Browsing by Author "Shaker, Genevieve"

Now showing 1 - 10 of 14
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    5 ways that colleges and universities are pitching in to deal with the coronavirus pandemic
    (The Conversation US, Inc., 2020-04-21) Shaker, Genevieve; Plater, William; Lilly Family School of Philanthropy
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    At-risk colleges should do what’s best for students, alumni, donors, employees – and local communities
    (The Conversation US, Inc., 2020-02-04) Shaker, Genevieve; Plater, William; Lilly Family School of Philanthropy
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    Bill and Melinda Gates: philanthropy caught in the crosshairs of society’s obsession with celebrity
    (The Conversation US, Inc., 2021-05-13) Breeze, Beth; Shaker, Genevieve; Lilly Family School of Philanthropy
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    Contributing to Fundraising Practices through Multi-Dimensional Research
    (Center for Translating Research Into Practice, IU Indianapolis, 2022-06-24) Shaker, Genevieve
    Professor Genevieve Shaker shares how she and others in the IU Lilly Family School of Philanthropy are building the knowledge-base about how and why people donate to charitable causes. She also discusses the professionalization of fundraising and how new knowledge about fundraisers can aid in their important work.
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    Despite faculty skepticism: Lessons from a graduate-level seminar in a hybrid course environment
    (Taylor & Francis, 2014) Palmer, Megan M.; Shaker, Genevieve; Hoffmann-Longtin, Krista
    A recent survey of 2,251 university faculty members revealed that only one in five agreed that online courses can achieve learning outcomes equivalent to those of in-person courses (Lederman and Jaschik 2013). In an effort to determine if online graduate courses can be effective, in this study we explore the extent to which qualities commonly found in graduate level seminars can be replicated in hybrid graduate-level courses. A course for students in a higher education graduate program titled “The American Community College” serves as the study case. The course was developed as a hybrid with synchronous, asynchronous, and in-person elements intended to foster highly interactive exchanges of information, deep analysis of subject matter, and advanced means of communicating one’s ideas: all elements of a successful graduate-level course. Web technologies including wikis, blogs, and podcasting provided creative and varied pedagogical tools, which could be fully realized only when students were immersed in the online learning environment. Data collected from students across two semesters and assessment of learning outcomes indicate the value and success of the approach and several advantages to in-person courses, generating a set of implications.
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    Eight Myths of Philanthropy
    (Stanford Social Innovation Review (SSIR), 2019) Benjamin, Lehn; Pasic, Amir; Freeman, Tyrone; Herzog, Patricia Snell; King, David; Konrath, Sara; Mesch, Debra; Osili, Una; Ottoni-Wilhelm, Mark; Practor, Andrea; Rooney, Patrick; Shaker, Genevieve; Wiepking, Pamala; Rolland Price, Abby; Smith Milway, Katie
    In this practitioner-engaged article, the Indiana University Lilly Family School of Philanthropy describe eight common myths of philanthropy. Myth busting these misconceptions, the article provides an overview of who gives, how, and with what impact. In so doing, the article contributes to a better understanding of the breadth and diversity of giving.
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    How higher ed can earn the public’s trust after the admissions scandal
    (The Conversation US, Inc., 2019-03-27) Shaker, Genevieve; Plater, William; Lilly Family School of Philanthropy
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    Introduction to Genevieve Shaker & Her Work
    (Center for Translating Research Into Practice, IU Indianapolis, 2022-06) Shaker, Genevieve
    In the U.S., over $470 billion was donated to nonprofits in 2021. These nonprofits provide essential support and opportunities through programs in the social services, arts and culture, education, religion, and environmental and international causes, among others. Fundraising generates the majority of these contributions to the nation’s approximately 1 million public charities. Professor Genevieve Shaker briefly discusses how she and others in the IU Lilly Family School of Philanthropy are building the knowledge-base about how and why people donate to charitable causes and the professionalization of fundraising.
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    Performance Measurement and Research Practices in Higher Education-Focused Philanthropic Organizations
    (2022-07) Essien, Frank Swanzy, Jr.; Konrath, Sara; Badertscher, Kathi; Pike, Gary; Shaker, Genevieve
    Performance measurement and research are key components of the operations of philanthropic organizations (both grant-making [GM] and grant-seeking [GS] organizations) —particularly those in the higher education subsector. Both conventionally and historically, performance measurement and research practices have been portrayed as rational tools that philanthropic organizations undertake to get the needed data or information to make evidence-based decisions. In this dissertation, I investigate, identify, and explain, beyond rational choice, the other possible motives that may drive higher education-focused philanthropic organizations to engage in performance measurement and research practices as well as the ways they use the information gained from these practices. In other words, I answer the research questions: why do philanthropic organizations (both grant-making and grantseeking organizations) engage in performance measurement and research practices? How do they use information from these practices? This dissertation employs a content analysis methodology to explore whether other theories may provide plausible explanations as to why higher education-focused philanthropic organizations engage in performance measurement and research practices. Some of the other theories upon which I draw to help explain why and how philanthropic organizations (GMs and GSs) use performance measurement and research practices are: organizational learning theory, principal agency theory, institutional theory, resource dependency theory, stewardship theory and culturally responsive, equitable and inclusive practices and outcomes theory (CREI).
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    Reading Between the Lines: Social Contextual Influences on the Production of and Response to Charitable Appeals
    (2021-07) O'Connor, Heather Ann; Konrath, Sara; Shaker, Genevieve; Benjamin, Lehn; Haberski, Raymond
    This two-article, mixed-methods dissertation examines social contextual influences on donor and fundraiser behavior. It presents an extension of the Charitable Triad Model to conceptualize philanthropic behavior as a contextualized act informed by the social context shared among and between fundraisers, donors, beneficiaries, and organizations. The first article extends research on how social identity shapes donor behavior. This work finds that people are more likely to donate when they share identities, experiences, or group affiliations with beneficiaries. However, donors make philanthropic decisions in the context of multiple—and sometimes incongruent—identities. How might this complexity affect philanthropic behavior? I apply an intersectional approach to consider donors holding two simultaneous yet seemingly incongruent social identities. Using interviews analyzed with grounded theory, I examine the philanthropic journey of twenty Catholic women who donate to pro-choice organizations and identify as pro-choice activists. I uncover a common process shared by the donors as they navigate their seemingly incompatible identities. Findings reveal implications for fundraisers seeking to understand donors and for organizations that address controversial causes. The second article uses an experimental design with professional fundraisers to test how the presence of a teammate affects the performance of a common fundraising task, that of writing a charitable appeal letter. A large body of research in non-fundraising domains finds that working in a team versus alone can positively affect performance and team members’ satisfaction. Further, new research finds that fundraisers who feel like they fit with their environment have higher satisfaction and retention. However, no known research has examined the role of the social environment in fundraisers’ crafting of charitable appeals. Using person-environment-fit theory, we randomly assign fundraisers to work in a team versus alone to examine how this affects their satisfaction with the task, as well as the content of the letter produced. Results suggest implications for the management of development teams. Overall, this dissertation provides evidence-based insights to improve fundraising practice.