Year of Award

2019

Document Type

Dissertation

Degree Type

Doctor of Philosophy (PhD)

Degree Name

Anthropology

Other Degree Name/Area of Focus

Applied Anthropology Option

Department or School/College

Department of Anthropology

Committee Chair

Gregory Campbell

Commitee Members

Kelly Dixon, Douglas MacDonald, F. Richard Hauer

Keywords

fundraising, grant, grantwriting, proposal, research, student

Publisher

University of Montana

Abstract

The goal of this dissertation is to examine grant-proposal writing as a craft and potential ways to improve grant-proposal writing knowledge and application readiness for students seeking funding assistance attending postsecondary education. In doing so, this research answers the question: What might experts and professionals in the field recommend to students involved in grant-proposal writing to assist them to better understand the process, develop the necessary skills, utilize the available resources, and explore the possible avenues to writing grant-proposals to enable students to be more successful in their funding pursuits? The objectives that address the specific research actions that have been identified as necessary in order to facilitate achievement of the goal include: provide a solid framework through which students may understand an overview of grant-proposal writing, associated terminology, proposal development, and the components of a grant application; assess the grantseeker’s role in the grantmaking process; explore the craft of grant-proposal writing; and discuss feedback and suggestions from experts and professionals in the field regarding student grant-proposal writing.

In creating a more in-depth understanding regarding the phenomenon of student grant-proposal writing at postsecondary academic institutions, this dissertation can bring about positive change at the level of the student grantseeker as well as within the academic institutions that assist students in the grant seeking process in that these research findings will potentially help undergraduate and graduate programs to better support the grant-proposal writing efforts of their students. As such, this research could be especially valuable for students from economically disadvantaged backgrounds as well as economically challenged campus communities where funding resources are scarce. Additionally, these findings may also prove valuable and informative to program officers and applicable funding agency personnel who work with individual grantseekers in a similar capacity to better target their instructional and outreach efforts which would benefit all grantseekers, not just students.

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© Copyright 2019 Eileen L. Flannigan-Lewis