A Delphi Study Defining Catholic Identity in American Diocesan Catholic Higher Education

 

Analysis of "A Delphi Study Defining Catholic Identity in American Diocesan Catholic Higher Education"

1. Research Title

A Delphi Study Defining Catholic Identity in American Diocesan Catholic Higher Education

2. Researcher & Institutional Affiliation

Katherine E. Grooms
Doctor of Education in Organizational Leadership
Abilene Christian University, School of Educational Leadership
September 2024

3. Research Objectives

The study addressed a critical gap in Catholic higher education by establishing a functional and measurable definition of Catholic identity specifically for diocesan-sponsored institutions. The research aimed to:

• Primary Objective: Define Catholic identity at diocesan Catholic higher education institutions through expert consensus
• Secondary Objectives:
  • Identify who ensures fidelity to Catholic identity on these campuses
  • Determine how Catholic identity is shared across campus communities
  • Create a framework that could assist other Christian higher education institutions

The research was motivated by concerns about the decline in ordained leadership and mounting pressures to compete with secular institutions, which have led to questions about whether Catholic schools are maintaining their religious identity.

4. Research Methodology

Delphi Technique Implementation

• Method: Three-round Delphi study using electronic surveys
• Participants: 9 of 10 chief mission officers from diocesan Catholic institutions (as identified by ACCU)
• Consensus Threshold: 75% participant agreement
• Survey Structure: 4-point Likert scale with open-ended response opportunities

Survey Development

• Foundation: Based on two guiding documents:
  • Ex Corde Ecclesiae (1990) - Vatican directive on Catholic higher education
  • Land O'Lakes Statement (1967) - American Catholic educators' framework
• Round 1: 25 items across four sections (distinctive characteristics, essential elements, mission responsibility, community engagement)
• Round 2: 14 items refined based on Round 1 feedback
• Round 3: 3 remaining items requiring further consensus

Data Analysis

• Descriptive statistics using mean scores and standard deviations
• Consensus interpretation ranges:
  • 3.50-4.0: Very impactful
  • 2.50-3.49: Impactful but not essential
  • 1.50-2.49: Helpful but not very impactful
  • 1.00-1.49: Not impactful

5. Findings & Recommendations

Core Definition of Catholic Identity

Catholic identity at diocesan campuses is best defined as active engagement in pastoral care and service to others in fidelity to the Catholic Church.

Key Consensus Areas

Strongest Agreement (100% consensus, mean = 4.0):

• Institutional commitment to service of others - universally recognized as fundamental

Very High Agreement (means 3.89):

• Service to the poor, underprivileged, and vulnerable
• Pastoral care for students, faculty, administration, and staff

Moderate Agreement Areas:

• Academic reflection on human knowledge in light of Catholic faith (mean 2.89)
• Fidelity to Church teachings in all platforms (mean 2.78)

Mission Responsibility Structure

Shared responsibility model with varying degrees:

• Primary: Administrative leadership, Board of Trustees, local diocesan leadership
• Secondary: Faculty and staff as critical mission delivery agents
• Tertiary: Students as engaged participants and future ambassadors

Identity Delivery Mechanisms

Most Important (mean 3.56): Word of mouth and campus traditions
Important: Websites, published materials, campus art and displays
Least Important: Advertisements (mean 3.0)

6. Key Insights and Implications

Historical Continuity

The findings align with Catholic higher education's founding purpose of forming well-rounded citizens who serve society. This continuity suggests diocesan institutions have maintained core mission elements despite leadership transitions.

Practical vs. Academic Focus

The study reveals a tension between academic integration of faith (lower consensus) and practical service applications (highest consensus). This suggests diocesan institutions excel at embodied Catholic identity through service but struggle with intellectual integration.

Community-Centered Model

Unlike institutions with specific religious charisms (Franciscan, Jesuit, etc.), diocesan schools rely heavily on local community engagement and personal relationships for identity transmission.

Leadership Transition Challenges

The varying clarity around mission officer roles and responsibilities indicates ongoing adaptation challenges as institutions transition from religious to lay leadership.

7. Actionable Recommendations

For Diocesan Institutions

Immediate Actions:

1. Clarify Mission Leadership Structure
   • Clearly identify and publicize the chief mission officer role
   • Ensure mission leadership is visible on websites and organizational charts
   • Establish clear reporting relationships and accountability measures
2. Standardize Mission Training
   • Implement mandatory mission orientation for all new hires
   • Provide ongoing professional development through ACCU resources
   • Create shared vocabulary and definitions based on guiding documents
3. Enhance Academic Integration
   • Develop strategies for integrating Catholic intellectual tradition across disciplines
   • Provide faculty development opportunities for faith-learning integration
   • Create interdisciplinary dialogue opportunities between Gospel and culture

Long-term Strategies:

4. Develop Assessment Tools
   • Use this study's definition to create mission fidelity rubrics
   • Implement regular institutional self-assessment processes
   • Track effectiveness of Catholic identity delivery mechanisms
5. Strengthen Community Partnerships
   • Formalize relationships with local diocesan leadership
   • Expand service learning and community engagement programs
   • Leverage word-of-mouth and tradition as primary identity carriers

For Broader Catholic Higher Education

6. Expand Research Applications
   • Conduct similar definitional studies for institutions with specific charisms
   • Compare diocesan findings with religious order-sponsored schools
   • Investigate differences between faculty and staff perspectives
7. Cross-Institutional Collaboration
   • Share best practices for mission delivery across diocesan institutions
   • Develop common training resources and assessment tools
   • Create support networks for mission officers

For Other Christian Higher Education

8. Methodological Replication
   • Adapt the Delphi approach for Baptist, Lutheran, Presbyterian institutions
   • Address identity definition challenges in other denominational contexts
   • Develop denomination-specific mission fidelity frameworks

8. Summary

This research addresses a critical gap in Catholic higher education by providing the first systematic definition of Catholic identity specifically for diocesan institutions. Through rigorous consensus-building among expert practitioners, the study establishes that diocesan Catholic identity centers on active pastoral care and service to others, delivered through shared community responsibility and transmitted primarily through personal relationships and traditions.

The findings reveal both strengths and challenges: while diocesan institutions excel at embodied Catholic identity through service and community engagement, they face ongoing challenges in academic integration of faith and clear articulation of mission responsibility. The study provides a foundation for developing assessment tools, training programs, and institutional improvements while offering a methodological framework applicable to other Christian higher education contexts.

The research contributes significantly to understanding how religiously affiliated institutions can maintain identity authenticity while adapting to contemporary educational pressures, providing practical guidance for institutional leaders navigating the complex balance between faith commitment and academic excellence.

9. References for this Research

Primary Source

Grooms, Katherine E. (2024). A Delphi Study Defining Catholic Identity in American Diocesan Catholic Higher Education. Doctoral Dissertation, Abilene Christian University.

Key Secondary Sources Referenced in the Study

Foundational Catholic Higher Education Documents:

• John Paul II. (1990). Ex Corde Ecclesiae. The Vatican.
• McCluskey, N. (1967). The Idea of the Catholic University (Land O'Lakes Statement). International Federation of Catholic Universities.

Catholic Higher Education Literature:

• Garrett, M. (2006). The identity of American Catholic higher education: A historical overview. Catholic Education: A Journal of Inquiry and Practice, 10(2), 229-247.
• Galligan-Stierle, M., & Casale, F. (2010). The transformational mission of a diocesan university. Journal of Catholic Higher Education, 29(1), 83-99.
• Morey, M. M., & Piderit, J. J. (2010). Catholic higher education: A culture in crisis. Oxford University Press.

Research Methodology:

• Dalkey, N. C. (1968). Predicting the future. RAND Corporation.
• Diamond, I. R., et al. (2014). Defining consensus: A systematic review recommends methodologic criteria for reporting of Delphi Studies. Journal of Clinical Epidemiology, 67(4), 401-409.

Higher Education Mission and Identity:

• Burtchaell, J. (1998). The dying of the light: The disengagement of colleges and universities from their Christian churches. W. B. Eerdmans.
• Ferrari, J. R., & Velcoff, J. (2006). Measuring staff perceptions of university identity and activities: The mission and values inventory. Christian Higher Education, 5(3), 243-261.

Note: This analysis is based on the dissertation document provided and represents the researcher's work and cited sources. For complete bibliographic information, refer to the full reference list in the original dissertation (pages 69-77).