The Ignatian Pedagogy Paradigm and the Global Imperative of Biotechnology

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

The Presence of Jesuit Values in a Selection of University of San Francisco Courses: The Students’ Perspective

Even with the Ignatian Pedagogical Paradigm (IPP) well-integrated into university coursework, the IPP works optimally in the presence of Jesuit values. But do students perceive the presence of these values in their courses? An effort was undertaken at the University of San Francisco (USF) to determine if student perception of USF’s core values in their courses could be measured, and if so, to what extent they were present. A total of 511 USF core values surveys were collected from both undergraduates and graduates in the School of Management from Spring 2014 to Intersession 2016. This paper reviews the development of the Original and Revised Surveys, and the findings that were made. This includes one low-scoring core values statement, and statistically significant differentials among international graduate students on a gender basis. The most significant finding was that all students perceived every USF core value on a substantive level in every course. Final recommendations include: (1) a detailed review of USF’s core values for clarity, and (2) a revision of the core values survey to better recognize values perception in international students of both genders