According to the 2013 Mackinac Policy Conference, Michigan’s three largest universities (Michigan State, University of Michigan and Wayne State) are producing entrepreneurs at twice the national average. According to Michael Wayland, the report included:
Earlier this year, the Catholic University of America announced the creation of a School of Business and Economics that will be “distinctively Catholic.” The new school offers a model based on Catholic social doctrine and the natural law that is unlike theories prevalent at most leading business schools. “Business schools focus on teaching commercial skills and rules of ethics, but they neglect the importance of character,” says Andrew Abela, the school’s dean and Acton’s 2009 Novak Award Recipient. “Our distinctive idea is to bring the rich resources of the Catholic intellectual tradition and the natural law to bear upon business and economics.
I recently spoke with Dr. Abela about the new program, what makes a Catholic approach different, and what it means for business and economics to be “people-centered”:
Why is it so rare for Catholic colleges and universities to take a “distinctively Catholic” approach on subjects like business and economics?
I think there are several possible reasons for this. First, the business and economics education at many Catholic universities tends to mirror that of non-religious universities in that it focuses on knowledge, not on will. But this is not enough. We have to cultivate our students in virtue, which needs the formation of both the intellect and the will. It’s not enough for students to know the good, they have to do the good, and even to love the good. Second, as you know much of higher education suffers from political correctness, and faculty are thus reluctant to commit to any one approach to ethics. Students end up being taught several (frequently conflicting) theories of ethics, with the result that they graduate as sophisticated relativists. Finally, faculty are committed to existing business and economics theories, and it is hard to reconcile these theories, which claim to be morally neutral, with the Catholic intellectual tradition, which holds that all human action has a moral dimension.
There is no doubt that higher education is costly. Textbooks alone can run $1000 a semester for some undergraduates. Waiting tables and flipping burgers won’t cover those costs. With many parents just as strapped for cash as their children, how does one pay for a college diploma?
For some young women, the answer is to sell themselves. There are websites that offer “matching” services for “mutually beneficial relationships”; that is, a young woman signs up for a “sugar daddy”. He pays for college and she has her money problems solved. One website does offer helpful information, such as “keep your emotions in check” and “sugaring is not welfare”. All just business, plain and simple. Although young men sign up for this type of arrangement, the vast majority are young women. Read more on Paying For College By Selling Yourself…
On Tuesday, the 6th Circuit Court of Appeals said that Uwe and Hannelore Romeike along with their children were not persecuted by the German government and will not be granted asylum in the United States.
Private schools are for the privileged and those willing to pay high costs for education; everyone else attends public school or seeks alternate options: this is the accepted wisdom. In the United States, the vast majority of students at the primary and secondary level attend public school, funded by the government.
When considering education in the developing world, we may hold fast to this thinking, believing that for those in severely impoverished areas, private education is an unrealistic and scarce option, leaving the poor with public school or no education at all.
Indeed, this was the opinion held by James Tooley, a Professor of Education Policy at Newcastle University, until he experienced the landscape firsthand, traveling throughout the developing world, conducting research on educational systems in poor and prosperous areas, documenting numerous case studies, and reporting findings that prove the prevalence of low-cost private schools in poor areas.
In an Education Next article, Tooley discusses his observations and unmasks two common myths associated with education for the poor.
Myth #1: Private Education for the Poor Does Not Exist
We sometimes treat “the poor” as if they were somehow uniquely incapable of rising out of poverty without our assistance. We often assume, if we don’t provide them with everything they need, including education, that no one will. Yet if we look closely (and with a bit more humility), we see indigenous solutions everywhere. Read more on Free primary education is a fundamental good. Isn’t it?…
Elise Hilton recently surveyed the dismal employment rate among young adults in the US, writing that we have moved in twelve years from having the best rate in the developed world to being among the worst, following the path of Greece, Spain, and Portugal.
She highlights two possible solutions. The better one is from Acton’s director of research Samuel Gregg:
Gregg says we must rely on free markets rather than redistribution of wealth, economic liberty, rule of law, entrepreneurship and the ability to take risks economically – all things that have made America great in the past.
The second comes from David Leonhardt, who, among other ideas, suggests, “Long term, nothing is likely to matter more than improving educational attainment, from preschool through college.”
Notice the language he uses? Not educational quality, nor even job-training, but “educational attainment.” With no intended disrespect to Mr. Leonhardt, it is precisely this well-meaning, widespread, but ill-informed mentality that has led, in large part, to our current educational crisis. Read more on The Injustice of US Educational Attainment…
That’s way down from an earlier NACE projection of a 13 percent hiring rate for 2013 grads.
There is good reason for this bad news, however. As Koba notes, “One reason there may not be so many grads hired is that many employers don’t believe college graduates are trained properly.” He goes on: Read more on Is Higher Education a Sinking Ship?…
This past weekend, I had the privilege to attend and present a paper at the 2013 Kuyper Center for Public Theology conference at Princeton Seminary. The conference was on the subject of “Church and Academy” and focused not only on the relationship between the institutions of the Church and the university, but also on questions such as whether theology still has a place in the academy and what place that might be. The discussion raised a number of important questions that I would like to reflect on briefly here.
1. It’s truly international. Last year, we hosted 800+ people from over 70 countries.
2. You can create your own curriculum. Whether you’re interested in business, poverty alleviation and development, economics, history, social thought, urban ministry… just read the list of courses for yourself. You’ll find great stuff there.