Final Report on the Exploratory Survey on University / Collage Level Third Sector Studies in Central Eastern European Countries

The following final report is to conclude the results of the exploratory survey on University/College Level Third Sector Studies in Central European Countries and to provide essential information in sight of the potential establishment and functioning of a Third Sector Institute.

Objectives of the survey:

• To complete a survey on existing University/College level Third Sector Studies in the region;
• To reactivate and maintain an electronic network deliberate on the TSI project.

Deadline: 31 December 1998

Commissioned by: Indiana University Center on Philanthropy, Indianapolis USA

Co-chaired by: Miklos Marschall, Robert Payton

Content

1. EXECUTIVE SUMMARY
2. METHODOLOGY
3. SUMMARY AND LESSONS LEARNED
   1. Figures
      
   2. Accomplishment of the objectives of the survey:
      
      1. Database on existing University/College Level Third Sector Studies in Central Eastern Europe
         
      2. The reactivation and construction of an electronic network and the exploration of indigenous energy in sake of Third Sector Institute Project
         
   3. Other lessons learned to promote the effective and efficient functioning of a Third Sector Institute.
4. EVALUATION OF THE QUESTIONNAIRES
   1. Subjects incorporated in Third Sector Studies
   2. Qualification
   3. Supplementary funding and other support
   4. Need for further support

Acknowledgment

We would like to acknowledge the partial help of the Center for Civic Studies, Budapest, Hungary for providing infrastructure for the research, and the extensive interest and altruistic support of those hundreds of experts and institutions who helped our survey to cover successfully the issue in the region.

I. EXECUTIVE SUMMARY

Exploratory Survey on University / College Level Third Sector Studies in Central Eastern European Countries.

This is a comprehensive and transparent summary of the survey on University/College level Third Sector Studies in Central Eastern European countries which might serve as a reliable starting information-base in sight of a prospective Third Sector Institute (TSI). The survey included the following 17 countries: Bosnia-Herzegovina, Bulgaria, Croatia, Czech Republic, Estonia, Hungary, Latvia, Lithuania, Macedonia, Moldavia, Poland, Romania, Russia, Slovakia, Slovenia, Ukraine, Yugoslavia (Serbia).

The survey was conducted via e-mail and the language of communication was English. The interest in the survey and in the TSI project was outstandingly high. We sent approximately 400 personal letters and with the electronic ”snow-ball” method approximately 120 directly or indirectly interested partners and institutions were identified. Moreover, we identified 30 existing and nine prospective University or College Level Third Sector Courses in the Central Eastern European region. We can expect more than 35 courses regionally in the future. The database though should be updated regularly. We are constantly receiving further information on relevant courses.

The reactivation and construction of an electronic network and the use of indigenous energy for the Third Sector Institute Project were also successful. The idea of the potential Third Sector Institute is practically introduced both in the region and worldwide. There was no interference of interest concerning the TSI project. The actors involved in University/College level Third Sector Studies seem not to compete with one other, so every reliable initiative practically promotes the interest of everyone.

There already exists some form of a network comprising the interested parties, although the flow, exchange and effective use of information within the CEE Region – and even within one country – still need to be improved.

The courses – completed with the indispensable teaching of general and government issues – are mainly practice-oriented. It seems that the general topics have more of an introductory and complementary function, and the research aspect of Third Sector Studies also has to be promoted.

Lack of teaching material and funding were the most urging problems. In addition to developing appropriate services in order to meet the most urgent needs, with the maintenance of a living network, the TSI could also help to solve the problems arising from the lack of networking for the courses and would definitely improve the prestige and therefore support the launching, the teaching and the evaluation of Third Sector Studies in the Central Eastern European Region. By supporting universities/colleges – both in forms of direct and indirect support – TSI could also help publication, improve the availability of nonprofit resources and the exchange of information and of experts or guest teachers in every effective way.

II. METHODOLOGY

As no comprehensive survey or research has been made on the issue yet – the lists available on university/college level Third Sector Studies (”Academic roots of the Nonprofit Sector” by Charities Evaluation; List provided by the European Foundation Center) include only partial and often outdated information on the issue – we had to plan and carry out a completely independent and quite comprehensive survey. The survey included the following countries: Bosnia-Herzegovina, Bulgaria, Croatia, the Czech Republic, Estonia, Hungary, Latvia, Lithuania, Macedonia, Moldavia, Poland, Romania, Russia, Slovakia, Slovenia, Ukraine, Yugoslavia (Serbia).

The survey was conducted via e-mail. The existence of electronic infrastructure and the relatively wide range of the survey on the one hand, and the short deadline and financial constraints on the other were the main reasons why we had recourse to electronic correspondence when conducting the research. It is worth mentioning that we presumed the potential actors and partners of the survey would dispose of an e-mail address and phone line.

The language of communication was English. As English is the scientific language of this specific field, we also assumed that our potential respondents’ English was good enough for communication. First we had to identify the broadest possible group of potentially interested parties. The priorities for the survey were to identify the existing courses in the region in order to establish a database on the issue and to spread the idea of the potential Third Sector Institute (TSI) both in the region and worldwide. Therefore, as a general rule, the people and institution-networks addressed were interested in the nonprofit sector, worked or had connections in the region, and were involved in some kind of nonprofit training or education.

We sent approximately 400 introductory letters to the addresses below:

• Addresses found on the Internet (John Hopkins University trainers, Center for Pluralism Network);
• Organisations with an existing CEE regional network (Higher Education Support Program, Civic Education Project, Freedom House Network, Demnet Network, Civil Society Development Foundation Network, Orpheus Network);
• Nonprofit discussion groups, mailing lists (ARNOVA, CIVILSOC; ISTR);
• An Exploratory Network (already informed about and involved in the TSI project) with addresses;
• Other addresses provided by Hungarian and international experts and other contact people.

Everyone was addressed by a personal e-mail message (except for the first introductory letters sent to the mailing lists). They were asked to answer our questions concerning University/College Level Third Sector Studies in CEE countries or to provide further names and contacts useful for our survey.

Making use of the electronic “snow-ball” method after two months of correspondence, approximately 120 directly or indirectly interested partners were identified.

We developed a survey questionnaire suitable for e-mail, and sent it to approximately 80 addresses with whom we had personal correspondence (that is, at least two exchanged e-mail messages). The questionnaire included data collecting chapters and five closed questions for the evaluation of the identified courses.

Altogether we identified 30 existing University or College Level Third Sector Courses in the Central Eastern European Region. (These are the courses on which we received direct or, in a number of cases, indirect credible information. The credibility of information is also confirmed by the fact that we talked on telephone with most of the teachers as well.)

Moreover, we also identified nine prospective University or College Level Third Sector Courses. These course are all subject to further development, and the interested parties are strongly committed to the launching of such courses.

Until January 22, 1999 most of the prior contacts (22 out of 30) answered the questionnaire or sent other type of information on the respective courses. We also dispose of reliable and credible information on those who did not respond because the information was confirmed by several parties or by the teachers themselves. (The reason for not filling out the questionnaire probably lies in the timing of the survey, as in most universities/colleges examinations start in mid-December and last until the end of January.)

Practically all identified courses were included in the database. It follows that the list includes courses sorted by either institutions or in some cases by faculties. The content, structure, qualification and duration, etc. of the identified courses might be very different – in this respect our database is not uniform.

We have to take into consideration that despite the reliability of the gathered information the findings of the survey must be treated as “startup information” for a future University/College Level Third Sector Studies database. The information we dispose of needs to be updated on a daily basis. Access to the information varied from country to country. The uneven flow of information, the different higher educational systems and definitions of the nonprofit sector itself, the lack of standardised theoretical framework in the different countries make the findings ”scientifically not significant”. In brief, this is not a scientific survey but a comprehensive and transparent summary on the issue which might serve as a credible and reliable starting database in sight of a prospective Third Sector Institute.

III. SUMMARY AND LESSONS LEARNED

1. Figures:

Courses

Number of identified courses: 30
Number of prospective courses: 9
Total: 39

Contacts

The high number of identified and prospective courses shows a marked concern for Third Sector Studies in the region. We can expect more than 35 courses to work throughout the region in the future. Given the fact that in most countries civil society itself is under development the number of relevant courses is high – even if we take in account that 11 out of 30 courses were identified in Hungary. According to the two years old list provided by the European Foundation Center, there are about 70 such courses in Western Europe. As such courses have only been launched in the past few years in the CEE region, in comparison with this figure the number of such courses in CEE countries seems relatively high.

No existing courses were identified in Lithuania, Ukraine and Yugoslavia. In Lithuania and Ukraine strong efforts are being made at implementing such courses – in Ukraine a very detailed international joint project has been launched in order to start Third Sector courses by 1999.

Numerous courses are to be started in the region, even in countries where such courses already exist. (Estonia and Hungary seem to be the most active countries in this respect.) The willingness to start more Third Sector courses in an already ”active” country shows the importance of the issue and the need for such courses.

The high number of directly or indirectly interested contact persons also highlights the importance of the issue. We dispose of approximately 100 reliable contact people, with whom an effective network could be established and maintained. On the one hand, generally speaking the Third Sector is advanced enough in the region to start, explore and maintain University or College level courses, on the other hand the marked – and sometimes altruistic – concern shows that the issue is still under development.

2. Accomplishment of the objectives of the survey:

a) Database on existing University/College Level Third Sector Studies in Central Eastern Europe

The objectives of the survey have successfully been accomplished. We dispose of a reliable and quite comprehensive database on the issue which may serve as a basis for the TSI project to be established. The database though should be updated regularly. We are constantly receiving further information on relevant courses (We received information on four additional courses in two weeks time after the deadline –31/12/1998 – has expired.)

As the survey involved a total of over 400 participants, and the ”snowball” method proved efficient, we can say that the findings of the survey reflect a comprehensive summary of the issue in the region. The only exception might be Russia where there might be more courses than identified in the survey. However, the size of the country and the state of the telecommunication-infrastructure demand more time and resources for a survey with more detailed results to be conducted.

b) The reactivation and construction of an electronic network and the exploration of indigenous energy for the Third Sector Institute Project

The reactivation and construction of an electronic network and the use of indigenous energy for the Third Sector Institute Project were also successful. It is essential to mention that we received useful help from those who were addressed via impersonal mailing lists as well.

The effectiveness of the “snowball” method shows that there already exists a network linking the interested parties. The interested experts could provide further contacts or were quite well informed about the local state of the issue in their countries. Moreover – as another proof for the indigenous energies which could be activated for a TSI – the survey was extended to Moldavia, Bosnia and Macedonia, as interested experts joined the survey voluntarily. In brief, the network comprising the interested parties already exists to some degree, although the flow, exchange and effective use of information within the CEE region – and even within one country – need to be improved. We have to mention that the survey could not have been conducted effectively by relying only on the experts chosen into the starting – exploratory – network. (These people had already been informed about and involved in the exploratory efforts of the TSI project before the survey started.) In brief, all of the members of the exploratory network confirmed their interest in the TSI project but their involvement in the survey was different.

The selection of the key members for the establishment of a network deliberate on the TSI project network must rely on the direct interest and involvement of potential members. Altogether we can count on approximately 120 reliable contact persons.

The large number of indirect supporters (that is, those who altruistically helped without any direct interest in nonprofit education) and of interested supporters (those who were interested but were not involved in Third Sector Studies in CEE countries) also proves the success of the survey and the viability of a TSI.

3. Other lessons learned to promote the effective and efficient work of a Third Sector Institute

Practically every interested party and contact person dispose of e-mail and is able to communicate in English. (This can be explained by the fact that both the language of this science and of the material available on nonprofit issues is generally English.) It follows that when planning the TSI one can rely on both the availability of electronic tools (e-mail, Internet) and the English proficiency of the interested parties. These facts must be taken into consideration when designing the maintenance of an electronic network, the distribution or exchange of information within the prospective network, and concerning the development of appropriate services and means of co-operation helping Third Sector Studies at universities/colleges.

Generally speaking there was no interference of interest with regard to the TSI project. One reason can be that the actors involved in University/College level Third Sector Studies are generally not competing with one another, and hence every reliable initiative promotes the interest of practically everyone. This enables the prospective TSI to distribute information, provide services and maintain a network without risking the rise of fundamental problems from potential interest conflicts. We can assume that the interested parties would not retrieve information or try to abuse those services in any other way.

The addressed universities/colleges seem active enough to make use of support provided by a prospective TSI. This means that the “absorption capacity” of the potential clients is relatively high. Generally speaking the universities/colleges need and are able to make use of aimed and effective services or support. According to the evaluation of the questionnaires, the most urgent problems include funding, teaching material, guest teachers, and – along with the maintenance of a network working on University/College Level Third Sector Studies – the strengthening of the legitimacy of the Nonprofit Sector itself.

The TSI project can be effectively and efficiently promoted regionally in the future as well. The countries in the region have similar problems, and have basically similar ideas about development. Furthermore, there was no correspondent making any negative marks on the ”regional aspect” of the TSI, although it was explicitly stated in every letter.

IV. EVALUATION OF THE QUESTIONNAIRES

Although we dispose of filled questionnaires on more than two thirds of the identified courses, the assessment of the data-collecting questionnaires gives more of an overview of the current state and problems of the Third Sector Studies than a scientific evaluation of the issue. Nevertheless, some regionally significant components have been identified.

1. Subjects incorporated in Third Sector Studies:

Nearly every (that is, 21 out of 22) university or college included subjects concerning the “General state of the Nonprofit Sector”, and the “Legal aspects-Government relations of the Sector” into their programs. Firstly, this shows that the philosophy, theories, way of thinking and the basic assumptions regarding the not-for profit sector need to be improved, and in some cases even implemented. Secondly, as the re-emergence of the civil society in the region is significantly caused by the withdrawal of the state from the different subsectors of the social-economic life, – while the state still plays a comprehensive role in financing, establishing, accrediting Third Sector issues and courses –, the state of the relationship with the government is crucial in sight of the capacity-development and of the work of the Sector. The role of the state will definitely remain important in the region so the frequency of such topics will remain high in the future.

Other types of “general” topics such as “Democracy building” or “Advocacy“ were less frequent (10 and 4 out of 22 respectively). Nevertheless the frequency of “ Democracy building” also indicates the existing need for the promotion of general “democratic” values.

Most of the courses are practice-oriented: 19 out of 22 respondents said that “Management“ seminars are included in the courses. “Institution building and development”, “ Administration and accounting”, “Public relations and marketing” were indicated in more than half of the cases, while “Human resources” were also mentioned in more than one third of the cases. This shows that the courses (completed with the indispensable classes on general and government issues) are mainly developed for those who plan to work or deal with – or have already entered or dealt with – the nonprofit sector. It seems that the general topics have more of a complementary function, and the research aspects of Third Sector Studies are less highlighted. It is worth mentioning that fund raising and networking were relatively rarely mentioned (8 out of 22) while it is commonly known that the lack of resources is a crucial problem for the Third Sector in CEE countries.  One reason can be that fund raising and networking are really “ practice-oriented”, and the elaboration of the curriculum as well as of the teaching material still takes time in the region.

Only one respondent said that their university was involved in Distance learning programs. Nevertheless, three respondents noted that such an opportunity would improve the effectiveness of the courses.

2. Qualification

More than two thirds of the respondents said that the successful accomplishment of the course gave some kind of qualification. Four out of 22 universities/colleges gives only pure recognition of the course.

More than half of the respondents said that they granted a master’s or Ph.D. diploma upon the successful completion of the courses. This result displays that many Universities and Colleges try to incorporate Third Sector Studies into the highest level of education and do not take Third Sector Studies for “soft” topics or issues.

As the educational systems differ across the countries, more detailed inquiries are needed to reveal the value of such qualifications in terms of practical use and of prestige.

3. Supplementary funding and other support

A significant number of courses are supported financially or in other ways by other institutions and organisations. Universities and colleges often rely on external help, or cooperate with external partners. The most frequent way for such courses to be supported is the provision of guest teachers (8 out of 22), of teaching material (7 out of 22), of financial support (6 out of 22) and the evaluation of the courses. The publication of the results of the courses is also an important issue (5 of 22).

We can say that in many cases external help is needed for the universities and colleges to be able to offer such courses. As the universities and colleges had not held such courses in the past, in the first years of teaching they must rely significantly on external resources. Many courses had to be closed down because of the lack of funding, teaching material and/or qualified teachers.

Generally, supplementary funding comes from the state or resident (generally internationally financed) nonprofit organisations, though some projects are funded by foreign institutions. Resident resource or training centers might provide human support and teaching material.

The relatively low frequency of items of supplementary support (no item was mentioned for more than 8 times) is definitely not due to the negligence of the universities and colleges, but to the lack of such support as it can be seen in the following chapter.

4. Need for further support

Generally speaking every course demands further support. The most frequent claims were: funding (12 out of 22), teaching material (11 out of 22), networking for the courses (10 out of 22), and guest teachers (9 out of 22). Some universities need every kind of support.

Lack of teaching material and funding were by far the most urging problems (several comments were made on this issue). The problems regarding the teaching material included: the absolute lack of material, or lack of translated teaching material. TSI could play an effective role in helping these institutions to get appropriate material. In addition to that, with the maintenance of a living network, the TSI could also help to solve the problems that arise from the lack of networking for the courses.

One third of the respondents found problematic the publication of the results of the courses and the availability of nonprofit resources. Although – as mentioned in the chapter above – these courses are mostly “practice oriented”, it would be essential for universities and colleges to be able to act in a more “academic” way, that is to publish, set up and maintain databases, libraries in order to become academic centers on the issue. It would definitely increase the universities’ prestige and consequently their position on the nonprofit-education market. The respondents showed no real interest in asking for evaluation of their courses, summer universities or training of the teachers or of students. Evaluation – if needed – is probably carried out by the universities themselves (or in some case by already existing partners), while the need for training might be resolved by guest teachers. In the future though – for the sake of a long-standing and quality teaching – it would be more convenient for the universities and colleges to employ trained and qualified teachers than to invite guest teachers.

In some countries the official accreditation of such courses is still a crucial problem. Accreditation would improve the funding of, and provide a long-standing guarantee for, the courses. The establishment of TSI could significantly improve the legitimacy and the accreditation of such courses.

Miklós Králik