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published_or_final_version / abstract / Linguistics / Master / Master of Arts

Extant research on nonprofit marketing and specifically donor behaviour have been quantitative and focused on profiling donors or examining motivations for giving. Prior research in these areas has also focused on adult populations, neglecting children and young people in general and those under 16 in particular. This dearth of research on children and young people in the nonprofit sector is even more surprising in light of the wealth of research on this group in the commercial domain. Furthermore, current understandings of the socialisation of children into donors are largely fragmented. It is important to give children and young people a voice in the literature, and one which reflects their contribution to society. There is also a need to examine how children and young people learn about charities and how they currently behave as donors. This interpretive study sought to explore how children and young people understand, donate and relate to charities. It aimed to provide a thick description of children and young people’s donor behaviour and their socialisation as donors, and to understand their charity consumption experiences through their eyes. Research was guided by child-centred, participatory research principles, with the multi-method research design involving thirty-three individual/paired interviews and focus groups with 91 children and young people and three surveys completed by a total of 606 9-24 year-olds in Scotland. The main findings are that children and young people engage in a variety of charitable activities and have a generally positive image of charities. Their knowledge, awareness and understanding in relation to charities become increasingly complex as they age, reflecting their cognitive and emotional development and greater life experience. Their donor behaviour also changes with age, and this is related to a range of personal and social influences, including the charity consumption arenas in which giving takes place. The process of donor socialisation extends into young adulthood, offering evidence of lifelong socialisation processes in the nonprofit context. The thesis concludes by considering the implications of the study for charity marketers, educators and public policy makers, and by outlining several fruitful avenues of future research.

This PhD research explored how neoliberal governmentality influenced the UK charity SportHelp and its youth sport programmes. Despite charities being significant providers of non-formal education for young people in the UK, there has been limited work exploring how the neoliberal landscape shapes these organisations and their programmes in practice. Therefore, this thesis addresses this gap in knowledge by a) furthering the limited literature on charities and their operation, b) providing an empirical illustration of how neoliberal governmentality functions, and c) contributing to the ongoing debate about the purpose of non-formal education in the neoliberal marketplace. This case study research focused on a single charity – SportHelp – whose remit is to improve socio-economically disadvantaged young people’s lives through the provision of sport. Over a 9-month period, data were collected through semi-structured interviews with a selection of SportHelp’s managers, coaches, and young people. Furthermore, participant observations of three coaching sessions (featuring previously interviewed coaches and young people) were undertaken to complement the interviews. The data were subsequently analysed using thematic analysis. Findings suggest the neoliberal landscape shaped SportHelp and its youth sport programmes profoundly. To maximise its chances of economic survival, SportHelp re-configured itself into a ‘quasi-market’. In doing so, it adopted a deficit-reduction approach towards improving young people’s lives: the charity assumed socio-economically disadvantaged young people were inherently ‘deficient’ (because of their lower socio-economic status) and required ‘fixing’. Using sport, SportHelp coaches ‘fixed’ young people’s personhood by instilling the neoliberal values of individual responsibility, discipline, and life skills. These values were readily internalised by young people because SportHelp operates in the realm of non-formal education; a space where coaches could foster passion, relationships, and a sense of belonging.

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Thesis (Master of Arts in Homeland Security )--Naval Postgraduate School, December 2009. / Thesis Advisor: Looney, Robert E. Second Reader: Trinkunas, Harold A. "December 2009." Description based on title screen as viewed on January 29, 2010. Author(s) subject terms: Terrorism, Charities, Tribalism, Financial Action Task Force, Federal Bureau of Investigation, Hamas, Al-Qaida, Wahhabism. Includes bibliographical references (p. 65-68). Also available in print.

Thesis (doctoral)--Universiteit Utrecht, 2007. / Description based on print version record. Includes bibliographical references (p. 463-479).

Inaug.-diss.-- Münster in Westfalen. / Lebenslauf. "Literaturverzeichnis": p. vii-xii.

This dissertation constitutes a detailed investigation of the history of the Lok Sin Tong Free School. It discusses how benevolent societies expanded their service scope in Hong Kong, as well as how the reforms in the education system and teaching curriculum of mainland China affected those in Hong Kong in the 1930s. Lok Sin Tong, one of the most remarkable charitable organizations in pre-war Hong Kong, formally expanded into the education field in 1929 with the establishment of the Lok Sin Tong Free School. The School was located at 32 Dai Tit Street, and its aim was to provide free education to children from Kowloon City who had formerly been deprived of schooling. The School began accepting male applicants in 1930. The first principal was Tam Kit-Sang, and the second was Wong Bun-Po. The School offered primary education and a four-year curriculum focusing on Chinese education. By 1938, when a new campus was established, the School’s number of students exceeded 300. However, soon after the outbreak of the Pacific War and Japanese occupation of Hong Kong in December 1941, the School was forced to close its doors. This dissertation comprises six chapters. The first defines the term “free school” and reviews the history of research on the Lok Sin Tong Free School. The second chapter outlines the historical development of Kowloon City and the Kowloon Walled City prior to 1941, and discusses how the local Kowloon City culture was key to the reestablishment of Lok Sin Tong’s services in the late 1920s following a suspension of services early in the century. The third chapter traces the origins and narrates the development of Lok Sin Tong from 1880 to 1941, with an emphasis on the improvement in its services under the leadership of Tam Kit-Sang and Chan Cho-Chak. The fourth chapter investigates the Lok Sin Tong Free School between 1929 and 1941, with special attention paid to its size, the quality of its teachers, its administration, curriculum and pedagogy, and student performance. An evaluation of the School’s overall effectiveness on the basis of these criteria follows. The fifth chapter presents a comparative study of the teaching and learning activities of the Lok Sin Tong Free School and those of the (1) Long Jin Free School and (2) Tung Sin Tong Free School. This comparison reveals the transformation of and changes in Chinese education in Hong Kong. The last chapter concludes the dissertation with a discussion of the interactions among free schools, benevolent societies, and the local community and culture in Hong Kong. / published_or_final_version / Chinese Historical Studies / Master / Master of Arts

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