Relevant bibliographies by topics / Alumni donors

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Alumni donors'

Author: Grafiati
Published: 4 June 2021
Last updated: 2 February 2022

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Journal articles on the topic "Alumni donors"

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Nayman, Robbie L., Harry R. Gianneschi, and Judy M. Mandel. "Turning students into alumni donors." New Directions for Student Services 1993, no. 63 (1993): 85–94. http://dx.doi.org/10.1002/ss.37119936310.

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McDearmon, J. Travis, and Kathryn Shirley. "Characteristics and institutional factors related to young alumni donors and non-donors." International Journal of Educational Advancement 9, no. 2 (2009): 83–95. http://dx.doi.org/10.1057/ijea.2009.29.

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Konzak, Elizabeth, and Dwain P. Teague. "Reconnect with your Alumni and Connect to Donors." Technical Services Quarterly 26, no. 3 (2009): 217–25. http://dx.doi.org/10.1080/07317130802520252.

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L. Stephenson, Amber, and David B. Yerger. "Optimizing engagement: brand identification and alumni donation behaviors." International Journal of Educational Management 28, no. 6 (2014): 765–78. http://dx.doi.org/10.1108/ijem-04-2013-0057.

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Purpose – As colleges and universities face the shifts of decreasing government funds, increased operating costs, and waning alumni financial support, institutions are now plunging themselves into practices traditionally associated with the business sector. Practices like branding are now being used as a mechanism to increase engagement of alumni and potential donors. The purpose of this paper is to examine the effects of brand identification, or the defining of the self through association with an organization, on alumni supportive behaviors. Design/methodology/approach – The researchers surveyed alumni of a mid-sized state-run university in the mid-Atlantic region of the USA to see if identification affected donation behaviors such as choice to donate, total dollar amount donated, and the number of times donated. Findings – The survey findings showed that brand identification correlated with choice to donate, increased donation dollar amount, and the number of donations. Findings also suggested that interpretation of brand, prestige, satisfaction with student affairs, and participation were positively associated with identification. Research limitations/implications – The results of this study are specific to one institution. This research offers support for the importance and value of brand management in higher education. The study also highlights those determinants of brand identification which suggests the use of integrative fundraising techniques. Originality/value – The study highlighted that university brand identification increases the explanatory power for alumni donor behaviors over those variables typically explored in traditional donor models.
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Clotfelter, Charles T. "Who Are the Alumni Donors? Giving by Two Generations of Alumni from Selective Colleges." Nonprofit Management and Leadership 12, no. 2 (2001): 119–38. http://dx.doi.org/10.1002/nml.12201.

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Heinzman, Lindsay N., Lauren A. Kay, Simon J. Rhodes, and N. Douglas Lees. "Marketing Strategies to Engage Current Students, Alumni, and Donors." Department Chair 29, no. 2 (2018): 11–13. http://dx.doi.org/10.1002/dch.30218.

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Weerts, David J., and Justin M. Ronca. "Characteristics of Alumni Donors Who Volunteer at their Alma Mater." Research in Higher Education 49, no. 3 (2007): 274–92. http://dx.doi.org/10.1007/s11162-007-9077-0.

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Hunter, Catrelia S., Enid B. Jones, and Charlotte Boger. "A Study of the Relationship between Alumni Giving and Selected Characteristics of Alumni Donors of Livingstone College, NC." Journal of Black Studies 29, no. 4 (1999): 523–39. http://dx.doi.org/10.1177/002193479902900404.

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Casey, Anne Marie, and Michael Lorenzen. "Untapped Potential: Seeking Library Donors among Alumni of Distance Learning Programs." Journal of Library Administration 50, no. 5-6 (2010): 515–29. http://dx.doi.org/10.1080/01930826.2010.488597.

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Weerts, David J., and Justin M. Ronca. "Profiles of Supportive Alumni: Donors, Volunteers, and Those Who “Do It All”." International Journal of Educational Advancement 7, no. 1 (2007): 20–34. http://dx.doi.org/10.1057/palgrave.ijea.2150044.

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Dissertations / Theses on the topic "Alumni donors"

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Knoesen, Evert Philip. "NMMU alumni as non-donors : why NMMU alumni do not become donors to the institution." Thesis, Nelson Mandela Metropolitan University, 2010. http://hdl.handle.net/10948/1432.

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This project investigates why alumni do not become donors to the Nelson Mandela Metropolitan University. Interviews with non-donors created the opportunity for an in depth qualitative examination of the motivating process that led these non-donors to abstain from giving. This study used the Van Slyke and Brooks (Van Slyke & Brooks, 2005) model of alumni giving and the Schervish (Schervish, The spiritual horizon of philianthropy: New directors for money and motives, 2000) supply side theory of philanthropy, which has been successfully applied in similar studies (Wastyn, 2008), to provide the conceptual framework. This framework maintains that donors and non-donors differ in that the manner in which they socially construct their university experience in creating their own realities. This constructed reality becomes the filter through which non-donors pass requests for financial support (whether direct or indirect) from the institution. The study revealed that at NMMU factors including generic donor behaviour among alumni, the status of current non-donors as being mostly past donors to their respective constituent institution, attitudes toward the institutional reputation (or aspects thereof) of the NMMU, identified obstacles to engagement, pervasive negative attitudes to institutional giving and alumni support for commercialised but not tiered giving activities, can play a major role in restructuring the manner in which non-donor alumni should be approached. The study demonstrates the need to include non-donors in research that explores alumni giving to the university. It confirms the distinct impact of the abnormally distributed demographic characteristics of this university and confirms that examining the impact of these characteristics and experiences cannot be effectively done by simply relying on one or two simple variables. Being a management project, 13 (thirteen) distinct categories of management recommendations are made, ranging from strategy development, through accounting and budgeting practice, to proposing specific revenue generating initiatives. The study concludes with the view that Alumni can and should be able to make a notable contribution to the revenue of the university and in so doing, contribute to the sustainability of the pro-social transformation process of the Nelson Mandela Metropolitan University.
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Prescott, Dennis Allen. "The characteristics of donors and non-donors among alumni of Mississippi State University a descriptive study /." Diss., Mississippi State : Mississippi State University, 2006. http://library.msstate.edu/etd/show.asp?etd=etd-04102006-172423.

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Cherkosly, Allison. "Alumni and Named Structures| A Qualitative Analysis of Major Gift Donors." Thesis, State University of New York at Albany, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10788703.

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<p> Reduced government support has caused higher education institutions to become more dependent on philanthropic contributions. Since the majority of funds come from a small number of donors (Longfield, 2014), it&rsquo;s important to focus on the highest level of donors. However, there was a lack of research that specifically studied alumni major gift donors who name physical structures with their philanthropic gifts to their alma maters. My intent in developing this study was to fill this gap and help higher education institutions secure more funds. </p><p> By building on the research designs of King (2005) and Barascout (2012), I conducted an in-depth case study at one university. I collected data through semi-structured, in-depth interviews with the specified donors and staff members from the institution. I analyzed this data using an open coding scheme. Consistent with my grounded theory approach, I allowed conclusions to emerge from this data.</p><p> My first research question identified the giving motivations of alumni donors who named physical structures with their major gifts to their alma mater. I found twelve overarching factors that motivated these donors: a) Appreciation, b) Affinity, c) Financial Considerations, d) Making an Impact, e) Engagement, f) Recognition, g) Prestige/Signaling Wealth/Social Status, h) Opportunity Cost, i) Warm Glow, j) Legacy, k) Obligation, and l) Tax Implications. </p><p> My second research question sought to understand the impact of solicitation processes on the giving decisions of the donor population being studied. I found that four phases of the solicitation processes influenced these donors&rsquo; giving decisions: a) qualification, b) cultivation, c) solicitation, and d) stewardship. My study also identified four institutional partners who were involved in the solicitation processes: Development Officers, School Deans, Athletic Coaches, and Current Students. </p><p> I also identified two main solicitation process events that influenced these donors: a) fundraising campaigns, and b) campus visits. I found that the donors in my study acted as the &ldquo;deciders&rdquo; about their philanthropic gifts, and did not involve their spouses, nor professional advisors in their solicitation processes. </p><p> Lastly, my study also revealed that Development Officers seemed unaware of the factors that their respective donors considered when making their giving decisions.</p><p>
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Truitt, Joshua. "The Relationship Between Student Engagement and Recent Alumni Donors at Carnegie Baccalaureate Colleges Located in the Southeastern United States." Doctoral diss., University of Central Florida, 2013. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/6027.

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In 2011, over 30 billion dollars were given to colleges and universities across the United States; donors included individuals, corporations, foundations, and religious organizations. Of the 30 billion dollars, 43% of this financial support came directly from individual and alumni donors (Council for Aid to Education, 2011). Leslie and Ramey (1988) stated that “voluntary support is becoming the only source of real discretionary money [that a college or university has]” (p. 115). The primary purpose of this study was to investigate the ability of responses from senior class students on the 2006 National Survey of Student Engagement to be used as predictors of alumni donor participation in liberal arts colleges. The sample of this study was 10 Carnegie Baccalaureate Colleges from the southeastern United States. The institutions that participated provided alumni donor participation data for members of the undergraduate class of 2006 for a five-year post-graduation period. Logistical regression models were developed to represent the multivariate impacts of NSSE benchmark scores and student demographics independent variables on the bivariate alumni donor participation rate dependent variable. The results indicated that two NSSE benchmarks, measured by the 2006 NSSE, (Level of Academic Challenge and Student-Faculty Interaction) and three demographic variables (parental level of education, Greek Life membership, and receipt of an institutional scholarship) had a positive relationship with increased alumni donor participation.<br>Ph.D.<br>Doctorate<br>Dean's Office, Education<br>Education and Human Performance<br>Education; Higher Education
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Hart, Sarah B. "Cultivating a giving-back culture: an investigation into the motivations of millennial donors." Thesis, Kansas State University, 2011. http://hdl.handle.net/2097/8862.

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Master of Science<br>Department of Journalism and Mass Communications<br>Todd F. Simon<br>Cultivating relationships with millennial donors -- individuals born between 1982 through 1995 -- has become a topic of interest for researchers, organizations and fundraisers. Kansas State University had begun creating a “giving-back culture” among current students through a student-led campaign, in the hope of augmenting alumni donations to the university in the future. This study explored current students’ motives to give back to their university, determined the factors influencing their decision-making process, and discerned the effects of a student-giving campaign on postgraduates’ giving behavior. Roger’s Diffusion of Innovations model helped explain the influence of communication channels and opinion leaders on the decision-making process of millennial donors, both alumni and current students. This study found that millennials are motivated to donate based on several campaign factors, such as the mission, how the money is be used, the receiving of a gift for their donation, and pride in the institution. Friends and close colleagues have a positive influence on millennials’ donation decisions. Millennials also were found to have a preference for the traditional medium of newspaper, along with a high degree of influence for campaign events with face-to-face communication. The lack of apparent effect for students’ self-reported preferences for social media seems to indicate that either diffusion is not at work for this campaign, or that the diffusion process has yet to accelerate for giving back. These findings support previous research on alumni-donor motivations as well as build a foundation for future studies on millennial-donor motivations.
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Dial, Janet Schellhase. "An analysis of the factors that motivate undergraduate alumni donors at University of the Pacific based on social exchange theory." Scholarly Commons, 2010. https://scholarlycommons.pacific.edu/uop_etds/82.

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Institutions of higher education rely upon the support of their alumni to provide financial stability. This outward show of confidence by alumni is also an important indication for external constituents who rank colleges and universities based on funding sources such as corporations and foundations. Private universities, in particular, have been cultivating their alumni to support their alma maters through annual and endowed gifts to provide the financial support to continue educating future generations of students. This study surveyed undergraduate alumni from the University of the Pacific through a voluntary questionnaire that was made available to alumni through the alumni e-news letter, "What's Up, Pacific?" The purpose of the study was to analyze the factors that motivate undergraduate alumni at the University of the Pacific to make gifts to their alma mater and to examine if social exchange theory can be applied to the giving behaviors of these alumni. The research questions that were addressed were 1) to what extent were Pacific alumni satisfied with their University of the Pacific experiences as a student and as alumni, 2) what internal and external factors motivate these alumni to make a gift, regardless, of the amount to the university, and, 3) how does social exchange theory serve to explain, at least in part, the behavior underlying alumni giving patterns at the University of the Pacific? Descriptive statistics and cross-tabulations were developed to analyze the data which showed that the vast majority of alumni were overall satisfied with their experiences as students (95%) and as alumni (76%). The motivators that alumni sited as the most likely to compel them to make a gift included satisfaction with their Pacific experience, commitment to support future generations of Pacific students, wanting to further the cause of the university, the importance of giving back, and the fact that giving to their alma mater makes them feel good. There were many open ended comments that support the social exchange theory as it serves to explain donor behavior. Recommendations for further research were included in the dissertation.
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Kuhr, Brittanie Elizabeth. "Donor Perceptions of Cultivation and Stewardship at Lourdes University." University of Toledo / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1430428438.

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Grunig, Stephen Douglas. "A model of donor behavior for law school alumni." Diss., The University of Arizona, 1993. http://hdl.handle.net/10150/186529.

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Past higher education fund-raising studies examining alumni giving across several institutions have had two main limitations. First, the multitude of independent variables used in these studies has made it difficult to determine whether past studies have discovered many different factors that influence levels of alumni gift revenue, or whether they have discovered a few common factors that have been represented by different sets of variables in each study. Second, past studies have failed to adequately describe causal mechanisms through which variables significantly related to gift revenue influence levels of gift revenue. The current study addresses the aforementioned limitations in creating an aggregate model of donor behavior for law school alumni. The study examines alumni giving at 41 ABA-approved law schools. The results indicate that four basic factors account for most (87 percent) of the variance in amounts of alumni annual fund revenue among different law schools. The four factors, listed in order of importance and shown with the variables that load highly on each factor, are the following: Factor l--"Institutional Quality" (variables are average LSAT scores of accepted law students; reputation of law school among professors at other law schools; reputation of law school's graduates among judges and practicing lawyers; average starting salaries of new graduates of the law school; total number of volumes in law library; number of volumes in law library divided by FTE enrollment;). Factor 2--"Institutional Size" (variables are: FTE law school enrollment; number of living law school alumni; number of FTE law faculty; total number of law school advancement staff people). Factor 3--"Relative Advancement Effort" (variables are: number of law school advancement staff people divided by number of living law school alumni; number of law school reunion classes solicited for special gifts each year). Factor 4--"Institutional Age" (variables are: age of law school; age of law school's parent institution). Differences between the factor structures for public and private law schools are examined. The study suggests possible causal mechanisms through which these four factors influence the amount of alumni gift revenue raised by each law school.
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Burgess-Getts, Linda Faye. "Alumni as givers: An analysis of donor-nondonor behavior at a Comprehensive I institution." W&M ScholarWorks, 1992. https://scholarworks.wm.edu/etd/1539618405.

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There has been limited research published about the characteristics of alumni donors in higher education. The majority of the research that has been done focused on large universities, consequently, such research findings may not be generalizable to smaller institutions.;The purpose of this study was to determine to what extent selected demographic, academic, behavioral, and attitudinal variables would discriminate between donors and nondonors in a smaller college or university such as a Comprehensive I institution.;Data for the study were gathered through a questionnaire mailed to a simple random sample of 300 alumni of a Comprehensive I institution. A 72 percent response to the questionnaire was realized. The data gathered were analyzed using descriptive statistics and discriminant analysis techniques available through Statistical Analysis Systems (SAS) software.;It was concluded that it is probable that a Comprehensive I institution can predict group classification of alumni as donors versus nondonors at a success rate of approximately 75 percent and that: (1) the most powerful discriminating variables between alumni donors and nondonors within the population examined were planned visits, household income, designation of funds to the library, year of graduation, identification with the institution, and attendance of family members; (2) it is probable that descriptive and discriminant statistical analysis of selected variables can enhance fund raising strategies; (3) some variables affect all groups of donors similarly, but variables such as institutional size, type, age and location may affect alumni donors differently and to different degrees.
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Pinion, Tyson L. "Factors That Influence Alumni Giving at Three Private Universities." University of Toledo / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1471529964.

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Books on the topic "Alumni donors"

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Haddad, Freddie Duke. An analysis of the characteristics of alumni donors and non-donors at Butler University. 1988.

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Ronstadt, Robert. The Tuition Travesty: And what students, parents, alumni and donors can do about it. BookSurge Publishing, 2007.

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Book chapters on the topic "Alumni donors"

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Drezner, Noah D. "For Alma Mater and the Fund: The United Negro College Fund’s National Pre-Alumni Council and the Creation of the Next Generation of Donors." In Historically Black Colleges and Universities. Palgrave Macmillan US, 2008. http://dx.doi.org/10.1057/9780230617261_2.

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Hersey, Leigh Nanney. "Tweeting for Donors." In Facilitating Higher Education Growth through Fundraising and Philanthropy. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-4666-9664-8.ch003.

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Universities and colleges are embracing social media as a tool to spread the message about their institutions. Common uses include recruiting new students, connecting with current students, and staying connected with alumni. Nonprofit organizations in the United States also consider social media an important part of their fundraising toolbox, but use it more for recruiting volunteers, advocacy, and fundraising. Colleges and universities are also seeing the need to use social media for development purposes, whether they are private or state-supported institutions. This chapter explores how universities are using Twitter to promote year-end giving. Findings from this research suggest that while some universities seem to effectively use social media, others are inconsistent and even dormant in their messaging.
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Keller, Morton, and Phyllis Keller. "Harvard and the Real World." In Making Harvard Modern. Oxford University Press, 2001. http://dx.doi.org/10.1093/oso/9780195144574.003.0012.

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Conant liked to recall that he became president of Harvard in the same year that Franklin D. Roosevelt became president of the United States and Adolf Hitler became chancellor of Germany. The University would feel the impact of what those others wrought. More than ever before in its long history, Harvard during the 1930s and 1940s found itself enmeshed in the affairs of the world outside. Harvard had a presence in the early New Deal: but aside from alumnus FDR and Felix Frankfurter, not a very conspicuous one. The Alumni Bulletin took note of the absence of Harvard faculty in FDR’s early Brains Trust, and in 1936 Conant estimated that only five or six out of a staff of eighteen hundred had been granted leaves of absence since 1930 to work for the federal government. A member of the Economics department, asked about Harvard’s lack of visibility in Washington, replied: “We are standing by for the next New Deal!” Nor was the New Deal popular with a preponderantly Republican faculty and student body. In a Crimson poll in the fall of 1934, undergraduates opposed Roosevelt’s policies by 1,149–704, the faculty by 141–50. Though Conant voted for FDR, he was careful to preserve the outward forms of political neutrality. But conservative alums soon had a Harvard New Dealer they loved to hate: Law Professor Felix Frankfurter, ace recruiter for the New Deal, eminence grise to FDR, Vienna-born Jew. A fund-raiser reported trouble with donors over Frankfurter in the spring of 1934, and Mrs. Charles Francis Adams, the wife of Harvard’s former treasurer, “quizzed” Conant “heavily on whether or not Felix Frankfurter was a dangerous communist.” Conant had ample opportunity to polish up what became his standard response to radicalism-at-Harvard complaints: indignant denial that students were taught sedition and appeals to “the glorious tradition of freedom which is our heritage.” When an alumnus wanted to know what the University was doing about indoctrination by New Dealish professors, Conant quickly changed the subject to academic freedom: “democracy is made safe only to the extent that a reasonably tolerant point of view is engendered in the people at large.
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Truitt, Joshua H., Jarrad D. Plante, Thomas D. Cox, and Sandra L. Robinson. "Strategic Leadership." In Encyclopedia of Strategic Leadership and Management. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-1049-9.ch114.

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The pervasive effects of change leadership may be best illustrated by examining institutional engagement and student experience, two areas that directly affect alumni giving. Alumni donor participation may be understood by focusing on student experience and engagement, and higher education administrators can benefit from understanding the influence of alumni donor behavior through enriching college experiences. The study examines data of alumni giving at three different institutions in the southeastern United States to determine the impact of the Carnegie Community Engagement Classification and reclassification on the purposeful institutionalization of community engagement and service-learning. The purpose of this chapter is to provide an overview of the institutionalization of service-learning process, practical strategies for implementing system-wide change, and relate those practices to its influence on alumni donor behavior – information that are practical and highly useful that can facilitate positive changes for institutions.
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Ginsberg, Benjamin. "What Administrators Do." In The Fall of the Faculty. Oxford University Press, 2011. http://dx.doi.org/10.1093/oso/9780199782444.003.0005.

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The Number of administrators and staffers on university campuses has increased so rapidly in recent years that often there is simply not enough work to keep all of them busy. I have spent time in university administrative suites and in the corridors of public agencies. In both settings I am always struck by the fact that so many well-paid individuals have so little to do. To fill their time, administrators engage in a number of make-work activities. They attend meetings and conferences, they organize and attend administrative and staff retreats, and they participate in the strategic planning processes that have become commonplace on many campuses. While these activities are time consuming, their actual contribution to the core research and teaching missions of the university is questionable. Little would be lost if all pending administrative retreats and conferences, as well as four of every five staff meetings (these could be selected at random), were canceled tomorrow. And, as to the ubiquitous campus planning exercises, as we shall see below, the planning process functions mainly to enhance the power of senior managers. The actual plans produced after the investment of thousands of hours of staff time are usually filed away and quickly forgotten. There is, to be sure, one realm in which administrators as-a-class have proven extraordinarily adept. This is the general domain of fund-raising. College and university administrators have built a massive fund-raising apparatus that, every year, collects hundreds of millions of dollars in gifts and bequests mainly, though not exclusively, from alumni whose sense of nostalgia or obligation make them easy marks for fund-raisers’ finely-honed tactics. Even during the depths of the recession in 2009, schools were able to raise money. On the one hand, the donors who give selflessly to their schools deserve to be commended for their beneficence. At the same time, it should still be noted that, as is so often the case in the not-for-profit world, university administrators appropriate much of this money to support—what else?— more administration.
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"Engaging and Soliciting African American Alumni." In Expanding the Donor Base in Higher Education. Routledge, 2013. http://dx.doi.org/10.4324/9780203113714-9.

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Fish, Stanley. "Don’t Let Anyone Else Do Your Job." In Save the World on Your Own Time. Oxford University Press, 2008. http://dx.doi.org/10.1093/oso/9780195369021.003.0009.

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Of course, there’s no shortage of people who will step in to do your job if you default on it. The corporate world looks to the university for its workforce. Parents want the university to pick up the baton they may have dropped. Students demand that the university support the political cause of the moment. Conservatives believe that the university should refurbish and preserve the traditions of the past. Liberals and progressives would like to see those same traditions dismantled and replaced by what they take to be better ones. Alumni wonder why the athletics teams aren’t winning more. Politicians and trustees wonder why the professors aren’t teaching more. Whether it is state legislators who want a say in hiring and course content, or donors who want to tell colleges how to spend the funds they provide, or parents who are disturbed when Dick and Jane bring home books about cross-dressing and gender change, or corporations that want new departments opened and others closed, or activist faculty who urge the administration to declare a position on the war in Iraq, there is no end of interests intent on deflecting the university from its search for truth and setting it on another path. Each of these lobbies has its point, but it is not the university’s point, which is, as I have said over and over again, to produce and disseminate (through teaching and publication) academic knowledge and to train those who will take up that task in the future. But can the university defend the autonomy it claims (or should claim) from public pressures? Is that claim even coherent? Mark Taylor would say no. In a key sentence in the final chapter of his book The Moment of Complexity (2001), Taylor declares that “the university is not autonomous but is a thoroughly parasitic institution, which continually depends on the generosity of the host so many academics claim to reject.” He continues: “The critical activities of the humanities, arts, and sciences are only possible if they are supported by the very economic interests their criticism so often calls into question.”
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"Alumni Giving in the LGBTQ Communities: Queering Philanthropy." In Expanding the Donor Base in Higher Education. Routledge, 2013. http://dx.doi.org/10.4324/9780203113714-14.

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"Fundraising from Doctoral Alumni: Going Beyond the Bachelor’s." In Expanding the Donor Base in Higher Education. Routledge, 2013. http://dx.doi.org/10.4324/9780203113714-15.

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"Examining Young Alumni Giving Behavior: Every Dollar Matters." In Expanding the Donor Base in Higher Education. Routledge, 2013. http://dx.doi.org/10.4324/9780203113714-16.

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Conference papers on the topic "Alumni donors"

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Jamil, Nur Izzah, and Siti Noor Dina Ahmad. "Mining operational databases to predict potential donors among University Alumni." In 2013 IEEE Business Engineering and Industrial Applications Colloquium (BEIAC). IEEE, 2013. http://dx.doi.org/10.1109/beiac.2013.6560272.

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