Asserting Difference: The Strategic Response of Nonprofit Organizations to Competition

Barman, Emily

doi:10.1353/sof.2002.0020

Cited by 147 publications

(127 citation statements)

References 31 publications

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“…Previous research has considered how this can be a key marketing strategy for individual charities for securing donations in an increasingly competitive environment, where the benefits of their work are hard for donors to distinguish and are relatively intangible (Hibbert 1995: 6): 'It is…increasingly important for charities to distinguish their cause and their organisation from the mass of non-profit organisations clamouring for a slice of the compassion pie'. Barman's (2002) research with United Way over time reaches similar conclusions. A shift in environmental conditions, from monopoly to competition, was accompanied by nonprofit efforts to differentiate themselves from rivals, asserting both uniqueness and superiority.…”

Section: The Third Sector As a 'Strategic Unity'supporting

confidence: 59%

‘Distinction’ in the third sector

Macmillan

2013

Voluntary Sector Review

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Claims for the distinctiveness of third sector organisations are a relatively widespread and familiar feature of third sector commentary and analysis. This paper reviews relevant theoretical and empirical research to examine the idea of distinctiveness, arguing that such claims remain inconclusive.Informed by a view of the third sector as a contested 'field', and drawing on Bourdieu's notion of 'distinction', the paper suggests that research attention should focus additionally on the strategic purpose of claims for distinctiveness, rather than simply continue what might be a 'holy grail' search for its existence. The paper uses this argument to complicate and extend the idea of the third sector as a 'strategic unity', and concludes by suggesting some further lines of enquiry for third sector research.

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Section: The Third Sector As a 'Strategic Unity'supporting

confidence: 59%

‘Distinction’ in the third sector

Macmillan

2013

Voluntary Sector Review

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“…Inquiry as learning (Anderson, 2007) refers to an active process of learning, something that students do, not something that is done to them. Inquiry as teaching (Barman, 2002;Loyens & Rikers, 2011) means teachers understand inquiry as a whole spectrum of instructional techniques that make use of inquiry practices such as generating questions, formulating hypothesis or evaluating explanations.…”

Section: Part 1: Definition Of Scientific Inquirymentioning

confidence: 99%

Action Research: First-Year Primary School Science Teachers’ Conceptions on and Enactment of Science Inquiry in Singapore

Long

Bae

2018

Asia Pac. Sci. Educ.

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This action research project examines first year science teachers' conceptions of scientific inquiry and their challenges in implementing inquiry-based lessons. Classroom observations and interviews represent two first-year primary school science teachers' conceptions of science as inquiry. Because the current educational landscape emphasizes inquiry-based learning as a foundation of science education, teacher-training in Singapore focuses on augmenting the quality of inquiry-based science lessons. Through a mandatory reduced workload, first-year primary school science teachers can focus on transitioning from being student teachers to full-time teachers. A video of each teacher's lesson was analysed using the EQUIP (Electronic Quality of Inquiry Protocol) instrument. Data analysis of the interviews involved a process of a priori coding based on the essential features of inquiry as well as grounded theory to expose the challenges the teachers faced in their enactment of inquiry-based instruction. Findings suggest that the two first-year teachers formed conceptions of inquiry through their teacher training programs. The teachers revealed three key considerations that affected their practice of inquiry: (1) assessment demands, (2) lack of resources and (3) lack of time to plan and to teach inquiry lessons. Findings in this action research project provide salient implications for other Asian countries which need to improve in-service teacher professional development programs in order to successfully enactment inquirybased instruction.

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“…The assumption that nonprofit resources are limited has also become a fundamental assumption in nonprofit definitions. For instance, Barman (2002) defines nonprofit competition as "the simultaneous demand by two or more actors for limited environmental resources." Faulk (2014) describes the origin and flaw of this assumption: Rose-Ackerman (1982) argues that greater density of nonprofit organizations competing for the same pool of funding is inefficient.…”

Section: Crowding and Financial Resources In The Nonprofit Sectormentioning

confidence: 99%

“…There are several mechanisms through which nonprofit leaders may strategically cause "crowding in." For instance, nonprofit leaders tend to differentiate themselves from other nonprofits to maximize their funding sources (Barman 2002) and may take advantage of issue salience (Faulk 2014) to expand their funding.…”

Section: Introductionmentioning

confidence: 99%

Increasing the Size of the Pie: The Impact of Crowding on Nonprofit Sector Resources

Beaton

Hwang

2017

Nonprofit Policy Forum

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The number of nonprofit organizations is rapidly increasing, which has led nonprofit practitioners to complain of funding scarcity, nonprofit scholars to closely study nonprofit competition, and policymakers to consider increasing nonprofit barriers to entry. Underlying each of these perspectives is an assumption of limited financial resources. We empirically examine this assumption using county-level panel data on nonprofit human services organizations from the National Center for Charitable Statistics. Contrary to the limited resources assumption, our fixed-effects models show that increasing nonprofit density, at its current levels, has the effect of increasing sector financial resources in each county. We suggest that these findings prompt a tradeoff for policymakers. A sector with free market entry results in a nonprofit sector with more, smaller nonprofits, but such a sector may have the capacity to serve more people because it has more total sector financial resources. Conversely, a sector with higher barriers to entry would translate to a sector with fewer, larger nonprofits with less overall capacity due to fewer sector financial resources.

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Asserting Difference: The Strategic Response of Nonprofit Organizations to Competition

Cited by 147 publications

References 31 publications

‘Distinction’ in the third sector

‘Distinction’ in the third sector

Action Research: First-Year Primary School Science Teachers’ Conceptions on and Enactment of Science Inquiry in Singapore

Increasing the Size of the Pie: The Impact of Crowding on Nonprofit Sector Resources

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