About the Founder St Ignatius of Loyola was born in the ancestral castle of the Loyolas in the Basque province of Guipúzcoa, Spain, in 1491. The youngest son of a noble and wealthy family, Ignatius became a page in the service of a relative, Juan Velázquez de Cuéllar, treasurer of the kingdom of Castile in 1506. In 1517 Ignatius passed as a knight into the service of another relative, Antonio Manrique de Lara, duke of Nájera and viceroy of Navarre, who employed him in military undertakings and on a diplomatic mission. While defending the citadel of Pamplona against the French, in May 1521. Ignatius was hit by a cannonball, on sustaining a bad fracture of his right leg and damage to his left. This event closed the first period of his life.
The period of reorientation is the second period of Ignatius’ life, in which he turned toward a saintly life. After the treatment at Pamplona, he was shifted to Loyola in June 1521. There his condition was serious and underwent painful surgeries. During the period, he read the life of Christ and a book on the lives of the saints. The version of the lives of the saints contained prologues to the various lives by a Cistercian monk who conceived the service of God as a holy chivalry. This view of the life profoundly moved and attracted Ignatius.
In February 1522, Ignatius bade farewell to his family and went to Montserrat, a place of pilgrimage in the north-eastern Spain. He spent three days in confessing the sins of his whole life, hung his sword and dagger near the statue of the Virgin Mary as symbols of his abandoned ambitions and went to Manresa at Barcelona. The sojourn at Manresa was marked by spiritual trials as well as joy and interior light. There he sketched the fundamentals of his little book The Spiritual Exercises which was approved by the then Pope Paul III in 1548. This book is a manual of spiritual arms containing a vital ad dynamic system of spirituality. This is the end of the second period of his life.
In March 1523, Ignatius left Barcelona and went for a pilgrimage to Jerusalem. He wanted to settle in Jerusalem but the Franciscan custodians of the shrines of the Latin Church did not listen to his plan. He left Jerusalem and reached Barcelona in March 1524. There he studied Latin for nearly two years. In 1526, he was transferred to Alcala. There he formed a little group as his followers. Due to this, he was found to be suspicious and imprisoned along with his followers. When he was found innocent and released, he left Alcala and reached Paris on February 2, 1528 and remained as a student until 1535. During his stay there, he won the coveted M.A. of the famous university of Paris.
In 1537, Ignatius along with his companions wanted to make a pilgrimage to Jerusalem but war between Venice and Turkish Empire rendered this impossible. During this period, Ignatius had one of the decisive experiences of his life. At a roadside Chapel of La Storta, he saw a vision of Christ with a cross on his shoulder and beside him the Eternal Father, who said, “I wish you to take this man for your servant” and Jesus took him and said, “My will is that you should serve us”. On Christmas day of 1538, he said his first Mass at the Church of St Mary Major in Rome. This is the end of the third period of his life.
Founding of the Jesuit Order – Society of Jesus: The final period of Loyola’s life was spent in Rome or its vicinity. In 1539, the companions decided to form a permanent union named ‘Society of Jesus’, adding a vow of obedience to a superior elected by themselves to the vows of poverty, chastity and obedience to the Roman pontiff that they had already taken. In 1540, Pope Paul III approved the plan of the new order ‘Society of Jesus’ and Ignatius Loyola was the choice of his companions for the office of General.
The Society of Jesus developed rapidly under Ignatius’ guidance. When he died there were already about 1,000 Jesuits divided into 12 administrative units, called provinces. Three of these were in Italy, a like number in Spain, two in Germany, one in France, one in Portugal and two overseas in India and Brazil. Ignatius in his last years was occupied with Germany and India, to which he sent his famous followers Peter Canisius and Francis Xavier. He also dispatched missionaries to the Congo and to Ethiopia. In 1546, Ignatius secretly received into the Society Francis Borgia, duke of Gandía and viceroy of Catalonia. When knowledge of this became public four years later it created a sensation. Borgia organized the Spanish provinces of the order and became third general.
Ignatius Loyola left his mark on Rome. He founded the Roman College, embryo of the Gregorian University, and the Germanicum, a seminary for German candidates for the priesthood. He also established a home for fallen women and one for converted Jews. He and his work were much admired during his lifetime. But he also met with opposition in the church, outside it by the Protestant leaders and even from some of the Catholics.
Due to frequent illness, Ignatius Loyola resigned from the post of Superior in January 1551. But he continued to direct the Order until his death on July 31, 1556.
Cannonization: Ignatius Loyola was beatified by Pope Paul V in 1609 and was canonized by Pope Gregory XV in 1622 and his Feast Day is July 31. In 1922, he was declared Patron of all Spiritual Retreats by Pope Pius XI. The spirit of Ignatius of Loyola lives on in the Society of Jesus and in the Jesuit Constitutions, which still regulate the lives and aspirations of over 14,000 Jesuits, scattered through most countries of the world.

St Aloysius Gonzaga, a 16th Century aristocrat, the eldest son among 8 children, was born on 9th 1568 at Castiglione delle Stiviere, Italy. A son of Ferrante, marquess of Castiglione, he was educated at the ducal courts of Florence and Mantua and at the royal court of Madrid, where he was a page to King Philip II’s son Diego. In 1585, he resigned his inheritance and entered the Society of Jesus at Rome, where one of his spiritual directors was the renowned theologian Robert Bellarmine. He was heir to the throne of the Marquisate of Gonzaga in Italy, who had, everything he could have desired in life at his disposal. But inspired by a deep spirit of faith and moved by a profound love of mankind, at the age of 18, he renounced his rights and entered the Jesuit Order to be a religious whose wealth would be God alone and whose happiness would be the service of others.
While Aloysius was still into training. there was a plague in Rome. Victims of the plague had no hope of recovery and were abandoned for fear of contagion. The youthful Aloysius, who was then 23, rose to the occasion with his companions and immediately set about caring for the sick and the dying, risking his own life. The risk, however, was too great. While nursing the plague victims, he contracted the disease and died on June 21, 1591 shortly before ordination.
He was canonized and named protector of young students by Pope Benedict XIII in 1726 and was declared Patron of Roman Catholic Youth whose characteristic chastity, holiness, heroism and enthusiasm for the Christian ideals have made him one of the most venerated saints. His feast day is celebrated on June 21.
This University is named after St Aloysius Gonzaga, who offered his life as a sacrifice for mankind. It is the example of his life, pure and noble, not seeking the glories of this world but genuinely concerned about the well-being of others, that stand as hallmark among youth who pass through the portals of St Aloysius (Deemed to be University).

Core Values:
Mangalore Jesuit Educational Society (MJES) which runs St Aloysius (Deemed to be University) aims at the integral formation of students and tries to mould them into “men and women for and with others” who in turn will be the agents of change in forging a more just, humane, eco-friendly and gender sensitive society. Therefore, the institution intends to foster:

• A campus culture that is receptive to cross-cultural understanding, engaging the staff and students in creative and innovative nation-building, and evolving into a truly multidisciplinary university.
• A teaching-learning atmosphere tempered by a critical awareness demonstrating a proactive commitment to the cause of justice and responsible action. Inculcating scientific temper and free thinking among students will be the hallmark of the proposed new university.
• A holistic and comprehensive curriculum driven by a passion to motivate and challenge students, nurture cooperative leadership and recognize and reward their innovative research findings, while at the same time, encouraging them to live the values of honesty, integrity, personal responsibility, accountability, tolerance, respect, empathy and compassion.
• A desire in all the stakeholders towards creating an “Aloysian” brand of education that translates its commitment to values such as self-esteem, justice, critical thinking, freedom of thought and expression, freedom from discrimination, the benevolent exercise of power, and above all a hope in the essential goodness of people.
• Foundation courses on the Indian Constitution, Human Rights, Gender Equity, Environmental Science and Value Education as non-negotiable components of the curriculum in the first four semesters.
• Students should always aspire to do more than just the prescribed frame of syllabi and explore other dimensions of their personalities and skill sets.
• The vision and mission of “creating men and women for and with others” is intended to instil a deep critical self and social awareness. All students become sensitized to the condition of the marginalized sections of society and are motivated to serve them. In sum, the institution has made consistent efforts to keep itself abreast of the contemporary context constantly qualifying its vision and mission to respond to the needs and challenges of the times. At the centre of all the endeavours are the students whose integral development into persons who are academically accomplished, emotionally balanced, morally upright, socially responsible, ecologically sensitive and professionally committed provides meaning and justification for the existence and continuation of St Aloysius College.

St Aloysius (Deemed to be University) belongs to a network of educational institutions administered by the members of the Society of Jesus, a religious order which runs schools, colleges and universities in more than 105 countries in the world.
The members of the order, popularly known as Jesuits, have acquired a reputation for excellence in the quality of education.
Some of the distinguished Jesuit institutions of higher education in India are St Xavier’s College in Kolkata, St Xavier’s College in Mumbai, Loyola College in Chennai, St Joseph’s College in Trichy, Xavier Institute of Labour Relations (XLRI) in Jamshedpur, and Xavier University in Bhuvaneshwar. These and many other highly acclaimed centres of learning are managed by the Jesuits and deeply rooted in Jesuit values of commitment and excellence. Established in 1880, St Aloysius (Deemed to be University) prides itself in its history of 144 years. Thousands of students who have passed through the portals of this institution have rendered outstanding service to humankind not only in India but across the globe.
Despite its status as a minority institution, the college has imparted high-quality education to all sections of society regardless of caste, colour or creed. The motto of the college, “Lucet et Ardet” which means “shine to enkindle” has inspired countless students to become men and women for and with others, thus bringing light and joy into the lives of people.
Inculcating social awareness and enhancing social concern is one of the main thrusts of the college. We are extremely proud of our alumni/ae who have turned into agents of radical social change.
The context we live in today is marked by profound changes, acute conflicts and new possibilities. The world needs to build a future of solidarity with all sections of society. We have to fine-tune higher education to the needs of the society.
Creativity, critical thinking and conscience are the imperatives for bridging the ever- widening gap between communities and cultures. We invite you to join us in our endeavour by being an integral part of forming men and women for and with others. Colleges generally strive hard to teach students how to think critically, reason analytically, solve problems practically and communicate clearly. But St Aloysius (Deemed to be University) will ask for something more from its students by educating and forming them to become men and women of faith, wisdom and service to their communities. This is the “Value Addition” of Jesuit Higher Education.

The graduate attributes reflect the particular quality and feature or characteristics of an individual, including the knowledge, skills, attitudes and values that are expected to be acquired by a graduate through studies at the higher education institution (HEI) such as a college or university. The graduate attributes include capabilities that help strengthen one’s abilities for widening current knowledge base and skills, gaining new knowledge and skills, undertaking future studies, performing well in a chosen career and playing a constructive role as a responsible citizen in the society.
The graduate attributes define the characteristics of a student's university degree programme(s), and describe a set of characteristics/ competencies that are transferable beyond study of a particular subject area and programme contexts in which they have been developed.
Graduate attributes are fostered through meaningful learning experiences made available through the curriculum, the total college/university experiences and a process of critical and reflective thinking. The learning outcomes-based curriculum framework is based on the premise that every student and graduate is unique. Each student or graduate has his/her own characteristics in terms of previous learning levels and experiences, life experiences, learning styles and approaches to future career-related actions. The quality, depth and breadth of the learning experiences made available to the students while at the higher education institutions help develop their characteristic attributes.
The graduate attributes reflect disciplinary knowledge and understanding, generic skills, including global competencies that all students in different academic fields of study should acquire/attain and demonstrate. Some of the characteristic attributes that a graduate from ST ALOYSIUS (Deemed to be University) should demonstrate are as follows: Disciplinary Knowledge: Capable of demonstrating comprehensive knowledge and understanding of one or more disciplines that form a part of an undergraduate programme of study.
Communication Skills: Ability to express thoughts and ideas effectively in writing and orally; communicate with others using appropriate media; confidently share one’s views and express herself/himself; demonstrate the ability to listen carefully, read and write analytically, and present complex information in a clear and concise manner to different groups.
Critical Thinking: Capability to apply analytic thought to a body of knowledge; analyse and evaluate evidence, arguments, claims, beliefs on the basis of empirical evidence; identify relevant assumptions or implications; formulate coherent arguments; critically evaluate practices, policies and theories by following scientific approach to knowledge development.
Problem Solving: Capacity to extrapolate from what one has learned and apply their competencies to solve different kinds of non-familiar problems, rather than replicate curriculum content knowledge; and apply one’s learning to real life situations.
Analytical Reasoning: Ability to evaluate the reliability and relevance of evidence; identify logical flaws and holes in the arguments of others; analyse and synthesise data from a variety of sources; draw valid conclusions and support them with evidence and examples, and addressing opposing viewpoints.
Research-related Skills: A sense of inquiry and capability for asking relevant/appropriate questions, problematizing, synthesising and articulating; ability to recognise cause-and-effect relationships, define problems, formulate hypotheses, test hypotheses, analyse, interpret and draw conclusions from data, establish hypotheses, predict cause-and-effect relationships; ability to plan, execute and report the results of an experiment or investigation.
Cooperation/Team Work: Ability to work effectively and respectfully with diverse teams; facilitate cooperative or coordinated effort on the part of a group, and act together as a group or a team in the interests of a common cause and work efficiently as a member of a team.
Scientific Reasoning: Ability to analyse, interpret and draw conclusions from quantitative/qualitative data; and critically evaluate ideas, evidence and experiences LOCF 4 from an open-minded and reasoned perspective. Reflective Thinking: Critical sensibility to lived experiences, with self - awareness and reflexivity of both self and society.
Information/Digital Literacy: Capability to use ICT in a variety of learning situations, demonstrate ability to access, evaluate, and use a variety of relevant information sources; and use appropriate software for analysis of data.
Self-directed Learning: Ability to work independently, to identify appropriate resources required for a project and to manage a project efficiently.
Multicultural Competence: Possess knowledge of the values and beliefs of multiple cultures and a global perspective; and capability to effectively engage in a multicultural society and interact respectfully with diverse groups.
Moral and Ethical Awareness/Reasoning: Ability to embrace moral/ethical values in conducting one’s life, formulate a position/argument about an ethical issue from multiple perspectives, and use ethical practices in all work. Capable of demonstrating the ability to identify ethical issues related to one’s work, avoid unethical behaviour such as fabrication, falsification or misrepresentation of data or committing plagiarism, not adhering to intellectual property rights; appreciating environmental and sustainability issues; and adopting objective, unbiased and truthful actions in all aspects of work.
Leadership Readiness/Qualities: Capability for mapping out the tasks of a team or an organization, and setting direction, formulating an inspiring vision, building a team who can help achieve the vision, motivating and inspiring team members to engage with that vision, and using management skills to guide people to the right destination, in a smooth and efficient way.
Lifelong Learning: Ability to acquire knowledge and skills, including “learning how to learn‟, that are necessary for participating in learning activities throughout life, through self-paced and self-directed learning aimed at personal development, meeting economic, social and cultural objectives, and adapting to changing trades and demands of work place through knowledge/skill development/reskilling.

College received DEEMED TO BE UNIVERSITY Status in January 19, 2024

NAAC Accreditation, 2023 (Fourth Cycle): “A++” Grade with a CGPA of 3.67 out of 4

The Biannual Konkani Research Journal "Amar Konkani" received the prestigious "Sandesha Awards 2022" in February 2022

Ranked at 22 among Science colleges in the country by The Week Survey

Selected as a Mentor College under UGC PARAMARSH SCHEME – 2020

College received Green Institutional Mentor Award from MGNCRE, MHRD, Govt. of India in March 2020

ST ALOYSIUS COLLEGE (AUTONOMOUS) BAGGED THIRD RANK IN THE COUNTRY AMONG COLLEGES IN “SWACHH CAMPUS RANKING 2018” COMPETITION, GOVT. OF INDIA.

ST ALSOYSIUS COLLEGE ALSO SELECTED UNDER “UNNAT BHARATH ABHIYAN” SCHEME

Received Certificate of Commitment by Central Vigilance Commission

The Community Radio Sarang 108.8 FM received National Award for its creative programme 'ANTARABELAKU' from the Ministry of Information and Broadcasting, Govt. of India on 27th August 2019

Recognized as the Centre for research Capacity Building under UGC-STRIDE (Component -I)

NAAC Accreditation, 2015 (Third Cycle): “A” Grade with a CGPA of 3.62 out of 4

NAAC Accreditation, 2009 (Second Cycle): “A” Grade

NAAC Accreditation, 2004 (First Cycle): “A” Grade

NIRF, 2018: 94 (MHRD) among colleges in India

NIRF, 2017: 44 (MHRD) among colleges in India

Star Status (DBT, Government of India)

College with Potential for Excellence (UGC)

DDU Kaushal Kendra for B. Voc. Programmes

BiSEP -Biotechnology Skill Enhancement Program (Government of Karnataka)