Indiana University-Purdue University Indianapolis (IUPUI)This research provided understanding of the concept civic-minded professional.  A civic-minded professional is one who is(a)skillfully trained through formal education, with (b) the ethical disposition as a social trustee of knowledge, and (c) the capacity to work with others in a democratic way, (d) to achieve public goods.  Forty-four items were developed for the Civic-Minded Professional scale based on a multi-disciplinary literature review.  The scale was part of an online survey distributed to a national sample of faculty in higher education (n=373)to evaluate the reliability (alpha = .95) and validity of the scale.  Exploratory factor analysis reduced the scale to thirty-two item and five factors (i.e., voluntary action, citizenship, social trustee, identity and calling, consensus building)

Hatcher, Julie A.

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    THE PUBLIC ROLE OF PROFESSIONALS:  DEVELOPING AND EVALUATING THE   CIVIC-MINDED PROFESSIONAL SCALE       Julie Adele Hatcher              Submitted to the faculty of the University Graduate School in partial fulfillment of the requirements for the degree Doctor of Philosophy in the Department of Philanthropic Studies  Indiana University  August 2008   iiAccepted by the Faculty of Indiana University, in partial fulfillment of the requirements for the degree of Doctor of Philosophy.             _________________________________                                                               Robert G. Bringle, Ph.D., Chair    _________________________________                                                       Dwight Burlingame, Ph.D.    _________________________________        Nancy Chism, Ph.D.                                                     _________________________________                                                James L. Perry, Ph.D.    Doctoral Committee   June 25, 2008  iii    DEDICATION       To my extended family and my friends  who have helped me  to live a well-balanced life.    To my adult children, Jesse, Caleb, and Abbey  who bring me deep joy.   and   To my loving husband, Buck  who constantly supports me  in who I am and who I am becoming.     ivACKNOWLEDGEMENTS    I thank those who have led the way to create the Philanthropic Studies program at Indiana University. Special thanks to Gerald Bepko, Dwight Burlingame, Fran Huehls, Robert Payton, William Plater, and Gene Tempel for their leadership. Those who deserve special recognition include Paul Nagy, who enriched my understanding of John Dewey’s work, Rich Steinberg, who truly values the multi-disciplinary lens, and Richard Turner who turned my heart towards the liberal arts. Additionally, I acknowledge the Lilly Foundation for supporting the creation of this program and my tuition as a member of the first cohort of Ph.D. students. I truly appreciate Bob Bringle, a faithful and trustworthy colleague, who has successfully navigated a number of different roles in this process. As Director of the Center for Service and Learning, he has willingly made accommodations throughout the past four years to help ensure the completion of my coursework and research. As a member of my Curriculum Committee and the Research Committee Chair, he has done an excellent job of giving me immediate and helpful feedback on all steps of the task. As a colleague and mentor, he has demonstrated both commitment and dedication to scholarly work. Many thanks for his constant support! I also value the other members of my Curriculum and Research Committee for their advice and support along the way:  Dwight Burlingame, Nancy Chism, Leslie Lenkowsky, and James Perry. They have been on my side and their questions and recommendations have improved the product.   vThe entire staff of the Center for Service and Learning has been supportive in terms of my schedule, my weariness at times, and most of all, my aspirations. Particular thanks goes to Kathryn Steinberg, who has been an ally for the past two years, coaching me on SPSS, asking about my progress, and editing my final draft with interest.  There are a number of colleagues in the field who have been very supportive. A special thanks goes to John Saltmarsh, Director, New England Research Center for Higher Education, and to Julie Plaut, national Campus Compact for supporting the goals of this research and providing names of faculty nominees for the sample. My friends and family have created a network of ongoing support; they would love me just the same whether this task was ever fully completed or not. My goal was to continue living a balanced life while in pursuit of a doctorate. Thanks to many, I have remained well-grounded. Coffee, tennis, weekend trips, and overnights with Olivia, Sam and Owen helped to remind me and re-remind me of how to keep life in balance.  My children have matured into young adults in the meantime. Thanks to Abbey for understanding the task of research and cheering me on in the tough times. Thanks to Caleb for keeping me light hearted and being genuinely proud of what I have chosen to do. And, thanks to Jesse for helping me find email addresses and toasting me as upholding the traditions of Aristotle. What a compliment!   I fully appreciate the love that my husband, Buck, has demonstrated throughout this journey. He has truly been patient and kind. He has willingly put up with the crazies and celebrated my progress every step of the way. I look forward to creating many more good memories with him. Hooray, this is behind us!  viPREFACE  Since college, one of the scripture verses that has framed my perspective is from Ephesians, chapter 2, verse 10. In a passage from his letter to the Ephesians, written during imprisonment in Rome, Paul described the bountiful grace of God. He described God as one “who is rich in mercy, because of His great love with which He loved us” (vs. 4) and one who shows “the surpassing riches of His grace in kindness towards us” (vs. 7). Paul went on to state the following: For we are His workmanship, created in Christ Jesus for good works, which God prepared beforehand, that we should walk in them.  (New American Standard Bible, Ephesians 2:10, 1973, p. 296)   This truth has guided my thinking and my walking for a number of years. It is after all, the walking into the good works that is the challenge in this life. There are plenty of good works to be part of, but having the courage, faith, and fortitude to embark upon the good, and then be dedicated to the good, is a human expression of the divine that intrigues me.  I know my own limitations and I am quite aware when the caution bell rings that says hold back, or not now, or no I can not do that. But I have also become aware of my abilities to stay dedicated to a task, to be devoted to a call, to climb mountains, and to finish this research in a timely way. My goal was to complete my Ph.D. during this particular season of my life, and I have done just that. For that, I am grateful. I also know that good works do not ultimately last. Solomon, in the wisdom of his old age, clearly described this reality in Ecclesiastes. Work is like sand. The Tibetan monks know this very well. Yet the care given to work, even though it is sand, is a deep  viigoodness for humankind. To do my work as if it matters, and to do it knowing that in the eternal sense it matters not, has been my goal. Maintaining this balance has been a dance. I began this journey a long time ago. A former professor asked me, “If you could picture yourself successful, what would you want to be successful at doing?” For me, the answer was immediate. I would want to be a great college professor. What is great?  To me a great college professor challenges students to think, to ask questions, to humbly seek the truth knowing that it is in not-knowing that wisdom abides.  My hope is that I have become a better educator as a result of completing this work. I am also holding out hope that the discoveries in neuroscience may hold true. If using one’s brain is one strategy to delay the aging process, I have surely become younger as a result of completing this research. I will always enjoy the fountain of youth.   viii ABSTRACT  Julie Adele Hatcher     THE PUBLIC ROLE OF PROFESSIONALS:  DEVELOPING AND EVALUATING THE  CIVIC-MINDED PROFESSIONAL SCALE     This research provided understanding of the concept civic-minded professional. A civic-minded professional is one who is (a) skillfully trained through formal education, (b) with the ethical disposition as a social trustee of knowledge, and (c) the capacity to work with others in a democratic way, (d) to achieve public goods. Forty-four items were developed for the Civic-Minded Professional (CMP) scale based on a multi-disciplinary literature review (e.g., philosophy, political science, philanthropic studies). The CMP scale was part of an online survey distributed to a national sample of faculty in higher education (n=373) to evaluate the reliability (alpha=.95) and validity of the scale.  Exploratory factor analysis (EFA) reduced the CMP scale to thirty-two items. EFA of the CMP-32 scale, together with prior conceptual analysis of the construct, provided a basis for identifying five factors. Four hypotheses were tested to evaluate the validity of the CMP-32 scale. In comparing faculty, Nominees for national awards (i.e., Thomas Ehrlich Faculty Award for Service-Learning, Ernest A. Lynton Award for the Scholarship of Engagement) scored higher on the three of the five CMP-32 factors (i.e., Voluntary Action, Citizenship, Social Trustee) than Non-Nominees. There was no  ixsignificant difference between the two groups on two of the five factors (i.e., Identity and Calling, Consensus Building). Faculty who taught service learning classes scored higher on the CMP-32 scale than faculty who did not use this type of teaching strategy. Additionally, faculty who engaged in collaborative research projects in the community scored higher on the CMP-32 scale than faculty who did not use this type of research.   Empirical tests for convergent validity correlated scores from the CMP-32 with the (a) Civic Engagement Index (Indiana University-Purdue University Indianapolis, 2005), (b) items from the New England Research Center for Higher Education, and (c) Public Interest Subscale (Perry, 1996). Correlation was significant, p < .01, for each of the five factors of CMP with these measures. The importance of this research lies in the future use of the CMP-32 scale in empirical research on the civic-dimensions of professionals by measuring civic-mindedness as either an independent or dependent variable.                                                                                                           Robert G. Bringle, Chair            xTABLE OF CONTENTS                                                    CHAPTER 1:  INTRODUCTION ...................................................................................... 1  Statement of Problem .......................................................................................................... 4  Statement of Significance ................................................................................................... 5  Research Questions ............................................................................................................. 7  Overview of Methodology .................................................................................................. 8  Overview of Research Design ............................................................................................ 9   CHAPTER 2:  LITERATURE REVIEW ......................................................................... 11  Background on Philanthropic Studies ............................................................................... 11  Definition of Philanthropy ........................................................................................ 13  Background on the Term "Professional" .......................................................................... 15  Criteria to Describe Professionals ............................................................................. 17  Definition of "Profession" and "Professional" .......................................................... 20  Definition of "Civic-Minded Professional" .............................................................. 20  Philosophy......................................................................................................................... 21  Calling and the Public Good ..................................................................................... 22  Social Trustee of Knowledge .................................................................................... 25  Political Science ................................................................................................................ 27  Habits of the Heart .................................................................................................... 28  Social Intelligence ..................................................................................................... 29  Civic and Participatory Skills ................................................................................... 31  Philanthropic Studies ........................................................................................................ 33   xiCharacteristics of Civic Commitment ....................................................................... 33  Characteristics of Moral Exemplars.......................................................................... 35  Volunteer Motives .................................................................................................... 39  Pro Bono Professional Service.................................................................................. 40   CHAPTER 3:  METHODOLOGY ................................................................................... 47  Population and Sample ..................................................................................................... 47  Sample....................................................................................................................... 49  Descriptive Statistics ................................................................................................. 53  Comparison of Criterion Groups .............................................................................. 54  Public Role of Professionals Online Questionnaire .......................................................... 56  Civic-Minded Professional Scale .............................................................................. 57  Public Interest Subscal .............................................................................................. 62  Civic Engagement Index ........................................................................................... 63  NERCHE Items ......................................................................................................... 65  Demographic Items ................................................................................................... 66  Hypotheses and Data Analyses ......................................................................................... 66   CHAPTER 4:  RESULTS ................................................................................................. 70  Analyses of Civic-Minded Professional Scale .................................................................. 71  Descriptive Statistics – CMP-32 …………………………………………….…… ......... 78  Analysis of the Civic Engagement Index .......................................................................... 81  Analysis of NERCHE Items and Public Interest Subscale ............................................... 83  Concurrent Validity of CMP-32 Scale .............................................................................. 83   xiiBeing a Nominee for National Award ...................................................................... 83  Teaching Service Learning Classes .......................................................................... 87  Engaging in Collaborative Research with Community Partner ................................ 89  Convergent Validity of CMP-32 Scale ..................................................................... 93  Post Hoc Tests................................................................................................................... 94   CHAPTER 5:  SUMMARY, RECOMMENDATIONS, AND CONCLUSION ............. 97  Summary ........................................................................................................................... 97  Study Findings .................................................................................................................. 98  Conceptualization of Civic-Minded Professional ..................................................... 99  Validity of the CMP-32 Scale ................................................................................. 103  Differences on CMP-32 Between and Among Known Groups .............................. 105  Additional Findings ………………………………………………….…... ........... 106  Implications and Recommendations ............................................................................... 107  Practical Implications of Results ……………………………………..….. ........... 107  Conceptual and Theoretical Implications of Results …………………..… ........... 109  Recommendations for Future Research .................................................................. 111  Limitations .............................................................................................................. 114  Conclusion ...................................................................................................................... 114  APPENDICES ................................................................................................................ 127  Appendix A ............................................................................................................. 127  Appendix B  ............................................................................................................ 128  REFERENCES ……………………………………………………………… .............. 133  CURRICULUM VITAE 

The public role of professionals:  Developing and evaluating the civic-minded professional scale

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