Pub Date : 2023-10-05DOI: 10.18666/jnel-2023-11864
Jennifer M. Pigza
This book review weaves together summary, critique, and application possibilities of two texts: The Four Pivots: Reimagining Justice, Reimagining Ourselves (Ginwright, 2022) and Design for Belonging: How to Build Inclusion and Collaboration in Your Communities (Wise, 2022).
{"title":"Four Pivots: Reimagining Justice, Reimagining Ourselves and Designing for Belonging: How to Build Inclusion and Collaboration in Your Communities, Book Review","authors":"Jennifer M. Pigza","doi":"10.18666/jnel-2023-11864","DOIUrl":"https://doi.org/10.18666/jnel-2023-11864","url":null,"abstract":"This book review weaves together summary, critique, and application possibilities of two texts: The Four Pivots: Reimagining Justice, Reimagining Ourselves (Ginwright, 2022) and Design for Belonging: How to Build Inclusion and Collaboration in Your Communities (Wise, 2022).","PeriodicalId":43170,"journal":{"name":"Journal of Nonprofit Education and Leadership","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135482029","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}
The complex nature of social issues makes interdisciplinary perspectives an important aspect of current research and education. Nonprofit management education posits itself as a ground for interdisciplinary perspectives as they train future nonprofit leaders who would be at the center of the solution for some of these social issues. While nonprofit management education can gain many benefits from interdisciplinary perspectives, the challenges must be considered and recognized. This paper covers some of the opportunities and challenges of interdisciplinary perspectives in nonprofit management education. The paper concludes with some implications and questions about the practicality of interdisciplinary education.
{"title":"The Challenges and Opportunities of Interdisciplinary Perspectives in Nonprofit Management Education","authors":"Karabi Bezboruah","doi":"10.18666/jnel-12206","DOIUrl":"https://doi.org/10.18666/jnel-12206","url":null,"abstract":"The complex nature of social issues makes interdisciplinary perspectives an important aspect of current research and education. Nonprofit management education posits itself as a ground for interdisciplinary perspectives as they train future nonprofit leaders who would be at the center of the solution for some of these social issues. While nonprofit management education can gain many benefits from interdisciplinary perspectives, the challenges must be considered and recognized. This paper covers some of the opportunities and challenges of interdisciplinary perspectives in nonprofit management education. The paper concludes with some implications and questions about the practicality of interdisciplinary education.","PeriodicalId":43170,"journal":{"name":"Journal of Nonprofit Education and Leadership","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135482428","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 essay describes my experiences as a nonprofit management education professor whose academic and professional backgrounds come from strategic communication. I highlight the teaching, service, and research stresses that I’ve experienced as a professor who doesn’t share the same theoretical perspectives as program directors and department chairs who come from public administration, business, and social work backgrounds. I write about these tensions not to vent or air dirty laundry but to encourage nonprofit management education programs to recruit tenured, tenure-track, and adjunct professors who have different backgrounds and actively bring them into key roles within the program in regards to strategic planning, evaluation, and administration.
{"title":"Residing in the Periphery while Teaching in the Center of Nonprofit Management Education: Perspectives from a Strategic Communication Professor","authors":"Richard D. Waters","doi":"10.18666/jnel-11723","DOIUrl":"https://doi.org/10.18666/jnel-11723","url":null,"abstract":"This essay describes my experiences as a nonprofit management education professor whose academic and professional backgrounds come from strategic communication. I highlight the teaching, service, and research stresses that I’ve experienced as a professor who doesn’t share the same theoretical perspectives as program directors and department chairs who come from public administration, business, and social work backgrounds. I write about these tensions not to vent or air dirty laundry but to encourage nonprofit management education programs to recruit tenured, tenure-track, and adjunct professors who have different backgrounds and actively bring them into key roles within the program in regards to strategic planning, evaluation, and administration.","PeriodicalId":43170,"journal":{"name":"Journal of Nonprofit Education and Leadership","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135482143","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 paper examines the challenges of teaching management policy development in nonprofit organizations through a pan-disciplinary “constructive epistemology.” The elements of the epistemology encompass sequential elements that go beyond problem-solving heuristics, and apply well to managerial policy development in nonprofit organizations. Those elements include Issue Identification, Stakeholder Recognition, Normative Desires, Conceptual Framing, Empirical Observation, Scenario Envisioning and Prescriptive Recommendation. I argue that each of these helps to frame policy problems, and together they provide a firm basis for developing policy and for reviewing its effects. The constructive epistemology is illustrated with a discussion of how nonprofits might develop policy around the prospect of receiving donations from morally suspect sources, the so-called “dirty money” problem.
{"title":"What Were You Thinking? A Constructive Epistemology of Nonprofit Policy Development","authors":"Roland Kushner","doi":"10.18666/jnel-12197","DOIUrl":"https://doi.org/10.18666/jnel-12197","url":null,"abstract":"This paper examines the challenges of teaching management policy development in nonprofit organizations through a pan-disciplinary “constructive epistemology.” The elements of the epistemology encompass sequential elements that go beyond problem-solving heuristics, and apply well to managerial policy development in nonprofit organizations. Those elements include Issue Identification, Stakeholder Recognition, Normative Desires, Conceptual Framing, Empirical Observation, Scenario Envisioning and Prescriptive Recommendation. I argue that each of these helps to frame policy problems, and together they provide a firm basis for developing policy and for reviewing its effects. The constructive epistemology is illustrated with a discussion of how nonprofits might develop policy around the prospect of receiving donations from morally suspect sources, the so-called “dirty money” problem.","PeriodicalId":43170,"journal":{"name":"Journal of Nonprofit Education and Leadership","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135482285","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}
Laura M. Keyes, Hee Soun Jang, Lisa A. Dicke, Yu Shi
Public administration as an academic discipline provides nonprofit students with a foundation of public values essential to the preparation of capable public servants. The faculty in the Department of Public Administration at University of North Texas have been supportive of the department’s new undergraduate Nonprofit Leadership Studies degree and bring with them a blend of academic backgrounds and interdisciplinary and intersectoral perspectives to our approach to a nonprofit education. Our relatively new nonprofit degree is built on four overarching values: passion, participation, professionalism, and performance. Our use of the 4-P approach adopts the instrumental and the expressive assumptions from Frumkin’s (2002) framework to construct our own framework for designing and critiquing our curriculum in the Nonprofit Leadership Studies degree. Students learn that nonprofits are important collaborators with government, the private sector, and with the community as they seek out innovative solutions to complex social issues. This reflection essay presents a class case study example to highlight the academic disciplines that inform effective student learning.
{"title":"Spotlight on PA-Based Undergraduate Nonprofit Education: A Public Sector Catalyst for Stewardship and Service","authors":"Laura M. Keyes, Hee Soun Jang, Lisa A. Dicke, Yu Shi","doi":"10.18666/jnel-11718","DOIUrl":"https://doi.org/10.18666/jnel-11718","url":null,"abstract":"Public administration as an academic discipline provides nonprofit students with a foundation of public values essential to the preparation of capable public servants. The faculty in the Department of Public Administration at University of North Texas have been supportive of the department’s new undergraduate Nonprofit Leadership Studies degree and bring with them a blend of academic backgrounds and interdisciplinary and intersectoral perspectives to our approach to a nonprofit education. Our relatively new nonprofit degree is built on four overarching values: passion, participation, professionalism, and performance. Our use of the 4-P approach adopts the instrumental and the expressive assumptions from Frumkin’s (2002) framework to construct our own framework for designing and critiquing our curriculum in the Nonprofit Leadership Studies degree. Students learn that nonprofits are important collaborators with government, the private sector, and with the community as they seek out innovative solutions to complex social issues. This reflection essay presents a class case study example to highlight the academic disciplines that inform effective student learning.","PeriodicalId":43170,"journal":{"name":"Journal of Nonprofit Education and Leadership","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135482289","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 : 2023-08-20DOI: 10.18666/jnel-2023-11545
C. Evans, Margaret F. Reid, Denise McNerney
Currently, there is no standardized, validated measure of nonprofit capacity that makes cross-organizational comparisons and research studies almost impossible. In addition, these shortcomings impede suggestions for nonprofit practitioners and educators, hindering the development of professional and educational curricula. This paper presents a new measure of nonprofit capacity based on the utilization of exploratory and confirmatory factor analysis. With a national sample of U.S.-based nonprofit organizations (N=1,216), the six factor model explained 69.6% of total variance in nonprofit capacity. Those six factors and respective variance are: (1) board 14.8%, (2) the influence of the external environment 13.4%, (3) program development 11.9%, (4) mission centrality 11.4%, (5) management capacities 9.8%, and (6) funding 8.6%. A standardized measure, such as the one created here, allows research across nonprofit subsectors and for cross-organizational research in a more systematic way. Without cross-organization comparisons, we cannot know if we are truly teaching best practices.
{"title":"Creating and Validating a Capacity Measure for Nonprofit Organizations","authors":"C. Evans, Margaret F. Reid, Denise McNerney","doi":"10.18666/jnel-2023-11545","DOIUrl":"https://doi.org/10.18666/jnel-2023-11545","url":null,"abstract":"Currently, there is no standardized, validated measure of nonprofit capacity that makes cross-organizational comparisons and research studies almost impossible. In addition, these shortcomings impede suggestions for nonprofit practitioners and educators, hindering the development of professional and educational curricula. This paper presents a new measure of nonprofit capacity based on the utilization of exploratory and confirmatory factor analysis. With a national sample of U.S.-based nonprofit organizations (N=1,216), the six factor model explained 69.6% of total variance in nonprofit capacity. Those six factors and respective variance are: (1) board 14.8%, (2) the influence of the external environment 13.4%, (3) program development 11.9%, (4) mission centrality 11.4%, (5) management capacities 9.8%, and (6) funding 8.6%. A standardized measure, such as the one created here, allows research across nonprofit subsectors and for cross-organizational research in a more systematic way. Without cross-organization comparisons, we cannot know if we are truly teaching best practices.","PeriodicalId":43170,"journal":{"name":"Journal of Nonprofit Education and Leadership","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2023-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82418946","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}
While earlier research in nonprofit and philanthropic studies (NPS) tracks the field’s evolution, this study focuses on resource management courses, namely human resources and philanthropy, in graduate nonprofit curricula. Drawing on publicly accessible data, I examine the availability and content of human resource management (HRM) courses between 2018 and 2021. The study examines existing HRM knowledge devel-opment essential to building nonprofit management skills and overcoming nonprofit HRM challenges. Findings highlight declining availability of nonprofit HRM courses compared to increased emphasis on philanthropic studies, alongside HRM course content that closely reflects NACC curricular guidelines. Declining HRM course availability suggests future nonprofit leaders may be ill equipped to respond to nonprofit HRM challenges, thereby limiting recruitment and retention capacity and generating associated organizational performance impacts. By examining resource management topics in graduate nonprofit curricula, the study contributes to ongoing debates regarding NPS program content.
{"title":"Are We Advancing a “People-First” Culture? Nonprofit Human Resource Management Education in the U.S.","authors":"C. Brunt","doi":"10.18666/jnel-11467","DOIUrl":"https://doi.org/10.18666/jnel-11467","url":null,"abstract":"While earlier research in nonprofit and philanthropic studies (NPS) tracks the field’s evolution, this study focuses on resource management courses, namely human resources and philanthropy, in graduate nonprofit curricula. Drawing on publicly accessible data, I examine the availability and content of human resource management (HRM) courses between 2018 and 2021. The study examines existing HRM knowledge devel-opment essential to building nonprofit management skills and overcoming nonprofit HRM challenges. Findings highlight declining availability of nonprofit HRM courses compared to increased emphasis on philanthropic studies, alongside HRM course content that closely reflects NACC curricular guidelines. Declining HRM course availability suggests future nonprofit leaders may be ill equipped to respond to nonprofit HRM challenges, thereby limiting recruitment and retention capacity and generating associated organizational performance impacts. By examining resource management topics in graduate nonprofit curricula, the study contributes to ongoing debates regarding NPS program content.","PeriodicalId":43170,"journal":{"name":"Journal of Nonprofit Education and Leadership","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2023-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90300504","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}
Nonprofit educational programs have been housed in a multitude of departments or schools, including Schools of Management or Business, Public Administration, and Humanities, and incorporated a variety of approaches, including course offerings and types of degrees awarded. In this paper, we delve into the history of nonprofit educational programs, we make a case for locating nonprofit programs in Schools of Management or Business, provide a detailed example of the evolution of a premier undergraduate nonprofit minor in a business school, and present a framework for pro-gram success. We anticipate that this will assist in developing, or re-envisioning exist-ing programs, in order to best prepare students for a career in the nonprofit sector
{"title":"Nonprofit Programs in Business Schools: A Win-Win Across Sector","authors":"R. H. Schaffer, R. Bernstein","doi":"10.18666/jnel-12095","DOIUrl":"https://doi.org/10.18666/jnel-12095","url":null,"abstract":"Nonprofit educational programs have been housed in a multitude of departments or schools, including Schools of Management or Business, Public Administration, and Humanities, and incorporated a variety of approaches, including course offerings and types of degrees awarded. In this paper, we delve into the history of nonprofit educational programs, we make a case for locating nonprofit programs in Schools of Management or Business, provide a detailed example of the evolution of a premier undergraduate nonprofit minor in a business school, and present a framework for pro-gram success. We anticipate that this will assist in developing, or re-envisioning exist-ing programs, in order to best prepare students for a career in the nonprofit sector","PeriodicalId":43170,"journal":{"name":"Journal of Nonprofit Education and Leadership","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2023-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72412531","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}
J. Jones, Elizabeth A. Castillo, M. Schneider, Sue Carter Kahl
This teaching case describes an executive search gone awry. A small nonprofit organization committed to social justice set out to hire their first executive director and inad-vertently created a biased hiring process that resulted in a failed search. Through this case, students will learn to identify how resource constraints affect hiring decisions in small organizations, explain the importance of a comprehensive job development plan, develop and introduce a proposal to hire an organization’s first executive director, identify the microfoundations (i.e., individual-level behaviors) of biased hiring practices, and intervene effectively in unproductive or harmful board-level discussions. These learning objectives can be adapted to fit the objectives of courses in board governance, leadership, team dynamics, and human resource management. This case is appropriate for undergraduate and graduate students.
{"title":"An Executive Search Gone AwryBiased Hiring Practices in a Small Organization","authors":"J. Jones, Elizabeth A. Castillo, M. Schneider, Sue Carter Kahl","doi":"10.18666/jnel-10919","DOIUrl":"https://doi.org/10.18666/jnel-10919","url":null,"abstract":"This teaching case describes an executive search gone awry. A small nonprofit organization committed to social justice set out to hire their first executive director and inad-vertently created a biased hiring process that resulted in a failed search. Through this case, students will learn to identify how resource constraints affect hiring decisions in small organizations, explain the importance of a comprehensive job development plan, develop and introduce a proposal to hire an organization’s first executive director, identify the microfoundations (i.e., individual-level behaviors) of biased hiring practices, and intervene effectively in unproductive or harmful board-level discussions. These learning objectives can be adapted to fit the objectives of courses in board governance, leadership, team dynamics, and human resource management. This case is appropriate for undergraduate and graduate students.","PeriodicalId":43170,"journal":{"name":"Journal of Nonprofit Education and Leadership","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2023-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83120950","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}
Critical thinking is a core skill for nonprofit managers. Teaching for critical thinking is effective in improving students’ critical thinking; however, the pedagogy must be contextualized to various domains. This quasi-experimental study explored the contextualization of critical thinking skill development in two identical nonprofit management education (NME) courses. The research questions were: a) what is the critical thinking disposition of undergraduate NME students?, and b) does an explicit pedagogical focus on critical thinking in NME lead to increased capacity to exercise critical thinking skills? Findings suggest that an explicit focus on critical thinking was related to improved skill performance. Statistically significant differences were found for four of the six critical thinking skills. The change in skill performance may be a combination of both motivation and skill change, both of which benefit from an explicit focus on critical thinking.
{"title":"Critical Thinking in Nonprofit Management Education Is an Explicit Emphasis Related to Greater Skill Development?","authors":"J. Jones, T. Irani, Jihee Song","doi":"10.18666/jnel-2022-9243","DOIUrl":"https://doi.org/10.18666/jnel-2022-9243","url":null,"abstract":"Critical thinking is a core skill for nonprofit managers. Teaching for critical thinking is effective in improving students’ critical thinking; however, the pedagogy must be contextualized to various domains. This quasi-experimental study explored the contextualization of critical thinking skill development in two identical nonprofit management education (NME) courses. The research questions were: a) what is the critical thinking disposition of undergraduate NME students?, and b) does an explicit pedagogical focus on critical thinking in NME lead to increased capacity to exercise critical thinking skills? Findings suggest that an explicit focus on critical thinking was related to improved skill performance. Statistically significant differences were found for four of the six critical thinking skills. The change in skill performance may be a combination of both motivation and skill change, both of which benefit from an explicit focus on critical thinking.","PeriodicalId":43170,"journal":{"name":"Journal of Nonprofit Education and Leadership","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85256049","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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