The Normative Structure of College and University Fundraising Behaviors

Caboni, Timothy C.

doi:10.1080/00221546.2010.11779056

Cited by 14 publications

(13 citation statements)

References 19 publications

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“…Interviewees spoke of honesty, reliability and trustworthiness and above all transparency as important character traits permitting the development of such relationships. These were considered to be normative behaviours for fundraisers (Caboni 2010). Furthermore, principal-gift fundraisers should understand the research activities of the University sufficiently well to engage the right groups within the University to co-create the experience.…”

Section: Insert Table 3 Near Herementioning

confidence: 99%

“…the £1.5m gift to the London School of Economics from the family of Muammar Gaddafi which resulted in the development of a new ethics code for acceptance of donations (Cook 2011). Nevertheless, Caboni (2010) draws attention to the deficit in the skills and knowledge base required to be effective in fundraising. Contextual differences notwithstanding, much can be learned from the N. American experience (Department of Education and Skills 2004).…”

Section: Introductionmentioning

confidence: 99%

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

Nyman

Pilbeam

Baines

et al. 2016

Studies in Higher Education

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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.

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Section: Insert Table 3 Near Herementioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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

Nyman

Pilbeam

Baines

et al. 2016

Studies in Higher Education

View full text Add to dashboard Cite

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“…In the United States, the AFP Code of Ethics serves as a standard for members' ethical practice. Moving beyond AFP's general guidelines, Caboni (2010) provided specific detail on the norms for ethical fundraising within postsecondary education. Interestingly, the Nagaraj (2015) study is but one example of research that did not mention ethics.…”

Section: Discussionmentioning

confidence: 99%

Understanding higher education fundraisers in the United States

Shaker

Nathan

2017

J of Philanthropy and Mktg

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Funding information Lilly EndowmentSince their earliest days, the U.S. higher education institutions have relied on philanthropic support to achieve their missions. What began as incidental is now a highly organized process of fundraising that accounts for tens of billions of dollars annually. As institutions' desire for private support grows, so too does the demand for successful fundraising professionals. Drawing on qualitative and quantitative analysis, this survey-based study (n = 508) of U.S. higher education fundraising personnel provides new knowledge and grounds fundraisers' position in historical and contemporary literature about fundraisers and professionalism. The findings highlight notable generational, income, and gender differences within the higher education sector and between higher education and the greater profession. The analysis shows an established knowledge-base and set of learnable skills for higher education fundraisers-which are best applied when combined with particular personal attributes. Although the latter are critically important, without full and fair attention to the former, the occupation is unlikely to garner full professional status.This study highlights, the path forward highlights the complexity of contemporary fundraising, is a reminder that fundraising is relationship-and information-driven, and indicates that select, strategic efforts can further professionalize the field. In particular, fundraisers in the education sector may have special opportunities to advance the professionalization of their occupation.

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“…Behaviours Inventory" (Cabone, 2010), an inventory of behaviours and characteristics which could represent normative behaviours in the sector. Behaviours included "honesty, integrity, promise-keeping, fidelity/loyalty, fairness, caring for others, respect for others, responsible citizenship, pursuit of excellence, accountability, safeguarding the public trust and duty."…”

Section: Ontario Colleges Of Applied Arts and Technology Funding Trendsmentioning

confidence: 99%

Fundraising in Ontario colleges: an emerging profession?

Gouveia

2020

Journal of Vocational Education & Training

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Conceptualized because I found a paucity of standardized requirements for fundraising positions, this exploratory/descriptive research study explored whether fundraising is an emerging profession in the context of Ontario's English language Colleges of Applied Arts and Technology (CAAT). The study relied on both quantitative and qualitative data through a survey and interviews with five participant groups: college knowledge leaders, fundraisers and teachers in eight Ontario colleges, students enrolled in a full-time fundraising program, and donors who had contributed to an Ontario college within the previous five to 10 years. Focusing on fundraising post 1995, the study sought to explore the extent to which the five classical traits of professions identified in the literature, were evident in Ontario college fundraising activity, namely: autonomy, a formal course of study, a unique body of knowledge, professional associations with a formal code of ethics, and state regulations. The sample size was relatively small because of the focus of the research. Additionally, the findings of the study are not generalizable, as participants were not randomly selected from the population. However, as an exploratory/descriptive study and because of the paucity of iii scholarly data related to the specific research focus, the findings will add to an overall understanding of the topic. The literature review for the research revolved around the history of philanthropy in Canada as it relates to laws and taxes, origins of fundraising in Ontario colleges, and traits or characteristics that define a profession. The findings concluded that fundraising is not yet a profession, but it is in the process of evolving into one as some traits associated with a profession were visible in the data; other traits were at various stages of development. In fact, when fundraising in Ontario colleges was analyzed for the presence of trait criteria, I found that none of the requirements of the identified characteristics were fully met. The study concluded that there was room for more research in the area of fundraising as a profession in Ontario and there was a need for the development of Canada-specific fundraising policies as well as deeper inquiry into the professionalization of fundraisers.

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The Normative Structure of College and University Fundraising Behaviors

Cited by 14 publications

References 19 publications

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

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

Understanding higher education fundraisers in the United States

Fundraising in Ontario colleges: an emerging profession?

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