Abstract
Jesuit universities provide a means of preparing students to advocate for social justice
and the common good through an educational method known as Ignatian pedagogy.
Rooted in the Spiritual Exercises of St. Ignatius of Loyola, Ignatian pedagogy is a
teaching practice rich in content imbued with Jesuit values. It is meant to be a
transformational experience where students learn how to be more intentional in their
thoughts and actions, understand the significance of what has been learned, and discern
the right course of action as they progress on their path to leadership. Traditionally,
Jesuits led students through the practice of Ignatian pedagogy, However, the number of
Jesuits has declined over the last few decades, making it necessary for Jesuit institutions
to rely on lay faculty and staff to carry forward their educational mission and Ignatian
teaching practices. The purpose of this research was to explore the ways Jesuit universities
provide faculty with a fundamental understanding of the mission of Jesuit education and
cultivate a culture of Ignatian pedagogy. My research approach was a qualitative multi-case study; data was coded and categorized to form themes from which assertions were
made. The aim of my study was to summarize best practices that further the ongoing
development of faculty in Ignatian teaching practices and to propose recommendations that
would deepen each university’s commitment to achieving the Jesuit educational mission.
Keywords: Ignatian pedagogy, common good, Spiritual Exercises, case study,
bounded system, hiring for mission, professional development