Skip to main content
SpringerLink
Log in
Book cover

Philanthropy and Education pp 207–235Cite as

Palgrave Macmillan

Philanthropic Impact and Effectiveness in Education

  • Chapter

  • 113 Accesses

Abstract

In the previous chapters we introduced six case studies of philanthropic interventions to set the stage for the more analytical part of this book. These cases enable us to better assess the type, scale and scope of the social impact that is actually caused by education philanthropy, and allows us to build our model on empirical rather than anecdotal evidence. Because we observed major differences in the quality and quantity of the evidence presented by programmes to prove their effectiveness, and knowing that evaluations may be biased and more a matter of public relations rather than neutral feedback, we concluded that an overall assessment was necessary. Hence, as a further step, the nineth chapter compared the evidence for each individual programme to help us arrive at a more differentiated and profound judgement of what each case really achieved. In the following we introduce a model of social problem solving based on the common lessons that we can learn from these very diverse programmes in terms of the generation of social impact.

This is a preview of subscription content, log in via an institution.

Chapter
USD   29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD   39.99
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD   54.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info
Hardcover Book
USD   54.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Learn about institutional subscriptions

Preview

Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.

References

  • Adloff, F. (2010): Philanthropisches Handeln: Eine historische Soziologie des Stiftens in Deutschland und den USA. Frankfurt/Main and New York: Campus.

    Google Scholar 

  • Anheier, H. K. and Leat, D. (2006): Creative Philanthropy. Toward a New Philanthropy for the Twenty-First Century. London etc.: Routledge.

    Google Scholar 

  • Ansell, C. K. (2011): Organizing Pragmatist Democracy: Evolutionary Learning as Public Philosophy. New York: Oxford University Press.

    Book  Google Scholar 

  • Bacchetti, R. and Ehrlich, T. (2007): Recommendations: Building Educational Capital. In: Bacchetti, R. and Ehrlich, T. (eds): Reconnecting Education & Foundations: Turning Good Intentions into Educational Capital. San Francisco: Wiley, pp. 21–45.

    Google Scholar 

  • Banerjee, A. V. and Duflo, E. (2011): Poor Economics: A Radical Rethinking of the Way to Fight Global Poverty. New York: Public Affairs.

    Google Scholar 

  • Benford, R. D. and Snow, D. A. (2000): Framing Processes and Social Movements: An Overview and Assessment. In: Annual Review of Sociology 26, pp. 611–639.

    Article  Google Scholar 

  • Blanco, H. (1994): How to Think About Social Problems: American Pragmatism and the Idea of Planning. Westport, CO, etc.: Greenwood Press.

    Google Scholar 

  • Burns, T. and Stalker, G. M. (1961): The Management of Innovation. London: Tavistock.

    Google Scholar 

  • Campbell, D. T. (1969): Reforms as Experiments. In: American Psychologist 24(4), pp. 409–429.

    Article  Google Scholar 

  • Carr, P. (2012): Private Voices, Public Forces: Agenda Setting and the Power of Foundations in the NCLB Era. Dissertation, Georgetown University

    Google Scholar 

  • Correnti, R. and Rowan, B. (2007): Opening Up the Black Box: Literacy Instruction in Schools Participating in Three Comprehensive School Reform Programs. In: American Educational Research Journal 44(2), pp. 298–338.

    Article  Google Scholar 

  • Cutler, D. (2009): The Effective Foundation: A Literature Review. London: The Baring Foundation.

    Google Scholar 

  • Dart, R. (2010): A Grounded Qualitative Study of the Meanings of Effectiveness in Canadian ‘Results-Focused’ Environmental Organizations. In: Voluntas 21(2), pp. 202–219.

    Article  Google Scholar 

  • Emmerich, M. (2010): Regionalisierung und Schulentwicklung: Bildungsregionen als Modernisierungsansätze im Bildungssektor. In: Altrichter, H. and Maag Merki, K. (eds): Handbuch Neue Steuerung im Schulsystem. Wiesbaden: VS Verlag für Sozialwissenschaften, pp. 355–375.

    Chapter  Google Scholar 

  • Fine, G. A. (2006): The Chaining of Social Problems: Solutions and Unintended Consequences in the Age of Betrayal. In: Social Problems 53(1), pp. 3–17.

    Article  Google Scholar 

  • Firestone, W. A. and Corbett, H. D. (1988): Planned organizational change. In N. Boyan (ed.), Handbook of Research on Educational Administration. New York: Longman, pp. 321–340.

    Google Scholar 

  • Fleishman, J. L. (2007): The Foundation: A Great American Secret. New York: Public Affairs.

    Google Scholar 

  • Frensch, P. A. and Funke, J. (1995): Definitions, Traditions, and a General Framework for Understanding Complex Problem Solving. In: Frensch, P.A. and Funke, J. (eds): Complex Problem Solving: The European Perspective. Hillsdale, NJ.: Lawrence Erlbaum, pp. 3–26.

    Google Scholar 

  • Friedeburg, L. v. (1992): Bildungsreform in Deutschland: Geschichte und gesellschaftlicher Widerspruch. Frankfurt/Main: Suhrkamp.

    Google Scholar 

  • Friedland, R. and Alford, R. R. (1991): Bringing Society Back. In: Symbols, Practices, And Institutional Contradictions. In: Powell, W.W. and DiMaggio, P.J. (eds): The New Institutionalism in Organizational Analysis. Chicago, London: The University of Chicago Press, pp. 232–263.

    Google Scholar 

  • Frumkin, P. (2006): Strategic Giving. The Art and Science of Philanthropy. Chicago etc.: University of Chicago Press.

    Book  Google Scholar 

  • Fullan, M. (2009): Large-scale Reform Comes of Age. In: Journal of Educational Change, 10 (2-3), pp. 101–113.

    Article  Google Scholar 

  • Funke, J. (2003): Problemlösendes Denken. Stuttgart: Kohlhammer.

    Google Scholar 

  • Funke, J. (2006): Lösen Komplexer Probleme. In: Funke, J. and Frensch, P.A. (eds): Handbuch der Allgemeinen Psychologie — Kognition. Göttingen: Hogrefe, pp. 439–445.

    Google Scholar 

  • Funke, J. and Frensch, P. A. (2007): Complex Problem Solving: The European Perspective — 10 Years After. In: Jonassen, D.H. (ed.): Learning to Solve Complex Scientific Problems. New York, London: Lawrence Erlbaum, pp. 25–47.

    Google Scholar 

  • Gerber, P. (2006): Der lange Weg der sozialen Innovation — Stiftungen und sozialer Wandel. Unternehmensnahe Stiftungen in der Bundesrepublik als Innovationsagenturen im Feld der Bildungs-und Sozialpolitik am Beispiel der Freudenberg Stiftung. Frankfurt/Main: Peter Lang.

    Google Scholar 

  • Gillwald, K. (2000): Konzepte sozialer Innovation. Papers der Querschnittsgruppe Arbeit & Ökologie, No. P00-519, Wissenschaftszentrum Berlin für Sozialforschung.

    Google Scholar 

  • Hardy, C. and Maguire, S. (2008): Institutional Entrepreneurship. In: Greenwood, R., Oliver, C, Suddaby, R. and Sahlin-Andersson, K. (eds): The Sage Handbook of Organizational Institutionalism. London: Sage Publications, pp. 198–218.

    Chapter  Google Scholar 

  • Hattie, J. A.C. (2009): Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement. London, New York: Routledge.

    Google Scholar 

  • Hess, F. M. (2005a): Introduction. In: Hess, F.M. (ed.): With the Best of Intentions. How Philanthropy Is Reshaping K-12 Education. Cambridge, MA: Harvard Education Press, pp. 1–17.

    Google Scholar 

  • Hess, F. M. (2005b): Conclusion. In: Hess, F.M. (ed.): With the Best of Intentions. How Philanthropy Is Reshaping K-12 Education. Cambridge, MA: Harvard Education Press, pp. 295–312.

    Google Scholar 

  • Holtappels, H.G., Klemm, K. and Rolff, H.G. (eds) (2008): Schulentwicklung durch Gestaltungsautonomie: Ergebnisse der Begleitforschung zum Modellvorhaben ‚Selbstständige Schule’ in Nordrhein-Westfalen. Münster etc.: Waxmann.

    Google Scholar 

  • Howaldt, J. and Schwarz, M. (2010): “Soziale Innovation” im Fokus. Skizze eines gesellschaftstheoretisch Inspirierten Forschungskonzepts. Bielefeld: transcript.

    Chapter  Google Scholar 

  • Jamrozik, A. and Nocella, L. (1998): The Sociology of Social Problems. Theoretical Perspectives and Methods of Intervention. Cambridge et al.: Cambridge University Press.

    Book  Google Scholar 

  • Jonassen, D. H. (2000): Toward a Design Theory of Problem Solving. In: Educational Technology Research and Development 48(4), pp. 63–85.

    Article  Google Scholar 

  • Kania, M. and Kramer, M. (2011): Collective Impact. Stanford Social Innovation Review, Winter 2011, pp. 36–41.

    Google Scholar 

  • Kern, T. (2008): Soziale Bewegungen. Ursachen, Wirkungen, Mechanismen. Wiesbaden: VS-Verlag für Sozialwissenschaften.

    Google Scholar 

  • Kitsuse, J. I. and Spector, M. (1973): Toward a Sociology of Social Problems: Social Conditions, Value-Judgments, and Social Problems. In: Social Problems 20(4), pp. 407–419.

    Article  Google Scholar 

  • Kohn, M. L. (1976): Looking Back: A 25-Year Review and Appraisal of Social Problems Research. In: Social Problems 24(1), pp. 94–112.

    Article  Google Scholar 

  • Lindblom, C. E. (1959) ‘The Science Of ‘Muddling Through’’. In: Public Administration Review, 19(2), pp. 79–88.

    Article  Google Scholar 

  • Lindblom, C. E. (1979): Still Muddling, Not Yet Through. In: Public Administration Review 39(6), pp. 517–526.

    Article  Google Scholar 

  • Lindblom, C. E. (1990): Inquiry and Change: The Troubled Attempt to Understand and Shape Society. New Haven and London: Yale University Press.

    Google Scholar 

  • Lobman, T. and Bacchetti, R. (2007): Increasing Foundation Impact by Building Educational Capital. In: Bacchetti, R. and Ehrlich, T. (eds): Reconnecting Education & Foundations. Turning Good Intentions into Educational Capital. San Francisco: Wiley, pp. 71–106.

    Google Scholar 

  • Mayntz, R. (1983): Zur Einleitung: Probleme der Theoriebildung in der Implementationsforschung. In: Mayntz, R. (ed.): Implementation politischer Programme II. Ansätze zur Theoriebildung. Opladen: Westdeutscher Verlag, pp. 7–24.

    Chapter  Google Scholar 

  • Mayntz, R. (2009): Soziale Mechanismen in der Analyse Gesellschaftlicher Makrophänomene. In: Mayntz, R. (ed.): Sozialwissenschaftliches Erklären. Probleme der Theoriebildung und Methodologie. Frankfurt/Main, New York: Campus, pp. 97–121.

    Google Scholar 

  • McAdam, D. (1996): Conceptual Origins, Current Problems, Future Directions. In: McAdam, D, McCarthy, J.D. and Zald, M.N. (eds): Comparative Perspectives on Social Movements. Political Opportunities, Mobilizing Structures, and Cultural Framings. Cambridge, New York: Cambridge University Press, pp. 23–40.

    Chapter  Google Scholar 

  • McCarthy, J. D. and Zald, M. N. (1987): Resource Mobilization and Social Movements: A Partial Theory. In: Zald, M.N. and McCarthy, J.D. (eds): Social Movements in an Organizational Society. New Brunswick and New Jersey: Transaction Publishers, pp. 149–172.

    Google Scholar 

  • Merton, R. K. (1936): The Unanticipated Consequences of Purposive Social Action. In: American Sociological Review, 1(6), pp. 894–904.

    Article  Google Scholar 

  • Merton, R. K. (1976): Introduction: The Sociology of Social Problems. In: Merton, R.K. and Nisbet, R. (eds): Contemporary Social Problems. 4th ed. New York: Harcourt Brace Jovanovich, pp. 3–43.

    Google Scholar 

  • Meyer, M. W. and Zucker, L. G. (1989): Permanently Failing Organizations. Newbury Park etc.: Sage.

    Google Scholar 

  • Mintzberg, H. (1987): Patterns in Strategy Formation. In: Management Science 24(9), pp. 934–948.

    Article  Google Scholar 

  • Moulaert, F., Martinelli, F., Swyngedouw, E. and Gonzalez, S. (2005): Towards Alternative Model(s) of Local Innovation. In: Urban Studies, 42(11), pp. 1969–1990.

    Article  Google Scholar 

  • National Center for Education Statistics (NCES) (2012): The Condition of Education 2012. [Online] Available at: http://nces.ed.gov/programs/coe/index.asp, last retrieved 3 March 2012.

  • Oakley, A. (1998): Experimentation and Social Interventions: A Forgotten but Important History. In: British Medical Journal (317), pp. 1239–1242.

    Google Scholar 

  • Peters, H. (2002): Soziale Probleme und Soziale Kontrolle. Wiesbaden: Westdeutscher Verlag.

    Book  Google Scholar 

  • Porter, M. E. and Kramer, M. R. (1999): Philanthropy’s New Agenda: Creating Value. In: Harvard Business Review 77(6), pp. 121–130.

    Google Scholar 

  • Quinn, R., Tompkins-Stange, M. and Meyerson, D. (2013): Beyond Grantmaking: Philanthropic Foundations as Institutional Entrepreneurs. In: Nonprofit and voluntary Sector Quarterly.

    Google Scholar 

  • Rubington, E. and Weinberg, M. S. (eds) (2003): The Study of Social Problems. Seven Perspectives. 6th ed. New York and Oxford: Oxford University Press.

    Google Scholar 

  • Schetsche, M. (2008): Empirische Analyse sozialer Probleme. Das wissenssoziologische Programm. Wiesbaden: VS Verlag für Sozialwissenschaften.

    Google Scholar 

  • Schöller, O. (2006): Bildung geht stiften. Zur Rolle von Think Tanks in der Wissensgesellschaft. In: Bittlingmayer, U.H. and Bauer, U. (eds): Die “Wissensgesellschaft.” Mythos, Ideologie oder Realität? Wiesbaden: VS Verlag für Sozialwissenschaften, pp. 285–320.

    Google Scholar 

  • Schön, D. A. (2001): The Crisis of Professional Knowledge and the Pursuit of an Epistemology of Practice. In: Raven, J. (ed.): Competence in the Learning Society. New York etc.: Lang, pp. 185–207.

    Google Scholar 

  • Seibel, W. (1996): Successful Failure: An Alternative View on Organizational Coping. In: American Behavioral Scientist 39(8), pp. 1011–1024.

    Article  Google Scholar 

  • Simon, H. A. (1962): The Architecture of Complexity. In: Proceedings of the American Philosophical Society, 106(6), pp. 467–482.

    Google Scholar 

  • Snyder, T. N.; Dillow, S. A. (2012): Digest of Education Statistics 2011. National Center for Education Statistics (ed.). [Online] Available at: http://nces.ed.gov/pubs2012/ 2012001.pdf, last retrieved 18 February 2013.

  • Stanat, P., Becker, M., Baumert, J., Lüdtke, O. and Eckhardt, A. G. (2012): Improving Second Language Skills of Immigrant Students: A Field Trial Study Evaluating the Effects of a Summer Learning Program. In: Learning and Instruction 22(3), pp. 159–170.

    Article  Google Scholar 

  • Thümler, E. (2011): Foundations, Schools and the State: School Improvement Partnerships in Germany and the United States as Legitimacy-Generating Arrangements. In: Public Management Review 13(8), pp. 1095–1116.

    Article  Google Scholar 

  • Tyack, D. and Cuban, L. (1995): Tinkering Toward Utopia: A Century of Public School Reform. Cambridge, MA, et al.: Harvard University Press.

    Google Scholar 

  • Wagner, R. K. (1991): Managerial Problem Solving. In Sternberg, R.J. and Frensch, P.A. (eds): Complex Problem Solving: Principles and Mechanisms. Hillsdale, NJ.: Lawrence Erlbaum, pp. 159–222.

    Google Scholar 

  • Weick, K. E. (1984): Small Wins: Redefining the Scale of Social Problems. In: American Psychologist 39(1), pp. 40–49.

    Article  Google Scholar 

  • Zapf, W. (1997): Entwicklung als Modernisierung. In: Schulz, M. (ed.): Entwicklung. Die Perspektive der Entwicklungssoziologie. Opladen: Westdeutscher Verlag, pp. 31–45.

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Centre for Social Investment (CSI), Heidelberg University, Germany

    Ekkehard Thümler (Project Director)

  2. Institute for Criminology, University of Cologne, Germany

    Nicole Bögelein (Research Associate)

  3. Berlin office of the Centre for Social Investment, Heidelberg University, Germany

    Annelie Beller (Research Associate)

Authors
  1. Ekkehard Thümler
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Nicole Bögelein
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Annelie Beller
    View author publications

    You can also search for this author in PubMed Google Scholar

Editor information

Editors and Affiliations

  1. Heidelberg University, Germany

    Ekkehard Thümler , Annelie Beller  & Helmut K. Anheier ,  & 

  2. University of Cologne, Germany

    Nicole Bögelein

Copyright information

© 2014 Ekkehard Thümler, Nicole Bögelein and Annelie Beller

About this chapter

Cite this chapter

Thümler, E., Bögelein, N., Beller, A. (2014). Philanthropic Impact and Effectiveness in Education. In: Thümler, E., Bögelein, N., Beller, A., Anheier, H.K. (eds) Philanthropy and Education. Palgrave Macmillan, London. https://doi.org/10.1057/9781137326256_10

Download citation

Publish with us

Policies and ethics

Search

Navigation