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Syllabus
The information contained on this page is designed to give students a representative example of material covered in the course. Any information related to course assignments, dates, or course materials is illustrative only. For a definitive list of materials, please check the online catalog 3-4 weeks before the course start date.
P ADM 518: Nonprofit Organizations: Management and Leadership
Overview | Objectives | Materials | Library Resources | Technical Requirements | Course Requirements and Grading | Course Schedule | Academic Integrity | Accommodating Disabilities | Additional Policies
Overview
The nonprofit sector plays an important role in today’s society along with government and business sector. In recent decades this sector has grown in size, sophistication, impact, and influence. Therefore, leading and managing a nonprofit organization is exciting and challenging at the same time. This course is designed to study the intellectual foundations and application of leadership and management in nonprofit organizations. The course will explore various functions of leadership and management specific to nonprofit organizations such as fundraising, volunteer management issues, strategic planning, mission and vision development, governance, contracting and ethical issues as applied in social enterprises. This course will expose students to the opportunities and challenges that are faced by leaders and managers in the nonprofit sector. It will also give students an opportunity to apply their knowledge by critically thinking and analyzing real-world scenarios.
It is important to note that nonprofit sector in the United States and in the other parts of the world is very diverse. It includes many different types of organizations from a “neighborhood soup kitchens” to a high profile hospitals and academic institutions. Therefore, making generalizations about management of nonprofit organizations should be done with caution. We will use the examples drawn from a variety of industries (including health, and human services, arts, and international development).
The course is designed to:
- increase student knowledge and understanding of the fundamental concepts of leadership and management in nonprofit organizations;
- examine trends and challenges for leading and managing nonprofit organizations; and
- stimulate critical thinking about the application of leadership and management concepts in a changing environment.
Course Objectives
At the end of the class, the students will be able to
- Explain the nature of nonprofit sector in the USA and in the domestic and global context.
- Analyze the social, political and economic elements of the environment in which nonprofit sector operates to understand the challenges of nonprofit leaders.
- Think like a nonprofit manager in the day-to-day tasks of meeting mission objectives, motivating volunteers, thinking strategically, planning effectively, developing strong board leadership,
- Identify issues and challenges in the management of nonprofit organizations.
- Develop critical thinking and professional writing skills by conducting case analysis, memo writing and developing issue briefs and apply them to their professional lives.
- Enhance management skills through team discussion, issue framing and analysis, and web presentations.
Required Course Materials
Most World Campus courses require that students purchase materials (e.g., textbooks, specific software, etc.). To learn about how to order materials, please see the Course Materials page. You should check LionPATH approximately 3–4 weeks before the course begins for a list of required materials.
Library Resources
Many of the University Libraries resources can be utilized from a distance. Through the Libraries website, you can
- access magazine, journal, and newspaper articles online using library databases;
- borrow materials and have them delivered to your doorstep—or even your desktop;
- get research help via email, chat, or phone using the Ask a Librarian service; and
- much more.
You must have an active Penn State Access Account to take full advantage of the Libraries' resources and service. The Off-Campus Users page has additional information about these free services.
Public Administration Research Guide
We have created a Public Administration Research Guide with the help of the Penn State University Libraries. The guide helps you find high-quality information and is created by librarians who are subject specialists in public administration. Specially, it provides you with access to databases for Journal Articles, Policy Papers, U.S. Government Information, Statistics and Polls, Reference Resources, and Current Periodicals.
Technical Requirements
| Operating System | Canvas, Penn State's Learning Management System (LMS), supports most recent versions of Microsoft Windows and Apple Mac operating systems. To determine if your operating system is supported, please review Canvas' computer specifications. |
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| Browser | Canvas supports the last two versions of every major browser release. It is highly recommended that you update to the newest version of whatever browser you are using. Note: Cookies must be enabled, and pop-up blockers should be configured to permit new windows from Penn State websites. |
| Additional Canvas Requirements | For a list of software, hardware, and computer settings specifically required by the Canvas LMS, please review Canvas' computer specifications. |
| Additional Software | All Penn State students have access to Microsoft Office 365, including Microsoft Office applications such as Word, Excel, and PowerPoint. |
| Hardware | Monitor: Monitor capable of at least 1024 x 768 resolution |
| Mobile Device (optional) | The Canvas mobile app is available for versions of iOS and Android. To determine if your device is capable of using the Canvas Mobile App, please review the Canvas Mobile App Requirements. |
Student Education Experience Questionnaire (SEEQ)
During the semester you will receive information for completing the Student Education Experience Questionnaire (SEEQ). Your participation is an opportunity to provide anonymous feedback on your learning experience. Your feedback is important because it allows us to understand your experience in this course and make changes to improve the learning experiences of future students. Please monitor email and course communications for links and availability dates.
One of the benefits of being a registered Penn State student is that you are eligible to receive educational discounts on many software titles. If you are interested in learning more about purchasing software through our affiliate vendor, please visit the Technology and Software page.
If you need technical assistance at any point during the course, please contact the Service Desk.
For registration, advising, disability services, help with materials, exams, general problem solving, visit World Campus Student Services!
Course Requirements and Grading
Performance in the course is evaluated in several ways: participation in weekly group discussions, a policy memo, an issue brief, a final case analysis, and peer evaluation.
Please note that no sample papers are provided for assignments in this class. Therefore, use your creativity and present the best answer possible that you are proud of.
Requirement 1: Weekly Group Discussions (10 Points, Discussion Group Work)
This course makes a heavy use of case studies as discussion tools. I believe discussion of practical scenarios presented in the cases offers the best opportunity for grasping the concepts that are presented in the lesson content. Therefore, each lesson ends with a group discussion activities. These activities mainly include discussion of cases, blog entries, and a video. Beginning with Lesson 3, you are required to participate in analysis and discussions within a group. You will work in group of 4-6 students. The groups will be created by professor before the third week of the semester. Each discussion is worth 1 point.
You are expected to make one initial post by 11:59 p.m. (ET) Thursday and reply to the posting of at least two other students by 11:59 p.m. (ET) Sunday.
- Each original response to the questions for the week must be at least 80 words long and specifically reference some concept or content reference in the coursework for the week.
- Peer responses must be at least 50 words long and one or more of these types: 1) agreement with extension, 2) an alternative perspective with rationale, or a 3) respectful challenge with counter argument.
Evaluation: You are required to participate in discussion forums throughout the course. The first two lessons will open the discussion to the entire class. From Lesson 3 on, you will engage in discussion forums in an assigned group. The discussion forums will be graded on your participation.
Your post should demonstrate
- Your understanding of key concepts,
- Offer a divergent viewpoint or challenge,
- Show skills in supporting opinions.
Also, your post should
- be grammatically clear enough for people to understand.
There are many ways to contribute to a discussion forum. Here are some examples to get you started:
- If you think you know an answer, write your answer (be clear about which question you are answering), and explain why you believe that is the best answer.
- If you are not sure of an answer, discuss possible answers and why you are not sure, or any other thoughts you have about the question.
- If you think one question has been answered well by another student, you can reply to that answer to explain why you agree or to add to the answer.
- If you disagree with an answer, post a reply explaining why you have reached a different answer.
- If you think there are factors that are not being considered, point them out.
- If the discussion forum's questions bring other questions to your mind, invite other students to think about your questions.
Requirement 2: Current Issues (15 Points)
- Students will need to sign-up for a lesson topic, and create a voice thread presentation for the entire class to view. You can access the Current Issue Sign-Up Sheet in Module 1. Please complete your sign-up by the end of Lesson 2.
- Students are also required to provide at least one comment on minimum of five presentations of your classmates during the entire semester. Failing to do so will end in reduction of two weekly discussion points.
The presentation should be on any current issue relevant for the topic of the lesson. For example, if a student decides to present on the topic for Lesson 3 (i.e. board governance), he or she will search newspapers, magazines, and online sources such as blogs, listerves, websites etc to find a story/article that is relevant to the "board governance" issue.
- Step 1:Determine source(s) of your current issues information. This could be in any form- a link to the newspaper, website, YouTube video or other.
- Step 2: Develop your narrated presentation via VoiceThread with the audio or video comment option and share it with the entire class for other students in the class to view.
The presentation should include,
- Your name and title of the presentation
- Introduction to the topic and your rationale for why you choose this topic/issue
- Explanation of the current issue-background/facts/other supporting information
- Analysis-Link the issue with the concepts from the readings of the lessons.
- Provide suggestions/recommendation/alternative thoughts on the event/issue
- Pose at least 2 questions
- Provide your thoughts about these two questions and invite others to comment.
Please choose something interesting and thought provoking. The presentation should be no longer than 10 minutes. There are no fix number of slides required, however, your presentation should include the above mentioned 7 items. You are free to include any other relevant information to make your presentation interesting and thoughtful.
Deadline for submission: Sunday 11:59 pm (ET) before the lesson begins. For example, if you are presenting for lesson 3 "board governance," you should post your presentation at the end of lesson: 2. The current issue should be available for all students to view starting from Monday of each week.
Deadline for commenting: Thursday 11:59 pm (ET). Once the presentations are open to view at the beginning of the week, you should provide at least one comment to the presentations. Note that you are required to comment on five current issues presentation in total during the entire semester by 11:59 pm (ET) Thursday.
Requirement 3: International Organizational Memo (15 Points, Team of 2)
A group of two (on rare instant three) students will work together on an internet based project. Professor will create groups. Your group for this assignment will be a different group from your group discussions. You can view all groups in the course via People in the course navigation menu (see details on the Learning Community page in the Lesson 1 Module). Each group should select an international NGO that has a mission to work in a country other than the United States. An NGO can be based in the United States; however the memo should discuss the project/mission that is implemented outside of the United States.
- The memo should describe the organization, its mission and nature of work along with analysis of a specific issue that they might face working in foreign country. The organizations should be analysed based on any topic that is covered in the class and by focusing on the social, cultural, economic and political environment of the country where the organization works. This will require some research about the specific country and the state of nonprofit sector in the country of your choice.
- The purpose of this assignment is to expand student’s ability to understand the fundamental concepts/issues of nonprofit organizations in the age of increasing internationalization. You are free to use any sources available to you including the web and multi-media (with appropriate citations.) If you prefer you can contact the organization to set up an interview or ask any clarification questions/additional information via email.
Requirement 4: Midterm Issue Brief (30 points)
Issue Brief Topic—Effective Strategic Planning
You will work individually for this assignment. You are hired as a new development officer for a local art museum that is financially struggling. You have been charged with developing a fund-raising program. Write a memo that addresses the following: (1) What issues/factors should be considered to develop an effective fund-raising strategy and why? Be specific. (2) How should fund-raising relate to other organizational functions? (3) What specific suggestions/programs/events that you propose, given the fact that this organization have no money? (4) What are the challenges that you anticipate in implementing your suggestions? What are the possible alternatives to overcome those challenges? Be sure to justify your positions.
Helpful hint: You might want to find additional material from the scholarly journals and provide real-life examples from the World Wide Web for this memo. Be innovative rather than re-narrating the content that you have learned. I expect students to demonstrate the practical use of the knowledge that they have gained in the lessons.
The Issue Brief should be at least 900 words and no more than 1100 words (This will be a challenge so be very specific and succinct. Make smart choice of words), single-spaced, plus a references page and any appendices for tables, graphs, charts, or any other supportive materials. This issue brief should be of very high professional quality, carefully edited and proofread, and ready to send to a board of directors/executive. Subheadings and internal organization are always welcome.
Evaluation: The points that I will look in the assignment include the following:
- Appropriate application of concepts and reading material to the hypothetical situation as described in the assignment.
- Recommendations are put forward, and other possible approaches are considered and addressed or refuted.
- Writing addresses the appropriate audience and is grammatically correct, clear, and well organized.
- Information is presented in innovating ways, including use of online media, such as YouTube, blogs, websites, and so on. For example, you can create a short You Tube video, blog or website as a suggested sample for fundraising.
Requirement 5: Tool Kit Development (25 Points; Group Work)
In this assignment you will work with your discussion group to develop a toolkit for use by local nonprofits. The groups will be created by professor before the third week of the semester.
Immerse yourself in one area of the nonprofit management from the list provided bellow and produce a useful toolkit:
- Resource development (including grant writing)
- Volunteer management
- Innovative use of technology
This "toolkit" MAY include any or all of the following sections:
- Applicable law or, if none, standards in field
- Literature review about the subject and best practices/resources/experts, appropriately cited
- Checklists/charts/helpful implementation tools/training packet/ sample sets of recommended policies/guidelines for this area of nonprofit management
- Various options, pros and cons, your recommendations and rationale
- Resource bibliography – both specific and general, web and book
The final product shall have a professional appearance like a toolkit booklet with front cover and end cover.
It should meet the following requirements:
- Produced in Word not pdf, appropriately referenced
- Double-spaced, Page numbered, 12 pt font, 1 inch margins
- Title page with subject, class name, date, name of all team members
- Table of contents page
- 5 page minimum, 10 pages maximum excluding appendices, title page and table of content page.
Requirement 6: Peer Evaluation (5 points total) (Average score of 5 points for the discussion group + 5 points for the international memo)
There will be 2 peer evaluations.
1. One for the members of your presentation group whom you work with for the discussions and tool kit development,
2. The other for the members of your memo group whom you work with for the international organizational memo.
For each peer evaluation, five points will be based on evaluations provided by group members regarding your contributions and vice versa. Peer evaluation is important, as it gives the instructor insight into how well group members interact with their peers. In the final week, you will have access to a peer evaluation form to be used for this purpose. Please note that the form will be available via the WD Peer Evaluation link on the course navigation menu. The instructor will assign a point total that is the mean score of your group members' assessments.
Here are the four major evaluation criteria:
- actively participated in the discussion (e.g., frequently posted and commented ideas, kept close contact with group members);
- exhibited a positive attitude through the process (e.g., provided constructive feedback, helped keep the group focused on the task);
- was willing to be a real team player (e.g., was willing to take responsibilities, respected group members' opinions, helped make decisions); and
- contributed to developing the group presentation (e.g., initiated and shared ideas/resources).
| Graded Activities | Grade Points |
|---|---|
| Weekly Group Discussions (10 @ 1 point starting from Lesson 3) | 10 |
| Current Issue (Individual) | 15 |
| International Organization Memo (Memo group: Team of two) | 15 |
| Midterm Issue Brief (Individual) | 30 |
| Toolkit Development (Group paper) | 25 |
| Peer Evaluations (2 @ 5 points) The total points will be converted out of 5 points. | 5 |
| Total | 100 |
The grade given is based on the evaluation criteria established for each category of the graded activities described above as well as the scholarly performance and attainment of the student. Based on the points earned on each of the graded activities, your course grade will be determined by the scales presented in the table below:
| Grade | Percentage |
|---|---|
| A | 94.00 and Above |
| A- | 90.00-93.99 |
| B+ | 87.00-89.99 |
| B | 83.00-86.99 |
| B- | 80.00-82.99 |
| C+ | 77.00-79.99 |
| C | 70.00-76.99 |
| D | 60.00-69.99 |
| F | Below 60 |
Performance is evaluated on the basis of your course work on the assignments listed in the syllabus. Your course grade depends on the points accumulated during the semester. Use the table above to keep a record of your progress.
Note: Your grade on assignments will be reduced by 5% for each day of tardiness in receipt of work by the instructor. Submit your work on time as scheduled. If there are extenuating circumstances please let the instructor know in a timely fashion to avoid penalty.
Please refer to the University Grading Policy for Graduate Courses for additional information about University grading policies.
If, for reasons beyond the student's control, a student is prevented from completing a course within the prescribed time, the grade in that course may be deferred with the concurrence of the instructor. The symbol DF appears on the student's transcript until the course has been completed. Non-emergency permission for filing a deferred grade must be requested by the student before the beginning of the final examination period. In an emergency situation, an instructor can approve a deferred grade after the final exam period has started. Under emergency conditions during which the instructor is unavailable, authorization is required from one of the following: the dean of the college in which the candidate is enrolled; the executive director of the Division of Undergraduate Studies if the student is enrolled in that division or is a provisional student; or the campus chancellor of the student's associated Penn State campus.
For additional information please refer to the Deferring a Grade page.
Note: The author would like to thank Beth Gazley, Sherine Jayawickrama, Aviva Argote, John Franklin Hay, as she borrowed some of their ideas and assignments presented in this course syllabus.
Course Schedule
The schedule below outlines the topics we will be covering in this course, along with the associated time frames and assignments.
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Submit your memo. |
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Submit the individual Midterm Issue Brief. |
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Note: If you are planning to graduate this semester, please communicate your intent to graduate to your instructor. This will alert your instructor to the need to submit your final grade in time to meet the published graduation deadlines. For more information about graduation policies and deadlines, please go to the Graduation Information on the My Penn State Online Student Portal.
Formal instruction will end on the last day of class. Provided that you have an active Penn State Access Account user ID and password, you will continue to be able to access the course materials for one year, starting from the end date of the academic semester in which the course was offered (with the exception of library reserves and other external resources that may have a shorter archival period). After one year, you might be able to access the course based on the policies of the program or department offering the course material, up to a maximum of three years from the end date of the academic semester in which the course was offered. For more information, please review the University Course Archival Policy.
Note: All due dates reflect North American eastern time (ET).
Academic Integrity
According to Penn State policy G-9: Academic Integrity , an academic integrity violation is “an intentional, unintentional, or attempted violation of course or assessment policies to gain an academic advantage or to advantage or disadvantage another student academically.” Unless your instructor tells you otherwise, you must complete all course work entirely on your own, using only sources that have been permitted by your instructor, and you may not assist other students with papers, quizzes, exams, or other assessments. If your instructor allows you to use ideas, images, or word phrases created by another person (e.g., from Course Hero or Chegg) or by generative technology, such as ChatGPT, you must identify their source. You may not submit false or fabricated information, use the same academic work for credit in multiple courses, or share instructional content. Students with questions about academic integrity should ask their instructor before submitting work.
Students facing allegations of academic misconduct may not drop/withdraw from the affected course unless they are cleared of wrongdoing (see G-9: Academic Integrity ). Attempted drops will be prevented or reversed, and students will be expected to complete course work and meet course deadlines. Students who are found responsible for academic integrity violations face academic outcomes, which can be severe, and put themselves at jeopardy for other outcomes which may include ineligibility for Dean’s List, pass/fail elections, and grade forgiveness. Students may also face consequences from their home/major program and/or The Schreyer Honors College.
How Academic Integrity Violations Are Handled
World Campus students are expected to act with civility and
personal integrity; respect other students' dignity, rights, and
property; and help create and maintain an environment in which all
can succeed through the fruits of their own efforts. An environment
of academic integrity is requisite to respect for oneself and
others, as well as a civil community.
In cases where academic integrity is questioned, the Policy on Academic Integrity indicates that procedure requires an instructor to inform the student of the allegation. Procedures allow a student to accept or contest a charge. If a student chooses to contest a charge, the case will then be managed by the respective college or campus Academic Integrity Committee. If that committee recommends an administrative sanction (Formal Warning, Conduct Probation, Suspension, Expulsion), the claim will be referred to the Office of Student Accountability and Conflict Response.
All Penn State colleges abide by this Penn State policy, but review procedures may vary by college when academic dishonesty is suspected. Information about Penn State's academic integrity policy and college review procedures is included in the information that students receive upon enrolling in a course. To obtain that information in advance of enrolling in a course, please contact us by going to the Contacts & Help page .
Accommodating Disabilities
Penn State welcomes students with disabilities into the University's educational programs. Every Penn State campus has resources for students with disabilities. The Student Disability Resources (SDR) website provides contacts for disability services at every Penn State campus. For further information, please visit the SDR website.
In order to apply for reasonable accommodations, you must contact the appropriate disability resources office at the campus where you are officially enrolled, participate in an intake interview, and provide documentation based on the documentation guidelines. If the documentation supports your request for reasonable accommodations, your campus's disability resources office will provide you with an accommodation letter. Please share this letter with your instructors and discuss the accommodations with them as early in your courses as possible. You must follow this process for every semester that you request accommodations.
Additional Policies
If you have a crisis or safety concern, mental health services are available to you as a Penn State student. Crisis and emergency contacts are available, no matter where you are located:
- Anywhere in the United States: Call the Penn State Crisis Line at 1-877-229-6400 or text LIONS to 741741. You can also contact your local crisis services or hospital for emergencies.
- Outside the United States: Please contact emergency services in your current location. You can also use the International Crisis and Emergency Services listings.
- At University Park: Assistance is available at Counseling & Psychological Services (CAPS) locations on campus.
- At a Penn State branch campus: You can search for counseling information at your campus.
For information about additional policies regarding Penn State Access Accounts; credit by examination; course tuition, fees, and refund schedules; and drops and withdrawals, please see the World Campus Student Center website.
Veterans and currently serving military personnel and/or dependents with unique circumstances (e.g., upcoming deployments, drill/duty requirements, VA appointments, etc.) are welcome and encouraged to communicate these, in advance if possible, to the instructor in the case that special arrangements need to be made.
In order to protect your privacy, course access is limited to those individuals who have direct responsibility for the quality of your educational experience. In addition to the instructor, a teaching assistant or college administrator may be provided access in order to ensure optimal faculty availability and access. World Campus technical staff may also be given access in order to resolve technical support issues.
- Students are responsible for online course content, taking notes, obtaining other materials provided by the instructor, taking tests (if applicable), and completing assignments as scheduled by the instructor. As a general rule, students should plan on logging into the course at least three times per week and spending at least three hours per course credit per week on the course, e.g., if the course is three credits, the student should plan on spending at least 9-12 hours per week on the course, just as they would in a residence course.
- Students are responsible for keeping track of changes in the course syllabus made by the instructor throughout the semester.
- Students are responsible for monitoring their grades.
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Students must contact their instructor (and teammates when working on any collaborative learning assignments) as soon as possible if they anticipate missing long periods of online time due to events such as chronic illnesses, death in the family, business travel, or other appropriate events. The instructor will determine the minimal log on time and participation required in order to meet course responsibilities. In the event of other unforeseen conflicts, the instructor and student will arrive at a solution together.
- Requests for taking exams or submitting assignments after the due dates require documentation of events such as illness, family emergency, or a business-sanctioned activity.
- Conflicts with dates on which examinations or assignments are scheduled must be discussed with the instructor or TA prior to the date of the examination or assignment.
- Students are responsible for following appropriate netiquette (network etiquette) when communicating with their instructor and classmates. For reference, see the Academic Success Kit.
- Behaviors that disrupt other students’ learning are not acceptable and will be addressed by the instructor.
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For severe and chronic problems with student disruptive behavior, the following will be applied for resolution:
- Senate Committee on Student Life policy on managing classroom disruptions: Office of Student Accountability and Conflict Response.
- Penn State Principles
Penn State takes great pride to foster a diverse and inclusive environment for students, faculty, and staff. Acts of intolerance, discrimination, or harassment due to age, ancestry, color, disability, gender, gender identity, national origin, race, religious belief, sexual orientation, or veteran status are not tolerated and can be reported through Educational Equity via the Report Bias webpage.