Philanthropy In Education Research Articles

Practicing Philanthropy in American Higher Education: Cultivating Engaged Citizens and Nonprofit Sector Professionals

Recent scholarship has documented a growing interest in teaching philanthropy at the undergraduate and graduate level. This study is an overview of the nature and extent of one approach, experiential philanthropy, in which students learn philanthropy by making grants to nonprofit organizations. The study reviewed syllabi and support material for 88 experiential philanthropy courses. The analysis identified four course models offered in a variety of academic settings. These findings suggest a broader range of course options for advancing civic engagement goals that instructors might typically consider. Faculty who teach these courses pursue multiple goals, including preparing students for citizenship and for professional work in the nonprofit sector. The findings indicate that experiential philanthropy is a pedagogical strategy for both civic engagement and nonprofit management education. They deepen our understanding of how instructors use experiential philanthropy and shape how we assess its efficacy as a pedagogic strategy.

Creating a culture of giving in Irish higher education: an education in direct(ing) philanthropic giving in Ireland

Philanthropy in Irish higher education has an interesting historical reference point, with the role Atlantic Philanthropies played in steering the agenda for philanthropy in higher education institutions. To investigate the question of philanthropic culture in Ireland, this research draws on policy documents and academic literature related to Ireland to analyse how creating and fostering a philanthropic culture (in particular for giving) is discussed. An illustrative case study of an Irish higher educational institution is presented to explore the culture of giving. The case study findings suggest that the university's philanthropic infrastructure educate students and alumni on the role of philanthropy in developing the campus, while identifying future strategic giving opportunities. The wider literature reinforces the need to build infrastructure, to expand national policy and to extend this education on the value of philanthropy in the public discourse.

A gestão da educação especial inclusiva no Brasil: uma análise histórica das Constituições Nacionais e Leis de Diretrizes e Bases.

This article presents a descriptive and bibliographical research with the goal of checking how the Brazilian state legally effected the management of inclusive special education throughout the history of their constitutional and ordinary systems, more specifically in the Federal Constitutions and Laws and Guidelines – LDB. To do so, constitutional documents were found. dating from the years 1824, 1891, 1934, 1937, 1946, 1967 and 1988 as well as the ordinary from 1961, 1971 and 1996 on official government websites. After selection and analysis in the light of the theoretical framework, we can consider that the state management of inclusive education in Brazil has suffered neglect in all constitutions contained in the Brazilian state with the exception of the last one dated from 1988. Already all LDB mention special education, suffering considerable developments over the texts;however, despite advancing towards state accountability of special education as mandatory and preferably in mainstream education, they continue to evade responsibility, favoring segregated and philanthropic education through funding of specific institutions.

Dr John Kearney QC AM and the role of philanthropy in legal education

The intent of this essay is to reflect appreciatively upon the impact on the teaching of law at Bond University of the generosity of Dr John Kearney QC, and to reflect critically upon the impact on legal education of philanthropy generally.

The Ford Foundation’s “mess” in Management Education in Brazil

This paper is an empirical account of the founding relationship between the US Ford Foundation (FF), and the Sao Paulo Business School (EAESP ), which was, and still is, part of the Getulio Vargas Foundation (FGV). Innovatively, it connects to new studies of the role of US Philanthropy in founding management education in the US (Fourcad & Khurana, 2010; Khurana & Spender, 2011); and of US foreign policy (Parmar, 2012a) and contributes to recent advances in these three fields (management knowledge, Philanthropy and business education, Philanthropy and International Relations). Our finding from the archives is that there is strong evidence that US actors associated with the FF in Brazil were clearly influential in ways that initially affirm the analyses of Parmar (2012a), and of Fourcad and Khurana (2010) and Khurana and Spender (2011). However, we affirm that it is wrong to perceive the processes and outcomes of FF interventions in management education as following a wholly US-impositionalist agenda. Moreo...

Review The Gift of Education: Public Education and Venture Philanthropy Saltman Kenneth Palgrave Macmillen

Review The Gift of Education: Public Education and Venture Philanthropy Saltman Kenneth Palgrave Macmillen

Building communities of philanthropy in higher education: contextual influences

In this era of constrained and declining economic resources, institutions of higher education are turning to advancement professionals to identify and cultivate the financial resources that are becoming an increasing and larger portion of the fundamental funding of the institution. In this high stakes arena, advancement professionals have a need for the tools that can assist them in cultivating philanthropic relationships more effectively and efficiently. To that purpose, this research empirically explores ways in which the brand community construct can be adapted to philanthropic intent for non‐profit organizations to aid in the cultivation process. This paper presents the results of a survey of college alumni drawn from a commercially provided online panel, and examines the potential impact that institutional size may have upon the relationships of an alumni brand community and the community's expressed willingness to offer financial donations to the alma mater. From a theoretic perspective, this paper reveals that brand community is a significant contributor to this expression of philanthropic intent across universities of differing size. As a practical consideration, our findings produce additional evidence to affirm the notion that brand community is a robust construct that can be of value to development professionals who seek to build financial support for both small and large universities. Copyright © 2012 John Wiley & Sons, Ltd.

Use of Layering for Effective Partnership Building: Leveraging Positive Impact in Education Philanthropy

· New opportunities create a challenge of how to maximize mission-related goals while also seeking out new partnerships.

School for the Deaf – A Social Initiative of IIT Roorkee

Growing integration concept among nations, the globalization and liberalization gave birth to capitalism and private ownership. India is one of the fast growing economies in the emerging markets, where the 1990’s Indian industrial policy has been changed the facade and fate of country in both GDP and status of people. The literacy rate become increasing year on year, on the other hand surging corporate education by taking as a chance of domestic private players as well as welcome the foreign universities to globalize the nation. Domestic corporate players in the education sector have been contributing their efforts to make country as effusive literacy and compose students ready and fit for industry needs. Further the concept of social responsibility emerged both in industry and academia. Since India is a young country in many fields and there is no specific framework or model to educate the physically handicapped students and build vigorous career. Due to lack of funds, government is also unable to focus on this segment. Taking this is an initiative by IIT Roorkee management and faculty established ‘Roorkee School for the Deaf’ under ‘Community Supported Project.’ The present case gives a thought on social responsibility and motivates the corporate houses to take initiative for the development of untouched people by philanthropic education as a pearl to them and construct as an independent social spirit. Finally the case reminds corporate that PHC children are also living in the society and convince them how the propose model contribute to social development.

‘Making Something of Themselves’: Black self-determination, the church and higher education philanthropy

Examining Black church support of higher education in the late nineteenth and early twentieth centuries, this article highlights the longstanding project of African-American self-determination. Motivated donors, many of who would not in their lifetime see the fruits of their gifts, made faithful investments in the project of racial uplift. Concurrent with this, college-educated Black were given the additional charge of becoming leaders in these efforts. Using the Atlanta University Studies and historical newspaper accounts, this article explores the deep roots of Black leadership in higher-education philanthropy and concludes with recommendations for current historically Black colleges and university (HBCU) development officers.

Private foundations, philanthropy, and partnership in education and development: mapping the terrain

There has been increasing interest on the role of private foundations in education finance and delivery. We argue that this is due to a macro-policy context of stagnating levels of official development assistance for education and an uncritical acceptance of a logic of neutrality and the efficiency and effectiveness of of partnerships and philanthropy. This paper reports on the results of a literature review on private foundations in education and development. It found significant contestation against the claims of neutrality, efficiency, effectiveness. It also identifies salient methodological and substantive issues for the development of a research agenda on the issue.

Rational Dissent and the Rhetoric of Educational Philanthropy in the Dissenting Academies of Lancashire, Hackney and Exeter

Between 1750 and 1800, England's Rational Dissenters founded four collegiate academies in the towns of Warrington, Manchester, Hackney, and Exeter. Although Rational Dissent arose from the theologically heterodox wings of Protestant Dissent, academy organizers intended their academies to be non-denominational and thus limited their dependence on the financial support of any single congregation or charitable foundation. Consequently, these Dissenters had to undertake ongoing fund-raising campaigns, for which they adopted strategies similar to those of eighteenth-century voluntary hospitals and charity schools. For the academies in Warrington and Manchester, in particular, attempts to attract a diverse community of supporters involved considerable challenges. This article assesses the educational rhetoric employed by the Rational Dissenters, arguing that it served both social and intellectual goals related to the Dissenters' desire for mainstream acceptance. In effect, Rational Dissenters created an ideology of education and philanthropy that transcended regional interests and spoke to a national audience. They used sermons and annual reports, in particular, to inform the public of their activities, while also defending the broad importance of a liberal education and displaying the loyalty of the Dissenting community to the British nation.

Which Networks Matter in Education Governance? A Reply to Ball's ‘New Philanthropy, New Networks and New Governance in Education’

Stephen Ball's recent article offers an intriguing perspective on the education policy process by engaging with the political science literature on policy networks and governance. Ball opens up the possibility of a fruitful dialogue between political scientists and education researchers by introducing some challenging interpretations of recent developments in the governance of education. In this reply I suggest that a sustained focus on understanding power in the governance process could help to build on Ball's work. I argue that understanding power is crucial to deciding which networks matter and to building explanations of the effects of networks on policy outcomes. Without a focus on power, I claim, policy studies risk conflating the existence of networks with the existence of network governance.

New Philanthropy, New Networks and New Governance in Education

This article draws upon and contributes to a body of theory and research within political science which is concerned with changes in the policy process and new methods of governing society; that is, with a shift from centralised and bureaucratic government to governance in and by networks. This is sometimes called the ‘Anglo-governance model’ and the most prominent and influential figure in the field is Rod Rhodes. The article focuses on one aspect of these kinds of change within the field of education policy and argues that a new form of ‘experimental’ and ‘strategic’ governance is being fostered, based upon network relations among new policy communities. These new policy communities bring new kinds of actors into the policy process, validate new policy discourses and enable new forms of policy influence and enactment, and in some respects disable or disenfranchise established actors and agencies. The argument is illustrated with examples of networks identified and mapped by the author. Some of the relationships among participants who make up these new networks are traced and discussed, drawing upon research into the privatisation of education funded by the ESRC. These relationships interlink business, philanthropy, quangos and non-governmental agencies.

Effects of Philanthropy Education on Elementary School Students in Korea : Analysis Using a Multiple Convergence Model

Effects of Philanthropy Education on Elementary School Students in Korea : Analysis Using a Multiple Convergence Model

Leveraging Philanthropy in Higher Education

Looking at potential sources of funding for education reform, Frederic Fransen outlines the dynamics in play as a pragmatist might calculate the worthiness of a cause for his philanthropy. Preeminent is bang for the buck, of course. And though the way to reinvigorate the insatiable blob of higher education isn't readily apparent to Dr. Fransen, still, he writes, if you're a reformer seeking financial help, you'd better come up with something comprehensive and attractive to put before today's results-driven donor.

Educational Radio, Childhood, and Philanthropy: A New Role for the Humanities in Popular Culture, 1924–1941

Rockefeller philanthropies' support for educational radio began in the 1920s and increased in the 1930s in response to the Depression. Radio was funded as part of the humanities. Broadcasts were intended to uplift culture and introduce new ideas and practices to schools and families. Educational radio was also seen as a means of social control, to adjust popular culture to changing economic conditions. Rockefeller support for experimental radio in the 1930s significantly advanced the new field of communication studies by the 1940s. The social uses of broadcasting in this period raise questions about the role of media, past and present.

The Reception of Refugee Scholars from Nazi Germany in America: Philanthropy and Social Change in Higher Education

In the 1930s, American educators reacted defensively when philanthropic foundations and relief committees tried to assist refugee scholars—victims of the Nazi dictatorship's racial and political purge of the German universities and scientific research institutes—in obtaining academic appointments in the United States. Despite the existence of antisemitic prejudice, a large number of scholars in the Central European migration were able to resume their professional careers in American colleges and universities. What accounts for their successful integration into the institutions of higher education, and how were the barriers of discrimination against Jews in faculty appointments broken? Beyond the talents and adaptability of the refugee scholars, this article discusses the role of American philanthropy, especially the distinctive contributions of the Rockefeller Foundation and the Emergency Committee in Aid of Displaced Foreign Scholars, and the changing perceptions of these immigrants within the American academic community between 1933 and 1945.

The Reception of Refugee Scholars from Nazi Germany in America: Philanthropy and Social Change in Higher Education

In the 1930s, American educators reacted defensively when philanthropic foundations and relief committees tried to assist refugee scholars—victims of the Nazi dictatorship's "racial" and political purge of the German universities and scientific research institutes—in obtaining academic appointments in the United States. Despite the existence of antisemitic prejudice, a large number of scholars in the Central European migration were able to resume their professional careers in American colleges and universities. What accounts for their successful integration into the institutions of higher education, and how were the barriers of discrimination against Jews in faculty appointments broken? Beyond the talents and adaptability of the refugee scholars, this article discusses the role of American philanthropy, especially the distinctive contributions of the Rockefeller Foundation and the Emergency Committee in Aid of Displaced Foreign Scholars, and the changing perceptions of these immigrants within the American academic community between 1933 and 1945.

ANDREA WALTON, editor. Women and Philanthropy in Education. (Philanthropic and Nonprofit Studies.) Bloomington: Indiana University Press. 2005. Pp. xi, 356. $39.95

ANDREA WALTON, editor. Women and Philanthropy in Education. (Philanthropic and Nonprofit Studies.) Bloomington: Indiana University Press. 2005. Pp. xi, 356. $39.95