University of Wisconsin-Milwaukee

Bus Mgmt 718 Concepts and Practice

of Nonprofit Management

Fall 2010

Syllabus

(As of 8/24/2010)

Instructor:

John Palmer Smith, Ph.D.

Adjunct Professor

Office hours: From 3:00 to 5:15 pm,beforethe “face-to-face” meetings of the class on the first Wednesday of each month during the semester, or by appointment at other times on the first Tuesdays or Wednesdays of each month during the semester

E-mail:

Tel: 216 926 6652

Course Description:

This course examines broad, contextual topics of critical importance to the leaders and managers of nongovernmental, nonprofit organizations and others interested in gaining a thorough understanding of the nonprofit sector and its distinctive roles and functions in contemporary society. Specifically, the course will examine the scope, dimensions, roles, and missions of nonprofit sector organizations--both in the United States and around the world--with a focus on understanding the distinctive characteristicsof these organizations and how they relate to, and interact with, organizations in the for-profit business and government sectors. The course will enable students to examine historical events and documents important to a thorough understanding of nonprofit organizations in the United States today. Major theories for the existence and behavior of nonprofit sector organizations will also be critically examined. Students will examine the financial, legal, and ethical frameworks and contexts within which nonprofit organizations function and gain an understanding of the scope and significance of philanthropy, voluntarism,service, advocacy, and other core values exhibited by nonprofit organizations. The course will examine major trends affecting the nonprofit sector and the challenges and opportunities arising from those trends. Finally, students will have an opportunity to apply what they have learned in the course in a written assessment of the future prospects of the nonprofit sector.

Rationale for a “Hybrid” or “Blended” Course Format

This course will be offered this semester in a hybrid or blended course format. This means that both “face-to-face” class sessions and online communications and learning methodologies will be used to enhance the learning experience for students. The amount of time that we will be "face-to-face" in the class room is reduced in comparison with that in a traditional-format course. For four of the 14 weeks of the semester (or 29 percent of the total), we will meet “face-to-face” in the classroom. During the remaining 10 weeks of the semester (or 71 percent of the total), we will conduct the work of the course online through the university’s Desire 2 Learn (D2L) online course management system.

The purpose of a course organized in this fashion is to give all of the students in the course more time and flexibility for in-depth reading, reflection, and discussion of course topics online than can be accomplished solely in the context of one face-to-face class session each week during the semester. But we will still retain the ability toexamine these topics with the spontaneity, energy, and enthusiasm that can best be generated through face-to-face contact in the classroom in other weeks.

In particular, throughout the semester, we will make extensive use of D2L’s asynchronous, online discussion forum function.

Why use online discussion forums?

  • By contrast with face-to-face discussion, all of the studentsin the course are more likely to participate in an online discussion forum, both because it is relatively easy to do so, and they have to: there's no place to hide!
  • An online conversation can take place over a longer period of time, in which participants have the flexibility to post their comments and replies anytime/anywhere.
  • Online discussion allows students to reflect upon what they want to say before they say it.
  • Students can bring new sources of information to the conversation.
  • Students who are shy, who freeze up, or who may feel that they don't speak English well are often quite articulate online where there is much less social pressure than in the face-to-face classroom setting.
  • There's a permanent record of the conversation, organized by subject threads. Participants can go back and read the postings over and over toreview what has been said.
  • Specific lines of thought can be developed without losing the main thread.
  • Discussion forums are mainly text-only, which means that they are easy to use and hard to break.

  • Discussion forums are pedagogically flexible. They can be used for very different purposes, e.g., for introductions, for brief focused discussion of current topics, for longer essays, for group collaboration, or for answers to questions about the course or its technologies.

Graded Assignments:

This course includes a total of eleven (11) relatively “low stakes” graded assignments. Four of these are written assignments ranging from 3 to 10 pages in length (double-spaced in #12 size font). Collectively, these four written assignments will count for a total of 50 percent of the overall course grade. Seven of these eleven graded assignments will each consist of multiplepostings to asynchronous, online discussion forumsand, collectively, will count for 50 percent of the overall course grade.

A summary of these eleven graded assignments appears below, followed by “rubrics” of grading standards that will be used by the instructor to assign grades for these assignments. More detailed information for each of these assignments, including the specific dates they will be due, will be posted on the Desire 2 Learn (D2L) website that has been established for this course.

Summary of Graded Assignments:

For Learning Module 1:

  • A 3-4 page paper describing and analyzing the effects of the scope and dimensions of the Nonprofit Sector in the United States and internationally. (10 percent of course grade, due October 2, 2010)
  • Seven postings to online discussion forums. (10 percent of course grade, due as of the dates specifically assigned on the D2L course website ranging from the earliest on September 13 to the latest on September 29, 2010)

For Learning Module 2:

  • Two postings to online discussion forums. (5 percent of course grade, due as of the dates specifically assigned on the D2L course website from the earliest on October 4 to the latest on October 6, 2010)

For Learning Module 3:

  • A 3-4 page paper demonstrating the implications of at least two historical events for nonprofit sector organizations today (10 percent of course grade, due October 30, 2010)

  • Six postings to online discussion forums. (10 percent of course grade, due as of the dates specifically assigned on the D2L course website ranging from the earliest on October 11 to the latest on October 27, 2010)

For Learning Module 4:

  • Four postings to online discussion forums. (7.5 percent of course grade, due as of the dates specifically assigned on the D2L course website from the earliest on November 1 to the latest on November 3, 2010)

For Learning Module 5:

  • A 3-4 page paper using at least one key theory to explain the reason for the existence and/or the behavior of nonprofit sector organizations in the United States today (10 percent of course grade, due November 20, 2010)
  • Four postings to online discussion forums. (7.5 percent of course grade, due as of the dates specifically assigned on the D2L course website ranging from the earliest on November 8 to the latest on November 17, 2009)

For Learning Module 6:

  • Two postings to online discussion forums. (5 percent of course grade, due as of the dates specifically assigned on the D2L course website from the earliest on November 22 to the latest on November 24, 2010)

For Learning Module 7:

  • Two postings to online discussion forums. (5 percent of course grade, due as of the dates specifically assigned on the D2L course website from the earliest on December 6 to the latest on December 8, 2010)

For Learning Module 8 and the Course Overall:

  • An 8-10 page final paper that integrates key understandings about the challenges and opportunities facing the Nonprofit Sector in the United States and uses these understandings to predict its future over the next 20 years (20 percent of course grade, due December 15, 2010)

Rubric of Grading Standards for All Written Assignments

Note from the instructor: The specific due dates and times for each of the four written assignments are included below in this syllabus in the Schedule of Classes, Readings, and Deadlines for Written Assignments.

Written assignments submitted after the specified due dates and times will be penalized one-half letter grade.

The following standards will be used in grading the written course assignments.

A range (A- to A)

The written assignment has addressed the major issues involved in the assignment in a way that reveals a thorough and deep understanding of these issues. A logical argument is developed and is extensively supported by evidence derived from the case materials, readings, lectures, and other sources. The "facts" where they are called for are presented correctly. A creative approach to the topic is especially appreciated. The argument is presented in a clear, well-organized, and concisely written style. The assignment is free of "mechanical" errors in grammar, punctuation, or spelling. The visual presentation of the assignment is "professionally" and aesthetically appealing.

B range (B to B+)

The written assignment has addressed some but not all of the major issues involved in the assignment or the issues are discussed in a way that reveals less than a thorough understanding of the issues. A logical argument is developed and evidence is presented to support the argument. The argument may not be well thought out or presented in adequate detail and sufficient support for the argument may be missing. The facts are, for the most part, correct. The answer is well organized, communicated clearly, and has few "mechanical" errors in grammar, punctuation, or spelling. The visual presentation of the assignment is of “acceptable” professional quality but is not especially aesthetic or "professionally" appealing.

C range (C- to B-)

Grades below B are indication that the student is producing work that is of unacceptable quality for graduate level work. Such a grade may reflect either a poor grasp of the material or an inability to communicate the material logically and clearly, or both. Substantively the assignment addresses few of the major issues. A logical argument is not developed or, if presented, contains significant deficiencies. Conclusions and declarations, unsupported by facts or evidence, predominate. The answer is not well organized or presented clearly. The reader has to work exceptionally hard to understand the answer. Many factual and "mechanical" errors exist in grammar, punctuation, or spelling. The visual presentation of the assignment is unattractive and otherwise aesthetically and "professionally" unappealing.

Grades of F

The failure to submit the required written assignment or, if submitted, the total absence of a logical argument and substantive response to the assignment, or a total lack of clarity of presentation would result in an F.

Rubric of Grading Standards (and Deadlines) for Postings to Online Discussion Forums

Note from the instructor: Participation in asynchronous, online discussion forums provides an opportunity for members of the class to learn from each other as a result of their respective understandings of the assigned readings and other course materials and their different professional and other life experiences. It also assists adult learners in learning how to convey ideas to a group in a professional and respectful manner.

During 12 weeks of the fourteen-week semester—beginning in the second week of the semester--students will be expected to post at least one message (usually of about 250-300 words) to online discussion forumson the D2L course website. The deadline for this weekly posting is 8:00 am on Monday morningfollowingthe reading assignments listed in the syllabus for the preceedingweek of the course. For example, the deadline for posting messages related to the reading assignments listed in the syllabus for Learning Module 1.1 in the first week of the course would be the following Monday morning, September 13 at 8:00 am. (Note that the number of words to be posted may vary from week to week depending on the number of discussion forum topics to be addressed and will be specified in each discussion forum assignment.)

Also, for each of these twelve weeks, students will be expected to read all of the messages posted by other students in the class and then to post areply (usually of about 100-150 words) to a message posted by at least one other student. These replies are to be posted no later than 4:00pm on Wednesday afternoon followingthe reading assignments listed in the syllabus for the preceedingweek of the course. For example, the deadline for posting a reply to the posting of at least one other student for the first week of the coursewould be the following Wednesday afternoon, September 15 at 4:00 pm. (Note that the specific number of words to be posted in these replies may vary from week to week depending on the number of topics to be addressed and will be specified in each discussion forum assignment.)

I will read all of these postings to the discussion forums by each student. And I will grade postings for sevensets of postings--with each set corresponding to the first seven of the eight “Learning Modules” described below in this syllabus. For example, Learning Module 1 covers the first three weeks of the semester and will consist of four sets of postings—one for each of four topics that students will respond to during that three-week period.

Postingsthat are submitted after the final deadlines for that week’s postings (8:00 am on Monday morning and 4:00 pm on Wednesday afternoon) will be penalized one-half point for each deadline missed.

The following standards will be used in grading student postings to the online discussion forums:

Excellent Participation = 5 points

The learner consistently adds value to the discussion. It is evident that the learner has read and reflected upon the assigned readings prior to entering the online discussion with peers and instructor. Comments made indicate an understanding of the major concepts studied and are relevant to the discussion. The learner stays focused on the discussion topic at hand. The learner’s comments are respectful of others and their views, and demonstrate appropriate communication (no “flaming,” dominating, or disruptive comments). The learner’s postings and responses are well-written and professionally presented. The learner’s posting or response is of appropriate length.

Good Participation = 4 points

The learner demonstrates understanding of the concepts and reading material, and adds some value to the discussion. It is evident that the learner has read the material, but the reflection and analysis is not of the quality that is evident in “excellent participation.” The leaner offers fewer “new” or “unique” ideas than an “excellent” participant, and relies more on the reading materials to create his/her contribution. The learner stays focused on the discussion topic at hand. The learner’s comments are respectful of others and their views, and demonstrate appropriate communication (no “flaming,” dominating, or disruptive comments). The learner’s postings and responses are well-written and professionally presented. The learner’s posting or response is of appropriate length.

Average Participation = 3 points

It is evident that the learner has read the material, but has not reflected on it in any depth. The contributions to discussion are clearly tied to what s/he has read, and do not go beyond the required reading material. There is little value added. The learner stays focused on the discussion topic at hand. The learner’s comments are respectful of others and their views, and demonstrate appropriate communication (no “flaming,” dominating, or disruptive comments). The learner’s postings and responses are not as well-written and/or professionally presented as in “excellent” or “good” participation. The learner’s posting or response is of appropriate length.

Superficial Participation = 2 points

The learner may participate in discussion, but comments may be infrequent, untimely, or indicate a lack of preparation prior to responding. Participation does not indicate familiarity with the readings or concepts, and comments are not always relevant to the topic being discussed. The learner’s comments are respectful of others and their views, and demonstrate appropriate communication (no “flaming,” dominating, or disruptive comments). The learner’s posting is not as well-written and/or professionally presented as in “excellent” or “good” participation. The learner’s posting or response may not be of appropriate length.

Non-Helpful Participation = 0-1 points

The learner’s comments are unrelated to the discussion, or the learner is disrespectful of others views, attempts to dominate the discussion, demonstrates inappropriate communication such as flaming, or is inattentive to the discussion at hand generating side discussions which tend to disrupt the focus of attention of other participants. The learner’s posting generally is not well-written and/or professionally presented. The learner’s posting or response may not be of appropriate length.

Non-Participation = 0 point

The learner does not participate.

Books and Other Readings and References:

Books available at the university bookstore, online booksellers,and “on reserve” at the Golda Meir Library (required readings):

Walter W. Powell and Richard Steinberg (Eds.), The Nonprofit Sector: A Research Handbook(Second Edition), (New HavenLondon: YaleUniversity Press,2006).

Michael O’Neill, Nonprofit Nation: A New Look at the Third America (San Francisco: Jossey-Bass, 2002)

Lester M. Salamon (Ed.), The State of Nonprofit America (Washington, D.C.: Brookings Institution Press and the Aspen Institute, 2002)

David C. Hammack, Making the Nonprofit Sector in the United States: A Reader (Bloomington, IN: Indiana University Press, 1998, Paperback Edition, 2000)

J. Steven Ott, The Nature of the Nonprofit Sector (Boulder, CO: Westview, 2001)

Other Books on reserve at the Golda Meir Library (required or recommended readings):

Dennis R. Young (Ed.), (2007). Financing Nonprofit: Putting Theory into Practice.Lanham, MD: NationalCenter on Nonprofit Enterprise and AltaMira Press.

Peter Frumkin(2002). On Being Nonprofit: A Conceptual and Policy Primer.Cambridge, Massachusetts and London, England:HarvardUniversity Press.

Elizabeth T. Boris and C. Eugene Steuerle, (Eds.), (2006). Nonprofits and Government: Collaboration and Conflict.Washington, D.C.: The Urban Institute Press.