Genevieve Shaker

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https://hdl.handle.net/1805/28996

Contributing to Fundraising Practice through Multi-Dimensional Research

Professor Genevieve Shaker's research focus has been on developing and disseminating new research about fundraising and about the fundraising profession. She has conducted several studies, including two about fundraiser job tenure and turnover that have generated knowledge about fundraisers themselves. This work is in alignment with growing attention in the nonprofit scholarly community to the role that fundraisers play in the giving process. Most often, scholars and the public alike focus on donors and the amount of money given to particular nonprofits without adequate consideration of the intermediary. Professor Shaker has a special interest in higher education giving and fundraising. She has conducted several studies in this setting, including a large longitudinal study of giving across 30 years and 400+ institutions, as well as an examination of the philanthropic relationships of fundraisers and major donors in university settings.

Professor Shaker's goal is to strategically share what she has learned through her research -- as well as the insights of other scholars. She does this in a variety of ways including presenting at conferences, teaching for The Fund Raising School, and writing books/articles. In 2021 and 2022, she published two books which translate research into practice. The first, Fundraising for Faculty and Academic Leaders (Palgrave), was co-authored with Aaron Conley and provides a research-based approach for leading advancement teams within the university. The second, Achieving Excellence in Fundraising (5th edition, Wiley), features 39 chapters written by Lilly Family School of Philanthropy faculty, alumni, and affiliates and is the most recent edition of the best selling fundraising textbook. Professor Shaker was the lead editor for the volume.

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Understanding and Supporting Full-Time Non-Tenure-Track Faculty
(Wiley, 2011) Shaker, Genevieve G.; Palmer, Megan M.; Chism, Nancy Van Note
As the face of the American faculty profession changes, targeted academic development becomes more important. A phenomenological qualitative study of full-time, non-tenure-track faculty in English portrays an experience characterized by a love of teaching but fraught with professional challenges stemming from low status and poor reward and recognition structures. These data provide the point of departure for recommendations on expanding organizational and faculty development strategies for supporting, integrating, and encouraging full-time, non-tenure-track faculty.
The Global Public Good: Students, Higher Education, and Communities of Good
(Higher Learning Research Communications, 2011-10-30) Shaker, Genevieve G.; Plater, William M.
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 Global Common Good and the Future of Academic Professionals
(Higher Learning Research Communications, 2011-10-31) Shaker, Genevieve G.
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.
The Hybrid and Dualistic Identity of Full-Time Non-Tenure-Track Faculty
(SAGE, 2011-11-01) Levin, John S.; Shaker, Genevieve G.
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.
The Donors Next Door; Raising Funds from Faculty for Faculty Development Centers
(Wiley, 2012) Shaker, Genevieve G.; Palmer, Megan M.
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 Generosity of an Urban Professoriate: Understanding Faculty as Donors and Academic Citizens
(CUMU, 2012-01-01) Shaker, Genevieve G.
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.
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.
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.
The public good, productivity and purpose [Summary Report]
(TIAA Institute, 2016) Shaker, Genevieve G.; Plater, William M.
The TIAA Institute commissioned two papers to address the question of how to demonstrate higher education’s contribution to the public good. Genevieve Shaker, editor of a book on faculty and the public good, and William Plater, an emeritus provost, explore higher education’s institutional responsibility to deliver civic value. A companion piece addresses the issue from the perspective of individual faculty members. Another recent article by Shaker and Plater speaks specifically to the responsibility of trustees to ensure higher education’s commitment to the public is met.
The public good, productivity and purpose: New economic models for higher education
(TIAA Institute, 2016) Shaker, Genevieve G.; Plater, William M.
This paper is one of five in the TIAA Institute Higher Education Series: Understanding Academic Productivity, an initiative undertaken in support of NACUBO’s Economic Models Project. That project was launched by NACUBO with the aim to provide colleges and universities with knowledge, ideas and tools to advance the difficult structural, cultural and political changes required for moving to more sustainable economic models. Given NACUBO’s goal of offering thoughtful, objective and credible scholarship on the issues at hand, the TIAA Institute was a natural partner for the project. This paper, written by Genevieve Shaker, author of a recent book on faculty and the public good, and William Plater, an emeritus provost and faculty member, explores the question of how to account for enhancement of the “public good” in the academic productivity equation. The authors address that question here from the perspective of institutional responsibility to deliver civic value; their companion paper, also a part of this series, looks at the issue from the perspective of individual faculty members. Their thoughtful work will help to enrich and elevate the complicated discussions surrounding academic productivity that senior campus leaders face.

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