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Jill Kickul - Faculty

Jill Kickul

Jill Kickul

Profesora Distinguida en Emprendimiento Social 

Escuela de Negocios y EGADE Business School

Expertise

Emprendimiento social
Educación en Emprendimiento 
Innovación social 

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Overview

Dr. Jill Kickul served as a professor at the Lloyd Greif Center for Entrepreneurial Studies and Narayan Research Director of the Brittingham Social Enterprise Lab, both at the Marshall School of Business of the University of Southern California in the United States. She was also the academic director of the Master of Science in Social Entrepreneurship at the same institution. Furthermore, she is the founding director of the Annual Social Entrepreneurship Conference, the largest academic conference in the field.

Jill Kickul was previously director of the Social Entrepreneurship program at NYU’s Stern School of Business and academic advisor for the MBA’s Social Innovation and Impact Specialization. She also held several distinguished positions, such as president of the United States Association for Small Business and Entrepreneurship (USASBE) in 2020, and was part of the Research Committee Chair (2018-2020) and the Teaching Committee Chair (2009-2012) for the Academy of Management, both in the Entrepreneurship Division.

Her career has been marked by a focus on entrepreneurial studies and social enterprise, where she combines her expertise in research with practical applications in these fields. Her work primarily revolves around understanding and fostering entrepreneurship, particularly emphasizing social entrepreneurship and its impact on society.

Dr. Kickul received the 2022 Dedication to Entrepreneurship Award from the Academy of Management, recognizing her long-term contributions to entrepreneurship research, teaching, practice, and the field’s growth.

Jill Kickul joined Tecnológico de Monterrey as a Distinguished Professor in Social Entrepreneurship for the Business School and EGADE Business School.

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Education and Training

  • Ph.D., Industrial/Organizational Psychology, Northern Illinois University.
  • M.A., Industrial/Organizational Psychology, Northern Illinois University.
  • MBA, DePaul University.

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Juan Ignacio Sánchez - Faculty

Juan Ignacio Sánchez

Juan Ignacio Sánchez

Distinguished Visiting Professor in Organizational Behavior and Human Capital

Business School and EGADE Business School

Expertise

Organizational behavior
Organizational culture
Human capital management

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Overview

Dr. Juan Ignacio Sánchez is professor and Knight-Ridder Byron Harless Eminent Scholar in the Department of Global Leadership and Management (GLaM) at the Florida International University. Earlier in his academic career at the same institution, he served as the founding chair of the GLaM department and faculty director of the Master of Science in Human Resource Management, where he designed and launched the master’s program, which is now ranked #2 by HR.com and has over 1,000 alumni, including the chief people officers of several Fortune 500 companies.

He has taught topics including organizational behavior, organizational design, staffing organizations, performance and talent management, HR effectiveness, and applied psychology training, among others.

Juan Ignacio Sánchez was vice president at Large of the Greater Miami Society for HRM (GMSHRM, now HR Miami) and was also elected Fellow of the American Psychological Association and of the Society for Industrial and Organizational Psychology. He is currently serving on his fifth U.S. National Academy of Sciences panel. For the Federal Government of the United States, he was a panelist in the development of a competency model for infant and toddler caregivers for the U.S. Department of Health and Human Services (20 17). From 2011 to 2013, he was a Special Government Employee for the Occupational Information Development Advisory Panel (OIDAP), at the Social Security Administration, GSA 14.

Juan Ignacio Sánchez joined Tecnológico de Monterrey as Distinguished Professor in Organizational Behavior and Human Capital for the Business School and EGADE Business School.

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Education and Training

  • Ph.D., Industrial/Organizational Psychology, University of South Florida
  • M.Sc., Industrial/Organizational Psychology, University of South Florida
  • Bachelor's degree, Psychology, Universidad Complutense de Madrid 
     
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Publications

  • Sanchez, J. I., Bonache, J., Paz-Aparicio, C., & Oberty, C. Z. (2022). Combining interpretivism and positivism in international business research: The example of the expatriate role. Journal of World Business, 101419.

  • Sanchez, J. I. (2022). Who Opposes “Oposiciones”? A job-analytic approach to job-related public employee selection. Basque Journal of People and Public Organizations [Pertsonak eta Antolakunde Publikoak Kudeatzeko Euskal Aldizkaria= Revista Vasca de Gestión de Personas y Organizaciones Públicas], 22, 8-21.

  • Wated, G., & Sanchez, J.I. (2021). Political Populism-to-Work Spillover in Latin America: Implications for Human Resources Management. In J. Trullen & J. Bonache (Eds.), Talent Management in Latin America. Pressing Issues and Best Practices, pp. 8-28. New York, NY: Routledge, Taylor & Francis Group. ISBN: 978-0-367-81990-3, ISBN: 978-1-032-04676-1.

  • Campion, M.C., Schepker, D.J., Campion, M.A., Sanchez, J.I. (2020). Competency modeling: A theoretical and empirical examination of the strategy dissemination process. Human Resources Management, 59(3), 291-306.

  • Spector, P., & Sanchez, J. (2018). Getting the Global Band Together: Best Practices in Organizing and Managing International Research Teams. In K. Shockley, W. Shen, & R. Johnson (Eds.), The Cambridge Handbook of the Global Work–Family Interface (Cambridge Handbooks in Psychology, pp. 230-246). Cambridge: Cambridge University Press. doi:10.1017/9781108235556.012

  • Sanchez, J. I., & Lazrak, Y. (2017). The micro-foundations of global innovation: Disrupting the balance between centripetal and centrifugal forces. In S. Kundu, & S. Munjal (Eds.), Human Capital and Innovation: Examining the Role of Globalisation, pp. 73-90. Basignstoke, UK: Palgrave McMillan.

  • Paustian-Underdahl, S. C., Fainshmidt, S., Sanchez, J. I., Misati, E., Zhao, Y., & Zhang, H. (2017). The Role of Economic Development and Perceived Growth Opportunities in Employee Reactions to M&As: A Study of the Merger Syndrome Across 29 Countries. Group & Organization Management, 42(2), 163-194.

  • Tian, Q., & Sanchez, J. I. (2017). Does paternalistic leadership promote innovative behavior? The interaction between authoritarianism and benevolence. Journal of Applied Social Psychology, 47(5), 235-246.

More publications

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Juan Ignacio Sánchez - Faculty

Juan Ignacio Sánchez

Juan Ignacio Sánchez

Profesor Visitante Distinguido en Comportamiento Organizacional y Capital Humano

Escuela de Negocios y EGADE Business School

Expertise

Comportamiento organizacional
Cultura organizacional
Gestión del capital humano

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Overview

Dr. Juan Ignacio Sánchez is professor and Knight-Ridder Byron Harless Eminent Scholar in the Department of Global Leadership and Management (GLaM) at the Florida International University. Earlier in his academic career at the same institution, he served as the founding chair of the GLaM department and faculty director of the Master of Science in Human Resource Management, where he designed and launched the master’s program, which is now ranked #2 by HR.com and has over 1,000 alumni, including the chief people officers of several Fortune 500 companies.

He has taught topics including organizational behavior, organizational design, staffing organizations, performance and talent management, HR effectiveness, and applied psychology training, among others.

Juan Ignacio Sánchez was vice president at Large of the Greater Miami Society for HRM (GMSHRM, now HR Miami) and was also elected Fellow of the American Psychological Association and of the Society for Industrial and Organizational Psychology. He is currently serving on his fifth U.S. National Academy of Sciences panel. For the Federal Government of the United States, he was a panelist in the development of a competency model for infant and toddler caregivers for the U.S. Department of Health and Human Services (20 17). From 2011 to 2013, he was a Special Government Employee for the Occupational Information Development Advisory Panel (OIDAP), at the Social Security Administration, GSA 14.

Juan Ignacio Sánchez joined Tecnológico de Monterrey as Distinguished Professor in Organizational Behavior and Human Capital for the Business School and EGADE Business School.

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Education and Training

  • Ph.D., Industrial/Organizational Psychology, University of South Florida
  • M.Sc., Industrial/Organizational Psychology, University of South Florida
  • Bachelor's degree, Psychology, Universidad Complutense de Madrid 
     
radio_button_unchecked radio_button_checked

Publications

  • Sanchez, J. I., Bonache, J., Paz-Aparicio, C., & Oberty, C. Z. (2022). Combining interpretivism and positivism in international business research: The example of the expatriate role. Journal of World Business, 101419.

  • Sanchez, J. I. (2022). Who Opposes “Oposiciones”? A job-analytic approach to job-related public employee selection. Basque Journal of People and Public Organizations [Pertsonak eta Antolakunde Publikoak Kudeatzeko Euskal Aldizkaria= Revista Vasca de Gestión de Personas y Organizaciones Públicas], 22, 8-21.

  • Wated, G., & Sanchez, J.I. (2021). Political Populism-to-Work Spillover in Latin America: Implications for Human Resources Management. In J. Trullen & J. Bonache (Eds.), Talent Management in Latin America. Pressing Issues and Best Practices, pp. 8-28. New York, NY: Routledge, Taylor & Francis Group. ISBN: 978-0-367-81990-3, ISBN: 978-1-032-04676-1.

  • Campion, M.C., Schepker, D.J., Campion, M.A., Sanchez, J.I. (2020). Competency modeling: A theoretical and empirical examination of the strategy dissemination process. Human Resources Management, 59(3), 291-306.

  • Spector, P., & Sanchez, J. (2018). Getting the Global Band Together: Best Practices in Organizing and Managing International Research Teams. In K. Shockley, W. Shen, & R. Johnson (Eds.), The Cambridge Handbook of the Global Work–Family Interface (Cambridge Handbooks in Psychology, pp. 230-246). Cambridge: Cambridge University Press. doi:10.1017/9781108235556.012

  • Sanchez, J. I., & Lazrak, Y. (2017). The micro-foundations of global innovation: Disrupting the balance between centripetal and centrifugal forces. In S. Kundu, & S. Munjal (Eds.), Human Capital and Innovation: Examining the Role of Globalisation, pp. 73-90. Basignstoke, UK: Palgrave McMillan.

  • Paustian-Underdahl, S. C., Fainshmidt, S., Sanchez, J. I., Misati, E., Zhao, Y., & Zhang, H. (2017). The Role of Economic Development and Perceived Growth Opportunities in Employee Reactions to M&As: A Study of the Merger Syndrome Across 29 Countries. Group & Organization Management, 42(2), 163-194.

  • Tian, Q., & Sanchez, J. I. (2017). Does paternalistic leadership promote innovative behavior? The interaction between authoritarianism and benevolence. Journal of Applied Social Psychology, 47(5), 235-246.

More publications

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Shaping Skills

Advances in fields such as artificial intelligence, automation, and digitalization are fundamentally reshaping business operations, job functions, and the skills required in the labor market. This technological evolution underscores the critical importance of investing in reskilling and upskilling initiatives that enable workers to adapt and thrive in changing environments. At the same time, universities and educational institutions face the challenge of designing curricula that equip students with the relevant competencies to their professional fields. Without these efforts, talent gaps may emerge, limiting the capacity for innovation and growth across organizations and industries.

Integrated transportation infrastructure: air, maritime, and land.

The reports generated by the project Shaping Skills serve as a comprehensive analytical tool, offering an in-depth snapshot of workforce competencies within diverse sectors. Central to the report is the creation and refinement of an adaptive taxonomy of Knowledge, Skills, and Abilities (KSA), designed to map and organize the competencies required to meet evolving industry demands. Drawing from data collected from job postings for each occupation and related roles in a specific sector, the report analyzes the distribution of competencies through graphical methods, identifying trends, patterns, and key categories.

Structured to lead readers toward a clear grasp of emerging workforce priorities, the reports also offer a deeper examination of the occupational landscape. They uncover valuable insights into the workforce’s specialized needs, highlighting how employment patterns and job roles are evolving in response to technological shifts and changing market dynamics. By mapping these trends, the reports empower stakeholders with actionable knowledge to proactively address future workforce challenges and opportunities.

Finally, through its focused examination of knowledge, skills, and abilities, these reports provide a comprehensive overview of the current state and future trajectory of the workforce in the analyzed sector. It provides a foundation for deeper investigation into how technological change is redefining work, outlining strategies to build a resilient and competitive workforce while bridging sectors and guiding the future of education and employment.

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Institute for the Future of Education
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Shaping Skills

La evolución tecnológica, especialmente en áreas como la inteligencia artificial, la automatización y la digitalización de procesos, está transformando las funciones laborales, los perfiles profesionales y las habilidades requeridas en el mercado laboral. Este panorama genera una necesidad urgente de impulsar iniciativas de actualización y fortalecimiento de competencias que permitan a la fuerza laboral mantenerse competitiva y adaptarse a las nuevas demandas. Al mismo tiempo, las universidades e instituciones educativas enfrentan el reto de diseñar currículos que preparen a los estudiantes con las competencias necesarias para su campo profesional, ya que la ausencia de estas acciones podría traducirse en brechas de talento que restrinjan la capacidad de innovación y crecimiento de las organizaciones e industrias.

Infraestructura de transporte integrada: aéreo, marítimo y terrestre

The reports generated by the project Shaping Skills serve as a comprehensive analytical tool, offering an in-depth snapshot of workforce competencies within diverse sectors. Central to the report is the creation and refinement of an adaptive taxonomy of Knowledge, Skills, and Abilities (KSA), designed to map and organize the competencies required to meet evolving industry demands. Drawing from data collected from job postings for each occupation and related roles in a specific sector, the report analyzes the distribution of competencies through graphical methods, identifying trends, patterns, and key categories.

Structured to lead readers toward a clear grasp of emerging workforce priorities, the reports also offer a deeper examination of the occupational landscape. They uncover valuable insights into the workforce’s specialized needs, highlighting how employment patterns and job roles are evolving in response to technological shifts and changing market dynamics. By mapping these trends, the reports empower stakeholders with actionable knowledge to proactively address future workforce challenges and opportunities.

Finally, through its focused examination of knowledge, skills, and abilities, these reports provide a comprehensive overview of the current state and future trajectory of the workforce in the analyzed sector. It provides a foundation for deeper investigation into how technological change is redefining work, outlining strategies to build a resilient and competitive workforce while bridging sectors and guiding the future of education and employment.

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Institute for the Future of Education
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IFE

Our Dream

Improve the lives of millions of people through transforming higher education and lifelong learning around the world.

ABOUT US navigate_next

Our Purpose

We create, disseminate, and apply research-based educational innovation to improve higher education and lifelong learning.

Initiatives

Through our expanding range of initiatives, the Institute for the Future of Education, IFE, aims to collaborate with academics, professionals, policymakers, and leaders to co-create the future of education.

Our initiatives are divided into four groups:  

  1. Interdisciplinary Research
  2. Entrepreneurship and Technology Transfer
  3. Impact Projects and Consultancy
  4. Outreach and Community Building.

Interdisciplinary Research

Entrepreneurship and Technology Transfer

Impact Projects and Consultancy

Outreach and Community Building

Reports

IFE Insights Reports IFE Insights Reports
IFE Insights Reports
IFE Impact Report IFE Impact Report
IFE Impact Reports
Personas revisando reportes impresos y gráficos en una computadora portátil durante una reunión de análisis de datos. Personas revisando reportes impresos y gráficos en una computadora portátil durante una reunión de análisis de datos.
Impact Measurement Reports
Integrated transportation infrastructure: air, maritime, and land. Integrated transportation infrastructure: air, maritime, and land.
Shaping Skills Reports
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IFE

Our Dream

Improve the lives of millions of people through transforming higher education and lifelong learning around the world.

ABOUT US navigate_next

Our Purpose

We create, disseminate, and apply research-based educational innovation to improve higher education and lifelong learning.

Initiatives

Through our expanding range of initiatives, the Institute for the Future of Education, IFE, aims to collaborate with academics, professionals, policymakers, and leaders to co-create the future of education.

Our initiatives are divided into four groups:  

  1. Interdisciplinary Research
  2. Entrepreneurship and Technology Transfer
  3. Impact Projects and Consultancy
  4. Outreach and Community Building.

Investigación Interdisciplinaria

Emprendimiento y Transferencia tecnológica

Proyectos de Impacto y Consultoría

Diseminación y Creación de Comunidades

Reportes

IFE Insights Reports IFE Insights Reports
IFE Insights Reports
IFE Impact Report IFE Impact Report
IFE Impact Reports
Personas revisando reportes impresos y gráficos en una computadora portátil durante una reunión de análisis de datos. Personas revisando reportes impresos y gráficos en una computadora portátil durante una reunión de análisis de datos.
Impact Measurement Reports
Infraestructura de transporte integrada: aéreo, marítimo y terrestre. Infraestructura de transporte integrada: aéreo, marítimo y terrestre.
Shaping Skills Reports
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IFE - About us

Institute for the Future of Education
Institute for the Future of Education
Transforming education, improving lives

Key Themes for the Future of Education: Towards a FAIR Approach

As we navigate the evolving landscape of work, it is imperative to envision a transformative future for education that caters to academic achievement, skills mastery, and the preparation of graduates for the labor market. This necessitates a paradigm shift characterized by nonlinearity and high flexibility, ensuring education remains responsive, relevant, and effective in meeting the changing needs of industries and society. 

To realize these objectives, an open and collaborative approach is needed to cultivate a FAIR education framework, embodying principles of being Fit for Purpose, Adaptive, Inclusive, and Relevant. 
 

Fit for Purpose

Design pedagogical, neurocognitive, and technological approaches that lead to effective learning.

Adaptive

Create flexible and convenient learning modes with multiple progression pathways.

Inclusive

Bring quality education opportunities to all, including underserved communities.

Relevant

Anticipate and respond to the dynamic changing needs of industries and society.

The Five Grand Challenges Facing Education

To achieve these objectives, several challenges need to be tackled, including, but not limited to: 

  1. Quality. Elevate learning outcomes by transforming teaching & learning to be engaging and motivating.
  2. Relevance. Skills development to support worker job mobility and companies’ business transformation.
  3. Access. Scale up quality higher education and lifelong learning opportunities for all segments of the population.
  4. Inclusion. Make education affordable to different learner segments.
  5. Efficiency. Design effective competency-based learning systems to increase educational quality and efficiency.

IFE Open and Collaborative Platform

To address the five great challenges in education, the Institute for the Future of Education establishes a platform to generate interdisciplinary research, promote entrepreneurship, provide educational innovation services, disseminate knowledge, and connect with our stakeholders to have a greater impact.

IFE Open and Collaborative Platform
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IFE - Nosotros

Instituto para el Futuro de la Educación
Instituto para el Futuro de la Educación
Transformando la educación, mejorando vidas

Principios guía para el futuro de la educación: Hacia un enfoque FAIR

As we navigate the evolving landscape of work, it is imperative to envision a transformative future for education that caters to academic achievement, skills mastery, and the preparation of graduates for the labor market. This necessitates a paradigm shift characterized by nonlinearity and high flexibility, ensuring education remains responsive, relevant, and effective in meeting the changing needs of industries and society. 

To realize these objectives, an open and collaborative approach is needed to cultivate a FAIR education framework, embodying principles of being Fit for Purpose, Adaptive, Inclusive, and Relevant. 
 

Fit for Purpose

Design pedagogical, neurocognitive, and technological approaches that lead to effective learning.

Adaptive

Create flexible and convenient learning modes with multiple progression pathways.

Inclusive

Bring quality education opportunities to all, including underserved communities.

Relevant

Anticipate and respond to the dynamic changing needs of industries and society.

Los cinco grandes retos que enfrenta la educación

To achieve these objectives, several challenges need to be tackled, including, but not limited to: 

  1. Quality. Elevate learning outcomes by transforming teaching & learning to be engaging and motivating.
  2. Relevance. Skills development to support worker job mobility and companies’ business transformation.
  3. Access. Scale up quality higher education and lifelong learning opportunities for all segments of the population.
  4. Inclusion. Make education affordable to different learner segments.
  5. Efficiency. Design effective competency-based learning systems to increase educational quality and efficiency.

IFE Plataforma abierta y colaborativa

To address the five great challenges in education, the Institute for the Future of Education establishes a platform to generate interdisciplinary research, promote entrepreneurship, provide educational innovation services, disseminate knowledge, and connect with our stakeholders to have a greater impact.

5 grandes retos
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IFE International Advisory Board

IFE International Advisory Board
IFE International Advisory Board

The International Advisory Board (IAB) of the Institute for the Future of Education is a high-level body that supports the Institute’s strategic direction setting and global positioning. Its members bring deep expertise in education, innovation, skills development, and public policy and serve as trusted advisors who provide critical feedback, challenge assumptions, and help identify bold opportunities for impact. The Board also acts as a bridge to international networks, unlocking new partnerships, funding sources, and platforms for collaboration.

IFE Flagship Projects

The IFE Flagship Projects are strategic institutional initiatives that have been shaped and refined with input from the International Advisory Board. They embody the Institute’s commitment to systemic educational transformation through innovation, collaboration, and global engagement.

Executive Program for Higher Education Leaders (in collaboration with the University of Pennsylvania)

This initiative, developed in partnership with the University of Pennsylvania, aims to empower university leaders in Latin America with the essential tools, mindsets, and networks to lead institutional transformation. The program features in-person and virtual modules focused on innovation, sustainability, and leadership. Its goal is to develop higher education institutions that are prepared for the future across the region.

IFE AI Nexus

A collaborative research and innovation hub focused on artificial intelligence and learning analytics in education. It enables large-scale pilots, joint research, policy guidance, and training to help institutions integrate AI into teaching and learning in a responsible and effective way—leveraging the infrastructure of IFE and Tecnológico de Monterrey.

Skills Hub

Skills Hub is a platform designed to close the skills gap between education and the labor market. It supports governments, industries, and universities with skills forecasting, short-cycle program design, and policy development. The initiative combines data, research, and partnerships to foster inclusive upskilling and reskilling ecosystems across Latin America.

FAIR Learning Model - El Camino

A hybrid learning model that combines AI-powered tutoring via WhatsApp with human mentorship to support vulnerable segments of the population. Initially piloted in Monterrey, it has demonstrated strong engagement and learning outcomes. The IAB identified El Camino’s potential for massive scalability as a low-cost, high-impact solution to advance educational equity.

Global South EdTech Network

This initiative aims to identify, adapt, and scale educational technology solutions for Latin America and developing economies. It builds a collaborative network to address shared challenges through research, open innovation, and a validation marketplace. The project amplifies Global South voices and fosters sustainable, evidence-based EdTech innovation.

IFE International Advisory Board Members

Michael J. L. Fung

President IFE International Advisory Board Executive Director Institute for the Future of Education
Tecnológico de Monterrey

Courtney Brown

Vice President of Strategy
Lumina Foundation

Raúl Valdés-Cotera

Chief Program Coordinator
UNESCOInstitute for Lifelong Learning

Horacio Arredondo

Dean School of Business & EGADE Business School
Tecnológico de Monterrey

Matt Sigelman

President
Burning Glass Institute

Paul LeBlanc

Co-Founder
Matter and Space

Douglas Lynch

Senior Fellow
USC Rossier School of Education

Maia Sharpley

Managing Partner
Odonata Ventures

Michelle Weise

Co-Founder
Rise & Design

Juan Pablo Murra

Rector
Tecnológico de Monterrey

Feniosky Peña-Mora

Vice President of Research
Tecnológico de Monterrey

José Escamilla

Secretary IFE International Advisory Board Associate Director Institute for the Future of Education
Tecnológico de Monterrey
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MEMBER OF:

Asociación de Universidades de la Cuenca del Pacífico
Universitas 21
Red Mundial de Universidades
Centro Interuniversitario de Desarrollo
Consorcio Europeo de Universidades Innovadoras
Red Magalhaes
La Tríada

AV. EUGENIO GARZA SADA 2501 COL. TECNOLÓGICO C.P. 64700 | MONTERREY, NUEVO LEÓN, MÉXICO | TEL. +52 (81) 8358-2000 D.R.© INSTITUTO TECNOLÓGICO Y DE ESTUDIOS SUPERIORES DE MONTERREY, MÉXICO. 2025

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