International mappings of nonprofit management education: An analytical framework and the case of Sweden

Abstract

Previous efforts to map and compare nonprofit management education across countries have proved difficult due to methodological issues, conceptual developments, and empirical focus. Based in recent empirical research from Sweden, this article presents an analytical framework that focuses on credit-and noncredit-based education, syllabi content, and organization of programs and courses and therefore allows for comparisons and analysis of nonprofit management education across countries. This framework may also contribute to the discussion on the best place for nonprofit management education and provide insights into the relationship between national nonprofit sector contexts and nonprofit management education.

Determinants of perceived innovation in non‐governmental organizations in Nepal

“…This is because female and male members bring different values (Eagly, 2016; Selby, 2000), expertise, knowledge, perspectives, and working styles (Hillman & Dalziel, 2003; van der Walt & Ingley, 2003; Westphal & Milton, 2000) to the board, which can lead to identifying more innovative opportunities. However, as Holgersson and Hvenmark (2023) argue in their review, nonprofit research often treats gender as an unproblematized binary variable, which may limit understanding of how multiple gender identities shape innovation. Furthermore, the behavioral theory perspective suggests that the involvement of female members contributes positively to decision‐making and the performance of the board, which in turn drives organizational innovation.…”

Civil Society Management Education in Finland: What’s Management Got to Do With It?

“…In this article, I adopted Hvenmark and Segnestam Larsson's (2012) broad approach to civil society management education, which they defined as "issues related to organizing, managing, and leading" (p. 62) civil society organizations and then focusing on educational efforts around these issues. This yields a clear-cut approach to thinking about management within civil society organizations, but it does not give clues as to what civil society management is aiming toward.…”

“…The analysis in this section is focused on the existing university-level courses in the area of civil society management education. I acknowledge the importance of noncredit-based education through other providers (Hvenmark & Segnestam Larsson, 2012), and the courses analyzed cover the majority of civil society-related higher education courses offered in Finland. The section is primarily focused on the master's program in Civil Society Expertise found at the University of Jyväskylä, the only full master's course of its kind available through Finnish universities, and on the courses offered at the HUMAK University of Applied Sciences, the other main source of civil society-related tertiary education in Finland.…”

Business as Usual?

“…Moreover, this propensity may be strengthened even further by the academic system that trains professionals in these disciplines. In relation to Sweden, for example, where there is no credit-based program training students in organization and leadership issues with a firm base in theories related to civil society and the distinctivemess of its organizations (Hvenmark & Segnestam Larsson, 2012), this would imply that students entering the professional arena would do so with mindsets and repertoires of action primarily modeled on the reality of corporations or public agencies rather than CSOs.…”