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Abstract Fundraising is a critical element for the success and survival of higher education institutions. These institutions are all dependent on financial contributions from alumni as well as philanthropic organizations and private benefactors to support the institution. The presidents of these institutions are instrumental in seeking and obtaining funds in order to maintain the stability of these colleges and universities. Presidents should be knowledgeable of the nuances that make an institution successful and must aim to create those environments. The purpose of this qualitative investigation was to examine college presidents’ approaches to fundraising at selected Historically Black Colleges or Universities (HBCUs) in the South Eastern region of the United States (US). This study examined the strategies employed by these institutions and particularly their presidents. It also examined the philosophies, experiences, and fundraising strategies currently being employed by the selected college and university presidents. In this study a blend of existing theories was used to construct the conceptual framework. Therefore, the conceptual framework addressed the cultural and social aspects of race and the role it plays in the participant’s environment through the use of Critical Race Theory and the relationship between presidents and benefactors through Social Exchange Theory. Stakeholder Theory defines those groups within an organization without whose support the organization would cease to exist (Freeman, Harrison, Wicks, Parmar, & DeColle, 2012). In this study, stakeholder theory was used to address and identify the parties that exist to support the organization such as the Board of Trustees, faculty, staff, students and alumni, as well as how these stakeholders’ interests are met. Lastly, Transformational Leadership Theory was used to address the leadership elements of the participants and how they communicate their vision and strategies for their fundraising campaigns. The results of the study, which intended to explore the experiences of presidents as they seek funds on behalf of their college or university, revealed that while the president of the institution is responsible for leading the fundraising efforts, additional entities also play a major role in the institution’s ability to successfully raise funds. Analysis of the data using a thematic approach produced themes regarding the president’s role in fundraising, the importance of messaging, fundraising strategies and barriers to fundraising. Implications for leaders of HBCUs include investing in and providing resources for the advancement office as that is the foundation for successful fundraising, actively and aggressively embracing fundraising as the primary duty in their role as president and selecting members with proven track records of giving for the Board of Trustees as they play a critical role in fundraising for the institution. Understanding the participants’ experiences and the challenges they face can greatly assist others currently in the field as well as incoming presidents as they assume the role as leaders of an HBCU institution.

This study sought to examine the outcome of teacher education candidates’ performance on a state content exam. Seventeen participants from the class of 2012 were identified for the study of which 12 participants fully participated in the study. This study utilized data collected from the participants through the Teacher Quality Enhancement Subcontract Grant Summer/Fall/Spring 2011-2012 Workshop Series held at the private HBCU. The research design used a QUAN- QUAL-QUAN to triangulate the data through three methods of data collection: GACE early childhood education (ECE) data, GACE ECE survey questionnaire and class of 2012 member interviews. The first QUAN correlations were run on the 17 participants. The survey instrument (qualitative and descriptive statistical constructs) was completed by 12 participants. The last QUAN correlations were run on the 12 participants who completed the survey instrument. Correlation analysis was used to determine if a significant relationship existed between the independent variables (Scholastic Aptitude Test (SAT), American College Testing (ACT), high school grade point average (HSGPA), grade point average prior to preservice teaching (GPAPST), cumulative grade point average (CGPA), number of failed attempts test # 001, number of failed attempts test # 002) and dependent variables (GACE ECE test # 001 pass or fail, GACE ECE test # 002 pass or fail, exam first time pass or fail). Descriptive statistical analyses were extrapolated from the selected Likert scaled items collected from the survey instrument to test selected research questions. The findings from the survey items related to program quality for the participants’ mean was 3.05 (n =12) on a 1 to 5 Likert scale. The findings from the survey items related to motivation for the participants’ mean was 4.35 (n=12) on a 1 to 5 Likert scale. A limitation was the total participants that were available for the case study of majors for the degree in the class of 2012 (n = 17). Correlation analyses revealed a statistically significant relationship between first time pass or fail and number of failed attempts on #001; first time pass or fail and number of failed attempts on #002; test failures after first attempt on test #001 and SAT; test failures after first attempt on test #002 and SAT; program quality and GPAPST; first time pass or fail rate and perception of program quality. Recommendations for future studies include a concentrated study from public and private HBCUs and or minority serving institutions with teacher preparation programs enrolling more than 30 candidates of color in their graduating classes.

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