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Indirect Giving to Nonprofit Organizations: An Emerging Model of Student Philanthropy Table 1. The Effects of the Indirect Giving Model of Student Philanthropy on Participants What effect did this [student philanthropy] experience have on the following: Survey Item Percentage of Student Participants Number of Student Participants Very Neg. & Negative No Effect Very Pos. & Positive Total Awareness of Social Problems 2.70% 32.40% 64.80% 100.00% (1) (12) (24) (37) Awareness, Interests & Intentions Related to the Nonprofit Sector Awareness of Nonprofit 13.90% 8.30% 77.80% 100.00% Organizations (5) (3) (29) (37) Interest in Community Service 2.80% 41.70% 55.60% 100.00% Organizations (1) (15) (21) (37) Consideration of a Career in 16.20% 37.80% 45.90% 100.00% the Nonprofit Sector (6) (14) (17) (37) 474 Journal of Public Affairs Education Intention to Do Volunteer Work 2.70% 51.40% 45.90% 100.00% (1) (19) (17) (37) Intention to Give Money to 5.40% 45.90% 48.60% 100.00% Charity (2) (17) (18) (37) Interest in This Course 5.40% 32.40% 62.10% 100.00% (2) (12) (23) (37) Interest in Taking Another Course 10.80% 35.10% 54.00% 100.00% with a Philanthropic or (4) (13) (20) (37) Service-learning Component Interest in the Course and Learning of the Course Content Learning the Course Material 10.80% 13.50% 75.70% 100.00% (4) (5) (28) (37) Application of Course Principles 2.70% 21.60% 75.70% 100.00% to Address a Community Need (1) (8) (28) (37) Gaining of Academic Skills or 2.70% 35.10% 62.10% 100.00% Knowledge (1) (13) (23) (37)
Indirect Giving to Nonprofit Organizations: An Emerging Model of Student Philanthropy RESULTS Percentages of Responses Table 1 shows the percentages of responses to various measures of effects generated by the indirect-giving student philanthropy project. Looking at the “very positive and positive” column, 77.8 percent of respondents indicated that the student philanthropy experience had a positive effect on their “awareness of nonprofit organizations,” 64.8 percent said that it had a positive effect on their “awareness of social problems,” 75.7 percent of respondents indicated that the student philanthropy experience had a positive effect on their “learning of the course material,” and 75.7 percent also said that it had a positive effect on their “application of course principles to address a community need.” About 62 percent of respondents indicated that the student philanthropy project had a positive impact on their “gaining of academic skills or knowledge.” It is worth noting that there were some negative responses on these measures, too. Looking at the “very negative or negative” column, 16.2 percent indicated that the student philanthropy experience had a negative impact on their “consideration of a career in the nonprofit sector,” and 13.9 percent said it had a negative impact on their “awareness of nonprofit organizations.” (See Table 1.) Overall, Table 1 shows that the indirect-giving student philanthropy project had a lesser impact on students’ interests and intentions, as related to the nonprofit sector, than the other areas. Less than half of the students said that the student philanthropy project had a positive effect on their “consideration of a career in the nonprofit sector” (45.9 percent), their “intention to do volunteer work” (45.9 percent), and their “intention to give money to a charity” (48.6 percent). These results are similar to those in Ahmed and Olberding (2007/2008), which state that the original model of student philanthropy — the direct-giving model — had a relatively small impact on MPA students’ attitudes and intentions. As discussed in the literature review, Ahmed and Olberding suggest that a potential reason is because more than 90 percent of MPA students at NKU are in-career — usually in the nonprofit sector or government sector — so they enter courses with relatively established patterns of behavior in terms of giving their time and money to charities. Therefore, these in-career graduate students have a very limited opportunity for an increase on these measures. Means and Standard Deviations Table 2 shows the means and standard deviations of the various effects from the indirect-giving model of student philanthropy. On a scale of 1 to 5, with 1 being “very negative” and 5 being “very positive,” the highest mean response was 3.9 for an item about the effect of the student philanthropy project on the “application of course principles to address a community need.” Two other items related to learning had relatively high means at 3.8; these were “learning of course material” and “gaining of academic skills or knowledge.” In addition, the other set of outcomes with relatively high means looks at awareness related Journal of Public Affairs Education 475
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