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The use of Ignatian pedagogy (IP) in the business curriculum has been documented extensively for qualitative courses but less so for quantitative courses.
The purpose of this article is to provide professors and students in Jesuit business schools with the information necessary to justify and use ten principles that continue the distincively Jesuit
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.
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.
In 1522, Ignatius Loyola left his home in the Basque region of Spain for a 500 mile trek that included life-changing stops in Montserrat and Manresa.
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.
Research shows that Millennial students learn differently (Rivera and Huertas, 2006, Pinder-Grover and Groscurth, 2009, Novotney, 2010, Bart, 2011, Nevid, 2011).
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
Few authors have articulated an Ignatian perspective on leadership.
Despite the widespread use of case studies in business schools, an important aspect of learning from experiences remains underdeveloped: learning from the case study that is one’s own individual
This research provides a first step in developing an inventory on entrepre- neurship curriculum, pedagogy, and research within the global network of Jesuit universities.
Sustainability is an important challenge facing today’s global organizations.
Business schools (B-schools) around the globe offer similar programs made up of disciplines such as accounting, finance, marketing, human resources, management, economics, and business law.
Ignatius Loyola mastered the art of creativity with an effective use of the imagination which he commends to his followers.