Pub Date : 2024-01-08DOI: 10.18666/jnel-2023-12155
Salvatore Alaimo
This is a book review of Innovation for Social Change by Leah Kral John Wiley and Sons (2023)
本文是对 Leah Kral 所著《社会变革中的创新》的书评 John Wiley and Sons (2023)
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Pub Date : 2024-01-08DOI: 10.18666/jnel-2023-11982
Jessica Etten
Book review completed for The Interim: A Guide to Transition Leadership in Higher Education by Daniel J. Bernardo Washington State University Press (2022)
已完成《The Interim：Daniel J. Bernardo 著，华盛顿州立大学出版社 (2022)
{"title":"The Interim: A Guide to Transition Leadership in Higher Education","authors":"Jessica Etten","doi":"10.18666/jnel-2023-11982","DOIUrl":"https://doi.org/10.18666/jnel-2023-11982","url":null,"abstract":"Book review completed for The Interim: A Guide to Transition Leadership in Higher Education by Daniel J. Bernardo Washington State University Press (2022)","PeriodicalId":43170,"journal":{"name":"Journal of Nonprofit Education and Leadership","volume":"46 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2024-01-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139447676","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-01-08DOI: 10.18666/jnel-2023-11546
Crystal A. Evans, Margaret F. Reid, Denise McNerney
Considering the controversy around strategic planning effectiveness for nonprofits, we first ask, “Does strategic planning matter?”. A survey was administered to 1,256 nonprofit organizations to determine a. their capacity to plan and b. what strategic planning processes they used. Using regression analysis, it was found that the presence of a strategic plan acted as a statistically significant indicator of higher organizational capacity. Next, strategic methods were evaluated to determine which ones were associated with higher capacity scores. This research makes two main contributions. First, it enhances, using a large national sample the academic debate as to the usefulness of strategic planning. Second, for practitioners, this research demonstrates which strategic methods were found to be associated with the highest performing organizations, using our capacity indicator. Based on these findings we believe that nonprofit managers can optimize their resources and focus on those methods that provide them with the highest return on their strategic efforts. Additionally, nonprofit faculty now have data to suggest what strategic planning methods should be taught in our classrooms.
考虑到围绕非营利组织战略规划有效性的争议，我们首先要问："战略规划重要吗？我们对 1256 家非营利组织进行了调查，以确定 a. 它们的规划能力和 b. 它们使用的战略规划流程。通过回归分析发现，战略规划的存在在统计学上是衡量组织能力高低的重要指标。接下来，对战略方法进行了评估，以确定哪些方法与较高的能力得分相关。这项研究有两大贡献。首先，它利用大量全国样本，加强了学术界对战略规划有用性的争论。其次，对于从业人员来说，这项研究利用我们的能力指标，证明了哪些战略方法与绩效最高的组织相关。基于这些发现，我们认为非营利组织的管理者可以优化他们的资源，把重点放在那些能使他们的战略努力获得最高回报的方法上。此外，非营利组织的教师现在也有数据来建议我们应该在课堂上教授哪些战略规划方法。
{"title":"What Strategic Planning Methods are Most Related to Higher Capacity Organizations: An Empirical Investigation","authors":"Crystal A. Evans, Margaret F. Reid, Denise McNerney","doi":"10.18666/jnel-2023-11546","DOIUrl":"https://doi.org/10.18666/jnel-2023-11546","url":null,"abstract":"Considering the controversy around strategic planning effectiveness for nonprofits, we first ask, “Does strategic planning matter?”. A survey was administered to 1,256 nonprofit organizations to determine a. their capacity to plan and b. what strategic planning processes they used. Using regression analysis, it was found that the presence of a strategic plan acted as a statistically significant indicator of higher organizational capacity. Next, strategic methods were evaluated to determine which ones were associated with higher capacity scores. This research makes two main contributions. First, it enhances, using a large national sample the academic debate as to the usefulness of strategic planning. Second, for practitioners, this research demonstrates which strategic methods were found to be associated with the highest performing organizations, using our capacity indicator. Based on these findings we believe that nonprofit managers can optimize their resources and focus on those methods that provide them with the highest return on their strategic efforts. Additionally, nonprofit faculty now have data to suggest what strategic planning methods should be taught in our classrooms.","PeriodicalId":43170,"journal":{"name":"Journal of Nonprofit Education and Leadership","volume":"43 9","pages":""},"PeriodicalIF":0.5,"publicationDate":"2024-01-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139446379","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-01-08DOI: 10.18666/jnel-2023-11949
Kristina Jaskyte
This mixed-methods study explored the benefits of the Design Thinking course to college students preparing for careers in the nonprofit sector. It examined whether the Design Thinking method could enhance college students’ creative confidence and creative efficacy and sought to identify additional benefits of mastering this approach. Thirty-eight students from various departments, schools, and colleges at a Southeastern University who took a semester-long class in Design Thinking participated in this study. After taking this course, students showed increased creative confidence and creative efficacy. Qualitative analysis of students’ reflection journals revealed additional benefits of the Design Thinking process: transferability of Design Thinking knowledge and skills to other classes and areas of work and life; teamwork; personal transformation and challenging assumptions; newly developed appreciation of human-centeredness in program design; and openness to risk-taking and failure. This study highlights numerous benefits of using the Design Thinking method in a classroom setting and provides practice implications for educators.
{"title":"The Power of Design Thinking: Exploring Creative Confidence and Creative Efficacy in College Students","authors":"Kristina Jaskyte","doi":"10.18666/jnel-2023-11949","DOIUrl":"https://doi.org/10.18666/jnel-2023-11949","url":null,"abstract":"This mixed-methods study explored the benefits of the Design Thinking course to college students preparing for careers in the nonprofit sector. It examined whether the Design Thinking method could enhance college students’ creative confidence and creative efficacy and sought to identify additional benefits of mastering this approach. Thirty-eight students from various departments, schools, and colleges at a Southeastern University who took a semester-long class in Design Thinking participated in this study. After taking this course, students showed increased creative confidence and creative efficacy. Qualitative analysis of students’ reflection journals revealed additional benefits of the Design Thinking process: transferability of Design Thinking knowledge and skills to other classes and areas of work and life; teamwork; personal transformation and challenging assumptions; newly developed appreciation of human-centeredness in program design; and openness to risk-taking and failure. This study highlights numerous benefits of using the Design Thinking method in a classroom setting and provides practice implications for educators.","PeriodicalId":43170,"journal":{"name":"Journal of Nonprofit Education and Leadership","volume":"6 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2024-01-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139446951","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-01-08DOI: 10.18666/jnel-2023-11806
Mary Beth Collins, Garrett Zastoupil
The University of Wisconsin-Madison Center for Community and Nonprofit Studies (the “Center”) has helped to expand or create new courses for two degree programs within a School of Human Ecology: the undergraduate Community and Nonprofit Leadership Bachelor of Arts degree program, and the Applied Master of Science in Human Ecology degree program. A post-baccalaureate Capstone Certificate program was then approved and offered, based on the set of courses that the Center has developed. Courses to meet the needs of these programs were developed with a focus on critical pedagogies and an expanded notion of subject matter, relying on community-based learning, praxis applications, and course structures which accommodate a diverse community of learners and contributors. This paper will examine how these course models and some of their key features and approaches advance best practices for applied learning in the field of nonprofit and community studies. Promising pedagogical features and strategies of the courses which the authors recommend for course design in this field include: decentering academic knowledge in favor of practitioner and community wisdom and engagement; emphasizing the value of the learning community as a source of diverse perspective and expertise; and critical consciousness development and practical skills building through reflection, action, and praxis—all taking into account the skills, experiences, and needs of adult learners.
{"title":"Preparing Students for Careers in the Third Sector: Critical Teaching and Learning Practice","authors":"Mary Beth Collins, Garrett Zastoupil","doi":"10.18666/jnel-2023-11806","DOIUrl":"https://doi.org/10.18666/jnel-2023-11806","url":null,"abstract":"The University of Wisconsin-Madison Center for Community and Nonprofit Studies (the “Center”) has helped to expand or create new courses for two degree programs within a School of Human Ecology: the undergraduate Community and Nonprofit Leadership Bachelor of Arts degree program, and the Applied Master of Science in Human Ecology degree program. A post-baccalaureate Capstone Certificate program was then approved and offered, based on the set of courses that the Center has developed. Courses to meet the needs of these programs were developed with a focus on critical pedagogies and an expanded notion of subject matter, relying on community-based learning, praxis applications, and course structures which accommodate a diverse community of learners and contributors. This paper will examine how these course models and some of their key features and approaches advance best practices for applied learning in the field of nonprofit and community studies. Promising pedagogical features and strategies of the courses which the authors recommend for course design in this field include: decentering academic knowledge in favor of practitioner and community wisdom and engagement; emphasizing the value of the learning community as a source of diverse perspective and expertise; and critical consciousness development and practical skills building through reflection, action, and praxis—all taking into account the skills, experiences, and needs of adult learners.","PeriodicalId":43170,"journal":{"name":"Journal of Nonprofit Education and Leadership","volume":"60 6","pages":""},"PeriodicalIF":0.5,"publicationDate":"2024-01-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139447657","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-28DOI: 10.18666/jnel-2023-12044
Genevieve G. Shaker, Meng-Han Ho, Chen Ji
The COVID-19 pandemic upended college classrooms, challenging instructors to deliver classes differently while still seeking to achieve pre-planned goals. Service-learning instructors faced a quandary: discontinuing activities could compromise course integrity, but requiring service was impossible, impractical, or inappropriate. Creative solutions were needed. This study explored the learning outcomes from a replacement activity, the philanthropic informational interview, in a philanthropy general education class and asked whether it could generate outcomes similar to service-learning. Data were drawn from student reflections (n = 145) from nine online course sections between spring 2020 and summer 2021. Thematic analysis identified eight learning outcomes: engaging with social issues, nonprofit solutions to social issues, insights into nonprofits’ innerworkings, philanthropy as everyone’s responsibility, enhanced empathetic understanding, value-driven career inspiration, developing interview skills, and building career capacities. These outcomes align with research about service-learning and suggest that the philanthropic informational interview can be a meaningful alternative to service-learning in some situations.
{"title":"“The Interview Inspired, Shocked, and Moved Me”: Philanthropic Informational Interviews as a Pandemic Alternative to Service-Learning","authors":"Genevieve G. Shaker, Meng-Han Ho, Chen Ji","doi":"10.18666/jnel-2023-12044","DOIUrl":"https://doi.org/10.18666/jnel-2023-12044","url":null,"abstract":"The COVID-19 pandemic upended college classrooms, challenging instructors to deliver classes differently while still seeking to achieve pre-planned goals. Service-learning instructors faced a quandary: discontinuing activities could compromise course integrity, but requiring service was impossible, impractical, or inappropriate. Creative solutions were needed. This study explored the learning outcomes from a replacement activity, the philanthropic informational interview, in a philanthropy general education class and asked whether it could generate outcomes similar to service-learning. Data were drawn from student reflections (n = 145) from nine online course sections between spring 2020 and summer 2021. Thematic analysis identified eight learning outcomes: engaging with social issues, nonprofit solutions to social issues, insights into nonprofits’ innerworkings, philanthropy as everyone’s responsibility, enhanced empathetic understanding, value-driven career inspiration, developing interview skills, and building career capacities. These outcomes align with research about service-learning and suggest that the philanthropic informational interview can be a meaningful alternative to service-learning in some situations.","PeriodicalId":43170,"journal":{"name":"Journal of Nonprofit Education and Leadership","volume":"45 3","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136159364","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Book Review of The Empowered Citizens Guide: 10 Steps to Passing a Law that Matters to You by Pat Libby (Oxford University Press, 2022)
帕特·利比的《赋权公民指南:10个步骤通过一项对你很重要的法律》书评(牛津大学出版社，2022年)
{"title":"The Empowered Citizens Guide: 10 Steps to Passing a Law that Matters to you, Book Review","authors":"Katharine Hill","doi":"10.18666/jnel-11836","DOIUrl":"https://doi.org/10.18666/jnel-11836","url":null,"abstract":"Book Review of The Empowered Citizens Guide: 10 Steps to Passing a Law that Matters to You by Pat Libby (Oxford University Press, 2022)","PeriodicalId":43170,"journal":{"name":"Journal of Nonprofit Education and Leadership","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135482040","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article discusses the various ways in which nonprofits are taught in American legal education, indicating the focus on nonprofit law and management as well as on experiential education and focus on tax issues. It also discusses teaching materials used and the possibilities for going beyond the single course model in teaching nonprofit in American legal education.
{"title":"Teaching About Nonprofits in American Legal Education","authors":"Mark Sidel","doi":"10.18666/jnel-12209","DOIUrl":"https://doi.org/10.18666/jnel-12209","url":null,"abstract":"This article discusses the various ways in which nonprofits are taught in American legal education, indicating the focus on nonprofit law and management as well as on experiential education and focus on tax issues. It also discusses teaching materials used and the possibilities for going beyond the single course model in teaching nonprofit in American legal education.","PeriodicalId":43170,"journal":{"name":"Journal of Nonprofit Education and Leadership","volume":"56 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135482601","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This special issue of the Journal of Nonprofit Education and Leadership seeks to help define the distinctiveness of particular disciplines to their understanding of nonprofit organizations and nonprofit education. While the invitation leans toward individual entries, discipline by discipline, this manuscript proposes to develop an explicit “compare and contrast” approach between the disciplines of public administration and social work. Nonprofit management is unequivocally an interdisciplinary field with our understandings drawn from numerous disciplines, among which are public administration and social work. Our compare and contrast approach will enable us and others to begin to understand how our intellectual trajectories, the frames we employ, the very questions we ask, have an impact on the curriculum we develop and teach. This is the premise on which we base the comparative approach embraced in this piece. Knowing that myriads variables could be the foci of our work, we use four parameters in our discussion: the disciplines’ historical roots; key values; challenges in management education within the discipline; and the disciplines’ approach and response to critical perspectives in nonprofit management education (NME). It is through an understanding of how public administration and social work developed along with the key values embraced by each that we can better understand the challenges we face today. We also feel it is important to provide alternative perspectives to traditional approaches, which is why we chose to include a discussion of recent approaches to NME embracing critical understandings.
{"title":"Two Perspectives on Nonprofit Management Education: Public Administration and Social Work","authors":"Roseanne Mirabella, Richard Hoefer","doi":"10.18666/jnel-12208","DOIUrl":"https://doi.org/10.18666/jnel-12208","url":null,"abstract":"This special issue of the Journal of Nonprofit Education and Leadership seeks to help define the distinctiveness of particular disciplines to their understanding of nonprofit organizations and nonprofit education. While the invitation leans toward individual entries, discipline by discipline, this manuscript proposes to develop an explicit “compare and contrast” approach between the disciplines of public administration and social work. Nonprofit management is unequivocally an interdisciplinary field with our understandings drawn from numerous disciplines, among which are public administration and social work. Our compare and contrast approach will enable us and others to begin to understand how our intellectual trajectories, the frames we employ, the very questions we ask, have an impact on the curriculum we develop and teach. This is the premise on which we base the comparative approach embraced in this piece. Knowing that myriads variables could be the foci of our work, we use four parameters in our discussion: the disciplines’ historical roots; key values; challenges in management education within the discipline; and the disciplines’ approach and response to critical perspectives in nonprofit management education (NME). It is through an understanding of how public administration and social work developed along with the key values embraced by each that we can better understand the challenges we face today. We also feel it is important to provide alternative perspectives to traditional approaches, which is why we chose to include a discussion of recent approaches to NME embracing critical understandings.","PeriodicalId":43170,"journal":{"name":"Journal of Nonprofit Education and Leadership","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135482282","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Multiple disciplines and numerous theoretical foundations built the basis for study of nonprofit organizations. This article explores the disciplinary debate with data from the Nonprofit Leadership Alliance about the majors of students earning the Certified Nonprofit Professional (CNP) credential over the last 10 years. Our analysis suggests that with a focus on the competencies needed for practice, nonprofit education works in any discipline. Embedding a competency-based, applied pedagogy allows many disciplines to ensure successful outcomes for students.
{"title":"Here's What We See: Competency-Based Education Can Solve the Nonprofit Disciplinary Conundrum","authors":"Dorothy Norris-Tirrell, Susan T. Schmidt","doi":"10.18666/jnel-11777","DOIUrl":"https://doi.org/10.18666/jnel-11777","url":null,"abstract":"Multiple disciplines and numerous theoretical foundations built the basis for study of nonprofit organizations. This article explores the disciplinary debate with data from the Nonprofit Leadership Alliance about the majors of students earning the Certified Nonprofit Professional (CNP) credential over the last 10 years. Our analysis suggests that with a focus on the competencies needed for practice, nonprofit education works in any discipline. Embedding a competency-based, applied pedagogy allows many disciplines to ensure successful outcomes for students.","PeriodicalId":43170,"journal":{"name":"Journal of Nonprofit Education and Leadership","volume":"439 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135482293","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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