TRACKING GLOBAL CHRISTIAN HIGHER EDUCATION Perry L. Glanzer, Baylor University Joel C. Carpenter, Calvin College Nick Lantinga, IAPCHE & Susheila Williams,

TRACKING GLOBALCHRISTIAN HIGHER EDUCATION Perry L. Glanzer, Baylor University Joel C. Carpenter, Calvin CollegeNick Lantinga, IAPCHE & Susheila Williams, Bishop Appasamy College

The Aim of this Presentation

• To present the findings from our efforts to compile the first global database of Christian higher education institutions.

• To suggest some trends in global Christian higher education based on our findings.

Initial Framework◦ Secularization and nationalization of Christian

higher education occurred at a global level (Arthur 2006).

• Latin America: University of Mexico and University of San Marcos in Peru

• Africa: Fourah Bay College and Gordon Memorial College

• Asia: E.g., China: Yanjing University in Beijing, St Johns University in Shanghai, Jinling University in Nanjing

◦ However, the secularization of higher education has proven uneven and sporadic. In addition, the factors driving secularization prove more complex than the original theories suggest (Smith 2003; Arthur 2006, Glanzer 2010).

Initial Framework Based on preliminary findings predictions of

the decline and demise of religious colleges have generally been proven false. The growth and creation of religious colleges in North America and around the world continues (Arthur 2006; Carpenter 2006; Ringenberg 2006).

Little scholarly attention has been given to the worldwide growth of Christian higher education.

A database of Christian institutions of higher education is needed to further knowledge of global Christian higher education.

Our Method: Defining “Christian”

Excluded Secularized Church-Related Institutions◦ No attempt to link the religious identity to the mission

(e.g., Wake Forest University)◦ Identification with Christianity is merely historical

(e.g., Princeton)◦ State-funded schools with church-related theology

departments (e.g., many European U’s)Used Benne’s Typology (2001) to distinguish

between church-related schools that see the “Christian vision as the organizing paradigm” and church-related schools that use “secular sources as the organizing paradigm”

Criteria for Deciding Borderline Cases

1. Institutional mission and identity descriptions

2. Marketing3. Public rhetoric from the President4. Required Bible or Theology courses (as

opposed to general religion courses)5. University sponsored Christian worship6. Distinctive moral expectations for

students7. Some effort to hire Christian staff and

faculty.

Definition of “College” or “University”

Institutions that are the equivalent of Carnegie classification baccalaureate colleges, master’s colleges and universities, and doctoral-granting universities.

Did not include special focus institutions, such as seminaries, teachers colleges or schools of engineering and technology or associate’s colleges.

They must offer majors in at least two distinct areas of study beyond those related to church vocations (e.g., theology, Biblical studies, church music, and Christian/Church education).

Definition of “College” or “University”

Did not include colleges within universities that only refer to disciplinary units (e.g., college of arts and sciences) or residential colleges

We did include colleges that exist in affiliation with larger universities and come under that university’s jurisdiction (e.g., certain institutions in the UK and India).

METHODGathered basic data using various web sites.

◦ 1) year began, 2) denominational affiliation, 3) mission statement; 4) enrollment, 5) courses of study and degree programs, 6) language of instruction, 7) financial sources (e.g., private, government, etc.), and 8) Christian college organizational partnerships

Administered an e-mail survey that confirmed the data’s accuracy and asked two broader questions:◦ Please describe how the Christian identity of your

university influences its perspectives and practices.

◦ In what ways do you expect the faculty and students of your institution to participate in its Christian mission?

ResultsFor Full list of results and details about the institutions see: www.iapche.org and click “research”

FINDINGS

• Over 1079 Christian higher education institutions.

• 538 Catholic institutions

• 526 Protestant institutions

• 13 Eastern Orthodox institutions

• 2 Syrian Church institutions

Institutions by Region

Region Number of Institutions

Africa 66Asia 254Europe 61Latin America 135Middle East 9North America 483Oceania 71

Growth Rate (1900-2009):North America

1880 1900 1920 1940 1960 1980 2000 20200

2

4

6

8

10

12

NA: All Data

Series1Linear (Series1)

Oceania (includes Indonesia and Philippines)

1880 1900 1920 1940 1960 1980 2000 20200

0.5

1

1.5

2

2.5

3

3.5

Oceania: all dates and numbers

Series1Linear (Series1)

Growth Rate (1900-2009): Asia

1880 1900 1920 1940 1960 1980 2000 20200

2

4

6

8

10

12

14

16

18

20

Asia: All Data

Series1Linear (Series1)

Growth Rate (1900-2009):Europe

1880 1900 1920 1940 1960 1980 2000 20200

1

2

3

4

5

6

7

Europe: all data

Series1Linear (Series1)

Growth Rate (1900-2009):Latin America

1880 1900 1920 1940 1960 1980 2000 20200

1

2

3

4

5

6

LA: all data

Series1Linear (Series1)

Africa (1900-2009):Growth Rate

1880 1900 1920 1940 1960 1980 2000 20200

1

2

3

4

5

6

7

8

9

Africa: All data

Series1Linear (Series1)

Founding Dates of Institutions:By Decade: 1900 to 2009

1900

-09

1910

-19

1920

-29

1930

-39

1940

-49

1950

-59

1960

-69

1970

-79

1980

-89

1990

-99

2000

-09

0

10

20

30

40

50

60

AfricaAsiaEuropeLatin AmericaOceania

This Century:Africa Leads the Way

2000-2009 Growth

Africa (23)

Asia (5)

Europe (3)

Latin America (4)

North America (6)

Oceania (2)

Secularization and Nationalization

Thirteen Catholic institutions started before 1700 still maintain their Catholic identity in some form.

All Christian institutions that originated between 1700 and 1850 in Europe and Latin America have secularized.

Hypothesis: This trend is largely due to the secularization of nation-states and national institutions of higher education that were previously religious

The secularization exception: Some Asian institutions have retained a Christian identity over time.

Uneven Developments

1950-1969—A time of secularization for old U.S. and European institutions (e.g., Marsden 1994; Burtchaell 1998)

Yet, it was still a period of remarkable creativity in other regions◦ Asia: 112 new institutions◦ Latin America: 43 new institutions◦ North America: 51 new institutions

1989-2009: The post-communist era◦ 86 new institutions created◦ 50 in Africa◦ 15 in Eastern Europe

The Resilience of Catholic Institutions

Catholic institutions are better able to sustain their religious identity over time (all 13 pre 1700 institutions are Catholic)

Likely due to:◦centralized ecclesiastical authority◦ability to act over and above political

authorities◦Creative role of religious orders

The Dearth of Eastern Orthodox Institutions

Eastern Orthodox churches are less involved in higher education: Likely due to:

•History of separate institutions•History of subservience to the state•History of hostile rulers (e.g., Muslims, Communists)•Views of science and the integration of faith and learning•No religious orders •See also Glanzer and Petrenko 2007

The Growth of Sectarian Protestant Institutions

Denominations with the largest number of Protestant institutions outside the U.S. and Canada have never been state-sponsored churches and tend to be more sectarian.

Seventh-Day Adventists (42)Evangelicals (37)Methodist/Wesleyan (22)

The State and Protestant Higher Ed

Hypothesis: State sponsorship inhibited the ability of Protestant churches to sustain the identity of their higher education institutions.

E.g., There are more Lutheran and Presbyterian institutions in Latin America than in Europe.

E.g., There are also more Anglican colleges engaged in overtly Christian higher education in Africa than in England.

Funding: State or Independent?

Many new Christian colleges in Africa, Asia and Europe are independently funded

E.g., Almost all African institutions are independently funded

E.g., Asia: 28 institutions in Japan; 16 in Indonesia;

E.g., Oceania: 43 in PhilippinesSome exceptions: India and South

Korea—mixed sources of funding

Funding: State or Independent?

Even European religious schools are largely privately funded: ◦31 independently funded◦17 mixed sources of funding◦5 state funded

Overall, independent funding appears to be closely linked with maintaining the religious identity of Christian colleges and universities (e.g., Catholic University of Lublin).

Old and New TrendsOld trend that still

continues:◦ Colleges began as

missionary endeavors or Bible schools

◦ They later expanded their programs

New trend:◦ Colleges began as

professional or technical schools

◦ Expand their offerings Fewer Christian

institutions operate as traditional universities

Possible Areas for Future Research

Expand database to include all religious colleges worldwide

Study rate of secularization compared to rate of creation of new religious colleges

Explore country, region or time-specific factors that lead to secularization or growth

Is there a global surge in religious higher education? (e.g., the growth of Muslim institutions in Africa and Russia)