Philanthropic Impact and Effectiveness in Education

Thümler, Ekkehard; Bögelein, Nicole; Beller, Annelie

doi:10.1057/9781137326256_10

Cited by 1 publication

(3 citation statements)

References 31 publications

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“…Foundations’ financial resources are still relatively small compared to the state. For instance, in Germany – which has the world’s second largest foundation sector – foundations spend only about as much on education projects each year as is invested by the German government in a single morning (Thümler et al ., 2014, p. 7).…”

Section: Resultsmentioning

confidence: 99%

“…The results of the quantitative and qualitative data analysis demonstrated above already give some indication. While many previous studies highlight the structural power expressed through a high amount of financial resources, we have learned that in countries, such as Germany, foundations spend only about as much on education projects each year as is invested by the government in a single morning (Thümler et al ., 2014, p. 7). Thus, compared to the state the power of foundations seems to be rather weak.…”

Section: Discussionmentioning

confidence: 98%

“…Schools have turned into strategically significant cooperation partners for foundations. This is also reflected in the fact that education belongs to the most relevant fields for foundations in countries such as the USA and Germany as well as in Europe (Thümler et al ., 2014). Foundations are increasingly creating partnerships or multi-stakeholder networks that aim to promote equitable participation (Menashy, 2018) and help shape public understanding of the concept of education (Kolleck, Bormann and Höhne, 2015).…”

Section: Introductionmentioning

confidence: 99%

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The power of third sector organizations in public education

Kolleck

2019

JEA

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Purpose The purpose of this paper is to address school–NGO interactions by analyzing the power of foundations – a specific type of third sector organization or NGO in education. Design/methodology/approach Data are collected through a quantitative survey, qualitative interviews, official documents, reports and websites. Social network analysis and grounded theory are used to analyze the data with the aim to develop a theoretical approach. Findings The study identifies three dimensions, i.e. relational, structural and discursive dimensions of power. Based on the analysis of an illustrative multi-stakeholder initiative, the paper highlights the role of foundations in framing educational settings, concepts and structures of the education system as such. Practical implications The three-dimensional power perspective offered in this paper is particularly useful for scholars investigating school–NGO interactions or multi-stakeholder partnerships in education. Furthermore, it is of crucial importance for practitioners, school principals and education administrators dealing with school–NGO interactions given that foundations seem to be increasingly able to draw on new sources of power in these interactions. Originality/value While the number and power of the third sector in education continues to rise worldwide, there is wide consensus that NGO power in education has, to date, hardly been researched. This paper contributes to this dearth of research by uncovering foundations’ different sources of power and by developing a theoretical approach for analyzing the power of third-sector organizations in education.

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Section: Resultsmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 98%