A SINGLE-CASE STUDY EXAMINING FACULTY CONCEPTUALIZATIONS OF THEIR PARTICIPATION IN FUNDRAISING AT A SMALL PRIVATE INSTITUTION

Abstract

Given the uncertain economic conditions of the higher education sector in the United States, many institutions are reconsidering fundraising strategies. One emerging possibility involves the engagement of faculty in fundraising. However, with regards to faculty thoughts about their participation in fundraising, little research-based guidance exists. To address this gap, this qualitative single-case study employed the lens of academic citizenship to examine how tenured faculty, who are engaged in fundraising, conceptualize their participation in academic fundraising activities. The bounded case was a small private, four-year institution in the Midwest. Document analysis, focus groups, and semi-structured interviews comprised the data collection methods for the study. Via purposeful sampling, 16 tenured faculty participated in one of three 60-minute focus groups aimed at developing a shared understanding of fundraising within the institutional context. To probe more deeply into individual faculty perspectives, following the focus group phase, each participant took part in one 45-minute semi-structured interview. Findings indicated that as faculty struggled to fit fundraising within their prescribed workload expectations of teaching, research, and service, they often described fundraising as a form of service and expressed their willingness to help with this work while emphasizing concerns about constraints on faculty time. Additionally, as faculty attempted to manage perceived barriers related to fundraising activities, they were eager to form partnerships with development staff. Faculty described these partnerships as productive when the focus remained on collaboration, academic priorities, and faculty strengths. Findings also revealed that faculty engaged in fundraising activities because they felt committed to the well-being of the college, their students, and their alumni/ae relationships. Finally, fundraising was one way that faculty participants exhibited their academic citizenship. Based on the findings of this study, recommendations for college administrators include the following: (a) construct a framework to facilitate faculty and staff fundraising partnerships, (b) formally recognize faculty engaged in fundraising work, and (c) monitor the service burden imposed on tenure-track faculty.