AMY CLAIRE HEITZMANSOUTHERN METHODIST UNIVERSITY
ANGELA SEAWORTHRICE UNIVERSITY
DAVID GARVEYUNIVERSITY OF CONNECTICUT
Emerging Trends in Nonprofit Education:
The Role of the University
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
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
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
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
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
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
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.
History & Current Trends
A young academic discipline making its way in the University landscape.
A note on other stakeholders•Nonprofits•Philanthropy•Government
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
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
• 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
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.
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)
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
Key Academic Players
NONPROFIT LEADERSHIP CERTIFICATE PROGRAM
Southern Methodist University
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
SMU Nonprofit Leadership Certificate
Based on a leadership competency model:
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
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”
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
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.
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
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
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
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
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)
Next Steps
Gather data Evaluations, focus groups, longitudinal study, survey
other programs
Craft benchmarks/standards
Align content to benchmarks
Sustainable process for credentialization
Rice University
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
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
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
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.
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
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
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.
Potential Areas of Concentration
Proposed Progression
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
Engaging Rice & the Community
University of Connecticut
Mission
To strengthen the education, communication and research infrastructure of the Connecticut and U.S. nonprofit sector.
Education Communication ResearchEducation Communication Research
Being the Change
MissionTo strengthen the education, communication and research infrastructure of the Connecticut and U.S. nonprofit sector.
Education Education
MissionTo strengthen the education, communication and research infrastructure of the Connecticut and U.S. nonprofit sector.
The Challenges for the
University of Connecticut
Meeting the Second Stage of Growth
1. Successful Program Replication
2. New Ventures
3. Funding for Infrastructure
The Future Scan
Questions
Thank You
AMY CLAIRE [email protected] METHODIST UNIVERSITY
ANGELA SEAWORTH [email protected] UNIVERSITY
DAVID [email protected] OF CONNECTICUT