Spirituality in Higher Education: A Conceptual Framework

Abstract

Spirituality is defined as a vague concept. However, interest in spirituality’s role in
higher education has given rise to many different points of view of its impact to
stakeholders and educational outcomes. This study reviewed at least 70 studies
published within the last decade that explored different facets of spirituality as
applied in higher educational institutions and their stakeholders, including students,
administrators, and faculty. Noting descriptions, findings, and recommendations
from the different studies, the paper did simple textual analysis using Nvivo
software and found eight prevalent dimensions to spirituality: church,
developmental contexts, faculty spirituality, faith, God, institutional mission and
vision, social contexts, and leadership. Although not exhaustive, these aspects
indicate a clearer description of what researches can refine when working with
spirituality as a variable or object of study. One of this study’s recommendations is
for administrators to focus on student services and academic engagement as areas
of concern when dealing with spirituality in the higher education institution.