Browsing by Author "Dale, Elizabeth J."

Now showing 1 - 4 of 4
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    All in for Women & Girls: How women’s fund and foundation donors are leading through philanthropy
    (2019-07-23) Dale, Elizabeth J.; Watkins, Betsy; Mesch, Debra; Osili, Una; Bergdoll, Jonathan; Pactor, Andrea; Ackerman, Jacqueline; Skidmore, Tessa
    To date, studies of women’s funds and foundations have been qualitative in nature, and have studied the organizations more than their donors. This study examines, in a comprehensive and quantitative manner, the impact of women’s fund and foundation donors on women’s and girls’ causes. Previous research has shed light on women’s funds and foundations, on giving to women and girls, and on the impact of high-net-worth donors. This report addresses the intersection of these three factors to ask: What unique role do high-net-worth donors to women’s funds and foundations play in catalyzing support for women’s and girls’ causes?
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    Charitable Giving in Married Couples: Untangling the Effects of Education and Income on Spouses’ Giving
    (Sage, 2022) Mesch, Debra J.; Osili, Una Okonkwo; Dale, Elizabeth J.; Ackerman, Jacqueline; Bergdoll, Jon; O’Connor, Heather A.; Lilly Family School of Philanthropy
    This research note looks beyond the unitary household model and analyzes the influence of household resources by gender on charitable giving. We investigate the intrahousehold variables of income and education and their effects on giving behaviors in married couples. We use data from the longitudinal Philanthropy Panel Study (2005–2017) to examine how spouses’ income and educational differences affect charitable giving behaviors and introduce fixed effects to control for unobserved heterogeneity. Initially, we find a positive relationship between both the husband’s and wife’s earned and unearned incomes and the likelihood and amount of giving by married couples. However, when fixed effects are used, we find women’s earned income to be significantly associated with all forms of giving, showing that women’s labor market earnings disproportionately influence giving behavior. Education is less of a factor in whether couples give and influences giving only when the husband has more education than the wife.
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    Sequential Online Course Redesign: When “It Just Takes Time” Works No Longer
    (Wiley, 2014) Shaker, Genevieve G.; Nathan, Sarah K.; Dale, Elizabeth J.
    Despite the increase in formats of online education, evidence suggests that the academic achievement gap could widen without iterative adaptation. This comparative case study analyzes the implementation of an online undergraduate course delivered consecutively in hybrid and fully online formats. Student feedback and instructor reflection address adaptive processes for online learning and adjustments to enhance the second course following a sequential redesign. Results include students’ challenges with technology and workload, benefits of cross-course collaboration, instructor efforts to mediate challenges without sacrificing rigor, and advice for educational developers as they support online teaching through rapid adaptation by design.
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    The million dollar donor journey: Stages of development for high-net-worth women donors
    (Wiley, 2021) Dale, Elizabeth J.; O'Connor, Heather A.; Lilly Family School of Philanthropy
    Most charitable giving research focuses on individual donors at a specific point in time and uses quantitative surveys with limited data about donors' experiences. This study uses reflective interviews to examine the life trajectories of a cohort of women donors who have made gifts of $1 million or more to causes that benefit women and girls. By drawing from developmental psychology, we illustrate the iterative process of learning about giving—shaped by life experiences—that comprise the journey to becoming a million-dollar donor. We find that, in their journeys toward making their million-dollar commitment, women donors followed a shared trajectory with distinct stages and prompts for progression. Our findings provide guidance for fundraising professionals to recognize the stages of a potential donor's readiness to give and to facilitate progression in the journey, thus increasing the potential for more large-scale gift commitments in the future and deepening the donor–fundraiser relationship.