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  1.  20
    Service-Learning and Leadership: Evidence From Teaching Financial Literacy.Omid Sabbaghi, Gerald F. Cavanagh S. J. & Tim Hipskind S. J. - 2013 - Journal of Business Ethics 118 (1):127-137.
    We provide an empirical investigation of leadership characteristics and social justice issues in the context of financial literacy service-learning. Using a unique dataset of student self-ratings, we find that students experience statistically significant increases in 8 of the 10 leadership dimensions and 7 of the 7 social justice issues examined in this study. Leadership dimensions include: persuasion, building community, “commitment to the growth of people,” stewardship, empathy, awareness, foresight, and listening. Interest in social justice issues include: dignity of the human (...)
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  2.  10
    Jesuit, Catholic, and Green: Evidence From Loyola University Chicago.Omid Sabbaghi & Gerald F. Cavanagh - 2015 - Journal of Business Ethics 127 (2):317-326.
    In this article, we investigate the relationship between religion, spirituality, and sustainability ethics. We focus on the sustainability efforts and channels that a Catholic Jesuit university employs in defining sustainability for business education and the global community through a consideration of the themes of social justice and the value of life. Specifically, we examine the model embraced by Loyola University Chicago , which promotes sustainability ethics and initiatives through their campus infrastructure, academic curriculum, and institutional culture. We examine emerging student-run (...)
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  3.  7
    Is Frequent Service-Learning a Too-Much-of-a-Good-Thing Effect?Omid Sabbaghi, Gerald F. Cavanagh & J. Timothy Hipskind - 2019 - Business and Professional Ethics Journal 38 (1):79-110.
    In this study, we investigate the impact of frequent service learning on the emotional, personal development, and leadership characteristics of business students at a Catholic university in the United States. We examine the aforementioned impact of frequent service learning through a novel panel data set provided by the University’s Institute for Leadership and Service, ranging from the years 2008 through 2015. Specifically, we conduct an empirical analysis across the emotional, personal development, and leadership dimensions, and examine the too-much-of-a-good-thing effect of (...)
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