Scholarly Articles

Review of Business: Interdisciplinary Journal on Risk and Society is published twice a year ISSN: 0034-6454 The Peter J. Tobin College of Business St.

This study analyzes the role institutions have in shaping incentives within the shark fin market.

An insider is a person that has or had a legitimate right to access computing resources of an organization.

The Global Jesuit Case Series (GJCS) was formally launched in 2015 with the singular goal of establishing a series of real-world business cases, written by executives, educators and entrepreneurs

In Vol 35 (2) we wrote about what we had learned as editors regarding case research, writing, and publishing in this journal.

In Vol 35 (2) we wrote about what we had learned as editors regarding case research, writing, and publishing in this journal.

Digital Download/ e-book In contrast to the practice of mindful management, the traditional goal of many business learners – and teachers – is to learn (and teach) work-based tactics, tools, and

InsideClimate News, an online news startup that had been reported to have fewer people than a baseball team, claimed in September 2015 that oil titan ExxonMobil knew about man-made climate change for

In recent years, sustainability reporting has increasingly become common practice by large corporations.

Course Description: We live in an organization-based society and no organization exists without people.

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.

Diversity and inclusion are important topics for students to consider as part of their educational experience.

Building upon our past “From the Editor” articles that focused on cases in the classroom (Peters, Cellucci, and Ford, 2015; Cellucci, Peters, and Woodruff, 2015), the purpose of this ar

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).

Thus, for this issue, our “From the Editors” article focuses on points made during the workshops.

In Vol. 33 (1), we focused the discussion on cases in the classroom, and we asserted that cases offer value for student learning (Peters, Cellucci, and Ford, 2015).

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.