Nonprofit Business Sustainability and Volunteers

Nonprofit Business: Sustainability and Volunteers

Introduction

Over the last few years, there has been an observed decline in not only the amounts contributed towards charitable causes, but also the number of persons willing to serve as volunteers. There are a number of reasons for the said decline – some of which will be highlighted in this text. To a large extent, this paper concerns itself with philanthropic instruction in academic settings, specifically at the university level. In so doing, it will not only assess the relevance of such instruction, but also how it could be incorporated into the curriculum. It will also suggest an innovative pedagogy for deployment in institutions of higher learning.

Discussion

Definition

From the onset, it would be prudent to note that philanthropy does not have an exact definition. This is especially the case owing to the fact that in the past, multiple authors have floated a wide range of definitions in an attempt to define this very term. Philanthropy, in the words of Scharf and Tonin (2018) could be deemed \"the act of doing charitable work, or an activity designed to improve human welfare” (113). This is the definition that will be embraced in this write up. To a large extent, there are a wide range of philanthropic undertakings that individuals could engage in. These are inclusive of, but they are not limited to; paying hospital bills for patients incapable of settling the said bills themselves – especially those in need of undergoing costly diagnostic and treatment procedures, helping needy families in disadvantaged communities by donating various basic-need items such as blankets and clothes, providing presents to children in children homes during certain occasions such as Christmas, etc. Philanthropic efforts could also be more structured and strategic, i.e. in those instances whereby persons elect to fund certain causes, i.e. finding a vaccine for HIV/AIDs or cure for cancer. There is no shortage of philanthropists who have in the past assigned their time and resources to diverse causes meant to promote the wellbeing of fellow humans. It is also important to note that apart from making actual material contributions, individuals could also elect to donate their time towards the advancement of the welfare and wellbeing of others. This is what is referred to as volunteering. For instance, an individual could volunteer in community service initiatives. Here, an individual would not ordinarily expect to be compensated for their time and effort.

Decline

Various authors have made the observation to the effect that there has been a sustained decline in philanthropic giving over the last few years. As a matter of fact, according to Price (2017), available data indicates that persons are giving far less to charitable causes than they were doing approximately one decade ago. In the words of the author, a report released by Indiana University’s Lilly Family School of Philanthropy indicates “that volunteering and charitable giving overall has dropped around 11% since the early 2000s” (Price, 2017). This is the very same finding that Rooney (2019) makes in a feature titled, where have all the donors gone? According to Rooney (2019), there has been a noticeable decline in the amount of donations made to various organizations by small and medium-sized donors over the last two decades. However, the author is categorical that available data appears to suggest that big donors, i.e. large corporate organizations, have increased their charitable giving. It is important to note that in the latter case, the said change could be associated with the increase in the popularity of corporate social responsibility (CSR) in recent times. The decline in philanthropic activity, specifically among small and medium-sized donors could be attributed to a wide range of factors. Rooney (2019) is of the opinion that one of the key factors happens to be public policy. For instance, according to the author, tax policy could have a significant impact on the ability and willingness of persons to give. This is more so the case given that whereas tax rate cuts mean that consumers have more in terms of disposable income, tax rate hikes result in less money in taxpayer pockets. When taxpayers have less in their pockets, they are less likely to donate to charitable causes. Yet another related factor that could be linked to decrease in charitable giving is significant downturn in economic activity. This could especially come in handy in efforts to explain the decline in philanthropic efforts over the last two years – which has been even more pronounced than has been the case in recent years. To a large extent, this has been as a consequence of the effect of the COVID-19 pandemic on the economy. With people being laid off and businesses posting decreased profits, donations are likely to nosedive.

However, one other factor that has not gathered as much attention as some of the other issues highlighted above is lack of understanding among potential donors as to the ‘why’, ‘what’, and ‘how’ of giving (Westheimer, 2015). While ‘what’ has got to do with the causes for which to give or volunteer, ‘how’ largely relates to the various avenues that exist for adding value in as far as philanthropic and volunteering efforts are concerned. Lastly, ‘why’ focuses on the various reasons for giving or offering oneself as a volunteer. It is important to note that it is not uncommon for most persons to have little insight on these three crucial elements. For instance, an individual could be unaware of the various causes that deserve his or her attention, or exactly where their donations would make a difference. This is more so the case given that amongst some, philanthropic efforts could appear to be an undertaking reserved for the rich or corporate bodies. However, there are multiple other areas in which a common citizen could direct his or her philanthropic efforts to. With poor understanding of the nature and conduct of philanthropy, most persons fail to make any meaningful contribution towards the same.

Student Philanthropy Instruction

In seeking to reign in the trend highlighted above – particularly in relation to the lack of understanding among potential donors as to the ‘why’, ‘what’, and ‘how’ of giving - there are a number of courses of action and strategies that have been suggested in the past. One such strategy is the initiation of philanthropy learning in school. This is what this discourse is all about. It is important to note that this particular strategy is specifically suited for promoting awareness on this particular concept and nurturing the intrinsic desire to engage in philanthropic and volunteer efforts. Further, this course of action is largely founded on the assumption that in roping in philanthropy studies in school, this will have an effect on future behavior – i.e. via the promotion of the willingness of those who receive such instruction to not only give to worthy causes, but also volunteer in diverse charitable undertakings.

It is clear from the insights highlighted above that if the decline in philanthropic efforts over the last few years is to be reversed, there is need for the introduction of philanthropy instruction in academic settings, specifically at the university level. The all-important question on this front remains; how exactly can this feat be accomplished? In my opinion, philanthropy instruction ought to firmly rooted upon three key concepts, as has already been pointed out elsewhere in this text. These are the ‘why’, ‘what’, and ‘how’ of philanthropy and giving.

When it comes to the ‘why’ concept, Westheimer (2015) is categorical that in deploying philanthropy instruction in formal class settings, we would be helping students to “participate and think about the root causes of problems and ideals of justice” (p. 50). For instance, according to the author, it is not enough to just encourage people to extend their support to food banks. Instead, we ought to ensure that their decision to lend support on this front is firmly rooted on sound and proper ideals. The author in this case suggests teaching students to evaluate, in a critical manner, the reason behind the existence of food banks.

When it comes to the ‘what’ of giving, it should be noted that there are a wide range of charitable causes. According to Scharf and Tonin (2018), persons should ideally engage in causes that matter to them. It would, however, be important to note that it would be difficult for persons to identify what matters to them without engaging in meaningful research about available options. The approach suggested in this write-up encourages persons to engage in active research and exploration about causes that are closest to them. It is only through such exploration that persons can be able to identify those causes closest to their heart. In identifying charitable engagements that they revere, persons are more likely to become lifelong givers and/or volunteers.

Lastly, when it comes to the ‘how’ of giving, Scharf and Tonin (2018) point out that most people’s view of philanthropy happens to be tied to the wrongful perception of it as being a ‘one-off’ fundraising activity. For this reason, instruction on philanthropy would come in handy in presenting charitable giving and volunteering as part and parcel of efforts to achieve wider social change. Therefore, it ought to be considered a continuous effort as opposed to a one-off event. In this case, philanthropic instruction would benefit students in the sense that it would open their eyes to the countless avenues for charitable giving and volunteering. Such avenues could be inclusive of, but they are not limited to, donating to dedicated charitable organizations. One such organization in the religious realm is Caritas which happens to be an entity bringing together the various catholic aid agencies. To a large extent, this particular organization attends to concerns relating to human services and education. One could also give or volunteer within the organized civil society setting. Considerations in this case could be inclusive of community-based organizations and non-governmental organizations. There are also a wide range of other foundations that accept donations from all quarters and channel them to clearly stated causes. On the other hand, an individual could seek to engage in direct charitable works. A good example in this case would be donating food items to street families. Yet another example would be offering one’s self as a volunteer in various causes, i.e. in a community cleanup exercise. Philanthropy instruction would come in handy in efforts to familiarize students with all these avenues for present and future consideration.

Kwalwasser (2012) points out that the image that most students have of philanthropists is that of the likes of popular billionaires who have publicized their giving efforts. These are inclusive of, but they are not limited to, Warren Buffett, Bill Gates, John D. Rockefeller, etc. With this erroneous perspective of the conduct of philanthropy, most of those who graduate from our academic institutions and join the job market or start businesses are likely to first wait until they get wealthy for them to partake in philanthropic activities. According to Kwalwasser (2012), however, the wealthy are not the only persons who engage in philanthropic activities. As a matter of fact, there are many other persons of modest means who actively engage in philanthropic efforts. Similarly, there are scores of philanthropists that elect to remain in the shadows and never publicize their philanthropic activities or volunteer undertakings. Learners, ought to be made aware that persons from all works of life can indeed make a difference regardless of their net worth. Instruction about the nature and conduct of philanthropy is likely to better prepare students to become volunteers or donors to worthy causes without necessarily having to wait until they accumulate some wealth or perhaps make it big in the corporate world.

Proposed Approach

There are a number of approaches that could be embraced in philanthropy instruction. A review of the relevant literature indicates that one effective approach that has been deployed in the past is known as ‘experiential philanthropy.’ In the words of McDougle, McDonald, and Li (2016) “experiential philanthropy is intended to integrate academic learning with community engagement by teaching students not only about the practice of philanthropy but also how to evaluate philanthropic responses to social issues” (174). It there follows that to a large extent, this particular strategy is largely focused on the deployment of hands-on experiences to teach students about charitable giving. McDougle, McDonald, and Li (2016) further point out that students on this front are given access to funds and asked to engage non-profits at the local level. For instance, a class could be given a total of $10,000 and asked to systematically select a community based organization or cause to support. It is important to note that according to the authors, the approach has been deployed across various universities from across the world and constitutes part of coursework.

There are various stakeholders who have been active in attempts to further popularize the approach and spread it across multiple campuses. For instance, through what he calls the Philanthropy Lab, Geoffrey P. Raynor has been active in spreading the ‘experimental philanthropy’ model to many other universities across the nation (McDougle, McDonald, and Li, 2016). Some of the beneficiary universities are inclusive of University of Chicago and Princeton University. Available evidence indicates that ‘experiential philanthropy’ is quite effective. It could be argued that this particular approach does not particularly address the ‘why’ of philanthropy, but instead focuses on the ‘how’ and ‘what’ aspects. Indeed, according to Scharf and Tonin (2018), there is a huge difference between somebody’s ability to give someone else’s money in an effective and structured manner and their willingness to give their own cash. Towards this end, the authors ask; does this approach actually provide learners with skills and capabilities to become effective philanthropists in their own right?

In a study conducted by by McDougle, McDonald, and Li (2016), it was found that philanthropy can indeed be taught. More specifically, the authors made a finding to the effect that one of the most effective approaches towards pedagogic instruction was experimental philanthropy. In their findings, which were published in the Nonprofit and Voluntary Sector Quarterly, experimental philanthropy has been shown to have quantifiable impact on not only the personal development of students, but also in the shaping of their perspectives about philanthropy. We could, therefore come to the conclusion that after taking the course, students are likely to be more interested in volunteering as well as various philanthropic efforts – specifically at the community level. A similar conclusion is arrived at by Pottick, Giordano, and Chirco (2015) who are categorical that efforts of this nature result in the further promotion of a sense of community among both the learners and alumni.

The fact that, as has been pointed out in this text, this approach to philanthropy instruction focuses on local community initiatives means that students are cultured on starting small and researching initiatives closest to them. Thus, learners do not have to wait until they amass massive fortunes to start giving. Owing to its structure and presentation, experiential philanthropy could also be considered a form of community engagement in the classroom context. According to Benz, Piskulich, Kim, and Barry (2020), such engagements often take the form of philanthropy, service learning, as well as engaged scholarship. The success of community engagement initiatives such as the Student Philanthropy and Community Engagement Program (SPCEP) is a clear indication of their effectiveness. Indeed in the words of Benz, Piskulich, Kim, and Barry (2020), there is evidence that SPCEP has been effective in “increasing students’ philanthropic inclinations while also increasing their engagement with and knowledge of the local community” (59).