A worthy investment? Investigating alumni perceptions of nonprofit degrees

IF 1.1 Q3 EDUCATION & EDUCATIONAL RESEARCH

Teaching Public Administration Pub Date : 2024-03-25 DOI:10.1177/01447394241241434

Jo’ann Melville-Holder, Amanda J Stewart, Kerry Kuenzi, Marlene Walk, Dylan Russell, Shannon McGovern

引用次数: 0

Abstract

As students invest in higher education, an assumption of value creation emerges as training and education are expected to yield career and compensation outcomes. Given the growth of nonprofit management education, we see merit in investigating how alumni perceive their degree in terms of the return on their investment of money and time. This study relies on survey data collected from the (project name redacted for anonymity), and joins the Project’s previous findings to elucidate how nonprofit management education is shaping the nonprofit sector’s workforce. Our findings highlight how nonprofit sector commitment, but not work in the sector, influences how graduate alumni view their degree, and that those carrying a higher financial burden from their degree view their degree less favorably. These findings inform administrators of nonprofit degree programs about how students perceive the value of their education and how that perception impacts nonprofit management education as a pipeline for the nonprofit workforce.

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值得投资吗？调查校友对非营利学位的看法

随着学生对高等教育的投资，出现了一种创造价值的假设，即培训和教育有望产生职业和薪酬成果。鉴于非营利组织管理教育的发展，我们认为有必要调查校友们是如何看待他们的学位对其金钱和时间投资所带来的回报的。本研究依赖于 "非营利组织管理教育项目"（为匿名起见，项目名称已删去）收集的调查数据，并与该项目以往的研究成果一起，阐明了非营利组织管理教育是如何塑造非营利组织的员工队伍的。我们的研究结果强调了非营利部门的承诺（而非在该部门的工作）是如何影响毕业生校友对其学位的看法的，以及那些因学位而背负较重经济负担的毕业生校友对其学位的看法。这些发现为非营利组织学位项目的管理者提供了信息，让他们了解学生是如何看待其教育价值的，以及这种看法如何影响作为非营利组织劳动力输送管道的非营利组织管理教育。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Teaching Public Administration EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

3.30

自引率

23.50%

发文量

期刊介绍： Teaching Public Administration (TPA) is a peer-reviewed journal, published three times a year, which focuses on teaching and learning in public sector management and organisations. TPA is committed to publishing papers which promote critical thinking about the practice and process of teaching and learning as well as those which examine more theoretical and conceptual models of teaching and learning. It offers an international forum for the debate of a wide range of issues relating to how skills and knowledge are transmitted and acquired within public sector/not for profit organisations. The Editors welcome papers which draw upon multi-disciplinary ways of thinking and working and, in particular, we are interested in the following themes/issues: Learning from international practice and experience; Curriculum design and development across all levels from pre-degree to post graduate including professional development; Professional and Taught Doctoral Programmes; Reflective Practice and the role of the Reflective Practitioner; Co-production and co-construction of the curriculum; Developments within the ‘Public Administration’ discipline; Reviews of literature and policy statements.