14 Apr 2024

PEP Professional Development Plan | Moodle M32572 Professional Experience L7

PEP Professional Development Plan 

Instructions 

 

Due 15 April, 2024 

(submit to Moodle M32572 Professional Experience L7)

 

Please fill in the below form completely.  Take your time to consider what learning you can do while you are on PEP to reach your career goals.  You will be using this as a guide to assess your learning and engagement on PEP.  Do not copy someone else’s work, or select some text from the internet.  You will be help accountable for the goals you set for yourself.  So they need to be realistic and applicable to your career.  

 

If you have any questions about how to fill this out, please contact your tutor.  Ann’s Email:  ann.emerson@port.ac.uk and Lin’s Email:  lin.zheng@port.ac.uk .  Please keep in mind that we are likely to be on leave during the easter break, so allow time for us to respond to any queries.  

PEP Professional Development Plan Template

Student name

 

Student Number

 

PEP Tutor

 

Course

 

What field would you like to work in the future?  (List up to 3) 


1.

2.

3.

 

 







 

After looking at the requirements for that field online using job descriptions and/or Prospects Job Profiles, what are the main skills they require?

1.

2.

3.

 

 

 

 

Goal Setting

Which skills do you need to work on?  Develop up to 10 goals related to developing your skills.  

 

(You should also include skills like English language proficiency and other professional skills that may not be listed as job requirements)

Example:  To become proficient at PowerPoint design including narration

1. 

2.

3.

4.

5.

6.

7.

8.

 

 

 

 

 

 

Skill development

Identify the specific skills or knowledge areas to develop in order to achieve the goals.

Goal 

Skills

Become Proficient at PowerPoint

1. Learn how to best make readable slides 

 

1.2 Create Slides with the right content 

[Enter goal 2]

[Enter skill]

 

[Enter skill]

 

Action plan

Outline activities that are going to help achieve the professional goals.

Goal

Action plan

Become proficient at PowerPoint

1. 1 Do a microcredential Course 

 

1.2 Develop a PowerPoint with narration and submit it to my tutor for feedback

[Enter goal 2]

[Enter action plan]

 

[Enter action plan]

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Converted to HTML with WordToHTML.net

12 Apr 2024

The evaluation of EDI principles in coursebook evaluation checklist and EAP coursebooks


Introduction

The concepts of Equity, Diversity, and Inclusion (EDI) have received considerable attention in higher education (HE) and have been widely recognized among HE sectors as essential elements within the missions of their institutions (Barnett 2020). However, despite the frequent appearance on universities’ mission statements, Von Robertson et al. (2016) argued that the support provided by many institutions are not sufficient, moreover, based on students’ negative experiences, it seems some universities only appear to be inclusive superficially, whilst not demonstrating a true commitment to EDI. 



In the attempt to develop university students’ intercultural competence throughout their academic study, fruitful resources were produced in terms of comprehensive guidelines, training programmes, long term recruitment and retention plans at the institutional level (Fuentes et al. 2021).  Lots of efforts have been made in increasing EDI awareness and positive changes through curriculum (Tamtik 2019), such as creating more inclusive classrooms, using appropriate language and exploring EDI related topics in courses. However, Fuentes et al. (2021) believed with the focus falling on the generic curricula and pedagogical approaches, how to design an inclusive syllabus remains under-developed. Brown and Nanguy (2021) also pointed out the global coursebooks employed for English language teaching (ELT) have been criticized as ‘one size fits all’- avoiding sensitive topics such as politics, alcohol, religion, sex, narcotics, isms, pork (PARSNIP), ignoring important ethical and educational concerns to achieve commercial purposes. 


Among the extensive provision of coursebooks, a comprehensive evaluation is crucial for deciding the most appropriate one in specific teaching contexts (Demir and Ertas 2014). Therefore, to address the increasing attention of EDI in HE and to assist with its effective application in ELT, this study intends to evaluate the extent EDI concepts are included in existing English language coursebook evaluation criteria, to suggest EDI appropriateness coursebook evaluation criteria, and to evaluate global English for Academic Purposes (EAP) coursebooks. Though being criticized as not practical and containing over simplistic or ambiguous words, checklists are often used as an effective tool to evaluate English language coursebooks (Mukundan et al 2011), which will be employed as the evaluation method in this study. 


Literature Review 

EDI in Higher Education 


Equity, diversity and inclusion are complex and interrelated terms which carry intricate meanings in varying contexts (Tamtik 2019). Equity is defined by the AAC&U (n.d.) as providing equal access to underrepresented populations, so that they can participate and achieve success in education. With the co-existence of different forms such as equality, justice and fairness, multiple and overlapping versions tend to appear in policies interpreting contemporary norms (Gilbert et al 2011). Equity, therefore, with the combination of other words or situations could address different focuses (Savage 2013). Rizvi and Lingard (2011) argued while demonstrating its importance, there is a lack of agreement over the definition of Equity. However, despite its difficulty to understand in a generalized abstract manner, it is apparent when combining and comparing with contrasting values. 


The definition of diversity includes a series of identifying factors such as race, ethnicity, gender, sexual orientation, socio-economical background and disability, with added considerations of religion, education and family/marital status (Tamtik 2019; Loden and Rosener 1991). However, it is more than those naming categories that are used to identify people, it extends to the principles of inclusion, which not only acknowledge but also value differences, and the ability for people to engage equitably in society (Multiculturalism B.C., 2000). 


In addition to removing barriers that limit participation and achievement, UNESCO (2015) addresses that inclusion in education systems should ensure and respect  diverse needs, abilities, and characteristics, and eliminate discrimination in learning environments. To put it in simple terms, it is fundamental for institutions to be safe, caring and engaging places where everybody feels included and in which there is a sense of belonging (Dixon 2011).


Due to the multi-layered connections between equity, diversity and inclusion, universities tend have a slogan-like approach and address all EDI issues together as an integrated concept, rather than looking at the detailed complexities within each term (Tamtik 2019). However, Tamtik (2019) found many universities only stay at a surface level by expressing their institutional principles and matching these with the federal performance criteria, very few aim at identifying challenges and goals designed, and reflective of their particular university. 


Coursebooks and evaluation criteria 


Despite the ongoing debate on whether coursebooks help or hinder the process of teaching and learning, they provide extensive language input and exposure for learners, more importantly, they hold a unique and significant social function, which is to represent generational knowledge and culture of human beings (López-Medina 2016).  Sheldon (1988) proposed that coursebooks play a significant role in any ELT programme. Apart from providing ready-made materials which lessen teachers’ preparation time (Tsiplakides 2011), coursebooks serve as a framework and measure of students’ learning progress. 


At the same time, the use of coursebooks has also drawn negative criticism. Tsiplakides (2011) argued the target language used tends to be unnatural, which does not represent real-life scenarios, hence challenging their suitability for the purpose of communicative language teaching. Renner (1997) believed coursebooks carry a great degree of cultural content as well as the target language, which was unfortunately dominated by the mainstream groups, with little representation of cultural diversity and often contains stereotypes and biases. 


Since coursebooks could be outdated due to the long process between writing and publication (Sheldon 1988), it is critical that materials should meet current needs and objectives (Murphy 1985). What is more, coursebooks could be suitable for some situations or students but might not be suitable in different contexts (Richards 2007). Therefore, a comprehensive evaluation comes as a vital step in selecting the appropriate coursebook for the targeted learners within a specific learning context (Demir and Ertas 2014). Coursebook evaluation also helps with identifying whether the materials facilitate the achievement of the expected language learning outcomes (Mukundan 2006). 


Checklists are a commonly used instrument to evaluate ELT coursebooks, as they provide a set of generalized criteria that allows a sophisticated and systematic evaluation (Mukundan et al 2011). Hutchinson and Waters (1987) take evaluation as a straightforward matching between the needs and solutions, which appears as rating scales or scoring systems (Sheldon 1988). On the other hand, Mukundan et al (2011) pointed out that many evaluative criteria are identical regardless of the teaching and learning situations, places or purposes. What can be sure is, however, the importance of different criteria will change over the years, along with the interpretation of the scoring system (Sheldon 1988). Åžahin (2020) pointed out many current concepts and topics are not included in early checklists, therefore, a timely review is needed to keep them in line with the steadily changing methodologies in language teaching. 


EAP courses


English for Academic Purposes (EAP), emerged in the context of academic study and scholarly exchanges, contains linguistic, applied linguistic and educational topics through the medium of English (Hamp-Lyons 2011). In Jordan’s (1997) view, EAP courses include essential study skills such as listening comprehension and note taking, academic writing, discussion, critical thinking, as well as the proficient use of language in a formal academic register. What content would be most appropriate to constitute these EAP course components, however, has drawn a degree of concern, i.e. to read or listen to which piece of materials (Jordan 1997). Various practitioners have criticized EAP for avoiding important ideological issues and that it should be prepared to adapt to the cultures, world views and languages of foreign students (Benesch 1993). Pennycook (1997) argued that limiting the focus to developing students’ academic linguistic skills would miss a crucial opportunity in building their linguistic, social, and cultural criticism, which could be very beneficial for them both within and outside the educational systems. Therefore, EAP should bear the responsibility to expose learners to the broadest context possible, to foster their linguistic and critical awareness (Pennycook 1997).


Content and Language Integrated Learning (CLIL)

As an educational approach that addresses a dual focus on both language and the content, CLIL has attracted lots of attention and its popularity keeps growing (López-Medina 2016). With CLIL, the subject matter is no longer taught in a foreign language, instead, with and through a foreign language (Eurydice 2006). With the evident global demand for English learning, English serves as a vehicular language that presents the extensive content subjects which prepare students for future studies or work (Coyle et al 2010). Apart from promoting linguistic competence, CLIL also stimulates learners’ cognitive flexibility (Marsh 2009). With its promotion on constructivist learning, CLIL provides learners with different thinking perspectives, create positive impact on their conceptualization, and helps them progress towards more autonomous and sophisticated learning (Coyle et al 2010). 


The emergence of English as a lingua franca has had a significant impact on higher education, with its rising importance as the global language, it is arguable that ELT sits as a part of the core academic life (Coyle et al 2010). Despite its considerable potential, Coyle et al (2010) think CLIL is at an exploratory stage in many HE institutions with situational and structural obstacles. 


Research gap

The above analysis of related literature presented the emerging needs and challenges of promoting students awareness of EDI and intercultural competence through coursebooks (Tamtik 2019; Brown and Nanguy 2021), the necessity of updating the coursebook evaluation criteria (Sheldon 1988), the narrow focus of the content scope in EAP (Pennycook 1997; Benesch 1993), and the growing popularity yet exploratory level of CLIL in HE (López-Medina 2016). However, scarce research has been identified regarding the representativeness of EDI in both the coursebook evaluation criteria and the EAP coursebooks. 


Research aims and questions.

To tackle the above issues and identified gap, the aim of this study is to create an EDI appropriateness checklist for EAP coursebook evaluation. This will be achieved by reviewing and comparing current coursebook evaluation checklists regarding the degree of EDI principles, to embed EDI elements with CLIL approach, and thereafter, to evaluate global EAP coursebooks with my developed checklist.


  1. Therefore, it focuses on answering the following two questions:
  2. Do current coursebook evaluation checklists include EDI principles? If not, what changes can be suggested?  
  3. To what extent do EAP coursebooks include EDI related content? And what suggestions could be given? 


Methodology

Research design and process


To decide what criteria are important and suitable for evaluating EAP coursebooks in terms of EDI, an extensive literature review on previous research is required (López-Medina 2016; Lei and Soontornwipast 2020). The related literature includes existing English language coursebook evaluation checklists, guidelines for developing checklists, developed CLIL checklists, and EDI content benchmarks in coursebooks. Essential criteria shall be summarised, which will be used to adapted into an existing checklist or to produce a new checklist. 


This is followed by semi-structured interviews with tutors to collect valuable insights and constructive suggestions regarding the components of the checklists. Semi-structured interviews give greater flexibility in the order of the questions being asked and provides opportunities to gather in-depth information by asking follow-up questions (Zacharias 2011). Selection criteria of the participants will be addressed in the next section. A draft checklist is expected to be developed after the qualitative analysis of the interview data. 


To test the validity of the developed checklist, it will then be used to evaluate two chosen global EAP coursebooks, which will also contribute to the limited research regarding EDI appropriateness in global EAP coursebooks. The global EAP coursebooks will be chosen based on their popularity based on usage and quantum of publication. 


The design and process of this study takes reference from scholars’ work in related research areas (López-Medina 2016; Cruces Rodríguez 2015; Lei and Soontornwipast 2020; Demir and Ertas 2014; López-Medina 2021; Jafarigohar 2013; Brown and Nanguy 2021; Coyle et al 2010). 


Sampling 


At the literature review stage, this study intends to review an exhaustive number of evaluation checklists relating to ELT and CLIL, to cover a wide representation of the features and critiques of existing criteria. This will help with the overall examination and selection of the most important criteria that are suitable for EAP coursebook evaluation in terms of EDI. A potentially suitable checklist will be evaluated in the pilot study; adjustment shall be made based on the pilot result. 


In terms of the interviewing of participants, this study intends to approach tutors who ideally have 1) EAP teaching experience; 2) knowledge relating to EDI in a teaching and learning context; 3) experience in evaluating coursebooks. The selection of the sample thereby follows a homogenous procedure, which focuses on participants who share specific characteristics that are closely related to the topic being researched (Etikan et al 2016). In consideration of the available research opportunities at this current institution, and the challenges of finding participants that meet all mentioned criteria, this study intends to employ both convenience sampling and snowball sampling. Use of convenience sampling means taking advantage of the geographical proximity and easy accessibility, it will firstly approach members of the target population that meet the above criteria and are willing to participate (Etikan et al 2016), after which with the purpose of enriching the sampling pool and reaching saturation, the snowball sampling will be used to recruit more interviewees provided by initial participants (Noy 2008). One drawback of the snowball sampling being it concedes the control of the sampling phase to the participants, in other words, it is the participants’ initiative to provide more interviewees and to drive the sampling process forward (Noy 2008). Therefore, to mitigate the potential negative impact of using snowball sampling I will be acutely aware of the status of the data collection progress ensuring that successful collection of the required information is achieved.


Though convenience sampling has the benefit of being easily accessible, an apparent disadvantage is the potential bias caused by limited representation of the data (Etikan et al 2016). In terms of this study, the foundation of the criteria will be generated from the literature review stage, and the interview is used to add supplementary data. Therefore, it will not become the dominant aspect of representation. Moreover, with the combination of snowball sampling, participants from different institutions and background would appear and present a level of diversity. 


Regarding the choice of coursebooks, due to the space limit, two global coursebooks from different publishers will be selected for analysis. To reflect the wide representation of current EAP classroom teaching and learning, coursebooks that are most popular with the highest levels of publication and the latest editions will be used. Considering the targeted learners are university students, selected coursebooks will be at upper intermediate level. 


Data collection and analysis 


For the convenience of participants and the potential geographical distance, interviews will be conducted either face to face or via MS Teams. Collected data will be manually transcribed and analysed based on relevant themes and topics, which will then be used to enrich the existing data. The selected coursebooks will then be evaluated based on the developed checklist, findings regarding the indicators of EDI elements will be compared and explained in detail. 


Strength and limitation


As mentioned in previous sections, this study distinguishes itself by addressing the importance of EDI in higher education through English language coursebooks, and the emergent needs of including EDI both in coursebooks evaluation criteria and coursebook content. This study also attempts to explore the practicality of using CLIL approach to evaluate the degree of EDI content in coursebooks, which will be useful for future adaptations of coursebook and implementation of lesson planning and classroom teaching. 


However, the apparent limitation of this study is its narrow focus on EAP coursebooks. It further limits the evaluation range into upper intermediate books from only two global coursebooks. Future research could be done relating to English for Specific Purposes coursebooks, broader English language coursebooks, or with the focus in the EFL or ESL context. On another note, although only student books are selected in this study, as the primary source of content for both students and tutors, skipping teacher’s book and other additional resources won’t diminish the impact of the study (Brown 2021). 


Ethical consideration


Ethical approval with participants will be granted before the interview, to comply with information confidentiality requirements, and to provide them with the intended purpose and content of the interview (Rose et al 2019). In this case study, consent forms will be sent to interviewees, including the main focus of the interview, and that it will be recorded and kept in a safe place, which will only be used for research purposes, and any point in time it is possible for the participants to stop or withdraw from the interview (Dornyei 2007). The data and results will be reported truthfully without personal preferences or biases, even if the result was unexpected or conflicts with the original hypothesis, it adds depth to the study findings and its implications (Cohen 2007; Rose et al 2019). 

Reference

8 Apr 2024

MBA BMG843 Business Project -important elements of the final report

MBA || BMG843 || Business Project

Aims of the Session

  • To introduce the Module
  • To highlight important elements of the final report
  • To review the assessment criteria
  • Engagement Monitoring Requirements (Mark McCrory)
  • Developing a Project Storyline

Writing: Delaying Factors

How to Avoid Procrastination

Key areas:

Planning

When to write

Developing your own writing habits

Monitoring your progress

Structuring Your Report

Title Page

Declaration/ Disclaimer

Research Ethics Declaration (form as appendix)

Acknowledgements

Abstract

Table of contents

List of tables

List of figures

List of appendices – only include material that will add value

Structuring Your Report

  1. Introduction
  2. Literature review
  3. Research methodology
  4. Findings/ results
  5. Analysis/ discussion
  6. Conclusions – evidence based vs. opinion
  7. Recommendations
  8. Reflection on personal learning (not included in word count)

References – sources cited in the text

Appendices


Writing the Abstract

This research examines…

The study is important because…

Data for this study were gathered in the following ways(s)…

The findings suggest that…

The main conclusions from the study are…

The main recommendations arising from this report are…


Key Sections

Introduction Suggested word length: 1000

Introduce your topic and outline its significance

Explain the research objectives, aims, research questions

Brief overview of the report, e.g. chapters


Literature review Suggested word length: 3000

How does your research build on the existing body of knowledge

Defining your topic

Organisation: thematic, chronological

How does the literature link to your research questions

Evaluation of the literature

Contribution of your study – what gap will you address?


Key Sections

Research methodology Suggested word length: 2000

How you conducted your investigation

Describe procedures used to gather, record and analyse data

Ethical issues

Strengths/ weaknesses

Findings/ results Suggested word length: 2500

Describe the facts

Tables

Analysis

Interpretation of the data


Research Outcomes Spectrum

Analysis:

Discussion and interpretation

Answering the ‘so what’ questions – linkages to the research questions

Explanation and understanding are key: a critical approach


Key Sections

Conclusions Suggested word length: 500

Summarise main issues

Refer to the aims, objectives, questions

Outline the implications for research and practice

Areas for future research


Recommendations Suggested word length: 1000

Key areas for action

What should happen next


Conclusion:

What were your main findings and how do they relate to the literature and theories?

What was surprising in what you found and how does the literature help your understanding of what may be happening? What issues arise that are not reflected in the literature?

What are the implications of what you have found for the study of Management, Management practice and practitioners?

□ Taking your research as a whole, what is the ‘big thing’ that emerges from the findings? Highlight the added value of your project – end

strongly and with confidence!


Example of a Table Format


Key Sections

References

Follow the UBS guide

Consistency is vital

Avoid too many direct quotes - paraphrase

Turnitin – assess before final submission


Appendices

Copies of research instruments, other relevant material


Effective Writing

Write clearly and simply

Avoid using too many direct quotations

Avoid using slang and abbreviations

Use a new paragraph for each new idea

Avoid repetition

Avoid discriminatory/ offensive language

Be consistent with person and tense

Write in the third person using the passive voice: ‘the research was undertaken………. An interview agenda was devised…’


Writing Tips

Write as you go along - don’t leave it all to the end

Writing and rewriting will enable you to clarify your ideas

Plan your writing before you begin

Spell check and grammar check your finished report

Avoid Plagiarism

Ask someone to read the report

Assessment Criteria

General guidance:

Refer to module handbook

Familiarise yourself with the marking scheme – within the module handbook

word count (10,000 words)

□ Style – academic writing, emotionally neutral, third person, passive voice, objective


25 Feb 2024

GiveDirectly's Ambitious Vision: Scaling Up and Shaping the Future of International Aid

 

GiveDirectly


It was June 2017, and Michael Faye, Piali Mukhopadhyay, and Paul Niehaus were having a meeting seated around the living room table in Faye’s New York City apartment. As on so many other occasions when they had gathered around this table, they were discussing the future of GiveDirectly, the nonprofit organization that they had built to collect money from donors in wealthy countries to transfer to people living in extreme poverty in sub-Saharan Africa. But this conversation felt different. The team had already succeeded in establishing GiveDirectly as a widely admired organization in the charitable giving sector, and they believed they were now at an inflection point, ready to scale up GiveDirectly to be a transformational force in the international aid community.


GiveDirectly had come a long way since its beginnings as a small group of development economics Ph.D. students who wanted to channel their personal donations to fight against the poverty they observed when conducting their doctoral fieldwork. By 2017, the organization had garnered the philanthropic backing of Google.org (the social impact arm of Google), co-founders of Facebook, and thousands of smaller donors. These supporters were galvanized by GiveDirectly’s simply stated but broad-reaching mission: to get money in the hands of poor people. With this group’s help, GiveDirectly had already distributed tens of millions of dollars to poor households in Kenya and Uganda. But GiveDirectly’s leaders knew that much more work had to be done in order to achieve their ambition of spurring the entire international aid sector to transfer more resources to the poor via direct cash transfers, instead of via programs with little evidence of efficacy. GiveDirectly would have to grow in scale, and the leadership team was grappling with the issue of how to measure and reward success for the employees who would drive this growth. GiveDirectly, they believed, had been successful both at delivering money to the extreme poor and also at starting to shift views on cash transfers in the aid sector more broadly. Its employees were well-paid by the standards of most nonprofit organizations, with some receiving performance-based monetary bonuses, but compensation was not consistently tied to any common metric of organizational success. Now the leadership team was contemplating a much bolder system of organizational goal-setting and financial incentives. Would this approach streamline strategic decision-making and help to attract and retain the right talent? Would employees find it motivating? Or were there good reasons why a quantifiable bottom line and pay-for- performance schemes were almost unheard-of in the nonprofit sector?


Professors John Beshears and Joshua Schwartzstein, Research Associate Tiffany Y. Chang, and Professor Brian J. Hall prepared this case. It was reviewed and approved before publication by a company designate. Funding for the development of this case was provided by Harvard Business School and not by the company. HBS cases are developed solely as the basis for class discussion. Cases are not intended to serve as endorsements, sources of primary data, or illustrations of effective or ineffective management.


The Founding of GiveDirectly: Reshaping International Aid

The co-founders of GiveDirectly—Faye, Niehaus, Jeremy Shapiro, and Rohit Wanchoo—first met each other as graduate students specializing in development economics at Harvard University and the Massachusetts Institute of Technology. All four were passionate about studying barriers to economic growth and solutions for overcoming those barriers, and they were committed to doing their part personally to alleviate global poverty. In 2007, they began a series of conversations about the concrete actions that they should take, beyond conducting research, to help improve the lives of the poor.





As of 2008, nearly 18% of the world’s population, or 1.2 billion people, lived in extreme poverty.a,1 As a proportion of the population, extreme poverty was the most pervasive in sub-Saharan Africa, where 47% of people, or 389 million, lived below the poverty line.2 According to the 2008 Millennium Development Goals Report issued by the United Nations, the region had made some progress since 1990 but had 157 deaths of children under the age of five per thousand live births, 9 maternal deaths per thousand live births, and a 71% primary school enrollment rate, all of which were significantly worse than the comparable metrics for other developing regions.


Faye, Niehaus, Shapiro, and Wanchoo were moved to contribute their own money towards the goal of reducing poverty. Naturally data-driven, they researched how to deliver the most impact with their financial donations. 


In Search of the Greatest Impact per Donated Dollar

They considered some of the best-known charities, such as the American Red Cross. While the Red Cross’s work focused on the U.S., it also delivered a significant amount of development aid to Africa. According to a pamphlet summarizing its efforts, it “worked with the Tanzania Red Cross to provide health care and water and sanitation services for 252,000 refugees from Burundi and the Democratic Republic of Congo.”4 It helped to provide drought relief to 2.8 million people in Ethiopia, Kenya, Somalia, and Tanzania. It worked to provide water access and latrines for refugees returning to Southern Sudan. Its HIV program aimed to reach 18,000 people “to prevent the spread of HIV and its devastating impact on communities.” It vaccinated “over 1 billion children in more than 80 countries” as part of its Measles Initiative, contributing to a 92% decrease (371,000 to 28,000) in measles deaths in Africa from 2000 to 2008. While the Red Cross was clearly heavily involved in international aid, it was unclear how to precisely quantify the impact of its efforts relative to other potential uses of its donor funding.

The common measures of effectiveness produced by independent charity evaluation websites— such as BBB Wise Giving Alliance, GuideStar, Charity Navigator, and CharityWatch—focused almost exclusively on the cost side of the equation. For example, the two most prominent elements of CharityWatch’s evaluation of the Red Cross were the program percentage, or the proportion of spending put towards programs as opposed to overhead, and the cost to raise $100 (Exhibit 1). According to Nonprofit Quarterly, an organization dedicated to publishing news about the nonprofit sector, many observers evaluated nonprofits on the basis of “how an organization spends its resources…The knee-jerk reaction…is to consider program expenses as good and management and fundraising expenses (so-called overhead) as bad.”5 Niehaus found this perspective unhelpful: The problem is that these statistics say nothing about how much value these programs create for the end An individual was defined as living in extreme poverty if his or her consumption or income fell below the World Bank’s International Poverty Line, set as of the writing of this case at $1.90 per day using 2011 Purchasing Power Parity. Purchasing Power Parity considers price data to adjust nominal dollar figures in a way that allows for meaningful comparisons of buying power across countries. The poverty line is periodically adjusted to reflect changes in the cost of living around the world. Before October 2015, the poverty line had been set at $1.25 per day using 2005 Purchasing Power Parity. 



Faye speculated that nonprofits lacked the incentives to supply data that would make it possible to determine how much value was produced per dollar they received in donations, and lacked the incentives to agree on a common definition for “value” in the first place. “The system isn’t accountable to traditional market dynamics,” Faye said. “Unlike other industries, where the consumer pays for a product or service that they themselves use, a philanthropic donor pays for a product or service that will be delivered to someone else. If the service isn’t good or impactful, there’s a good chance the donor will never know. After all, why would the NGOb tell them?”

Developing a New Concept for Development Aid Frustrated with the typical measures by which nonprofits measured performance and success, Faye, Niehaus, Shapiro, and Wanchoo turned to a growing research literature produced by academic and policy institutions using randomized controlled trials (RCTsc) to evaluate the impact of different anti- poverty interventions. They found a number of rigorous RCTs that provided strong evidence for the effectiveness of direct cash transfers as a tool for improving nutrition, health, education, and other outcomes among households living in poverty. Coupling these findings with the increasing sophistication and coverage of mobile payment technologies like M-Pesa in developing countries, a vision to transform the practice of international aid began to take shape. Niehaus explained:

During the first 50 years of development work, experimental evaluations had rarely been done, and so the early 2000s were this incredibly exciting time as we started to test all the theories of change that had accumulated. The tests were showing that many of the things we thought would work did not, while some things we thought wouldn’t work— like simply giving money to poor people—actually did. At the same time, the growth of last-mile payment technologies like mobile money in East Africa meant that you could increasingly pay anyone, anywhere, even in the poorest places on the planet. We thought that these two trends together created the potential to fundamentally reshape the aid and charitable giving industries.

In contrast, most international aid organizations focused on delivering programs and material items, such as training in agricultural techniques for farmers and special seed varieties for planting. “We’ve all inherited a lot of negative stereotypes about giving money to poor people,” Niehaus explained. “[Donors think] it’s not an investment in the future. We reason about giving using simplistic aphorisms—‘teach a man to fish,’ for example. But empirically, the evidence suggests that we are not very good at teaching people to fish, at least not yet…and that giving people money doesn’t just feed them for a day but often has big, long-term impacts.”Based on this line of reasoning, Faye, Niehaus, Shapiro, and Wanchoo developed a shared perspective that money intended for alleviating poverty should be given directly to the poor unless a

A non-governmental organization (NGO) is a nonprofit entity that operates separately from governments to pursue an activity such as promoting public health or economic development. A randomized controlled trial (RCT) is an experiment in which participants are randomly assigned to different interventions and then tracked over time. Because random assignment ensures that the different treatment conditions have roughly the same mix of participants, any differences in the outcomes experienced by one condition relative to another can be attributed to the differences between those conditions, as opposed to some other factor. An old adage states: “Give a man a fish, and he will eat for a day. Teach a man to fish, and he will eat for a lifetime.” demonstrably better alternative was available. They believed that such alternatives certainly existed in some cases—for example, donors might have opportunities to fund the provision of public goods, such as the construction of roads, that transfers to individuals would likely not accomplish—but felt the burden of proof should be on the “experts” proposing to spend money in ways the poor themselves would not have chosen.

In 2009, Faye, Niehaus, Shapiro, and Wanchoo started a private donor circle of family and friends, and the positive response from these supporters led the four graduate students to establish a nonprofit named GiveDirectly. The organization would, for the first time, enable anyone, anywhere to send money directly to the poorest of the poor in sub-Saharan Africa. At the same time, GiveDirectly’s unique approach would hopefully generate additional rigorous evidence on cash transfers as a poverty alleviation tool and add competitive pressure to existing charities.


From Concept to Reality

GiveDirectly spent two years developing and testing its operating procedures using funds from its private donor circle before accepting donations from the public. During this “stealth” phase and the years that followed, the organization steadily built its capabilities and infrastructure to offer a fully integrated system for transferring money to people living in poverty in sub-Saharan Africa.

Personnel. Some nonprofits built marketing front-ends but sent money to other organizations for the implementation of programs. In contrast, GiveDirectly initially focused on building its field operation, starting with field officers who were tasked with completing all of the work on the ground that was necessary to deliver cash transfers to the final recipients. These field officers were generally college educated and were hired exclusively from the country where the transfers were being administered. When recruiting field officers, GiveDirectly had about six times the number of interested candidates as they had open positions.

Beyond the field officers, GiveDirectly built a staff to take on the management and supervision of field operations, the management of research and evaluation efforts, fundraising, and administration. The co-founders focused on hiring “the best of the best” who might otherwise work for elite for-profit organizations in fields like consulting, technology, and finance. Piali Mukhopadhyay was an exemplar of this type of employee. She held a neuroscience degree from the Massachusetts Institute of Technology and a degree in public administration from Princeton University. She had been interested in the field of development for some time, not only having spent meaningful time in rural India with her family but also having conducted research on the impact of digitization on developing economies. Despite her deep-seated interest, however, her early years working in international development left her disillusioned with existing institutions, which often struggled to define and defend their impact. She ultimately decided to join GiveDirectly as the first full- time field manager both for the opportunity to build an organization and because of the founders’ commitment to evidence: “The strong evidence base documenting the positive effects of cash transfers was critical to my decision to join, and I was excited by the idea of putting power back in the hands of the recipients,” she said. Mukhopadhyay eventually became GiveDirectly’s COO, International, responsible for all cash transfer operations along with institutional relationships and other general management.

Delivering Transfers

GiveDirectly developed a detailed set of criteria for targeting the delivery of cash transfers. Countries were chosen based on factors such as the robustness of the mobile money network, the costs of operating, and political stability. Target regions and villages within a country were chosen based on the incidence of poverty, population density, logistical factors, and security. Finally, within a village, GiveDirectly used simple, objective criteria that were predictive of poverty, such as having a small house, not having a latrine, or having a thatched roof instead of a metal one. When field officers worked in a given village, they conducted a census to identify households as potentially eligible, interacted with households to verify eligibility, registered households so that they would be able to receive transfers, and checked with households after electronic transfers had been completed to administer surveys and make sure the entire process had worked well.

The size of the wealth transfer to a household was based on three criteria. First, GiveDirectly’s leadership felt that the wealth transfer should be fair in the sense that it should raise the income of households eligible to receive the transfer to the level of their least well-off but ineligible neighbors. Second, they wanted it within the range of sizes used by cash transfer programs previously subjected to rigorous experimental evaluation. Finally, they desired it to be potentially transformative, that is, large enough to significantly improve recipients’ well-being, perhaps by facilitating large purchases or investments.

The most common transfer size was approximately $1000 USD, disbursed over a period of four months with an initial transfer of about $90 USD followed by two larger transfers. As a point of comparison, the average eligible household in Kenya survived on about $0.65 USD per person daily without the transfer, so

$1000 USD was indeed potentially transformative. Despite the potentially transformative nature of the transfers, however, GiveDirectly tried to frame them in a neutral manner, explaining the basic process and rules to the community at an initial kickoff meeting but then offering recipients no instructions other than to do what they wanted with the money to improve the quality of their lives.

Research and Evaluation

Because research played a central role in the founding of GiveDirectly, and because the founders felt strongly that all nonprofits needed to do more to rigorously test the impact of their programming, it was natural for the organization to engage in scientific evaluations of its programs and processes. The first large-scale RCT involving GiveDirectly took place during the years 2011–2013 and studied 120 villages in the district of Rarieda in western Kenya.7 Half of the villages were randomly assigned to be treatment villages, while the other half were assigned to be control villages. No households in control villages received cash transfers. Within the treatment villages, households that met GiveDirectly’s eligibility criteria were randomly assigned to receive a cash transfer or to be part of a second control group that did not receive a transfer. This second control group enabled the researchers to learn how the transfers affected neighboring households who did not receive transfers themselves. To quantify the impact of the transfers, the researchers conducted detailed surveys asking households to report their consumption, income, assets, food security, health, education, psychological well-being, within-household bargaining patterns, and involvement in domestic violence. They even collected saliva samples from study participants to measure levels of cortisol, a hormone that the human body naturally releases in response to stress. Approximately one year after cash transfers were initiated, treated households had $270 in additional earnings, $430 in additional assets, and $600 of additional non-durable spending (of which $330 was additional spending on food) per $1000 transferred, relative to control households. Treated households also reported greater happiness and life satisfaction and decreased stress and depression.

The control and treatment groups did not exhibit differences in health outcomes, educational outcomes, female empowerment, or spending on alcohol and tobacco. Based on conversations with focus groups, GiveDirectly also concluded that the cash transfers did not cause additional community tension as a side effect. “People were naturally disappointed if they didn’t receive money and others did,” Mukhopadhyay acknowledged, but anecdotally, she observed that villagers were “generally supportive of the process that GiveDirectly used to pick recipients. Moreover, because of within-village personal connections, even if they didn’t receive money, they’re happy that their son or their aunt received money.” Similarly, GiveDirectly observed that the cash transfers did not create community issues such as household conflict, tension and shouting in the village, and theft and violence. Rumors and gossip increased shortly after the start of the transfer program, but the data suggested that the uptick was transient. To address fairness concerns, GiveDirectly went back to control households and gave them cash transfers after the research had concluded.

When the results from this first RCT were publicly released, they attracted significant media attention,8 and large donations (in the millions of dollars) poured into GiveDirectly from technology industry philanthropists and several anonymous donors. The findings also contributed to GiveDirectly’s top ranking from GiveWell, a nonprofit that evaluated other nonprofits based on their impact per donated dollar.


Setting the Stage for Further Growth

By 2017, GiveDirectly had grown to nearly 300 employees and was raising more than $50 million per year from thousands of donors. Revenues came from both institutional and individual donors, with the biggest funders being Google.org and some of the cofounders of Facebook. Several large donors provided support for the organization’s fundraising costs so that more of the money contributed by small donors could be transferred directly to poor households. Faye described the types of people who were most likely to donate to GiveDirectly: “Our donors tend to look beyond the stories and vanity statistics, and instead look for hard evidence, real transparency, and measurable impact. They often align with the growing effective altruism movement.” According to Faye, “these donors tend to skew younger, and are largely from more quant-heavy industries like technology and finance.”


Looking to the future, GiveDirectly’s leaders had the ambition to grow the organization to rival the giants of the nonprofit sector. There had been remarkable stasis at the top: of the top five charities by annual revenue, the youngest was founded in 1910.9 In order to break into that elite circle, GiveDirectly would need to hire, motivate, and provide strategic direction to a large number of energetic and dedicated employees. To work towards that goal, they focused on three decisions. First, what should be the organization’s overall measure of success? How could they translate its qualitative mission into a quantitative metric, and should they even attempt to do so? Second, what individual goal-setting process should they use to coordinate employees in pursuing this mission? And third, how should an employee’s compensation reflect both broad organizational performance and the achievement of individual goals?

Measuring Organizational Success

In the nonprofit sector, there was not a default measure of success as there was in the for-profit sector, where profit or shareholder value were natural metrics for driving strategy, hiring, performance evaluation, compensation, and culture. Most nonprofits had mission statements, but most also lacked a clear, quantitative measure of success in fulfilling those missions. The leaders of GiveDirectly wanted to be able to explain precisely what their results would look like if they were doing their job well. They gradually settled on measuring the organization’s success primarily by the number of dollars it ultimately put in the hands of poor people. Drawing on the research documenting the benefits of unconditional cash transfers, GiveDirectly’s leaders argued that money in the hands of poor people was a good proxy for improving the lives of the poor. As Niehaus explained, “This metric wouldn’t make any sense if you didn’t have the RCT evidence to support it.” Even with the RCT evidence, however, this measure was a radical challenge to the rest of the nonprofit sector.

GiveDirectly’s primary measure of success enabled a more disciplined approach to a number of organizational decisions. GiveDirectly had historically played many different roles simultaneously. In addition to providing a vehicle for transferring money to people living in poverty, it served as a platform for research and could act as a catalyst for far-reaching changes in the nonprofit sector. By focusing on a single, clear objective, GiveDirectly’s leaders provided a concrete framework for employees throughout the organization to use when making decisions. GiveDirectly’s leaders acknowledged that there were potential drawbacks to their measure of success. It lacked nuance and could lead to some mistakes. For example, many projects GiveDirectly considered had the potential to influence the way other aid organizations spent their money by demonstrating the positive impacts of cash transfers. Focusing on growing GiveDirectly’s transfer volume might mean sacrificing opportunities for this kind of indirect impact. Ultimately, GiveDirectly’s leaders viewed this as an acceptable risk to take in return for the clarity of a simple, objective bottom line.

Creating a Framework for Setting Goals

With the organization’s top-level goal defined, its leaders were looking for a way to ensure that individual employees’ objectives were well-aligned with this goal and well-coordinated with each other. Simply telling all employees to maximize cash delivered to the poor would be ineffective. For example, if the revenue team set a goal of 50% year-on-year growth but the field team did not increase its capacity to deliver transfers at the same pace, bottlenecks would arise.

GiveDirectly’s leaders ultimately chose to implement an “objectives and key results” (OKRs) framework for individual goal setting. In this framework, each employee would be responsible for defining a set of 3-5 qualitative objectives annually and then listing the measurable key results needed in order to achieve those objectives. Before approving her direct reports’ OKRs for the year, each manager would be responsible for ensuring that her team’s OKRs collectively ensured the accomplishment of her own OKRs. This requirement would link objectives up and down the administrative structure and force greater clarity on whether the sum of individual activities within the organization could plausibly add up to each year’s overall goals.

Measuring and Rewarding Individual Performance

Finally, GiveDirectly’s leaders contemplated how to structure compensation in a way that would both create incentives for employees to achieve organizational objectives and help attract talented individuals to join the organization. GiveDirectly’s leaders saw attracting talent as critical to the success of the organization and a particularly pressing need. They noticed that it often took longer to fill an opening at GiveDirectly than it took to fill a comparable role at Segovia, a related for-profit financial technology company that Faye and Niehaus co-founded. They worried that some candidates assumed nonprofits had worse talent and did not compensate competitively, making it difficult for GiveDirectly to recruit exceptional talent quickly and slowing the organization’s otherwise rapid growth.

In an effort to overcome these challenges, GiveDirectly was aggressive in offering generous compensation packages that were competitive with the packages offered by similar-sized start-ups, even if the salary levels did not match the salaries available at large for-profit consulting, finance, and technology firms. GiveDirectly had introduced performance-based annual bonuses of approximately 15% of salary for a handful of its employees, with performance primarily judged according to subjective criteria or the accomplishment of specific individual goals. GiveDirectly also emphasized the exciting pace of its workplace environment, advertising on its website that working at GiveDirectly was an “opportunity to work with A-level talent on the most pressing social issues of our time [in a] culture [that was] professional, analytical, non-hierarchical, fast-paced, and blunt.” Joe Huston, GiveDirectly’s CFO, had worked in the research and trading groups at Bridgewater Associates and was drawn to GiveDirectly’s value proposition: “GiveDirectly offered a unique combination of a compelling, evidence-backed mission, a steep growth trajectory with ample opportunity for individual impact, and a cultural intensity and talent level that’s hard to get in the private sector, let alone at a nonprofit.”

However, GiveDirectly’s leaders sometimes wondered whether they should take bolder steps to attract, retain, and motivate talented employees. What would happen if they linked a significant fraction of annual compensation for all employees to the organization’s overall goal of putting money into the hands of poor people? For example, a Country Director, who is responsible for field operations in a particular country, might receive a base salary plus an incentive payment equal to 0.1% of the cash delivered to households throughout the world, with the incentive payment perhaps comprising one- third of total earnings if annual goals are met. Such an approach would be rare outside the for-profit sector. In a 2015 survey of nonprofit organizations and governmental entities, 77% of respondents used short-term incentive programs, but among the respondents that had a formal annual incentive plan, only 8% determined incentive payouts based on a single, precise measure of performance.10

Whenever the topic of compensation changes came up in discussions, GiveDirectly’s leadership team agreed that any such changes would be designed with two goals in mind. First, by creating greater potential financial upside for employees if the organization succeeded, the leadership team would hope to attract talented employees who might otherwise accept private-sector roles with significant equity compensation. Second, they would hope to create strong incentives for the entire organization to contribute towards growth, and in particular to avoid having staff siloed in verticals with an overly narrow definition of success. Incentivizing all employees against the same metric had the potential to create a more cohesive culture, aligning everyone in the organization towards a common objective.

GiveDirectly’s leaders knew that if they changed compensation systems, they would have to pay careful attention to regulatory compliance issues. Like other nonprofits, GiveDirectly was legally unable to offer equity compensation. This regulation ruled out the possibility of making payments to staff based on a function of the organization’s net revenue. However, GiveDirectly was permitted to link incentive pay to cash delivered into the hands of the poor—a “program services expenditure” in the lexicon of the Internal Revenue Service. GiveDirectly could thereby provide incentives for behavior that clearly furthered the organization’s tax-exempt purpose—alleviating extreme poverty—without running afoul of regulations. GiveDirectly would, however, still face the constraints imposed by the

U.S. tax code on the overall level of salaries in the nonprofit sector.

The leaders of GiveDirectly were not sure how the coming years would play out, but they were determined to help to solve a pressing global problem. “The ultimate goal is to end world poverty,” said Niehaus. “This goal is within sight and is possible to reach in the next few decades.” The U.S. tax code places limits on the compensation that nonprofit employees receive and therefore effectively limits the maximum amount an employee can be paid even in the event of very strong performance.


Exhibit 1 Charity Watch Profile of American Red Cross

Source:     Charity Watch. Copyright 2018 by American Institute of Philanthropy. Reprinted with permission.

EndNote


  1. “Regional aggregation using 2011 PPP and $1.9/day poverty line,” The World Bank: PovcalNet, accessed August 9, 2017, http://iresearch.worldbank.org/povcalnet/povDuplicateWB.aspx, and “FAQs: Global Poverty  Line  Update,”  The  World Bank, September 30, 2015, accessed August 9, 2017, http://www.worldbank.org/en/topic/poverty/brief/global-poverty-line- faq. Ibid.
  2. “The Millennium Development Goals Report 2008,” United Nations, accessed August 9, 2017, http://www.un.org/millenniumgoals/reports.shtml.
  3. Our Work In Africa. From American Red Cross Web site, http://www.redcross.org/images/MEDIA_ CustomProductCatalog/m8540129_2012-Africa-Overview.pdf, accessed February 2018.
  4. Richard Larkin, “Using Outcomes to Measure Nonprofit Success,” Nonprofit Quarterly, July 2, 2013, accessed August 9, 2017, https://nonprofitquarterly.org/2013/07/02/using-outcomes-to-measure-nonprofit-success.
  5. “GiveDirectly,” GiveWell, November 2016, accessed August 9, 2017, http://www.givewell.org/charities/give-directly.
  6. Haushofer, Johannes, and Jeremy Shapiro, “The Short-term Impact of Unconditional Cash Transfers to the Poor: Experimental Evidence from Kenya,” The Quarterly Journal of Economics 131, no. 4 (2016): 1973-2042.
  7. See, for example, David Kestenbaum, “What Happens When You Just Give Money to Poor People?” NPR, October 25, 2013, accessed November 14, 2017, https:// www.npr.org/sections/money/2013/10/25/240590433/what-happens-when-you-just- give-money-to-poor-people, and Annie Lowrey, “How No-Strings Aid Affects the Poor,” New York Times, October 25, 2013, accessed November 14, 2017, https://economix.blogs.nytimes.com/2013/10/25/how-no-strings-aid-affects-the-poor.
  8. ”The 2017 NPT Top 100,” The Nonprofit Times, November 1, 2017, accessed November 15, 2017, http://www.thenonprofittimes.com/wp-content/uploads/2017/11/NPT-TOP-100_NOVEMBER-1-17.pdf.
  9. “Incentive Pay Practices: Nonprofit/Government Organizations,” WorldatWork and Vivient Consulting, February 2016.

  1. GiveDirectly| International aid| Direct cash transfers| Philanthropy| Nonprofit organization| Poverty alleviation| Organizational success| Scaling up impact| Financial incentives| Employee motivation| Strategic decision-making| Transformational force| Charitable giving| Google.org| Facebook founders| Evidence-based programs| Bottom-line impact| Employee compensation| Nonprofit sector| Inflection point in development