The Need for Deeper Roots: Making a Mission-Driven Case for Poverty-Related Issues in Business Education

Autor/inn/en	Naughton, Michael; de la Cruz, Rachelle
Titel	The Need for Deeper Roots: Making a Mission-Driven Case for Poverty-Related Issues in Business Education
Quelle	In: Journal of Catholic Higher Education, 35 (2016) 2, S.133-157 (25 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1948-5891
Schlagwörter	Poverty; Marketing; Business Administration Education; Catholics; Church Related Colleges; Management Development; Accounting; Finance Occupations; Institutional Mission; Social Responsibility; Teaching Methods + Suchen Sie Ihr Suchwort? Armut; Katholik; Kirchliche Hochschule; Abrechnung; Buchführung; Buchhaltung; Finanzbuchhalter; Soziale Verantwortung; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	We begin with the argument that if universities are to form and educate future business leaders with a disciplined sensitivity to those who suffer from both material and spiritual poverty, they will be most successful when they draw upon a mission that has a deeper root system than generic values or instrumental rationality. Recognizing that mission-driven perspectives need to be particular to the university, we provide a rationale of how Catholic universities, of which there are approximately 1,800 worldwide, can organically connect business- and poverty-related issues with their deepest convictions. When rooted in the specific wisdom of their tradition, Catholic universities are able to provide a multidimensional notion of the good that business does (good goods, good work, and good wealth) revealing the breadth of business's contribution through a multilayered understanding of prosperity and poverty (material/moral/spiritual). Drawing upon these insights, we connect with actual business courses in the fields of marketing (good goods), management/organizational behavior (good work), and finance/accounting (good wealth). (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01