BEGIN:VCALENDAR VERSION:2.0 PRODID:-//swoogo.com//NONSGML kigkonsult.se iCalcreator 2.27.21// CALSCALE:GREGORIAN BEGIN:VEVENT UID:54a757aa676547c9ab7256b65104965ba17e7f55@swoogo.com DTSTAMP:20240329T063958Z DESCRIPTION:Chair: Trina Prior\, Minerva BC\n\nREFLECTION ON THE IDEA FORMA TION AND EXECUTION STAGES OF A UNIVERSITY-THIRD SECTOR KNOWLEDGE EXCHANGE PROJECT\nPaula S. Karlsson\, University of Glasgow\, Sarah Weakley\, Unive rsity of Glasgow\n\nThis paper presents the early stages of a social innov ation project\, a University-third sector knowledge exchange collaborative . We explore how one university can engage in activities resulting in soci al impact via third sector organisations. We are working on a knowledge ex change and learning project to develop a successful and sustainable cross- discipline hub for pro-bono advice and expertise for local third sector or ganisations that utilise university expertise on a variety of pressing iss ues facing charities. We take an autoethnographic approach to exploring th e idea formation and the execution stages of the social innovation.\n\nCOM PARISON ACROSS BORDERS: AN EMERGENT PICTURE OF ACADEMIC AND COMMUNITY CONN ECTIONS IN THE NONPROFIT SECTOR IN CANADA AND THE US\nPeter C. Weber\, Aub urn University\; Carol Brunt\, University of Wisconsin-Whitewater\n\nThe p aper investigates the institutionalization of nonprofit and philanthropic studies through an analysis of the characteristics of nonprofit management education. The purpose of the study is two-fold: (1) to compare the state of nonprofit education in Canada and the US\, its establishment and evolu tion\; and (2) the role of these centers in connecting academia and commun ities of practice. In so doing\, the analysis seeks to provide academic ma nagers a better understanding of how academic programs and centers can sup port the development of programs in nonprofit and philanthropic studies ac ross the continent.\n\nNONCREDIT MATTERS: CANADIAN NONPROFIT MANAGEMENT ED UCATION BEYOND MAPPING AND TOWARDS INSTRUCTOR REFLEXIVITY\nMichele Fugiel Gartner\, Mount Royal University / University of St. Andrews\n\nNonprofit management education (NME) has received increasing attention from scholars and practitioners over the past thirty years\, and literature has mapped global NME offerings\, highlighting growth across a range of jurisdictions . The paper has two aims. First\, it moves research on NME beyond U.S.-bas ed knowledge by summarizing the Canadian landscape. In doing so\, this pap er also draws research attention to noncredit NME courses\, a format broad ly neglected within NME research\, but found in a substantial number of Ca nadian NME offerings. Second\, this paper exemplifies how instructor-led p edagogical reflexivity\, through the adoption of critical qualitative inqu iry\, can deepen understanding and analysis of noncredit NME courses.\n\n \n\n \n\n \n\n \n DTSTART:20200605T170000Z DTEND:20200605T180000Z LAST-MODIFIED:20240329T063958Z LOCATION:Registration required - Virtual Conference links will be available 24 hours prior to session SEQUENCE:0 STATUS:CONFIRMED SUMMARY:F2 Paper Session: Knowledge Transfer and Mobilization TRANSP:OPAQUE X-ALT-DESC;FMTTYPE=text/html:
Chair: Trina Prior\, Minerva BC
\n\n<
strong>Reflection on the idea formation and execution stages of a Universi
ty-third sector knowledge exchange project
\nPaula S. Karlss
on\, University of Glasgow\, Sarah Weakley\, University of Glasgow
This paper presents the early stages of a social innovation project\, a University-third sector knowledge exchange collaborative. We explore how one university can engage in activities resulting in social impact via thi rd sector organisations. We are working on a knowledge exchange and learni ng project to develop a successful and sustainable cross-discipline hub fo r pro-bono advice and expertise for local third sector organisations that utilise university expertise on a variety of pressing issues facing charit ies. We take an autoethnographic approach to exploring the idea formation and the execution stages of the social innovation.
\n\nCompa
rison across borders: an emergent picture of academic and community connec
tions in the nonprofit sector in Canada and the US
\nPeter C
. Weber\, Auburn University\; Carol Brunt\, University of Wisconsin-Whitew
ater
The paper investigates the institutionalization of nonprofi t and philanthropic studies through an analysis of the characteristics of nonprofit management education. The purpose of the study is two-fold: (1) to compare the state of nonprofit education in Canada and the US\, its est ablishment and evolution\; and (2) the role of these centers in connecting academia and communities of practice. In so doing\, the analysis seeks to provide academic managers a better understanding of how academic programs and centers can support the development of programs in nonprofit and phil anthropic studies across the continent.
\n\nNoncredit Matter
s: Canadian Nonprofit management education beyond mapping and towards inst
ructor reflexivity
\nMichele Fugiel Gartner\, Mount Royal Un
iversity / University of St. Andrews
Nonprofit management educat ion (NME) has received increasing attention from scholars and practitioner s over the past thirty years\, and literature has mapped global NME offeri ngs\, highlighting growth across a range of jurisdictions. The paper has t wo aims. First\, it moves research on NME beyond U.S.-based knowledge by s ummarizing the Canadian landscape. In doing so\, this paper also draws res earch attention to noncredit NME courses\, a format broadly neglected with in NME research\, but found in a substantial number of Canadian NME offeri ngs. Second\, this paper exemplifies how instructor-led pedagogical reflex ivity\, through the adoption of critical qualitative inquiry\, can deepen understanding and analysis of noncredit NME courses.
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BEGIN:VALARM ACTION:DISPLAY DESCRIPTION:Chair: Trina Prior\, Minerva BC\n\nREFLECTION ON THE IDEA FORMA TION AND EXECUTION STAGES OF A UNIVERSITY-THIRD SECTOR KNOWLEDGE EXCHANGE PROJECT\nPaula S. Karlsson\, University of Glasgow\, Sarah Weakley\, Unive rsity of Glasgow\n\nThis paper presents the early stages of a social innov ation project\, a University-third sector knowledge exchange collaborative . We explore how one university can engage in activities resulting in soci al impact via third sector organisations. We are working on a knowledge ex change and learning project to develop a successful and sustainable cross- discipline hub for pro-bono advice and expertise for local third sector or ganisations that utilise university expertise on a variety of pressing iss ues facing charities. We take an autoethnographic approach to exploring th e idea formation and the execution stages of the social innovation.\n\nCOM PARISON ACROSS BORDERS: AN EMERGENT PICTURE OF ACADEMIC AND COMMUNITY CONN ECTIONS IN THE NONPROFIT SECTOR IN CANADA AND THE US\nPeter C. Weber\, Aub urn University\; Carol Brunt\, University of Wisconsin-Whitewater\n\nThe p aper investigates the institutionalization of nonprofit and philanthropic studies through an analysis of the characteristics of nonprofit management education. The purpose of the study is two-fold: (1) to compare the state of nonprofit education in Canada and the US\, its establishment and evolu tion\; and (2) the role of these centers in connecting academia and commun ities of practice. In so doing\, the analysis seeks to provide academic ma nagers a better understanding of how academic programs and centers can sup port the development of programs in nonprofit and philanthropic studies ac ross the continent.\n\nNONCREDIT MATTERS: CANADIAN NONPROFIT MANAGEMENT ED UCATION BEYOND MAPPING AND TOWARDS INSTRUCTOR REFLEXIVITY\nMichele Fugiel Gartner\, Mount Royal University / University of St. Andrews\n\nNonprofit management education (NME) has received increasing attention from scholars and practitioners over the past thirty years\, and literature has mapped global NME offerings\, highlighting growth across a range of jurisdictions . The paper has two aims. First\, it moves research on NME beyond U.S.-bas ed knowledge by summarizing the Canadian landscape. In doing so\, this pap er also draws research attention to noncredit NME courses\, a format broad ly neglected within NME research\, but found in a substantial number of Ca nadian NME offerings. Second\, this paper exemplifies how instructor-led p edagogical reflexivity\, through the adoption of critical qualitative inqu iry\, can deepen understanding and analysis of noncredit NME courses.\n\n \n\n \n\n \n\n \n TRIGGER:-PT15M END:VALARM END:VEVENT END:VCALENDAR