Reducing Reliance on Government Funding in the Nonprofit Sector

Many leaders of nonprofit organizations are challenged by limited and declining financial resources from government grants, while being asked by funders and their constituent base to provide better quality services to a larger population. Nonprofit leaders are exploring strategies to reduce their reliance on government grants by diversifying and growing alternative funding sources. The purpose of this single case study was to explore, through the conceptual lens of the balanced scorecard theory, strategies used by 4 leaders of a nonprofit organization in southern California who have experience managing and growing alternative revenue sources by creating a social enterprise. Semistructured interviews were used to collect data and organizational documents were reviewed. The data were manually coded, and mind mapping was used to identify common themes. Thematic data analysis showed 5 themes: lack of a systematic approach to processes, lack of defined SMART processes, lack of integrating results into the organization\u27s key performance indicators (KPI), lack of defined measurable goals and objectives related to the KPIs in the business models of these organizations, and lack of defined sustainability plan. Nonprofit leaders may benefit from a systematic strategic approach to guide their organization. Nonprofit leaders need to understand how these systematic strategic approaches may impact their organization and how to integrate such opportunities into their organization. The implications for positive social change include the potential to fulfill the missions, strengthen the overall funding sources, and serve the local communities of nonprofit organizations by learning how to use the strategic planning processes

“I am fine with any technology, as long as it doesn’t make trouble, so that I can concentrate on my study”: A case study of university students’ attitude strength related to educational technology acceptance

Technology acceptance models presuppose that technology users have clearly defined attitudes toward technology, which is not necessarily true. Complementary, social‐psychological research proposes attitude strength (AS), a construct that has been so far insufficiently examined in the context of technology acceptance. Attitudes toward technology might become weaker after frequent changes in the used technology. This study examines the relationships between AS and educational technology acceptance predictors. In the case of N = 225 German undergraduate students of Educational Sciences, “millennials” using the learning management system Moodle, and based on structural equations modeling (SEM) and fuzzy set qualitative comparative analysis (fsQCA), we found significant relationships between AS and acceptance predictors. Further results suggest two situations leading to technology acceptance, one in which students are performance‐oriented and comply with faculty recommendations; the other in which students are technically experienced and will accept any technology, but avoid technical problems and effort. While the latter situation is only vaguely suggested by SEM, it is much clearly indicated by fsQCA. For acceptance research, we conclude that current acceptance models should be extended by AS, and employ fsQCA. For educational practice, we recommend using fsQCA to assess acceptance predictors when educational technology is implemented in higher education