Rosenthal's count asks how many nulls would make the result non-significant, which ties the answer to the sample size rather than to the effect. Orwin's asks how many would push the pooled effect below whatever magnitude the reader considers trivial, and it lets the missing studies carry a non-zero effect of their own – both of which make the number mean something substantive rather than procedural.
References
Orwin, R. G. (1983). Journal of Educational Statistics 8(2):157-159. doi:10.2307/1164923 .
