Philanthropy In Higher Education Research Articles

Philanthropy and the sustaining of global elite university domination

How is it that global elite universities operating in a hyper-competitive world replete with aspirational challengers maintain positions of dominance within the field of higher education decade after decade? Taking a Bourdieusian approach, we argue that the highest-ranking universities strategically leverage pronounced philanthropic advantages to differentiate themselves from would-be challengers. Philanthropy is a critical differentiator because it enables elite universities to sustain privileges that attract highly qualified students, faculty and powerful supporters, who in turn boost their competitive positions through acquisition of valuable cultural, social and symbolic resources. Elite universities co-create with stakeholders strong bonds of identification, honing the disposition to give back philanthropically and complete the socially reproductive cycle of elite domination. At a time of increasing concern about social inequalities, our contribution is to uncover how higher education philanthropy – an essentially conservative force – operates to entrench privilege and magnify social differences while purporting to do the opposite.

Philanthropy at Elite Research Universities: The Role of Trustees and Trustee-Affiliated Organizations

Literature on philanthropy in higher education is limited, especially concerning the philanthropic behaviors of college and university trustees. We address gaps in the literatures on higher education philanthropy and university trustees through an exploratory comparative case study of donations made by trustees and trustee-affiliated organizations. Drawing on microfoundations theory from neoinstitutionalism, we argue and show that trustees and trustee-affiliated organizations, via their philanthropic behaviors, shape the universities they steward in a myriad of ways. Within our case study, we analyzed donation exchanges across four elite research universities to develop three models of trustee philanthropy (facilitators, supporters and patrons) and two models of trustee-affiliated organizational philanthropy (sponsors and advocates). Differences across institutions highlight the variation across trustees, trustee-affiliated organizations, and universities in how they engage each other in philanthropic relationships. Drawing on these differences, we generate suggestions for practice and future research.

Connecting the Dots: Fostering a Scholarly Community through Philanthropy&Education

Connecting the Dots:Fostering A Scholarly Community Through Philanthropy & Education Noah D. Drezner With this issue of Philanthropy & Education, we celebrate five full years of the journal. In my editorial introducing the journal, I set the mission "to advance scholarship and inform practice around philanthropy broadly defined, including but not limited to, fundraising, volunteerism, civic engagement, alumni relations, corporate social responsibility, and prosocial behavior development" (Drezner, 2017, p. V). Further, I noted the need for the journal as there was evidence of a growing sub-field—often feeling disjointed across multiple disciplines—at the intersection of the scholarly study of philanthropy and education. My unstated hope for Philanthropy & Education was to help foster a scholarly community that could learn from one another, be in conversation with each other, and further the theoretical and practical implications of our sub-field through empirical research. Five years later, there is evidence that the journal is fulfilling its mission and that indeed there is a scholarly community of which we are all apart. The Association of College and Research Libraries (2015) define a community of scholars as "engag[ing] in sustained discourse with new insights and discoveries occurring over time as a result of varied perspectives and interpretations" (n.p.). This community of scholars can be seen in multiple ways. One such way is to look through a social network analysis of who is cited in the journal. In doing so, I am able to illustrate who our community is comprised of and how we are in conversation with one another. Scholars have long used social network analysis as an effective method for identifying the structure of intellectual or scholarly communities (Moody & Light, 2006; Pizmony-Levy, 2016; Wang, 2018). For exploring the social structure of publications in Philanthropy & Education, I assembled a small dataset with all publications in the journal and the citations included in them. I then coded the first author of each citation and standardized the names in terms of format. I focused on the first author for simplicity; future analysis should include all other authors. I used the clean dataset to construct a two-mode network with authors [End Page 1] (in rows) and publications in Philanthropy & Education (in columns). Each cell in the matrix was coded 1 if the author was cited in the publication, and 0 otherwise. From this network, I developed two simplified versions: (a) author co-citation network that shows for every two authors the extent to which they are cited together in multiple publications; (b) publication overlap network that shows for every two publications the extent to which they share authors (or cite the same authors). Over the first five volumes, including this issue, we have published 43 research articles and notes. Across this scholarship, 2,379 different articles, books, and other resources were cited. This includes 1,426 unique first authors. Of those, 71% were only cited in one of the 43 manuscripts, while 22% cited in two manuscripts, and 7% (100) cited three or more times. Figure 1 is a visualization of a two-mode social network exploring the 43 manuscripts (blue square nodes) and the 100 first authors that were cited by three or more manuscripts (red circle nodes). I excluded methodologists (e.g., Creswell; Merriam; and Yin) and organizations for the purposes of exploring the philanthropic studies network. The seven manuscripts that are isolated from the network (top left side) do not share first authors, cited at least three times, in common with any other manuscript in the network. As you can clearly see, the network includes one component with two clusters. The large cluster (center) is made up of articles that focused on higher education philanthropy; the smaller cluster (bottom left) focuses on k-12 education, and more specifically, philanthropic experiential learning. It is important to note that while these are two distinct clusters they do share some commonalties within the literature they cite. Taking a deeper dive into the connections across the manuscripts published over the last five years, figure 2 looks at articles (blue square nodes) that share at least six first authors in their references. In this analysis we had multiple components. For the purpose of this illustration...

Philanthropic Foundations and Higher Education: The Politics of Intermediary Organizations

ABSTRACT Intermediary organizations (IOs) are influential policy actors in higher education. Yet, little is known regarding the role of philanthropic foundations in sponsoring IOs for policy promotion. By relying on longitudinal analysis of grants, semi-structured interviews, and social network analysis, this study examined the most central IOs within foundation-sponsored networks, documenting rationales behind this grantmaking strategy. Data included nearly 7,000 grants from 2004 to 2014, representing nearly $3b in postsecondary funding. Results demonstrated that over a decade, the field of higher education philanthropy has shifted, with a decrease in traditional forms of grantmaking and an increase in field-building efforts. Specifically, grants flowing to IOs focused on policy advocacy and completion purposes, or what can be described as a high-leverage approach to educational philanthropy. Furthermore, the most influential voices within philanthropic-sponsored networks were linked to the college completion agenda, a powerful reform movement seeking to increase national degree productivity. By emphasizing philanthropic organizations and their relationships with IOs, this study extends postsecondary policy analysis from a state-centric approach to one that considers non-state actors’ role in policy advocacy and educational reform.

Successful Fundraising for the Academic Library: Philanthropy in Higher Education

Successful Fundraising for the Academic Library: Philanthropy in Higher Education

Engaging college and university parents in philanthropy: A university/foundation partnership

This paper provides a look into a collaborative approach to parent philanthropy in higher education, using guidance and examples from experienced parent programmes and fundraising professionals. Parents of students enrolled at institutions of higher learning are a new and high capacity population who can make a great philanthropic impact in higher education. The paper discusses aspects of both parent programming and parent fundraising that must be implemented in order to successfully engage parents in institutional philanthropy.

Perils of Entrepreneurial Philanthropy in Higher Education

Perils of Entrepreneurial Philanthropy in Higher Education

Conceptualization and Validation of Factors for LGBTQ Alumni Philanthropy

Conceptualization and Validation of Factors for LGBTQ Alumni Philanthropy Jason C. Garvey (bio) In recent years, philanthropy in higher education has shifted from a value-added financial benefit into a necessary component for balancing annual budgets and increasing college access (Drezner, 2011; Walton, Gasman, Huehls, Wells, & Drezner, 2008). Furthermore, the cost for a college degree continues to rise beyond inflation, challenging college access and affordability for more students and their families (Hemelt & Marcotte, 2011). Recent financial crises have required student affairs staff to develop skills in fundraising and alumni relations (Puma, 2013; De Sawal & Maxwell, 2014). Because alumni giving accounts for over one quarter of voluntary support to higher education (Kaplan, 2014), it is imperative that student affairs staff cultivate healthy and philanthropic relationships with graduates. As such, staff must utilize new and innovative strategies to develop and strengthen relationships with alumni, especially among populations that have not traditionally been engaged (Drezner, 2013; Gasman & Bowman, 2013). Identity-based philanthropy in higher education is gaining prominence in both practice and scholarship, recognizing that social identities are strong influences on alumni engagement and giving. However, scholarship and practice involving lesbian, gay, bisexual, trans*, and queer (LGBTQ) alumni is scarce and mostly anecdotal, relying on professional or personal experiences and not empirical evidence. Combining scholarship on higher education philanthropy and LGBTQ students helps create a conceptual framework for understanding LGBTQ alumni philanthropy. These theoretical foundations emphasize the relevance of academic quality and satisfaction as well as campus climate perceptions in understanding philanthropic motivations among LGBTQ alumni, The quality and value of undergraduate experiences is a critical factor in predicting alumni support (Clotfelter, 2008; Weerts & Ronca, 2007). In fact, Monks (2003) discussed that “the single biggest determinant of the generosity of alumni donations is satisfaction with one’s undergraduate experiences” (p. 129). Academic experiences, in particular, have a significant relationship with alumni philanthropy (Clotfelter, 2003; Gaier, 2005; Monks, 2003). College and university graduates from historically marginalized communities have distinctive relationships with their alma maters (Drezner, 2013), and these unique positionalities are greatly shaped by their experiences as undergraduate students and alumni (Drezner & Huehls, 2014). Researchers have demonstrated that colleges and universities remain largely hostile environments for LGBTQ students and that these individuals generally perceive the campus climate as less inviting than do their peers (Garvey & Rankin, 2015; Garvey, Taylor, & Rankin, 2014; Rankin, Blumenfeld, Weber, & Frazer, 2010). For LGBTQ alumni, their [End Page 748] engagement with and giving to their alma mater are often experienced through the lenses of their gender and sexuality (Garvey & Drezner, 2013; Sanlo, 2002). Developing a greater understanding of LGBTQ alumni experiences can assist student affairs and advancement staff in attracting a more active and engaged LGBTQ alumni community. As such, the purpose of this study was to conceptualize and validate factors for LGBTQ alumni philanthropy. METHOD AND RESULTS The conceptualization and validation of factors for LGBTQ alumni philanthropy involved three steps: instrument review by content experts and potential respondents conducted in fall 2012, a pilot study conducted in spring 2013, and The National LGBTQ Alumni Survey conducted in spring 2014. An electronic survey was developed to operationalize philanthropic involvement among LGBTQ undergraduate alumni from 4-year institutions of higher education and included four distinct categories: demographics, undergraduate student experiences, alumni experiences, and philanthropy and giving. Within the categories, 110 items were written to represent 11 latent factors related to LGBTQ alumni philanthropy, guided by scholarship on higher education philanthropy and LGBTQ students. Instrument Review by Content Experts and Potential Respondents Validity for the items and accompanying latent factors were established before survey administration. Four content experts were selected based on their professional and research expertise in higher education philanthropy and LGBTQ students. These experts reviewed the survey and provided information regarding the conceptualization and representation of factors. In addition, nine LGBTQ alumni were invited as potential respondents to critique the overall functioning of the survey as well as items and accompanying factors. Based on reviews from content experts and potential respondents, 39 items and one factor were eliminated, reducing the total number of items from 110 to 71 and the total number of factors from 11 to 10. I eliminated a factor that measured trust from the alumni experiences category...

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.

‘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.

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.

The Changing Face Of Philanthropy In Higher Education: Case Of Historical Black Institutions In The Eastern Region

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Higher Education in the Sultanate of Oman: The challenge of access, equity and privatization

During the renaissance of the last 30 years, the Sultanate of Oman has established a relatively large and diverse system of general (pre-tertiary) education. The rapid and dynamic expansion of general education has produced an ever-increasing demand for higher education unmatched by supply. This discrepancy has yielded a large number of secondary school graduates competing for limited numbers of higher (post-secondary) public education places in the Sultanate of Oman. This paper surveys the system of higher education in the Sultanate of Oman. It examines the challenge of access, equity and privatization in light of the current predicament of a disparity between supply and demand for higher education in the Sultanate of Oman. Results from the study indicate a lack of a consolidated system of higher education. The current system is managed by a number of different ministries and government authorities. There is no tradition of charging fees and tuition in the public system of higher education. Privatization of higher education in the Sultanate of Oman is a relatively recent market orientation phenomenon. There is no established mechanism for student loans in place. The practice of endowment and philanthropy in higher education is non-existent; this is exacerbated by an absence of allowable tax deductions for donations. The paper proposes a framework for a consolidated management system of higher education along with market orientation reforms and remedial strategies for higher education in the Sultanate of Oman.

W.E.B. Du Bois and Charles S. Johnson: Differing Views on the Role of Philanthropy in Higher Education

Philanthropy is typically defined as a charitable act, a gift, or an organization that dispenses such gifts. Rarely do we think negatively about gifts. However, as the literature in this area tells us, there is much mistrust of philanthropy and those behind it. Some critics have pointed toward the ulterior motives underlying the gifts of philanthropists. Is it really a gift or does it serve the philanthropist more than the recipient? Others have drawn attention to the unethical business practices of the corporations behind the philanthropies. How can “tainted” money promote good? Still others have questioned the amount of control that many philanthropists gain once their benefactors become dependent on them. Are philanthropists giving money just to extend the reach of their power? Despite these criticisms, philanthropy, in the words of Robert Bremner, “has been one of the principal methods of social advance.”

Science, foundations, and American universities in the 1920s.

Previous articleNext article No AccessScience, Foundations, and American Universities in the 1920sRobert E. KohlerRobert E. Kohler Search for more articles by this author PDFPDF PLUS Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by Osiris Volume 3, Number 11987 Published for the History of Science Society Article DOIhttps://doi.org/10.1086/368664 Views: 13Total views on this site Citations: 16Citations are reported from Crossref Copyright 1987 The History of Science Society, Inc.PDF download Crossref reports the following articles citing this article:Catriel Fierro An ‘ingenious system of practical contacts’: Historical origins and development of the Institute of Child Welfare Research at Columbia University's Teachers College (1922–36), History of the Human Sciences 35, no.11 (Jul 2021): 56–86.https://doi.org/10.1177/09526951211023315Andrea Walton The History of Philanthropy in Higher Education: A Distinctively Discontinuous Literature, (Apr 2019): 479–533.https://doi.org/10.1007/978-3-030-03457-3_11Gerhard Sonnert Social science and Sozialwissenschaft: Categorical and institutional boundaries of knowledge, Journal of the History of the Behavioral Sciences 54, no.33 (May 2018): 178–197.https://doi.org/10.1002/jhbs.21909Lion Murard Influence subie, influence exercée, Revue d’études comparatives Est-Ouest N° 1, no.11 (Dec 2017): 209–239.https://doi.org/10.3917/receo1.491.0209 Anhang, (Nov 2017): 503–557.https://doi.org/10.13109/9783666301759.503Shaul Katzir “In war or in peace:” The technological promise of science following the First World War, Centaurus 59, no.33 (Aug 2017): 223–237.https://doi.org/10.1111/1600-0498.12161Chay Brooks The apostle of internationalism: Stephen Duggan and the geopolitics of international education, Political Geography 49 (Nov 2015): 64–73.https://doi.org/10.1016/j.polgeo.2015.05.007Michael A. Dennis Universities and Science and Technology: United States, (Jan 2015): 762–766.https://doi.org/10.1016/B978-0-08-097086-8.85053-9Jonathan Liebenau, Justin Gundlach Modernizing the Business of Health: Pharmaceuticals in Britain, in comparison with Germany and the United States, 1890–1940: Table 1, Industrial and Corporate Change 22, no.33 (May 2013): 807–847.https://doi.org/10.1093/icc/dtt010 Natalia Vogeikoff-Brogan The Carnegie Appropriations to the American School of Classical Studies: Gifts Wrapped Up in Successful Social Networking, Hesperia: The Journal of the American School of Classical Studies at Athens 82, no.11 (Jan 2013): 131.https://doi.org/10.2972/hesperia.82.1.0131Tom Scheiding Boundary Institutions for Reconciliation of Academic Chemistry to Industry: Germany vs. The United States, SSRN Electronic Journal (Jan 2011).https://doi.org/10.2139/ssrn.1912161Terri Kim Shifting patterns of transnational academic mobility: a comparative and historical approach, Comparative Education 45, no.33 (Aug 2009): 387–403.https://doi.org/10.1080/03050060903184957Stephen Petrina Luella Cole, Sidney Pressey, and Educational Psychoanalysis, 1921?1931, History of Education Quarterly 44, no.44 (Dec 2004): 524–553.https://doi.org/10.1111/j.1748-5959.2004.tb00019.xSalma Ahmad American Foundations and the Development of the Social Sciences between the Wars: Comment on the Debate between Martin Bulmer and Donald Fisher, Sociology 25, no.33 (Jul 2016): 511–520.https://doi.org/10.1177/0038038591025003011Allan A. Needell The Carnegie Institution of Washington and Radio Astronomy: Prelude to an American National Observatory, Journal for the History of Astronomy 22, no.11 (Jul 2016): 55–67.https://doi.org/10.1177/002182869102200107 John Neu One Hundred Thirteenth Critical Bibliography of the History of Science and Its Cultural Influences, Isis 79, no.55 (Oct 2015): 5–273.https://doi.org/10.1086/354915