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Understanding deliberative conflicts...

Johnsen, Lance Loren.

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Understanding deliberative conflicts that confront academic fund raisers: A grounded theory study.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Understanding deliberative conflicts that confront academic fund raisers: A grounded theory study./
Author:	Johnsen, Lance Loren.
Description:	154 p.
Notes:	Source: Dissertation Abstracts International, Volume: 66-02, Section: A, page: 0428.
Contained By:	Dissertation Abstracts International66-02A.
Subject:	Education, Administration. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3166117
ISBN:	0542013967

Understanding deliberative conflicts that confront academic fund raisers: A grounded theory study.
Johnsen, Lance Loren.

Understanding deliberative conflicts that confront academic fund raisers: A grounded theory study. - 154 p.

Source: Dissertation Abstracts International, Volume: 66-02, Section: A, page: 0428.

Thesis (Ed.D.)--Arizona State University, 2005.

The purpose of this grounded theory study was to generate hypotheses and a substantive theory about genuine dilemmas that confronted academic fund raisers during the process of cultivating, soliciting and stewarding donors. A genuine dilemma was defined as a situation involving a choice between equally compelling alternatives. A sampling of the literature demonstrated the propensity for conflicts of interest in higher educational fundraising, particularly ethical dilemmas. A method for in-depth, phenomenological interviewing was used to enhance data collection from four academic fundraisers employed at different public institutions of higher education in the Southwestern United States.

ISBN: 0542013967Subjects--Topical Terms:

626645
Education, Administration.

Understanding deliberative conflicts that confront academic fund raisers: A grounded theory study.
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100 1 $a Johnsen, Lance Loren. $3 1906029
245 1 0 $a Understanding deliberative conflicts that confront academic fund raisers: A grounded theory study.
300 $a 154 p.
500 $a Source: Dissertation Abstracts International, Volume: 66-02, Section: A, page: 0428.
500 $a Adviser: L. Dean Webb.
502 $a Thesis (Ed.D.)--Arizona State University, 2005.
520 $a The purpose of this grounded theory study was to generate hypotheses and a substantive theory about genuine dilemmas that confronted academic fund raisers during the process of cultivating, soliciting and stewarding donors. A genuine dilemma was defined as a situation involving a choice between equally compelling alternatives. A sampling of the literature demonstrated the propensity for conflicts of interest in higher educational fundraising, particularly ethical dilemmas. A method for in-depth, phenomenological interviewing was used to enhance data collection from four academic fundraisers employed at different public institutions of higher education in the Southwestern United States.
520 $a An open coding process yielded concepts that quickly formed a core category of 'deliberative situations.' This category was divided into five sub-categories that collectively represented forty deliberative situations. A deliberative situation was defined as an incident in which an individual can choose from one of several alternatives, knowing that some of these alternatives are potentially compelling. Comparative analysis diagrams, derived from an inductive analogical method, were used as analytical tools in the selective coding process to further delimit the sub-categories.
520 $a These diagrams revealed that twenty-two of the forty incidents were over-qualified for being categorized as deliberative situations, but were under-qualified for being categorized as genuine dilemmas. Moreover, it was discovered that these situations confronting academic fund raisers could be accurately categorized as deliberative conflicts. A deliberative conflict was defined as a situation in which an individual has an obligation and a justification to choose between compelling alternatives. The remaining eighteen deliberative situations were neither deliberative conflicts nor genuine dilemmas and, therefore, did not warrant further examination. Several hypotheses emerged from comparing these twenty-two deliberative conflicts.
520 $a A substantive theory was generated from the emergent hypotheses: Academic fundraisers resolve deliberative conflicts through choices grounded in their responsibilities to persons. Dimensions of this grounded theory included: (1) Responsibilities to the donor; (2) Responsibilities to the institution; and (3) Conflicting responsibilities and inescapable moral distress. Recommendations included expanding the scope of the study to determine whether the hypotheses, and substantive theory, could be confirmed with academic fund raisers at private institutions of higher education; examining donor perceptions of academic fund raisers and the fund raising process in higher education; and investigating the extent to which resolving deliberative conflicts can cause inescapable moral distress.
590 $a School code: 0010.
650 4 $a Education, Administration. $3 626645
650 4 $a Education, Higher. $3 543175
650 4 $a Education, Finance. $3 1020300
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690 $a 0745
690 $a 0277
710 2 0 $a Arizona State University. $3 1017445
773 0 $t Dissertation Abstracts International $g 66-02A.
790 1 0 $a Webb, L. Dean, $e advisor
790 $a 0010
791 $a Ed.D.
792 $a 2005
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3166117