Showing 71 - 80 of 110
July 1, 2014
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What is the proper role of business leaders with regard to sustainability? In this paper, we dialectically bring the disciplines of economics and philosophy to bear on this question. To the extent that goods are commensurable, the economic perspective informs and suggests a two-fold role: pursue profit and refrain from rent-seeking. To the extent that goods are apparently incommensurable, a philosophical perspective informs, especially one drawn from the Aristotelian tradition of the virtues, and suggests the need both to develop practical wisdom and to foster a dispo- sition of wonder. Both perspectives suggest a vital role for Jesuit education in the cultivation of future business leaders.
July 1, 2014
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$3.50
I want to propose a new patron saint for business people: Peter Faber.
Pope Francis will soon sign the Bull of Canonization recognizing Faber as a saint, and the relatively low-key elevation—no ornate mass in St. Peter’s Square for poor Faber—is in keeping with his relative obscurity in the Jesuit pantheon. Faber was among the handful who co-founded the Jesuit order in the mid-1500s, but he never quite attained the renown of St. Ignatius of Loyola and St. Francis Xavier. No Jesuit church is complete without some triumphalistic mural or statuary of Loyola or Xavier. But Faber? He is usually one of an indistinguishable line of black robed Jesuit extras, looking plastically pious at stage left of the mural.
July 1, 2014
Student Price:
$3.50
Faculty members across the academy regularly use rubrics for assessing a variety of student work. Such assessments and rubrics are inherently based on the pedagogy employed by the educators. Additionally, these rubrics reflect not only course content but also the discipline in which they are used. In line with the practice of adopting rubrics to pedagogy, we developed various rubrics for reflection discussions and reflective-writing assignments in several business education courses. To assist with the process of creating rubrics for assessing reflections in a robust and helpful way, we developed a generalized rubric based on the Ignatian Pedagogy Paradigm (IPP). By design, this IPP rubric can be tailored to education across disciplines, not only in business courses. In this paper, we introduce the generalized rubric and describe our experiences with using it in several courses.
July 1, 2014
Student Price:
$3.50
Few challenges are as formidable as trying to reconcile ethically responsible behavior with the bottom line. Is there a relationship between ethical business practices and business performance? Business leaders and shareholders are interested in measurable results that lead to greater profitability, while other interested parties within and outside the organization are more interested in behavior expected of a responsible citizenry. Although there is a growing body of research connecting ethically responsible behavior with improved employee morale and efficiency, there are still few direct ways of comparing what some have called “doing good” with “doing well.”1
July 1, 2013
Student Price:
$20.00
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 distinctiveness of business education in the Jesuit tradition.
Table of Contents
The Uniqueness of a Jesuit Business Education: Sabbath and Charism, John C. Haughey, S.J.
Four Themes of Jesuit Business Education, Robert J. Spitzer, S.J.
Professional Reflection: The Alignment of Ignatian Pedagogy Principles with Jesuit Business School Education and Business Practices, Richard F. Callahan
A Leadership Education Model for Jesuit Business Schools, David C. McCallum, S.J. and Laura Horian
Assessing Entrepreneurship Curriculum in Jesuit Higher Education: Step One in Developing a Brand Identity, Tina M. Facca, Jacqueline Schmidt, and John C. Soper
A Call for Mandatory Diversity Education at Jesuit Business Schools, Molly B. Pepper and Raymond F. Reyes
Educating Responsible Leaders Through Adding a Sustainability Dimension to Business Courses, Anne H. Reilly
Finding God (Good) in Everything, Inculturation and Teaching Business Ethics in a Jesuit Business School, Brian K. Steverson
July 1, 2013
Student Price:
$3.50
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 experience in business and in life. This absence of structured learning from personal experience is not an individual failing, but rather results from an under-appreciation of the centrality of reflection in effective business practice. “Reflection is perhaps one of the aspects least attempted in contemporary education,” Tellis noted at the Colleagues of Jesuit Business Education 2011 conference (2011, p. 32). This paper develops the case for personal and corporate learning through the practice of reflection, offering a structure for effective practices in the classroom and boardroom.
July 1, 2013
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$3.50
This research provides a first step in developing an inventory on entrepre- neurship curriculum, pedagogy, and research within the global network of Jesuit universities. In this initial step an international dataset from Jesuit universities is assembled to identify current entrepreneurship curriculum, and respondents’ percep- tions of the distinguishing characteristics of the programs, and the uniqueness of Jesuit entrepreneurship education. This dataset is based on an online survey, completed by deans and program directors of entrepreneurship programs who are participants in the International Association of Jesuit Business Schools (IAJBS). An analysis of the overall themes found in the dataset is presented to identify a starting point for positioning and differentiating Jesuit entrepreneurship education and to begin to understand the extent to which current programs reflect the mission of Jesuit higher education. A thorough understanding of entrepreneurship education, within the context of Jesuit higher education, coupled with the history of the Jesuit interpretation of and approach to entrepreneurship, provides a fertile setting for developing a brand identity for entrepreneurship education in Jesuit universities.
July 1, 2013
Student Price:
$3.50
The effectiveness of an education at a Jesuit business school may be measured in several ways. This paper will address two of these measures: Sabbath and Charism. Both of these have their basis in Scripture, and have an Ignatian spin. They are easily missed by those who are in the day-to-day work of teaching and research.
July 1, 2013
Student Price:
$3.50
Teaching business ethics has never been the easiest of “jobs,” but the past five years have shown yet again how necessary business ethics education is. The pedagogical difficulty in teaching business ethics has always been how to convince students that ethics is an inherent part of the practice of business, not an “add-on,” something which it would be nice to pursue as long as the bottom line allows for it. Jesuit schools of business would seem to be especially well positioned to mount such arguments given our rich tradition of cura personalis and our mission to educate men and women for others in the pursuit of social justice, all spurred by an ultimate service to the “greater Honor and Glory of God.” But, there is a catch. As the student bodies of Jesuit universities become less and less Catholic, less and less Christian, or at least less and less convinced by traditional, theologically-based arguments for ethics, how does a professor of business ethics make pedagogically convincing “Jesuit” arguments for why business managers should be motivated by the belief that their enterprises should seek to promote the common good in ethically respon- sible ways? In this paper, I very briefly describe a method for teaching business ethics as an extension of Ignatian spirituality through the use of the Jesuit technique of “inculturation” which I believe is successful in overcoming this hurdle to teaching business ethics from the Jesuit perspective.
July 1, 2013
Student Price:
$3.50
Four themes have dominated Jesuit life, mission, and education since St. Ignatius of Loyola wrote the Spiritual Exercises:
(1) Purpose in life, (2) The human person, (3) Freedom, and (4) Ethics.
One might think at first that the Jesuits would emphasize “God” or “divine providence” or perhaps “spiritual life.” Though these themes are of paramount importance to the Jesuits, we view ourselves as contemplatives in action, and so we are interested in how God, divine providence, and spiritual life play out in the world —in “real world” persons, communities, cultures, and societies. We have always been interested in using our relationship with God and our education not only to advance the cause of the Kingdom of God, but also the common good within the world. The inspiration for this comes from Jesus who interwove love of God with love of neighbor.