Papers by Dennis O'Connor
Ignatius of Loyola wrote in the Spiritual Exercises that love manifests itself better in action t... more Ignatius of Loyola wrote in the Spiritual Exercises that love manifests itself better in action than in words alone. His vision and spirituality provide the direction and foundations for the universal mission of Jesuit higher education. All teaching and learning occur in a context. The interconnections and fast pace of the 21st century have brought staggering challenges to the global community and business. The values and structures of "business as usual" are proving inadequate and often exacerbating the difficulties. Impending crises can also bring out the best.
Academy of Management Proceedings, 1986
Transitions are ubiqitious phenomenon in modern life. This research sets forth a grounded theory ... more Transitions are ubiqitious phenomenon in modern life. This research sets forth a grounded theory phase sequence model of the transition process. The model is used to explore the midlife transition ...
Journal of Jesuit Business Education, 2016
Ignatius of Loyola wrote in the Spiritual Exercises that love manifests itself better in action t... more Ignatius of Loyola wrote in the Spiritual Exercises that love manifests itself better in action than in words alone. His vision and spirituality provide the direction and foundations for the universal mission of Jesuit higher education. All teaching and learning occur in a context. The interconnections and fast pace of the 21st century have brought staggering challenges to the global community and business. The values and structures of "business as usual" are proving inadequate and often exacerbating the difficulties. Impending crises can also bring out the best.
Two dimensional echocardiography was done at frequent visits to assess segmental left ventricular... more Two dimensional echocardiography was done at frequent visits to assess segmental left ventricular function. Ejection fraction was calculated as the difference between n-diastolic and n-systolic volume as a percentage of diastolic volume. Normal values from 39-69%. The lower the percentage, the more is the Abstract A prospective study on the effect of early use of captopril (ACE inhibitors) on the management of patients with acute myocardial infarction was carried out during the period from April 1996 to October 1996, in the coronary care unit (CCU) of Saddam General Hospital in Ramadi. Two groups were taken, the first sample of 31 patients (22 males and 9 females) received captopril, and another sample of 29 patients (18 males and 11 females) received the conventional therapy. The study showed that on both short and long term management, captopril was found to reduce incidence of mortality as well as left ventricular dysfunction. All results obtained were upon sequential clinical findings, ECG, chest X-ray, and Echocardiography.
Human Relations, 1990
In this exploratory study, data were collected from 64 men and women experiencing midlife transit... more In this exploratory study, data were collected from 64 men and women experiencing midlife transitions. Transformations of life structure during the phases of midlife transition were noted. Some changes (degree of conflict, temporariness, and fulfillment potential) were best accounted for by the act of progressing through the steps of this major transition in life; other changes in life structure (complexity, flexibility, and self-determination) were better accounted for by an internal process of paradigm shifting.
Executive Summary: This case for a Jesuit business case series must address three simple question... more Executive Summary: This case for a Jesuit business case series must address three simple questions: Why would it be a contribution to the field of business education to begin a new case series that reflects the quality and values associated with Jesuit education? What would differentiate such a series from existing options? How might such a series be developed and shared? We make this case based on several interrelated points: there is mounting evidence that at this juncture in the early 21 st century, we are facing an inflection point that requires a reconsideration of our historical strategies and assumptions in both academia and industry. There is a strategic opportunity for different types of cases that explore issues of ethics, values, and concern for sustainability in a more emphatic manner. It is clear that the Jesuit colleges and universities collectively have the resources to effectively deal with the industry entry and mobility barriers, and a Jesuit case series is congrue...
This case for a Jesuit business case series must address three simple questions: Why would it be ... more This case for a Jesuit business case series must address three simple questions: Why would it be a contribution to the field of business education to begin a new case series that reflects the quality and values associated with Jesuit education? What would differentiate such a series from existing options? How might such a series be developed and shared?
We make this case based on several interrelated points: there is mounting evidence that at this juncture in the early 21st century, we are facing an inflection point that requires a reconsideration of our historical strategies and assumptions in both academia and industry. There is a strategic opportunity for different types of cases that explore issues of ethics, values, and concern for sustainability in a more emphatic manner. It is clear that the Jesuit colleges and universities collectively have the resources to effectively deal with the industry entry and mobility barriers, and a Jesuit case series is congruent with, and perhaps even mandated by our Jesuit inspired missions.
Ignatius of Loyola wrote in the Spiritual Exercises that love manifests itself better in act... more Ignatius of Loyola wrote in the Spiritual Exercises that love manifests itself better in action than in words alone. His vision and spirituality provide the direction and foundations for the universal mission of Jesuit higher education. All teaching and learning occur in a context. The interconnections and fast pace of the 21st century have brought staggering challenges to the global community and business. The values and structures of “business as usual” are proving inadequate, and often exacerbating the difficulties. Impending crises can also bring out the best. There have been exciting innovations emerging around the globe (e.g sustainability) and numerous calls for a paradigm shift in our thinking. Jesuit Business Education (JBE) has not been idle either. Delbecq et al1 call for a re-visioning of business as a pivotal societal institution that creates wealth in service to humanity. The contemporary business organization is the primary community for most people and therefore business leadership is a noble calling. We are at a crucial tipping point and JBE with its global reach can and indeed must join with others as an active intentional player in making a difference.
In broad terms, we envision and propose a Jesuit “knowledge network” to facilitate the work of building a transformative JBE through vibrant and ongoing global dialogue. The evolving technological platforms of the 21st century enable connection, reflection and synergy in ways previously unimaginable and practically impossible. Imagine a “library” of Ignatian-themed articles, blogs, thought pieces, videos, pedagogical resources. Imagine debates, lengthy comment trailers, and faculty, alumni, and students forming new relationships around the world through these interactions.
Within this context, we will describe a Jesuit Case Series that draws upon a living tradition of timeless principles and an inventory of values and methods to deepen and extend ethical discussion, always with the goal of making relevant to the contemporary. Cases are unique pedagogical tools. They tend to focus more on a senior management perspective and systemic understandings, as well as complexity and discernment vs. right answers. We believe business cases can educate towards productivity and profits, but must also be an opportunity, in their creation and teaching, to consider intentions and multiple impacts, numerous stakeholders and mutuality, and processes of discernment in the face of ambiguity and complexity. JBE must “go in their door and bring them out of ours” to quote St. Ignatius of Loyola.
Journal of Jesuit Business Education
There is mounting evidence that we are facing an historic inflection point in the early 21st cent... more There is mounting evidence that we are facing an historic inflection point in the early 21st century. A torrential cascade of interconnected events with global reach increasingly demands a reconsideration of ongoing strategies and assumptions in both academia and industry. We believe there is a strategic opportunity for a Jesuit Case Series that explores issues of ethics, values, and concern for sustainability in a more emphatic manner.
This case for a Jesuit business case series will address three simple questions: 1) why it would be a contribution to the field of business education to begin a new case series that reflects the quality and values associated with Jesuit education, 2) what differentiates such a series from existing options, and 3) how might this series be developed and shared.
As we prepare our graduates for the complexities, opportunities, and challenges of the 21st century-- the international network of Jesuit Colleges and Universities uniquely have the intellectual power, global reach, intellectual authority, and moral responsibility to make a real difference. A Jesuit tradition of almost 500 years provides fertile soil for strategic differentiation in primary values, epistemology, methodology, and scope. A Jesuit case series is congruent with, and perhaps even mandated by our Jesuit inspired missions.
Journal of Management Education, Apr 2007
In response to the challenge of assigning and conducting group projects, this article lays out a ... more In response to the challenge of assigning and conducting group projects, this article lays out a brief context for team projects and puts forth a positive vision of teams and leadership. The authors provide some guiding values, tools, and goals and propose a model that expands the usual conceptualization of the student-team leadership challenge: team leadership involves project management, team management, self management and ongoing reflections on each of these. The authors also share a number of project worksheets that they have developed over the years that have helped increase the learning that occurs through group projects.
Journal of Management Education, Feb 2001
This paper describes a set of activities that helps students locate their place in the world by h... more This paper describes a set of activities that helps students locate their place in the world by heightening awareness about emerging global realities and the individual and organizational adaptations necessary to thrive. Grasping one’s context is, in fact, critical to knowing who we are, creatively expanding our choices, and taking responsibility. Students are challenged to actively build competencies and move towards deeper organizational understanding.
Journal of Management Education, Dec 2007
Given the scope and intent of Maslow’s work, the current textbook treatment is wanting. Therefore... more Given the scope and intent of Maslow’s work, the current textbook treatment is wanting. Therefore, an inductive exercise has been created and is offered here to build “the road map of human nature.” This age-old, philosophic focus on our true nature has been a way to successfully engage and inspire both our students and our pedagogy. In the spirit of Maslow, the meaning of self-actualization is explored, and the understanding and managing of motivation is embedded into the larger context of leadership, quality, spirituality, ethics, self-awareness, and personal growth.
Journal of Management Education, Aug 1, 2000
Over the years, we have witnessed the emergence of various approaches for improving the relevance... more Over the years, we have witnessed the emergence of various approaches for improving the relevance and effectiveness of management education. One guiding principle that has gained almost universal acceptance among management faculty is what is generally known as experiential learning. Experience-centered pedagogical approaches espouse a common value. They regard students' experience as relevant and valuable. They acknowledge the usefulness of students' experience as a wellspring of insight into organizational life, an interesting focus of reflection, and a credible source of guidance for action and experimentation .
Human Relations, Jan 1, 1987
ON MANAGING MIDLIFE TRANSITIONS IN CAREER AND FAMILY ABSTRACT by Dennis J. O'Connor and Donald M.... more ON MANAGING MIDLIFE TRANSITIONS IN CAREER AND FAMILY ABSTRACT by Dennis J. O'Connor and Donald M. Wolfe
Journal of Organizational Behavior, Jan 1, 1991
Conflict Resolution and Negotiation Journal, 2008
This paper is about the dissemination of knowledge across the curriculum and the role business ed... more This paper is about the dissemination of knowledge across the curriculum and the role business education can play in elevating student awareness and understanding of interdisciplinary thoughts. Most importantly, it explores the importance of thoughtful appreciation of divergent educational paradigms and how such an appreciation can be the bridge toward cohesive, contemporary, and meaningful learning. The paper builds on an experience of team teaching an interdisciplinary honors course, “Ways of Knowing”. Throughout the paper, we illustrate the ideological conflicts that emerged in this experience, and the realization of their sources and reasons. The paper also provides the contrast that could begin to explain how these tensions could be relaxed, as well as outlines the need to transcend disciplinary barriers through informed understanding and appreciation.
Conflict Resolution and Negotiation Journal, 2012
While thoughtlessness is sometimes unintentional, at other times, it is a fig leaf partially cove... more While thoughtlessness is sometimes unintentional, at other times, it is a fig leaf partially covering intentional incompetence, habitual impulsiveness, grossly inconsiderate partisanship, and cruel heartlessness. We assert that virtue requires that we promote thoughtfulness in ourselves, and others, and that we challenge the vices of thoughtlessness and heartlessness. Mahatma Gandhi’s concept of truthfastness, or more precisely satyagraha,1 is explored as an antidote to thoughtlessness, and a means to collectively elevate our thinking, our dialogue, and our reverence for life. We recognize that truthfastness may be seen by some as overly idealistic, naïve, and complex, and we conclude by exploring the interconnecting and problematic assumptions that underlie these objections.
Advances in Appreciative Inquiry: Constructive Discourse and Human Organization, 2007
The time is ripe for a pedagogy of appreciation. This chapter is a cross pollination of the posit... more The time is ripe for a pedagogy of appreciation. This chapter is a cross pollination of the positive philosophies and visions of educators such as Dewey, Freire, Kolb, and Handy with the vibrant and emerging organizational change ideas and processes of Appreciative Inquiry. This pedagogical stance is values driven and embraces the relevance of personal experience. There is a distinct bias towards success and positive change through supportive relationships and dialogue in the creation of knowledge. This chapter details step by step classroom applications that follow the 4D model (Discover, Dream, Design, Destiny) and extend the experiential learning cycle. For the student, these applications have led to more energized and sustained interactions, an increase in positive attitudes towards other students and the professor, more relevant and personally meaningful concepts, and a fuller and more hopeful view of the future. For the professor, a deeper engagement with the students and their stories leads to a stronger connection with the values, concepts and models of the course. The chapter concludes by identifying some challenges in applying and extending an appreciative approach to educational systems as a whole.
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Papers by Dennis O'Connor
We make this case based on several interrelated points: there is mounting evidence that at this juncture in the early 21st century, we are facing an inflection point that requires a reconsideration of our historical strategies and assumptions in both academia and industry. There is a strategic opportunity for different types of cases that explore issues of ethics, values, and concern for sustainability in a more emphatic manner. It is clear that the Jesuit colleges and universities collectively have the resources to effectively deal with the industry entry and mobility barriers, and a Jesuit case series is congruent with, and perhaps even mandated by our Jesuit inspired missions.
In broad terms, we envision and propose a Jesuit “knowledge network” to facilitate the work of building a transformative JBE through vibrant and ongoing global dialogue. The evolving technological platforms of the 21st century enable connection, reflection and synergy in ways previously unimaginable and practically impossible. Imagine a “library” of Ignatian-themed articles, blogs, thought pieces, videos, pedagogical resources. Imagine debates, lengthy comment trailers, and faculty, alumni, and students forming new relationships around the world through these interactions.
Within this context, we will describe a Jesuit Case Series that draws upon a living tradition of timeless principles and an inventory of values and methods to deepen and extend ethical discussion, always with the goal of making relevant to the contemporary. Cases are unique pedagogical tools. They tend to focus more on a senior management perspective and systemic understandings, as well as complexity and discernment vs. right answers. We believe business cases can educate towards productivity and profits, but must also be an opportunity, in their creation and teaching, to consider intentions and multiple impacts, numerous stakeholders and mutuality, and processes of discernment in the face of ambiguity and complexity. JBE must “go in their door and bring them out of ours” to quote St. Ignatius of Loyola.
This case for a Jesuit business case series will address three simple questions: 1) why it would be a contribution to the field of business education to begin a new case series that reflects the quality and values associated with Jesuit education, 2) what differentiates such a series from existing options, and 3) how might this series be developed and shared.
As we prepare our graduates for the complexities, opportunities, and challenges of the 21st century-- the international network of Jesuit Colleges and Universities uniquely have the intellectual power, global reach, intellectual authority, and moral responsibility to make a real difference. A Jesuit tradition of almost 500 years provides fertile soil for strategic differentiation in primary values, epistemology, methodology, and scope. A Jesuit case series is congruent with, and perhaps even mandated by our Jesuit inspired missions.
We make this case based on several interrelated points: there is mounting evidence that at this juncture in the early 21st century, we are facing an inflection point that requires a reconsideration of our historical strategies and assumptions in both academia and industry. There is a strategic opportunity for different types of cases that explore issues of ethics, values, and concern for sustainability in a more emphatic manner. It is clear that the Jesuit colleges and universities collectively have the resources to effectively deal with the industry entry and mobility barriers, and a Jesuit case series is congruent with, and perhaps even mandated by our Jesuit inspired missions.
In broad terms, we envision and propose a Jesuit “knowledge network” to facilitate the work of building a transformative JBE through vibrant and ongoing global dialogue. The evolving technological platforms of the 21st century enable connection, reflection and synergy in ways previously unimaginable and practically impossible. Imagine a “library” of Ignatian-themed articles, blogs, thought pieces, videos, pedagogical resources. Imagine debates, lengthy comment trailers, and faculty, alumni, and students forming new relationships around the world through these interactions.
Within this context, we will describe a Jesuit Case Series that draws upon a living tradition of timeless principles and an inventory of values and methods to deepen and extend ethical discussion, always with the goal of making relevant to the contemporary. Cases are unique pedagogical tools. They tend to focus more on a senior management perspective and systemic understandings, as well as complexity and discernment vs. right answers. We believe business cases can educate towards productivity and profits, but must also be an opportunity, in their creation and teaching, to consider intentions and multiple impacts, numerous stakeholders and mutuality, and processes of discernment in the face of ambiguity and complexity. JBE must “go in their door and bring them out of ours” to quote St. Ignatius of Loyola.
This case for a Jesuit business case series will address three simple questions: 1) why it would be a contribution to the field of business education to begin a new case series that reflects the quality and values associated with Jesuit education, 2) what differentiates such a series from existing options, and 3) how might this series be developed and shared.
As we prepare our graduates for the complexities, opportunities, and challenges of the 21st century-- the international network of Jesuit Colleges and Universities uniquely have the intellectual power, global reach, intellectual authority, and moral responsibility to make a real difference. A Jesuit tradition of almost 500 years provides fertile soil for strategic differentiation in primary values, epistemology, methodology, and scope. A Jesuit case series is congruent with, and perhaps even mandated by our Jesuit inspired missions.