Pub Date : 2019-03-14DOI: 10.18666/JNEL-2019-V9-I2-8333
Baruch Shimoni
In-depth interviews show how 14 Israeli mega donors transfer business-oriented habitus to the philanthropic and education fields by funding students with high potential for academic and social success—students who promise returns. Such habitus simultaneously subjects the philanthropic field to financial considerations and the education field to instrumental considerations. Instrumental education views education not as a goal in itself but as an investment, whose return will be students’ effective integration into the local and global labor market. Subscribe to JNEL
{"title":"“Why the Hell Can’t the System Work Efficiently and Properly?” The Transfer of Business-Oriented Habitus to the Philanthropic and Education Fields in Israel","authors":"Baruch Shimoni","doi":"10.18666/JNEL-2019-V9-I2-8333","DOIUrl":"https://doi.org/10.18666/JNEL-2019-V9-I2-8333","url":null,"abstract":"In-depth interviews show how 14 Israeli mega donors transfer business-oriented habitus to the philanthropic and education fields by funding students with high potential for academic and social success—students who promise returns. Such habitus simultaneously subjects the philanthropic field to financial considerations and the education field to instrumental considerations. Instrumental education views education not as a goal in itself but as an investment, whose return will be students’ effective integration into the local and global labor market. Subscribe to JNEL","PeriodicalId":43170,"journal":{"name":"Journal of Nonprofit Education and Leadership","volume":"1 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2019-03-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86859885","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 : 2019-03-14DOI: 10.18666/JNEL-2019-V9-I2-9739
J. Jones, David L. Daniel
Academic and practitioner collaborations can improve both research and practice, particularly in fundraising. This article presents a case study of one academic practitioner collaboration. Jones is an assistant professor from a research-focused university and Daniel holds a development leadership position at The Nature Conservancy (TNC), a global nonprofit organization with revenues greater than $2 billion. First, we make the case that academic-practitioner collaborations are important and underutilized in fundraising research. Second, we describe our collaboration, including how we got started, the studies we have completed together, and the challenges we faced. Third, we explain the overarching action research approach we took to developing the collaboration as a whole. Finally, we close with recommendations for future collaborations and the implications of future collaborations on fundraising and fundraising research. Subscribe to JNEL
{"title":"Academic and Practitioner Collaborations in Fundraising Research: A Case Study of One Action Research–Driven Collaboration","authors":"J. Jones, David L. Daniel","doi":"10.18666/JNEL-2019-V9-I2-9739","DOIUrl":"https://doi.org/10.18666/JNEL-2019-V9-I2-9739","url":null,"abstract":"Academic and practitioner collaborations can improve both research and practice, particularly in fundraising. This article presents a case study of one academic practitioner collaboration. Jones is an assistant professor from a research-focused university and Daniel holds a development leadership position at The Nature Conservancy (TNC), a global nonprofit organization with revenues greater than $2 billion. First, we make the case that academic-practitioner collaborations are important and underutilized in fundraising research. Second, we describe our collaboration, including how we got started, the studies we have completed together, and the challenges we faced. Third, we explain the overarching action research approach we took to developing the collaboration as a whole. Finally, we close with recommendations for future collaborations and the implications of future collaborations on fundraising and fundraising research. Subscribe to JNEL","PeriodicalId":43170,"journal":{"name":"Journal of Nonprofit Education and Leadership","volume":"122 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2019-03-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75052427","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 : 2019-03-14DOI: 10.18666/JNEL-2019-V9-I2-8763
M. Weisberg
This paper presents a model for nonprofit board structure that supports the responsibilities of accountability and creativity that challenge board member governance. Undo focus on required accountability can encourage the development of risk-adverse boards that fail to respond to the innovation needed to solve mission-centric social problems and that fail to keep pace with an ever-changing fiscal environment. Thus, this paper identifies components of a board structure model that enhances nonprofit board functionality in the current environment. This proposal includes scholarly support for the model, and suggestions and a call for further discussion aimed at the use and adaptation of the model in practice and in the classroom. Subscribe to JNEL
{"title":"Supporting Accountability and Compliance While Nurturing Creativity: A Nonprofit Board Governance Challenge","authors":"M. Weisberg","doi":"10.18666/JNEL-2019-V9-I2-8763","DOIUrl":"https://doi.org/10.18666/JNEL-2019-V9-I2-8763","url":null,"abstract":"This paper presents a model for nonprofit board structure that supports the responsibilities of accountability and creativity that challenge board member governance. Undo focus on required accountability can encourage the development of risk-adverse boards that fail to respond to the innovation needed to solve mission-centric social problems and that fail to keep pace with an ever-changing fiscal environment. Thus, this paper identifies components of a board structure model that enhances nonprofit board functionality in the current environment. This proposal includes scholarly support for the model, and suggestions and a call for further discussion aimed at the use and adaptation of the model in practice and in the classroom. Subscribe to JNEL","PeriodicalId":43170,"journal":{"name":"Journal of Nonprofit Education and Leadership","volume":"2 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2019-03-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89505879","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 : 2019-01-16DOI: 10.18666/JNEL-2019-V9-I1-9598
Roseanne Mirabella, T. Hoffman, Terence K. Teo, M. McDonald
This article looks back at the recent history of delivering university education to future nonprofit leaders and the substantial growth of these programs by region and location during this period. It includes an analysis of the course offerings in the 340 programs providing curriculum in nonprofit management and philanthropic studies (NMPS) and how these offerings have changed (or have not changed) over time. Employing social network analysis, we examine NMPS curricular elements for top-ranked universities in the various accrediting networks to establish the extent to which the field has become a distinct discipline. We found convergence among NMPS course offerings by disciplinary orientation and homogeneity among curricular offerings for each disciplinary group. However, we found the field of NMPS education programs to be much more heterogeneous; that is, there is less similarity of course offerings across disciplinary boundaries than there is within disciplinary boundaries. The field of nonprofit management and philanthropic studies has yet to come into its own. Subscribe to JNEL
{"title":"The Evolution of Nonprofit Management and Philanthropic Studies in the United States: Are We Now a Disciplinary Field?","authors":"Roseanne Mirabella, T. Hoffman, Terence K. Teo, M. McDonald","doi":"10.18666/JNEL-2019-V9-I1-9598","DOIUrl":"https://doi.org/10.18666/JNEL-2019-V9-I1-9598","url":null,"abstract":"This article looks back at the recent history of delivering university education to future nonprofit leaders and the substantial growth of these programs by region and location during this period. It includes an analysis of the course offerings in the 340 programs providing curriculum in nonprofit management and philanthropic studies (NMPS) and how these offerings have changed (or have not changed) over time. Employing social network analysis, we examine NMPS curricular elements for top-ranked universities in the various accrediting networks to establish the extent to which the field has become a distinct discipline. We found convergence among NMPS course offerings by disciplinary orientation and homogeneity among curricular offerings for each disciplinary group. However, we found the field of NMPS education programs to be much more heterogeneous; that is, there is less similarity of course offerings across disciplinary boundaries than there is within disciplinary boundaries. The field of nonprofit management and philanthropic studies has yet to come into its own. Subscribe to JNEL","PeriodicalId":43170,"journal":{"name":"Journal of Nonprofit Education and Leadership","volume":"31 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2019-01-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85111567","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 : 2019-01-16DOI: 10.18666/JNEL-2019-V9-I1-9596
Tobias Harding
This article explains the role of noncredit-based leadership education in, or aimed at, civil society in Sweden, and it discusses the extent to which this role has changed over the last 100 years. Working from previous research, it explores the idea that the specific features of Swedish civil society—including the prominent role of popular movement organizations, and the system of government support for such organizations—have shaped the organization of such education in Sweden, giving a central role to the broad concept of knowledge and education as folkbildning. Examples suggest that as academic education has become more common among leaders in civil society, leadership education conducted within civil society organizations has become increasingly normative and often tailor-made to suit the needs and ideology of specific organizations. This partially explains why university- and credit-based education of civil society leaders and managers has remained comparatively limited in Sweden, while noncredit-based education developed in civil society has become comparatively prevalent. It also explains why it is based on a different approach than university-based education. As a secondary aim, this article seeks to highlight areas of further research that will increase understanding of the role of noncredit-based leadership education in, or aimed at, civil society in Sweden and to discuss the extent this role has changed over time. Subscribe to JNEL
{"title":"The Role of the Popular Movement Tradition in Shaping Civil Society Leadership Education in Sweden","authors":"Tobias Harding","doi":"10.18666/JNEL-2019-V9-I1-9596","DOIUrl":"https://doi.org/10.18666/JNEL-2019-V9-I1-9596","url":null,"abstract":"This article explains the role of noncredit-based leadership education in, or aimed at, civil society in Sweden, and it discusses the extent to which this role has changed over the last 100 years. Working from previous research, it explores the idea that the specific features of Swedish civil society—including the prominent role of popular movement organizations, and the system of government support for such organizations—have shaped the organization of such education in Sweden, giving a central role to the broad concept of knowledge and education as folkbildning. Examples suggest that as academic education has become more common among leaders in civil society, leadership education conducted within civil society organizations has become increasingly normative and often tailor-made to suit the needs and ideology of specific organizations. This partially explains why university- and credit-based education of civil society leaders and managers has remained comparatively limited in Sweden, while noncredit-based education developed in civil society has become comparatively prevalent. It also explains why it is based on a different approach than university-based education. As a secondary aim, this article seeks to highlight areas of further research that will increase understanding of the role of noncredit-based leadership education in, or aimed at, civil society in Sweden and to discuss the extent this role has changed over time. Subscribe to JNEL","PeriodicalId":43170,"journal":{"name":"Journal of Nonprofit Education and Leadership","volume":"29 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2019-01-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73899645","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 : 2019-01-16DOI: 10.18666/JNEL-2019-V9-I1-8468
Elizabeth A. Castillo
{"title":"Book Review: Passing the Torch Planning for the Next Generation of Leaders in Public Service By: Karl Besel and Charlotte Lewellen Williams","authors":"Elizabeth A. Castillo","doi":"10.18666/JNEL-2019-V9-I1-8468","DOIUrl":"https://doi.org/10.18666/JNEL-2019-V9-I1-8468","url":null,"abstract":"","PeriodicalId":43170,"journal":{"name":"Journal of Nonprofit Education and Leadership","volume":"1 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2019-01-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89074385","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 : 2019-01-16DOI: 10.18666/JNEL-2019-V9-I1-7253
Julianne Gassman, C. Edginton, L. Fisher, Angela Widner
This paper outlines the foundation, history, and support of the study of youth development and nonprofit administration at the University of Northern Iowa. A historical analysis of the program provides insight on how higher education administrators, programs directors, and support of external stakeholders affected the program’s ability to stabilize and experience growth. The analysis reveals the progression of the program and its various components. Highlighted is the historical evolution of the program pertaining to its curricular aspects of youth development and nonprofit administration. Seven important lessons that can provide insight on the growth and sustainability of academic programs over time have been learned over the past 3 decades. Subscribe to JNEL
{"title":"A Historical Evolution of Youth and Nonprofit Management Academic Programs: Lessons Learned Over 3 Decades","authors":"Julianne Gassman, C. Edginton, L. Fisher, Angela Widner","doi":"10.18666/JNEL-2019-V9-I1-7253","DOIUrl":"https://doi.org/10.18666/JNEL-2019-V9-I1-7253","url":null,"abstract":"This paper outlines the foundation, history, and support of the study of youth development and nonprofit administration at the University of Northern Iowa. A historical analysis of the program provides insight on how higher education administrators, programs directors, and support of external stakeholders affected the program’s ability to stabilize and experience growth. The analysis reveals the progression of the program and its various components. Highlighted is the historical evolution of the program pertaining to its curricular aspects of youth development and nonprofit administration. Seven important lessons that can provide insight on the growth and sustainability of academic programs over time have been learned over the past 3 decades. Subscribe to JNEL","PeriodicalId":43170,"journal":{"name":"Journal of Nonprofit Education and Leadership","volume":"289 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2019-01-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86429731","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 : 2019-01-16DOI: 10.18666/JNEL-2019-V9-I1-9599
B. Göransson, Jan Ström
Credit-based education in management and leadership is often seen as an important path to develop nonprofits and other civil society organizations in Sweden. Its relevance for the diversity of organizations and movements in civil society is however seldom critically addressed. Is academic knowledge apt to address the distinctive features of civil society organizations (CSOs)? What type of leadership education is most suitable for CSOs to operationalize their unique missions? Can passion be taught by outsiders? In an interview between two Swedish nonprofit leaders, it is suggested that a different approach than credit-based education is needed to develop the strategic leadership of CSOs. It is suggested that it might be dangerous to the very heart and soul of some CSOs if they uncritically embrace the increasing supply of credit-based education. One reason for this is that many credit-based courses are based on organizational logics from the public sector or from the business sector. Another reason is that civil society and its organizations are not a homogenous entity. It is therefore crucial to analyze and meet the needs of the various types of CSOs that exist. Subscribe to JNEL
{"title":"Mission, Ideology, and Language in Civil Society Organizations of an Anarchistic Sector: An Impossible Challenge for Universities","authors":"B. Göransson, Jan Ström","doi":"10.18666/JNEL-2019-V9-I1-9599","DOIUrl":"https://doi.org/10.18666/JNEL-2019-V9-I1-9599","url":null,"abstract":"Credit-based education in management and leadership is often seen as an important path to develop nonprofits and other civil society organizations in Sweden. Its relevance for the diversity of organizations and movements in civil society is however seldom critically addressed. Is academic knowledge apt to address the distinctive features of civil society organizations (CSOs)? What type of leadership education is most suitable for CSOs to operationalize their unique missions? Can passion be taught by outsiders? In an interview between two Swedish nonprofit leaders, it is suggested that a different approach than credit-based education is needed to develop the strategic leadership of CSOs. It is suggested that it might be dangerous to the very heart and soul of some CSOs if they uncritically embrace the increasing supply of credit-based education. One reason for this is that many credit-based courses are based on organizational logics from the public sector or from the business sector. Another reason is that civil society and its organizations are not a homogenous entity. It is therefore crucial to analyze and meet the needs of the various types of CSOs that exist. Subscribe to JNEL","PeriodicalId":43170,"journal":{"name":"Journal of Nonprofit Education and Leadership","volume":"16 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2019-01-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75828033","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 : 2019-01-16DOI: 10.18666/JNEL-2019-V9-I1-8390
J. Rinella, K. Clune, Tracy R. Blasdel
This teaching case places students in the role of Dr. Johnnetta Cole, director of the Smithsonian’s National Museum of African Art, as she determines how to respond to a situation in which Bill Cosby—well-known entertainer, spouse of a museum advisory board member, donor, and lender of a significant number of important pieces of art on display at the Museum—has been charged with sexual misconduct. Representing the Museum, the director must weigh the cost of appearing to support her friends the Cosbys against the value of displaying one of the world’s largest private collections of African American art. This case extends stakeholder theory by utilizing Dunn’s (2010) three-factor model for applying stakeholder theory to a tainted donor situation. Subscribe to JNEL
{"title":"Controversial \"Conversations\": Analyzing a Museum Director’s Strategic Alternatives When a Famous Donor Becomes Tainted","authors":"J. Rinella, K. Clune, Tracy R. Blasdel","doi":"10.18666/JNEL-2019-V9-I1-8390","DOIUrl":"https://doi.org/10.18666/JNEL-2019-V9-I1-8390","url":null,"abstract":"This teaching case places students in the role of Dr. Johnnetta Cole, director of the Smithsonian’s National Museum of African Art, as she determines how to respond to a situation in which Bill Cosby—well-known entertainer, spouse of a museum advisory board member, donor, and lender of a significant number of important pieces of art on display at the Museum—has been charged with sexual misconduct. Representing the Museum, the director must weigh the cost of appearing to support her friends the Cosbys against the value of displaying one of the world’s largest private collections of African American art. This case extends stakeholder theory by utilizing Dunn’s (2010) three-factor model for applying stakeholder theory to a tainted donor situation. Subscribe to JNEL","PeriodicalId":43170,"journal":{"name":"Journal of Nonprofit Education and Leadership","volume":"30 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2019-01-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85264291","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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