University Of Colorado At Denver & Health Sciences Center

University of Colorado at Denver & Health Sciences Center Graduate School of Public Affairs PAD 5180/7180: Social Entrepreneurship Spring 2006

Dr. J. A. Wade Office: 1380 Lawrence Street, 4th floor Phone: 303-556-5996 Office Hours: Wednesday, 3 – 5 pm & By Appointment E-mail: [email protected] Class: CU Online Format

Course Overview Peter C. Brinckerhoff (2000) writes that “social entrepreneurs are different, and every not-for-profit organization needs them. Social entrepreneurs are people who take risk on behalf of the people their organization serves” (p. 1).

Given the role that nonprofit organizations continue to play in society, it is important to create mechanisms that will allow for organizational growth and sustenance. Thus, the incorporation of entrepreneurial concepts within a nonprofit setting is extremely important for it allows the organization to benefit from innovative techniques that allow for the advancement of its mission and creates avenues for increased organizational effectiveness, accountability, and efficiency.

This purpose of this course is to introduce students to the concept and practice of entrepreneurship as it relates to nonprofit organizations and the process of infusing business techniques and the entrepreneurial spirit into a public organization. Students will gain an understanding of what it means to be an innovative manager by partnering with an organization of their choice and working on an applied project.

COURSE GOALS I teach this course so you can:  Understand the organizational structure of a nonprofit organization  Have a broad understanding of nonprofit management  Understand key terminology and concepts/theories associated with social entrepreneurship  Understand sustainability  Bridge practice with theoretical concepts  Think about innovative management  Think Critically  Write effectively  Conduct a presentation via the Internet

1 REQUIRED TEXTS

 Brinckerhoff, Peter C. Social Entrepreneurship: The Art of Mission-Based Venture Development. New York: John Wiley & Sons, Inc. ISBN: 0-471-36282-4.

 Dees, J. Gregory, Jed Emerson, and Peter Economy (2001). Enterprising Nonprofits: A Toolkit for Social Entrepreneurs. New York: John Wiley and Sons. ISBN: 0-471-397350

 Aspen Institute: The Nonprofit Sector & Business: New Visions, New Opportunities, New Challenges. The Nonprofit Sector and the Market: Opportunities and Challenges.

 Reading Packet o Supplemental readings will be on eReserve through the Auraria Library.

OPTIONAL/SUPPLEMENTAL TEXTS  For those students who need additional help with paper formatting and structure, I suggest you order The Political Science Student Writer’s Manual by Gregory M. Scott and Stephen M. Garrison. ISBN: 0-13- 060634-0.

 Robinson, Andy (2002). Selling Social Change (Without Selling Out): Earned Income Strategies for Nonprofit. San Francisco, CA: Chardon Press Series-Jossey Bass. ISBN: 0-7879-62163.

Note: For nonprofit concentration majors: These texts will aide your studies during your entire coursework within the nonprofit concentration. They are meant to act as supplemental resource references to basic management questions that you may have over the course of your studies.

STATEMENT OF INTELLECTUAL DEVELOPMENT The content of this course will require the use of basic cognitive thinking (e.g., recall and memory), convergent thinking (e.g., analysis using basic facts and knowledge), divergent thinking (e.g., use of opinion and prediction with support of the facts), and evaluative thinking (e.g., cost-benefit analysis and value judgments). To become a well-rounded student, you will need to apply all modes of thinking throughout the course.

Note: You should learn basic facts, terminology, concepts/theories, and apply this information when analyzing problems associated with nonprofit management. You will have the ability to display such thinking (i.e., cognitive and convergent) on the course midterm and during class discussions. Additionally, higher modes of thinking (i.e., divergent and evaluative) can be demonstrated on the case study paper and research project. Your grade will reflect your ability to display all levels of thinking in both written and oral form. EXPECTATIONS

Class Format: Online I will teach this course using an online seminar - discussion format. I am here to help organize your learning process regarding the subject matter of social entrepreneurship and enterprise. The reading load for this course is considered moderate to heavy. I expect you to complete all assigned readings and post to E-College in a timely fashion. Even though we meet weekly, the material of this course can be overwhelming if you do not keep up weekly. The reading for this course is considered moderate to heavy.

2 About eCollege Additionally, this course utilizes a course supplement known as eCollege which is available through CUonline (www.cuonline.edu). eCollege allows for the integration of various technologies in order to create an environment of learning. You will find that the course supplement acts as an additional vehicle for:

 Posting communication pertaining to your project to me (the Instructor)  Posting course questions  Posting parts of your project for immediate feedback  Working with your teammates  Finding information as it relates to the course (e.g., calendar of events) eCollege provides all of the necessary technology and services in an integrated approach to power the profitable growth of online distance programs. The company focuses on supporting the success of its customers by teaming with institutions to generate high student satisfaction, strong program retention and enrollment growth. As the only eLearning outsource provider focused on developing full programs, eCollege supports some of the largest and fastest growing online degree, certificate and professional development programs in the country. eCollege Help Desk (24 hrs. 7 days a week): If you have technical questions or problems specific to eCollege please contact the help desk via:

Phone: 303-873-0005 e-mail: [email protected]

Instructional Needs You are required to have a working email address throughout the duration of this course. Your email address should be capable of receiving attached files. Additionally, all assignments must be typed in Microsoft Word using 12-inch fonts, 1-inch top/bottom and left/right margins.

The challenge associated with this course is your ability to work in a team. You will need to organize your group so you can produce assignments in a timely fashion, distribute the workload evenly, and produce the most effective product possible for group assignments.

For success, it is suggested that you:  Pace yourself and read each week. Design an appropriate schedule that will allow you to complete all the required reading ahead of the class meeting.  Keep a notebook of notes. Write down notes, facts, theories and etc that are relevant. Sometimes, highlighting just text won’t facilitate your ability to retain information.  Write questions down. As you encounter questions, write them down so you can remember to ask them later  Utilize E-mail and the class eCollege course Supplement. The best way to contact the instructor is to use email. There may be a two day turn around time, but do not be alarmed – the professor will reply.

Working in Groups/Teams  Set up parameters in your group – Define your group communication method and style, method of interaction and etc. In other words… DEFINE THE RULES OF ENGAGEMENT  Foster open communication in your group.  Create a schedule – leave enough time so everyone on your team can review, edit, and make appropriate comments.  Pull your weight. Don’t let someone else pick up the slack for you.  Decide and define your role in the group. Decide what role you will have in the group and stick with it. Do not let someone else dictate your role; you are your own best judge of character.  Utilize the chat rooms as a method of working in teams and communicating in live time.

INSTRUCTIONAL NEEDS

Office of Disabilities: The University of Colorado at Denver (UCD) welcomes and supports a diverse student body. The Disability Services Office (DSO) is the designated office that maintains disability-related documents, determines eligibility for academic accommodations, determines reasonable accommodations and develops plans for the provision of such accommodations for students attending UCD. The DSO will provide accommodations as mandated under the ADA and Section 504 of the Rehabilitation Act.

If you have special instructional needs because of a disability, please visit the DSO office first and obtain the necessary documentation and instructions for the instructor. Next, make an appointment to see me no later then the second week of class so we can discuss and arrange proper accommodations to facilitate your educational processes and maximize your learning utilities.

The DSO office is located on the Auraria Campus in the Arts Building, Suite 177. Phone: (303) 556-8387 TTY: (303) 556-8484 FAX: (303) 556-2074

Mental Health and Counseling Issues: We all are subject to or experience the stresses of life. As your Instructor, I am not licensed to handle these issues. However, we offer services on campus that are not only available to you, but are completely confidential. The CU-Denver Student and Community Counseling Center is a resource available to you. If you are interested in counseling services, you may call the Center at 303-556-4372 or drop in at the North Classroom Building, Room 4036 to schedule an intake appointment. They are open Monday through Thursday from 10:00 a.m. to 8:00 p.m.

The CU-Denver Student and Community Counseling Center (hereafter referred to as "the Center") is part of the professional training program in the Division of Counseling Psychology and Counselor Education. We, at the Center, in complying with our belief that students' successes are dependent on their emergence as whole human beings, dedicate ourselves to delivering the best possible help and guidance to ensure their well-being. We act in partnership with the mission of this university to ensure student's optimal educational experiences in order to establish themselves as contributing individuals responding to "the challenges of an urban environment.”

4 5 POLICIES AND PROCEDURES Academic Honesty I assume that the written work you turn in reflects your own ideas and your own words, unless you specifically attribute them to another source. A modest amount of quotation and paraphrasing for written assignments is acceptable. However, appropriate acknowledgement of the ideas, works, writings, or opinions that you borrow must be stated. Academic dishonesty is not acceptable.

Academic honesty and integrity are vital elements of a dynamic academic institution. The responsibility for ethical conduct rests with each individual member of the academic community--students, faculty, and staff. CU-Denver has an ongoing commitment to maintain and encourage academic integrity. Therefore, the University has created a set of standards of academic honesty and procedures governing violations of these principles. Copies of the Academic Honor Code document may be obtained at the University Library, from the GSPA office, from the Student Services office, or from the Vice Chancellor's office.

Forms of Academic Dishonesty

1. Plagiarism: use of distinctive ideas or words belonging to another person, without adequately acknowledging that persons contribution.

2. Cheating: intentionally possessing, communicating, using, or attempting to use materials unauthorized by the instructor, information, notes, study aids, or other devices, in any academic exercise.

3. Fabrication and Falsification: intentional and unauthorized alteration or invention of any information or citation in an academic exercise.

4. Multiple Submissions: submissions of substantial portions of either written or oral academic work that has previously earned credit, when such submission is made without instructor authorization.

5. Misuse of Academic Materials: intentionally or knowingly destroying, stealing, or making inaccessible, library or other academic resource material.

6. Complicity in Academic Dishonesty: intentionally or knowingly contributing to the academic dishonesty of another.

These examples of academic dishonesty shall not be construed to be comprehensive, and infractions will be dealt with on an individual basis according to university policies and procedures. It is the obligation of each student to assist in the enforcement of academic standards. – Please see attached policy governing academic honesty.

Enforcement: This policy is strictly enforced. Please note: I reserve the right to randomly select any paper and/or assignment that are turned in for a grade for plagiarism review. Plagiarism review consists of running your paper/assignment through various search engines and databases at my disposal in order to check for “borrowed” or “bought” information. If you are found in violation of academic dishonesty, then you will be subject to the enforcement policies and procedures, as outlined by GSPA, pertaining to academic dishonesty. Punitive actions may range from resubmission of the assignment to receipt of 0 for the assignment to review by the academic disciplinary committee. Please know that the GSPA faculty, me included, takes academic dishonesty very seriously. If you feel compelled or pushed to commit an infraction or are unsure of an assignment please seek immediate help from me or the Associate Dean of GSPA, Dr. Linda deLeon.

6 Internet & E-mail Policy All students enrolled in this course are required to maintain a working E-mail address during the class. You will need a working Internet connection to access eCollege and should be registered via CUOnline. Access to eCollege may be gained via the Internet at www.cuonline.edu.

CU Denver's Computing, Information and Network Services (CINS) welcomes you the University and invites you to use our services. This invitation is for everyone, whether you are new to campus or returning. CINS is here to assist you. They are committed to providing you with access to our computing and networking facilities and helping you utilize those facilities effectively. The location of the CINS Main Office is 1380 Lawrence St., Suite 1350. Hours of operation are Monday - Friday from 8am - 5pm.

For those of you with access to the campus, the public laboratories are located in North Classroom Rooms 1206, 1208, 2206 and St. Cajetan's. Each lab contains terminals, printers and personal computers, including IBM PC clones and Macintosh computers. These systems are available for use by all currently enrolled CU-Denver students upon presentation of a valid CU-Denver Student I.D. card. For further information about any of these facilities, please contact CINS Academic Services at 556-4307.

GSPA also offers a state-of-the-art computer lab for graduate student use. The lab is located in the GSPA office (1380 Lawrence Street Center, Suite 500 Denver CO 80217). Should you need assistance or information pertaining to lab hours, please contact Rob Drouillard at [email protected].

The university’s E-mail policy is located at http://www.cudenver.edu/Resources/CINS/PoliciesGuidelines/E-mailpolicy.htm

Note for AOL 8.0 & 9.0 Users: Currently the eCollege system sends E-mails to your E-mail address on behalf of the sender (ex. your instructor, school administration, etc.). Many E-mail service providers identify this as spamming and, consequently, blacklist or block known companies that send bulk E-mail. eCollege has been added to the White list for AOL, which means that while E-mails sent from eCollege follow a similar process to spamming, eCollege E-mails will not be blocked, but will be sent to your Bulk Sender category in your AOL E-mail inbox.

It is highly recommended that you check your Bulk E-mail category regularly before deleting any messages as important E-mails from your instructor or your institution's administration could be in there. If you do find an E-mail from your instructor in the bulk E-mail folder or category it is recommended you add that E-mail address to your address book or buddy list in AOL so E-mails from that individual are sent to your inbox and not the bulk E-mail folder or category.

If you have further questions on this you can refer to the "Help" option in your AOL software for further details.

7 Writing Policy: Students are expected to demonstrate writing proficiency. At minimum, papers should follow the following guidelines.  Use 8.5 by 11 sheets of white paper.  Print on only one side of a piece of paper  Use proper citation and grammatical styles.  Number each page (with the exception of page one and the cover sheet)  Use a cover sheet that identifies the topic of the paper, your name, date, and etc.  Spell Check  Proofread for awkward sentence styles and construction  Use Double space sentence format  Use Single space for block quotes  Use 1 inch top/bottom and left/right margins  Use 12 inch Pitch  Write out the word percent  Write out numbers one through ten and use the actual number for 11 or higher.  Use Times Roman Font  Avoid widows and orphans  Type all papers and assignments

It is highly suggested that students use a standard writing format (e.g., APA) for memos and utilize business plan writing style/format for the business plan project.

The Writing Center Students needing assistance with writing skills should refer to the Campus Writing Center. The purpose of the Center is to support those members of the university community who are endeavoring to become strong, independent writers. The Center is located in the Central Classroom, Room 206. Phone: 303- 556-4845.

Grades of Incomplete Incompletes are considered when a student is carrying a B average or better after the mid-semester point. However, since we are working in groups, should you ask for an incomplete you will automatically be required to complete a final exam in lieu of the group project. Questions and Concerns You may ask questions and voice concerns to me using various mechanisms:

Personal Appointment: You may schedule personal appointments outside of class time to meet with me about your project. At various times in the course, you will be required to meet (typically on Tuesdays or Fridays). However, additional appointments may be scheduled. Please send an E-mail to [email protected] to schedule an appointment. eCollege My Office: There is a specially designed button on the Course Home called MY OFFICE. This area is open to students to drop questions and/or concerns they may have. Please note that your question may be someone else’s question in the course; therefore, I highly suggest that you post in this area or review this area first. Questions or concerns of a personal nature may be sent directly via E-mail to me at [email protected].

Note: Please be aware that I do not live on my E-mail system. While I frequently check my E-mail and the course shell throughout the semester, sometimes it can take me up to 48 hours before I can respond,

8 especially if your question is sent over the weekend. Please be patient on the return of E-mails. If I fail to answer your E-mail in 48 hours, please resend it or call me at 720.256.4869.

9 Remember, there are many roads to take when trying to contact me. I suggest the following routes:  Start out by posting to eCollege in the My Office area.  When necessary, yield and send direct E-mails, especially those of a personal nature  When all else fails, pull over to the side of the road and call me

REQUIRED ASSIGNMENTS:

Participation & Chat Rooms: There are three levels of participation: active, moderately active and passive. An active participant is prepared and contributes to the general learning of the class by asking pertinent questions, actively listens (instead of trying to post repeat comments), asks relevant questions when confused by course content, and shares relevant insights. Active participation earns 10 points. A moderately active participant is prepared and listens. Moderately active participation earns 05 points

Students will have multiple opportunities to participate, including live chat rooms and threaded discussions. You should be aware that you will need to engage in a minimum of 4 threaded discussions to earn your 10 points.

Since we are operating in a virtual classroom situation, it is up to you to post in a timely fashion. Posts submitted after the deadline will not be reviewed.

Study Guides (Optional): Each week you will be given a study guide that contains a set of vocabulary words and study guide questions. The study guide is a tool used to help you prepare and organize the course material. While you are not required to answer the study guide vocabulary or questions, it is highly suggested that you use the study guides as a tool for reviewing the material and preparing for the midterm exam.

Memos: Over the course of the semester, you will be required to write two (2) memorandums. Memorandums are based upon a question given to you by the Instructor and are rooted within the topic previously covered. Memorandums should be based upon the organization that you have been assigned. Over the course of the semester there will be a total of four opportunities given to write your required two memos. You will have to submit your answers to the instructor on Monday by 5:00 pm.

Answers should not exceed more than 7 written pages and should be in the form of a memo--following the suggested style guide given under the writing policy.

Each memo is worth 10 points a piece for a total of 20 points.

 Question 1 assigned January 30, 2006 – Due February 06, 2006 at 5:00 pm MST  Question 2 assigned February 6, 2006 – Due February 13, 2006 at 5:00 pm MST  Question 3 assigned February 13, 2006 – Due February 20, 2006 at 5:00 pm MST  Question 4 assigned February 20, 2006 – Due February 27, 2006 at 5:00 pm MST

10 Mid Term Examination: Each student is required to complete the midterm examination. The exam will test concepts, terminology and your overall knowledge of the course content. The exam will consist of short answer and essay style questions. The exam is worth 25 points.

The exam will be posted on March 13, 2006 and it is due by March 20, 2006 at 5:00 pm MST

Individual Project During this course you have the opportunity to select a nonprofit or public organization to work to complete an individual project that will relate to an entrepreneurial activity. You will be given identifiable tasks that will aide in the completion of the project. In addition to your written project, you are required to submit a PowerPoint presentation that will summarize your project for sharing with your classroom colleagues.

You may choose one of the following topics:  Feasibility Plan/Study  Marketing Plan  Business Plan  Revenue Diversification Strategy/Plan  Case Study of a local Social Entrepreneur

You are required to select your project by February 6, 2006 by 5:00 pm MST

Grading: Assignments are graded according to three functional areas: content, analysis, and presentation. Typically, analysis is weighed heaviest.

 Content: The material being presented, including: theories, terminology, data and etc.  Analysis: The manner in which the content is applied and/or explained. Usefulness of examples.  Presentation: Grammatical/writing style.

Participation: 10 points Two Memos (10 points each): 20 points Midterm Examination: 25 points Individual Project: Document: 35 points Presentation: 10 points ======Total: 100 points

Late assignments are marked down one letter grade for every 24-hour period they are late.

NOTE: Grades of “Incomplete” (I) are reserved for those students who for some unexpected reason are unable to complete final requirements for the class. Students requesting an “I” must see me as soon as they learn of their inability to complete the assigned work and should be performing at a passing level (B- or better) in the class.

11 Grading Criteria

Written: Assignments are graded according to three functional areas: content, analysis, and presentation.

 Content: The material being presented including: o The ability to clearly articulate the purpose, methodology, results and recommendations o The ability to select and utilize relevant literature and/or other references o The ability to correctly define various theories and terminology o The literature review covers essential theory, empirical research, and important references in the field o The purpose of the paper is well focused, thoughtful and meaningful

 Analysis: The manner in which the content is applied and/or explained. o The ability to justify one’s position o The ability to weigh the advantages (pros) and disadvantages (cons) of a choice or recommendation. o Usefulness of examples o The ability to correctly apply various theories and terminology o The ability to incorporate/integrate references in the paper appropriately o The project draws on knowledge and skills gained in your MPA course of study

 Presentation: Grammatical/writing and communication style o The ability to correctly cite materials o Clear writing (e.g., no punctuation mistakes, no misspelled words) o Organization of the material o For client-based projects, your ability to communicate frequently with the client – keeping the client informed of progress and seeking client’s input. The client reports the project meets his/her expectations and needs and you handled yourself in a professional manner. o For research projects, the final manuscript is comparable to articles published in the scholarly journal selected. o The second reader views the project as meeting advanced seminar standards

Final PowerPoint Presentation: The Final PowerPoint presentation is graded according to three functional areas: content, analysis, and presentation.

 Content: The material being presented including: o Summary of the project purpose o Summary of the methodology o Summary of the results/findings o Summary of the Recommendations o Content of answers given to questions

 Analysis: The manner in which the content is applied and/or explained.

 Presentation Style o Utilization of slide layout and note sections o Utilization of PowerPoint

12 ACADEMIC HONESTY STATEMENT At the end of your written assignments (i.e., project prospectus and final project, you are required to write and sign the following statement:

I HAVE NEITHER GIVEN NOR RECEIVED ANY HELP OUTSIDE OF WHAT IS PRESCRIBED BY THE INSTRUCTOR ON THIS ASSIGNMENT. THE WORK THAT IS SUBMITTED ADHERES TO THE ACADEMIC CODE.

Course Schedule

January 23, 2006: Introductions Course Expectations Review of Syllabus

Participation Exercise: Group Threaded Discussions

Reading Assignment  How to Change the World: Social Entrepreneurs and the Power of New Ideas (selected readings) by David Bornstein (eReserve) pp. 179-208 & Chapter 18  The Aspen Institute – The Nonprofit Sector and the Market: Opportunities and Challenges. (eReserve)  The Aspen Institute – The Nonprofit Sector and Business: New Visions, New Opportunities, New Challenges (eReserve)

January 30, 2006: Understanding Nonprofit & Public Sector Operating Environments

Review – Nonprofit and Public Sector Operating Environments

Reading Assignment  Smith, Bucklin, & Associates, Inc. The Complete Guide to Nonprofit Management. Chapter 14 (eReserve)  Hal G. Rainey. Understanding and Managing Public Organizations Chapters 3 & 4. eReserve

Recommended/Supplemental Reading:  Bryce, H. (2000). Financial & Strategic Management for Nonprofit Organizations: A Comprehensive Reference to Legal, Financial, Management, and Operational Rules and Guidelines for Nonprofits. San Francisco, CA: Jossey-Bass. pp 3-64 (eReserve)

February 6, 2006: Defining Social Entrepreneurship Definitions of Social Entrepreneurship Advantages and Disadvantages to Social Entrepreneurship

Reading Assignment  Brinckerhoff: Chapter 1, 2, & 12  Dees et al.: Chapters 1, 5

13 Recommended/Supplemental Reading:  Robinson Chapter 4  The Nonprofit Organization: Essential Readings edited by David L. Geis, J. Steven Ott, and Jay M. Shafritz. Pacific Grove, California: Brooks/Cole Publishing Company, 1990. Chapter 6 – Entrepreneurship and Promotional Management. (eReserve)

February 13, 2006: Revenue Diversification Revenue Diversification Traditional versus Earned Income Strategies Tax Implications and the Law

Reading Assignment  Brinckerhoff: Chapter 10  Dees et al: Appendix A  Froelich, Karen (1999). “Diversification of Revenue Strategies: Evolving Resource Dependence in Nonprofit Organizations” in the Nonprofit and Voluntary Sector Quarterly. Volume 28, Number 3, September 1999 eReserve  Seltzer, Michael (1987). Securing Your Organization’s Future: A Complete Guide to Fundraising Strategies. Chapter 6 eReserve  Chang, Cyril F. and Howard P. Tuckman (1996). “Revenue Diversification Among Non-Profits” Voluntas, Volume 5:3, 273-290. eReserve  Massarsky, Cynthia W. (1994). “Enterprise Strategies for Generating Revenue” in The Jossey- Bass Handbook of Nonprofit Leadership and Management by Robert D. Herman and Associates. San Francisco: Jossey-Bass Publishers. eReserve

Recommended/Supplemental Reading :  Robinson – Chapter 2 and 9  Adams, Carolyn and Felice Perlmutter (Spring 1991). “Commercial Venturing and the Transformation of America’s Voluntary Social Welfare Agencies” Nonprofit and Voluntary Sector Quarterly. Vol. 20, No. 1, pp. 25-37.

February 20, 2006: Recognizing Opportunity The Role of Mission Recognizing and Assessing New Opportunities Risk

Reading Assignment  Dees: Chapter 2, 3, 6, and 7  Brinckerhoff: Chapter 3 & 4

Recommended/Supplemental Reading:  Robinson Chapter 3 and 4

14 February 27, 2006: Feasibility & Marketing Market Orientation Feasibility Studies Marketing Plans

Reading Assignment  Brinckerhoff: Chapter 5  Dees: Chapter 8  Building the Brand (eReserve Handout)

Recommended/Supplemental Reading:  Robinson Chapter 7

March 6, 2006: The Role of the Business Plan Components of Business Plans Mid Term Exam Review

Reading Assignment  Brinckerhoff: Chapter 6, 8  Dees: Chapter 10

March 13, 2006: Mid Term Examination Week March 20, 2006 Spring Break Week Individual Project Components

March 27, 2006: Management and Finance Management Structure Organizational Structure Financing

Reading Assignment  Brinckerhoff: Chapter 7 & 9  Dees: Chapter 9

Recommended/Supplemental Reading  Robinson - Chapter 6, 8

15 April 3, 2006: Elements of Surprise Expansion Hard Lessons

Reading Assignment  Brinckerhoff, Chapter 11 & 12  Robinson: Chapter 10, 11, 12

April 10, 2006 Individual Project Assignments

May 1, 2006 Individual Project Assignments

May 08, 2006 Final Projects Due PowerPoint Presentations Posted Threaded Discussion Comments

CHANGES IN ASSIGNMENTS, DATES, POLICIES I reserve the right to make changes in this syllabus, but only for good reason and with adequate notice.

16 Supplemental Texts

Austin, David M. (1988). The Political Economy of Human Services Programs. Greenwich Connecticut: JAI Press, Inc.

Bryce, H. (2000). Financial & Strategic Management for Nonprofit Organizations: A Comprehensive Reference to Legal, Financial, Management, and Operational Rules and Guidelines for Nonprofits. San Francisco, CA: Jossey-Bass.

Herron, Douglas B. (1997) Marketing Nonprofit Programs and Services: Proven and Practical Strategies to Get More Customers, Members, and Donors. San Francisco: Jossey Bass Publishers.

Firstenberg, Paul (1996). The 21st Century Nonprofit: Remaking the Organization in the Pos- Government Era. The Foundation Center.

Korngold, Alice (2005)/ Leveraging Good Will: Strengthening Nonprofits By Engaging Businesses. San Francisco, CA: Jossey-Bass.

Pound, E., Cohen, G., & Loeb, P. (1995). “Tax Exempt! Many Nonprofits Look and Act Like Normal Companies – Running Businesses, Making Money. So Why Aren’t They Paying Uncle Sam?” in US News & World Report. October 2: 36-39, 42-46, 51.

Powell, W.W. (Ed.) (1987). The Nonprofit Sector. A Research Handbook. New Haven: Yale University Press.

Skloot, Edward (Ed) (1998). The Nonprofit Entrepreneur: Creating Ventures to Earn Income. The Foundation Center.

Additional Resources Bard Center for Entrepreneurship Development: The Bard Center for Entrepreneurship Development is located at 535 16th Street, Suite 300 (Masonic Building) Denver, Colorado 80202. Directions: I-25 exit Speer south and proceed toward Downtown. Turn left on Lawrence. Right on 14th Street. Left on Welton. The Bard Center is on the northeast corner of 16th Street directly across 16th Street from the Pavilion's Virgin Megastore and one building west of the Paramount Theater Building.

Kraemer Library: The Library occupies the second and third floors of the El Pomar Center in Colorado Springs. The Reserve collection is located at the Circulation desk and records for all items on reserve are in the online catalog (http://library.uccs.edu/). Students must have a campus ID card to check out materials and to pick up a copy of the passwords and authorization numbers from the Reference Desk to access online databases from off campus. (Note: anyone with a campus modem account* does not need these passwords.) Basic information about the library (hours, catalog, etc.) is on the Library webpage http://web.uccs.edu/library /

JOURNALS & PERIODICALS Nonprofit Management & Leadership: Located at Regis University and University of Colorado at Colorado Springs

The Nonprofit Times: Located at Regis University, University of Colorado at Colorado Springs, and University of Colorado at Boulder.

Nonprofit Management Strategies: Located at Regis University

Voluntas: Located at Regis University, and University of Colorado at Boulder

17 The Chronicle of Philanthropy: There is an online version of this publication. Also located at Denver Public Library, Regis University, University of Denver, University of Northern Colorado, University of Colorado at Boulder, and University of Colorado at Colorado Springs.

Academy of Management Review-Auraria Library HD28 .A23a Periodicals Location LIB. HAS BOUND: v. 5 (1980)-v. 9 (1984). Pac Note CURRENT ISSUES IN PERIODICALS Latest Received: October 2002 v.27 no.4 HD28 .A23a Periodicals Fiche Location LIB. HAS v. 10 (1985)- v. 26 (2001). Latest Received: 2001 v.26 no.1/4 HD28 .A23a Periodicals Film Location LIB. HAS v. 1 (1976)-v. 4 (1979).

Public Administration Review – Auraria Library JK1 .P85 Location Periodicals LIB. HAS BOUND: v. 31 (1971)-v. 33 (1973); v. 35 (1975)-v. 44 (1984). Pac Note CURRENT ISSUES IN PERIODICALS Latest Received: November 2003 - December 2003 v.62 no.6 JK1 .P85 Location Periodicals Fiche LIB. HAS v. 45 (1985)-v. 62 (2002). Latest Received: September-December 2002 v.62 no.5/6 JK1 .P85 Location Periodicals Film LIB. HAS v. 1 (1940)-v. 41 (1981).

Journal of Public Administration Research and Theory – Auraria Library JA1 .J62 Location Periodicals LIB. HAS BOUND: v. 2 (1992)-v. 10 (2000). Pac Note CURRENT ISSUES IN PERIODICALS Latest Received: October 2002 v.12 no.4

Nonprofit and Voluntary Sector Quarterly – Auraria Library HV1 .J63 Location Periodicals LIB. HAS BOUND: v. 25 (1996)-v. 28 (1999). Pac Note CURRENT ISSUES IN PERIODICALS Latest Received: June 2001 30:2

18 WEBSITES: Association for Research on Nonprofit Organizations and Voluntary Action The Center for Excellence in Nonprofits Colorado Association of Nonprofit Organizations Foundation Center Guidestar – Philanthropic Research Independent Sector The Internet Nonprofit Center National Charities Information Bureau National Center for Nonprofit Boards The Roberts Enterprise Development Site http://www.redf.org The National Center for Social Entrepreneurs http://www.socialentrepreneurs.org Social Enterprise London http://www.sel.org.uk Ewing Marion Kauffman Foundation www.emkf.org Colorado Nonprofit Development Center http://www.startnonprofit.org/

19 The syllabus acts a contract between you and me. You should use this document as your first guide/reference for questions related to this course. Please read it carefully, prior to the start of this course. It contains a great deal of information. You are asked to sign the memorandum of understanding at the end of this document as testament to your understanding of the content herein. Please note, if for any reason that you do not agree with the information and requirements discussed within this document and are unable to sign, then you will politely be asked to withdraw from the course.

MEMORANDUM OF UNDERSTANDING

I understand that this syllabus acts as a contract of understanding between the professor and me. I have read this contract and understand what is required of me during the duration of this course. I agree to abide by the content herein.

Student Signature: ______Date: ______

Contact Information

Student Name: ______

Address: ______

City: ______State: ______Zip: ______

Home Phone Number: ______Work Phone Number: ______

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