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Need to Update Your Information Technology?
Try Service Learning
High-tech needn’t mean high-cost. Consider a service-learning project.
BY ROBIN A. ALEXANDER
W
hile the need for infor- and implemented in a semester. • You acquire a system that performs
mation in the nonprofit Creating a database to track clients a needed function.
sector is great, short- or computerizing an accounting sys- • You gain a better understanding of
ages of time, staff, tem for a small nonprofit have your systems, needs, and opportu-
money, and expertise proved doable. nities.
make it hard to use information tech- The students are mostly junior • You gain increased technical
nology effectively. The result is often level accounting majors who have knowledge and awareness among
a vicious cycle in which staff time is taken an introductory management your staff.
spent compiling information manual- information systems course. They • You receive moral support, enthu-
ly when a simple database could dra- divide into groups of three or four siasm, and impetus from working
matically speed the process. But and are given the list of projects. with an interested group of stu-
there’s no time to create it. Assignments are based on students’ dents.
If that situation sounds familiar, preferences and the instructor’s • You have a source of potential
help is at hand in a rapidly growing assessment of their skills as required staff: The students may want to
trend: service learning, in which stu- by the project. After meeting with the intern with your organization and
dents, under faculty supervision, may be inspired to choose non-
nonprofit client, the students write
undertake information-technology profit work as a career.
proposals outlining the situation and
projects for nonprofits. • You acquire insight: Even if you
their solution. The instructor revises
don’t use the new system, you ben-
How Do Service-Learning these proposals if they aren’t specific
efit from thinking about your infor-
Programs Work? enough, as is often the case at first.
mation system and seeing it
Following an accepted proposal, through fresh eyes.
Each university and department the students begin work. To keep the
operates its service-learning projects • The projects foster interaction
projects on course, the instructor between your organization and the
somewhat differently. In our meets regularly to review students’
A.S.S.I.S.T. service-learning program university and may lead to other
work and provide technical assis- partnerships.
in the Accounting Information tance. When the projects are com-
Systems (AIS) course at the pleted, the instructor reviews all sub- How Can You Facilitate
University of Wisconsin-La Crosse, mitted files and documentation, and
the instructor solicits projects from Success?
specifies changes if needed. After
local nonprofit organizations, based It’s important to be aware of
making modifications, the students
on these criteria: potential problems as well as bene-
deliver the projects to the nonprofit
• appropriateness for the class fits. You can minimize headaches by
clients and train them as needed.
September • October 2001
• challenging yet doable in the following these guidelines:
semester timeframe After the semester ends, the instruc-
Specify the system. The most
• high probability of success tor is available for questions or to
important success factor is the clarity
• significant value for the nonprofit make minor modifications. of your initial specification. Be as
organization. clear as possible about what you
While it can take one or two
What Are the Benefits?
want. If you need a client tracking
years to overhaul a complex organi- Participating in such a service- system, what data has to be accumu-
zation’s information system, many learning program offers many lated? What reports are essential, and
useful applications can be designed advantages: what should appear on them? What
27
Find more articles from Nonprofit World at http://www.snpo.org
books on spreadsheet software that would want if they could have it rap-
they already owned. Using inappro- idly from the computer rather than
Insist on seeing a priate software would have cost them compiling it laboriously by hand.
much more in time, frustration, and Whether or not they developed and
written proposal. incorrect information than the rela- used a new database, they had a
tively small cash outlay for the clearer idea of their data options.
accounting software. Many other organizations now have
statistics must be computed? What
Another example of false econo- improved systems that satisfy real
additional information might be man- my is trying to get by with an inade- needs, as the sample of completed
dated in the future or be useful for quate computer to run the new sys- projects in Figure 1 shows.
decision-making? The more specific tem. Using an old computer may As reflected in Figure 1, nonprof-
you are, the more useful the resulting force the use of less capable software its’ greatest need has been database
system will be. and waste staff time due to slow per- work. Fortunately, products such as
You needn’t know all your formance. If you can’t afford a new Microsoft Access help create sophis-
requirements ahead of time. It’s natu- computer, perhaps you can buy a ticated yet easy-to-use databases.
ral for the specification process to be used but adequate one. Nonprofits’ second greatest need
interactive, with input from the Safeguard your data. Be sure has been to set up in-house comput-
instructor and students. But don’t you have a good backup system. erized accounting systems. Again,
heap a list of vague requirements on Students aren’t very experienced in modern software facilitates this
students, hoping they’ll forge a coher- safeguarding data while working on process.
ent system that will magically do it, so backups are essential to prevent One recent example is a youth
what you need. accidental data loss. To maintain con- organization that wanted to comput-
Hold realistic expectations. fidentiality and security, it’s best not erize its accounting system using
Keep the project focused and not too to let your data out of your office. Peachtree for Windows. Three stu-
ambitious. The students are relatively
Students can work on systems with- dents were assigned to work with the
inexperienced and only have a few
out “live” data present. When the new business manager. They worked hard
weeks to develop and deliver the
database is ready, your staff can do to learn the organization’s account
project. Even among professionals,
the data entry, or students can do it setup, previous statements, and
systems work is notorious for time
in your office under supervision. Peachtree. As work progressed, cer-
overruns, so it’s critical to keep the
Stay in touch. You may need tain problems came to light:
project doable.
post-project support to correct errors • The organization didn’t have the
Encourage communication. If
and make changes. While students software, and purchasing it
communication seems inadequate,
may be unavailable to provide such became a drawn-out affair. They
feel free to take the initiative and
support, instructors will usually be finally acquired it just after the
contact the students or instructor.
willing to fix minor problems and semester ended.
Students may have trouble reaching
advise you on major ones. Most • The board hadn’t approved the
you or be shy about “bothering” you.
important, be sure the project project, so its fate was uncertain
Yet it’s important that they communi-
includes good documentation. throughout the semester.
cate with you regularly, show you
Documentation will help you learn • The nonprofit’s business manager
what they’re doing, and clear up any
the new system and update it later if was unclear about the desired
questions they have. Encouraging
necessary. chart of accounts and changed his
communication early in the project
mind twice, to the frustration of
will save lots of time later. How Are Nonprofits Using the student group.
Nonprofit World, Vol. 19, No. 5
Insist on seeing a written propos-
al to be sure the students understand
Service Learning? • The books were in bad shape, and
students weren’t able to obtain
your requirements. Relying on oral Nonprofits that have tried serv-
data to use in setting up the sys-
communication for this function is ice-learning projects say they’ve ben-
tem. Pro forma data had to be used
likely to lead to misunderstanding. efitted just from talking over their
to test the system.
Don’t over-economize. While needs with an outside party. Several
This project, shaky as it was in
most nonprofits have cash limita- organizations thought through the
process, was a success in that the
tions, “false economy” can kill a proj- choice of an accounting system and
ect. One organization was reluctant whether or not to do their accounting Nonprofit World • Volume 19, Number 5 September/October 2001
to spend $130 for a piece of account- in-house. Others considered for the Published by the Society for Nonprofit Organizations
6314 Odana Road, Suite 1, Madison, WI 53719 • (608) 274-9777
ing software. They wanted to do the first time what information they www.danenet.org/snpo
28
Figure 1
A Sample of Completed Information-Technology
Service-Learning Projects for Nonprofits
Type of organization Nature of project
Specific disease oriented organization Consolidate multiple standalone Works databases into
a relational Access database.
Local chapter of national service organization Create a volunteer database in Access for use in
coordinating volunteer and tracking their assignments.
Local chapter of national youth organization Computerize accounting system using QuickBooks.
Religious service organization Create a database to track their clients.
Local high school Set up a computerized accounting system for their student-run store.
Organization catering to youth with special needs Create a database to track computer hardware and software.
Children’s care and educational organization Create an Access database to track clients and activity,
including staff time.
A local business incubator Set up a computerized accounting system using QuickBooks.
An adult tutoring organization Create a database to track clients and tutors.
A local youth organization Create a database to track counselors and clients.
The University VITA program Specify and flowchart the system for assisting taxpayers,
(volunteer income tax assistance) including people and paper flows.
An organization dealing with domestic violence Set up their accounting system on Peachtree.
A local retreat center Create a database to track clients and their participation
in the center.
The University Involvement Center Create a spreadsheet-based flexible-budgeting system.
organization is still using the new nership of education and nonprofit *Starred resources are available from the
system and is happy with it. organizations can help nonprofits Society’s Resource Center, 608-274-9777, Ext.
221, www.danenet.org/snpo.
make use of technology while help-
What’s the Next Step? ing students to become effective
practitioners. s
Although service learning proj-
ects are becoming more common, References
they may not be widely publicized. If *Bowman, Karen, “Volunteering 101:
Service Learning Finds a Home,” Nonprofit
you’re interested, contact local insti- World, Vol. 16, No. 6.
tutions to see if they offer such pro- *Clary, Diana H. Mark Mitchell, & Duncan
grams. Bailery, “Looking for a Win-Win Partnership?
Look to the University!”, Nonprofit World,
As computer and Internet use Vol. 18, No. 4.
escalate, so will your opportunities. Lenk, Margarita M., “Reaching Our Goals
One organization commissioned a Together in Service-Learning: A Multi-
Semester Accounting Information Systems
database that made it easier for low- Course Implementation,” in D. Rama (ed.),
income households to locate energy Learning by Doing: Concepts and Models for
September • October 2001
assistance programs. The next step Service-Learning in Accounting,
Washington, D.C.: AAHE, pp. 147-156.
may be to make it available over the Michenzi, Alfred R., “Service-Learning
Internet. Project in the Accounting Information Robin Alexander (alexande.robi@uwlax.edu)
It’s an exciting time for using Systems Course: Implementation Without the is associate professor, Department of
Benefit of Hindsight,” in D. Rama (ed), Accountancy, 412-B North Hall, University
technology to support the important Learning by Doing: Concepts and Models for of Wisconsin-La Crosse, La Crosse,
work of nonprofit organizations, but Service-Learning in Accounting,
Washington, D.C.: AAHE, pp. 133-146. Wisconsin 54601. He has worked extensively
it’s also an intimidating time because with nonprofits in the La Crosse area and
Zlotkowski, Edward, series editor, Service-
the technology continues to diversify Learning in the Disciplines, Washington, has operated the A.S.S.I.S.T. service learning
and become more complex. The part- D.C.: AAHE. program since 1997.
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