Guidelines for Nonprofi t Academic Programs
If we have still not persuaded you of the advantages—or at least the need—for learning and using applied statistics in public administration, nonprofi t admin- istration, and allied fi elds, we can off er you one more reason: the accreditation standards in the field. The National Association of Schools of Public Affairs and Administration (NASPAA) has formulated standards for accreditation of
master’s degree programs in public affairs, policy, and administration. Many p ublic administration programs also off er concentrations or certifi cates in non- profi t a dministration and include pertinent courses in the curriculum. In fact, across all disciplines public administration schools and departments most often provide courses and concentrations in nonprofi t management education.
NASPAA adopted revised Standards for Accreditation for Master’s Degree Programs in 2009.* Under NASPAA Standard 5, “Matching Operations with the Mission: Student Learning,” section 5.1,“Universal Required Competencies,”
states that an MPA program, “As the basis for its curriculum … will adopt a set of required competencies related to its mission and public service values” in fi ve domains. Th e domains encompass the ability to:
Lead and manage in public governance;
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Participate in and contribute to the policy process;
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Analyze, synthesize, think critically, solve problems, and make decisions;
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Articulate and apply a public service perspective;
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Communicate and interact productively with a diverse and changing
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workforce and citizenry.
Th e chapters and material presented in this book are intended especially to raise the ability of students in public administration to “analyze, synthesize, think critically, solve problems, and make decisions.” Increasing and honing this ability, in turn, will contribute to the other four required NAPAA competencies of leading and managing in governance, participating and contributing in the policy process, articulating and applying a public service perspective, and communicating and in- teracting with the workforce and citizenry. Th is book will help to create and refi ne the ability of students in public and nonprofi t administration to synthesize infor- mation, understand and perform crucial data analysis and interpret the results, and support problem solving and decision making that underlie sound and eff ective practice in the other domains specifi ed by NASPAA in its accreditation standards.
Although it does not yet have authority or responsibility to accredit aca- demic programs in nonprofi t studies, the Nonprofi t Academic Centers Council (NACC) published revised Curricular Guidelines for Graduate Study in Non- profi t Leadership, the Nonprofi t Sector and Philanthropy in 2007.** Section 16.0 treats “Assessment, Evaluation and Decision-Making Methods” and includes three guidelines for nonprofi t academic programs to meet in this area:
Methods and modes to evaluate performance and eff ectiveness at both
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organizational and programmatic levels;
Decision-making models and methods and how to apply them in non-
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profi t organizational settings; and
Th e use and application of both quantitative and qualitative data for pur-
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poses of strengthening nonprofi t organizations, the nonprofi t sector, and society at large.
* http://www.naspaa.org/accreditation/standard2009/docs/ NS2009FinalVote10.16.2009.pdf.
** http://www.naccouncil.org/pdf/GradCG07.pdf
Just as is the case with the NASPAA Standards for Accreditation in public aff airs and administration with regard to the standard to “analyze, synthesize, think critically, solve problems, and make decisions,” this book provides thor- ough, accessible coverage for students in nonprofi t administration of NACC Curricular Guidelines in the area of “Assessment, Evaluation and Decision- Making Methods.”
Th is book can form the basis for courses (and/or coverage) that satisfy the NASPAA Accreditation Standards and the NACC Curricular Guidelines relat- ing to quantitative techniques of analysis and requisite skills in program evalu- ation, information synthesis, decision making, and problem solving. Th e book elaborates statistical methods as a tool for assisting public and nonprofi t manag- ers in making decisions. By focusing on the assumptions underlying the various techniques, the careful interpretation of results, and the limitations as well as the strengths of the information conveyed, the text stresses the ethical and eff ective utilization of statistics and quantitative analysis.
With respect to the competencies identifi ed by NASPAA and NACC, Part I of the book addresses “Foundations of Quantitative Analysis.” Th e chapters in this section set out the rationale for a statistical approach in public and nonprofi t administration and provide essential background in measurement and research design. Th e chapters are strong in the methodology of research and treat a wide range of issues, including problem diagnosis, the logic of inquiry, causal infer- ence, and threats to the validity of a quantitative study.
Part II, “Descriptive Statistics,” introduces basic statistical analysis. Th e chap- ters here are also useful for acquainting students with the presentation and inter- pretation of statistical charts, graphs, and tables to inform themselves as well as other decision makers.
Part III, “Probability,” explores the many uses of this tool in public and non- profi t management. Th e chapters in this section assist students in defi ning and diagnosing decision situations and selecting and evaluating a course of action.
Th e chapters in Part IV, “Inferential Statistics,” not only develop sophisti- cated analytic skills but also help in the defi nition of problems, formulation of alternatives, choice of decision, and evaluation of results. Th ey help the manager to understand the promise—and the limitations—of a sample of data for reach- ing conclusions about the entire population.
Part V, “Analysis of Nominal and Ordinal Data,” introduces another set of quantitative skills useful for the public and nonprofi t administrator. Th is type of analysis is employed frequently in written memoranda and technical reports and in the evaluation of survey data. Th ese data distinguish public administration and nonprofi t administration (and other social science fi elds) from the natural, physical, and biological sciences, in which measurement is typically much more precise.
Part VI presents “Regression Analysis.” Regression is one of the most fl exible and often utilized statistical techniques in the social sciences. Th e chapters in this section greatly enhance the decision-making, analytic, and evaluative capabilities of public and nonprofi t managers. Th e fi rst fi ve chapters in this section discuss the methods of regression analysis and the varied applications of regression-based
techniques in public and nonprofi t management. Th e last chapter in this section explains how to read and interpret regression output generated by statistical soft- ware packages, which is often complicated and diffi cult to understand. Th e chapter, thus, provides a needed skill that is too often overlooked.
Th e fi nal part of the book discusses “Special Topics in Quantitative Man- agement”: performance measurement and decision theory. A full treatment of linear programming can be found on the companion Website for the book. Th ese materials expose students to techniques for measuring organizational perfor- mance, diff erent models of logical analysis, bases for decisions, and evaluation of alternatives. In sum, this book provides essential coverage pertaining to the NASPAA Standards for Accreditation in public aff airs in administration and the NACC Curricular Guidelines for Nonprofi t Administration.