Relevant bibliographies by topics / Alumni Involvement

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

Academic literature on the topic 'Alumni Involvement'

Author: Grafiati
Published: 4 June 2021
Last updated: 10 February 2022

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Journal articles on the topic "Alumni Involvement"

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N. Saraih, U., Nor Irwani Abdul Rahman, Norshahrizan Noordin, et al. "Modelling Students’ Experience Towards the Development of Alumni Involvement and Alumni Loyalty." MATEC Web of Conferences 150 (2018): 05050. http://dx.doi.org/10.1051/matecconf/201815005050.

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The purpose of this study is to investigate the influence of students’ experience towards the development of alumni involvement and alumni loyalty in Malaysia. This study utilized the survey (questionnaire) method. Data are gathered from 347 respondents in one of the Public Higher Educational Institution (PHEI) in Malaysia. Results presented that students in this institution have low levels of alumni involvement (mean=1.23) and alumni loyalty (mean=1.76). Results also presented that in this institution, students’ experience is significantly related to alumni involvement (β=.42, p<.01) and alumni loyalty (β=.57, p<.01). This study contributed some new knowledge which can be channelled to all PHEIs in Malaysia to improve the level of alumni involvement and alumni loyalty. Good experience of students can be cultivated by improving several aspects on managerial side. Some recommendations to increase the level of students’ experience are discussed.
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Drezner, Noah D., and Jason C. Garvey. "LGBTQ Alumni Philanthropy." Nonprofit and Voluntary Sector Quarterly 45, no. 1_suppl (2015): 52S—71S. http://dx.doi.org/10.1177/0899764015597780.

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Using a constructivist case study analysis, we explore philanthropy toward higher education among lesbian, gay, bisexual, transgender, and queer (LGBTQ) alumni, examining how a person’s LGBTQ identity and experiences (un)consciously affects his, her, or hir1 decision to give philanthropically. Data come from focus groups with 37 advancement staff and 23 LGBTQ alumni at two research extensive universities. Findings reveal unconscious influences of LGBTQ identities on giving, importance of campus climate for LGBTQ individuals, and LGBTQ alumni affinity group involvement. We draw implications from our findings, discussing the need to create a warm campus climate for current students, increase and encourage involvement within LGBTQ affinity groups, systematize data collection to include LGBTQ identities, and develop culturally sensitive solicitations.
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Fresk, Kara L., and Richard H. Mullendore. "Connecting Student Employment, Involvement, and Alumni Affinity." Recreational Sports Journal 36, no. 2 (2012): 140–51. http://dx.doi.org/10.1123/rsj.36.2.140.

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Previous research indicates that student employment serves as a means of campus involvement. Additional literature indicates that campus involvement promotes alumni affinity. This study proposes that the missing link between student employment as involvement and alumni affinity lies in the students' perceptions of involvement. Therefore, this study explored whether student employees view their employment as an involvement opportunity and the factors that influence those perceptions. Understanding the factors that contribute to perceptions of involvement allows campus recreation professionals to structure employment experiences that are recognized by students as involvement, thereby promoting long-term affinity for the institution. The findings indicate that students perceive their employment as involvement, though to varying degrees. The factors contributing to those perceptions include a) time spent in the work environment, b) alignment with personal interests, c) relationships with coworkers, d) relationships with supervisors, e) affiliation to program area, and f) interaction with the campus community.
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Douglass IV, Frazier M. "Building Chapter Strength by Encouraging Alumni Involvement." Eye on Psi Chi Magazine 2, no. 2 (1998): 14–16. http://dx.doi.org/10.24839/1092-0803.eye2.2.14.

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McCleary, Ken W., Lawrence R. Lepisto, and James W. Damitio. "Alumni Involvement With Hospitality Programs: Dedication and Dollars." Hospitality Education and Research Journal 13, no. 3 (1989): 541–43. http://dx.doi.org/10.1177/109634808901300355.

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Payne, Rodger M. "Developing Relationships with Alumni." Bulletin for the Study of Religion 49, no. 1-2 (2020): 16–18. http://dx.doi.org/10.1558/bsor.17716.

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For a small departmentin the humanities, it can be difficult to maintain the numbers needed for graduating students each semester. Dr. Rodger M. Payne, Chair of the Religious Studies Department at the University of North Carolina—Asheville found a way to promote student involvement within his department that has proven beneficial well past the student’s’graduation. Despite beginning this work in 2009 following an economic recession, Payne set about increasing student engagement via social events which his department hosted, inviting both majors and minors to join these events. In so doing, he created an atmosphere where the students—who often had commitments to other majors—felt valued and formed a connection to the department that they would maintain even as alumni of UNC.
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Singer, Jeremy, and T. Jameson Brewer. "How does Teach For America engage its alumni politically? A case study in Detroit." education policy analysis archives 29 (February 22, 2021): 21. http://dx.doi.org/10.14507/epaa.29.5943.

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We describe the alumni engagement efforts by Teach For America (TFA) in Detroit as a case study of the specific ways that the organization works to influence its alumni’s involvement in educational politics and disposition towards particular types of educational reform. During the 2019-20 school year, TFA Detroit facilitated a series of “policy workshops” for its alumni, intended to inspire TFA corps members and alumni to engage in political and policy advocacy. Combining field notes and other artifacts from the policy workshops with a social network analysis of the featured participants and central organizations, we show that TFA Detroit drew upon its local, state, and national policy networks to construct workshops that in turn would politically mobilize alumni to support their networks’ preferred city and state policies and reforms.
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Hong, Paul C., Joseph Chacko Chennattuserry, Xiyue Deng, and Margaret M. Hopkins. "Purpose-driven leadership and organizational success: a case of higher educational institutions." Leadership & Organization Development Journal 42, no. 7 (2021): 1004–17. http://dx.doi.org/10.1108/lodj-02-2021-0054.

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PurposeThis paper aims to examine the relationships between organizational purpose, leadership practices and sustainable outcomes for universities in emerging economies. We propose that a strong sense of purpose is a fundamental and defining feature in the leadership practices of these institutions, which ultimately contributes to their success.Design/methodology/approachThe authors present a research model that defines the relationships between a sense of purpose, leadership practices, student success outcomes, alumni involvement outcomes and societal reputation outcomes. Over 200 higher education administrators in India participated in the study.FindingsThe institutions' sense of purpose directly relates to their leadership engagement practices and their student success outcomes. Student success outcomes are a crucial linkage between leadership engagement practices and alumni involvement outcomes to achieve their societal reputation.Practical implicationsAs competitiveness intensifies, educational institutions under resource constraints must differentiate their organizational practices. This paper demonstrates how their core purpose and leadership actions result in achieving effective outcomes and overall sustainable societal reputation.Originality/valueThere is a significant difference between having an organizational purpose and enacting that purpose through their leadership practices. These results highlight the cascading effect from the institution's fundamental sense of purpose to their leadership practices and the positive outcomes of student success, alumni involvement and societal reputation.
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Jamil, Ahmad Syariful, Annisa Fitri, Hidayat Hidayat, and Fadila Marga Saty. "PARTISIPASI ANGGOTA IKATAN ALUMNI MAGANG JEPANG TERHADAP KELEMBAGAAN PETANI." Mimbar Agribisnis: Jurnal Pemikiran Masyarakat Ilmiah Berwawasan Agribisnis 7, no. 2 (2021): 1271. http://dx.doi.org/10.25157/ma.v7i2.5221.

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Farmer institutions are places where people gather to channel their aspirations, opinions, and tools to fulfill their basic needs. The purpose of this study was to analyze the characteristics and the participation of members of the Japanese internship alumni association to the farmer institution. This research was conducted from September 2020 to March 2021. The respondents were determined as many as 50 alumni by purposive sampling ranging fromWest Java, Central Java to East Java Provinces. The data analysis used was descriptive qualitative method. The results showed that the characteristics of the members of the Japanese internship alumni association in general were relatively young, had relatively high formal and informal education, and most of their businesses had well developed. The participation of members of the Japanese internship alumni association to participate in the farmer institution was 94%. In addition, most of the Japanese alumni had a role as committee members in the farmers institution, 68%, and had been involved for a relatively long time in the farmer institution. The involvement of alumni in agricultural institutions for more than 10 years. One of the reasons for Japanese internship alumni to join the institution was to help gain access to knowledge and technology. This indicates that alumni had a high level of awareness of the strategic role of farmer institutions in advancing their business.
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Sharma, Neha. "Role of Corporate Communication in Boomerang." European Journal of Economics and Business Studies 4, no. 1 (2018): 66–78. http://dx.doi.org/10.2478/ejes-2018-0007.

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Abstract Purpose - The study tries to analyze the trends in alumni relations and the role of corporate communication in developing organizational identification and a positive boomerang behavior intention among former employees. The approach of the study has been from the point of view of making this process formal and emphasize on the impact of corporate communication in maintaining alumni relationships, and attracting the former talent for the organization. Methodology- An exploratory methodology was designed to capture the perceptions of current and former employees of nine multinational companies (MNCs) in India, on alumni communication practices prevailing in their organizations. Transcripts of semi-structured interviews were analyzed, coded thematically and the essence of experiences was jointly combined into one description. Findings - Study showed that corporate alumni website, personalized messages on discounts on products and services, emails, social networking platforms, alumni engagement events, leadership and value training workshops and corporate communication standards, particularly consistency, have a positive impact on organizational identification and finally inspire the former employees to rejoin the organization. Practical implications - A number of significant managerial implications are drawn from this study, for example using both corporate communication and training to influence former employees’ attitudes and decision to participate in volunteering activities or rejoin the previous employer. Still, it should be noted that the effect of corporate communication on the behaviors of former employees depend on communication standards and HR interventions in maintaining relationships with alumni. Originality/value - The results provide valuable insights from the key former and current employees perspectives into the effectiveness of alumni communication process to facilitate the recruitment of high performing employees or their involvement in other mutually beneficially activities . Further rehiring alumni is one such innovative method which when done in the right manner can provide a quick solution to the talent crunch. Paper type: Research paper.
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Dissertations / Theses on the topic "Alumni Involvement"

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Goldsberry, Kimberlie Lynn. "Engaged Citizens: Connections Between Collegiate Engagement And Alumni Civic Involvement." Ohio University / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1178311155.

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Ng, Wing-fui Nicholas, and 吳榮奎. "The involvement and impact of alumni associations in schoolmanagement." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2008. http://hub.hku.hk/bib/B42554548.

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Goldsberry, Kimberlie L. "Engaged citizens connections between collegiate engagement and alumni civic involvement /." Ohio : Ohio University, 2007. http://www.ohiolink.edu/etd/view.cgi?ohiou1178311155.

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Ng, Wing-fui Nicholas. "The involvement and impact of alumni associations in school management." Click to view the E-thesis via HKUTO, 2008. http://sunzi.lib.hku.hk/hkuto/record/B42554548.

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Winstead, Reichner Katherine Elizabeth. "The Impact of Undergraduate Student Involvement in Creating Engaged Alumni." W&M ScholarWorks, 2019. https://scholarworks.wm.edu/etd/1563898865.

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Undergraduate experiences can have a profound impact on a student’s emotional connection and affinity for their alma mater. For many graduates, involvement experiences like student organizations, membership in fraternities and sororities, and on-campus jobs can become an ingrained part of the individual’s social identity. This phenomenological study examines the experiences of young alumni at Christopher Newport University (CNU) through interviews with members of the class of 2009, 2010, 2011, 2012, and 2013. The research examines their experiences through the lens of Social Identity Theory, particularly the components of prestige and distinctiveness that are believed to increase connection to an identity or group. The results of this study indicated that meaningful relationships, skill development, and individually curated experiences were the practices most likely to increase the perceived prestige and distinctiveness of the institution. The most frequent outcomes from students with these experiences were continued service to CNU through giving back, and a sense of connection to the positive growth of the institution.
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Nailos, Jennifer N. "Facilitating the Alumni Relationship: A Comparative Study." The Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=osu1242679383.

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Morgan, Robert Andrew. "FACTORS THAT LEAD MILLENNIAL ALUMNI TO DONATE TO THEIR ALMA MATER." OpenSIUC, 2014. https://opensiuc.lib.siu.edu/dissertations/839.

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This study examined the characteristics and predictors of Millennial alumni who donated financially to their alma mater and those who did not by reviewing data from the Alumni Attitude Survey (AAS). The data set was composed of 2,108 Millennial respondents and 1,110 as Generation X respondents. This study can help university foundation and alumni association staff members to determine why their donors, specifically Millennial alumni, give to their institution and how to be more effective in requesting for a financial donation from them. Generating consistent support from alumni and other donors is an economic necessity for postsecondary institutions. As current students graduate, institutions need to know how they can entice these alumni to provide financial support. This dissertation fills the gap in the literature by providing new research on the effect Millennial student involvement has on the likelihood they will become donors to their alma mater. This dissertation used Astin's (1984) involvement theory as a foundation for the research. The connection that alumni have with their alma maters and the outcome of donations after graduation may stem from the connections that these alumni established while involved in activities as undergraduates. Astin's involvement theory provides some insights into identifying the experiences that help to inspire alumni to donate financially and helps institutions identify and devise new ways of using these experiences to help increase donations. The positive emotional experiences from undergraduate involvement may be motivation to donate to one's alma mater. This study identified the involvement characteristics of undergraduate Millennial alumni donors, the differences between these donors and nondonors, and predictors of undergraduate Millennial alumni donor behavior. This study focused on the potential relationship between involvement and student satisfaction and subsequently, found statistically significant variables that influenced Millennial alumni to donate to their alma mater. Specifically, Millennial alumni who were involved in organizations that relate to peer involvement; such as fraternity/sorority involvement, participation in intramural athletics, community service, residence halls participation, and the alma mater providing or encouraging relationships with other students, encouraging the attendance at athletic events, providing student leadership opportunities and providing opportunities to interact with alumni relate to one donating to their alma mater. These variables were statistically significant, but they were also practically significant, meaning that the findings do make a difference in helping to identify factors that lead to Millennial alumni to donate to their alma mater. The findings in this dissertation reiterate the importance of student engagement on the campus. An institution's faculty and staff involvement with undergraduates, specifically those staff who work directly with student organizations, are vital for student engagement that lead to graduation and future donations as an alumnus.
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Barnes, Amy Catherine. "What predicts alumni satisfaction? The impact of investment, involvement, and post -college outcomes." W&M ScholarWorks, 2007. https://scholarworks.wm.edu/etd/1539618896.

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The purpose of this study was to explore the effects of financial investment, involvement, and post-college outcomes on perceived alumni satisfaction. Based on a conceptual framework guided by Alexander Astin's I-E-O model, the researcher developed the "displacement model," which illustrated the possibility that one variable could displace the effect of another. This framework also aided in understanding the joint and separate effects of the independent variables of financial investment, involvement, and post-college outcomes on the dependent variable, alumni satisfaction. The analyses also explored the effect of gender and class year on the variables. The researcher surveyed alumni from the graduating classes of 1994, 1999, and 2002 from a selective, public institution on the east coast. The results of this exploratory research indicated a significant relationship between post-college outcomes (combined measure of satisfaction with career and with salary following graduation) and alumni satisfaction as it both correlated with the dependent variable (p<.001) and was the only predictor in the stepwise regression analysis (p<.001). The variables of investment and involvement did not correlate significantly with alumni satisfaction and were not predictors in the regression analysis. However, involvement was significantly correlated with post-college outcomes (p<.05) indicating a possible indirect link between involvement and alumni satisfaction through post-college outcomes. Given prior research indicating a strong relationship between involvement and student satisfaction (Astin, 1993) and considering the skills gained through involvement for career success (Zekeri, 2004), further research should explore this connection.
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Wapner, Stephanie. "Organizational Identification and Alumni Giving: The Role of External Student Organizations." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1500587887267762.

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Ruiz-Huston, Ines Marta. "What can the Community Involvement Program tell us about alumni giving at the University of the Pacific." Scholarly Commons, 2010. https://scholarlycommons.pacific.edu/uop_etds/2411.

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The purpose of this research is to analyze characteristics and motivators among alumni of the Community Involvement Program (CIP) for donating to the University of the Pacific. The research questions were: (1) what are the characteristics and motivators of CIP alumni for donating to the University of the Pacific? (2) do the characteristics and motivators influencing decisions to donate vary across minority ethnic groups? This research was conducted using a quantitative method to learn the challenges and motivators for alumni of a special program for minority students to donate to their alma mater, a private university. CIP was established in the late 1960s to answer the call of educating minority and other non-traditional university students from the local community. CIP supports non-traditional, first generation, and low-income students at the university through scholarships, academic support and social activities. This study opened a discussion about differences in ethnicities for alumni donations, finding that African Americans are more likely than other minorities to contribute. It also discovered that CIP alumni are very connected to their university and that there is a positive relationship between communications and contributing. In particular, there was a positive significant relationship between receiving a phone call from Pacific asking for donations and motivations to contribute. On the other hand, this population is balancing the expense of paying back loans, raising children and contributing to other community groups with their ability to contribute to Pacific. These findings point to new financial partners for Pacific and for CIP, as well as important ways to connect with these alumni. However, in the current economic (2009) conditions and for a group who is likely to fall squarely within the middle class, Pacific will need to balance its own efforts to gain addition contributions from CIP alumni with the community's needs for these same dollars. Pacific is likely to find that long-term projects, in which all departments collaborate to enhance the connections of alumni with all aspects of the campus, are likely to return the greatest value on those investments.
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Book chapters on the topic "Alumni Involvement"

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Zwarthoed, Danielle. "Alumni Involvement and Long-Termist University Governance." In Institutions For Future Generations. Oxford University Press, 2016. http://dx.doi.org/10.1093/acprof:oso/9780198746959.003.0022.

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Keller, Morton, and Phyllis Keller. "Crisis and Recovery." In Making Harvard Modern. Oxford University Press, 2001. http://dx.doi.org/10.1093/oso/9780195144574.003.0020.

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Every institution goes through crises produced by a mix of outside stimuli, internal discontent, and administrative failings. In the case of higher education, that happened in the late 1960s: to Berkeley in 1967 and Columbia in 1968, to Paris in the May Days of 1968, to Harvard in the spring of 1969. Critics of those upheavals resorted to the language of world-class disasters: “The Time of Troubles,” “The Terror,” “World War III.” Apologists favored comparably distended metaphors of revolution and rebirth, of a Words worthian sense of sheer bliss to be young and alive and involved in a time of institutional re-creation. The university protests of the late sixties had large-scale demographic, cultural, and political sources: the coming of age of the baby boomers, the rise of the counterculture, the trauma of Vietnam. But the greatest institutional disruption in Harvard’s history occurred as well in a more particular context: that of the increasingly meritocratic, affluent, self-satisfied university of the sixties. Of course other schools shared these qualities and experienced similar (or worse) student uprisings. But there appears to have been a special degree of shock on the part of Harvard faculty, administrators, and alumni that so much student disaffection existed in their university: that it could have happened here. The Vietnam War was the flash point that set off the protests of the late sixties. As American involvement in Vietnam grew, so did on-campus opposition. Initially it proceeded within the prescribed Harvard tradition of civility and open debate. Divinity School dean Samuel Miller wanted “to be sure that all viewpoints are represented” at a faculty meeting on Vietnam in the spring of 1965, and National Security Adviser McGeorge Bundy participated in the (relatively) polite discussion. Antidraft demonstrations were limited to a handful of students; even the Crimson had what a Pusey aide called a “mature” editorial on the topic. In November 1966, Secretary of Defense Robert McNamara came to discuss the Vietnam War at the invitation of the Kennedy School’s Institute of Politics. He emerged from a talk with students in Quincy House to face a crowd, organized by Students for a Democratic Society, which tried to engage him in a “debate.” Ultimately he was obliged to escape through Harvard’s steam tunnels.
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Conference papers on the topic "Alumni Involvement"

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Putri, Sheila Febriani, Dhika Maha Putri, Hanjar Ikrima Nanda, and Ria Zulkha Ermayda. "Facilitating Soft Skills Development of Higher Education Graduate Through Alumni Involvement." In 7th Regional Accounting Conference (KRA 2020). Atlantis Press, 2021. http://dx.doi.org/10.2991/aebmr.k.210416.040.

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Mak, Angela, and Helen Ching. "Teaching essential graduate attributes via digital cultural heritage: An assessment model from communication students in Hong Kong." In Fifth International Conference on Higher Education Advances. Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9440.

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Teaching essential graduate attributes has always been a challenge to educators because these “soft skills” are hard to be taught inside classroom. While many innovative initiatives seek an outside-in perspective, very few of them look at how to further develop students’ learning experience from understanding the central, enduring, and distinctive features of their own school and/or university. Stemming from the first digital heritage project among communication schools in Greater China, this exploratory study aims to evaluate the effectiveness of using such an inside-out approach to enhance the impact on learning, as well as cognitive and emotional changes of current students toward attaining essential graduate attributes in the communication profession. In the first year of this two-year project, we selected students in six classes to participate (N = 183) in an online survey and received 97 completed responses from four selected classes (N = 127). Regression analysis showed that students’ personal involvement and evaluations of the interview sharing and teaching methods were all positively correlated with self-perceived learning outcomes. Results also predicted that self-perceived learning outcomes was positively associated with cognitive and affective changes. Qualitative feedback from students, course instructors, and alumni also demonstrated the effectiveness of this inside-out approach.
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