Undergraduate, graduate, and extended programs
in philanthropic studies are one of the fastestgrowing academic fields in higher education. Most
curricular models are located within nonprofit
management education programs. The American
Humanics, Inc. undergraduate model is of particular interest because of its link between a liberal
arts education philosophy and professional preparation for careers in the nonprofit sector.
7
Philanthropic studies curricula in
higher education
Robert F. Ashcraft
the topic of youth and philanthropy, it is important to consider the ways in which higher education curricula contribute to understanding the subject. Two complementary yet
sometimes divergent views emerge.
The first idea is that philanthropic studies contribute to students’
understanding of democratic ideals as an essential ingredient of civil
society and thus is appropriately located in a liberal arts curriculum. In this view, a functioning democracy is based on educated citizens who understand the unique role of individuals and
organizations that, in relation to government and business, operate in the third sector and who, according to Russell Mawby,
WHEN EXAMINING
NEW DIRECTIONS FOR PHILANTHROPIC FUNDRAISING, NO. 36, SUMMER 2002 © WILEY PERIODICALS, INC.
101
102
CREATING TOMORROW’S PHILANTHROPISTS
“provide much of the quality and character of life at the community level” (Mawby, 2002, p. 2).
The second idea is that philanthropic studies meets the needs of
an emerging nonprofit sector workforce and is appropriately
embedded within nonprofit leadership and management education
programs for the benefit of students who desire salaried positions
in nonprofit organizations. In this view, understanding the historical context of philanthropy in American society and learning the
techniques associated with fundraising, volunteer management, fiscal management, and other skills contribute to the efficient and
effective operation of nonprofit organizations by practitioners
specifically prepared for a profession of service.
The purpose of this chapter is to examine philanthropic studies
within university-based curricula without debating the relative merits of either viewpoint. First, as a means for understanding this
topic, a rationale for nonprofit management education is offered
that provides a context for higher education approaches to the subject matter. Next, a brief overview of nonprofit leadership and management education offerings, with an emphasis on graduate
programs, is discussed as a means by which philanthropic curricula can be formally identified and examined. This is an appropriate strategy, given the enormous growth of nonprofit leadership
and management programs in the past two decades and the availability of data that reveal characteristics of such offerings. Then a
particular undergraduate curricular model promulgated by American Humanics, Inc. (AH) that describes the integration of a liberal
arts education philosophy with that of an applied, professional
practice approach to workforce preparation is examined. The AH
program has grown dramatically during the past decade in the
number of campus affiliates, national nonprofit partners, and collaborating professional organizations, including the AFP. Undergraduate students typically reflect an age demographic more closely
related to the youth theme of this journal issue, so AH and its contribution to philanthropic studies is worthy of analysis. Last, consideration is given to the future of philanthropic studies in higher
education.
PHILANTHROPIC STUDIES CURRICULA
103
Reasons for philanthropic studies and nonprofit
management education
The growth of nonprofit management education studies can be
attributed to a number of trends, but no single factor is likely more
important than the growth of the nonprofit sector itself (O’Neill,
2002). Detailed reasons for the growth of this sector are beyond the
scope of this chapter. However, some trends are attributed to the
increased reliance by government on nonprofits to provide human
services, an increase in citizen action that uses the nonprofit form
to engage in work that advances a cause, and unparalleled economic
growth resulting in increased numbers of philanthropic organizations, such as grant-making foundations and philanthropic
organizations specializing in social ventures that contribute both
time and monies to nonprofits (O’Neill, 2002; Light, 2000).
As the nonprofit sector has grown, so too has interest in jobs that
employ graduates of nonprofit management education programs.
According to Paul Light, “the nonprofit sector has become a destination of choice for graduates of top public policy and administration graduate schools” (Light, 2000, p. 9).
Similarly, a growing scholarly field has contributed to an emerging body of knowledge that seeks to understand philanthropy in
both broad and specific contexts. In comparison with others, the
field of philanthropic studies is still new; it is less than thirty years
old. Scholarly organizations such as the Association for Research
on Nonprofit Organizations and Voluntary Action (ARNOVA) and
the International Society for Third Sector Research (ISTR) are relatively new in form and function, but they do offer important outlets for academics and practitioners who wish to study the field and
disseminate research findings.
During the past two decades, an explosive growth in the quantity and quality of publications has occurred. The Journal of Nonprofit Management and Leadership, Nonprofit, Voluntary Sector
Quarterly, Voluntas, and the Journal of Volunteer Administration are
a few examples of publications that have emerged in the field. Periodicals such as the Nonprofit Times, Chronicle of Philanthropy,
104
CREATING TOMORROW’S PHILANTHROPISTS
Nonprofit Quarterly, Advancing Philanthropy, and Foundation News
and Commentary enjoy growing readership among academics, practitioners, and students of the field. Hundreds of books have been
written and disseminated by leading publishers on a range of topics
in the field.
In addition, foundation, corporate, and individual financial
sources have provided resources for the expansion of educational
programs. One example is the W. K. Kellogg Foundation’s fiveyear Building Bridges Initiative, begun in 1998. Through this and
other grants to dozens of kindred organizations, it has invested
more than $15 million in programs that extend the reach of educational programs to students and practitioners, with a primary
goal of professionalizing this emerging career field (http://www.
centerpointinstitute.org/bridges/). Further, Kellogg has invested
more than $2.5 million through American Humanics, Inc. to
expand the quantity, quality, and geographic reach of undergraduate programs affiliated with AH. The Kellogg Foundation
has adopted a holistic strategy by investing in a range of programs across undergraduate, graduate, and noncredit programs
within universities and by providing grants to nonacademic organizations that provide training programs for practitioners. As a
result, some universities that had exploratory interest in developing one or more models of nonprofit management education
were able to compete for start-up monies to develop courses and
recruit students.
Michael O’Neill and Dennis Young are two scholars who note
that the development of nonprofit management education has likely
occurred, in part, because of the theory that there are significant differences between organizational realities of nonprofit organizations
versus those in business or the public sectors (O’Neill and Fletcher,
1998; Young, 1998). When considering management components
involving fundraising, volunteerism, and governance issues of nonprofits, it is not surprising that many colleges and universities have
developed new courses to meet the demand for such topics.
Also a growing number of academic associations are paying
attention to the growth of nonprofit management education pro-
PHILANTHROPIC STUDIES CURRICULA
105
grams. The American Assembly of Collegiate Schools of Business
(AACSB) and the National Association of Public Affairs and
Administration (NASPA) are two bodies that contribute to the
national dialogue about potential accreditation of nonprofit management education programs. Though formal accreditation of philanthropic studies or nonprofit management education programs
does not currently exist, the efforts of NASPA have resulted in a
graduate program curriculum template that offers a thorough guide
for developing a curriculum for this field of study (http://www.
naspaa.org/guidelines/guide_npft.htm).
Last, a growing number of nonprofit academic centers have been
created on university campuses during the past two decades. The
Nonprofit Academic Centers Council (NACC) has emerged as an
organization of thirty-eight center directors who exchange information and provide mutual support for a range of research, education, and outreach activities (http://www.independentsector.
org/nacc/). The NACC organization is also developing standards
for undergraduate, graduate, executive education, and noncredit or
extended education curricula in the field.
Philanthropic studies in the curriculum
It is not possible to identify all the places within higher education
where the study of philanthropy occurs. Literature of the field is
found across disciplines such as history, economics, political science, philosophy, religious studies, public administration, business
management, law, social work, recreation, sociology, and anthropology. It also is not clear to what extent the topic of philanthropy
is actually more or less introduced during the extracurricular or
cocurricular activities in which students engage during their collegiate years. For example, the growth of service-learning initiatives
and the promulgation of student development programs associated
with campus service clubs, fraternities, and sororities, as well as similar out-of-classroom experiences, help shape students’ understanding of the role of philanthropy in American society. Frequently,
106
CREATING TOMORROW’S PHILANTHROPISTS
through the engagement of students in service and activities sometimes labeled “charity” work, students learn to extend beyond the
reach of the classroom, and it is supposed that ideas are shaped and
perceptions formed by such philanthropic activities.
Most common are philanthropy curricula found within the
rapidly expanding nonprofit management education programs.
Throughout the decade of the 1990s, researchers from Seton Hall
University—Naomi Wish and Roseanne Mirabella—have tracked
this growth. They note 242 institutions offering one or more
undergraduate, graduate, or noncredit courses in this emerging
field of study (http://pirate.shu.edu/~mirabero/).
The Wish and Mirabella studies also reveal that academic programs specifically called philanthropic studies are not readily identifiable in higher education. It is evident that although many
programs have concentrations in the fields, they typically use a
name like “nonprofit studies” and so are not revealed when the
“philanthropic studies” term in an Internet search engine is used.
In fact, only Indiana University was noted as using the name in the
title of their program that leads to a Master of Arts degree in philanthropic studies (Mirabella and Wish, 2001). Increasingly, institutions are identifying philanthropic studies as an emphasis or
certificate option within a degree program. For example, Ferris
State University, located in Grand Rapids, Michigan, offers a new
master’s degree in education (MEd) with a concentration in philanthropy and a postbaccalaureate certificate option in philanthropic
studies. Despite the lack of specific degrees and certificates that are
named for philanthropic studies, it is unlikely that a student could
graduate from any undergraduate or graduate degree program
without at least some exposure, however minimal, to the philanthropic studies field.
In their early research efforts, Wish and Mirabella found that in
1990, seventeen universities offered a graduate concentration (three
or more courses) in nonprofit management. By 1992, the number
had grown to thirty-two with such programs, and by 1996 nearly
eighty colleges and universities offered nonprofit management education programs. In their most recent study, Mirabella and Wish
PHILANTHROPIC STUDIES CURRICULA
107
(2001) identified ninety-one colleges and universities offering either
a graduate degree or a concentration (three or more courses) in the
field of study. Further, they identified an additional forty-six higher
education institutions that offered at least one or two graduate
courses (see Table 7.1).
When considering the growth of undergraduate programs, particularly those affiliated with American Humanics and the continuing education noncredit models offered in a variety of locations,
it is clear that nonprofit management education is one of the most
rapidly growing fields of study in higher education.
Upon examining the content of such curricular offerings,
Mirabella and Wish (2001) note that both the theory and practice
of philanthropy are frequently taught. For example, most programs
treat the history of philanthropy and the nonprofit sector as a
means by which philanthropic behavior, motives, and organizational structures are understood. At the same time, the skills associated with fundraising, as well as the ethical concerns that face the
practitioner, are frequently considered, thus at times embedding
the theoretical and practical into the same program. As noted by
Wish (1998), “these programs provide instruction not only on how
to ‘do good’ but also how to do it well” (p. 45). Institutions offer
an array of curricular choices, ranging from those offering just one
or two courses, to those with an identified emphasis area, to others
offering a transcript-recognized certificate. A relatively few but
growing number of universities are offering fully developed degrees
in the field, along with certificate options in such areas as fundraising, arts management, and philanthropic studies.
Table 7.1. Undergraduate, Graduate, and Noncredit Courses
in Nonprofit Management
Universities offering courses in nonprofit management
Universities offering noncredit courses
Universities offering noncredit courses affiliated with
continuing education
Universities offering undergraduate credit courses in
nonprofit management
242
66
53
83
108
CREATING TOMORROW’S PHILANTHROPISTS
When considering the academic home of graduate programs in
nonprofit management education programs, it is evident that the
majority of such curricula (44 percent) reside within programs,
departments, schools, or colleges of public administration. This is
not entirely surprising, given that leaders prepared for public service often share similar characteristics to those found in nonprofit
organizations. Increasingly however, such programs are found in
other disciplines (43 percent) such as social work, interdisciplinary
studies, and even recreation. Colleges of business comprise approximately 7 percent of nonprofit management education programs.
The Mirabella and Wish (2001) studies show that as the number of nonprofit management degrees has increased in quantity and
geographic reach, nearly half (47 percent) are offered as a concentration inside a master’s degree in public administration (MPA),
with the remaining distribution noted in Table 7.2.
Courses in nonprofit management education programs tend to
cluster around seven major themes (Mirabella and Wish, 2001).
These include
•
•
•
•
•
•
•
Philanthropy and the third sector
Advocacy, public policy, and community organizing
Fundraising, marketing, and public relations
Nonprofit management skills
Financial management, finance, and accounting
Human resource management
Boundary-spanning courses
Table 7.2. Location of Graduate Program Degrees or
Concentrations in Nonprofit Management
Master of Public Administration (MPA) degrees
Master of Business Administration degrees
Master of Science (MS) degrees
Master of Social Work (MSW) degrees
Master of Arts (MA) degrees
Other master’s degrees
(for example, Master of Nonprofit Management)
47%
6%
10%
17%
11%
9%
PHILANTHROPIC STUDIES CURRICULA
109
Of particular interest to students involved in learning about
philanthropy is the first identified topic: Philanthropy and the Third
Sector. Through these courses, students learn about the history of
philanthropy and the nonprofit sector, the size and scope of the third
sector, and motives and values behind philanthropic behavior.
It is important to note that not every nonprofit management education program provides all content categories. However, the institutions offering full degrees in the field of study can readily identify
places in their curriculum where each of the content areas is taught.
American Humanics model
No greater evidence of the explosive growth of nonprofit management education programs exists than in the example of American
Humanics (AH) and its network of campus affiliates. The AH program offers insight into a specific undergraduate curricular model
that reveals the vestiges of a liberal arts education with that of an
applied, professional practice approach to workforce preparation.
American Humanics, headquartered in Kansas City, Missouri, is
a “strategic alliance of affiliated colleges and universities, national
and local nonprofit partners, and collaborating professional organizations . . . all concerned about the growing need for better prepared
college graduates as professionals in the nonprofit sector” (American Humanics, 2000, p. 2). H. Roe Bartle, former mayor of Kansas
City and long-time executive of the Heart of America Council, Boy
Scouts of America, founded American Humanics in 1948. In the
early years of the organization, campus affiliates were few in number, and the majority of graduates were employed in scouting or
other youth-serving organizations. In the past two decades, however, AH expanded its geographic reach across the nation, and its
educational programs changed from youth-agency administration
to nonprofit management education. The organization has as its
goal “to be the nation’s preferred source of youth and human service nonprofit professionals” (American Humanics, 2001).
110
CREATING TOMORROW’S PHILANTHROPISTS
A detailed history of AH and the extent of its offerings are beyond
the scope of this chapter, and those interested are encouraged to
review published papers that address this topic in detail (see
Ashcraft, 2001; Dolch, Kidwell, Sadow, and Smith, 1998). However,
it is important to note that the organization grew from a philosophy of education developed in the 1800s at Springfield College in
Massachusetts. From this genesis, “humanics” has been interpreted
as “the education of the whole person—body, mind and spirit, in the
service of humanity” (Ross, 1985, p. 4). Further, the American
Humanics framework that permeates Springfield’s educational philosophy is “the education of the total person—the spirit, the mind,
the body—with motivation of service to humanity that is international, intercultural, interracial” (Potter, 1989, p. 102). This is not
surprising, given its founding as a YMCA training school.
The AH program has grown dramatically during the past decade
in the number of campus affiliates, national nonprofit partners, and
collaborating professional organizations, including the Association
for Fundraising Professionals, and its contributions to philanthropic
studies are worthy of analysis. Although AH markets its program
under the rubric “nonprofit management education” rather than
“philanthropic studies,” it is clear that the program bridges these
complementary themes and prepares students for careers of service.
The American Humanics alliance consists of three distinctive yet
complementary entities. First is the National Nonprofit Partners,
consisting of eighteen organizations with geographically disbursed
local affiliates across the nation (http://www.humanics.org). These
nonprofit partners collaborate with local campus programs and seek
to hire graduates from AH-affiliated programs. Second, collaborating professional organizations (CPOs) consist of entities that
support the nonprofit sector by setting standards and providing
training and other services designed to build the capacity of nonprofits and the individuals who serve the sector. CPOs provide educational materials that support AH campus programs and provide
outlets for professional memberships for students upon graduation.
Campus Affiliates of American Humanics comprise the third part
PHILANTHROPIC STUDIES CURRICULA
111
of the alliance. It is through affiliated academic institutions that AH
delivers its curricular and cocurricular educational programs. Campus affiliates represent the depth and breadth of American higher
education colleges and universities, with a full range of institutional
missions and purposes.
Each AH campus affiliate is uniquely organized to reflect its own
campus environment and educational culture. However, all affiliates adhere to a competency-based approach to educating students.
The educational framework consists of competencies incorporated
into curricular and cocurricular offerings that prepare students for
careers in nonprofit organizations (American Humanics, 2001).
The AH competencies are organized under two main categories:
(1) foundations for youth and human services nonprofit management and (2) professional development for youth and human services management.
As students pursue the mastery of competencies, AH acknowledges that professional nonprofit practice requires knowledge,
skills, and attitudes that can and should be developed, measured,
and recognized. Upon successful completion of competencies,
qualified AH graduates may earn national AH certification.
Foundations competencies are not unique to nonprofit managers
but are considered essential to professional success. A total of six
categories involving more than forty individual competencies are
represented in this grouping. A sampling of these competencies is
noted for each of the categories:
• Career development and exploration: for example, describing organizations’ mission statements or understanding the nature of
work in nonprofits
• Communication skills: mastering written and oral communication
skills
• Employability skills: developing a résumé and mastering job interview or computer skills
• Personal attributes: demonstrating initiative, exhibiting responsible behavior, or demonstrating leadership characteristics
112
CREATING TOMORROW’S PHILANTHROPISTS
• Historical and philosophical foundations: describing the philanthropic structure of nonprofit organizations
• Youth and adult development: demonstrating understanding of the
development needs of youth and adults
Professional development competencies are specific to nonprofit
leadership and management. A total of eight categories involving
more than sixty individual competencies are represented in this
grouping:
• Board or committee development: for example, knowing the purpose and structure of volunteer boards and committees
• Fundraising principles and practices: developing fundraising activities that support an agency’s mission, evaluating fundraising
effectiveness, analyzing donor motivations, or understanding
stewardship responsibilities
• Human resource development and supervision: identifying factors
that motivate volunteers and paid staff in nonprofits, exhibiting
basic knowledge of human resource issues, or exhibiting cultural
competency and abilities to manage diversity.
• General nonprofit management: using techniques for problem solving, exhibiting ethical behavior, and understanding the importance of advocating and lobbying
• Nonprofit accounting and financial management: being able to read
and interpret financial statements and explain the importance of
reporting mechanisms and requirements
• Nonprofit marketing: explaining the importance of a marketing
philosophy in a nonprofit agency or developing strategies for
obtaining client feedback
• Nonprofit program planning: describing the process for developing and implementing new programs or discussing the importance of planning programs that are consistent with community
goals and diverse cultural values
• Nonprofit risk management: explaining the importance of a working knowledge of nonprofit and employment laws and regula-
PHILANTHROPIC STUDIES CURRICULA
113
tions or taking precautions in an effort to minimize personal
organizational liability and vulnerability
The achievement of these competencies occurs in both inclassroom and out-of-classroom experiences administered by
a campus faculty-staff director. Practitioners from the field and other
campus faculty-staff members are frequent collaborators in these
activities.
Approximately two thousand students per year are enrolled in AH
programs. Graduates of the program are now found in leadership
and management positions in various local and national nonprofit
organizations. Although some recent research studies have attempted
to measure outcomes of the program, AH has lived largely on the
testimony of its graduates. As one example, Lee Franklin, a 1994
alumna of the Missouri Valley College AH program, and a director
of Disaster and Emergency Services for the American Red Cross,
says the following about her AH experience: “Acquiring the American Humanics competencies taught me the basics of group work,
problem-solving, budgeting, and community development; and I like
knowing I am well trained. I want to make our community a better
place, and AH has given the knowledge and expertise I need to
become a nonprofit professional” (American Humanics, 2001, p. 9)
Arizona State University program
The unit at Arizona State University (ASU), the fifth oldest in the
national network, provides a window into the world of American
Humanics and, as a result, reveals ways in which college students
can learn about philanthropy. Although not every AH campus unit
operates like ASU’s program, there are elements that each campus
program has in common.
Members of Phoenix Rotary Club 100 founded the American
Humanics program at Arizona State University (AH-ASU) in 1980.
Graduates are now employed by nonprofits throughout the nation,
114
CREATING TOMORROW’S PHILANTHROPISTS
and the AH-ASU curricular and cocurricular models have been
adopted by a number of campus units.
The AH-ASU program is administered through an academic
unit called the Department of Recreation Management and
Tourism. This organizational placement is not entirely surprising,
given the historical connection between the AH-ASU program and
the leaders of the Boys’ and Girls’ Clubs, YMCA, and other youthdevelopment organizations who helped organize the program and
who hired many graduates of the program in subsequent years.
Although nearly half of the AH-ASU students major in recreation
management, more than 50 percent of the students pursue degrees
in a variety of disciplines, including communication, business, psychology, social work, and others. The AH-ASU program offers a
30-credit-hour emphasis track that is a part of most students’ 120credit-hour baccalaureate degree.
To provide insight into ways in which students are educated
about philanthropy, a review of curricular and cocurricular features
of the AH-ASU program follows.
Curricular offerings
The AH-ASU program offers several academic courses that comprise the core of the undergraduate nonprofit management
program:
• Introduction to nonprofit organizations: a survey of the nonprofit sector, its history, and the role of philanthropy in American society
• Fundraising: the theory and practice of philanthropy in its many
forms and best practices in development
• Volunteerism: an overview of voluntary action and volunteer management in the nonprofit sector
• Youth and human service workshop: an exploration of issues and
topics relevant to nonprofit leadership
• Managing nonprofit organizations: a senior-level class offering
timely topics pertinent to leading and managing nonprofit
organizations
PHILANTHROPIC STUDIES CURRICULA
115
Also offered are
• American Humanics Management Institute: a national management
institute featuring workshops, seminars, and simulations led by
nationally and internationally renowned nonprofit leaders
• American Humanics Senior Internship: a supervised and guided
capstone experience of one full semester immersion in a qualifying 501(c)3 nonprofit organization
Cocurricular experiences
Cocurricular experiences are activities that are separate from but
complement the in-classroom courses. Students engage in service,
take field trips to organizations, participate in personal development retreats, and involve themselves in a plethora of leadership
development activities designed to develop their competencies for
professional service. AH-ASU students amass a minimum of 200
leadership hours across a range of out-of-classroom experiences,
prior to their required senior internship experience.
Thanks to grants from the Arizona-based Stardust Foundation,
an innovative cocurricular feature was added in 1999. Through the
Stardust Student Philanthropy Fund, students organize themes for
their grant making, determine methods for soliciting and reviewing proposals, plan an allocation process, and establish guidelines
for evaluation.
The impact of the AH-ASU program on students varies
according to the motivations, aspirations, and capabilities of
each graduate. Although the primary goal of the program is to
prepare entry-level graduates for a nonprofit youth and human
services career, it is acknowledged that not every graduate seeks
or obtains employment in the sector. Anecdotal evidence based
largely on annual alumni surveys suggests, however, that students who pursue other avenues on graduation, such as graduate school, marriage, travel, business, or government jobs, have
a heightened awareness of philanthropy and its influence on
American society.
116
CREATING TOMORROW’S PHILANTHROPISTS
Michelle A. Weber, assistant to the president of INDEPENDENT
SECTOR in Washington, D.C. and a 1998 graduate of the AH-ASU
program, sums up the impact of AH on her life this way:
My American Humanics education is the foundation upon which I am
building my career in the nonprofit sector. Through the AH program, I
learned theory, practiced its application, served in my first leadership roles,
and developed a strong commitment to philanthropy. This combination
of knowledge, experience and skill is rare in an emerging nonprofit professional, and it has helped me become an integral part of Independent
Sector’s staff. [American Humanics, 2001, p. 9]
Future of philanthropic studies
The field of philanthropic studies appears to be on a trajectory of
growth in the years to come. What remains to be seen is the extent
to which the field emerges as a unique and distinctive discipline,
rooted in the liberal arts, or whether its growth will continue to be
within nonprofit management education programs. Clearly, some
academic programs are being organized in direct response to the
growing nonprofit leadership and management career field. The
American Humanics model is one example of a growing educational enterprise in response to the increased number of entry-level
jobs in the nonprofit sector. Nonprofit academic centers involved
in graduate programs, research efforts, and technical assistance to
nonprofits are also growing in response to the importance placed
on philanthropy and the American experience. What emerges will
likely involve an interesting myriad of educational offerings and
capacity-building activities that honor both the promise of a liberal
arts tradition and the workforce preparedness goals of professional
programs.
References
American Humanics. Strategic Plan (Rev. ed.). Kansas City, Mo., American
Humanics, 2000.
American Humanics, Inc. Certification Competency Requirements Handbook (Rev.
ed.). Kansas City, Mo.: American Humanics, 2001.
PHILANTHROPIC STUDIES CURRICULA
117
Ashcraft, R. F. “Where Nonprofit Management Meets the Undergraduate
Experience: American Humanics After 50 Years.” Public Performance and
Management Review, 2001, 25(1), 42–56.
Dolch, N. A., Kidwell, R., Sadow, J., and Smith, J. “Nonprofit Undergraduate Education: Delivery Models for Curricula within the American Humanics Program.” In M. O’Neill and K. Fletcher, Nonprofit Management
Education: U.S. and World Perspectives. New York: Praeger, 1998.
Light, P. Making Nonprofits Work: A Report on the Tides of Nonprofit Management Reform. Washington D.C.: The Brookings Institution, 2000.
Mawby, R. G. “Remember . . . Reflect.” For the Common Good: Notes from
Learning to Give, 2002, 3(2), 1–2.
Mirabella, R. M., and Wish, N. B. “University-Based Educational Programs in
the Management of Nonprofit Organizations: An Updated Census of U.S.
Programs.” Public Performance and Management Review, 2001, 25(1), 30–41.
O’Neill, M. Nonprofit Nation: A New Look at the Third America. San Francisco:
Jossey-Bass, 2002.
O’Neill, M., and Fletcher, K. Nonprofit Management Education: U.S. and World
Perspectives. New York: Praeger, 1998.
Potter, D. “Operationalizing Our Humanics Philosophy: The Keystone for a
Diverse and Pluralistic Springfield College.” Paper presented at the Annual
Humanics Lecture, Springfield College, Mass., Sept. 1989.
Ross, J. “A Century of Humanics and Humanism at Springfield College.”
Paper presented at the Annual Humanics Lecture, Springfield College,
Mass., May 1985.
Wish, N. “Degrees for Doing Good.” Foundation News & Commentary, MayJune, 1998, 39(3), 45–48.
Wish, N. B., and Mirabella, R. M. “Curriculum Variations in Nonprofit Management Graduate Programs.” Nonprofit Management and Leadership, Fall
1998, 9(1), 99–109.
Young, D. R. “Nonprofit Management Studies in the United States: Current
Developments and Future Prospects.” Journal of Public Affairs Education,
1998, 5(1), 13–23.
ROBERT F. ASHCRAFT
is associate professor and director of the Arizona
State University Center for Nonprofit Leadership and Management. In
that role, he also serves as executive director of ASU’s American Humanics Program.