I give at the office: A review of workplace giving research, theory, and practice

Workplace giving is a widely used philanthropic tool. Although it may have great unmet potential, it is also facing a number of challenges, including competition from informal crowdfunding campaigns. In the face of such challenges, we take stock of the extant research to better understand the value and future of workplace giving, emphasizing employee actions and preferences in our review. Workplace giving studies can also augment knowledge about contextual giving or bounded settings for exploring basic philanthropic questions (e.g., donor control or gift elasticity). We use a three‐part conceptual framework to synthesize and discuss research on individual workplace giving in the context of broader giving behaviors. We address what researchers know, do not know, and need to know on the topic of workplace giving

The Global Common Good and the Future of Academic Professionals

In this epilogue to the special issue of Higher Learning Research Communications dedicated to higher education, community engagement, and the public good, Shaker addresses the unifying concept presented across the issue: the common good. For Shaker, this special issue responds to UNESCO’s call for educational institutions and educators to rethink education in the contemporary era and focuses on how academic endeavors can, do, and should act in service to a global common good. The essay stresses the academic workforce needs to be reimagined concurrently with rethinking the systems of education that will ensure the world and society “to which we aspire.” Faculty in all their diversity are the central and essential ingredient to a successful global educational response to the challenges of an equitable and just global society will create and disseminate the knowledge society needs. To close, Shaker notes publications such as this bring these conversations into sharper focus to align and connect them so that a rethought approach to higher education might generate discernible results within the relatively short time available

Understanding Higher Education Fundraisers in the United States

Since their earliest days, the U.S. higher education institutions have relied on philanthropic support to achieve their missions. What began as incidental is now a highly organized process of fundraising that accounts for tens of billions of dollars annually. As institutions' desire for private support grows, so too does the demand for successful fundraising professionals. Drawing on qualitative and quantitative analysis, this survey‐based study (n = 508) of U.S. higher education fundraising personnel provides new knowledge and grounds fundraisers' position in historical and contemporary literature about fundraisers and professionalism. The findings highlight notable generational, income, and gender differences within the higher education sector and between higher education and the greater profession. The analysis shows an established knowledge‐base and set of learnable skills for higher education fundraisers—which are best applied when combined with particular personal attributes. Although the latter are critically important, without full and fair attention to the former, the occupation is unlikely to garner full professional status. This study highlights, the path forward highlights the complexity of contemporary fundraising, is a reminder that fundraising is relationship‐ and information‐driven, and indicates that select, strategic efforts can further professionalize the field. In particular, fundraisers in the education sector may have special opportunities to advance the professionalization of their occupation

The Global Public Good: Students, Higher Education, and Communities of Good

Along with introducing the purpose and cohesion of the essays that form this special issue, we also wish to highlight the force on which all of these lofty hopes depend: educated students. Without question, the authors who wrote these essays understand and appreciate the importance of students, especially as the prepared and empowered agents of future actions that will be sustainably transformative in the conduct of their lives. In fact, students are so pervasively important to most discussions of higher education and the public good, including the UNESCO report, that they are often taken for granted in a rush to address institutional and faculty responsibilities. However, no student of any age or educational goal should ever be far from consideration. They are indeed fully present in the essays that comprise this issue of Higher Learning Research Communications

The Generosity of an Urban Professoriate: Understanding Faculty as Donors and Academic Citizens

Although faculties are often portrayed as institutionally uninvolved, evidence exists that many of them are actually academic citizens who contribute beyond requirements and expectations. Using a phenomenological approach to examine major giving by faculty and their academic citizenship at an urban university, this study of limited sample size shows that faculty citizenship was grounded by philanthropic values such as those that inspired financial giving among the participants

What Works at Work? Toward an Integrative Model Examining Workplace Campaign Strategies

Many US employees are regularly asked to give charitable donations through work. The techniques used to solicit workplace donations vary. Drawing on a nationally representative survey, the study used a sample of donor responses to examine the effectiveness of several widely used campaign strategies: donor choice, company matching, public recognition, and solicitation support. The theoretical framework built on workplace research by Barman (2007) and established charitable giving mechanisms (Bekkers and Wiepking 2011a, 2011b). The research question was, “Do workplace campaign strategies lead employees to participate and to make (larger) donations in the workplace?” The positive outcomes of the strategies, aside from donor choice, were limited, suggesting that tried‐and‐true workplace fundraising strategies warrant additional scrutiny. The findings are meaningful to campaign managers seeking to identify approaches that generate workplace giving. For researchers, the results confirm growing attention to the importance of purpose‐based giving in comparison with community‐based giving

A Grounded Theory Study of Major Gift Fundraising Relationships in U.S. Higher Education

Nurturing relationships with major donors is a priority for nonprofits, and “relationship fundraising” is the dominant paradigm. This grounded theory study addressed practical needs and a dearth of research by analyzing how fundraisers develop relationships. In a first-of-its-kind study, we interviewed 20 pairs of higher education fundraisers and major donors (n = 40) from multiple U.S. institutions. We discovered five tiers of relationships from a basic connection, personalized association, confident relationship, purposeful partnership, to a consequential bond. Fundraisers initiated the progression until the final tier; the theoretical model shows their intentionality in the relationships’ development. Major gifts occurred in all tiers. The model illustrates how fundraisers build relationships, explores donors’ expectations, and affirms the relational nature of major gift fundraising. It provides some of the only empirical evidence regarding major donors, and the relationship fundraising philosophy touted in practitioner literature. The analysis reveals connections to theories from social psychology and relationship marketing

Workplace Giving in Universities: A U.S. Case Study at Indiana University

The phenomenon of workplace giving is underexamined in the scholarly literature; philanthropic gifts by employees to their nonprofit employers have received less attention within national and transnational contexts. This study considered the association between university staff propensity toward “internal workplace giving” and donor characteristics, drawing on literature about organizational commitment and identification as a beginning for advancing theoretical understanding of employee–employer relationships and giving at both the micro-level and meso-level. The sample of 17,038 employees covered 3 years at Indiana University, an American, public, multicampus institution. Despite its specific national and cultural context, the study raises relevant issues about workplace giving. Relational and personal characteristics were found to be significant predictors for determining who donates; using these characteristics to predict giving levels, however, was less successful. The study anticipates a growing need for related research and provides direction for further methodological and theoretical approaches

The Donors Next Door; Raising Funds from Faculty for Faculty Development Centers

As a result of waning institutional support and charitable foundation interest, teaching and learning centers and other faculty development units may have little choice but to turn to private donors. Although faculty and staff giving is an important part of higher education fundraising, considering faculty as potential donors for faculty development centers is uncommon. In this chapter, we provide information on faculty and staff giving, review the related literature, share findings from a new study on faculty major donors, and provide a series of recommendations, stemming from the literature and the major donor study, to inform fundraising efforts by faculty development centers

The Hybrid and Dualistic Identity of Full-Time Non-Tenure-Track Faculty

Colleges and universities rely on full-time non-tenure-track (FTNT) faculty to achieve their teaching, research, and service missions. These faculty are deemed both symptomatic of and partly responsible for academe’s shortcomings. The ascriptions, however, are made with little attention to the faculty themselves or to their consequences for FTNT faculty. Through analysis of interview data of university faculty, the authors present and explain FTNT faculty self-representations of professional and occupational identity. Assumptions drawn from institutional and professional theory contextualize the research, and narrative analysis infuses the application of the framework of cultural identity theory. These FTNT faculty are found to possess hybrid and dualistic identities. Their work and roles are a hybrid and contain some elements of a profession and some of a “job.” Their identity is dualistic because as teachers, they express satisfaction, whereas as members of the professoriate, they articulate restricted self-determination and self-esteem. This troubled and indistinct view of self-as-professional is problematic both for FTNT faculty as they go about their daily work and for their institutions, which are in no small part responsible for the uncertain conditions and identities of FTNT faculty