A three-nation sample of nonprofit managers was surveyed to determine their preferences for additional education and training on a 37-item list of marketing topics. Preferences were ranked and compared to determine most preferred topics and cross-national differences. For educators and trainers, the results provide input on which marketing topics are of greatest interest to current nonprofit leaders. Findings on managers* preferences for the format and delivery of training and education alternatives are also provided. The number of nonprofit organizations in the United States has been growing steadily, from 12,500 in 1940 to almost 2 million in 2006 (Independent Sector, 2007; Wymer, Knowles, and Gomes, 1996). This trend has accelerated in recent years; between 1996 and 2006, the number of public charities increased 68.7 percent (NCCS, 2007). This growth has stimulated a demand for nonprofit managers (Salamon and Sokolowski, 2005), and academic programs in nonprofit management have been JPAE l4(2):271-283 Journal of Public Affairs Education 271 This content downloaded from 207.46.13.51 on Mon, 20 Jun 2016 07:28:01 UTC All use subject to http://about.jstor.org/terms Curricular Content of the Marketing Component for Nonprofit Management Programs growing to respond to this demand (Wilson and Larson, 2002; Young, 1999). U.S. graduate programs offering three or more courses in nonprofit management areas numbered 17 in 1990, 32 in 1992, 76 in 1997, and 114 in 2001 (Irvin, 2003; Mirabella, 2004; Wish and Mirabella, 1998). Students in public affairs programs are preparing to become professionals (Perry, 2005), and an increasing number of public administration graduates are seeking and finding career opportunities in nonprofit organizations. For example, more than one-third of Columbia University MPA graduates have chosen careers in nonprofit organizations. Over one-fourth of MPA graduates from Harvard's John F. Kennedy School of Government have chosen careers in nonprofit organizations. This trend is expected to continue (Cohen and Abbott, 2000). Because a fair proportion of graduates are preparing for professional careers in nonprofit organizations, their education must be relevant to the demands of their professions (Dawes, 2004). Smith (2000) argues that nonprofit management education programs should be designed to respond to the needs of nonprofit leaders and managers. In order for the curriculum to be relevant, it needs to be developed and kept current with consideration given to practicing managers' current and emerging needs. A common complaint of MPA graduates is that their education was not practical (Cunningham, Riverstone, and Roberts, 2005). Cunningham, Riverstone, and Roberts (2005) argue that academics and practitioners are not communicating. They contend that poor communication between scholars and practitioners reduces the transfer of knowledge from academics to the public sector. Academics are not producing knowledge that practitioners need. Tschirhart (1998) provides an example of how the development of the nonprofit management curriculum at Indiana University was informed by surveying nonprofit managers. Practitioner input to inform curriculum development should not be limited to domestic practitioners, but should extend to international practitioners. A number of international students in schools of public affairs who will return to their home countries after completing their programs, and their education needs to have relevance for their professional context. In addition, there are calls for the globalization of the curriculum (El Baradei and Newcomer, 2005). New MPA programs are emerging around the world, and NASPAA has shown an increased interest in international initiatives (Jennings and White, 2005). The content of nonprofit management programs must respond to the needs of practitioners, but consideration should also be given to content delivery. In some programs, a good proportion of students, especially in graduate programs, are working professionals. For example, Larson, Wilson, and Chung (2003) surveyed students in six nonprofit management programs and found that about 90 percent of the students in their survey were working nonprofit professionals and were very interested in a curriculum that would help them more effectively manage the operations of nonprofit organizations. Additionally, Larson, Wilson, and 272 Journal of Public Affairs Education This content downloaded from 207.46.13.51 on Mon, 20 Jun 2016 07:28:01 UTC All use subject to http://about.jstor.org/terms Curricular Content of the Marketing Component for Nonprofit Management Programs Chung (2003) examined what courses students believed were most important in their curricula and what courses needed more emphasis. Next to strategic planning, students rated fundraising and development as most important. General marketing, volunteer management, and advocacy in public policy were also rated highly.