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Running Head: Teaching Fundraising in Colleges & Universities

How is Fundraising Being Taught in Colleges and Universities? Looking for Evidence of a Professional Competency-based Approach

Cathleen O. Erwin, PhD

Auburn University

Paper presented at the annual meeting of the Alabama Political Science Association, Auburn, Alabama, March 30-31, 2011

Teaching Fundraising in Colleges & Universities

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How is Fundraising Being Taught in Colleges and Universities? Looking for Evidence of a Professional Competency-based Approach

Cathleen O. Erwin, PhD

Auburn University

Abstract

Fundraising is recognized as a critical management function for nonprofit

organizations. Training and education of fundraising professionals has traditionally been

delivered as continuing education by professional fundraising associations. With the

dramatic growth of the nonprofit sector and the maturing of fundraising as a profession,

academic courses and degree programs are increasing in number across the United States.

This is a preliminary study examining fundraising course syllabuses published on the

World Wide Web to determine the extent to which fundraising education offered as part

of higher education degree programs demonstrates a competency-based approach that

reflects the professional competencies and knowledge areas as defined by the Association

of Fundraising Professional (AFP) or associated with the certified fund raising executive

(CFRE®) credential. Findings indicate inclusion of a majority of key knowledge areas

identified by the CFRE and AFP competency models as well as widespread use of

assessments that focus on developing key skills and abilities utilized within the

profession.


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Introduction

Fundraising is a management function that is unique to the nonprofit organization

(Burlingame, 1997), and is considered by chief executive officers to be one of the two crucial

elements of NPO management along with board-executive relations (Herman and Heimovics,

1989). However, fundraising can be one of the most troublesome aspects of management for

some nonprofit organizations (Oster, 1995). This is due in part to increasing competition among

nonprofit organizations, a lack of enthusiasm for fundraising among executive directors and

board members, and difficulties faced by some NPO managers in determining how much of their

resources should be allocated to fundraising activities (Thornton, 2006; Oster, 1995; Pfeffer and

Salancik, 1974). NPOs use a mix of internal capacities to carry out fundraising. The use of

professional fundraising staff is common, but much fundraising is conducted by executive

directors, volunteers and board members as well as by external entities like federated campaigns,

support organizations and professional fundraising firms (Hager, Pollack and Rooney, 2002).

The role of the fundraising professional is to help the NPO systematically develop relationships

with donor constituencies that result in ongoing support, matching the interests of the donors

with the mission and needs of the organization.

Over the past twenty years there has been some debate among researchers and

practitioners as to whether or not fundraising can be considered a profession rather than just an

occupation (Bloland & Tempel, 2004; Andreoni, 1998; Carbone, 1989). According to Klass

(1961), a profession cannot begin to exist without being conceived and birthed in a University,

being granted legislative status and self-governing privileges by the public, being properly

rewarded for the motivation to serve society – which is the” hallmark of a true profession” – and

having members who freely share any advances in professional techniques with colleagues.


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Given this definition of a profession, it can be argued that fundraising has achieved that

status although it was not initially conceived and birthed in the University. Fundraising

as a discipline first emerged out of necessity in the marketplace and was largely learned

via on-the-job training and through continuing education delivered by fundraising

practitioners via professional trade association meetings and seminars. These

associations also developed a code of ethics and standards of practice for fundraising

practitioners, which is another of the features of a profession. Fundraising practitioners

typically entered, and continue to enter, the field with a variety of educational and

professional backgrounds, and usually have little or no formal training in the discipline

before their first fundraising job. It was not until the late 1980s that the first academic

programs began to emerge as a part of university education (Center on Philanthropy at

Indiana University, 2012). Since that time and with the dramatic growth of the nonprofit

sector and the maturing of the fundraising profession, academic courses and degree

programs have increased in number across the United States. The proliferation of

academic programs increases the opportunities for individuals who are interested in

careers in the nonprofit sector or who will serve as volunteers to enter the sector better

prepared to function in this critical management role for a nonprofit organization.

Because education and training in fundraising originated in the professional

community, it would be logical to assume that development and delivery of fundraising

education in the post-secondary institution has been heavily influenced by education and

training conducted in the professional community, specifically a professional

competency-based model. This could be the result of fundraising practitioners serving as

faculty members and instructors and the influence of the leading professional fundraising


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associations that have developed a widely-promoted professional certification credential in the

field as well as a curriculum framework. This study uses a systematic review of publicly-

available graduate and undergraduate fundraising course syllabuses from accredited colleges and

universities to examine course content and structure characteristics as well as to determine the

extent to which fundraising course syllabus content incorporates professional competencies and

knowledge areas of the certified fund raising executive (CFRE®) credential and AFP Knowledge

Areas and Curriculum Framework.

Literature Review/Background

Competency-based education

Emerging in the 1970s, the concept of competencies, or individual characteristics, was

recognized as a predictor of employee success and to be equal in importance to academic

achievement measured by test scores or other results (Lucia and Lepsinger, 1999; McClelland,

1973). Thus began a movement in academe of competency-based education. Competency-based

education (CBE) focuses on what students need to know and to be able to do in the workplace

(student and/or workplace focused) rather than the more traditional approach that focuses on

what the professor believes the student needs to know (teacher focused) (CEPH, 2006). CBE is

focused on outcomes, or competencies, that have been defined by employers and practicing

professionals. The terms skills, abilities, knowledge and competencies are often used

interchangeably. According to a report by the National Postsecondary Education Cooperative

(U.S. Department of Education, 2002), these concepts can be differentiated hierarchically with

skills and knowledge being acquired through learning experiences and different combinations of

skills and knowledge that one has acquired defining the competencies one possesses, and finally


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different combinations of competencies are combined in carrying out different

demonstrations or tasks. Figure 1 illustrates this hierarchical model.

Figure 1: A hierarchy of postsecondary outcomes1

A full review of the literature on competency-based education and models is

beyond the scope of this paper. For a full review please refer to Ennis (2008).

Competency models have been established in many professions, including

medicine, health services administration, public health, nursing and accounting, among

others. Fundraising is a discipline that incorporates aspects of many other disciplines

including management, marketing, sociology, public relations, finance, and

communications, among others. As illustrated in Figure 1, skills, abilities and knowledge

are developed in the learning process through integrative learning experiences leading to

the development of competencies in these skills, abilities and knowledge. According to

Klein (2009, p. 9), integrative learning blends perspectives “from disciplines, cultures,

subcultures [and] life experiences.” Research has shown that the use of simulation-based

1 Jones, E., Voorhees, R. and Paulson, K. (2002) Defining and assessing learning: Exploring competency-based initiatives. Washington, DC: Council of the National Postsecondary Education Cooperative. Publication NCES 2002159. Accessed on February 28, 2012, at nces.ed.gov/pubs2002/20021059.pdf, page 23


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learning is more effective than problem-based learning in the field of medicine (Steadman,

Coates, et. al, 2006). Service-learning experiences have been found to be effective in developing

personal competencies among students (Rama, 2003). Incorporating service learning into

marketing education has resulted in developing leadership and problem-solving skills, which are

competencies that are common to professions in the marketing and management fields

(Easterling & Rudell, 1997).

Fundraising certification credential

The most prevalent fundraising certification credential that is available to fundraising

practitioners is the CFRE® – certified fund raising executive. It has become the standard for the

industry and is awarded by several of the leading professional associations, including the

Association for Fundraising Professionals (AFP), Association of Healthcare Philanthropy (AHP),

and the Council on the Support and Advancement of Education (CASE). Advanced certification

credentials are also awarded by different professional associations for those who seek to move

beyond the initial CFRE® credential. The CFRE® is a voluntary certification program and is

attained through demonstration of quantifiable fundraising success via an extensive application

and passing an examination on various competency areas for the profession. The claim of

competency of the CFRE® has been challenged because of its voluntary nature and efficacy of its

measurement tools (Carbone, 1987). Nevertheless, it does provide a set of standard skills and

competencies for fundraising practitioners that has been developed and promoted by leaders in

the field.

AFP Knowledge Areas and Curriculum Framework

Building upon its involvement in the establishment of the CFRE® certification program,

the AFP has created the AFP Knowledge Areas and Curriculum Framework as a benchmark of


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the skills and competencies that fundraising professionals need at various levels of the

profession (AFP, 2008a). This document was the result of a two year practice analysis

study. AFP indicates that it is used to provide a framework for professional development

offerings at the national, regional and local levels, and is also “made available to

publishers, academic programs and other educational providers to benefit the entire

profession” (AFP, 2008b). It appears to be widely disseminated to AFP chapters and

members, and is available in its entirety on the organization’s website. How this

information is being disseminated to higher education programs is unclear.

Research Questions

This is a preliminary study to examine course syllabuses to determine if there are

commonalities in the approach being used to teach fundraising at the college or university

level. This includes identifying course content and structure characteristics as well as

determining if there is evidence of a competency-based approach incorporating key

knowledge areas identified by the profession. The research questions are as follows:

1. What are the general trends in fundraising course content and structure?

2. To what extent are the knowledge areas identified by the profession incorporated into

the syllabuses?

3. Is there evidence of a professional competency-based approach in assessments

utilized and knowledge areas covered?


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Methods

Study Design

This systematic review of fundraising course syllabuses included syllabuses that were

publicly available via the World Wide Web. A search was conducted via Google using the

search term “fundraising syllabus” and restricting the search to the domain of “.edu.” A syllabus

was retained if it met the following criteria: (1) was solely-focused or largely-focused on the

principles or fundamentals of fundraising, and (2) was offered for college credit by a four-year

college or university through an undergraduate or graduate degree program. A coding sheet was

completed for each syllabus based on a thorough review of the entire syllabus with particular

emphasis on the course description, objectives, course materials, assessment information and

course outlines.

Coding and variable collection

A coding sheet was developed for the study to capture information about the course

content provided within the syllabuses. The coding sheet can be found in Appendix 1. Variables

include course characteristics such as collegiate level, instructor terminal degree, delivery

method, materials used, assessment methods and weights, presence of standard syllabus

components like course objectives, and qualitative information including the names of primary

textbooks. The coding sheet also included variables representing each of the CFRE and AFP

competencies and knowledge areas.

The CFRE® fundraising competencies are identified as follows: Current and prospective

donor research, securing the gift, relationship building, volunteer involvement, management, and

accountability (CFRE, 2012). Specific skills, abilities and knowledge areas are identified for


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each competency area. A full list of the competencies and knowledge areas can be found

in Appendix 2.

The AFP Competency domains are: relationship building, leadership,

professional judgment, and organizational management. The complete AFP competency

framework including a list of knowledge areas can be found in Appendix 3.

Statistical Analysis

Descriptive statistics were obtained using SPSS statistical software. Additional

analysis was conducted in Microsoft Excel.

Results

The syllabus search resulted in 42 syllabuses that met the initial search criteria.

During the coding process three syllabuses were removed because they lacked adequate

information necessary to complete the coding sheets. Another syllabus was removed after

I determined upon closer examination that it did not meet the initial criteria despite

having a title indicated inclusion of fundraising fundamentals when it was in actuality

solely focused on grant writing.

The final sample consisted of 38 syllabuses. The syllabuses represented courses

offered within the date range of 2001 through 2012, with 71% being offered in 2010,

2011 or 2012. The courses were offered primarily at universities and colleges in twenty

states located throughout the U.S. The sample included public and private institutions.

General Course Characteristics

Course level. The courses were offered at the graduate level (42%),

undergraduate level (39.5%), or were cross-listed as both a graduate and undergraduate

course (10.5%). I was unable to determine the level of three of the courses.


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Course setting. The courses were offered in the classroom setting (68.4%), as distance

courses (23.7%) or as blended courses (7.9%). A blended course was defined as one that

delivered a portion of the instructional or assessment interaction between instructor and student

via the internet, beyond simply posting materials such as the syllabus and required readings.

Terminal degree. Course instructors’ terminal degrees varied among doctorate (36.8%),

master’s degree (7.9%), and unknown (55.3%). Two of the instructors also indicated having a

professional credential associated with fundraising.

Professional association/certification information. The majority of courses did not

mention the AFP (84.2%) or the CFRE (94.7%) in the syllabus. Two syllabuses mentioned

CFRE, indicating the course could be used to prepare for the certification exam. Six syllabuses

mentioned the AFP, usually among the reference materials used.

Service-learning. Service learning was incorporated into 44.7% of the courses

reviewed; 55.3% did not indicate any type of service learning. The service learning utilized in

each of the courses was a partnership between individuals or groups of students and a nonprofit

organization. Students typically worked with the organizations to analyze their existing

development operations and/or generate fundraising ideas or materials that could be utilized by

the organizations. Several courses also required students to volunteer for or attend a fundraising

event, and to provide an analysis of their experience and impressions of the event overall.

Textbooks/Readings. The majority of courses utilized one or more textbooks (86.7%);

71% used a combination of textbooks and required readings, and 15.8% appeared to use

textbooks exclusively. A small percentage (13.2%) indicated the exclusive use of posted

readings. The most frequently used textbooks were Weinstein’s (2009) The Complete Guide to

Fundraising Management and Tempel, Seiler and Aldrich’s (2011) Achieving Excellence in


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Fundraising or an earlier edition of this text that was originally written by Hank Rosso

and later edited by Eugene Tempel, former executive director of Indiana University’s

Center for Philanthropy. Other notable authors’ works included Ciconte and Jacob, Burk,

and Panas, among others. A complete list of the textbooks listed as the primary

textbooks on the course syllabuses reviewed can be found in Table 1.

Table 1 About Here

Assessments. The courses utilized a variety of assessment methods, including

exams (32%), Topical or research papers (45%), fundraising portfolio written

assignments (71%), comprehensive campaign/development plans (55%), presentations

(29%), case studies (13%) or other (6%). The most common “other” assessment utilized

consisted of simulation or role-play of a gift solicitation. The majority of the courses

(76%) included attendance/participation as a grading criterion.

Competencies and Knowledge Areas

Competencies. During the coding process, I determined that identifying the

CFRE and the AFP competencies was particularly problematic and lent itself to much

subjectivity. Therefore, in this study I determined it was best to focus only on identifying

the knowledge areas found in the syllabuses.

CFRE Knowledge Areas. The CFRE competencies include 40 knowledge areas.

Each syllabus was thoroughly examined for evidence of inclusion of each knowledge

area; this included a search of the course description, course objectives, course outline

and assessments for each course. Based upon the information provided, I determined


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which of the knowledge areas were explicitly represented in each course syllabus. The results are

shown in Table 2.

Insert Table 2 Here

Overall, all but three of the knowledge areas were found to be included to some extent in

the syllabuses based upon my review. There was a good deal of variability in the extent to which

the 37 items found within the syllabuses. The knowledge area of “fundraising techniques and

vehicles and media” was most prevalent, with components of this area appearing in 100% of the

syllabuses. This was the only CFRE knowledge area that captured the broad fundamentals of

fundraising including direct mail, grant proposal writing, cause-related marketing sponsorship,

major gifts, planned gifts, capital campaigns, among other primary components of a development

plan.

AFP Knowledge Areas. The AFP competencies framework includes 77 knowledge

areas. Each syllabus was thoroughly examined for evidence of inclusion of each knowledge

area, including searching the course description, course objectives, course outline and

assessments. Based upon the information provided, I determined which of the knowledge areas

were explicitly represented in each course syllabus. The results are shown in Table 3.

Insert Table 3 Here

Overall, all but five of the knowledge areas were included to some extent in the

syllabuses reviewed. The most prevalent knowledge area was “fundraising strategies and

tactics” at 100%. Unlike the CFRE knowledge areas, this particular area was one of several

criteria that referred to fundamental components of the overall development plan. In addition to


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this item, separate items appeared for other fundamental components such as major gifts,

planned gifts, direct mail, annual giving, etc. This allowed for more exact analysis of the

components of the fundraising plan included within each course than did the CFRE

knowledge areas.

Discussion

The results of this preliminary review of fundraising course syllabuses available

on the World Wide Web indicate that the courses appear to use an approach that is

largely focused on specific knowledge areas in the discipline. The most prevalent

knowledge area is the fundamentals of fundraising, i.e., fundraising tactics and vehicles,

and donor cultivation and solicitation. The syllabuses also indicate broad utilization or

assessments designed to develop specific skills and abilities widely used in the

profession. These knowledge areas mirror many of those listed as a part of the

competency models of the CFRE credentialing organization and the AFP Competency

and Curriculum framework.

While conducting the analysis of the syllabuses, I found strengths and weaknesses

in both lists of knowledge areas. In my opinion, the CFRE knowledge areas are perhaps

more conducive to evaluation of the competencies of working professionals and the AFP

framework is more useful for the evaluation of educational curriculum content.

However, there were exceptions where I thought the CFRE variables captured certain

knowledge areas more clearly than the AFP framework. In particular, the development

and understanding of the case statement, or case for support as it is sometimes called, was

clearly identified in the CFRE variables but was not explicitly stated or discernible

among the AFP variables. Most of the syllabuses indicated the inclusion of the case


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statement within the course content. CFRE explicitly list the “case statement and feasibility

study” as one of its knowledge areas. The AFP knowledge areas do not utilize the terminology

of “case statement” or “case for support” which made it very difficult to map that particular skill

or knowledge area to the AFP framework. The case statement is fundamental to fundraising, and

I was surprised it was not more explicitly incorporated into the AFP knowledge areas.

I found that the majority of courses (71%) utilized a fundraising portfolio assessment that

included developing written assignments that are commonly utilized by fundraising professionals

and consultants, such as direct mail letters, foundation letters of inquiry, annual campaign plans,

donor/prospect profiles, grant proposals, and capital campaign feasibility studies. Fifty-five

percent included the assessment of a total development plan for either an actual or simulated

nonprofit organizations. Close to half (45%) of the courses utilized a combination of individual

portfolio pieces as well as development or analysis of a total fundraising campaign.

A more thorough review of the textbooks and readings utilized in the courses might

provide deeper insight into the ties between the fundraising profession and college courses.

Because the AFP does not act as an accrediting body for academic programs in fundraising and

nonprofit management, we may find that the AFP’s direct influence may be stronger or more

evident on the textbook authors and publishers than it is on individual faculty members. The

AFP indicates on its website that it intended to promote its curriculum framework to publishers

as well as to higher education institutions. It is likely that the former has been more easily done

than the latter.

I also suspect that a survey of faculty would reveal that many, if not most, have a

background as fundraising professionals. This is partly due to my own experience as a faculty

member as well as the interesting phenomenon of the absence of terminal degree information


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provided in the majority of the reviewed syllabi. An avenue for additional research would

be a web search to determine the educational and professional backgrounds of the course

instructors to verify this assumption. This lack of degree information may indicate the use

of adjunct faculty from the profession, particularly those who are employed in

fundraising and development for higher education institutions or within their

communities being utilized as instructors.

Contributions, Limitations and Directions

This project contributes to both research and practice. The study uses a systematic

review of course syllabuses to identify how fundraising is being taught at the collegiate level,

and if there is evidence of a competency-based approach. To my knowledge, this technique has

not been used before for examining fundraising course syllabuses. The study provides

preliminary evidence of a competency-based approach to fundraising education delivered by

universities and colleges, including the utilization of experiential and service learning to develop

the skills, abilities, knowledge and competencies identified by the profession.

The study can be a useful resource to faculty who are developing fundraising courses for

their institutions, providing information about course structure, materials, and assessments,

including models for service learning opportunities. This paper may also assist in making

faculty aware of the AFP Knowledge Areas and Curriculum Framework as a resource for course

development.

Like all research studies, this study has its limitations. This is a preliminary study and

uses a relatively small sample of 38 syllabuses. However, I was unable to obtain a figure from

any source as to how many colleges and universities offer any type of fundraising course as part


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of one of their academic programs. Therefore, I do not know how the sample compares to the

population by proportion.

One of the limitations of the study is the subjective nature of manually conducting

content analysis of the syllabus. It would be more informative to survey each of the instructors

to have them evaluate the content of their courses based upon the knowledge areas and

competencies. Additionally, it would be necessary to provide a clearer definition for each of the

knowledge areas, which I found to sometimes be ambiguous and subject to interpretation. At the

least, having a second independent analysis and rating of the syllabuses would strengthen the

present study.

I can see several directions for future research emerging from this preliminary study. As

I mentioned in the Discussion section, i.e., analysis of course instructors educational and

professional backgrounds as well as a more thorough analysis of the primary textbooks utilized

in the courses might shed more light on the leading influencers of course content. Additionally,

information was captured about the course code for each University, indicating the department or

discipline in which the course was taught. Future research could synthesize this data and

examine relationships between the course content and the academic program that is responsible

for the delivery of the course.

Perhaps on the most useful avenues of future research on fundraising education at the

University-level would be to focus primarily on the AFP framework because it has specifically

been designed to “provide a structure for the study of fundraising.” (AFP, 2008). In addition to

providing a list of competencies and knowledge areas, it also provides a comprehensive

curriculum framework that includes learning objectives and ideas for learning activities to utilize

in the classroom that are organized by competencies and by level of practice (e.g., entry level,


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mid-level, etc.). It would be interesting to examine the level of awareness of the

framework among which college departments, programs or individual instructors and the

extent to which it is being utilized in course development. Recommendations might be

made to the AFP regarding how to increase awareness and more widely disseminate the

information in order to achieve their goal of strengthening the fundraising curriculum.


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References

Andreoni, J. 1998. Toward a theory of charitable fund-raising. Journal of Political Economy, 106(6): 1186-1213.

Association of Fundraising Professionals (AFP). (2008a). AFP knowledge areas and curriculum framework. Retrieved from afpnet.org/files/ContentDocuments/AFP_Curriculum_Framework.pdf. Association of Fundraising Professionals (AFP). (2008b). AFP’s curriculum framework updated. Retrieved from afpnet.org/Professional/ProgramDetail.cfm?itemnumber=4059. Bloland, H.G. & Tempel, E.R. (2004). Measuring professionalism. New Directions for Philanthropic Fundraising, 43: 5-20.

Burlingame, D. 1997. Critical Issues in Fund Raising. New York: John Wiley & Sons, Inc.

CFRE® International. (2012). Fundraising competencies. Retrieved from CFRE®.org/CFRE®-fundraising-compentencies.html. Carbone, R. (1989). Fundraising as a Profession. College Park, MD: Clearinghouse for Research on Fund Raising Center on Philanthropy at Indiana University. (2012). Center overview. Retrieved from philanthropy.iupui.edu/About/academics.pdf. Council on Education for Public Health (CEPH). (2006). Competencies and learning objectives. Retrieved from ceph.org/pdf/Competencies_TA.pdf. Easterling, D. & Rudell, F. (1997). Rationale, benefits and methods of service-learning in marketing education. Journal of Education for Business 73(1): 58-61 Ennis, M. R. (2008). Competency models: A review of the literature and the role of the employment and training administration (ETA). Washington, DC: U.S. Department of Labor. Retrieved from wdr.doleta.gov/research/FullText_Documents/Competency Models – A Review of the Literature and the Role of the Employment and Training Administration.pdf. Hager, M.A., Rooney, P., & Pollak, T. 2002. How fundraising is carried out in US nonprofit organisations. International Journal of Nonprofit & Voluntary Sector Marketing, 7(4): 311.

Herman, R. D. & Heimovics, R. D. 1989. Critical Events in the Management of Nonprofit Organizations: Initial Evidence. Nonprofit and Voluntary Sector Quarterly, 18(2): 119-132. Klass, A.A. (1961). What is a profession? Canad. M.A.J. vol. 85. Klein, J. (2005). Integrative learning and interdisciplinary studies. Peer Review 7(4), 8-10.


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Lucia, A.D. & Lepsinger, R. (1999). The Art and Science of Competency Models. San Francisco, CA: Jossey-Bass McClelland, D.C (1973) "Testing for competence rather than for ‘intelligence", American Psychologist, Vol.28 No.1 pp1-40 U.S. Department of Education, National Center for Education Statistics. (2002). Defining and Assessing Learning: Exploring Competency-Based Initiatives, NCES 2002-159, prepared by Elizabeth A. Jones and Richard A. Voorhees, with Karen Paulson, for the Council of the National Postsecondary Education Cooperative Working Group on Competency-Based Initiatives. Retrieved from http://nces.ed.gov/pubs2002/2002159.pdf Oster, S. M. 1995. Strategic Management for Nonprofit Organizations: Theory and Cases. New York: Oxford University Press. Pfeffer, J., and Salancik, G. R. 1974. Organizational decision making as a political process. Administrative Science Quarterly, 19: 232-240.

Rama, D. V. (2003). Developing personal competencies through service-learning: A role for student organizations. In J. Edward Ketz (ed.) Advances in Accounting Education Teachign and Curriculum Innovations (Advances in Accounting Education, Volume 5), Emerald Group Publishing Limited, pp. 19-120 Steadman, R. H., Coates, W. C., Huang, Matevosian, Larmon, McCollough, and Ariel. (2006). "Simulation-based training is superior to problem-based learning for the acquisition of critical assessment and management skills." Critical Care Medicine, 34(1): 151-157.

Tempel, E. R., Seiler, T. L. & Aldrich, E. E. (2011). Achieving Excellence in Fundraising, 3rd ed., San Francisco, CA: Jossey-Bass

Thornton, J. 2006. Nonprofit fund-raising in competitive donor markets. Nonprofit and Voluntary Sector Quarterly, 35(2): 204-224.

Weinstein, S. (2009). The Complete Guide to Fundraising Management, 3rd ed. New York: Wiley Publishing


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Table 1

Required Textbooks

Primary Textbooks

American Psychological Association (APA). (2009). Publication Manual of the American Psychological Association, 6th ed., Washington, DC: APA

Bray, I. (2010). Effective Fundraising for Nonprofits: Real World Strategies that Work, 3rd ed., Berkeley, Nolo

Burk, P. (2003). Donor-Centered Fundraising, Chicago: Cygnus Applied Research, Inc.

Burk, P. & Prater, C. (2009). I’ll Grant You That, Portsmouth, NH: Heinemann Publishers

Burnett, K. (2002). Relationship Fundraising: A donor-based approach to the business of raising money, San Francisco: Jossey-Bass

Ciconte, B. L. & Jacob, J.G. (2009 ). Fundraising Basics: A Complete Guide, 3rd ed., Sudbury, MA: Jones & Bartlett

Fredericks, L. (2006). The Ask, San Francisco, CA: Jossey-Bass

Geever, J. (2007). The Foundation Center’s Guide to Proposal Writing, New York: The Foundation Center

Hart, T., Greenfield, J. M., MacLaughlin, S. & Geier, P.H. (2010). Internet Management for Nonprofits, Hoboken, NJ: John Wiley & Sons

Klein, K. (2011). Fundraising for Social Change. San Francisco, CA: Jossey-Bass.

Korza, P. (ed). (2007). Fundamentals of Arts Management, 5th ed., Amherst, MA: University of Massachusetts at Amherst Arts Extension Service

Miner, L. E., Miner, J.T., & Griffith, J. (1998). Proposal Planning & Writing, 2nd ed., Ann Arbor, MI: Oryx Press

Panas, J. (2009). Asking: A 59-Minute Guide to Everything Board Members, Volunteers and Staff Must Know to Secure the Gift, Medfield, MA: Emerson & Church Publishers

Rosso, H. A. & Tempel, E. R. (ed). (2003). Hank Rosso’s Achieving Excellence in Fund Raising, 2nd ed., San Francisco, CA: Jossey-Bass

Sargeant, A., Shang, J. & Associates. (2010). Fundraising Principles and Practice, San Francisco, CA: Jossey-Bass

Seltzer, M. (2001). Securing Your Organization’s Future: A Complete Guide to Fundraising Strategies, New York: The Foundation Center


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Steele, V. & Elder, S. D. (2000). Becoming a Fundraiser: The Principles and Practice of Library Development, 2nd ed. Boston, MA: American Library Association

Tempel, E. R., Seiler, T. L. & Aldrich, E. E. (2011). Achieving Excellence in Fundraising, 3rd ed., San Francisco, CA: Jossey-Bass

The Fundraising School, Principles and Techniques of Fund Raising (course study guide), Indianapolis, IN: The Fundraising School

Thompson, W. (2007). The Complete Idiot’s Guide to Grant Writing, 2nd ed., New York: Alpha Books

Warwick, M. (2008). How to Write Successful Fundraising Letters, 2nd ed., San Francisco, CA: Jossey-Bass

Weinstein, S. (2009). The Complete Guide to Fundraising Management, 3rd ed. New York: Wiley Publishing

Young, D. (2007). Financing Nonprofits: Putting Theory into Practice, Lanham, MD: Alta Mira Press

Zietlow, J., Hankin, J. A., & Seidner, A.G. (2007). Financial Management for Nonprofit Organizations, Hoboken, NJ: John Wiley & Sons


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Table 2 CFRE Knowledge Areas – Evidence of Inclusion

Knowledge Areas Mean Course Inclusion (%) (1) Trends/characteristics of constituencies 41 (2) Sources of financial support – motivations, practices, policies 67 (3) Market/donor surveys & donor giving patterns 23 (4) Prospect research sources 64 (5) Prospect screening, qualifying and rating 62 (6) Relationships among fundraising vehicles (annual, capital/major, planned giving) 59 (7) Psychology of giving, motivations/incentives for giving, ways in which gifts benefit

donors 38

(8) Case statement and feasibility study components and uses 69 (9) External factors affecting viability of organization 21 (10) Types of gifts (cash, securities, grants, in-kind, deferred, etc.) 31 (11) Solicitation strategies and techniques (e.g., moves management, relationship management,

prospect management) and their effectiveness with different groups 62

(12) Fundraising techniques and vehicles and media, e.g., direct mail, grant proposal writing, cause-related marketing corporation sponsorship, planned gifts, major gifts, memorial gifts, capital campaigns, etc.

100

(13) Peer-to-peer principles and their relationship to fundraising 18 (14) Cultivation techniques for various donor segments 44 (15) Methods for optimizing relationships between and among constituencies 26 (16) Components of comprehensive communication plan – processes for creating one 33 (17) Communication methods and messages for target audiences 33 (18) Relationship between philanthropy and fundraising 54 (19) Personality types and personality attribute theories 0 (20) Volunteer roles and job descriptions 56 (21) Volunteer recruitment, management, retention, recognition and evaluation techniques 44 (22) Principles of adult learning 0 (23) Strategies for optimizing volunteers’ time and talent 10 (24) Culture and definition of philanthropy 59 (25) Governance models, mission/vision statement components and uses 59 (26) Strategic and action planning methods as they relate to fundraising 56 (27) Financial management (including budgeting, financial statements, return on investment)

and human resource management (including, training, managing, evaluating) 67

(28) Development audit and standards and methods used to analyze fundraising effectiveness 31 (29) Contract service provider/consultant management 15 (30) Methods for assessing the organization’s impact on the community 0 (31) Policy development procedures (i.e., gift acceptance policies 5 (32) Data management, record-keeping systems and security procedures 26 (33) Donor Bill of Rights/Donors' Charter 10 (34) Ethical principles relevant to cultivation, securing and accepting gifts 46 (35) Laws and regulations affecting donors and not-for-profit organizations 38 (36) Legal and ethical practices related to donor record maintenance, gift accounting, and audit

trails 15

(37) Development of /adherence to gift acceptance policies 8 (38) Methods of recording, receipting, recognizing, and acknowledging gifts 21 (39) Accounting principles for not-for-profit organizations 18 (40) Personal privacy and information protection 3


24

Table 3 AFP Knowledge Areas of Fundraisers – Evidence of Inclusion

AFP Knowledge Areas Mean Inclusion (%)

(41) Nature and purposes of vision and mission statement 39 (42) Institutional history and philosophy 18 (43) Interpersonal group dynamics 11 (44) Functions and relationships among constituents 39 (45) Organizational behavior 11 (46) Organizational assessment 42 (47) Strategic planning 42 (48) Non-profit law and legal environment 26 (49) Institutional advancement process 37 (50) Operational planning process 63 (51) Fundraising strategies and tactics 100 (52) Financial management 34 (53) Management of volunteers 55 (54) Principles of financial planning 18 (55) Reporting techniques 11 (56) Performance appraisal 13 (57) History and philosophy of philanthropy 55 (58) Codes of ethics 50 (59) Interrelations with other professionals 18 (60) Psychosocial aspects of giving 42 (61) Current and future trends in fundraising 61 (62) One’s business/organizational goals 42 (63) Types of gifts 61 (64) Gift cultivation and solicitation 79 (65) Major gifts 71 (66) Planned gifts 63 (67) Direct mail 66 (68) Annual giving 66 (69) Endowment building 37 (70) Management of endowment 11 (71) Capital campaigns 53 (72) Special events coordination/event planning 74 (73) ‘One-on-one’ fundraising initiatives 67 (74) Public policy and regulation 21 (75) Organization’s business culture 18 (76) Internal and external environment 32 (77) Donor intention 24 (78) Database systems 24 (79) Outcome measurement techniques 16 (80) Donor follow-up procedures 34 (81) Budgeting 47 (82) Financial reports and balance sheets 21 (83) Corporate world 3 (84) Business ethics 3 (85) Grant proposal writing 37 (86) Marketing and market research practices 24 (87) Segmented donor databases 24 (88) Donor giving patterns 24 (89) Donor and prospect research techniques 68


25

(90) ‘Damage control’ initiatives 8 (91) Principles and practices of leadership 18 (92) Principles and practices of negotiation 3 (93) Use of the telephone and telemarketing in fundraising 32 (94) Use of the Internet in fundraising 45 (95) Volunteer-led personal fundraising 13 (96) Corporate giving 58 (97) Different cultures and roles of diversity and inclusiveness 18 (98) Communication vehicles 39 (99) Motivations for giving 34 (100) Non-profit governance 58 (101) Grant making 29 (102) Grant management, including foundation giving 50 (103) Government grants and contracts 21 (104) Human resource management 24 (105) Organizational development 21 (106) Program assessment 16 (107) Media relations 5 (108) Technology 18 (109) Presentation techniques 11 (110) Adult learning theory 0 (111) Training/teaching techniques 0 (112) Use of consultants 16 (113) Principles and practices of consulting 0 (114) Meeting management 3 (115) Time-and-task management techniques 3 (116) Interview techniques and practices 0 (117) Focus group techniques and practices 0


26

Appendix 1

Coding Sheet

(1) Syllabi ID #:

(2) Course Name:

(3) Course Code:

(4) Course Number:

(5) Year Taught:

(6) Instructor:

(7) Instructor’s terminal degree: doctorate masters bachelors unknown (8) College/University: (9) State:

(10) Course Level: graduate undergraduate cross-listed grad/undergrad (11) Course delivery: classroom distance blended (12) CFRE mentioned: yes no (13) AFP mentioned: yes no (14) Course Description: yes no (15) Course Objectives: yes no (16) Service-learning component: yes no (17) Readings Used: Yes (exclusively) Yes (supplemental to textbook) No (18) Required textbook 1:

(19) Required textbook 2:

(20) Required Textbook 3:

Assessment Methods (21) exams/quizzes (22) Topical or research papers (23) FR Portfolio pieces (24) Campaign/development plan (25) presentations (26) case studies (27) Attendance/Participation (28) Other_______________

Assessment Weights: (29) _________ (30) _________ (31) ___________ (32) _________ (33) _________ (34) _________ (35) _________ (36) __________ (37) 100%

Major Project (38) Individual work (39) Group work

Course organized by: (40) Sequential textbook chapters (41) Themes/concepts (non-sequential book chapters) (42) Themes/concepts (readings)


27

Domains Covered (CFRE): (43) Current and Prospective Donor Research (44) Securing the Gift (45) Relationship Building (46) Volunteer Involvement (47) Management (48) Accountability

Knowledge Areas Covered (CFRE): (49) Trends/characteristics of constituencies (50) Sources of financial support – motivations,

practices, policies (51) Market/donor surveys & donor giving

patterns (52) Prospect research sources (53) Prospect screening, qualifying and rating (54) Relationships among fundraising vehicles

(annual, capital/major, planned giving) (55) Psychology of giving,

motivations/incentives for giving, ways in which gifts benefit donors

(56) Case statement and feasibility study components and uses

(57) External factors affecting viability of organization

(58) Types of gifts (cash, securities, grants, in-kind, deferred, etc.)

(59) Solicitation strategies and techniques (e.g., moves management, relationship management, prospect management) and their effectiveness with different groups

(60) Fundraising techniques and vehicles and media, e.g., direct mail, grant proposal writing, cause-related marketing corporation sponsorship, planned gifts, major gifts, memorial gifts, capital campaigns, etc.

(61) Peer-to-peer principles and their relationship to fundraising

(62) Cultivation techniques for various donor segments

(63) Methods for optimizing relationships between and among constituencies

(64) Components of comprehensive communication plan – processes for creating one

(65) Communication methods and messages for target audiences

(66) Relationship between philanthropy and fundraising

(67) Personality types and personality attribute theories

(68) Volunteer roles and job descriptions

(69) Volunteer recruitment, management, retention, recognition and evaluation techniques

(70) Principles of adult learning (71) Strategies for optimizing volunteers’ time

and talent (72) Culture and definition of philanthropy (73) Governance models, mission/vision

statement components and uses (74) Strategic and action planning methods as

they relate to fundraising (75) Financial management (including

budgeting, financial statements, return on investment) and human resource management (including, training, managing, evaluating)

(76) Development audit and standards and methods used to analyze fundraising effectiveness

(77) Contract service provider/consultant management

(78) Methods for assessing the organization’s impact on the community

(79) Policy development procedures (i.e., gift acceptance policies

(80) Data management, record-keeping systems and security procedures

(81) Donor Bill of Rights/Donors' Charter (82) Ethical principles relevant to cultivation,

securing and accepting gifts (83) Laws and regulations affecting donors and

not-for-profit organizations (84) Legal and ethical practices related to donor

record maintenance, gift accounting, and audit trails

(85) Development of /adherence to gift acceptance policies

(86) Methods of recording, receipting, recognizing, and acknowledging gifts

(87) Accounting principles for not-for-profit organizations

(88) Personal privacy and information protection


28

Competencies of Fundraisers (AFP Framework) (89) Relationship Building (90) Leadership (91) Professional Judgment (92) Organizational Management

Knowledge Areas of Fundraisers (AFP Framework) (93) Nature and purposes of vision and mission

statement (94) Institutional history and philosophy (95) Interpersonal group dynamics (96) Functions and relationships among

constituents (97) Organizational behavior (98) Organizational assessment (99) Strategic planning (100) Non-profit law and legal environment (101) Institutional advancement process (102) Operational planning process (103) Fundraising strategies and tactics (104) Financial management (105) Management of volunteers (106) Principles of financial planning (107) Reporting techniques (108) Performance appraisal (109) History and philosophy of philanthropy (110) Codes of ethics (111) Interrelations with other professionals (112) Psychosocial aspects of giving (113) Current and future trends in fundraising (114) One’s business/organizational goals (115) Types of gifts (116) Gift cultivation and solicitation (117) Major gifts (118) Planned gifts (119) Direct mail (120) Annual giving (121) Endowment building (122) Management of endowment (123) Capital campaigns (124) Special events coordination/event planning (125) ‘One-on-one’ fundraising initiatives (126) Public policy and regulation (127) Organization’s business culture (128) Internal and external environment (129) Donor intention (130) Database systems

(131) Outcome measurement techniques (132) Donor follow-up procedures (133) Budgeting (134) Financial reports and balance sheets (135) Corporate world (136) Business ethics (137) Grant proposal writing (138) Marketing and market research practices (139) Segmented donor databases (140) Donor giving patterns (141) Donor and prospect research techniques (142) ‘Damage control’ initiatives (143) Principles and practices of leadership (144) Principles and practices of negotiation (145) Use of the telephone and telemarketing in

fundraising (146) Use of the Internet in fundraising (147) Volunteer-led personal fundraising (148) Corporate giving (149) Different cultures and roles of diversity

and inclusiveness (150) Communication vehicles (151) Motivations for giving (152) Non-profit governance (153) Grant making (154) Grant management, including foundation

giving (155) Government grants and contracts (156) Human resource management (157) Organizational development (158) Program assessment (159) Media relations (160) Technology (161) Presentation techniques (162) Adult learning theory (163) Training/teaching techniques (164) Use of consultants (165) Principles and practices of consulting (166) Meeting management (167) Time-and-task management techniques (168) Interview techniques and practices (169) Focus group techniques and practices


29

Appendix 2

CFRE Fundraising Competencies2

Knowledge areas required to perform the tasks listed:

I. Current and Prospective Donor Research Fundraising professionals should be able to:

A. Develop a prospect list by identifying individuals and groups who have the capacity and propensity to give in order to qualify candidates for further research and cultivation efforts

B. Analyze the prospect list using characteristics such as interest, values, giving history, and relationship to the organization in order to select potential donors for particular projects

C. Implement and utilize a data management system that stores information about prospects to enable retrieval and analysis

D. Rate prospects in categories of giving potential in order to prioritize and plan solicitations

Key Knowledge Areas for the above tasks:

Trends and characteristics (such as socioeconomic, historical, and cultural) of a constituency

Sources and of financial support, (such as individuals, corporations, grant-making bodies, foundations, government) and their motivations, practices, and policies

Benefits and uses of various market and donor surveys, and donor giving patterns

Techniques for gathering, segmenting and analyzing prospective donor research, indicators of gift potential

Prospect information sources, including people and written/published materials and electronic

Prospect screening, qualifying, and rating methods Relationships between and among annual, capital/major, and planned

giving programs

II. Securing the Gift Fundraising professionals should be able to:

A. Develop a compelling case for support by involving volunteers, staff, and other groups in order to communicate the rationale for supporting the organization's fundraising program

B. Design and conduct studies and/or surveys to plan and evaluate specific aspects of a fundraising program

2 CFRE (2012). http://cfre.org/cfre-fundraising-compentencies.html. Accessed March 14, 2012.

http://cfre.org/cfre-fundraising-compentencies.html


30

C. Design a comprehensive solicitation program in order to generate financial support for the organization's purpose

D. Design and conduct training programs for volunteers, staff, and other groups using various training methodologies in order to increase solicitation effectiveness

E. Ask for and secure gifts from prospects in order to generate financial support for the organization’s purpose

F. Prepare donor-centered solicitation materials in order to influence and facilitate informed gift decisions

G. Evaluate the solicitation program using appropriate criteria and methodology in order to produce accurate analytic reports for effective decision making


Psychology of giving, motivations/incentives for giving, ways in which gifts benefit donors

Case statement and feasibility study components and uses External factors that may affect the viability of the organization and its

programs/services Types of gifts (such as cash, securities, grants, property, gifts in kind,

bequests and other deferred gifts) Solicitation strategies and techniques (such as moves management,

relationship management, and prospect management) and their effectiveness with different donor groups

Fundraising techniques, vehicles, and media, such as:

Direct mail Grant proposal writing (foundations, corporations, government) Cause-related marketing corporate sponsorship Planned gifts, including legacies and bequests Major gifts Memorial gifts Special events Capital campaigns Membership programs Internet fundraising and online solicitations Matching gift programs Peer-to-peer solicitation Face-to-face solicitation

peer-to-peer principles and their application to fundraising

III. Relationship Building Fundraising professionals should be able to:

A. Initiate and strengthen relationships with all constituents through a systematic cultivation plan designed to increase support of the organization over the long term


31

B. Acknowledge and recognize gifts in ways that are meaningful to donors and appropriate to the mission and values of the organization

C. Develop and implement a comprehensive communications plan in order to inform constituents and identified markets about the mission, vision, and values of the organization, its funding priorities, and gift opportunities

D. Inform constituents about the value of giving in order to promote a culture of philanthropy


Cultivation techniques as they relate to various prospective donor segments or other stakeholders

Methods for optimizing relationships between and among constituencies and external spheres of influence

Components of a comprehensive communications plan and processes for creating one

Communication methods and messages to reach target audiences Relationship between philanthropy and fundraising

IV. Volunteer Involvement Fundraising professionals should be able to:

A. Create a structured process for the identification, recruitment, evaluation, recognition, and replacement of volunteers in order to strengthen the organization’s effectiveness

B. Empower and support volunteers by providing orientation, training, and specific job descriptions in order to enhance the volunteers' effectiveness

C. Engage volunteers in prospect identification, cultivation, and solicitation activities in order to raise funds more effectively and efficiently

D. Participate in recruiting experienced and diverse leadership on boards and committees in order to ensure that these groups are representative of and responsive to the community they serve

E. Involve volunteers in the planning, development, and execution of a broad range of activities in order to maximize commitment to the mission and goals of the organization

F. Delineate the roles of volunteer board members and staff in order to distinguish who have governance and management responsibilities


Personality types and personality attribute theories Volunteer roles and job descriptions in fundraising Volunteer recruitment, management, retention, recognition, and evaluation

techniques Principles of adult learning Strategies for optimizing volunteers' time and talent


32

V. Management Fundraising professionals should be able to:

A. Participate in the organization’s strategic planning process in order to ensure that philanthropy is an integral part of the strategic plan

B. Design and implement short-and long- term fundraising plans and budgets in order to support the organization’s strategic goals

C. Conduct performance analysis of the fundraising program using accepted and appropriate standards in order to assess efficiency and effectiveness

D. Recruit, train and support staff by applying human resource principles in order to foster professionalism and achieve the goals of the organization

E. Supervise staff by applying appropriate human resource principles in order to foster a productive, team-oriented work environment and enhanced personal performance

F. Contract for various services, when appropriate, in order to optimize the efforts of the fundraising function

G. Create gift acceptance and acknowledgement policies in order to reflect the values of the organization and satisfy legal and ethical standards


Culture and definition of philanthropy Governance models, mission/vision statement components and uses Strategic and action planning methods as they relate to fundraising Financial management (including budgeting, financial statements, return

on investment) and human resource management (including, training, managing, evaluating)

Development audit and standards and methods used to analyze fundraising effectiveness

Contract service provider/consultant management Methods for assessing the organization’s impact on the community Policy development procedures (i.e., gift acceptance policies) Data management, record-keeping systems and security procedures

VI. Accountability Fundraising professionals should be able to:

A. Report to constituencies the sources, uses, and management of donated funds in order to preserve and enhance confidence in the organization

B. Ensure that the intent of gifts is honored so that public trust is established and preserved

C. Ensure that the solicitation of gifts is conducted in accordance with the regulatory environment in which fundraising activities are conducted

D. Clarify, implement, and monitor donors' instructions by ensuring that allocations are appropriate and documented in the organization’s financial records

E. Comply with all reporting requirements and regulations in order to demonstrate commitment to accountability and transparency



33

Donor Bill of Rights/Donors' Charter Ethical principles relevant to cultivation, securing and accepting gifts Laws and regulations affecting donors and not-for-profit organizations Legal and ethical practices related to donor record maintenance, gift

accounting, and audit trails Development of /adherence to gift acceptance policies Methods of recording, receipting, recognizing, and acknowledging gifts Accounting principles for not-for-profit organizations Personal privacy and information protection


34

Appendix 3

Competencies of Fundraisers3

Competency Area 1: Relationship Building – Engaging and interacting with others to achieve organizational goals and fulfill interpersonal commitments.

Consensus Building

• Maintains professional demeanor with colleagues and constituents while performing daily tasks

• Interacts effectively with others to accomplish goals and objectives • Leads others in achieving consensus and affirmation of common goals and objectives

Interactions

• Acts in a manner appropriate to situations and peoples’ similarities and differences • Understands and practices building productive relationships with volunteers, donors, and

colleagues • Develops and maintains productive relationships with a wide range of people in diverse

situations

Engagement

• Develops personal engagement with the organization’s mission • Articulates the organization’s mission in ways that respond to the needs of donors and

volunteers • Engages volunteers, donors, and colleagues in building their commitment to the

organization’s mission and vision

Self-Awareness

• Begins to recognize how one’s own beliefs and preferences have an impact on relationships

• Respects and demonstrates openness to a range of beliefs and preferences • Mentors colleagues and volunteers to interact productively with people of diverse beliefs

and preferences

Active Listening

• Identifies and accepts needs, opinions, and feelings expressed by donors and prospects

3 Association of Fundraising Professionals (AFP). (2008). AFP knowledge areas and curriculum framework. Retrieved from afpnet.org/files/ContentDocuments/AFP_Curriculum_Framework.pdf.


35

• Discerns and responds professionally to the underlying feelings and beliefs of donors and prospects

• Analyzes and interprets what is needed to bring about a long and productive relationship between donors/prospects and the organization

Outcomes

• Obtains information about donors and volunteers pertinent to fundraising objectives • Obtains gifts and recruits volunteers for purposes that are meaningful to those involved • Engages donors and volunteers in ways that sustain productive, long-term giving and

leadership

Communication

• Demonstrates competence in oral and written communication • Articulates the case in an effective and persuasive manner • Creates and shapes multiple methods of communication to engage a diverse audience

Personal Styles

• Perceives personal styles of colleagues and volunteers, recognizing and respecting differences

• Translates perceptions of colleagues’ and volunteers’ personal styles into productive interactions

• Strategically manages diverse personal styles to energize volunteers and colleagues for organizational achievement

Teamwork

• Interacts with individuals and groups to achieve common objectives • Defines directions and leads people toward common objectives • Integrates individuals and groups into collaborative efforts to accomplish institutional

goals financial resources to accomplish departmental and organizational objectives.

Competency Area 2: Leadership – Developing, directing, and evaluating human and financial resources to accomplish departmental and organizational objectives.

Ethics

• Understands and applies ethical standards and practices • Practices ethical judgment in the context of complex situations • Mentors subordinates, colleagues, and volunteers in understanding and applying a code

of ethics and standards of practice


36

Team Building

• Participates actively and contributes to teams • Builds and motivates high-performance teams of staff and volunteers • Provides vision, inspiration, and creative empowerment to staff, constituents, and board

members

Motivation

• Maintains or exceeds levels of work required to meet goals • Practices going beyond immediate responsibilities to exceed goals • Motivates others to exceed goals while carrying own organization-wide responsibilities

Donor Relations

• Engages donors and prospects with the organization • Facilitates increased involvement and giving by donors • Motivates and secures transformational leadership gifts

Philanthropic Context

• Develops an understanding and appreciation of philanthropy • Integrates philanthropy into the culture of the organization • Interprets philanthropy to diverse social and cultural audiences

Shared Leadership

• Solicits participation from individuals in a way that fosters ownership and success • Creates an environment for staff and volunteers to share ownership and success • Empowers stakeholders to sustain and enhance the organization’s vision

Planning

• Plans ahead to ensure that necessary tasks and deadlines are achieved • Thinks strategically to achieve long-term goals and objectives • Defines and sets in motion strategies to shape the future

Goals Setting

• Understands organizational goals and objectives and distills them into assigned tasks • Translates organizational goals and objectives into effective fundraising activities • Participates in setting organizational goals and objectives and integrates them into

fundraising strategies

Professional Affiliations


37

• Joins a professional association and subscribes to code of ethics • Participates in professional association committees and/or boards • Provides voluntary leadership at local, regional, and national levels; speaks and writes for

the profession

Credentialing

• Participates in professional development training and education, and tracks participation for future certification

• Achieves baseline certification and develops managerial skill through continuing education and/or advanced degree study

• Achieves advanced certification and/or specialty certificates

Volunteer Management

• Identifies prospective volunteers and assists with volunteer activities • Provides staff support for program committees and recruits and trains volunteers • Provides staff support for board of directors, and sustains long-term partnerships with

multiple volunteers

Competency Area 3: Professional Judgment – Involving and inspiring others to realize philanthropic and organizational vision.

Context

• Understands size and scope of non-profit sector and the organization’s role in the community

• Studies philanthropy and the non-profit sector, and understands trends and issues and their impact on fundraising

• Influences fundraising practice through an understanding of the profession’s and the non-profit sector’s development

Data Collection and Analysis

• Collects and/or analyzes data that can be used to evaluate fundraising results • Determines what data are needed, the manner in which data are recorded and tracked, and

the types of analytical reports necessary to evaluate fundraising results • Uses analysis of fundraising results to clarify short- and long-term objectives for an

overall development program and to measure progress toward goals

Scope of Fundraising Operations

• Performs fundraising tasks and/or projects with appropriate supervision • Designs, implements, and evaluates fundraising programs for annual, capital, and/or

endowment support with minimal supervision


38

• Defines, directs, and evaluates overall fundraising strategies to meet current and future organizational goals

Problem Solving

• Notifies and informs others when a problem is encountered • Recognizes problems; recommends and/or implements possible solutions • Assesses situations, anticipates problems, and implements creative solutions with others

Professional Growth

• Participates in fundraising and philanthropic education/training programs • Attends increasingly advanced levels of education and training and is prepared to mentor

or speak at educational workshops • Provides leadership, mentoring, and training to professionals and volunteers, including

research, teaching, public speaking, and/or writing

Competency Area 4: Organizational Management – Practicing thoughts and behaviors that lead to efficient and effective performance.

Organizational Finances

• Learns to interpret budget documents • Develops and manages budgets for one or more fundraising programs; interprets financial

statements • Develops and manages budget processes for a department or group of departments

Work Systems, including Time Management

• Organizes own workload and schedule to meet assigned goals • Implements and monitors systems to optimize individual and workgroup efficiency and

effectiveness • Develops and evaluates systems to optimize individual, workgroup, and organizational

efficiency and effectiveness


39

Knowledge Areas of Fundraisers

• Nature and purposes of vision and mission statement

• Institutional history and philosophy • Interpersonal group dynamics • Functions and relationships among

constituents • Organizational behavior • Organizational assessment • Strategic planning • Non-profit law and legal environment • Institutional advancement process • Operational planning process • Fundraising strategies and tactics • Financial management • Management of volunteers • Principles of financial planning • Reporting techniques • Performance appraisal • History and philosophy of philanthropy • Codes of ethics • Interrelations with other professionals • Psychosocial aspects of giving • Current and future trends in fundraising • One’s business/organizational goals • Types of gifts • Gift cultivation and solicitation • Major gifts • Planned gifts • Direct mail • Annual giving • Endowment building • Management of endowment • Capital campaigns • Special events coordination/event

planning • ‘One-on-one’ fundraising initiatives • Public policy and regulation • Organization’s business culture • Internal and external environment • Donor intention • Database systems • Outcome measurement techniques • Donor follow-up procedures • Budgeting • Financial reports and balance sheets • Corporate world

• Business ethics • Grant proposal writing • Marketing and market research practices • Segmented donor databases • Donor giving patterns • Donor and prospect research techniques • ‘Damage control’ initiatives • Principles and practices of leadership • Principles and practices of negotiation • Use of the telephone and telemarketing

in fundraising • Use of the Internet in fundraising • Volunteer-led personal fundraising • Corporate giving • Different cultures and roles of diversity

and inclusiveness • Communication vehicles • Motivations for giving • Non-profit governance • Grant making • Grant management, including

foundation giving • Government grants and contracts • Human resource management • Organizational development • Program assessment • Media relations • Technology • Presentation techniques • Adult learning theory • Training/teaching techniques • Use of consultants • Principles and practices of consulting • Meeting management • Time-and-task management techniques • Interview techniques and practices • Focus group techniques and practices

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