Dissertation Proposal Final
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Transcript of Dissertation Proposal Final
Experiential Education Approaches in Nonprofit Management Education:
An Examination of Nonprofit-Focused Master’s Degree Programs Associated with
the Nonprofit Academic Centers Council
Heather CarpenterDissertation Proposal Defense
Robert Donmoyer, PhD, ChairMary McDonald, PhDPaula Krist, PhDRoseanne Mirabella, PhD
BackgroundExperiential education: “a philosophy and methodology in which educators
purposefully engage with learners in direct experience and focused reflection in order to increase knowledge, develop skills and clarify values” (Association for Experiential Education, 2010, par. 2).
Examples of experiential education teaching approaches:
• Experiential learning
• Fieldwork or field project
• Work experience
• Service-learning
• Internships
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Background Cont.
Experiential education teaching approaches are used within a variety of academic settings including:
• Nonprofit management education (NME) programs
• NME programs associated with the Nonprofit Academic Centers Council (NACC)
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Nonprofit Academic Centers Council (NACC)
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Experiential Education Applied ResearchCommunity Based Consulting
Problem Statement
Research to date: • General NME
• Experiential education used in a single university or on a single approach
• No comprehensive picture of experiential education approaches
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Research Questions1. What types of experiential education approaches are offered within
nonprofit-focused master’s degree programs associated with NACC member centers across the United States?
2. How are these experiential education approaches defined, built, and administered by each nonprofit-focused master’s degree program?
3. What is the program and university setting of each experiential education approach?
4. What types of program and institutional support are provided to the experiential education approach?
5. What are the similarities and differences between experiential education approach descriptions, program setting and support descriptions, as well as institutional setting and support descriptions across Universities?
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Literature Review
• Nonprofit management education• Mirabella and Renz (2001) Nonprofit Outreach Centers
• History and philosophy of experiential education• Approach descriptions in the fields of Engineering, Medicine,
and Social Work
• Driscoll (2006) Carnegie Community Engagement Classification
• The impact of experiential education on students, the university, and the community
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Methodology
A two-phase mixed method exploratory design:• Phase 1: Qualitative interviews • Phase 2: Development, administration, and
analysis of quantitative data• Design was selected because this is an
unexplored area of research
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Phase 1: Qualitative Data Collection and Analysis
Allows for program directors to describe the experiential education approaches in their own terms.
Participants: • 5-10 master’s program administrators
Participant Recruitment and Selection:• E-mail Introduction• E-mail Invitation
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Phase 1: Qualitative Data Collection and Analysis
Interview Procedures and Analysis:• Pilot interviews• Interviews take place either over the phone or in person• Transcribed and coded thematically
Dealing with Potential Limitations:• Different definitions and interpretations of experiential
education approaches• More established experiential education approaches
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Phase 2: Quantitative Data Collection and Analysis
Developing, administering, and analyzing a survey which will aid in confirming or disconfirming the findings and themes that emerged during the qualitative interviews
Participants:• 40 master’s program administrators
Participant Recruitment and Selection:• E-mail invitation
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Phase 2: Quantitative Data Collection and Analysis
Survey Procedures and Analysis:• Pilot Survey• Clean survey data• Descriptive statistics
• Frequencies
• Crosstabs
• Inferential statistics• Correlations
Statistical analysis that explains relationships among the variables
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Phase 2: Quantitative Data Collection and Analysis
Dependent Variables• Experiential education approaches
Independent Variables• Type of master’s degree program• Setting• Support
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Potential Limitations of the Study
• Personal bias• Small sample size may not representative of
NME• Different language to explain experiential
education
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Significance of the Study
• First study of its kind• Potential significance for program directors at
other NME programs• Findings used in future studies
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Questions/Comments
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