Leading the Field: Innovation in Curriculum, Programming and
July 10-12, 2013 - Chicago, Illinois
Note on Terminology:
Proposals from all nations are invited. For ease of expression in
this Call for Proposals, terms predominantly used in the United States are
used. As appropriate, terms such as NGO, civil society, civic engagement, Third
Sector, etc. may be substituted.
Curricular Structure and
in this category will focus on nonprofit and philanthropic studies curricula,
teaching materials, and sources of information.
Teaching materials and methods:
Development of texts and teaching resources in nonprofit and philanthropic
studies: what has been developed and what is still needed; key sources of
information about nonprofit and philanthropic organizations and the sector:
books, scholarly journals, specialized instructor training and engagement;
periodicals, websites, infrastructure organizations, publishers, strategies for
open knowledge sharing; etc.
Curricular structure in nonprofit
management education: Subjects in current curricula and future
possibilities; location of these programs in the university structure
(free-standing vs. concentration in MBA/MPA; general vs. subsector-related);
pros and cons of different models; users’ preferences and expectations; etc.
Statistical description of
college and university based educational programs in nonprofit and
philanthropic studies: Number of
students enrolled; student characteristics; student demographics; student and
graduate employment; student opinions about value of the program and value of
the degree or certificate; number and characteristics of faculty; number and
geographic location of programs; location of programs within the academy;
specialties and foci; historical development; comparisons with the development
of other multi-disciplinary programs, etc.
Descriptive overview of college
and university-based programs in nonprofit and philanthropic studies at the
undergraduate, masters, and doctoral levels: What
exists now, what should exist, what are the developmental possibilities; how
undergraduate programs are linked to graduate programs; undergraduate education
and service-learning; general education courses in undergraduate and graduate
liberal arts majors; etc.
Extended, continuing, and executive education: Professional
development; the role of continuing education; nonprofit management education
needs from the practitioner's point of view; to what degree practitioners
should have input into these programs; practitioners as educators/mentors;
roles for alumni; etc.
Relationships with practitioners
and other stakeholders: Volunteers; public policy;
business; advocacy; professional associations; fund raising; accountants and
financial advisors; lawyers; expectations and challenges of service learning;
internships; organization placements, work shadowing; etc.
Relationship between liberal arts
focus and practical management focus: Movement toward a unified
field or movement toward several loosely affiliated fields; role of general
education in nonprofit management education (history, philosophy, law);
contrast nonprofit management education with business administration and/or
public administration on this topic; etc.
Development of individual courses
on nonprofit management, civil society, and/or philanthropy within different
disciplines: Relation to mainstream nonprofit management and leadership
DESCRIPTION OF SESSION TYPES
interest of creating a stimulating and engaging conference, various session
presentation styles are invited (see descriptions below). Proposers should
select the appropriate form for the session type they prefer. Alternate session
types may be proposed and are encouraged: please contact Sean Shacklett,
Executive Director, Nonprofit Academic Centers Council at email@example.com to
discuss your proposal.
Ø Two or
three debaters should hold clearly differing points of view. The interaction is
moderated by a chairperson with a prepared set of questions. Half of the formal
presentation should be devoted to response to audience questions. The proposal
should identify the topic, why the topic is of interest, and the contrasting
positions of the debaters.
Ø What does a debate look like?
Although there is no mandated format, in a typical debate the chair welcomes
the audience, provides a brief overview of the topic, and introduces the
debaters. Each debater is then given a few minutes to speak about his or her
stance on the topic at hand. The chair poses pre-set questions or takes
questions from the audience, giving each debater an opportunity to respond.
Finally, the debaters are each given time at the end of the session to summarize
and recap their stance.
thematic presentation focuses on an issue facing the field of nonprofit and
philanthropic studies. This format is used to explore various points of view on
a theme or works in progress. The proposal should outline the general topic of
the panel and how panelists, and possibly a discussant, will offer coordinated
presentations. In addition, the proposal must contain separate summaries from each
presenter describing his or her contribution to the session. The proposer is
responsible for coordinating the presentations in advance. Panels should be
interactive, allowing for questions and discussion following the formal
presentations. Colloquia are comprised of multiple presenters/papers and will
be reviewed as a set; the full set will be accepted or rejected together.
Ø What does a colloquium look
like? A colloquium opens with the chair introducing the panelists and the
topic. Some colloquia are highly structured with a set time for each panelist
to speak. Others employ a more discussion-oriented format with the panelists
responding to each other and to audience inquiries throughout the session. Many
colloquia employ a discussant as an independent expert observer who listens to
each presentation and then responds briefly to the session's content. Most
colloquia end with an opportunity for attendees to raise questions or offer
their own observations on what has been presented.
PAPER OR PAPER PANEL
for paper presentations are submitted individually. Paper presentations are of
a completed paper. Papers submitted individually will be grouped on a common
theme to create integrated multi-paper sessions. All multi-paper sessions will
include time for questions following the presentations. Individual paper
proposals should detail the focus of the paper and the way(s) in which it
contributes to the body of knowledge in the field of nonprofit and
Ø What does a multi-paper or
paper panel session look like? Multi-paper or paper panel sessions include from
two to four individual presentations. A chair welcomes the audience and
coordinates the session including keeping time throughout. Each paper presenter
will have approximately 15 minutes to discuss the key points of his or her
work. Although a presenter may opt to take questions during this time, at the
end of the initial 15 minutes the presenter will be asked to cede the floor to
the next presenter. Once all presenters have had the opportunity to speak, a
discussant may provide a brief response to what he or she has heard. The chair
then facilitates a question-and-answer period during which audience questions
are invited. Paper presenters should have either a full paper or a synopsis
available for distribution during the session. Most will offer an email address
through which an electronic copy of the full paper may be obtained.
Ø A think
tank focuses on a single issue or question. Initially, a chairperson orients attendees
to the issue or question and relevant context. Then attendees break into small
groups to explore the issue or question and finally reconvene to share their
enhanced understanding through a discussion facilitated by the chairperson. The
proposal should identify the question or issue to be addressed, the relevant
contextual factors, and the roles of the individual breakout groups (whether
they each address the overall topic or question, address a particular facet of
the topic or question, or examine the topic or question from a particular
does a think tank look like? A chair welcomes attendees to the think tank and
frames the key question that is at the heart of the session. Sometimes, the
framing question is supplemented by very short presentations by other
facilitators describing different aspects of the issue at hand. The heart of
the session involves breaking up into discussion groups to explore the issue.
Sometimes, all of the discussion groups will focus on a single question. Other
times, each group may grapple with a different aspect of the issue under
investigation. If the overall group is small, the central discussion may take
place among the group as a whole. In any case, the discussion is facilitated -
either by a designated facilitator at each table or by one or more facilitators
guiding the whole group. As the session winds down, the group reconvenes or
refocuses with an eye toward identifying what has been learned or next steps in
an action-based process.
SUBMIT ALL INQUIRIES AND PROPOSALS TO: Daila Shimek <firstname.lastname@example.org>
Daila Shimek, AICP, MPA
Interim Executive Director, Nonprofit Academic Centers Council
Project Manager, Center for Public Management ,
Maxine Goodman Levin College of Urban Affairs
2121 Euclid Avenue, UR 120
Cleveland OH 44115