Making Disciplinary-Based Theories of the Nonprofit Sector Accessible for Students: An Example Using a Theory From Political Science

Authors

  • Megan LePere-Schloop Ohio State University
  • Rebecca Nesbit University of Georgia

DOI:

https://doi.org/10.18666/JNEL-2020-9653

Keywords:

pedagogy, theory, nonprofit studies

Abstract

Scholars rely on a range of theories from a variety of disciplines to study the nonprofit sector in the United States. Students often struggle to make sense of these theories and understand what they contribute to the knowledge of the sector. We offer a novel pedagogical approach that involves (1) grounding theories within their home discipline and presenting underlying assumptions, providing a pedagogical framework that supports student learning by (2) identifying the levels of analysis relevant to particular theories and facilitating discussion around other theory characteristics, (3) detailing the specific contributions theories make to the field of nonprofit studies, and (4) connecting theories to persistent challenges facing practitioners. We illustrate this approach using Douglas’ market model of democracy, a theory of the sector from political science. Informal student feedback over 2 years of graduate-level instruction underscores the efficacy of this approach and its utility for future instruction.

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Author Biographies

Megan LePere-Schloop, Ohio State University

Assistant Professor

John Glenn College of Public Affairs

Rebecca Nesbit, University of Georgia

Associate Professor

Department of Public Administration and Policy

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Published

2021-01-05

Issue

Vol. 11 No. 1 (2021)

Section

Articles

License

Sagamore Publishing LLC (hereinafter the “Copyright Owner”)

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