This study examined the profile of the potential online donor to a small, private, liberal arts institution. Attitudes towards online giving were studied between participants who donated online and those who did not. Additionally respondents of differing class years were compared to determine which age groups were more likely to donate over the Internet. A total of 576 surveys were returned for an effective response rate of 38%. Collected data were entered into an SPSS database. The data revealed most respondents had been using the Internet for over 5 years, and accessed the Internet almost everyday. Data also revealed that most respondents accessed the Internet from their homes or offices and own two e-mail addresses. Through data analysis, it was discovered that a small percentage of respondents currently donated to other nonprofits over the Internet. However, the majority of respondents were unsure about online giving and its role in the philanthropic process. Additionally, respondents' attitudes towards online giving did not differ between class years. Respondents' preferred method of communication was through the mail, however, the majority of respondents reported they would be willing to receive monthly e-mail communications from the institution. Conclusions and recommendations included that credit card security and information privacy were viewed as very important to donors if they were to donate over the Internet. In addition, it was concluded that donors who made financial transactions over the Internet were more likely to make a charitable contribution over the Internet. Recommendations included the institution should begin the process of educating their alumni as to the benefits of online giving, and integrate online giving into their comprehensive fundraising process.

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.

No description available.

The purposes of this study were to determine the employment status of North Texas State University clothing and textiles majors who graduated between 1969 and 1978 and to provide a measurement of their job satisfaction. The data were gathered through two mailed questionnaires, a general one developed by the researcher, and the Job Descriptive Index, a standardized job satisfaction index. Graduates in clothing and textiles tended to seek and obtain employment related to their major field of study, and they are generally satisfied with their jobs. Factors tested statistically in this study included age, marital status, parental status, salary, tenure, and organization size. No significant differences in job satisfaction or employment tatus were evident relative to any of these factors.

The problem of this study was to obtain the professional opinion of male physical education graduates of North Texas State University with respect to appropriateness of their professional preparation in association with their teaching experiences. An opinionated questionnaire was developed and used to collect the data. Standard and Advanced First Aid and Safety Education, Teaching Physical Education in Secondary Schools and Foundations of Health were the required courses found to be most valuable to the participants in their teaching experiences. Basketball, track and field, football and volleyball were the activities most often used by the participants in their teaching activities.

"This study undertakes to determine the relation existing between a group of factors and the status of the history major bachelor graduates of the North Texas State Teachers College from 1919 through 1936"--1.

This study investigates two undergraduate curriculum programs at Bishop College in Dallas, in an effort to determine their effects upon selected groups of graduates, as measured in selected areas of their achievement before and after graduation. Conclusions of this study are as follows: 1. Neither curriculum program has attained a statistically significant degree of greater efficiency over the other in areas of students' undergraduate academic achievement, concepts of self and undergraduate academic experiences, and career involvement after graduation. 2. More stringent measurement than that of this study could possibly reveal that the Experimental Curriculum attained greater results to a statistically significant degree in more areas than did the Regular Curriculum. 3. Through achievement of a higher percentage of student retention, the Experimental Curriculum has attained greater effectiveness than the Regular Curriculum. 4. A need exists for increased relevancy of curriculum experiences to community problems. 5. A need exists for increased emphasis upon the student's development of effective self-expression and adequate self-confidence.

Graduates who responded to the survey indicated that the undergraduate music education curriculum between 1967 and 1972 was generally adequate in preparing students to teach music in the public schools. Areas such as administration, supervision, student teaching, and professional education were deemed weaker than other areas by both the vocal and instrumental graduates. In comparing vocal and instrumental graduates' responses in certain areas of the questionnaire it was found that in most cases opinions of both groups agreed regarding importance of listed competencies. The curriculum was equally effective in training vocal and instrumental teachers, with the exception of secondary instrumental methods, which appeared to be an outstanding weakness. A low positive correlation (r=.107) existed between selected graduates' academic success and their success as teachers in public schools. This correlation was, however, not statistically significant and it was accepted that there was only a slight relationship between students' success in undergraduate training at North Texas and their success as public school music teachers. Graduates who responded to the survey indicated that the undergraduate music education curriculum between 1967 and 1972 was generally adequate in preparing students to teach music in the public schools. Areas such as administration, supervision, student teaching, and professional education were deemed weaker than other areas by both the vocal and instrumental graduates. In comparing vocal and instrumental graduates' responses in certain areas of the questionnaire it was found that in most cases opinions of both groups agreed regarding importance of listed competencies. The curriculum was equally effective in training vocal and instrumental teachers, with the exception of secondary instrumental methods, which appeared to be an outstanding weakness. A low positive correlation (r=.107) existed between selected graduates' academic success and their success as teachers in public schools. This correlation was, however, not statistically significant and it was accepted that there was only a slight relationship between students' success in undergraduate training at North Texas and their success as public school music teachers.

An examination of sociology student satisfaction levels is performed and an attempt is made to explain variations in degree program satisfaction. A comparison is made between current student and alumni regarding the coursework and experiences they feel should be offered in the undergraduate degree program in sociology at Portland State University (PSU). The study population consists of all PSU students who have obtained an undergraduate degree in sociology since the program's inception and all students currently attending PSU and majoring in sociology. The typical respondent is female (the ratio of females to males being higher for current students than for alumni) and is 39 years old. Close to half of the respondents have at least one parent with a college degree. Most current students work while attending school. Current students earn less than alumni (they are also more likely to work part-time). Around half of the alumni respondents stop their educational career with their undergraduate degree. The majority of those who continued beyond the undergraduate level do so in a field outside of sociology. Alumni are predominantly employed in white collar jobs involving computers and writing -- skills they rank as important attributes of a good department. The majority of current students are full-time seniors who transferred from another institution, and chose to attend college to gain personal knowledge and to prepare for employment. When asked about their goals, the majority of current students intend to find employment in the six months after graduation. Current students are more satisfied with the degree program than alumni respondents. Age is not related to a stronger vocational orientation. The level of financial hardship incurred by alumni to attend college is positively correlated with a vocational orientation. This was not the case for current students who show no relationship between the two variables. Degree program satisfaction is positively correlated with job satisfaction, but the relationship is weak. The more vocationally oriented students and alumni are more satisfied with the degree program. Finally, the more useful the student feels sociology is in their present job, the more satisfied they are with the program.

No description available.