Category Archives: Responsibility

Experiential-by-Design in Nonprofit Education

December 2, 2018 Marco Tavanti Leave a comment

The University of San Francisco’s Leo T. McCarthy Center for Public Service and the Common Good has been in the forefront of integrating community engagement in higher education. Recently, McCarthy Profiles for Community Engagement Learning included the reflections of Dr. Marco Tavanti on the MNA and now USF offered Academic Global Immersion (AGI-Rome) on Refugee Service Management as an example of experiential learning for global-local engagement (pp. 26-27).

Experiential learning, community engagement and project based education are probably the most important values behind the MNA Program. Our best practices in integrating professional experience and community have been recognized as emerging innovations and effective practices for nonprofit management education (NME), a field pioneered by Dr. Michael O’Neil in the MNA Program and his research.

In the accreditation process with the Nonprofit Academic Center Council (NACC) this feature of the MNA program was recognized as distinction of this degree as a learning beyond the classroom and beyond just service. In an article recently published by Journal of Nonprofit Education and Leadership (JNEL) the advantage and strategic process of of integrating a Nonprofit Management Education (NME) programs like ours into experiential learning is crucial.

Access the entire article here:

2018 Experiential-By-Design: Integrating Experiential Learning Strategies into Nonprofit Management Education – Tavanti&Wilp JNEL

This is an excerpt from the Tavanti & Wilp JNEL 2018 article on the integration of Experiential Learning and Community Engagement into Nonprofit Management Education. These reflections and classifications should help Higher Education Institutions to thing strategically on how to integrate High Impact Practices (HIPS) into their curricula and programs.

“Learning through real-world experiences is a valued pedagogy in higher education and an essential method for educating effective nonprofit managers in the 21st century. The practical fields of management education and nonprofit management education (NME) aim to develop appropriate skills, competencies, and mind-sets relevant to administrative, organizational, and leadership careers. These objectives cannot be sufficiently accomplished through in-class lectures and activities only. They require more hands-on and community-centered approaches that increase student exposure to real-world situations while benefiting the capacity development needs of nonprofit organizations (NPOs) and the sector. When the NME field started offering nonprofit-specific graduate programs in the United States with the University of San Francisco’s Master in Nonprofit Organization Management (MPA/NOM in 1983), later renamed Master of Nonprofit Administration (MNA in 1985), the need for experiential learning was not as urgent as today. Most of the students in the early development of the field were professionals with several years of experience in the sector. They sought theories to understand their own practices, along with university recognition for their leadership advancements (O’Neill & Fletcher, 1998; O’Neill & Young, 1988). The priority in these early years involved identifying the proper curriculum content rather than reflecting on the most appropriate pedagogical methods of delivery. In addition, because the students were already bringing their experiences into the classroom reflections and exercises, the need to utilize more community-centered methods was less of a priority. Michael O’Neill, along with Dennis R. Young and other NME pioneers, argued that the field had emerged to prepare those who were currently working in it or were preparing to be leaders and managers of private not-for-profit organizations, while educating public and private sector leaders and managers to interact more effectively with nonprofits (Dobkin Hall, O’Neill, Vinokur-Kaplan, Young, & Lane, 2001). Today, the distinction between very experienced and less experienced professional students is a major characteristic of the student population. This demands more strategic attention about how instructors teach and students learn, while providing more opportunities for university–community partnerships for capacity development. Properly designed experiential education activities, courses, and programs are fundamental for advancing the professional capacity of the sector and its future leaders (Cacciamani, 2017; Fenton & Gallant, 2016).

[…] “In graduate NME, experiential learning is and should be more than active learning or service learning. It is about working with NPOs to increase their organizational capacity, while accompanying students to become more effective in their competencies and capacity to consult, assess, and collaborate. The current shifts from experiential learning to experiential education and from service learning to community-engaged learning show the contributions of these models. The strategies and contextualization of the experiences in the University of San Francisco’s MNA Program can be adapted by other institutions and NME programs. They can do this by considering a community-centered model of education (Model 1), by considering a pedagogical praxis of students and community transformation (Model 2), and by designing programs that are relevant to local and global communities (Model 3).”

Model 1

This illustration shows the progression that NME program need to have to expand from a Teacher-centered model of teaching and learning into a Student-centered and beyond into a Community-centered type of experiential and project based methods

Model 2

This illustration shows how the methods for teaching and learning through experience and immersions align with the analysis and contextual engagement values of the Ignatian Pedagogical Paradigms expressed as Praxis Learning.

Model 3

This illustration highlighting the AGI-Rome methods for refugee service and forced migration management indicates the importance of connecting the global immersion with the local engagement for educating global-local (glocal) mindsets while promoting capacities for working beyond borders.

[…] “Active learning, problem-based learning, project-based learning, service learning, and place-based learning are some of the more well-known methods associated with experiential education (Godfrey, 1999). With the growth of NME programs internationally, there is also a clearer need for educating professionals not only with theoretical, philosophical, and historical notions but also with feasible projects and activities benefiting the learner and the partnering organizations.

Experiential learning is a growing field characterized by specific applied methods, a value-based philosophy, and shared benefits across teaching, learning, and communities. “Experiential education is a philosophy that informs many methodologies in which educators purposefully engage with learners in direct experience and focused reflection in order to increase knowledge, develop skills, clarify values, and develop people’s capacity to contribute to their communities. (Association for Experiential Education, para 4). This definition is not exclusive to formal education, but it is relevant to a general approach to teaching, learning, and engagement. A wide diversity of methods, strategies, and approaches relate to practices of experiential learning across disciplines. However, such a diversity is also a source of confusion in the field.

Wurdinger and Carlson (2010) provide a useful overview of the most effective approaches to experiential learning:

Active Learning: A group of experiential learning activities associated with classroom strategies such as role playing, simulation, debates, presentations, and case studies.
Problem–Based Learning: Inquiry-based learning activities through in-depth investigations, self-directed research, and group-work inquiries.
Project–Based Learning: A type of experiential learning that stimulates students’ interests while developing their project management capacity, technology, and research skills and analytical presentation capacity. It can be individual or group work, teacher directed, student directed, or a combination of the two.
Service Learning: A well-known approach to teaching and learning that often includes planning (community needs), action (service), and reflection (learning). The emphasis is on learning. It can be student centered or community based.
Placed-Based Learning: A learning focused on a particular place or context. It is a holistic approach to education that uses the immersion into a context to support the vitality of a community. It can be far (global) or near (local).

Excerpt from:

Tavanti, M. & Wilp, E. A. (2018). Experiential-By-Design: Integrating Experiential Learning Strategies into Nonprofit Management Education. Journal of Nonprofit Education and Leadership (JNEL), Special Issue of the Bi-Annual Nonprofit Academic Center Council Conference, 1-23. ISSN: 2157-0604.

Available full text at the Journal of Nonprofit Education and Leadership (JNEL) https://js.sagamorepub.com/jnel

University of San Francisco MNA students meeting with the UNHCR EU representative during the Refugee Service Management AGI-Rome Global Immersion Program – January 2017. Many operators at this international organization have started their career with volunteers experiences and management entry works in nonprofits and NGOs serving forced migrants.

Dr. Tavanti with MNA and MIMS students during the AGI-Rome international Immersion Program 2018 after the visit to Doctors Without Borders (MSF) in their Italian office in Rome to understand their strategies to advocate for human rights and migration rights.

Learn more about these methods and the impact on the students and our communities here http://agirome.blogspot.com/

Learn more how the MNA Program integrate experiential learning for nonprofit management and leadership education here https://www.usfca.edu/management/graduate-programs/nonprofit-administration

Learn more about how our MNA program students learn through collaborative projects with nonprofit organizations and social enterprises in the Capstone Projects and Practicums for social impact analysis here https://usfblogs.usfca.edu/nonprofit/research/

Global, Leadership, Responsibility, Sustainability

Nonprofit Innovation for Sustainability

September 11, 2018 Marco Tavanti Leave a comment

Ocean CleanUp Launching in San Francisco on Saturday September 8, 2018. Photo Credit: Dr. Marco Tavanti, Ph.D.

Did you know that nonprofit are at the forefront of social and sustainable innovation? In spite the persisting misconceptions of what nonprofits really are and the studied nonprofit cycle of starvation, nonprofit organizations are cradles for remarkable innovative solutions to solve our community, social and global problems.

The Rockefeller Foundation has been contributing to assess and scale nonprofit sustainable and social innovation. We appreciate the many heroes (mostly SHEroes) that become founders of initiatives and organizations to respond to specific social/environmental needs. But we need to go beyond Heroprenuership and tackle the systemic issues that prevent innovation to really be socially relevant, community beneficial and reflective of sustainable values. Dan Pallotta’s challenges to stagnant ‘charity’ solutions to systemic problems remain relevant today in the nonprofit world. Innovation for the social and common good goes beyond narrow approaches of voluntarism and philanthropy but also of businesses and governance.

Big problems needs innovative and cross-sector solutions! They also require innovation in the way we structure and legislate organizations that should fulfill triple bottom lines for social (people), environmental (planet) and economic (prosperity), but also for policies (policies) and sustainable impact (partnerships). There are many example that already do this. One example of nonprofit social/environmental and technological innovation is The Ocean CleanUp, an initiative started with a high school student, Boyan Slat. The objective of the organization(s) is to offer concrete, innovative and feasible solution to trash that accumulates “in 5 ocean garbage patches, the largest one being the Great Pacific Garbage Patch, located between Hawaii and California. If left to circulate, the plastic will impact our ecosystems, health and economies. Solving it requires a combination of closing the source, and cleaning up what has already accumulated in the ocean.” These solutions aim at attract nonprofit donations but also social/sustainable business investments and government commitments for the oceans, along technological advancements, volunteer engagement and social consciousness.

Donations for The Ocean CleanUp can be in US dollars through the The Ocean Cleanup North Pacific Foundation, a 501(c)(3) not-for-profit foundation registered in the USA or in Euros through the Stichting The Ocean Cleanup, an ANBI foundation registered in the Netherlands. Both foundations pursuing the same goal of the organization. An ambitious project of this kind requires to go beyond innovation into scaling and impact and sustainable impact. Learn more about this project and how the technological innovation and scientific discoveries work in parallel with government policies, human behaviors and business opportunities to make the world and our oceans prosperous for life to thrive for all.

Impact, Innovation, Organization, Responsibility, Social Sector

Don’t Kill the Golden Goose: Rethinking Accountability Standards in the Nonprofit Sector

December 14, 2017 kiaharris Leave a comment

Disclaimer: This is not a goose. This is a golden Mandarin Duck; this photo is meant to be visualaid only and not a true representation of a Golden Goose.

Golden·Goose

Noun

The golden goose of TSOs, in many situations, comes to be seen as the state’s only orbest hope in tackling ‘wicked problems’ such as reducing health inequalities (Tenbensel,, Dwyer,J., & Lavoie,J.,2014).

Large-scale migration into the Britain in the 1960s and 70s prompted the development of third-sector organizations to tackle unmet needs of the new populations and communities. Government funders turned to third-sector organizations (TSOs) to provide cheap and effective services to fill gaps.

With government funders providing the capital for TSO work, another issue came to the forefront. “Accountability measures imposed by governments can be debilitating or ‘killing ofthe golden goose” (Tenbenseletal. ,2014). While trying to expand services TSOs are burdened bystringent accountability measures. A conflict arises between government funder’s needs fortransparency and accountability and being mindful that accountability measures can stifle a TSOs impact.

Tenbenseletal. (2014) describes the different “pulls” that TSOs encounter.

Downward Pull-community (members, clients, communityleaders, and other organizations).

Lateral Pull- one another and themselves (staff, volunteers, community board members, andcommunity agencies). with whom they work’

Upward-funders.

Tenbensel et al. (2014) developed a comprehensive framework to address overburdened TSOs.

Donoharm- donotin advertently increase overall accountability measures for TSOs.
‘Best fit’ generation-public managers should play an active role in facilitating environments in which TSO accountability requirements between the points of the triskele are better aligned.
Consideration of collateral impact of accountability measures.
Use triskele as a foundation for conversation between TSOs and all stakeholdersabout accountability.
Triskele framework can be used to assess new or prospective developments that are likely to impact the organization’s accountability environment.

The Triskele framework and knowledge of how accountability measures can impact TSOs is beneficial for nonprofit scholars to have awareness and become advocates for organizations we work with now and in the future.

Action, Advocacy, Impact, Innovation, Justice, Leadership, Responsibility, Social Sector, Women

Social Movements: Seeing Change Through to Fruition with Strategy and Partnerships

December 10, 2017 kiaharris Leave a comment

By Claire Lewis

Earlier this year, I participated in my first protest ever – The Women’s March. I cannot remember who organized it or who invited me to the Facebook event group; I just knew I wanted to make a difference. If raising awareness was the key objective, then we definitely accomplished that goal. According to USA Today, 2.6 individuals across 32 countries participated in this historical march. Celebrities from America Ferrerra to Madonna gave powerful speeches about the importance of women’s rights. News stations across the globe covered this momentous day.

How was such a feat accomplished? The answer is social media. Facebook protest events across various cities and states filled my newsfeed leading up to the day. I witnessed many friends mark they were “interested” or “going” to these events.

However, despite this outpouring of support, there is little to no reform. One of the issues with “social media” marches is the lack of strategy behind the effort. I, like many others, was unclear as to the main purpose or end-goal of the Women’s March. Was it a particular policy change? If so, was it related to sexual harassment, gender inequality in pay, freedom of choice, and/or all of the above?

In order to sustain long-term change in policy and legislation, strategy, goals, and hard work need to be put forth and adhered to. This Ted Talk goes into more detail on the lack of strategy behind online uprisings. As, Zeynep points out, the Civil Rights movement was incredibly successful because there was a well thought out strategy, what she refers to as “slow and sustained” and “painstaking long-term work.” The Civil Rights movement also had specific, tangible goals such as ending segregation and reversing “separate but equal.” Both individuals (ex. MLK) as well as the work of SMO’s led to major change. For example, the NAACP was instrumental in policy change. NAACP lawyer Thurgood Marshall, challenged segregation in the landmark case, Plessy V. Ferguson that later led to Brown v. Board of Education. The Brown Case resulted in large-scale protests such as the March on Washington.

These powerful protests are the reason for both the Civil Rights Act of 1964 and the Voting Rights Act of 1965.

Clearly, both SMOs and individuals are important in a social movement. So the question is, in our current social media climate, how can we harness the power of these social media inspired protests and actually produce tangible results? To me, this is more important than whether an SMO or an individual creates a protest event on Facebook. I do not care who starts it, I just want to contribute and see change actually happen.

The first step is creation of a strategy. Many SMOs already have strategy and goals built into their programming. For example, the NAACP has various toolkits for social change initiatives. The trick is to connect SMOs to these grassroots movements so that everyone is on the same page.

Below are some ideas I brainstormed that could create movements that are more effective. I assume (and hope) that at least some of these ideas are already in place.

SMOs identifying and working with various grassroots protest planners to create strategies and goals together that can be communicated to the masses
SMOs training leaders to be part of these small grassroots movements and educate groups
SMOs attending various protests as guest speakers and/or handing out information
SMOs collaborating with influential social change leaders such as Michael Moore to ensure a goal is put in place and communicated. He does a great job, but a partnership with an SMO could be even more impactful
SMOs and/or individuals harnessing various media sources to make it clear what the public needs to do in order to achieve the goal (make it easy to do, easy to understand)
SMOs educating the public at various venues on what legislation is related to the current issue, what propositions to watch out for, etc.
SMOs partnering with small grassroots groups to create follow-up sessions after protests
SMOs and/or individuals partnering with schools and universities to provide education on various social issues and legislation to build a pipeline

Our current social media climate has so much potential for enacting real, tangible change. By harnessing the strategies that SMOs already construct and articulating clear goals, we have a chance at influencing policy change. SMOs and individuals can be much more powerful as a team, and I hope there will be more partnerships in the future. I am so proud of the Women’s March and awareness it spread, but I want to see women receive equal pay, a right to choose, and fair trials in the cases of rape and sexual assault. I want to see not just a short-term uprising, but long-term change. The partnership of SMOs and individuals can act as a catalyst to bring reform to fruition.

Ethics, Innovation, Leadership, Resources, Responsibility, Social Sector

Leading from the Ground Up: Establishing Ethics and Social Responsibility in USF’s Nonprofit Student Council

October 11, 2017 kiaharris Leave a comment

By: Brandon Jones, Greg Justice, and Elizabeth Silva,

2017-18 Full-Time Cohort

The study of ethics – historically known as “Moral Philosophy” – traces its roots to the time of early Greece, having been discussed significantly by Socrates and Plato (01), and mainly, in the pursuit of “justice.” (No relation.)

Fast forward over two millennia – give or take a few hundred years, and we find ourselves studying ethics in a new capacity. That is, how do we build an ethical and socially responsible student government from the ground up, paying tribute today’s standards, yet leaving an ethical structure for future cohorts?

The University of San Francisco’s Master of Nonprofit Administration (“MNA”) has within the program a fully autonomous student government – the Nonprofit Student Council (“NSC”). NSC serves the needs, ideas, and professional development of the MNA student body. In our official affairs, governing documents, and the spirit of our governance, NSC is building an ethical foundation, providing a respectful and dignified environment for current and future students.

NSC’s Core Values

From the very beginning of NSC’s deliberations, the executive board – the collective six officers pictured right – has stressed the need for engagement, collaboration, and representation; access and inclusion; oversight and accountability; and, most importantly, diversity, as our guiding principles. As the governing council for MNA students, we benefit greatly with these values, making sure we do our best to represent every student in a thoughtful and equitable manner.

NSC’s Mission Statement

Our guiding principles are best embodied in the NSC mission statement, memorializing our official commitment to these values. The purpose of NSC is to, “provide a unified voice for students with a focus on promoting and improving the MNA program at The University of San Francisco. The NSC provides a vehicle for student perspectives, ideas, and a means of promoting events on behalf of the student body. The NSC club will promote co-curricular activities pertinent to the nonprofit field as well as support and encourage collaboration with other nonprofit professionals…” Again, embedded in NSC’s mission statement is collaboration, representation, and inclusion, all being values allowing for ‘better’ and inclusive governance.

Code of Ethics

NSC has recently initiated the process for designing a Conflict-of-Interest policy, catered to our specific affairs and operations, and will be considering this at the next officer’s meeting. Besides implementing this best practice, the executive board values an orderly governance system, equally available and protective of all parties. Despite having a Treasurer and Vice-President for Communications, all financial records and official communications are shared with officers, program and university officials, and most importantly, MNA students. (We have even established a program-wide email listserv, guaranteeing all MNA students – part- and full-time – are well-informed, and have a timely accounting of their officer’s.)

Ethics Officer

Unlike other student governments and organizations, NSC has taken the step to permanently secure the implementation of oversight, access, accountability, and other related practices, with a new officer position. Appointed just last week, Greg Finkelstein serves as the Director of Standards and Practices, ensuring organizational compliance with governing and ethical protocol. Finkelstein also chairs the newly formed Standards and Practices Committee, bringing in independent and impartial students overseeing NSC’s compliance.

Structure

When considering any program, service, or obligation, NSC creates an “Officer’s Report,” providing assessments for risk, finance, governance, and overall compliance. These reports provide an extra layer of administrative and ethical analysis, making sure our values and guiding principles are effectively considered in all matters before the executive board.

The board also recently adopted a 72-hour deadline for introducing and disseminating all agenda items and reports, guaranteeing equal access and consideration to all parties and stakeholders in official affairs. Further, although our meetings regularly take place physically on our campus, all meetings are also broadcast via Zoom – a webinar platform, allowing all who desire to participate to do so.

Conclusion

Further ethical drivers – such as, risk assessment and governance analyses, leadership and ethics trainings, as well as, organizational socialization – will be the path NSC takes in our ongoing ethics quest. Despite implementing these best practices and guiding principles, NSC cannot rest on any laurels, as we recognize maintaining an ethical and socially responsible organization requires continuous development, organizational reflection, and ongoing assessment and refinement of the overall governing structure.

For more information about NSC, please contact NSC@usfca.edu, or visit our website at www.usfnsc.org, or Twitter @usfnsc.

Silva serves as Secretary, Justice as President, and Jones is a contributor to NSC’s development.

Ethics, Leadership, Responsibility, Social Sector

Eudaimonia in the Third Sector

September 26, 2017 kiaharris Leave a comment

By: Kyle Pate

What is eudaimonia, and what does it mean for leaders in the social sector? Eudaimonia is the satisfaction in living a virtuous life (Britannica). Leaders in the third sector can better serve their organizations by achieving eudaimonia through practicing the ethical virtues outlined by the Greek philosopher Aristotle. Unlike other exhausting processes of performing ethical evaluations (Johnson, 2013), Aristotle’s philosophy offers a way to become an ethical leader as a lifelong practice.

Being a Virtuous Person

In Aristotle’s view, the way to develop ethical thinking is to emanate another virtuous person. One should find a moral exemplar, and follow their lead. This person could be someone President Obama or Oprah. According to Aristotle, the ability to be ethical is part of our human nature, and to pursue being a virtuous person is the life-long function of being a human. One’s moral exemplar does not need to be perfect, but there are certain virtues they should habitually practice (Rayner, 2011):

Courage
Act with bravery and valor. We are seeking the perfect center between cowardice and recklessness.
Temperance
Seek to offer what is appropriate for the situation, but do not censor ourselves into silence.
Liberality
This shouldn’t be hard for those in the third sector! Share generously, giving what can be offered freely.
Magnificence
Aristotle believed a virtuous person could be found through simple observation. Be radiant and charismatic in one’s affairs.
Pride
Not to be confused with one of the seven sins, the virtue of pride is taking satisfaction in one’s work. Like a craftsman who finished a magnificent piece, one should feel pride in their mastery.
Honor
Aristotle glorified fraternal love and respect. Virtuous honor is not only about one’s character, but creating a culture of honor through reverence for others.
Good Temper
As a leader, remain level headed and considerate.
Friendliness
Despite the situation, it is virtuous to maintain a friendly manner. Imagine a courteous southern politician gracefully ignoring a reporter’s pointed question.
Truthfulness
Be frank with others.
Wit
Like a gracious host or charismatic speaker, a smart sense of humor will earn a person favor and illumine their virtue .
Camaraderie
Aristotle believed in brotherly love, extending a hand to fellow man. Revel in camaraderie with others.
Justice
Judge with impartiality and fairness.

Achieving Eudaimonia

Leaders who follow Aristotle’s philosophy become ethical through practicing the virtues in all their affairs. The ethical focus is shifted from a situational response, to pattern of behavior. Psychologists posit that moral principles are often a matter of instinct rather than rationality (Johnson, 2013). Aristotle’s philosophy of virtue supports this view, recommending individuals develop their instinctual response through habitual practice of virtuous behavior.

Ethical leaders are to avoid “vices” in search of the golden mean (Nicomachean Ethics). Every virtue has the potential to become destructive, or simply distasteful (either in violation of virtuosity.) Eudaimonia is achieved through the moderation of behavior towards the golden mean, and away from extremes. Join in camaraderie, but do not fall to tribalism. Practice impartiality, but do not become disassociated. Be jovial, but not inattentive.

Aristotle’s is an advantageous moral framework in the third sector. A leader’s decision-making is dominated by perspective of a spectator. Virtue ethics are intentionally ambiguous, requiring an actor to view themselves in third person to assess their own behavior. The “right” thing to do is defined by following what a perfectly virtuous person would do in any given situation. Such conduct will ingratiate leaders with donors, foster strategic partnership, and shine in service to the organization’s constituents.

Ethics, Resources, Responsibility, Social Sector

What MNA Students Should Know about Donor Advised Funds

September 26, 2017 kiaharris Leave a comment

Image Courtesy of The San Francisco Foundation

By: Jackie Downing & Alexa Davidson

September 15, 2017

The MNA curriculum is rich with information on foundations, but how much do you know about donor advised funds? Did you know that from 2014 to 2015, according to the National Philanthropic Trusts 2016 Donor-Advised Fund Report, the total number of donor advised funds grew by 11.1%, compared to private foundations which grew by 2.6%. Additionally, Donor Advised Fund grants to qualified charities reached an all time high of $14.2 billion, which is a 16.9% increase from 2014 (National Philanthropic Trust, 2016). As greater numbers of donors – individuals, families and companies – choose this low-cost, convenient giving vehicle over the traditional foundation, it is essential that nonprofits leaders understand donor advised funds.

Let’s start with the basics. A donor advised fund, as defined by the IRS, is a fund or account which is separately identified, owned and controlled by the sponsoring organization, and over which the donor(s) (or person(s) appointed by them) have advisory privileges. Like a bank account, the fund bears the donors’ names, unless they choose to name it something else. The account is housed at a large nonprofit, such as a community foundation, university, or the philanthropic arm of a financial firm, such as Schwab Charitable. The donors may recommend grants from the fund to eligible nonprofits. Unlike a private foundation where the “owners” (the trustees) have the authority to make grants from the fund, an advisor to a donor advised fund recommends grants from the fund and these recommendations must be reviewed and approved by the entity that houses the donor advised fund.

If donors establishing donor advised funds are forced to give up some control over the assets in the fund, why then are they so popular? Because donor advised funds offer many advantages over private foundations. For starters, donors contributing highly appreciated property to a donor advised fund can deduct up to 50% of their adjusted gross income for these gifts, compared to 30% for private foundations. Donor advised funds, with fees ranging from about .25% to 1.25% of the fund balance, are generally far less expensive than hiring staff to run your private foundation, especially if it is small. Unlike a private foundation, which must file and publish a 990 annually, disclosing all monies spent on staffing, operations and grants, a donor advised fund offers complete privacy. A donor can give anonymously to any eligible organization. In many instances, particularly at community foundations, donor advised fund donors have the opportunity to consult grantmaking professionals, utilize their services and expertise to learn about grantees, become more informed philanthropists, involve their family in philanthropy, and plan for a charitable legacy after their lifetime.

In addition to these advantages, donor advised funds have a few other positive traits. They are far more flexible than private foundations. They require only one advisor, though most providers will allow a donor to appoint other friends and family to advise on the fund if desired. They do not require a board, board meetings, or any formal decision making process, other than submitting the grant recommendations to the sponsor for approval, which in most instances, donors can do online anytime, day or night. This allows donors to be responsive and generous in their giving, responding to the needs of the community and getting funds to the causes they care about, anytime of the year. Grants are quickly reviewed, approved and paid, generally in one or two weeks’ time. The sponsoring organization conducts appropriate due diligence to ensure that the funds will be used by an eligible nonprofit organization for charitable purposes. Donor advised funds are not designed to live in perpetuity, though most sponsors offer the option of creating a permanent fund after the donor’s lifetime. Instead, donor advised funds typically spend down their assets in one or two generations, with remaining funds going to the sponsoring institution (in the case of community foundations and universities) or directly to nonprofit causes when the donors are no longer living. While private foundations typically spend 5% of their corpus per year and are designed to exist in perpetuity, donor advised funds generally spend well above this, which in a world of great need, is a very important distinction.

When soliciting or accepting a donation from a donor advised fund, keep in mind the following:

Donor advised funds may make grants to eligible causes, including:

Domestic 501(c)(3) charitable organizations and 509(a)(1) and 509(a)(2) public c charities, including houses of worship, hospitals, schools, museums, symphonies, zoos
Governmental units (if for public purpose)
Private operating foundations
Some supporting organizations – 509(a)(3) public charities that are not considered disqualified to donor advised funds
Foreign charities, using expenditure responsibility (tracking all expenses) or equivalency determination (demonstrating that the organization is the equivalent of a US charity.

Donor advised funds may not:

Make grants to individuals selected by or affiliated with donor
Make grants which result in benefits for or payments to the donor or related parties
Make grants to private non-operating foundations
Be used to fulfill pledges or sponsor events
Be used pay the portion of a gift that is tax deductible
Be given for anything other than charitable purposes

Make the experience positive for donor advised fund donors:

Grantees should exercise care when thanking a donor for making a request from a donor advised fund. The thank you letter should not thank the individual donor for the donation, but instead should thank the donor for recommending the contribution.
Neither the DAF sponsor nor the individual donor require a tax receipt from your organization. Any letters are for acknowledgement purposes only.
Do not provide tickets, sponsorships, gifts, or any other benefits beyond incidentals (like a coffee mug) to donors. Do not allow donors to split (bifurcate) their gifts, paying for benefits portion personally and the tax-deductible portion with the fund. This is called bifurcation and it is not permissible by the IRS.
Do not ask or allow your donors to make pledges. Donors may express their intent to recommend a grant from their donor advised fund to your organization, but they may not commit formally or in writing to a gift without approval from the sponsoring organization.
Secure a DAF grant as you would any other gift: Cultivate the donor relationship; Craft a compelling case; Make the ask; Confirm the gift source; Thank and steward the donor. For anonymous donors, ask the sponsoring organization to pass along a thank you letter.
For anonymous donors, ask the sponsoring organization to pass along a thank you letter or email to the donor and take great care to treat the donor’s gift with confidentiality.

The rapid growth of donor advised funds in recent years illustrates their widespread appeal. Thousands of everyday Americans who want to be strategic and flexible in their giving, use donor advised funds to support the causes they care about. Donor advised funds should help donors experience the greatest level of satisfaction and joy from the generous support of their favorite causes and charities. Whether at a single-issue charity, a community foundation, or a commercial provider, donor advised funds serve a common purpose: raising the profile of philanthropy and bringing more resources to worthwhile organizations making positive change.

The authors wish to thank Pamela Doherty, Director of Business Development at The San Francisco Foundation, for contributing her expertise to these recommendations.

Ethics, Leadership, Responsibility

Doing Good Better

May 9, 2016 Marco Tavanti 2 Comments

Ethical leadership is at the core of the MNA program. After all, doing good well (and do not harm now and later) are two sides of the coin for effective philanthropy. Doing some-good from good-intentions is not longer enough! Also being a silent member of society without active engagement for the common good is not longer and excuse. The social responsibilities of each one of us toward a more inclusive economic systems, more effective social services, and more sustainable solutions are extended also to our organizations — no matter if they are nonprofits, businesses, or public institutions. Peter Singer, beginning from his challenging ethical call for ‘The Life You Can Save’ has been a vocal and inconvenient reminder of our collective, systemic and leadership ethical responsibility to make the world a better place through effective, innovative and scalable solutions.

Learn more directly from him here: