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The article focuses on Jesuit colleges in Latin America that provides communication studies in journalism, media studies and strategic communication. Topics discussed include graduate program provided by the Universidad Alberto Hurtado (UAH) in communication and human rights, undergraduate program of the Universidad Iberoamericana Tijuana to train communication professionals, and investigative journalism studies emphasized by the Universidad Antonio Ruiz de Montoya (UARM).

The article discusses the communications research projects conducted by the University of Sinos River Valley, in the south (UNISINOS), Pontifical Catholic University of Rio de Janeiro (PUC-Rio), and University of Pernambuco, in the Northeast (UNICAP). Topics include study of PUC-Rio on relation between media production and sociocultural activities, study of UNISINOS on development in journalistic products of media process, and study of Universirty of Pernambuco on tracks in communication.

The aim of this article is to facilitate the understanding of the historical phases of the complex construction process at the College of San Pablo, initiated in 1556 and in progress to this day, through three-dimensional virtual reconstructions, obtained from two-dimensional graphic hypotheses as well as from the laser scanner survey of the part corresponding to the old Jesuit schools, in order to preserve its original architectural configuration almost intact. It is a building of great relevance for the city of Granada, being known as Jesuit College, University, and Law School, which throughout its history has undergone different transformations. The methodology used to obtain the main phases of the historical-construction process has been based on the collection and analysis of primary and secondary sources. The realization of virtual reconstructions, using 3D modelling and subsequent rendering has proven to be an efficient instrument of conceptual recreation of the spaces and shapes of the architectural complex, due to its great utility in future interventions in the building in addition to its ability to disseminate among the scientific community. [ABSTRACT FROM AUTHOR]

This research utilized an existing survey instrument to measure mission-related outcomes in students at a Jesuit university. The dimensions assessed by the survey included Magis; Cura Personalis; Diversity; Discernment; Ethics and Professional Responsibility; Community Action/Service; Social Justice; Finding God in All Things; Faith, Spirituality, and Religiosity; and Ego-comparative Identity. Mean comparisons between cohorts of entering freshmen and graduating seniors were undertaken to assess mission-related development over the course of the undergraduate experience. Surprisingly, only two constructs (Ethics and Professional Responsibility and Ego-comparative Identity) showed evidence of the hypothesized growth, and four constructs (Cura Personalis, Community Action/Service, Finding God in All Things, and Faith, Spirituality, and Religiosity) yielded results in the opposite direction, such that freshmen scores on each of this dimensions were significantly higher than senior scores, on average. Subsequent analyses additionally included gender and high school type to explore their possible primary and interactive effects on each of the mission dimensions. In addition, the influence of the student's major school of study, academic performance, and participation in curricular and co-curricular offerings such as retreats, service learning and volunteering was explored. In general, these factors produce positive effects on most mission-related dimensions, though the specific relationships vary. Additional questions and ideas for further research are discussed. [ABSTRACT FROM AUTHOR]

Religiously affiliated colleges and universities typically take spiritual formation and soul care very seriously and are usually intentional about the spiritual and religious development of not only their students but of their faculty and staff as well. The religious tradition, size of the campus community, financial and other resources, along with the will of senior administrators, donors, trustees, and the general university community all determine how these interests and agendas are nurtured and developed as well as the kinds of programing offered. The purpose of this article is to highlight the strategies to support and nurture spiritual formation and soul care at Santa Clara University, a Catholic and Jesuit university in the heart of Silicon Valley, with elements of this care found at most, if not all, Jesuit higher education institutions throughout the nation and world. At Santa Clara, the Ignatian Center is the primary, although not the only, home for these spiritual formation and soul care offerings and will be highlighted here. [ABSTRACT FROM AUTHOR]

Faculty of institutions of higher learning have an opportunity to discuss, debate, and discern how to create workplaces that are just and inclusive. As members of Jesuit institutions, we have a moral obligation to do so. How, then, can Jesuit universities justify the poor treatment of contingent faculty, who are now a majority not just in our institutions but in the country as a whole? Tenure-track employment is a fading tradition in universities throughout the United States. The data also show that non-tenure-track faculty, particularly the growing number of part-time adjunct faculty, constitute a population of marginalized, often poor, employees working alongside more privileged colleagues. Furthermore, the data show that the burden of inequality falls more heavily on women and people of color. How do Jesuit values and the mission statements of Jesuit universities guide us in this situation? How do Catholic social teaching principles help us to see and articulate the current situation more clearly, and find a path to more just and equitable employment in Jesuit higher education? [ABSTRACT FROM AUTHOR]

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A substantive and differentiating element of the Jesuits’ university paradigm is the promotion of social justice. The results of a telephone poll conducted amongst professors and researchers convey the initiatives to further social justice that Jesuit universities in Spain have been carrying out primarily since the 1990s. Although still a limited presence, respondents largely favour continuing said initiatives. [ABSTRACT FROM AUTHOR]

The university today is being challenged to reimagine the fundamental paradigm out of which it works, in order better to respond to unprecedented political, cultural and ecosystemic challenges. A Catholic, Jesuit university can and should do this work using resources drawn from its roots in Ignatian spirituality, offering these to all members of the university, whether or not they are Christian or existentially committed to this spirituality. Pope Francis's writings on education while he was Archbishop of Buenos Aires and his writings on Ignatian spirituality in general provide clues on how to do this. Following these clues leads first to the conclusion that the university should be an instrument of consolation--understood in Ignatian terms--in the world, most prominently by enabling a combative hope for a different kind of world. Second, the way to do this suggested by Ignatius's Spiritual Exercises is to invite all members of the university community into an experience of mercy that recognizes our limitations, frailty and even our failures, but within a broader context of being accepted by God and called to creative agency despite, or even in terms of, these limitations. A realized experience of mercy of this kind is a powerful impetus toward action to understand the world and change it, one that carries key markers of consolation: peace, humility, acceptance of others, courage, hope, and love. In conclusion, some examples of how a university can enable this experience of mercy and consolation are offered. [ABSTRACT FROM AUTHOR]

The faculty fellows who participated in the 21st Annual Loyola Marymount University's President's Institute in May 2016 explored the topic of faith and reason in the 21st century Catholic university. The fellows explored the theme from the perspective of the relationship between faith and reason; our personal relationship to faith and reason; and the relationship of faith and reason to our academic disciplines in the context of our teaching, scholarship, and service. The idea that these notions compete for primacy in a Catholic university became fundamental to the exploration. This article provides an overview of the Institute's theme and the literature that served as foundational; the essential questions that formed the basis of the presentations and activities of the Institute; an analysis of the fellows' experiences in relation to those questions; a discussion of the themes that emerged from the fellows' written data sets; and recommendations for Jesuit institutions considering the exploration of topics such as this with faculty. [ABSTRACT FROM AUTHOR]

The Jesuit (and Catholic) educational tradition is characterized by a number of identity-conferring basic positions that are incompatible with correlative positions on offer in the popular culture. Some of these fundamental differences between the tradition and the culture are philosophical in nature in that they bear on questions of moral truth and philosophical anthropology. Institutions of higher education committed to forming their students in light of these basic and counter-cultural beliefs must ensure that the incompatible cultural alternatives are carefully examined and the reasonableness of the Ignatian (Catholic) alternatives carefully explored. The discipline Philosophy plays an irreplaceable role in this sort of tradition-culture engagement. With this in mind, institutions of higher education that claim the Jesuit and Catholic tradition as their own must ensure that Philosophy remains (or is restored to) a significant part of their core curricula. [ABSTRACT FROM AUTHOR]

Using a campus climate framework, this study identifies students who hold positive dispositions towards lesbian, gay, bisexual, queer (LGBQ) and transgender students at a Jesuit university. Findings reveal that just more than one-quarter of students hold positive dispositions toward LGBQ and transgender students and desire that the campus work towards being more inclusive towards this group. Our binomial logistic regression of 602 student responses demonstrated that women are more inclined to hold positive dispositions. Similarly, students who agree that non-Catholics should be supported by their campus are also inclined to hold positive dispositions toward LGBQ and transgender students. Further, we observed positive effects when students attended multicultural events and completed diversity courses. [ABSTRACT FROM AUTHOR]

This paper outlines the Management Exercises, a co-curricular program that reflects the more -- the magis -- to better prepare students as future leaders and citizens. The Management Exercises seek to further orient students toward a life of questioning and engagement as students learn to exercise discernment, to build character, and to enact citizenship. The four modules that comprise the Management Exercises are outlined in conjunction with the implementation of the Management Exercises into the school's MBA program. [ABSTRACT FROM AUTHOR]

Jesuit colleges and universities share a distinct mission that is centered on access and affordability as part of the social justice work of Jesuit higher education. However, the context of higher education is often at odds with the fulfillment of this mission; innovation is needed in policy and practice to uphold access for the nation's most marginalized populations. In this piece, we define and advocate for this mission, juxtaposing it against current forces in higher education. We then use analysis of data from all twenty-eight Jesuit institutions to raise questions about the fulfillment of this mission currently, and we point to areas where we should turn our individual and collective focus to better uphold these efforts at our Jesuit colleges and universities. [ABSTRACT FROM AUTHOR]

The article offers information on the Global Jesuit Case Series, launched by the International Association of Jesuit Business Schools, an organization of business school deans and administrators, in July 2015, to promote the significance of an ethics-based business school education.

Higher education is often faced with external pressures that can guide the practice and offerings of colleges and universities. Graduate professional education in the health professions is especially prone to accreditation standards and its associated professional movements. At a Jesuit university, these external pressures, along with public pressure for job-ready graduates, must be intertwined with the history and the promise of a Jesuit education -- that of transformation. As educators at a Jesuit university, our roles involve more than offering this kind of education. Our responsibility is to revisit what this promise means as a way of examining our practice. This article shares the reflective practice of five colleagues working in different roles at a Jesuit university seeking answers to questions of whether they are delivering on the promise of Jesuit education. The article includes a guiding set of questions, a short reflection on each author's experience, and a review of the external and internal influences on their programs, providing a guide for a type of practice Examen that can be used by any faculty or staff member. [ABSTRACT FROM AUTHOR]

The aim of this article is to familiarize readers with and further explore the Society of Jesus' (Jesuit) university mission, as well as identify its key challenges and priorities. We will also highlight the importance of the Ledesma-Kolvenbach Paradigm, as a reference when addressing the mission of Jesuit universities and business schools and, in particular, the type of person the Society aspires to educate. For this, we review texts from the most recent General Congregations (GC) as well as the key speeches given by the Society's last two Superior Generals; their teachings serving as a "source of authority.". [ABSTRACT FROM AUTHOR]

An introduction is presented in which the editor discusses the contents within the issue including articles on topics such as the Jesuit University mission and business education, use of an Ignatian to enhance students' creativity, and social marketing.

This text is the lecture the author gave at the Central American University of San Salvador on November 19, 2014, on the 25th anniversary of the assassination of Ignacio Ellacuría Beascoechea and companions. The lecture summarizes Ellacuria's most important contributions to theology, philosophy and the university, grounded in the thought of Xavier Zubiri. The author shows the relevance of the concepts of "reality" and sentient intelligence, rooted in Zubirian philosophy, to the stance that Ellacuría took in the historical context in which he found himself living, and underscores Ellacuria's teachings, which continue to inspire and renew the commitment of Jesuit universities to truth, justice and freedom. [ABSTRACT FROM AUTHOR]

In response to recent lapses in business ethics, ethics have become integral components of the curricula of most business schools. The effectiveness of these attempts, however, is in doubt. The objective of this study is to examine the effectiveness of one form of ethics integration by exploring whether business students attending Jesuit universities differ in their perceptions towards ethics and social responsibility from business students attending state universities. It is hypothesized that students at a Jesuit university more strongly believe in ethics and social responsibility than students at a state university. Interestingly, the results were opposite of those hypothesized. The results seem to suggest that even when ethics are incorporated throughout a university curriculum (not just in the business school), it does not appear to be effective. Indeed, the results seem to support research which suggests that ethics instruction may have an effect opposite of that generally believed. [ABSTRACT FROM AUTHOR]

This article analyses the tradition of thesis prints in universities and Jesuit colleges of the Spanish Low Countries. It focuses on the origins and the iconography of these engraved broadsides in order to highlight their intellectual, artistic and socio-political dimensions. Being a direct source about teaching in Louvain and Douai, this visual material can provide insight into the learning practices in the Southern Netherlands, in particular the tradition of public defences and the significance of courtly patronage and dedications in an academic environment. The investigated examples are part of the aesthetics developed in Antwerp in the first half of the seventeenth century. [ABSTRACT FROM AUTHOR]

During 2013-2014, the University of San Francisco's Center for Teaching Excellence launched its first effort to support faculty learning communities (FLC), a professional development opportunity that brings together faculty engaging in an active, collaborative, yearlong program with a curriculum dedicated to enhancing teaching and learning. The Learning Communities Journal (http://celt.miamioh.edu/lcj/) presents the scholarship of teaching and learning devoted to these communities of practice and its editors trained inaugural facilitators at a two day conference. FLCs offer a relationship based (hence implicitly Ignatian) approach to solving problems and incubating ideas, including ideas on how to use Ignatian pedagogy to greater effect across academic programs at AJCU schools. Below I offer a brief history of our Ignatian Pedagogy FLC, divided into 3 stages: formation, participation, and presentation. I conclude with some recommendations that emerged out of our reflections that are relevant to all AJCU schools, including the development of a digital collection that we will present in a subsequent issue of Jesuit Higher Education: A Journal. [ABSTRACT FROM AUTHOR]

The potential of the Ignatian Pedagogical Paradigm (IPP) is realized in the reflective actions of students after they leave the Jesuit educational setting and go out into the world. With developments in science and technology accelerating, and worldwide dissemination immediate, the imperative to infuse the IPP into areas driven by science and technology is clear. It is this imperative which draws us to the global biotechnology industry. This paper presents a short overview of the industry, describes how "science-business" differs from traditional business, and discusses the process by which the IPP -- context, experience, reflection, action and evaluation -- has been developed in the Business of Biotechnology program at the University of San Francisco (USF). The cases developed to exemplify the IPP are "Organized Religion and the Business of Biotechnology," "Humanist Measures for Success in Bio-Business," and "The Poor and Marginalized." In addition, the Business of Biotechnology program utilizes the Biotechnology Innovation Expertise Model (BIEM 2.0), which identifies a recognized complement of the disciplines needed to bring breakthrough bioscience to a commercial product. These disciplines are readily present at Jesuit universities, which can, in turn, directly support education of value to the global biotechnology industry. [ABSTRACT FROM AUTHOR]

Colleges and universities may create group-based learning environments that help students develop the interpersonal skills necessary for today's business world. These skills are deemed necessary by many employers.1 Although many institutions of higher education support students' learning how to work in groups, Jesuit universities may have a special calling for this task in light of the mission of our institutions and the call to community as men and women for others. The current study analyzed 137 undergraduate and graduate, campus and hybrid students' responses from various disciplines at a Jesuit university using the Whissell Dictionary of Affect in Language.2 Given the lower pleasantness in and greater intensity of the responses at the end of the year, the current study suggests a call for action to provide opportunities for students to practice working in group projects designed to create a more positive experience. Group projects encourage greater community, which is consistent with the Jesuit mission. [ABSTRACT FROM AUTHOR]

In recent years, researchers have paid increased attention to the challenges undocumented students face in accessing higher education. However, within this growing field of inquiry, the unique experiences of undocumented students at Jesuit universities have been largely unexamined. Building on the groundbreaking study of the situation of undocumented students at the 28 Jesuit colleges and universities in the United States, which was published as the Immigrant Student National Position Paper (ISNPP), this article presents findings collected at the University of San Francisco as a part of a university-wide effort to assess the needs of undocumented students on campus. Three key themes emerged from this mixed-method study: (1) social justice is a draw and an anchor for undocumented students, (2) an institutional culture of silence breeds silence as an individual navigational strategy among undocumented students, and (3) unique financial stresses shape feelings of belonging for undocumented students. These themes both corroborate the ISNPP report and build a more nuanced understanding of the undocumented student experience on Jesuit campuses by highlighting the influence of institutional climate on student voice and student experience at the University of San Francisco. [ABSTRACT FROM AUTHOR]

By means of inventories of two bibliographical archives of the Society of Jesus which were expropriated in Nueva Granada due to its expulsion in 1767 (the inventories of the Library of Colegio de la Compañia de Jesús de Santa Fe de Antioquia, and Colegio de Santa Fe de Bogotá) a descriptive analysis of those libraries is carried out, paying special attention to: the uses of books with pedagogical and spiritual issues, to their decorations, conceived by the Jesuits themselves within a strong counter-reformist thought; and the classification systems that were adopted in their inventories according to their performance in humanist and religious education. [ABSTRACT FROM AUTHOR]

The article reports that the Congregation for Catholic Education approved the change on April 15, 2021 giving additional weight to the anti-abuse center that has been based in Rome since 2014. Topics include examines that the new institute of the Jesuit-run university will open September, early of the academic year 2021-2022.

The author reflects on his visit to the Universidad Centroamericana (UCA) in El Salvador in line with the Jesuit martyrs, Ignacio Martín-Baró or Nacho, who was killed at UCA during the Salvadoran Civil War and Dean Brackley who transferred to UCA after the massacre. Topics covered include the background of Nacho and Dean, the social conditions in the country and the impact of the visit on the author's attitude as a Jesuit university president.

An interview with Réne Gomez, a college counselor of Saint Ignatius College Prep, a Jesuit Catholic school in Chicago, Illinois, is presented. When asked about his entry to the profession, he refers to the opportunity of working closely with admission office during his college days. He shares how his family inspired and supported his choice of career. Gomez also notes the professional goals he is working to achieve.

The article discusses the National Jesuit Student Leadership Conference that was held at Regis University in Denver, Colorado on July 27 to 30, 2016 wherein the event's theme "Peace by Piece" focused on the call of the Catholic social teaching on the promotion of peace and disarmament.

An introduction is presented in which the editors discuss various reports within the issue on topics including the growth of Jesuit Commons: Higher Education at the Margins project, affordability and challenge of access in Jesuit universities, and the faculty roles within such university.