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Indiana University-Purdue University Indianapolis (IUPUI) / The study of the nonprofit sector has traditionally focused on nonprofit organizations as recipients of charity. A perspective that has been relatively neglected is that of nonprofit organizations as not only recipients but also as donors of charitable resources. This dissertation explores the phenomenon of philanthropic behavior of nonprofit organizations, using studies of the contributions and community health programs of nonprofit hospitals in Indiana as an example. Philanthropic behavior is defined as actions and programs initiated by a nonprofit organization to meet additional community needs – beyond its primary mission or services. It presents the hypothesis that such activities are undertaken for reasons similar to for-profit organizations – and have comparable organizational benefits. The studies reported in the dissertation show a wide variation in reporting such activities as well as of the organizational structures in place to manage such behavior. This variation is seen even in seemingly similar hospitals such as religious hospitals within an identified system. The dissertation discovers that while nonprofit organizations may engage in philanthropic behavior, these practices go largely unrecognized. Because the actions are not systematically noted or recorded, some very significant residual benefits that nonprofits provide for their defined communities are also unrecognized. It also finds that when these activities are evident, they are driven more by the professional values and actions of individual employees than by organizational policies. The dissertation concludes that drawing conclusions from this study of the data on Indiana hospitals – both from state reports and the IRS Form 990s – is difficult. There is an inconsistency between the two databases as well as within each of the datasets that makes any specific conclusions as to the relative values of different hospitals or to standards is suspect. It notes that while the revised Form 990 should help in overall transparency, the reporting of areas such as health education and donations will most probably continue to be inconsistent. This inconsistency makes the information difficult to use as either an evaluation tool or as policy to encourage community-serving behavior.

Indiana University-Purdue University Indianapolis (IUPUI) / In recent years, social capital has emerged at the forefront of comparative research in the areas of philanthropy, community development and international aid. The predominant body of research has been conducted in the United States, Netherlands, and other Northern/Western contexts. From this body of knowledge, the academic community has begun to tease out how philanthropic traditions arise within and adapt to a given cultural context. Stemming from the assertions of Fukuyama, Putnam and Banfield, a theory has emerged that high levels of social capital is connected to high levels of philanthropic support (money and time), and low levels of social capital is connected to low levels of philanthropic support. This is to be expected since, theoretically, in cultures with less trust and civic behavior, there is a higher cost to giving and volunteering, and therefore people give less. Research conducted in American and Dutch communities suggests that a high level of philanthropic behavior is expected to be found in places where people share a high level of social capital (Putnam, 2000); that individuals who have more social capital in terms of access to social networks are more likely to be charitable (Brooks, 2005; Brown and Ferris, 2007); that a donor’s perception that a nonprofit organization is trustworthy affects his or her decision to give (Bekkers, 2003); and that an individual’s participation in different types of civic networks relies on varying levels of social trust (Uslaner, 2002). Colombia offers an interesting case study of the interplay between social capital and philanthropy because much is known about the Colombian citizenry’s propensity to trust and associate. Additionally, the incredible growth of nonprofits in Colombia and Latin America since the early 1990s has spurred an increase in qualitative research surrounding Latin American philanthropy.

At Northeast State Community College (NeSCC) nearly 70% of students need some form of financial aid to attend. State support is flattening or decreasing and the gap is filled by private donors' support (Northeast State Community College, 2011). Hundreds of donors have made significant contributions to aid in the education of those in the Northeast Tennessee region. The purpose of this study was to investigate the philanthropic motivations of a select group of 4 donors who have given a significant amount to a community college and to garner their specific reasons for doing so. This qualitative study included 4 interviews from current donors in the President's Trust at NeSCC who had contributed at least $10,000. I interviewed an alumni representative, a faculty member, an individual contributor, and a corporate representative to better understand their approaches and perspectives on giving to NeSCC. Through the interviews, I learned personal stories and motivations for giving. Some of their experiences can be linked to the servant leadership theory, transformational leadership, and Maslow's Hierarchy of Needs. Also, the participants had similarities in stating that it was rewarding to give back and they all agreed that something from childhood spawned their motivations for giving.

While there are facts that are known about Claudius Greer Clemmer, there is much that is not known. By most accounts, he was a generous man who grew up during some of the hardest years of the Great Depression, worked to get an education, and had a successful teaching career. Clemmer worked diligently to do what he could to support himself and his family, working at two jobs. When his career track changed from teaching to business, in 1946, he experienced success in business and investments, sharing that wealth with East Tennessee State University and others. The intent of this qualitative study was to learn about the life of Claudius Greer Clemmer, and determine the events of his lifetime that made him who he was. The examination of his life was grounded by a series of six research questions that framed the study and expanded to include his family and work: What influenced him to pursue high educational standards?What influenced his view of education?What contributed to his philanthropy?What are people's perceptions about his life and work?Who influenced him, and in what way?Who was influenced by him, and in what way? Maslow's Hierarchy of Needs Theory outlines five levels of basic need, beginning with physiological needs, safety and security, love and belonging, esteem, and finishing with the highest level at self-actualization, which is described as accomplishing all that one can accomplish. Maslow's theory describes Clemmer, as he had either achieved or was as close to self-actualization as possible. While the author was considering that he had accomplished self-actualization, it was expressed first by his son and acknowledged later during interviews with friends and associates. The study is significant in that there are no other studies about the life of Claudius Greer Clemmer. Research findings will be of interest to many, including the Clemmer family, the East Tennessee State University family, friends, and alumni of the Claudius G. Clemmer College of Education, along with individuals interested in biography, oral history, and philanthropy.

[pt] Esta tese tem como objetivo investigar a eficácia e a equidade em uma instituição privada de natureza filantrópica e de reconhecido prestígio acadêmico, localizada na cidade de Juiz de Fora – MG. O referencial teórico foi elaborado a partir dos conceitos de equidade de Rawls (2003) e Dubet (2004, 2008) e de justiça escolar e de discriminação positiva propostos, respectivamente, por Crahay (2000) e Dubet (2008). De maneira complementar, recorreu-se a estudos que abordam o tema da eficácia e da equidade escolar no contexto brasileiro. A pesquisa apresenta desenho longitudinal e faz uso de dados de perfil e dos resultados dos estudantes nas três medidas de desempenho do Programa de Ingresso Seletivo Misto da Universidade Federal de Juiz de Fora – PISM-UFJF, avaliação aplicada ao final de cada ano letivo do Ensino Médio. Os resultados dos estudantes foram organizados em cinco grupos de comparação: o grupo de interesse, composto por estudantes de baixo nível socioeconômico que recebem bolsas integrais para cursar o Ensino Médio na escola filantrópica, e outros quatro grupos de comparação, um formado pelos estudantes pagantes da escola filantrópica e três constituídos por estudantes de escolas públicas. No tratamento dos dados foram utilizados métodos mistos: quantitativos e qualitativos. Os primeiros envolveram modelos de regressão para estimação dos efeitos do nível socioeconômico sobre o desempenho dos alunos no PISM e sobre as escolhas de carreiras. Complementarmente, análises qualitativas foram produzidas a partir de entrevistas semiestruturadas realizadas com bolsistas e gestores da escola filantrópica, cujos roteiros foram elaborados em diálogo com as características de escolas eficazes verificadas para o Brasil por Alves & Franco (2008). Os resultados da pesquisa confirmam a significativa correlação entre o nível socioeconômico e a proficiência dos estudantes verificada em outras pesquisas e apontam para evidências de eficácia escolar e de equidade promovidas pela escola filantrópica. As análises quantitativas mostraram que os alunos bolsistas obtiveram maiores proficiências que os estudantes de características semelhantes dos grupos de comparação matriculados nas outras quatro escolas. Os resultados também foram interpretados com base em análises qualitativas e, em linha com as pesquisas brasileiras em eficácia escolar, identificaram condições intraescolares que atuam como fatores importantes de eficácia, notadamente a infraestrutura escolar, o clima acadêmico, a gestão, a ênfase pedagógica e a atuação dos professores. O estudo também aponta para uma questão que merece ser melhor investigada: o peso da origem social na escolha dos bolsistas de carreiras universitárias de menor prestígio acadêmico, mesmo em se tratando de estudantes que frequentaram o Ensino Médio em uma escola eficaz, promotora de equidade e reconhecida socialmente como uma escola de excelência. / [en] The present study aims to investigate effectiveness and equity in a private institution with a philanthropic nature and recognized academic prestige, located in the city of Juiz de Fora – MG. The theoretical framework was drawn up based on the concepts of equity by Rawls (2003) and Dubet (2004, 2008) and of school justice and positive discrimination proposed by Crahay (2000) and Dubet (2008), respectively. In a complementary manner, studies that approach the issues of effectiveness and school equity in the Brazilian context were also implemented. The research resorts to a longitudinal drawing and uses profile and results data from students in the three measures of development of Universidade Federal de Juiz de Fora - UFJF s Programa de Ingresso Seletivo Misto - PISM-UFJF, an exam that is applied at the end of each academic year of High School. The students results were organized in five comparison groups: the interest group, composed by students with a low socio-economic status that receive a scholarship to attend the philanthropic school, and other four comparison groups, one consisting of paying students of the philanthropic school and three consisting of students from public schools. In the data analysis, mixed methods were used: quantitative and qualitative. The first ones involved regression models to measure the effects of the socio-economic status on the students development on PISM and on career choices. Furthermore, qualitative analysis were developed from semi-structured interviews with scholarship-holding students and the philanthropic school s managers, the scripts of which were elaborated in relation with the characteristics of effective schools identified for Brazil by Alves and Franco (2008). The research findings confirm the significant correlation between socioeconomic status and the students proficiency identified in other research and points to the evidence of educational effectiveness and equity promoted by the philanthropic school. The quantitative analysis showed that scholarship-holding students achieved higher proficiency than students with similar characteristics from the comparison group enrolled in the other four schools. The results were also interpreted according to qualitative analysis and, in accordance with the Brazilian studies about school effectiveness, identified that internal school conditions such as infrastructure, academic environment, management, pedagogic emphasis and teacher performance are important effectiveness factors. The study also points to an issue that deserves a better investigation: the weight of the social origin on the scholarship-holding students choices of lower academic prestige careers, even if they attended an effective equity promoter and socially acknowledged excellence school during High School.

The purpose of this research is to discuss and examine the nature of the grantor-grantee relationship between the F. W. Olin Foundation and Florida Institute of Technology in the larger context of grants by foundations and philanthropies to higher education. At the center of the research is a $50-million-dollar grant that "transformed" Florida Institute of Technology in ways that were perhaps unforeseen by either the grant-issuing foundation or the higher-education institution itself. This research will include a brief history of the two institutions involved and the circumstances that led to this grant proposal and its eventual implementation by the university, interviews with the main actors, and an examination of the challenges and opportunities presented to Florida Institute of Technology in accepting a grant from the F. W. Olin Foundation. Finally, an analysis of the outcomes brought about by accepting what the F. W. Olin Foundation marketed as a "transformational" grant ties this research into the larger question of the roles of foundations and philanthropies in higher education.

This historical study investigated the genesis, unfolding, contributions, and demise issues associated with the institution of Storer College. The primary goal was to produce an institutional narrative of Storer College that acknowledged the depth and dimension of its 90-year history, and recognized its three utmost administrators: the Doctors Brackett, McDonald, and McKinney. The inquiry incorporated a broad range of primary and secondary sources, including previously untapped archival resources, in reconstructing the institution’s narrative. The study is predominantly set against the divergence of compounding social, economic, and political forces, including its relationship with the State of West Virginia that outlined the institution’s development over time. The global questions that framed the study were: What was Storer College? How did it change over time? Following the Civil War’s destruction, the nation underwent an extended period of reconstruction. Storer College grew out of several efforts exerted by the Free Will Baptists, a northern denomination under the aegis of the Northern Baptist Convention, who believed that education should be the primary focus for improving freedmen in the Shenandoah Valley. Storer College was first established in West Virginia by the Free Will Baptists Home Mission Society through its Shenandoah Mission center, as the Harper’s Ferry Mission School in 1865. In time, the institution experienced four overlapping developmental phases: (a) Mission School, 1865 – 1867, (b) Secondary Division, 1867 – 1884, (c) Secondary Expansion Division, 1884 – 1921, and (d) Collegiate Division, 1921 – 1955 before its closure in the wake of the 1954 Brown et al. v. Board of Education, Topeka, Kansas decision. With the outgoing class of 1955, the institution was ultimately dismantled and subsumed under the federal aegis of the United States Department of Interior by 1960. Despite limited funding, Storer College functioned as a social change agent since through its institutional development it correspondingly contributed to the individual development of its students’ literacy, morality, self-dependency, self-advocacy, and self-assertion. These collective actions were among the first efforts toward community-building between and among the African-American community and consequently the community’s greater relationship with the American society. / Ph. D.

As constraints on public funding become more prevalent and public policy devolves funding responsibility to the agency level in part, public organizations seek additional revenue streams. One identified private resource is philanthropy, which has seen a growth in importance over the past decade as individuals with vast sums of wealth commit a portion of their fortunes to aid society. The literature on philanthropy primarily seeks to understand donor motivations in order to aid organizational pursuit of these funds, with some scholars finding that giving is often undemocratic and can give private donors power relative to other stakeholders. What is far less understood are the effects donations have on organizational priorities. This becomes an important question for public administration as philanthropic donations to public agencies seeking additional funding. To better understand the effects of this phenomenon, this research undertook two replicative case studies in public higher education, an area where public organizations that have a long history of fundraising as well as decreased public funding. Through the lens of quasi-autonomous governmental organizations, rather than privatization, this study triangulates archival, historical, and interview data to study changes in salience of university priorities after a mega-gift is made. In the two cases studied, mega-gifts were found to have some limited effects on salience of priorities. Three different interpretations can be drawn from the findings. First, as loosely-coupled structures, higher education institutions guard against change. Second, control is a negotiated proposition and thus the potential for gifts to create change may be limited. Third, mega-gifts enable structural change, which allows some organizational actors to work with private donor to set agendas for otherwise public functions. These findings are particularly important for public policy makers, administrators, and citizens to understand and scholars to build upon as increasing numbers of public organizations seek to raise private monies. / Ph. D.

Because philanthropic support from alumni and their families is an important source of revenue for American colleges and universities, identifying ways to connect with Chinese students and cultivate philanthropic support from their parents is an essential component of fundraising efforts. In this study, I explored how American university advancement officers could employ guanxi to cultivate relationships with Chinese parent donors in order to increase U.S. higher education philanthropy efforts. The concept of guanxi, an important aspect of building and sustaining relationships in China, served as the focus for understanding Chinese parents’ connections with their children’s American universities. I employed a qualitative collective case study design using purposeful criterion sampling and conducted research with seven participants. The research findings inform the practice of American university fundraising. The researcher generated specific strategies for American university development officers to build and cultivate guanxi with Chinese parents in order to receive more donations from them. Recommendations for further research are also provided.