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Purpose Researchers have called for the synthesis of divergent perspectives and the development of a theoretical model that examines individuals’ donation behavior in charitable crowdfunding. To fill this research gap, the purpose of this paper is to synthesize the literature pertaining to the determinants of donation behavior in charitable crowdfunding. Then, drawing on the stimulus-organism-response framework, the authors develop and test a model that explains individuals’ intention to donate to charitable crowdfunding. Design/methodology/approach This paper follows a quantitative research approach. An online survey was distributed to collect data from individuals who had experienced charitable crowdfunding. In total, 205 valid responses were received and analyzed. Findings First, this study finds that individuals’ empathy and the perceived credibility of a charitable crowdfunding project are key determinants for their intention to donate in charitable crowdfunding. Second, the study finds that website quality, transaction convenience, and project content quality influence both empathy and perceived credibility in different ways. Third, it is noteworthy that initiator reputation is positively related to perceived credibility, while project popularity is positively associated with empathy. Originality/value This research advances the knowledge of individual donation behavior in charitable crowdfunding. The model can help researchers understand individuals’ philanthropic behavior by providing empirical explanations of the interplay between technological and project characteristics, emotional and cognitive states, and individuals’ donation behavior. For practitioners, the research suggests appropriate design, launch, and operation strategies to facilitate individuals’ donation behavior in charitable crowdfunding.

We examine the impact of the Texas Research Incentive Program (TRIP), a state policy that offers matching funds to incentivize pnvate-sector donations to certain public universities. We use a national dataset and employ a generalized difference-in-differences approach with matching procedures to estimate the treatment effect of TRIP on revenues at eligible institutions. Results show that TRIP is associated with increases in revenue from private gifts and state grants/contracts, which suggests that policymakers can leverage public investment to incentivize private donations. We do not detect a statistically significant relationship between TRIP and endowments, so donations are likely used for short-term funding and do not create long-term dividends. We consider potential social consequences of selecting certain universities to benefit from incentive policies.

Philanthropic involvement in education politics has become bolder and more visible. Have foundations changed funding strategies to enhance their political influence? Using data from 2000, 2005, and 2010, we investigate giving patterns among the 15 largest education foundations. Our analyses show growing support for national-level advocacy organizations. Furthermore, we find that foundations increasingly fund organizations that operate as \"jurisdictional challengers\" by competing with traditional public sector institutions. We apply social network analysis to demonstrate the growing prevalence of convergent grant-making—multiple foundations supporting the same organizations. These results suggest that a sector once criticized for not leveraging its investments now increasingly seeks to maximize its impact by supporting alternative providers, investing concurrently, and supporting grantees to engage in policy debates.

The paper reviews Asia-Pacific higher education and university research, focusing principally on the \"Confucian\" education nations Japan, Korea, China, Hong Kong China, Taiwan, Singapore and Vietnam. Except for Vietnam, these systems exhibit a special developmental dynamism-still playing out everywhere except Japan-and have created a distinctive model of higher education more effective in some respects than systems in North America, the English-speaking world and Europe where the modern university was incubated. The Confucian Model rests on four interdependent elements: (1) strong nation-state shaping of structures, funding and priorities; (2) a tendency to universal tertiary participation, partly financed by growing levels of household funding of tuition, sustained by a private duty, grounded in Confucian values, to invest in education; (3) \"one chance\" national examinations that mediate social competition and university hierarchy and focus family commitments to education; (4) accelerated public investment in research and \"world-class' universities. The Model has downsides for social equity in participation, and in the potential for state interference in executive autonomy and academic creativity. But together with economic growth amid low tax regimes, the Confucian Model enables these systems to move forward rapidly and simultaneously in relation to each and all of mass tertiary participation, university quality, and research quantity and quality. (HRK / Abstract übernommen).

In Australia, debates around school funding tend to focus on comparisons of funding between school systems and what this means for equity. In this paper, while we look at school- level funding between systems, our emphasis is on private funding in public schools with a particular emphasis on the relationship between private funding and ICSEA. Using data provided by the Australian Curriculum, Assessment and Reporting Authority, we present a series of analyses that document the current funding arrangements of Australian schools. In particular, we focus on how private income and parental contributions are mediated by sector (Government, Catholic and Independent), system (States and Territories) and educational advantage. These analyses show that government schools are generating notable private funding per student with the majority coming from parental fees, charges and other contributions. We further demonstrate that these private contributions advantage may exacerbate inequalities within public systems across Australia. [Author abstract]

Higher education institutions (HEIs) have experienced severe cutbacks in funding over the past few years, with universities examining options for alternative funding streams, such as alumni funding. Identifying the factors influencing their alumni's intentions to invest in their alma mater can be of significant importance when establishing a sustainable revenue stream. Within this context, empirical research on the potential role of trust is scarce. This paper aims to deepen the analysis of the relationship between alumni trust and engagement as well as three outcomes, namely support, commitment, and attitude toward donation. A structural equation model was tested on two samples of US (n = 318) and Italian (n = 314) alumni. Although both countries are affluent and developed countries, the USA has an established tradition of alumni donations, which is not such a developed practice in Italy. For both countries, results confirm that engagement is an antecedent of trust, which in turn leads to the three investigated outcomes (support, commitment, and attitude toward donations). In contrast, the effect of commitment on attitude toward donations is significant only for the USA universities. The paper has interesting theoretical and managerial implications. From a theoretical point of view, the study aims to address a gap concerning the role of trust in the HE context. Managerially, the study has significant implications for universities that want to change alumni attitude toward donations. (HRK / Abstract übernommen).

PurposeStudent loyalty is important if universities are to stay in business by recruiting and retaining satisfied students who provide positive evaluations of their university to others. The current study employed a theoretical framework established by consumer researchers to test the hypothesis that university social responsibility (USR) would predict student loyalty, but that this relation would be mediated by perceived service quality, student satisfaction, and student trust in their university.Design/methodology/approachFee-paying university students in Pakistan (n = 608) completed a questionnaire to assess their perception of USR and service quality, their satisfaction with and trust in their university, and loyalty toward their university.FindingsStructural equation modelling with partial least squares software supported the hypotheses that higher perceived USR would be related to higher student loyalty, and that this relation would be mediated by perceived service quality, student satisfaction, and student trust.Originality/valueThis study provides a novel contribution to the limited literature on USR and its relations with student loyalty. Several models have previously examined the relation between corporate social responsibility and general consumer loyalty, but these have limited applicability to the education sector. The data in this study support a model showing that USR supports student loyalty through its positive impact on perceptions of service quality, student satisfaction, and student trust. The findings suggest that USR could be a marketing tool that supports student loyalty, as long as USR initiatives increase students' perceptions of service quality, satisfaction and trust in their university.

Public funding to higher education has declined over the years and many states have experimented with policies to encourage private sector donations to public universities. Building on research that examines the intersection of state policy and philanthropy, we examine the influence of a state policy on endowment gifts to the University of Wyoming (UW). Wyoming sought to support institutional advancement efforts by matching private gifts that were at least $50,000 in value. We use synthetic control methods (SCM) to analyze data from the Integrated Postsecondary Data System (IPEDS) and test whether the policy increased endowment growth of the university between 2001 and 2018, relative to similar universities. We find limited evidence that the state policy led to long-term growth in UW’s endowment that was proportionally larger than a counterfactual synthetic control. We discuss implications for research, state policy, and higher education philanthropy.

This article combines theories of racialized organizations with insights on institutionalization to empirically analyze the role of grantmakers in unsettling postsecondary racial inequity. Using longitudinal data on federal grantmaking to institutions of higher education, we examine whether and how grantmaking policies (re)produce or diminish institutionalized racial inequities. To do so, we develop and apply the concept of the \"frame-enactment bundle\"--a multi-part unit of analysis--as a mechanism that either supports or challenges the (re)production of racialization. First, we ask how does a federal grantmaking agency's frame-enactment bundle shift over time? Second, did a 2013 change to the frame-enactment bundle have a causal effect on funding in terms of the types of colleges and universities that benefit? We use archival analysis to trace the agency's changing frame-enactment bundle over time. We then test the effects of these bundles on grant distribution using a difference-in-difference-in-differences critical quantitative analysis. We find the adoption of an equity-conscious frame increased grant funding to minority-serving institutions after years of under-resourcing this organizational type. And yet, the grantmaker's enactment of that frame created novel and more deeply institutionalized mechanisms for maintaining racialized access to resources and agency. This article exposes the deleterious trade-offs policymakers create when they center inequity in their framing, even as they create new organizational mechanisms of racialization via policy enactment. We mark this as the process of institutionalizing inequity anew.