This study examines whether different funding sources—hypothetical, internal university, and external foundation—affect student learning outcomes in experiential philanthropy, a high-impact service learning pedagogy. Using a quasi-experimental design, the study analyzed pre- and post-course survey data, as well as reflection essays, from 138 responses across three sections of an undergraduate nonprofit management course. Quantitative results show significant gains in civic awareness, nonprofit knowledge, and social responsibility, but not behavioral intentions across all groups, with no clear advantage from real funding. Qualitative findings confirm that the experience was impactful, fostering student agency and civic intentions. These results suggest that the funding source does not influence learning outcomes. Instead, the experiential process itself—researching community needs, evaluating nonprofits, and reflecting on giving—drives learning outcomes. The findings have practical implications for scaling experiential philanthropy, especially at resource-constrained institutions seeking to cultivate civic engagement without relying on real grant funds.
Hanjin Mao (Tue,) studied this question.