Grading in the Digital Age: AI Feedback Versus Professor Feedback

Ronald Mickler, Jr.

Dr. Ronald Mickler, Jr.
Assistant Dean for Accreditation and Strategic Initiatives
Boler College of Business
John Carroll University

Grading in the Digital Age: AI Feedback Versus Professor Feedback
La Toya M. Russell, Andrew Zeiser, Ronald Mickler, Jr., Doan Winkel
Journal of Marketing Education (May 2026)

Feedback is a cornerstone of academic development, particularly in marketing education, where skill development often requires iteration and applied practice. While instructors spend considerable time providing effective feedback, artificial intelligence (AI) tools can significantly reduce this burden by generating timely, tailored responses. For example, AI-based chatbots can supplement instruction, providing students with timely feedback and reducing instructors’ workload. This study examines how marketing students perceive feedback quality based on its source, specifically whether it is delivered by an AI system or a human instructor. Through a scenario-based experiment, we investigate student perceptions of feedback quality and effectiveness based on the source (AI vs. Instructor) or valence (positive vs. negative). Our findings provide guidance for professors who want to incorporate AI tools into their teaching practices. Understanding student perceptions of feedback source is crucial for marketing educators who want to leverage AI systems to enhance the educational experience without compromising the human component that students value.

Dr. Ronald Mickler, Jr., is a distinguished academic leader with over two decades of experience in higher education, specializing in enrollment management, student services, and program development. He currently serves as the Assistant Dean for Accreditation and Strategic Initiatives at the Boler College of Business, John Carroll University, where he also teaches leadership and organizational development courses.

Dr. Mickler earned his Doctor of Education in Leadership Studies from Ashland University in 2021. His dissertation, titled “Informal Leaders, Interpersonal Influence, and Word-of-Mouth Communication: Understanding Master of Business Administration Applicants’ Enrollment Decision-Making Process,” provides valuable insights into the factors influencing MBA applicants’ enrollment decisions.

Throughout his career, Dr. Mickler has demonstrated a profound ability to design and implement innovative academic programs and strategic initiatives. He also successfully led the AACSB Continuous Improvement Peer Review Process in 2024, resulting in the extension of dual accreditation through 2029.

By |2026-05-24T19:00:41-04:00May 24th, 2026|NACC Member Research|
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Distinct but Complementary: Dynamic and Improvisational Capabilities

Dr. Sonia White

Sonia R. White, PhD
Director, Center for Nonprofit Management & Leadership
Dillard College of Business Administration
Midwestern State University, Texas

Distinct but Complementary: Dynamic and Improvisational Capabilities
Sonia R. White, William Gillis
Journal of Small Business Strategy, 36(2), 7–18

There has been very little theoretical or empirical research examining how dynamic and improvisational capabilities work together to achieve organizational outcomes such as resiliency. To date, empirical and conceptual discriminant validity between dynamic and improvisational capabilities has remained unsupported because there is a dearth of research examining these concepts in the same empirical study, leaving uncertainty for managers and scholars. This study empirically examined the discriminant difference between dynamic and improvisational capabilities with an initial pilot study (Sample 1: N = 75) using the HTMT ratio as the primary criterion and HTMT confidence intervals as the secondary criterion. Overall, this research demonstrated that dynamic and improvisational capabilities are distinct concepts. Several limitations are discussed, as well as theoretical and practitioner implications and future research opportunities.

Sonia White, Ph.D., CNP, ACNP: Sonia is the Director of the Center for Nonprofit Management & Leadership at Midwestern State University in Wichita Falls, Texas. She oversees the Nonprofit Management Minor in the Dillard College of Business Administration and advises students pursuing that degree. Dr. White developed the Nonprofit Management Minor courses’ curriculum and content, including the four classes she teaches.

Sonia has 20 years of professional experience in the nonprofit sector and has worked for multiple large nonprofits in the Dallas-Ft. Worth Metroplex, as well as operating a consulting firm, Sonia White Consulting, LLC. Sonia served as the Director for the Area Agency on Aging for Dallas County and the Managing Director for Aging and Disability Services for the Community Council of Greater Dallas, overseeing an $8 million budget. Since 2015, Dr. White has written many successful federal grants, resulting in over $30 million in federal funds awarded.

Sonia is a native Texan, born in Fort Worth, Texas. Dr. White earned her Ph.D. in Business Administration with a concentration in Management at the University of South Alabama in Mobile. Sonia attended the University of Texas at Austin, earning her Bachelor of Fine Arts and teacher certification, and received her Master of Science in Education, emphasizing Supervision and Administration in the Fine Arts, from Bank Street College and Parsons School of Design in Manhattan, NY. Sonia is a Standards for Excellence Licensed Consultant, has her BoardSource Certificate in Board Governance, and both the Certified Nonprofit Professional (CNP) and Advanced Certified Nonprofit Professional (ACNP) credentials.

By |2026-05-24T19:00:21-04:00May 24th, 2026|NACC Member Research|
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Exploring the Nonprofit Job Market: Insights from Topic Modeling Analysis

Dorothy Norris-Tirrell, PhD

Dorothy Norris-Tirrell, Ph.D., ACNP
President Emerita
Nonprofit Leadership Alliance

Exploring the Nonprofit Job Market: Insights from Topic Modeling Analysis
Jennifer F. Rinella, Emily Dale, Dorothy Norris-Tirrell
International Journal of Public Administration, 1–15

Given the nonprofit sector’s significant, ongoing challenges of filling vacant positions and retaining staff, this study examines the nonprofit job market through an analysis of online job announcements. Using Non-Negative Matrix Factorization topic modeling, a dataset of 13,685 job announcements was explored to find job-related themes. The analysis revealed nine topics that identify the core organizational functions for nonprofit organizations today as well as commonly stated requirements for nonprofit jobs. Findings also highlighted the cross-functional work of nonprofit employees. Practical implications are shared for organizations seeking to recruit and develop emerging leaders.

By |2026-05-24T18:45:20-04:00May 24th, 2026|NACC Member Research|
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Systems Thinking for a Sustainability Mindset Across Business Disciplines

Dr. Marco Tavanti

Dr. Marco Tavanti
Professor of Leadership
MNA Program Director
School of Management
University of San Francisco

Systems Thinking for a Sustainability Mindset Across Business Disciplines
in The Elgar Companion to Management Education and the Sustainable Development Goals
Marco Tavanti

This chapter explores the crucial role of systems thinking in business management education to promote sustainability and achieve the Sustainable Development Goals (SDGs). It begins by addressing the “why,” emphasizing the limitations of linear thinking in tackling complex, interconnected sustainability challenges. It then defines “what” systems thinking encompasses, focusing on its key characteristics and competencies. Practical strategies illustrate “how” systems thinking can be incorporated into curricula through course redesigns, learning activities, and assessment methods. Lastly, it identifies “who” among stakeholders, including administrators, faculty, students, alumni, and community partners, holds responsibility for embedding systems thinking into educational programmes.

Published in The Elgar Companion to Management Education and the Sustainable Development Goals, the chapter is part of an open access publication connected to the Principles for Responsible Management Education (PRME) initiative, which advances sustainability and responsible leadership in higher education worldwide.

This collaborative approach equips future leaders with the skills and mindset to confront climate change, poverty, and equity challenges. By moving beyond profit-oriented outcomes, systems thinking supports the development of resilient leaders capable of driving sustainable change in an increasingly interconnected world.

Dr. Tavanti also recently published We Are Francesco: The Seven Humanistic Leadership Lessons of Saint Francis of Assisi (2026), which explores values-based leadership through the life and teachings of Saint Francis. Released during the 800th anniversary year of Francis’s death, the book examines themes of humility, compassion, sustainability, peacebuilding, and service to the common good through a contemporary leadership lens.

Dr. Marco Tavanti is a sustainability and leadership international scholar whose experience stretches over 30 years and whose work has taken him to more than 18 countries in Europe, East Africa, Southeast Asia, and Latin America. Dr. Tavanti’s teaching in sustainable development, leadership ethics, intercultural diversity, and NGO management is grounded in Jesuit values and his scholarship is an embodiment of the University’s mission to be of service to humankind.

Dr. Tavanti is a systems thinker whose scholarship aims at providing practical and integrated solutions to issues in international development and poverty reduction. His research methods are participatory in nature and directed at building international capacity in leaders, organizations, and institutions. Through his teaching he inspires globally engaged leaders while building professional capacity through international managerial skills across sectors.

He is President of the Sustainable Capacity International Institute (SCII-ONLUS) and CEO of its subsidiary SDG.services. He is co-founder of the World Engagement Institute (WEI), an international organization providing capacity development services for sustainable human security. He designed and directed various professional training programs on sustainable community development, indigenous human rights, anti-human trafficking and refugee service management. He has been consulting and collaborating with United Nations agencies such as the Development Programme (UNDP), the Global Compact (UNGC), the Refugee Agency (UNHCR) and the Food and Agricultural Organization (FAO). Through his engagement with the UN Global Compact he contributed to the development of the Principles of Responsible Management Education (PRME) and the UN Sustainable Development Goals (SDGs).

By |2026-05-24T18:39:19-04:00May 24th, 2026|NACC Member Research|
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Enriching Data Analytics with Experiential Knowledge to Inform Community Interventions for More Equitable Infant Health

Robert L. Fischer, PhD

Dr. Robert L. Fischer
Grace Longwell Coyle Professor in Civil Society
Director, Center on Poverty and Community Development
Chair, Master of Nonprofit Organizations Program
Jack, Joseph, and Morton Mandel School of Applied Social Sciences
Case Western Reserve University

Enriching Data Analytics with Experiential Knowledge to Inform Community Interventions for More Equitable Infant Health
Francisca García-Cobián Richter, Sara Arrojo, Jiayi Sun, Robert L. Fischer, Richard Stacklin
Journal of Integrated Global STEM (February 2026)

Although infant mortality in the USA has trended downward since the 1930s, large racial disparities persist. Administrative data on maternal-infant health are shaped by the contexts in which they are collected, including systemic racial inequities. Analyzing these data requires integrating experiential knowledge to advance health equity. Guided by a Public Interest Technology framework – FAIR2 – we integrated experiential knowledge in the analysis of birth certificate data for participants in a community-based initiative aimed at improving infant health outcomes. Insights of mothers on what influenced their birth outcomes were drawn through a thematic literature review to help inform modeling assumptions and interpretation of results. The analysis sample included 1,535 infants born in 2017–2024 to 635 program participants enrolled during 2022–2024. We examined key birth outcomes across multiple pregnancies using mother fixed-effects models to control for unobserved characteristics, including the impact of discrimination. Results showed that gains in maternal education and enrollment in Women, Infants, and Children (WIC) program were positively associated with improved prenatal care, with WIC also impacting infant vitality. The onset of pre-pregnancy hypertension and diabetes was associated with an increased risk of admission to the NICU. Women’s insights suggest that the positive impact of education advancement is mediated by access to better jobs and maternity leave. Additionally, they underscore the link between hypertension and discrimination, pointing to the need for equity-focused education in the healthcare system. This study highlights the value of incorporating experiential knowledge into data analytics to advance the public interest via community- and policy-driven action for infant health equity.

Robert L. Fischer is the Grace Longwell Coyle Professor in Civil Society at the Jack, Joseph and Morton Mandel School of Applied Social Sciences of Case Western Reserve University, where he leads a range of evaluation research studies and teaches evaluation methods to graduate students in social work and nonprofit management. He is also Co-Director of the The Center on Poverty and Community Development. Since 2001, he has led the Center’s research on Invest in Children, a county-wide early childhood initiative that includes home visiting, children’s health, and childcare components. Dr. Fischer is also faculty director of the Master of Nonprofit Organizations (MNO) degree program.

By |2026-03-23T14:30:49-04:00March 23rd, 2026|NACC Member Research|
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Connectivity of Non-financial and Financial Information

Dr. Ushi Ghoorah, PhD(Acc), MCom(Acc), MPA(Acc), Dip(Mgt), BSc(Hons), CPA
Lecturer (Accounting)
Business School
Western Sydney University

Dr. Craig Furneaux

Craig Furneaux
Associate Professor
Faculty of Business & Law
School of Accountancy
Queensland University of Technology

Connectivity of Non-financial and Financial Information
Ushi Ghoorah (Western Sydney University – Western Sydney University), David Gilchrist (The University of Western Australia – UWA Business School), Craig Furneaux (Queensland University of Technology – School of Accountancy), Phil Hancock (The University of Western Australia), Nikki Schonfeldt
AASB Research Centre Working Paper No. 26-01 (January 2026)

This research report investigates the connectivity between financial and non-financial information in the Australian not-for-profit (NFP) private sector, with a particular focus on the relevance and application of service performance reporting (SPR). The report draws on a combination of literature reviews, annual report analysis, surveys, and stakeholder focus groups to evaluate current reporting practices, stakeholder perceptions and practical pathways for improving the integration, accessibility, and credibility of SPR across the sector.

The key messages include that connectivity between financial and non-financial information remains fragmented across the NFP sector, with limited integration and inconsistent terminology. Stakeholders (including donors, regulators, preparers, auditors, and directors) recognise the value of SPR but highlight challenges related to implementation costs, capacity constraints, assurance gaps, and the need for flexible reporting guidance. Further, international case studies (e.g., New Zealand, the United Kingdom and Canada) illustrate varied models of SPR, offering insights into balancing comparability, contextualisation, and proportionality.

This report calls for the development of a robust, scalable, and context-sensitive SPR framework for the Australian NFP sector, underpinned by five key recommendations:
(1) adopt a principles-based and proportional framework,
(2) enable the integration of financial and non-financial data using linked formats,
(3) promote user-focused and flexible presentation styles,
(4) allow flexibility in language and performance descriptors, and
(5) strengthen auditability through scalable verification pathways.

Dr Ushi Ghoorah is a Lecturer in Accounting at Western Sydney University and a specialist in not-for-profit accountability, service performance reporting, and financial transparency. Her research examines how financial and non-financial disclosures influence stakeholder decision-making and public trust in the not-for-profit sector. She has led multiple nationally commissioned research projects exploring service performance reporting and the integration of financial and non-financial information. Dr Ghoorah contributes to national policy discussions as a member of the Australian Accounting Standards Board Not-for-Profit Advisory Panel and holds leadership roles with the Accounting and Finance Association of Australia and New Zealand (AFAANZ), the Australia and New Zealand Third Sector Research Association (ANZTSR), and CPA Australia.

Dr Craig Furneaux is an Associate Professor with the School of Accountancy, Faculty of Business and Law at Queensland University of Technology. Craig leads the Australian Centre for Philanthropy and Nonprofit Studiess. Craig is a highly regarded teacher and researcher focussed on accountability, capability and change in nonprofits organisations and social enterprises. He is also interested in faith-based charities in civil society. His research is available for free here: https://eprints.qut.edu.au/view/person/Furneaux,_Craig.html

By |2026-03-23T14:25:07-04:00March 23rd, 2026|NACC Member Research|
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Tradition, Values, and Religion in a Center-Periphery Explanation of Disaster Governance

David Berlan

David Berlan, PhD
Associate Professor
Askew School of Public Administration
College of Social Sciences and Public Policy
Florida State University

Tradition, Values, and Religion in a Center-Periphery Explanation of Disaster Governance
Jeonghwa Yang, Ralph S. Brower, David Berlan
Asia Pacific Journal of Public Administration (February 2026)

This study examines three flood governance models in Metro Manila: a government-centered relocation model, a collaborative model, and a civil society initiative model. Drawing on center-periphery theory, it analyzes how power asymmetries and cultural values shape disaster governance and recovery outcomes. The study uses qualitative data collected between 2009 and 2024, including semi-structured interviews, archival documents, and field observations. Findings show that state-driven relocation policies often marginalize vulnerable populations by prioritizing technocratic efficiency over social equity and community participation. In contrast, grassroots initiatives and civil society-led responses leverage local knowledge, community networks, and cultural and religious traditions to foster resilience and collective action. Collaborative approaches occupy an intermediate position, partially mitigating exclusion while retaining centralized authority. The study highlights the importance of integrating local knowledge and participatory governance into disaster management frameworks to enhance social equity and sustainability.

David Berlan, PhD, earned his doctorate in Public Administration from Syracuse University in 2013. Dr. Berlan is an associate professor at the Askew School. He teaches in the areas of nonprofit management and public and nonprofit financial management. His research examines the role of competing ideas in the change and evolution of nonprofit organizations and the networks in which they participate. Most of this research is in the context of global health and development, though he also seeks to tie his teaching and research into the local nonprofit community. Dr. Berlan published an article in The Conversation (“What the Staff Does Matters More than What’s in an Organization’s Mission Statement”) on why employee perspectives matter more than formal mission statements, a perspective informed by his most recent journal article (Berlan, 2018).

By |2026-03-23T14:11:41-04:00March 23rd, 2026|NACC Member Research|
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Compounded Resilience: A Step Towards Achieving Climate Mitigation and Adaptation in the U.S. Built Environment

Christopher S. Galik, PhD
Deputy Executive Director, Climate and Sustainability Academy
Professor, Department of Public Administration
School of Public and International Affairs
North Carolina State University

Compounded Resilience: A Step Towards Achieving Climate Mitigation and Adaptation in the U.S. Built Environment
Christopher S. Galik & Georgina M. Sanchez
Mitigation and Adaptation Strategies for Global Change, Volume 31, article number 7 (2026)

Climate-induced relocation offers an opportunity to rethink both mitigation and adaptation imperatives in the built environment. Reducing greenhouse gas (GHG) emissions is a critical priority. At the same time, compounded climate hazards are forcing millions to reconsider where they live, a trend expected to accelerate. To fast-track GHG mitigation, we must rethink not just how we rebuild after floods recede or fires are extinguished, but where and how we build in anticipation of them. A transformative approach is essential, one that not only curbs emissions but also builds long-term climate resilience in both disaster-affected communities and those where displaced populations will come to reside. And while the conceptual underpinnings of what we are terming compounded resilience—simultaneously adapting to climate change-induced natural disasters while proactively reducing GHG emissions—are well-established and draw from extensive policy and implementation experience, realizing the vision in the current policy and political environment requires a newfound thoughtfulness and intentionality. Here, we use the present rollback of U.S. federal climate initiatives as an example of both the challenges and opportunities facing individual community adoption of compounded resilience as a strategy to attract new residents, benefiting both current and prospective inhabitants while contributing to transformative emissions reductions in the built environment.

Dr. Christopher Stephen Galik is a Professor in the Department of Public Administration and the Deputy Executive Director of the Climate and Sustainability Academy at North Carolina State University. With a Ph.D. in Forestry and Environmental Resources from North Carolina State University, a Master of Environmental Management from Duke University, and a B.A. in Biology from Vassar College, Dr. Galik has a rich background in both academia and professional practice. His research, recognized in journals such as Nature Climate Change and Global Environmental Change, explores the intersection of policy and real-world environmental challenges with a focus on the role of formal and informal institutions in responding to pressing global challenges like climate change. He has received numerous accolades for his teaching and research, including University- and Departmental-Level Outstanding Teaching Awards, as well as recognition as a 2024-2025 University Faculty Scholar.

By |2026-03-24T11:43:52-04:00March 23rd, 2026|NACC Member Research|
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College Towns and Creativity: Exploring Potential Interactions Between Educational Institutions and Local Cultural Economies

Trevor Meagher

Trevor Meagher
Assistant Professor, Arts Administration
FSU Department of Art Education

Dr. Karabi C. Bezboruah

Karabi C. Bezboruah, PhD
Professor, Public Affairs and Planning
The University of Texas at Arlington

College Towns and Creativity: Exploring Potential Interactions Between Educational Institutions and Local Cultural Economies
Trevor Meagher, Karabi Bezboruah, Alejandro Rodriguez, Jiwon Suh, Emily Nwakpuda
Cities, Volume 169, February 2026, 106566

This paper explores local dynamics in “college towns” by focusing on connections between universities and their surrounding artistic communities. Adopting an institutionalist lens, it argues that cross-sector relationships between arts organizations, educational institutions, and local markets are reciprocal rather than instrumental, and that these relationships are essential for cultivating a desirable and robust sense of place-based arts vibrancy. We use the SMU DataArts Arts Vibrancy Index to develop an ordered logit model analyzing the impact of universities and two-year colleges on these local cultural economies. Findings suggest that two-year colleges act as anchor institutions that positively impact vibrancy. Notably, the model fails to indicate significant association between four-year universities and cultural vibrancy. We conclude by discussing implications for future research, cultural policymaking, and collaboration.

Trevor Meagher is an Assistant Professor of Arts Administration in the Department of Art Education at Florida State University. His research explores the evolving role of arts organizations in contemporary society, focusing on cultural policy, arts advocacy, creative placemaking, and cross-sector collaboration. He received his PhD in Public Administration and Public Policy as well as an MPA from the University of Texas at Arlington, and he holds a Bachelor of Music Performance with minors in Arts Management and Arts Administration from Southern Methodist University.

He regularly attends academic conferences and has presented at the Association for Research on Nonprofit Organizations and Voluntary Action’s annual conference, the Public Management Research Conference, and the Social Theory, Politics, and the Arts conference, among others. He has published in Cities, Voluntas, the Journal of Philanthropy, and The Future of Charity Marketing (edited by Mitchell & Hyde), and his work has been featured by the Nonprofit Academic Centers Council. At the 2025 Association of Arts Administration Educators conference, he received the award for Best Paper by an Emerging Arts Administration Educator.

Before joining FSU, Trevor held professional roles at Southern Methodist University, UT Arlington, the Coppell Arts Center, and the Dallas Symphony Orchestra.

Karabi Bezboruah, PhD, is a Professor in the Department of Public Affairs and Planning at the College of Architecture, Planning and Public Affairs (CAPPA) at the University of Texas at Arlington.Dr. Bezboruah also serves as the director of the two doctoral programs in CAPPA. These are the Public Administration & Public Policy (PAPP), and Urban Planning and Public Policy (UPPP).

Dr. Bezboruah teaches administration and policy courses in the Department of Public Affairs. She teaches the core courses in the Nonprofit Management specialization track and facilitates the graduate Certificate in Urban Nonprofit Management. She applies service-learning pedagogy in her courses, and has worked with community organizations, nonprofits, and local government agencies.

Dr. Bezboruah’s research includes cross sector collaboration, nonprofit management and leadership, strategic management, community development, cross-sector comparisons, NGOs – organizational role, gender role, leadership role & NGO effectiveness. Her work is in the intersection between public policies and organizational behavior, and she frequently collaborates with other disciplines to conduct research on policy issues surrounding health, housing and the environment.

By |2025-12-11T14:35:36-05:00December 11th, 2025|NACC Member Research|
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Researching Individual Giving to Education in the US

Genevieve G. Shaker, PhD

Genevieve G. Shaker, PhD
Professor of Philanthropic Studies
Donald A. Campbell Chair in Fundraising Leadership
Indiana University Lilly Family School of Philanthropy

Patricia Danahey Janin

Patricia Danahey Janin, PhD
Independent Researcher and Educator

Researching Individual Giving to Education in the US
Genevieve G. Shaker and Pat Danahey Janin
Advancing Research in Philanthropy and Education, 2025

This chapter reviews research about individual donors to education. In general, research finds that education donors are highly educated and wealthier than other donors. Studies typically examine either higher education donors or K-12 donors. Most higher education studies explore alumni donors—usually to refine fundraising practices: who they are, why they give, and where they give. Meanwhile, K-12 research focuses on parents, is filtered through organizations that aggregate individual gifts (i.e., parent–teacher associations, school foundations), and often reflects concern for equitable educational opportunities. In today’s rapidly changing educational context, researchers can make important contributions to inform the field. The chapter presents ideas for future research about educational donors as a group and for expanding and enhancing the distinct literatures of K-12 and higher education giving.

Genevieve G. Shaker, PhD, is a professor of philanthropic studies and the Donald A. Campbell Chair in Fundraising Leadership at the Indiana University Lilly Family School of Philanthropy. In her two decades as university fundraising and communications professional, she helped Indiana University connect with supporters and achieve significant goals. Dr. Shaker’s research explores fundraising, the fundraising profession, donor-fundraiser relationships, workplace giving, and the philanthropic dimensions of higher education. Her work often bridges scholarship and practice, with books including Faculty Work and the Public Good, Fundraising Principles for Faculty and Academic Leaders, and the widely used textbook Achieving Excellence in Fundraising (5th edition). She is associate editor of the journal Philanthropy & Education.

Dr. Patricia Danahey Janin is an independent researcher and educator specializing in philanthropy and international governance. She earned her PhD in Philanthropic Studies from Indiana University and an MBA in International Business from ESCP-Europe. Dr. Danahey Janin teaches at Sciences Po Paris and previously at Indiana University, integrating global perspectives into courses on philanthropy and social impact. Her publications include Individual Giving to Educational Institutions in Advancing Research in Philanthropy and Education (Edward Elgar, 2025), two chapters in Achieving Excellence in Fundraising (Wiley, 2022), and case studies in Nonprofit Organizational Resilience (Edward Elgar, 2025). Her work bridges scholarship and practice, fostering cross-border dialogue on giving and education.

By |2025-12-11T15:15:11-05:00December 11th, 2025|NACC Member Research|
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