1 INTEGRATION OF FAITH, LEARNING AND WORK AT GRAND CANYON UNIVERSITY G rand Canyon University is a Christ-centered educational institution that seeks to promote the common good by intentionally integrating faith, learning and work. The university’s initiative to integrate faith stems from its mission to educate students from a distinctively Christian perspective and prepare them for careers marked by kindness, service and integrity. In addition to helping students find their purpose, the university endeavors to carry out its mission in ways that are marked by compassion, justice and concern for the common good. The message of Jesus Christ offers wisdom for the present and hope for the future. It is good news for individuals and for the communities in which individuals live and work. Jesus himself taught that Christians should live as salt and light within the world, which suggests that the Christian worldview relates as much to the public arena as it does to the private lives of individuals. As a university, we are convinced this calling should shape the ways we think and act within academic disciplines and various career fields. Our desire to integrate faith, learning and work flows out of an institutional commitment to cultivate and exemplify the biblical ideals of glorifying God and loving neighbors as ourselves. By God’s grace we seek to honor Him in all that we do and to serve others in ways that are consistent with the loving kindness of Jesus Christ. These ideals are lofty but they represent appropriate goals and should serve as standards for Christian educational institutions. For these reasons, GCU is devoted to the intentional and pervasive integration of the Christian worldview. What is the Integration of Faith, Learning and Work? The integration of faith and learning may be understood as the scholarly process of joining together knowledge of God and knowledge of the universe for the sake of developing true, comprehensive and satisfactory understandings of humans and the world they inhabit. As a Christian university, we view the integration of faith and learning as a matter of institutional integrity and a matter of practical wisdom. At GCU, integration of the Christian worldview also extends to the workplace as we strive to instill a sense of vocational calling and purpose in our students, faculty and staff. It is our conviction that our work within the world matters to God and our neighbors and must be carried out with integrity and excellence. While few doubt that it is possible to serve God through ministry and mission work, we are convinced that God is also honored by faithful service within “secular” vocations. Integrating faith and work is a practical and logical extension of faith-learning integration. The integration of faith and work may be understood as the application of the Christian worldview within the context of work in ways that honor God, serve neighbors and contrib ...

1. 1
INTEGRATION OF FAITH, LEARNING
AND WORK AT GRAND CANYON UNIVERSITY
G
rand Canyon University is a Christ-centered educational
institution that seeks to promote the common good by
intentionally integrating faith, learning and work. The
university’s initiative to integrate faith stems from its
mission to educate students from a distinctively Christian
perspective
and prepare them for careers marked by kindness, service and
integrity. In addition to helping students find their purpose, the
university endeavors to carry out its mission in ways that are
marked
by compassion, justice and concern for the common good.
The message of Jesus Christ offers wisdom for the present and
hope for
the future. It is good news for individuals and for the
communities in
which individuals live and work. Jesus himself taught that
Christians
should live as salt and light within the world, which suggests
that the
Christian worldview relates as much to the public arena as it
does
to the private lives of individuals. As a university, we are
convinced
this calling should shape the ways we think and act within

2. academic
disciplines and various career fields.
Our desire to integrate faith, learning and work flows out of an
institutional commitment to cultivate and exemplify the biblical
ideals of glorifying God and loving neighbors as ourselves. By
God’s
grace we seek to honor Him in all that we do and to serve others
in
ways that are consistent with the loving kindness of Jesus
Christ.
These ideals are lofty but they represent appropriate goals and
should
serve as standards for Christian educational institutions. For
these
reasons, GCU is devoted to the intentional and pervasive
integration
of the Christian worldview.
What is the Integration of Faith, Learning and Work?
The integration of faith and learning may be understood as the
scholarly process of joining together knowledge of God and
knowledge
of the universe for the sake of developing true, comprehensive
and
satisfactory understandings of humans and the world they
inhabit. As
a Christian university, we view the integration of faith and
learning
as a matter of institutional integrity and a matter of practical
wisdom.
At GCU, integration of the Christian worldview also extends to
the
workplace as we strive to instill a sense of vocational calling
and

3. purpose in our students, faculty and staff. It is our conviction
that
our work within the world matters to God and our neighbors and
must be carried out with integrity and excellence. While few
doubt
that it is possible to serve God through ministry and mission
work,
we are convinced that God is also honored by faithful service
within
“secular” vocations. Integrating faith and work is a practical
and
logical extension of faith-learning integration.
The integration of faith and work may be understood as the
application
of the Christian worldview within the context of work in ways
that
honor God, serve neighbors and contribute to the advancement
of
the society. Work represents a vital opportunity to integrate
Christian
convictions, ethical principles and vocations in ways that
glorify God
and benefit others. Thus, we seek to honor God by educating
students
from the perspective of the Christian worldview and by
equipping
them to serve others through their respective vocations.
Why Does GCU Integrate Faith, Learning and Work?
GCU has grown from a small, Christian college into a large and
comprehensive university in Phoenix’s West Valley with a
significant
national presence. Yet, the university remains committed to the

4. central convictions that have long characterized quality
Christian
education and faithful Christian institutions. Chief among these
convictions are the principles that God is both Creator and
Redeemer,
that fallen humans need to be redeemed and that God is
restoring the
entire world through his Son, Jesus Christ. These convictions
represent
foundational beliefs that are central to the Christian worldview
and derive from the consistent biblical emphasis on creation,
fall,
redemption and restoration. This four-fold framework
undergirds the
university’s approach to education and career preparation by
providing
a comprehensive and compelling view of the world.
The understanding that God created the universe and everything
within it serves as a unifying principle and vital starting point
for
making sense of the world in which we live. Furthermore, by
faith
we recognize that God continues to work in our day to redeem
the
brokenness and inadequacies of humanity and society in ways
that
offer hope for the future. God is not only Creator but also
Redeemer,
and He has promised to make all things new through Jesus our
Lord.
15COT0122

5. 2
In some cases Christians have placed emphasis on sin and the
need
for personal redemption to the neglect of the doctrines of
creation
and restoration. While concern for individual salvation is
entirely
appropriate, we are convinced that the Bible actually sets forth
a
more holistic vision for life. This vision encompasses the
restoration
of the created order as well as the renewal of human creatures
and
communities. These understandings are rooted in the biblical
narrative and reflected in GCU’s Doctrinal Statement. As such,
they
deeply shape the identity, mission and vision of the university.
In accord with Christian values and convictions, GCU affirms
the
universality and objectivity of truth and considers the pursuit of
knowledge a worthy and attainable goal. Within secular
academic
contexts the search for knowledge tends to exclude areas of
inquiry
and sources that are not consistent with secularized views of the
world.
By contrast, GCU is committed to the pursuit of understanding
and
affirms that genuine knowledge may be derived from a wide
variety
of sources, including human reason and introspection, scientific
investigation and divine revelation. The university strives to
cultivate
an academic environment in which students are empowered to

6. seek
truth wherever it may be found.
Students are encouraged to raise questions that cannot be
answered
adequately without exploring matters of ultimate concern. By
broadening the conversation, we urge students to explore their
personal worldviews as well as the Christian worldview to find
their purpose within a world that displays the wisdom and glory
of God. This provides unique opportunities to develop
knowledge,
skills, self-awareness, self-knowledge and depth of character.
This
educational strategy enables thoughtful people to understand
Christian beliefs and Christian believers to become more
thoughtful. As a result, graduates of GCU are prepared to
engage
the world with a sense of vocational calling and purpose.
How Does GCU Integrate Faith, Learning, and Work?
The university strives to integrate faith at all academic levels,
which
includes its undergraduate, graduate and doctoral programs.
GCU’s
basic strategy of integration centers on the concept of a
worldview,
which refers to the complex network of assumptions that shape
thought and practice. By exploring various worldview
commitments,
students are able to reflect on implications and practical value
of major
options available within the marketplace of ideas.
Students are introduced to the Christian worldview from the
start of
their programs of study. By thinking from a worldview

7. perspective,
students learn to reflect carefully on the underlying
assumptions,
motives and intentions that shape views of themselves and the
world.
They will be challenged to consider the practical implications of
their
personal perspectives and to refine understandings on the basis
of
investigation, reflection and dialogue. Students are encouraged
to
consider the needs and interests of others in addition to their
own,
and embrace the Christian values of love and service as they
prepare
to enter the workforce.
This is not to suggest that all students are required to personally
embrace the Christian worldview. They are free to do so, of
course, but they are also free to embrace other views of the
world.
Christians believe that God grants common grace to Christians
and non-Christians alike, a grace by which all truth and all that
is excellent in our work may be considered good, regardless of
an
individual’s beliefs. Faith is a matter of conscience that cannot
and
should not be forced upon anyone who is unwilling or resistant
to
embrace it for any reason.
As a Christian university, we aim to be persuasive in our
presentation
and practice of the Christian worldview, but renounce all forms
of coercion and compulsion. Faith, when genuine, is a voluntary

8. response to the person and work of Jesus Christ. As a matter of
loving
others as we love ourselves, we are committed to respectful
dialogue
and charitable engagement in all matters, especially in matters
of faith
and conscience. GCU invites students from all walks of life to
seek
truth and to find their purpose within a context marked by
Christian
charity and compassion. We welcome all who genuinely seek
truth to
join the conversation.
Conclusion: Faith Seeking Understanding
As intelligent and moral creatures, human beings bear
significant
responsibility for what they know and how they live in light of
such
knowledge. Thus the pursuit of truth should be a means to the
end
of promoting human flourishing and the good of the
communities in
which we live. Similarly, we must carry out our work with
excellence
and integrity and serve others as if our service is unto the Lord.
Strong economies, healthy organizations and virtuous people are
foundational to vibrant communities and thriving societies.
Realizing
these ideals depends substantially on arriving at true
understandings
of who we are and how we are meant to live in this world.
As a Christian university, GCU encourages students to find
their
purpose in Christ while emphasizing biblical values and ethics

9. within the workplace. GCU embraces the notion that faith is the
appropriate starting point for honest inquiry and exploration.
Faith, understood in this way, should not stifle research,
suppress
dialogue or inhibit scientific investigation. Rather, we believe
in
order to understand more fully and by doing so we expect to see
the power of God at work in the lives of individuals and in the
restoration of our culture and society.
This expectation is rooted in the steadfast character of the God
of the
Bible who has graciously promised favor and blessing to all
who call
on His name. To Him alone we look for wisdom as we pray and
wait
for the day when His kingdom comes, and His will is finally
done on
Earth as it is in Heaven. May He find us faithful on that day!
Definitions of Maturity Stages and Dimension Variables in the
Middle Manager Best Practices Arc
Maturity Stages
1. Technology implementation competence and recognition:
This first stage represents the middle manager’s capacity to
learn, conceptualize, and articulate key issues relating to cogni -
tive business technological skills, organizational interactions,
management value systems, project management ethics, and
management presence.
2. Multiplicity of business implementation of technology:
Indicates the middle manager’s ability to integrate multiple
points of view during technical project implementations. Using
these new perspectives, the middle manager augments his or her
skills with business implementation with technology career
advancement, expands his or her management value system, is

10. increasingly motivated to act ethically during projects, and
enhances his or her management presence.
3. Integration of business implementation of technology:
Maturing middle managers accumulate increased understand-
ing of how business and technology operate together and affect
one another. They gain new cognitive skills about technology
and a facility with how the organization needs to interact,
expand their management value system, perform
business/technology actions to improve ethics about busi - ness
and technology, and develop effective levels of manage- ment
presence.
4. Stability of business/technology implementation: Middle
manag- ers achieve stable integration when they implement
projects using their cognitive and technological ability; have
organi- zation interactions with operations; have management
values with their superiors, peers, and subordinates; possess
project ethics; and have the management presence appropriate
for performing job duties, not only adequately, but also
competi- tively (with peers and higher-ranking executives in the
orga- nization hierarchy).
5. Technology project leadership: Leadership is attained by the
middle manager when he or she can employ cognitive and
technological skills, organization interactions, management, a
sense of business ethics, and a sense of management presence to
compete effectively for executive positions. This middle
manager is capable of obtaining increasingly executive-level
positions through successful interviewing and organization
performance.
Performance Dimensions
1. Business technology cognition: Pertains to skills specifically
related to learning, applying, and creating resources in busi-
ness and technology, which include the necessary knowledge of
complex operations. This dimension essentially establishes the
middle manager as “operationally” proficient with tech- nology
and forms a basis for movement to more complex and mature
stages of development when managing technology projects.

11. 2. Organizational interactions: This focuses on the middle man-
ager’s knowledge and practice of proper relationships and
management interactions during technology projects. This
pertains to in-person interactions, punctuality of staff, work
completion, conflict resolution, deference, and other protocols
in technology projects.
3. Management values: Measures the middle manager’s ability
to articulate and act on mainstream corporate values credited
with shaping technology project work ethic: independent ini -
tiative, dedication, honesty, and personal identification with
technology project goals, based on the philosophy of manage-
ment protocol of the organization.
4. Project ethics: Reflects the middle manager’s commitment to
the education and professional advancement of other persons in
technology and in other departments.
5. Management presence: Involves the middle manager’s view
of the role of a project-based manager during a technology
project implementation and the capacity to succeed in tandem
with other projects. Aspects include a devotion to learning and
self-improvement, self-evaluation, the ability to acknowl- edge
and resolve business conflicts, and resilience when faced with
personal and professional challenges during technology
implementations.
Figure 12.7 shows a graphic view of the middle management
tech- nology best practices arc. Each cell in the arc provides the
condi- tion for assessment. The complete arc is provided in
Table 12.4. The challenge of the middle management best
practices arc is whether to emphasize executive management
concepts (more organizationally intended) or event-driven
concepts (project oriented). This arc focuses on project
implementation factors and deals with best practices that can
balance executive pressures with implementation realities. I
sug- gest that senior middle managers, at the director level, who
do not participate in implementation, set their best practices,
based on the CEO maturity arc. Indeed, creating a separate arc
for upper manage- ment would contain too many overlapping

12. cells.
Summary
The formation of best practices to implement and sustain ROD
is a complex task. It involves combining traditional best
practice methods (i.e., what seems to work for proven
organizations and individuals)
with developmental theory on individual maturation. The
combina- tion of these two components provides the missing
organizational learning piece that supports the attainment of
ROD. Another way of comprehendi ng this concept is to view
the ROD arc as the over- arching or top-level model. The other
maturity arcs and best practices
towArd best prACtICes333
represent the major communities of practice that are the subsets
of that model. This is graphically depicted in Table 12.5.
Thus, the challenge is to create and sustain each community
and, at the same time, establish synergies that allow them to
operate together. This is the organizational climate created at
ICAP, where the execu- tive board, senior and middle managers,
and operations personnel all formed their own subcommunities;
at the same time, all had the abil- ity for both downward and
upward communication. In summary, this particular model
relies on key management interfaces that are needed to support
ROD.