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The primary purpose of this study was t determine the difference in "career progress" and satisfaction between cooperative education/internship graduates and non-coop/ intern graduates of a small, private, non-engineering college. A secondary purpose was to determine which other independent variables (age; gender; SAT score; GPA; percent of related work) contributed significantly to any existing differences. The principle data gathering technique was a mail questionnaire. Graduates from 1986; 1988; and 1990 were sampled allowing for a cross-sectional overview of workforce participation. A 61% usable response rate was achieved using Dillman's (1978) Total Design Method. In general, study data offered little direct evidence supporting co-op/internship participation, although participants held slight advantage.; in regard to length of time to obtain employment; working within the field of study; merit pay increases; job promotions; salary levels; and responsibility levels. Two outcomes, further analyzed, however, indirectly supported co-op/intern participation. 1. Co-op/intern participants, in comparison to nonparticipants, began college at a significant disadvantage in terms of SAT score (866 to 922). At graduation, GPAs were similar (3.14 to 3.19) and following graduation "career progress" occurred at the same rate. How was the disadvantage overcome? It is logical to assume, as Siedenberg (1990) did for salary, that cooperative education enabled "disadvantaged" students to catch up with their peers and compete on an even basis following graduation. 2. Percent of related experience as an undergraduate is a main predictor of "career progress." Those with a higher percent of related work were more likely to be employed within their field of study and were more satisfied. Associated with this, co-op/intern students reported a significantly higher percent of related experience. In addition to the previous findings, gender provided significant results in regard to salaries and promotions. Males "outperformed" females, apparently continuing an existing pattern of gender discrimination. Integrating all of the study data, it seems plausible that females might overcome this gender "disadvantage" by participating in coop and increasing their percent of related work experience. / Graduation date: 1995

Perhaps in the majority of higher education institutions, women’s issues no longer register as being a significant and important area of research. Perhaps the value of a women’s college is the culture of these institutions where women’s voices matter, where resources are focused on women and where issues related to women are always a part of the agenda. This in itself makes women’s colleges a fascinating topic of study. The aim of the study was to understand why Mount Holyoke College alumnae based in Hong Kong chose to attend Mount Holyoke, their experiences while at Mount Holyoke and how it has affected them in terms of further education and their careers. My research had several sub-themes and the literature reviewed was also in separate categories. I looked at the history of women’s colleges in the United States, as well as the changing patterns of enrollment and recent history of women’s colleges in the United States. Women’s colleges comprise a very small number of institutions in the United States and as many are liberal arts colleges, can be seen as a sub-group of liberal arts colleges. I therefore reviewed literature on liberal arts colleges as well to situate that in the broader picture of higher education in the United States. I could not neglect looking at women’s colleges around the world, as they are crucial in understanding the role women’s colleges in the United States have played. By framing my research using ‘centers’ and ‘peripheries’, I sought to explore some of the contributions that women’s colleges in the United States have played, whether as the ‘center’ or the ‘periphery’ institutions. / published_or_final_version / Education / Master / Master of Education

Social networking has become integrated into every aspect of business that one can imagine and universities must take advantage of the phenomenon to build personal relationships with young alumni in an effort to build a lifetime of loyalty. This study addresses some issues that should be considered to build loyalty in young alumni, from the moment of their first arrival, rather than waiting until after they graduate to cultivate them. This study examines how alumni relations officers can help build relationships through social networks, and in-school interventions that will help creating lifetime loyalty among young alumni. Young alumni, who are more familiar with technology than older generations of alumni are a prime target audience that should be considered to study efficient and effective way for universities to get their messages out. Through an interactive qualitative analysis study, this research addresses the factors that keep alumni from wanting to hear about and be vested in their alma mater before they graduate and how they will communicate with the university after graduation. This study explores the broad question, Why do some students use alumni social media and some do not? To answer the question, the researcher explores the phenomenon of The Undergraduate Experience and Using Social Media. Using Interactive Qualitative Analysis (IQA), this study identifies the elements that make up The Undergraduate Experience and The Using Social Media Experience. The study goes further by identifying how these elements relate in a system of influence. The study concludes with practical solutions for the engagement of alumni. / text

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The specific purposes of the study were to secure from selected Indiana public school administrators who are alumni of Ball State University evaluation of and suggestions for more effective administrative course work, alumni service programs, and placement services.

The purpose of this study was to ascertain the relationship of a college publication, the Ball State Alumnus, and selected variables on the amount of financial support provided to a university by the graduates. The data for analysis were obtained from survey instruments designed for this study and were administered to 555 Bachelor of Arts degree recipients who in 1969-70, had given a monetary contribution to Ball State University.The final population numbered 495 alumni, ten of whom were eliminated for various reasons. Analyzing the survey instrument data was accomplished by a computor programed for the chi square test of independence. To be significant, the results had to fall within .01 or .05 level of probability.The research was planned to answer sixteen questions. The variables considered for comparison with the amount of monetary contribution to a university by its alumni included the following: age; sex; marital status; reading quantity of publication; time spent reading publication; number of readers in family; reasons for contributing (affective dimension); occupational status of alumni; total family income; recency of alumni graduation; number of family members who graduated or attended the university; promotion of the university to high school students, businessmen, and Congressmen and State Legislators; and campus visitations. Contributions were categorized as follows: $1 to $9; $10 to $24; $25 to $49; $50 to $99; and $100 to $499. A comparison was made of each respondent's age and time spent reading the publication as well.Of the sixteen null hypotheses examined, seven were sustained and nine were rejected.Review of data lead to the following conclusions:The amount of financial contribution given to a university by its alumni was not influenced by the reading or nonreading the alumni magazine, Ball State Alumnus. Furthermore, the length of time spent reading the publication did not influence the amount given to the institution by the graduates.Whether other family members of the alumni read or did not read the publication had little influence on the financial contribution given to the university by the alumni. The recency of graduation did not influence the amount of contribution given to their alma mater. Age of the contributor was not a factor in the amount of support. Furthermore, the marital status of contributing alumni was not an influencing factor on amount of financial support to the university.Promoting the university to high school students was not a factor in the amount of contribution given to the institution by its alumni.The affective dimension of support had a relationship with the amount of contribution provided to the university by graduates.Occupation of alumni was an influence on the amount of contribution provided the institution by its alumni. Furthermore, the yearly family income of donating alumni influenced the amount of monetary support given to the institution.A relationship existed between the amount of financial support provided the university by donating graduates and number of family members attending or graduating from the institution. The amount of contribution given to the university and the gender of contributing alumni had a relationship.A relationship existed between: amount of contribution provided the institution by its donating alumni and informing businessmen of the advantages available at Ball State University. Furthermore, a relationship existed between the amount provided the university and discussing the university needs with Congressmen and State Legislators.The number of visitations to the campus by its donating alumni had a relationship with amount of monetary support provided the university by graduates. Finally, a relationship existed between the alumni age category and the reading time devoted to the publication.

As demand for employees with a professional master’s degree increases, and accountability to show both learning outcomes/graduate competencies and career outcomes for alumni of these programs increases, it is becoming more important to develop measures of these outcomes. The purpose of this survey- based research study was to develop a measure of self-reported competencies and career outcomes, in order to interpret the perceived value of these programs, determine if some programs meet alumni needs better than others, and to see if there are additional measures to be considered. Results indicate high construct validity, significant differences in human capital outcomes, career development skills, and personal agency between the three large programs at the college study, but no differences in goals to maintain careers, satisfaction, or course evaluation ratings. Validity of these measures could be important for future assessment, program evaluation, and mixed methods studies at the graduate level as it pertains to non-traditional students and professional master’s degree programs.

Made available in DSpace on 2014-06-12T16:01:30Z (GMT). No. of bitstreams: 2 arquivo9416_1.pdf: 3260692 bytes, checksum: d5f1e44f30f1297eb4ccce06541601af (MD5) license.txt: 1748 bytes, checksum: 8a4605be74aa9ea9d79846c1fba20a33 (MD5) Previous issue date: 2008 / A presente dissertação faz uma descrição conceitual sobre os elementos fundamentais necessários para o desenvolvimento e manutenção das redes de relacionamento. É uma referência objetiva, com o intuito de apresentar ao leitor elementos e definições importantes presentes nessas redes, a partir de um panorama sobre a base conceitual do tema. Dentro desse panorama é feito um breve referencial histórico, por meio do resgate do surgimento, da história e dos estudos, ainda do século XVIII, sobre redes de relacionamento, desde sua origem, até a Teoria dos Grafos. Como modelo para identificação dos recursos de tecnologia utilizados por essas redes, três sites de relacionamento, amplamente difundidas na Internet são analisados para auxiliar no desenvolvimento do trabalho, são eles Orkut, MySpace e LinkedIn. De modo complementar, são observadas quatro associações de ex-alunos, denominadas Alumni, sendo as três primeiras internacionais e a última brasileira: Alumni Waterloo, Alumni MIT, Alumni Oxford e Alumni Ibmec. Os resultados dessas observações identificam tanto as motivações e as necessidades para a criação e desenvolvimento dessas organizações, quanto o modelo de negócio adotado por elas. Ainda baseado nos estudos feitos sobre Alumni foi possível perceber quais os produtos e serviços que são utilizados para promover e fortalecer a relação entre elementos dessas redes. Fundamentado no que pôde ser visto nas principais redes de relacionamento do mundo e nas quatro associações de ex-alunos, é proposto um ambiente tecnológico para redes de relacionamento da associações de ex-alunos do Centro de Informática (CIn) da Universidade Federal de Pernambuco (UFPE), Alumni CIn. O potencial computacional e a versatilidade desse ambiente faz com que ele possa ser utilizado para mais de uma finalidade. As tecnologias envolvidas, a infra-estrutura de hardware e software empregadas em uma solução de rede de relacionamentos estão aptas para serem aplicadas em outras soluções. Essa flexibilidade para reutilização de um mesmo software ganha viabilidade, por meio de boas práticas de projeto e desenvolvimento de software. Dentre essas boas práticas estão o uso adequado de Padrão de Projeto, Programação Orientada a Objetos (POO) e Frameworks de Desenvolvimento. Para isso, é especificado como o sistema pode ser estruturado em módulos, seus usuários, infra-estrutura de hardware, equipamentos de conectividade e arquitetura adequada para sistemas de informações na web. Finalmente é apresentado ao leitor os aspectos práticos de projeto e implementação do sistema do Alumni CIn. Após a etapa de projeto são determinadas as ferramentas de programação, o banco de dados, o sistema operacional, Servidor de Aplicação, serviço de e-mail, SMS (Short Mensage Service) e XML (eXtensible Markup Language) a serem utilizados. Em seguida, é mostrada uma breve contextualização dos objetivos e serviços do Alumni CIn. A partir do Modelo de Entidade e Relacionamento do banco de dados da aplicação do Alumni CIn é iniciada a apresentação do sistema, que depois traz a arquitetura MVC, implementada com tecnologias gratuitas, fazendo uso de AJAX e recursos que ampliam a usabilidade e interatividade dos seus usuários