Learning-oriented accountability: Facilitators and constraints to organizational learning in a local nonprofit funding system

Holland, Hope Desiree

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https://hdl.handle.net/2142/129768 Copy

Description

Title

Learning-oriented accountability: Facilitators and constraints to organizational learning in a local nonprofit funding system

Author(s)

Holland, Hope Desiree

Issue Date

2025-05-02

Director of Research (if dissertation) or Advisor (if thesis)

Allen, Nicole

Doctoral Committee Chair(s)

Allen, Nicole

Committee Member(s)

• Hunter, Carla
• Aber, Mark S
• Todd, Nathan R
• Garthe, Rachel

Department of Study

Psychology

Discipline

Psychology

Degree Granting Institution

University of Illinois Urbana-Champaign

Degree Name

Ph.D.

Degree Level

Dissertation

Keyword(s)

• Accountability
• organizational learning
• nonprofit organization
• NPO learning
• funding organization

Abstract

Over the past three decades, funding entities increased nonprofit performance measurement-related grant components under the assumption that nonprofits, service users, and funding agencies alike would benefit from nonprofit organizations’ increased accountability. Research indicates that nonprofits devote substantial time and resources to funder-imposed reporting, often at the expense of client-facing services. Yet, critics suggest that bureaucratically driven, compliance-focused activities rarely contribute to organizational learning or service enhancement. Some research suggests that more collaborative funder-grantee relationships could enhance organizational learning and efficiency within accountability relationships. The significance of this study lies in its exploration of the formal and informal accountability context between a local funding agency and its nonprofit grantees, a relatively underrepresented topic in the existing literature. Using qualitative interview data with funding agency and nonprofit grantee representatives, this paper examines the ways in which a funding organization may facilitate and constrain learning-oriented accountability within the interorganizational system. The current study finds that respondents most frequently attributed successful learning-oriented accountability within the system to interpersonal factors within the inter-organizational institutional environment, with particular attention to supportive and invested funding agency leadership, approachable and accessible funding staff, and compassionate, non-punitive problem-solving approaches. Respondents also described constraints, primarily defined by unrealistic expectations and competing priorities compounded by already limited agency resources (e.g., time and staff). Respondents also noted deficient feedback practices, particularly from funding stakeholders to nonprofit agency stakeholders. This study enhances our understanding of organizational behavior within the nonprofit sector and contributes to the broader academic discourse on accountability and learning in inter-organizational settings. Furthermore, it offers suggestions for funding agencies aiming to foster a practice of learning and accountability in their interactions with grantees.

Graduation Semester

2025-05

Type of Resource

Thesis

Handle URL

https://hdl.handle.net/2142/129768

Copyright and License Information

Copyright 2025 Hope Holland

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