Abstract
Rooted in historical foundations and demonstrated by continued government financial support, one purpose of higher education is to contribute to the “public good,” or support and further social causes and human flourishing. This notion has received renewed attention in both the literature as well as in professional practice. Given the variety of institutional structures (e.g., public, private, religiously affiliated, nonprofit, and proprietary), the influence of institutional mission varies. Yet, aside from institutional leadership, an institution’s mission is potentially most significant in influencing public good. Faith-based higher education institutions often have missions that are inextricably interconnected with service and community engagement. With these missions, faith-based colleges and universities are distinctively positioned to address social issues, engage in service to the local and global community, and to involve students, faculty, and administrators in this shared purpose. These institutions are uniquely accountable and have the greatest potential in this outcome precisely because of their faith commitment that both informs and motivates their policy and practice. In this essay, the role of faith-based institutions of higher education in promoting public good is explored. In addition, an analysis of both opportunities to enhance public good, as well as obstacles and challenges faced are provided.
Highlights
The role of the institutional mission is to shape the work of the institution (Ferrari & Velcoff, 2006; Kreber & Mhina, 2007; Lopez, 2001; Woodrow, 2006)
While initially Protestant in origination, the landscape of faith-based higher education in the United States of America includes accredited institutions representing Catholic, Lutheran, Jewish, Mormon, and Muslim religions (Nasr, n.d; Thelin, 2004). These faith-based institutions are propagating the distinctive theological and cultural ideologies of their sponsor through the pursuit of their missions; yet, overlap in mission exists even among these diverse institutions. These colleges and universities are all affiliated with Semitic or Abrahamic religions with an emphasis on scripture (Levenson, 2012)
For all of these institutions, the purpose for their founding was to provide ministry training or a cultural and religious education for the betterment of their community. Similarities exist within their faith traditions, disagreement remains as to the exact amount of overlap or the theological implications of these similarities. These colleges and universities are all affiliated with Semitic or Abrahamic religions—religions which claim a direct lineage to Abraham and share similar beliefs about monotheism and the character and continuity of a single God, the centrality of scripture and revelation of these sacred texts, an ethical orientation associated with choice between good and evil, and an eschatological world view that includes the history and the destiny of this world and the people in it (Levenson, 2012)
Summary
The role of the institutional mission is to shape the work of the institution (Ferrari & Velcoff, 2006; Kreber & Mhina, 2007; Lopez, 2001; Woodrow, 2006). While initially Protestant in origination, the landscape of faith-based higher education in the United States of America includes accredited institutions representing Catholic, Lutheran, Jewish, Mormon, and Muslim religions (Nasr, n.d; Thelin, 2004). These faith-based institutions are propagating the distinctive theological and cultural ideologies of their sponsor through the pursuit of their missions; yet, overlap in mission exists even among these diverse institutions. These colleges and universities are all affiliated with Semitic or Abrahamic religions with an emphasis on scripture (Levenson, 2012). This diversity is reflective of the robust diversity of faith-based colleges and universities in America and, further, the plurality of denominations, faith-traditions, and religions that undergird these faith-based institutions
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