants to Develop Teaching Modules to Integrate Catholic and Marianist Values into Undergraduate Business Core Courses, University of Dayton School of Business Administration , Center for the Integration of Faith and Work, 2012