Marketing Inclusion in the Curricula of U. S. Nonprofit Management Programs
Bibliographic record
Abstract
The purpose of this study is to ascertain the degree to which marketing was integrated into the curricula of U. S. nonprofit management programs. Seventyfour program directors of U. S. nonprofit management programs responded to a national survey. They answered questions pertaining to the academic location of the program, their own academic fields, the number of marketing and marketingrelated courses in their programs, their perceptions of what topics are considered part of marketing, and the relative importance they assigned to marketing in relation to other topics. Major points are the following: (1) Program directors are primarily from the public administration field (26 percent); (2) the nonprofit management programs had, on average, about one course dedicated to nonprofit marketing, and two marketing-related courses such as fund-raising or public relations; (3) program directors ranked marketing as sixth among 13 core subjects, indicating that a moderate importance is assigned to marketing in the curricula; (4) findings indicate that nonprofit management programs might benefit by recruiting nonprofit marketing professors to teach these courses and participate in curriculum development.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.003 | 0.010 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.002 | 0.001 |
| Open science | 0.000 | 0.001 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.003 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".