25th Annual IAJBS World Forum / Inaugural CJBE South Asia Regional Chapter Meeting

Experience level: 
Intended Audience: 
Satya Chattopadhyay, Douglas Boyle

Ignatian Seminar in a Research Doctoral Program: A Case Study

Ignatian Seminar in a Research Doctoral Program: A Case Study Satya P. Chattopadhyay & Douglas Boyle Arthur J. Kania School of Management University of Scranton, USA Contact Email: spc354@scranton.edu Abstract Purpose: Evaluate the usefulness and effectiveness of a seminar sequence on Ignatian pedagogy and values for a research doctorate in business administration Introduction: The paper describes the content of 3 one credit seminars on Jesuit Catholic pedagogy and values and maps them onto the course goals and the mission statement of the business school and the University. The seminar sequence is based on the pedagogical model that forms the basis of Jesuit higher education all over the world. The recently introduced doctoral program at a Jesuit Business School addresses a significant criticism of doctoral education in general: lack of preparation for classroom teaching. In addition to a structured discussion of pedagogy, the seminar sequence also provides a platform for an in-depth exposition demonstrating fidelity to the mission of the business school and the University. The sequence of three 1-credit Ignatian seminars have a broad focus on the philosophy of pedagogy with particular focus on the Ignatian principles that add significant value to the student related outcomes and impact the environment of business positively. Methodology: The paper at first lays out the scope of coverage of the 3 seminars that occur during the second, third and sixth terms of the program. Following the Jesuit model, the syllabi detail how the context of the students determine the experiences provided to participants during the seminars. Further, the guided reflection and discernment are part of the seminar experience that lead participants to action. The context, designed experiences, and reflection leading to committed action form the core elements of pedagogy that informs the structure, content and the outcomes and impact of the sequence in the future academic philosophy and performance. The course relies on a set of carefully curated readings and inspiring lectures to anchor the Socratic exchanges for the course embedded experiential exercises. The University’s and the Business School’s embrace of the core Jesuit values of “creating men and women for others,” “social justice,” and “cura personalis” are debated by men and women of the program who are making a conscious transition from mostly professional careers to that of an academic in business higher education. Typical students enrolled for this course sequence are mid-career professionals (some of whom have started pursuing a tentative career in academics) who are now making the commitment to pursue tenure track academic positions in higher learning that require a terminal doctoral qualification. The paper describes in a case study setting, the reflection and discussion of the experiential exercises undertaken, the critique of seminal articles on pedagogy (Jesuit and other origins) and thoughtful conclusions regarding future pedagogical strategies to be utilized in their chosen careers in the academia.