Identifying the roles of university fundraisers in securing transformational gifts: lessons from Canada

Abstract

As university public funding diminishes so the need for private funding increases commensurately. We investigate how a purposive sample of 16 professional university fundraisers in Canada successfully secured large (>$5m CAD) transformation donations from high-net-worth Canadian philanthropists. Using an inductive process, we articulate three key roles (the 3Ns-Networker, Negotiator and Knowledge-broker) professional fundraisers use for securing transformational gifts. Collectively, these roles indicate the relational nature of transformational giving; gifts arise from a co-created dyadic process of fundraiserphilanthropist interaction. The recommendations have major implications for how university development teams are developed, structured, trained and rewarded. We suggest further research investigates how trust develops between fundraisers and transformational gift-givers, and the motivations for transformational giving.

Understanding higher education fundraisers in the United States

“…A study in the U.S. higher education context focused on successful chief advancement officers and used case studies of 10 individuals (majority male) to establish a leadership competency model with 14 elements (Croteau & Smith, 2011). Many of the competencies are germane for frontline fundraising personnel in general, although this and other works note the value of different skills required across fundraising specialization (Breeze, 2017;Nyman et al, 2016), including intellectual curiosity, effective communication, tenacity, tolerance for ambiguity, strong interpersonal relations, and passion for organizational mission. Among Croteau and Smith's (2011) tion when these norms are not met (Sullivan, 2005).…”

“…Fundraisers themselves need to continue their efforts across practical, intellectual, and social domains to manage the development of their own profession. In higher education, they can also work inside their institutions to better inform others about fundraising operations and integrate with the academic culture (Daly, 2013;Nyman et al, 2016).…”

“…It is possible that this study's participants may have considered this knowledge relevant but not important enough to list among the top three priority items, and perhaps a subsample of the fundraising leaders in the study would have placed this knowledge higher. It is worth making note that previous research (Daly, 2013;Nyman et al, 2016;Worth & Asp, 1994) indicated the importance of sophisticated and political knowledge that higher education fundraisers need to function in their complex environments. Nyman et al (2016) identified the qualities unique to a principal gift officer-networker, negotiator, and knowledge-broker, which together require the individual to understand and navigate the institutional environment just as well as he/she must understand the donor's intentions.…”

“…It is worth making note that previous research (Daly, 2013;Nyman et al, 2016;Worth & Asp, 1994) indicated the importance of sophisticated and political knowledge that higher education fundraisers need to function in their complex environments. Nyman et al (2016) identified the qualities unique to a principal gift officer-networker, negotiator, and knowledge-broker, which together require the individual to understand and navigate the institutional environment just as well as he/she must understand the donor's intentions. Providing opportunities for fundraisers to engage with institutional leaders, faculty members, and the breadth of an institution's activities allows fundraisers to hone their institutional savvy and networks.…”

“…An interview-based study of 16 Canadian fundraisers who had secured transformational gifts found the participants to be strongly relational. Fundraisers played three roles in the gifting process-networker, knowledge-broker, and negotiator-each requiring a specific set of key activities that centered on relationships not only with the donor but also with those inside the institution (Nyman, Pilbeam, Baines, & Maklan, 2016). The ability to understand the institution and to enact institutional change combined with a strong understanding of the donor's intentions was crucial.…”