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Includes Teaching Notes
The Journal of Jesuit Business Education is the peer-reviewed, interdisciplinary journal of the Colleagues in Jesuit Business Education (CJBE). The journal is dedicated to the distribution of scholarly work and commentary with a focus on the...
The U.S. Coast Guard has enjoyed a generally positive working relationship with the government of the Bahamas for decades. As the primary responsible party for maritime search and rescue (SAR) within the Bahamian archipelagic zone per the Grey...
Occupy SLU: The Case of the Clock Tower Accords is a narrative of the events related to the October 2014 occupation of the Saint Louis University (SLU) campus by protestors associated with the Black Lives Matter movement. The narrative begins...
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 whose work would place people and planet on...
In Vol 35 (2) we wrote about what we had learned as editors regarding case research, writing, and publishing in this journal. Throughout that article, we focused specifically on what we thought stakeholders might be interested in reading about...
Diversity and inclusion are important topics for students to consider as part of their educational experience. Not only are these subjects important as part of a general education, but also a variety of institutions place value on these...
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 article is to describe the results from the pilot study and...
Thus, for this issue, our “From the Editors” article focuses on points made during the workshops. First, we will introduce who we are as the workshop presenters and describe the workshop atmosphere; second, we will summarize the content and...
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). For this issue, we focus on how professors use cases in the classroom....
