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Using qualitative data drawn from over 300 student reflections, this study explored the influence of the lgnatian pedagogical paradigm (IPP) and project based academic service-learning (ASL) on
Sharing personal stories among a small group of student colleagues involves multiple acts of courage, trust, and being vulnerable and transparent.
Business schools strive to mold their graduates to reflect the values and profile espoused in their mission statements.
Technological innovation often results in unintended consequences. Since the end of the 20th century, one of those unintended consequences has been the skewing of income distribution toward
This article examines the potential for Laudato Si' to play a more formative role in Jesuit business education and describes a course that puts Laudato Si' into action.
Students from the inaugural cohort of the lgnatian-Centered Doctorate of Business Administration (IC.DBA) Program at Creighton University, in conjunction with some of their professors, provide pr
While lgnatian teaching epistemology is relatively well developed, it is less so for theory building epistemology within the social sciences and professional schools.
Recent ethical lapses by leaders in business and the public sector suggest that there stilt is more to do in terms of developing ethical leadership.
What does the politics of anger and cynicism that characterizes the 2016 U.S. presidential primary have to do with big business?
The Journal of Jesuit Business Education is the peer-reviewed, interdisciplinary journal of the Colleagues in Jesuit Business Education (CJBE).
Faculty at Jesuit institutions may understand the fundamental drivers of a Jesuit education.
We envision and propose a Jesuit “knowledge network” to facilitate the work of building a transformative Jesuit business education through vibrant and ongoing global dialogue.
Reflection is a fundamental component of Ignatian pedagogy linking action and experience to learning. Developing skills of reflection will support students’ current learning.
This paper makes a case for expanding the role of the imagination in whole person education. Imagination, grounded in faith, serves the promotion of justice.
This paper contributes to Father Pedro Arrupe’s (1973) call to the Jesuit educational apostolate to consider new analytical tools and approaches to help dismantle social injustice in our world.
The aim of this article is to familiarize readers with and further explore the Society of Jesus’ (Jesuit) university mission, as well as identify its key challenges and prior- ities.
Research shows that Millennial students learn differently (Rivera and Huertas, 2006, Pinder-Grover and Groscurth, 2009, Novotney, 2010, Bart, 2011, Nevid, 2011).
Business Schools have typically approached ethical and/or sustainability aspects of their curriculum as complements to the traditional business disciplines.
Ignatian Pedagogy has been an integral part of Jesuit education, functioning as an anchor that has guided teaching and pedagogical research in Jesuit univer- sities in many areas, such as service lear
Whoever thought of the theme of “accompanying” for the Colleagues in Jesuit Business Education (CJBE) conference in San Francisco (July 2014) should be congratulated.