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Emerging trends in nonprofit education final

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  • An influx of 640,000—1,250,000 executive leaders will be needed in the nonprofit sector by 2016. In Connecticut 12,288 — 24,000 new entrants into the senior management ranks will be needed.
  • The program stemmed from deep community need—both in terms of what agencies were asking the Dallas Center for Nonprofit Management, but also what a very recent, locally based study note   Five key obstacles facing the sector were elicited—each relating directly to the abilities, capacities and sustainability of the leadership of these organizations   As an institution passionate about the health of fellow nonprofits, and given that Dallas was one of the cities the study examined, our marching orders were clear. The SMU NLCP was born from the recognition of our community’s need to better develop and prepare our nonprofit leaders for what has been noted as a crisis in the development of nonprofit leaders.
  • It’s a 6-month program that brings small cohorts of leaders together as peers and the content is entirely crafted around leadership—beginning with the internal conversations about knowing oneself via DISC instruments and reflection to the more visible skills of motivating teams and leading others to give of self What Kottcamp and others note as an increasingly necessary reflective practice. This revolves around a leadership competency model, similar to Maslow’s Hierarchy of Needs in that once self is known in the context of leading, leadership capacities can be developed
  • Really resonated with us   How can we help not only develop these skills but also prove to others (including our accreditation body) that this is working/effective?
  • So, we’d identified the two main challenges here way to measure this skill set relates to growing need to o align with internal standards of reporting external need to meet demands of community   From that, use this measurement to create recognition, i.e. a “credential” (basically a way for leaders’ skills to be perceived and to ensure a standard of excellence)
  • Transcript

    • 1. 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
    • 2. What Will Be Covered
      • The Need and Opportunity
      • Historical Track Record
      • Current Trends
      • The Dynamics within the University
      • Three Programs, Three Approaches
              • Southern Methodist University
              • Rice University
              • University of Connecticut
      • The Future
      • Questions
    • 3.
      • 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, 2006 Executive Director Tenure and Transition in Southern New England, 2004 The Nonprofit Sector’s Leadership Deficit, Bridgestar Research, 2006 The Leadership Deficit, Stanford Social Innovation Review, 2006 and 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
    • 5. 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
    • 6. 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
    • 7. 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
    • 8. Opportunities Continued
        • Changes in Higher Education landscape which favor its role with nonprofit leader education
          • Differentiation 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.
    • 9. History & Current Trends
      • A young academic discipline
      • making its way in the University landscape.
      • A note on other stakeholders
      • Nonprofits
      • Philanthropy
      • Government
    • 10. History & Trends
      • Nonprofit management and philanthropic studies are barely 30 years old
      • Both academic and professional develop courses
      • The average age of a center is 14 years old… a teenager
      • Various models for funding and structure exist
      • Some 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
    • 11.
      • 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
    • 12.
      • 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
    • 13.
      • 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.
    • 14. 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)
    • 15.
      • Institutional Sustainability
      • Academic Credibility
      • Funding
      • Leadership Support
      • Organizational Fit
      • Community Connections
      • Mission
      • Faculty Involvement
      • Visibility
      Prerequisites for Nonprofit Center Success Larson and Barnes-Moorhead. (2001). How Centers Work: Building and Sustaining Nonprofit Academic Centers
    • 16. Key Academic Players
    • 17.
      • NONPROFIT LEADERSHIP
      • CERTIFICATE PROGRAM
      Southern Methodist University
    • 18. 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
    • 19. SMU Nonprofit Leadership Certificate
      • Based on a leadership competency model:
    • 20. 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
    • 21. 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”
    • 22. 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
    • 23. 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.
    • 24. Challenges Facing SMU
      • SKILL SET MEASUREMENT
          • Internal and external need
      • CREATION OF BENCHMARKS/STANDARDS
          • i.e. a credential; recognition in community
      • FUNDING
    • 25. 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
    • 26. 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
    • 27. 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
    • 28. 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)
    • 29. Next Steps
      • Gather data
        • Evaluations, focus groups, longitudinal study, survey other programs
      • Craft benchmarks/standards
      • Align content to benchmarks
      • Sustainable process for credentialization
    • 30. Rice University
    • 31. 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 1980s
      • Comprehensive Fund Development certificate
      • annual Best Boards conference since 2001
      • Leadership Institute for Nonprofit Executives noncredit certificate program since 2007
    • 32. 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
    • 33. 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
    • 34. The Gift
      • Hudspeths help fund Center for Philanthropy at Glasscock School
      • BY B.J. ALMOND Rice 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.
    • 35. 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 programs
      • implement 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
    • 36. Process
      • Researched nonprofit academic centers
      • Surveyed various constituencies for local demand
      • Conducted market analysis
      • Benchmarked existing nonprofit education programs
      • Mapped 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
    • 37.
      • 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.
    • 38. Potential Areas of Concentration
    • 39. Proposed Progression
    • 40. 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
    • 41. Engaging Rice & the Community
    • 42. University of Connecticut
    • 43. Mission To strengthen the education , communication and research infrastructure of the Connecticut and U.S. nonprofit sector .
    • 44. Education Communication Research Being the Change Mission To strengthen the education , communication and research infrastructure of the Connecticut and U.S. nonprofit sector.
    • 45.  
    • 46. Education Mission To strengthen the education , communication and research infrastructure of the Connecticut and U.S. nonprofit sector.
    • 47. The Challenges for the University of Connecticut Meeting the Second Stage of Growth
      • Successful Program Replication
      • New Ventures
      • Funding for Infrastructure
    • 48. The Future Scan
    • 49. Questions
    • 50. Thank You AMY CLAIRE HEITZMAN [email_address] SOUTHERN METHODIST UNIVERSITY ANGELA SEAWORTH [email_address] RICE UNIVERSITY DAVID GARVEY [email_address] UNIVERSITY OF CONNECTICUT