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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.

M.A. / The value of RAU as educational institution can be measured by the success being achieved by its graduates in the professional world in helping to improve economical, socio-political and educational development. To monitor and manage these environmental aims sensibly, it is essential for RAU to gather enough information regarding its alumni within electronically defined magisterial districts and postal code cells on a continuous basis. This research investigates the suitability of a geographical information system (GIS) to help highly qualified alumni through healthy management and useful information by the Alumni Society to develop a higher order quality environment. It is found and demonstrated that appropriate software, for example MAPINFO coupled to geographical quantified data provides a powerful means for mapping and analysis. Incorporating population statistics, environmental problems, employer evaluation, etc. into the data base, will enhance the powerfulness of such an environment-managerial system for the RAU Alumni Society in todays highly developed technological world.

The majority of South African public schools are not performing well considering the overall learner success rates in specifically so called disadvantaged schools. Many factors contribute to this situation, however, all education stakeholders contribute in some way to the success or failure of schools. In this regard alumni of disadvantaged schools in South Africa have not played an active role in supporting their alma maters. This research sought to identify the various roles alumni can play in the development of disadvantaged schools. As innovative strategies to the public education crisis in South Africa are required, one such strategy is to involve a neglected stakeholder group such as alumni to share their skills and resources towards improving the different aspects of school development. There are very few examples of functioning alumni associations at previously disadvantaged schools in the Eastern Cape. Sharing information on a study of two selected schools with already established alumni associations could be of value to other schools in the establishment of their own alumni associations in order to support school improvement and development initiatives. Therefore, based on the findings of this study and from evidence in literature, the researcher concludes that alumni associations can play a meaningful role in developing and transforming disadvantaged schools in a young and developing democracy as in the case of South Africa. This study looked at, amongst other aspects, at the roles and contributions that alumni may play in the development of their alma maters and finally offer guidelines in the establishment of alumni associations.

Those who enter into graduate study bring with them a diverse array of needs and interests. Graduate programmes are called upon to meet these needs and in endeavoring to do so,institutions providing training must look at the increasing diversity of the field. One way to do this is to determine what graduates of professional training do as practicing adult educators. This study was designed to answer some of the questions regarding the impact of a degree for men and women in adult education on their career paths, job mobility, income levels, and so on. In this study, current patterns in career development of adult educators and trends in the field of adult education were profiled by surveying 1960 through 1988 graduates of the Adult Education Programme at the University of British Columbia. The study examined occupational placement of graduates and the factors determining their mobility. As well, the relationship between training and work activities was explored. Further, graduates described their learning needs which were examined in terms of their work activities. The nature and degree of their participation in continuing professional education were examined. In addition, the reasons for initial enrollment in the programme were investigated. One of the major facets of the study was to discover the differences, if any, between men and women in many areas of career development. The following general research questions were pursued: 1) What reasons do graduates give for their participation in the adult education programme? 2) Do men and women share a similar education and occupation profile? 3) In what way has self-assessed occupational prestige changed over time? 4) Do graduates of the five Adult Education Programmes (Diploma, M.Ed., M.Sc., M.A., and Ed.D.) perform different occupational functions in their present work? 5) What factors influence occupational mobility? and 6) Are there relationships between present occupational activities, self-perceived quality of training in specified occupational activities and self-reported need to continue learning in these activities? Respondents (approximately half of all graduates) were typically female (59.2%), age 39 on graduation. She had worked four and a half years in adult education prior to entry in the programme and was motivated to participate in the programme to increase her chances of professional advancement. She took less than three years to complete her degree and has held three jobs since graduation. She works full-time in a position where administration or management is the primary function and considers her opportunities for occupational mobility as average or high. She earns $46,000 per year (1988). In general, respondents cited reasons related to professional advancement as their motivation for participation in the programme. Women and men tended to be similar in their educational and occupational profile, which was unanticipated in examining previous research. However, a significant discrepancy was found in the annual income earned by women and men working in adult education positions. This discrepancy was not evident between men and women working outside of the field. Generally, self-assessed occupational prestige increased over time, though the biggest jump was seen in the period since graduation. Graduates of the five departmental programmes weighed similarly, though not identically, the amount of time spent in fourteen specified occupational activities. Very few occupational, educational, or demographic factors seemed to influence occupational mobility, except age at graduation. There seemed to be a weak relationship between occupational functions performed by graduates at the time of the survey, their assessment of the programme in preparing them to perform these functions, and the self-reported need to continue their education in these specified functions. / Education, Faculty of / Educational Studies (EDST), Department of / Graduate

Helping through acts of philanthropy is a cultural norm in the United States. People of all generations give to a variety of causes, including their alma maters. Research shows that millennials had positive experiences at their institutions and want to stay engaged. However, they are more likely to donate to their favorite cause than their alma mater. This study investigates what motivates the millennial generation to give to their undergraduate alma mater. Building on existing work targeted at giving, it asks: To what extent does personal experience affect millennials giving to their alma mater before graduation, during the process of graduation, and after graduation? Based on the review of literature on generational giving, and the theory of planned behavior, a survey was distributed targeting millennials who met the following two criteria: 1) born between 1980–2000, and 2) graduated with an undergraduate degree between 2005 and 2015. A secondary analysis of data was employed to correlate the findings from the close-ended survey and examine the giving trends among millennials and how those trends vary among the other three giving generations: mature/silents, baby boomers, and Generation X. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2020. / FAU Electronic Theses and Dissertations Collection

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Alumni follow-up practices of accredited postsecondary institutions in the Commonwealth of Virginia were investigated. The subpopulations studied included: (a) community colleges (N=23); (b) two-year colleges (N=3); (c) proprietary two-year colleges (N=19); (d) accredited proprietary schools (N=47); and (e) accredited postsecondary vocational programs (N=5). A total of 97 institutions participated in the study. The study collected data on the: (a) purposes for which alumni follow-up studies were conducted; (b) procedures and methodologies employed in follow-up studies; (c) categories of data collected; and (d) dissemination made of completed alumni follow-up reports. The study used two survey instruments and achieved a 100% response rate for both instruments. The following conclusions were drawn from the research findings: (a) Almost all accredited postsecondary institutions conduct alumni follow-up studies; (b) the four most common purposes for conducting alumni follow-up activities are for evaluation, compliance/reporting, accreditation and planning; (c) graduates or program completers are the population of alumni most universally studied in follow-up studies; (d) employers of graduates or program completers are almost exclusively the focus of alumni follow-up activities; (e) institutions tend to follow-up the subpopulation of all students when conducting alumni follow-up studies; (f) most institutions use mail questionnaires in alumni and employer follow-up studies; (g) most institutions make 1 to 3 attempts to collect Follow-up data from both alumni and the employers of alumni; (h) a minority of institutions collect longitudinal data from alumni; (i) a majority of institutions collect follow-up data on alumni to determine their employment status, to evaluate training programs, to determine the job satisfaction of alumni and to obtain information on the educational status of alumni; (j) the majority of institutions collect follow-up data from the employers of alumni on the satisfactoriness of their alumni, employee knowledge and employee characteristics; and (k) the primary disseminations made of completed alumni follow-up reports are to meet compliance/reporting requirements, institutional information needs and marketing efforts. The findings are applicable only to accredited postsecondary institutions in the Commonwealth of Virginia. This study also makes recommendations for future research on alumni follow-up practices. / Ed. D.

This was a follow-up study of graduates of Portland State University's School of Social Work from 1964 to 1973. The study gathered information in four areas: (1) graduates' career patterns, (2) tasks graduates presently perform in their jobs, (3) tasks graduates felt are necessary for students to learn in a school of Social Work, and (4) graduates' continuing education needs and experiences. It was hoped that this information would prove valuable in curriculum design, both in the School of Social Work and in the Division of Continuing Education. I A stratified random sample of sixty-one graduates, totaling 15.4% of the ten-year population of 396 graduates, was surveyed by mailed questionnaire. Fifty-two of these responded for a return rate of 85.3%. Results from the questionnaire were transferred to punch cards and frequencies, means, standard deviations, and a factor analysis of data were performed by computer. Forty-five of the fifty-two respondents considered themselves to be presently practicing social work. Twenty-four of these respondents worked primarily in direct treatment, and all but one of these reported having collateral duties in administration or facilitative services. Respondents showed almost no interest in pursuing further graduate study in social services or any other'field, and indicated only moderate interest· in continuing education seminars or classes. Of all continuing education offerings, family therapy received the highest interest score and research received the lowest. Respondents felt that the most important tasks to be taught in graduate school were direct service tasks. A factor analysis was performed to reduce these tasks to more easily reportable shared factors, and the tasks seen as most crucial for learning were those concerned with direct treatment, resource assistance, and client contact. Although respondents believed that direct service tasks -should be stressed in the School curriculum, most of the respondents also were performing non-direct service tasks such as leadership and consultation in group process.