Showing 81 - 90 of 110
July 1, 2013
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$3.50
Sustainability is an important challenge facing today’s global organizations. A company’s sustainability performance may be measured in many ways, including the “triple bottom line” of environmental, economic, and social outcomes. Given their goal of educating committed leaders in the service of society, Jesuit business schools play an important role in moving forward the sustainability agenda through emphasizing corporate social responsibility and the principle of the common good.
Asking business faculty with minimal training in environmental science to teach sustainability is not unlike the challenge of asking them to incorporate Jesuit philosophy in their business courses. Fortunately, the broad scope of sustainability and its triple bottom line permits multiple approaches towards student learning, and there are many ways to add a sustainability dimension to business school coursework. This paper discusses how subject matter non-experts may integrate a sustainability dimension in their research and teaching while also fostering student engagement. Specific recommendations are provided, including a set of classroom resources to supplement the instructor’s teaching portfolio. Addressing sustainability issues in business school classes provides an opportunity for students to make a difference, clearly supporting the Jesuit aim of service to others.
July 1, 2013
Student Price:
$3.50
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. Some institutions also offer business ethics, global supply chain management, entrepreneurship, and courses designed to help graduates become more proficient across cultural boundaries. While there is ongoing debate about what constitutes a solid and well-rounded business education, B-school programs include useful topics with associated teachable skills that produce degreed graduates with an average or better chance of getting a job in their field.
July 1, 2013
Student Price:
$3.50
Business education is being criticized as too vocational and not teaching critical thinking and other important skills. Employers are complaining that graduates do not have skills for the diverse workplace. This research proposes that mandatory diversity education in business schools will help fill these gaps. We argue that Jesuit business schools have a special stake in diversity education. In the promise to develop “men and women for others,” Jesuit business schools have the opportunity to re-invent business education to be more relevant in the high-tech, hyper-intercon- nected, culturally diverse, global economy of the 21st century. To support these topics, we provide data that examines awareness and attitudes toward diversity by one Jesuit school’s business students compared to that school’s liberal arts students. Finally, we provide implications for what “mandatory diversity education” might look like in Jesuit business schools.
July 1, 2013
Student Price:
$3.50
The Journal of Jesuit Business Education (JJBE) is dedicated to the promotion and distribution of scholarly work and commentary with a focus on the distinctiveness of business education in the Jesuit tradition. Volume 4 of JJBE is full of insights into building and delivering a distinctively Jesuit business education.
July 1, 2012
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
Helping Our Students Better Understand Themselves and Serve Others, Timothy J. Kloppenborg, Edward P. Hahnenberg, Leslie Ann Prosak-Beres
St. Ignatius and the Blackberry: What Can Jesuit Education Tell Us About Teaching Information Systems in A Connected World?, Martha Grabowski, Dan Orne, J. Christopher Zimmer, David McCallum, S.J., Shinjeng Lin, Dennis O’Connor, Renee Downey Hart
Creativity and Decision-Making in the Context of Jesuit Business Education, Holly Schapker and Paul Buller
Formation of Organizational Leaders for Catholic Mission and Identity, Andre L. Delbecq, Jack Mudd, Celeste Mueller
Fulfilling Our Mission: Incorporating Catholic Social Teaching into the Core Business Curriculum, Kristine E. Principe and Joseph G. Eisenhauer
Distinctive Imperatives for Mission Driven Teaching in Catholic Business Schools, Gene R. Laczniak and Patrick E. Murphy
A Powerful Intellectual Foundation for a Jesuit Business Education that Makes a Difference: Bernard Lonergan, S.J., John Little
July 1, 2012
Student Price:
$3.50
Webster defines solidarity as “unity that produces or is based on community of interests, objectives, and standards.” What does solidarity have to do with business education? Judging by the principles of classical management theory and conven- tional business models, the answer is not much. Many of the models and theories taught in business schools today are antithetical to the concept of solidarity.
July 1, 2012
Student Price:
$3.50
This paper starts by describing the historical and theological rationale for helping our students better understand themselves and serve others. It then describes how Ignatian pedagogy supports this and offers a specific example of how students combine service learning, development of their unique strengths, and the academic discipline of project management.
July 1, 2012
Student Price:
$3.50
William Powers, in his book Hamlet’s Blackberry (2010), makes the point that many in the developed and developing world live in an interconnected space: there are few moments when we are not talking, texting, downloading, surfing, lurking, liking, disliking, friending, de-friending, tweeting, calling or emailing, and the pace at which we are connecting with each other is unrelenting and accelerating. Powers argues for a slower pace and a technology Sabbath, a time when people voluntarily disconnect from the multitude of screens that pervade their lives. Most importantly, he argues for a consciousness in our efforts and decisions to connect or to be ‘tapped,’ and for periods when we disconnect so that we might be more fully open to the possibilities offered by the present. This plea for thoughtful connectedness rings true with themes in Jesuit higher education, and provides an opportunity for scholars to weigh in on the role and importance of Jesuit higher education in a technologically- pressed world. We continue the thread of that discussion in this essay, and consider the connections between the Ignatian Pedagogical Paradigm (IPP) (Kolvenbach, 1993; 2005) and the study of information systems (IS). En route, we consider two questions: would Ignatius have a Blackberry, an iPad or another ‘smart’ technology? And if so, how would he use them and other contemporary technologies?
July 1, 2012
Student Price:
$3.50
In this essay three authors intensely involved in formation programs in both Catholic Healthcare and mission and identity programs in Higher Education pool their experience to present an emergent perspective. The essay flows from an inductive analysis of shared experience as faculty within and planners for formation programs. The essay provides insight for others involved in formation efforts and hopefully will serve as a stimulus for theory building and assessment.
July 1, 2012
Student Price:
$3.50
The Ryan Institute for Catholic Social Thought at the University of St. Thomas co-sponsored a conference with the Pontifical Council for Justice and Peace, in February of 2011, entitled “The Logic of Gift and the Meaning of Business—An Experimental, Scholarly and Pedagogical Examination of Business in Light of Caritas in Veritate.” Participants at this conference identified a need to develop a cohesive body of Catholic principles not only for business professionals, but also for business educators. Michael Naughton, a member of the drafting committee, recently commented in the National Catholic Reporter that despite the existence of more than 1,000 Catholic institutions of higher education, the majority of which have business schools, many fail to draw upon Catholic social teaching in a systematic way (Allen, 2011). Indeed, it is in response to this conference that the Vatican has begun to develop guidelines for business professionals following the principles laid out in Pope Benedict XVI’s encyclical, Caritas in veritate. This recent action by the Vatican provides the motivation for the present paper, in which we provide a pedagogical resource for business educators, illustrating how to incorporate Catholic social teaching (CST) into the business core through a standard principles of economics course.