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RISS 인기검색어
- 검색키워드
- 저자 : Harrison, Jamey Glenn (검색결과 195 건)
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Appealing to Head and Heart: Redefining Stewardship for Nonprofit Organizations and Their Donors
Harrison, Virginia S ProQuest Dissertations & Theses The Pennsylvania S 2020 해외박사(DDOD)
소속기관이 구독 중이 아닌 경우 오후 4시부터 익일 오전 9시까지 원문보기가 가능합니다.
The purpose of this study is to more robustly define and measure the concept of stewardship in public relations. Stewardship is the final step in the public relations process whereby organizations and publics seek to continue the relationship with ongoing, mutual dialogue (Kelly, 1991). Stewardship is often used in the context of donor relations such that a nonprofit organization engages in stewardship to motivate donors to continue giving to an organization (Kelly, 1998a, 1998b). Stewardship has been conceptualized as comprising four strategies: demonstrating responsibility for use of donor funds; reporting use of donor funds; showing reciprocity for gifts; and engaging in relationship nurturing to keep communication ongoing (Kelly, 1998a). However, measurement scales developed to connect these strategies to donor outcomes have been inconsistent and sometimes unreliable (e.g., Harrison, 2018; Patel & McKeever, 2014; Pressgrove, 2017; Waters, 2009b, 2011a). Thus, the present study seeks to refine and improve upon these measures with the ultimate goal of improving stewardship’s understanding and connection to donor outcomes. First, the study sought to explicate the concept of stewardship to incorporate elements of this concept from communications theory, nonprofit donor relations theory, and other disciplines (e.g. business, ethics, morality) into its definition in public relations. Clues from this literature review pointed to the need to find fit between donors and organizations, an insight described in Kelly’s (1991, 1998a) original donor relations theory. Using this theory as a framework, 26 donor interviews were conducted and analyzed for understanding what elements of stewardship lead to positive relationships or hinder the development of these relationships. The key themes of the analysis were then used as a basis for the creation of a quantitative scale to measure stewardship. A 400-person, nationwide survey was conducted for donors giving at least $500 to one nonprofit in the past 12 months. Results indicated that stewardship does indeed incorporate elements of fit between donors and organizations. Thus, the original four strategies of stewardship were revised to incorporate new elements of stewardship: Reporting on Responsibility, Strategic Recognition, Organizational Values, Financial Management, and Engagement. These five elements extend the simple communicative practices envisioned in the original four components of stewardship to include organizational principles and management practices that signal stewardship to donor publics. Contributions to theory and the field of nonprofit communication are threefold. First, the results indicate an interdisciplinary, exhaustive definition of stewardship that should better reflect the realities of organization-donor relationships. Second, it creates a measurement scale that— with future testing—should help to capture the concept of stewardship for quantitative analysis and future prediction of donor outcomes. Third, the study suggests that practitioners in nonprofit communication must support their messages to donors with organizational action and values to back them up. And lastly, the study helps to advance the organization-public relationship (OPR) paradigm in public relations research by strengthening the theory of donor relations and opening a door for new areas of investigation in nonprofit-donor relationship management.
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A Study of the Practical Relationship Between Cultural Teaching and Language Learning
Harrison, John 강원대학교 대학원 2022 국내석사
This study seeks to provide a better understanding of the role of culture-based instruction on language learning in South Korea. While it is widely acknowledged that cultural knowledge plays a role in language learning, certain questions regarding its practical application in the classroom need to be explored. English education in Korea has undergone drastic changes and development over the past 25 years, with entire generations of English teachers having been educated after the major educational reforms of the early 1990s. These reforms had a significant impact on the outlook of the students who became teachers themselves. Thirty-three Korean English Teachers (KET) and thirty-six Native Speaking English Teachers (NSET) were surveyed about their beliefs regarding teaching culture through their language lessons, as well as their teaching practices in their own lessons. The teachers were asked to share their views on the following: the role of learning culture in learning a language, the importance of the teaching of culture in their own lessons, methods used in teaching culture to their students and learning about culture, the impact of cultural teaching on students’ English proficiency, and the particular areas of improvement that they had observed in their students. Both groups acknowledged that culture has an important role in the learning of a target language, However, key differences between both groups were evident which pertained to the practical application of culture-based instruction. The KET group attached greater importance to the role of culture in learning a language than the NSET group and reporting a higher effectiveness rate in their teaching of culture in improving their students’ English. In terms of methods of teaching culture to students, the NSET group relied more on personal experience as a means of teaching culture to their students, while the KET group utilized third-party sources. Most notably, the KET group reported including culture in their lessons more than the NSET group. The KET group employed a wider array of methods to impart knowledge culture to students and was not over-reliant on any one particular method. This study offers a few recommendations to help improve the teaching of English to students; chiefly being the diversification of methods in teaching culture to students, and the higher rate of inclusion of cultural material in lessons.
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