Responses of AJCU-EAO Members to Questions of Fr. Thomas Roach, S.J.

Fr. Thomas Roach, S.J., Secretary for Education for the Society of Jesus, has announced a three-day World Meeting for University Rectors/Presidents for within two years after the election of the new Superior General with the theme: Jesuit Higher Education in the Next Decade:  Vision, Practice, Planning.  The date and venue are yet to be announced. 

As a head start for the world meeting preparations, all AJCU-EAO principals were asked two questions for their respective schools/universities.  The following are the collated answers from the nine universities (Ateneo de Davao, Ateneo de Manila, Ateneo de Naga, Ateneo de Zamboanga, Elisabeth School of Music, Sanata Dharma, Sogang, Sophia and Xavier) who sent in their replies.

COLLATED ANSWERS TO QUESTIONS
POSED BY FR. THOMAS ROACH, S.J.

A. What are the five main challenge/priorities facing our Jesuit universities in the next decade?

From ADDU:

1. Jesuit presence and character:  Each of the five universities has very few Jesuits.  By statutes each university has a Jesuit president.  Except for two or three teaching scholastics in regency, there are very few Jesuits in the classroom:  considering the many schools and the many demands from various Province works, it is doubtful that there ever again (?) be many Jesuits in the classroom.
   
   Jesuit presence is mainly in chaplaincy services, and at present and for the near future, with older (seventy or over in age) Jesuits.
   
   The different schools have had their various programs for informing faculty and staff about Jesuit history, methodology and spirituality.  It is not so easy to access the “success” or effectiveness of these programs.
   
   How is the Jesuit character of a university maintained with very few Jesuits?  (Admittedly there are many competent and dedicated lay personnel in the schools.)

2.  Finances:  The Jesuit universities in the Philippines, as with all other private schools, are almost completely tuition driven and supported, certainly for regular operations.  There is no assistance from the government for operations.  There has been minimal government support for some programs (approved Center of Excellence or Development) and for faculty development and student scholarship.  Support from alumni and corporate donors have not been significant, except for Ateneo de Manila University, and then this alumni support is for buildings and special projects but not for regular operations.
   
   The universities are then in an endless cycle of continuing tuition increases to provide for inflation and salary increases.
   
   One of the universities, Ateneo de Davao University, has had a many serious labor-related problems from its labor union of Grade School faculty and University non teaching personnel.  In the future, there may also be separate labor unions for the College and High School faculty, with all the attendant problems and difficultie

3. Faculty-related concerns:  A number of faculty-related concerns are very important.  Even at Ateneo de Manila University and more so in the four other universities, faculty salaries are low compared to business, industry and financial world.  Faculty teaching work-load (except for Ateneo de Manila University) is very heavy and in most cases effectively discourages and makes faculty research activities minimal.  Except for Ateneo de Manila University, holders of doctorate degrees have degrees in education and not in specialized fields or disciplines.  There are very limited opportunities for doctorate studies in specialized fields or disciplines outside the better Metro Manila schools.

4. Diminishing Student Enrollment.  Except for Nursing because of the opportunities for Filipino nurses to migrate or work in first world countries, student enrollment has been decreasing (Situation may not be true for Ateneo de Manila University).  Cost of education seems to be the main reason; the trend will most probably continue.  This decrease in student enrollment has been much more pronounced in graduate programs and post-baccalaureate professional degree programs (medicine and law).
   
5. Difficulties of Getting/Keeping Administrators.  Except for the Jesuit president, there are very few Jesuits available for administrative posts.  It is also difficult to find suitable (and willing) faculty for positions of deans, assistant deans, chairs of department or programs.  These administrative post are difficult and most faculty have not had any training for administration which includes not only academic administration but also finances and personnel management

From ADMU:

Internal Challenges

1. Leadership at top and middle levels
   
   There is a need for longer-term planning, for what is called succession planning and longer-term preparation for leaders.
   
   
2. Resource generation
   
   Running universities today requires more and more resources.  Skills and planning for resource generation is badly needed.
   
   
3. Jesuit universities in a given country should plan on agreeing on specific niches for each one.  This would help in terms of resource generation so that they can cooperate rather than compete in terms of resource generation.

External Challenges

1. Universities today including Jesuit universities are under great pressure to undertake benchmarking, quality assurance, etc., either because of national or international rankings or because of policies from government regulatory agencies or accreditation bodies.  Jesuit universities should work to learn from each other on how best to handle these external pressures.
   
2. Jesuit universities in developing countries have the additional challenge that they should give priority to serving the poor and to help in national development.  These are not, at the moment, a priority concern for national or international accreditation bodies.  There is a need to push these higher in the priority concerns of national and international bodies.

From ADNU:

--What is Jesuit Higher Education About? The "Jesuit Character" of the School in traditional Christian milieus becoming increasingly secular (as in the Philippines), but especially in non-Catholic, non- Christian situations (as in Korea, Japan, Taiwan, China, Indonesia).  How is the Jesuit mission (faith, justice, cultural sensitivity, inter-religious dialogue) appropriated by the school? This involves articulation, operationalization, preservation, and development of the "Jesuit brand" of education in an increasingly competitive and diverse global environment that demands global standards of education.

-- How can we better work together? Collaboration among schools towards better realization of a shared Jesuit higher-educational mission.  Where Jesuit schools are normally autonomous and self- governed, how do they or ought they collaborate with each other?  To what extent does the shared higher-educational mission compel the collaboration, and can the collaboration be guaranteed through Jesuit governance? 

--How are we prepared for this ministry?  Jesuit and lay formation for work in the universities. How can Jesuits be identified [early enough] for careers in universities so that they can be appropriately prepared to be competent academicians and/or educational (even administrative) leaders?  How can lay persons, who carry increasing responsibility in our schools for the implementation of their Jesuit missions, be better educated and formed?  This must include not only academic formation but formation in Ignatian spirituality.

--How do we get the necessary resources?  How do we marshal sufficient resources for University instruction, research and outreach and, when necessary, the education and formation for faculty and staff that these require?  

--The best way Policy environment.  How can we bring about a healthy public policy environment that supports or enhances quality higher education in general, but particularly our work in higher education?

From ADZU:

To decide if we become research universities or teaching universities with research as an important component - Do we aim at formation of persons or just at high levels of academic and scientific research?

Can our Jesuit universities source funds for wider scholarships for the poor and also for those intellectually gifted?

Formation of students is a key element in Jesuit universities.  How can this best be realized in countries that have very few Christian Catholics or in countries which have large number of Catholics.  Have we been able to use basic religious or cultural values of non-Christian religions in schools such as Buddhism, Hinduism, Shinto and Confucianism in our universities?  Can we find out if our formation programs have made a difference?

From Sanata Dharma:

1. Our Jesuit Higher Education mission is a corporate mission carried out in the spirit of being united in one apostolic and universal body of the Society of Jesus. How are we expected to build such a mission facing the challenges of individualism, parochialism, unhealthy competition, widening gap between rich countries and poor countries, etc.
   
   
2. How far has our Jesuit-lay collaboration been improved and strengthened in our Higher Education institutions since General Congregation 34?
   
   
3. What kind of problem and difficulty did we meet in developing Jesuit-lay collaboration in our individual institution that we should reflect on and try to find out its solutions?
   
   
4. How do we keep our Jesuit identity without being coopted ideologically by many powerful multinational corporations or other influential institutions in the global market offering collaboration in research, human resource development, special studies, etc?
   
   
5. Do we as one apostolic and universal body have a kind of long-term strategic planning for areas of study or research at Higher Education considered very strategic in terms of the Jesuit way of choosing apostolate such as Ethics, Biotechnology, Environmental Studies, International Collaboration, etc?

From Sogang:

1. Campus Ministry

In a non-catholic country like Korea, a university is a fertile ground for evangelism. We should find ways to effectively teach the gospel values to the catholic students and involve non-catholic students into the activities of campus ministry.

2.  Differentiating Jesuit Education

The curriculum and delivery of educational contents of Jesuit universities should be different from non-catholic or other catholic universities. There should be some kind of standards among Jesuit Universities so that being a graduate of a Jesuit University would mean something in terms of the education received, not just in terms of some abstract ‘Jesuit way of education’.

3. Securing Financial Means

Securing financial means to pursue many educational goals is a common challenge to all universities. But as a religious order, there is a limitation on what the Society of Jesus can do in terms of financial assistance to Jesuit Universities. Finding alternative ways to fund Jesuit education is a major challenge.

4.  Leadership

Sogang University is experimenting with a lay leadership as are a few Jesuit universities worldwide. In a lay leadership, it is important to establish the roles of the Society and that of the president in a clear and cooperative way so that there is a maximum synergy. If a Jesuit leadership is needed, training young Jesuits so that they have necessary academic and leadership qualities will be necessary.

5. Collaboration among Jesuit HEI’s

In this world of internationalization, finding the best way to leverage the network of Jesuit Universities so that they have an competitive edge over non-catholic or non-Jesuit universities is urgently needed.

From Sophia:

1. Rediscovering and deepening the university's identity. Research and teaching the roots and history of the university's mission.

2. Keeping a good balance between education and research.

3. Formation of teachers and Jesuit teachers.

4. Collaborations and making stronger network among the Jesuit universities and Catholic universities.

5. Supporting by some way the Japanese Catholic high schools who are loosing power.

From E.U.M.:

NB: All of these "challenges/priorities" have been drawn from the thoughts voiced by Fr. General Kolvenbach during his meeting with university administrators at Sophia University, Tokyo,  26 August 2005 and with the directors of Jesuit works and the superiors of Jesuit communities at Kamishakujii, Tokyo, the following day. We think that he has pinpointed the essential issues.

1) Forming persons whose fundamental commitment is to be "with others" and "for others" in order to contribute to the future of countries and families

2) Developing the "Catholic" and "Jesuit" identity of our universities as "places of academic excellence"

3) Integrating "value formation" into every dimension of university education

4) Developing appropriate forms of "personal care" (cura personalis) in response to the educational problems and limitations that students receive from their socio-cultural context 

5) Working out a practical balance between academic and professional "specialization" and the "holistic approach" affirmed by Jesuit tradition

From Xavier

a) Jesuit mission and identity in the face of multi-culturalism, dwindling Jesuit presence, and growing secularism.

b) University impact on large-scale, rapid social change (the role of research and the intellectual apostolate)

c) Imparting Jesuit tradition and spirituality to lay partners (the role of campus ministry, faculty formation, etc)

d) Institutional survival vis a vis global and domestic market forces

e) China

B. What are the current practices of collaboration among ourselves across apostolic lines?

From ADDU:

The educational apostolate is the largest work of the Philippine Province and takes up a good portion of Jesuits in the active ministry.

1. The educational apostolate institutions work closely with and in support of many endeavors and projects of the social apostolate.  Especially at Ateneo de Manila University and Xavier University, a number of social apostolate units are based at the university campus.  Social involvement units of the universities participate in the various programs initiated towards social awareness and consciousness.

2. The schools are greatly helped by the Ignatian spirituality centers in the formation of campus ministry personnel, especially for student retreats and recollections and for some faculty formation and spirituality support programs and activities.

3. Ateneo de Manila University and Xavier University are located near Jesuit parishes:  the Jesuit parishes have been convenient centers for various community service activities of students.  However, both these Jesuit parishes will soon be given up by the Society.

4. There is cooperation and collaboration among the schools including three basic education schools formerly administered by China Province in the Philippines.  The school heads meet to discuss common concerns and problems.  There is functioning Province Commission for Basic Education.  The Jesuit schools have meetings involving school treasurers and the school heads for common financial concerns.  There is a system in place for common investments through Ateneo de Manila University.  A common project among the four “province” universities was a joint study on the Catholic identity of our schools.  With the support of the Province, there have been weekend workshops on various aspects of the educational apostolate for “younger” Jesuits.  There is inter-locking membership among the various governing boards of the schools, which greatly helps in sharing good practices and having cooperative efforts.

5. The three Mindanao Jesuits schools are currently pursuing more opportunities for cooperation and collaboration.  With the support and presence of the Provincial, key officials, including the Board chairs, met to discuss common Mindanao concerns and a possible Mindanao agenda.  Cooperation in academic programs (now a review of the theology/religious studies core offerings) and key Mindanao concerns (mining industry, peace concerns) is being pursued.

From ADMU:

These are rather minimal at the present.  The AJCU-EAO presidents meet once a year and discuss possible shared projects.  The presidents and directors of Jesuit school in the Philippines meet twice a year.  Also, the treasurers meet regularly and there is a shared investment structure.  The basic education units meet twice a year.  Periodically, other groups such as in the philosophy or theology also meet.

From ADNU:

For the five Ateneos in the Philippines, the Presidents belong to one another's boards.  The interlocking boards promote awareness of what is going on in other universities and thereby supports collaboration. 

The collaboration is however at the discretion of the cooperating Presidents. It has shown itself in areas of Ignatian formation, leadership formation for schools, faculty academic development, sharing of administrators, financial aid, especially in emergencies, etc. 

In the Association of Jesuit Colleges and Universities in East Asia and Oceania (pls cf.: www.ajcu-eao.net) we tackled the idea of collaboration in the apostolic field of higher education.  While we all acknowledged the long-rage desirability of the goal of greater collaboration, we also acknowledged that because of the diversity of cultures, institutional structures and educational systems in the AJCU- EAO, we are not ready yet for shared projects.  The practical decision, therefore, was made that for now each of the member institutions would try to work out an area of collaboration with one or two other institutions.  This bi or tri part arrangements would lead the way to common collaboration in the future.  AdNU, for instance, would like to work out closer collaboration with St. Michaels Technical Academy in Indonesia.  The AJCU-EAO shares information and fosters communication through its annual meeting and through its webpage www.ajcu-eao.net .  It has also resolved to work out a leadership training module for young Jesuit involved in or potentially involved in education. 

From ADZU:

At the present time there seems to be no coordinated collaborative effort across the East Asian Jesuit universities.  There are a number of individual initiatives but nothing that is an open or specific offer to all.  One difficulty maybe the cost of living in the various countries that makes exchange programs something only for those financially well off. 

It is hoped that schools could layout carefully the areas where they feel they can best help others or cooperate with others. Also, all schools should list the areas where they would most appreciate help and cooperative efforts.  Simple examples here would be areas of social sciences, literature, history and information technology where much could be shared across the nations.

From Sanata Dharma:

Collaborations among ourselves have been done more in personal bases rather than in institutional bases such. Most of them took the forms of studying together through organizing seminars or workshops on specific topics, writing articles to be published as a new book, etc. Targets of the collaborations tend to be short, specific and based on interest. As far as I know, there has been no a kind of long-term strategic project of collaboration among our Jesuit Higher Education institutions at province level as well as at assistancy level which might need long-term investment. The reasons might be related to factors such as: short visions, different social and cultural contexts, lack of required Jesuit personnels, high mobility at the leadership level, etc.

From Sogang:

The collaboration at the top level (provincials, presidents) is active, but practical collaboration such as student and faculty exchanges is very limited. Sometimes we find it easier to establish a partnership relation with a secular university than with a Jesuit university. Especially, the better known Jesuit universities in the United States are not very forthcoming in collaboration with Asian Jesuit universities. Their demand for balanced exchange is more strict that that of non-Jesuit universities.

From Sophia:

(1)Sophia has contracts of student exchange with 118 universities in the world.  Among them 25 are Jesuit universities.  One or two students of each university are exchanging every year. Sophia is planning to promote the exchange of researchers with these universities.

(2)A couple of teachers belong to the Institute of Social Justice in Sophia and are teaching Social Justice, Economics from the viewpoint of the poor, Social Teachings of the Catholic Church, etc.  Catholic Center (Chaplaincy) and Student Center have contacts with Jesuit social activities. Especially the two have started a collaborative system for promoting volunteer activities of the students.

From E.U.M.:

I am sorry to say that I do not understand the question. To whom does "ourselves" refer and what are “apostolic lines"? If "ourselves" means Jesuit universities throughout the world, I am not able to answer.

If "ourselves" means AJCU-EAO universities, I have to ask Fr. Tabora to answer for us. (By: Lawrence M. McGarrell, SJ,Chancellor, EUM)

From Xavier:

a) Inter-province:  informal linkages and student/faculty exchange programs

b) On intra-province collaboration, close working relationship between university-based extension programs and Province social apostolate