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AMY CLAIRE HEITZMAN SOUTHERN METHODIST UNIVERSITY ANGELA SEAWORTH RICE UNIVERSITY DAVID GARVEY UNIVERSITY OF CONNECTICUT Emerging Trends in Nonprofit Education: The Role of the University
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Page 1: Emerging trends in_nonprofit_education_final

AMY CLAIRE HEITZMANSOUTHERN METHODIST UNIVERSITY

ANGELA SEAWORTHRICE UNIVERSITY

DAVID GARVEYUNIVERSITY OF CONNECTICUT

Emerging Trends in Nonprofit Education:

The Role of the University

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What Will Be Covered

The Need and Opportunity

Historical Track Record

Current Trends

The Dynamics within the UniversityThree Programs, Three Approaches

Southern Methodist UniversityRice UniversityUniversity of Connecticut

The FutureQuestions

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9% OF THE U.S. WORKFORCE

1.4 MILLION ORGANIZATIONS

11% OF U.S. GROSS DOMESTIC PRODUCT

MANAGES $3 TRILLION ASSETS

POISED FOR GROWTH INTO DOUBLE DIGITS IN THE NEXT DECADE

LACKING PROFESSIONAL DEVELOPMENT AND SUCCESSION PLANNING

The Need and

Opportunity

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4

The 2016 Nonprofit Management Shortage

Daring to Lead, CompassPoint, 2001, 2006Executive Director Tenure and Transition in Southern New England, 2004The Nonprofit Sector’s Leadership Deficit, Bridgestar Research, 2006The Leadership Deficit, Stanford Social Innovation Review, 2006and other national and local indicators.

Need for 2.4 times the number of senior managers currently employed.

2016 Projected Management Need

2007 Current Management Size

Inadequate Succession

Nationally 640,000 — 1,250,000

Boomer Retirement

Increased Demand

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Need Defined

Nonprofit organizations address “increasingly demanding, complex and intractable social problems” (Garvey, 2009)

Recent study by CompassPoint Five key obstacles facing sector, each relating

directly to the abilities, capacities and sustainability of the leadership of these organizations

CompassPoint, 2006

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Need Continued

Professionalization of field

As more is required of nonprofits, deeper skills required of leaders: Strategic planning Commission of independent financial audits Collection of quantitative data for evaluation Savvy capitalization skills

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Opportunities Presented by Higher Education

Nonprofit education is interdisciplinary Faculty experts in organization design, research,

psychology, public policy, arts and finance In academia, interdisciplinary collaboration is enjoying a

renaissance

Capacity-building via education In wake of baby boomers’ departure from the workforce,

capacity-building education is a vital key to an organization’s survival Funding only comes to those organizations with

effective leaders Social ills only solved by organizations with effective

leaders Shannon, J. & Wang, T. (2010). Model for University-Community Engagement: Continuing Education as Convener

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Opportunities Continued

Changes in Higher Education landscape which favor its role with nonprofit leader educationDifferentiation of HE providers offers credence

to education shaped by practitioners Globalization demands robust and formal leader

education Increased attention on outcomes encourages

leader education be focused and deeply related to standards

Increasing privatization of HE brings more opportunity for creative funding models

Staley, D. & Trinkle, A. (2011). Changing Landscape of Higher Education.

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History & Current Trends

A young academic discipline making its way in the University landscape.

A note on other stakeholders•Nonprofits•Philanthropy•Government

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History & Trends

Nonprofit management and philanthropic studies are barely 30 years old

Both academic and professional develop coursesThe average age of a center is 14 years old… a

teenagerVarious models for funding and structure existSome models are tailored to meet the needs of business

and government. Others have shaped their programs in an ad hoc manner on the advice of faculty, administrators, consultants, practitioners, and funders (Renz, 1996; O’Neill, 1998; Tschirthart, 1998; Renz and Mirabella 2002).

Location of nonprofit education programs also varies

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Most nonprofit academic centers are multi-disciplined, without a home school degree offering

The home school and design of these nonprofit academic centers of higher learning vary

According to Renz and Mirabella, these are most commonly located in schools of public affairs, business, or social work

Mirabella reported, at the Nonprofit Academic Centers Council Benchmark 3.5 Conference last week, that # of nonprofit programs in business schools have dropped 36% from 2006 to 2011

History & Trends

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• In 1990, only 17 universities in the United States offered graduate concentration in nonprofit management

• In 2001, just over a decade later, nearly 100 existed, with 245 universities and colleges offering some form of credit or noncredit nonprofit management education (Mirabella and Wish, 2001

• As of August 2010, Mirabella reported 292 universities

• At the NACC’s Benchmark 3.5 Conference, it was reported there are now 324 in the nonprofit education arena

History & Trends

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Outreach• 91 colleges and universities provide noncredit courses for executive

directors, staff, and trustees of nonprofit organizations

• 73 colleges and universities offer nonprofit courses through continuing education

• 12 colleges and universities have outreach components not connected to a graduate or undergraduate management degree

• “Many programs offer certificate programs – a series of education programs that enhance nonprofit staff and leader capacity but are not as extensive as degree programs” (Renz and Mirabella, 2006, Engagement and the Test of Time: Report on a Panel Study on the Nature and Sustainability of Nonprofit Management Outreach Centers, p. 6)

Mirabella, Roseanne M. Nonprofit Management Education: Current Offerings in University-Based Programs. Seton Hall Nonprofit Study retrieved from http://academic.shu.edu/npo/ accessed on August 23, 2010.

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Dynamics within the

University

Our Reality We are a:

• a young discipline still defining itself (Renz and Mirabella, 2002)

•with limited resources (Chattopadhyay, Glick, & Huber, 2001)

•searching for legitimacy from multiple key stakeholders, practitioners, sector opinion leaders and philanthropy (Alexander, 1998), while also

•seeking legitimacy in the University environment (Larson and Long, 2002; Renz and Mirabella, 2002)

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Institutional SustainabilityInstitutional

SustainabilityAcademic CredibilityAcademic Credibility

Funding Leadership Support Organizational Fit Community

Connections

MissionFaculty InvolvementVisibility

Prerequisites for Nonprofit Center Success

Larson and Barnes-Moorhead. (2001). How Centers Work: Building and Sustaining Nonprofit Academic Centers

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Key Academic Players

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NONPROFIT LEADERSHIP CERTIFICATE PROGRAM

Southern Methodist University

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SMU Nonprofit Leadership Certificate

Graduate certificate

Executive Directors, CEOs, C-level staff

Fully rooted in the sector; practical knowledge

Deep community need; CompassPoint study

CNM partnership

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SMU Nonprofit Leadership Certificate

Based on a leadership competency model:

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Program Origins

Extension campus programming Outreach to suburbs Open enrollment Enrollee demographics + CNM interest + CompassPoint

study

Capitalization Modest start up funds from department Shared expenses with CNM (faculty gratis first 3 years)

Significant input share Funding models are modest

Scholarships for internal candidates Enrollee and BOD funded

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Location at SMU

Housed in Department of Lifelong Learning

CAPE + 1 other program

Hinge; host CE for Schools of Education, Art, Theology, Extension

Interdisciplinary basis; access to faculty in all schools/units

Notion that participation is “reward”

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Lifecycle of Program

Where we are now: Late childhood/early adolescence

Where we’re headed: MPS in Nonprofit Studies/Leadership Encore programs, similar to UCONN’s Retention of ED/CEO program

Scalability Current program for ED/CEOs not scalable MPS and Encore programs designed for larger scale

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Future Funding Models

Align programming and outcomes with School vision Community outreach, capacity building, and charge to

develop leaders of [educational] change Combine to provide “heartfelt” connections for donors and

work done for the “social good”

General Education requirement for arts + business Nonprofit leader education brings right/left brain together

Changing “traditional” student Nontraditional becoming the norm/majority

Foster, W. (2009). Ten Nonprofit Funding Models. Stanford.

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Challenges Facing SMU

A. SKILL SET MEASUREMENT

Internal and external need

B. CREATION OF BENCHMARKS/STANDARDS

i.e. a credential; recognition in community

C. FUNDING

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How Do You?

Assign value to a skill set that isn’t yet quantitatively measured?

How do you communicate the capacities of a leader in the sector and in the community?

Need well documented; not yet so for how this development is communicate

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Successes and Realizations

100% participant recommendation rate

Large/prominent organizations sent leaders More than one leader per organization

Alumni recruitment via word of mouth

“We love it, but…” Doing this to prove to my board [future board] that I know what

I’m doing…

SMU needed to do more Assert our place in the nonprofit sector Provide more for our community Build student recognition of skills Leverage their talent for the successes of their organizations

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Assessment Tools

Immediate evaluation of learning goals Kirkpatrick model:

Enjoy New knowledge Apply learning Effect/results

Focus groups of program graduates and nonprofit leaders (potential students)

Longitudinal study of program graduates Program impressions+ perceptions about efficacy in current

context Reflections of past experiences in terms of what they know

now

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Three Options for Recognition

Increase skill/capacity recognition through program changes Ex: capstone project, sponsorship

Partner/align with external entity, e.g. American Fundraising Council National Council Nonprofit Associations (TANO) Alliance for Nonprofit Management Nonprofit Leadership Alliance Nonprofit Academic Center Council

New, local credential; Certified Nonprofit Leader (CNL)

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Next Steps

Gather data Evaluations, focus groups, longitudinal study, survey

other programs

Craft benchmarks/standards

Align content to benchmarks

Sustainable process for credentialization

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Rice University

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Glasscock School Nonprofit Education

Rice University’s Glasscock School of Continuing Studies history of offering nonprofit courses

4 basic fundraising courses co-sponsored with the association of fundraising professionals since the early 1980sComprehensive Fund Development certificateannual Best Boards conference since 2001Leadership Institute for Nonprofit Executives noncredit certificate program since 2007

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Glasscock School 2009-2010

All courses offered for professional development, not academic credit

Courses certified for CEUs Primarily fundraising focused All courses taught by local practitioners 75% co-sponsored with other organizations, which results

in either 33% or 50% profit sharing Majority of instructors are volunteers; few receive

compensation Tuition for basic courses is low, below $250. Except for

the Comprehensive Fund Development Certificate ($800) and the Leadership Institute for Nonprofit Executives (LINE is $4,695)

Limited scholarship funding available for LINE

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The Vision and Need

Dean McIntire had long wanted to expand the nonprofit course offerings at the Glasscock School

Rice University’s Vision for the Second Century called for the university to engage with the community

Greater Houston area has approximately 15,000 nonprofit organizations

Challenges to understand the local nonprofit sector

- existing data limited

- various collection methods and no central database- self-reporting and categorization issues

Demand for nonprofit professionals increasing

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The Gift

Hudspeths help fund Center for Philanthropy at Glasscock SchoolBY B.J. ALMONDRice News staff

A significant leadership gift from alumni C.M. "Hank" and Demaris Hudspeth to start a nonprofit center devoted to philanthropy at Rice University is likely to keep on giving.

The Hudspeths are providing initial funding toward a Center for Philanthropy and Nonprofit Leadership to improve skills and performance of foundations, corporations and nonprofit organizations. It will be housed at Rice's Susanne M. Glasscock School of Continuing Studies.

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New CPNL

How do we transition from the traditional professional development courses to a new Center for Philanthropy and Nonprofit Leadership?

respect the Glasscock School’s history of course offerings

maintain relationships and partnerships

evaluate current programsimplement revisions or changes

to them, when necessary create a Strategic Visioning Task

Force to help develop mission, vision, community support, demand and funding

Plan, then develop campus support

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Process

Researched nonprofit academic centersSurveyed various constituencies for local

demandConducted market analysisBenchmarked existing nonprofit education

programsMapped CPNL offerings with other local

university programs and support organizations Analyzed existing Glasscock School programs Created 5–year proforma for the Center for

two scenarios

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CPNL Vision

We envision a vibrant philanthropic sector in which nonprofit organizations achieve their missions

and people are inspired to give and serve.

CPNL Mission

To increase the effectiveness and impact of the nonprofit sector by providing education and nurturing leadership among

professionals and those who support the work of nonprofit organizations.

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Potential Areas of Concentration

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Proposed Progression

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The Challenges for

Rice University

CPNL

• Developing institutional support• Recruiting Rice faculty for credit courses• Succession planning for instructors in the non-credit

programs• Expanding service and creating market to reach a

broader range of nonprofit professional positions• Funding• Balancing scope of service to philanthropy

constituents• Managing quality and service during quick growth • Meeting community needs and expectations

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Engaging Rice & the Community

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University of Connecticut

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Mission

To strengthen the education, communication and research infrastructure of the Connecticut and U.S. nonprofit sector.

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Education Communication ResearchEducation Communication Research

Being the Change

MissionTo strengthen the education, communication and research infrastructure of the Connecticut and U.S. nonprofit sector.

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Education Education

MissionTo strengthen the education, communication and research infrastructure of the Connecticut and U.S. nonprofit sector.

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The Challenges for the

University of Connecticut

Meeting the Second Stage of Growth

1. Successful Program Replication

2. New Ventures

3. Funding for Infrastructure

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The Future Scan

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Questions

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Thank You

AMY CLAIRE [email protected] METHODIST UNIVERSITY

ANGELA SEAWORTH [email protected] UNIVERSITY

DAVID [email protected] OF CONNECTICUT


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