PEDAGOGY
Martha Leticia Silva-Flores and Francisco Javier Vázquez Junior detail how in-company learning projects and a system of personalised mentorship help the ITESO MBA provide a transformative experience that aims to redefine the purpose and impact of leadership
I n an era characterised by rapid technological advancements, escalating social inequalities and mounting environmental concerns, the role of business is undergoing a profound analysis. Traditional metrics of success – profitability, market share and operational efficiency – are no longer adequate to justify corporate actions or leadership. Today’s business leaders must demonstrate both strategic and ethical competence. They must navigate the intricacies of globalised economies while maintaining a steadfast commitment to justice, sustainability and the common good. Within this evolving landscape, the imperative for a transformative approach to business education has never been more pressing. Institutions of higher learning are uniquely positioned to respond to this demand, not merely by equipping students with technical proficiency, but by cultivating individuals of integrity; leaders who are critically conscious, socially engaged and ethically grounded. Business education must transcend the transactional model of knowledge delivery and transform into a space of formation, where students develop managerial acumen and a vocation for service and systemic change. ITESO University Business School exemplifies this educational ideal in its MBA programmes. Deeply rooted in the Jesuit tradition of humanistic education, these programmes integrate academic rigour with ethical discernment and social responsibility. Consequently, they create a transformative learning environment where students are prepared for the marketplace and called to contribute to a more humane, sustainable and equitable world. In this way, the ITESO MBA becomes not only a professional milestone, but also a formative journey that redefines the purpose and impact of business leadership. Rethinking the purpose of business education In the current business landscape, volatility, uncertainty, complexity and ambiguity have become pervasive, necessitating an approach that goes beyond technical expertise and strategic
planning. A moral compass is essential in these conditions; to fulfill their societal responsibility, universities must design programmes that transcend traditional objectives such as employability and career advancement. They must not view education as a linear process, but nurture students’ capacity for critical reflection, ethical judgment and collaborative action. This holistic development can be fostered through sustained mentorship, experiential learning and interdisciplinary dialogue. At ITESO, business education aims to provide a transformative journey that empowers students to examine the ethical and social implications of their decisions. The school’s MBA, meanwhile, seeks to develop future business leaders who are not only innovators and competitors but also stewards of the common good. To achieve this comprehensive vision, education must transition from a technocratic skill transmission to a formative paradigm that focuses the individual, their values, commitments and social responsibilities on learning. ITESO’s educational philosophy, grounded in Ignatian pedagogy, emphasises cura personalis , or care for the whole person, and promotes intellectually rigorous, ethically aligned and socially transformative education. The school’s MBA programme embodies this approach by integrating knowledge, competencies and attitudes tailored to contemporary global challenges. It empowers students to engage with intricate problems through interdisciplinary perspectives, responding to the demands of an increasingly interconnected and crisis-prone world. ITESO’s AMBA accreditation has catalysed continuous improvement, fostering robust internal processes, enhancing academic support and cultivating a dynamic and reflective learning community. The school’s Graduate Accompaniment System (SAP), for example, provides personalised mentorship throughout the academic journey, guiding students in developing case studies and real-world, applied research projects. There is also the Trabajo de Obtención de Grado (TOG), akin to a capstone project, which revolves around an in-company project and functions as an integrative learning experience with tangible
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