The purpose of this research is to analyze the evolution of outdoor renovations on East Tennessee State University’s campus by examining the effects these renovations have had on students and faculty, and then using this data to propose possible successful renovations to the remainder of the University Commons project. To complete this project, data was obtained through East Tennessee State University administrative faculty interviews, surveys of students residing in campus resident halls, and observations. By examining the impact on behavior, designers and developers are then able to successfully determine the factors that aid in positively influencing human behaviors. Design suggestions were then proposed for the future development of Ross Drive, Pride Walk, and the second phase of the University Commons.

Indiana University-Purdue University Indianapolis (IUPUI) / In current higher education fundraising models where alumni are aligned with their degree-granting unit, the academic library struggles to match the fundraising outcomes of its campus peers. A survey of seventy-nine fundraisers in academic libraries collected data on fundraising activity. It reveals common practices amongst fundraisers working in this environment and ongoing challenges to success. In a second study, a fundraising model based on social capital is proposed as an alternative to the traditional alumni model. The final study evaluates interviews with thirty-two individuals that further explores the challenges to fundraising success and the efficacy of social capital building as a method to overcome systemic challenges. Interviewees include academic library fundraisers, library deans/directors and university development leaders. Findings reveal a strong interest in a social capital-based approach to fundraising but reveal the necessity to pair the new model with revised fundraiser assessment models capable of measuring these soft skills.

das Jahrbuch der Technischen Universität Chemnitz 2013/2014 / the yearbook of Technische Universität Chemnitz 2013/2014

Universities are regarded as critical institutions that shape society, which on the one hand have a great influence on (successful) social processes, but on the other, are traditionally very privileged and exclusive places of education. Despite various demands to open up to plural perspectives, they are still strongly characterized by powerful, meritocratic, and discriminatory structures, cultures, and orders. (Social) inclusion efforts are always linked to the need to analyze processes of exclusion. This article therefore examines the question: Which ableist practices and culture of silence are revealed in the context of higher education and how can these be linked to the findings of postcolonial studies on the topic of silence? On the one hand, established perspectives (lecturers and students), but above all the perspectives of marginalized and unheard (groups of) people (lecturers with (learning) disabilities) are involved. The results from two group discussions (N = 9) with perspectives from these three different positions are presented to work out implicit and explicit processes of silence. The (power) theoretical reference is the concept of ableism, which is linked with (postcolonial) perspectives on the ideas of “silence” according to Brunner (2017a). This article emphasizes that, in addition to formal access restrictions to university education, there are also implicit barriers oriented towards non‐transparent ableist expectations of ability, which in turn (re‐)produce processes of silence. The case study concerns one German university and shows that formal access to higher education is only one aspect of reducing ableism; above all, it is the creation of transparent structures with regard to set ability expectations, critical‐reflective spaces, and a culture of “unlearning” biographically characterized ableist notions of normality. This article therefore focuses on the connection between ableist experiences and the findings of postcolonial discourses of silencing.

This study operationalized Bekkers and Wiepking's (2007, 2011) eight theoretical mechanisms that drive private giving, examining them within the context of alumni donor behavior at a selected public university in the southern region of the United States. The purpose of the study was to determine if the theoretical mechanisms that drive private giving represent distinct psychometric dimensions, and whether they are correlated with one another or essentially independent. A survey with 24 original items was created for this study, and completed by 178 alumni association member donors and non-member donors from the selected university. The study found support for six factors that are relatively independent of one another, contributing meaningfully to the overall multidimensional construct. The found factors were labeled efficacy, solicitation, reputation, values, altruism, and awareness of need as they fit reasonably well according to their original names. No differences were found between the mean response scores for alumni association member donors and non-member donors across the six dimensions. These results are beneficial for university fundraisers, alumni relations professionals, researchers in the field of philanthropy, and methodologists interested in developing instruments that measure the motivations for private giving. / by Paul Metcalf. / Thesis (Ph.D.)--Florida Atlantic University, 2013. / Includes bibliography. / Mode of access: World Wide Web. / System requirements: Adobe Reader.

unregelmäßig erscheinende Zeitschrift über aktuelle Themen der TU Chemnitz

das Jahrbuch der Technischen Universität Chemnitz 2013/2014 / the yearbook of Technische Universität Chemnitz 2013/2014

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.

The primary focus of this study was to discover the depth of involvement with fundraising by student affairs professionals in Texas. It sought to determine the predominance of chief student affairs officers trained in development and the types of training that they received. Cooperation between student affairs divisions and development offices was also studied and whether there was a correlation between a cooperative relationship and the number of successful fundraising goals. This study includes a review of related literature on student affairs fundraising, a description of the methodology, results of the survey, conclusions, implications, and recommendations that may assist in future decision-making concerning future involvement in fundraising. The surveys were mailed to 149 four-year (public and private) institutions and two-year public institutions in Texas. The senior staff members of both the student affairs office and development office were asked to complete a survey. There was a 60.7% return rate consisting of responses from 72 development offices and 95 student affairs offices for a total of 167 usable responses. The study found that 59% of the student affairs officers had some formal training and/or on the job training. Involvement in fundraising was reported by 62.1% of the chief student affairs officers. Eighteen percent reported that they employed a development officer exclusively for student affairs fundraising, and another 30% had a development officer assigned to student affairs. Most development officers and student affairs officers perceived the other officer as cooperative rather than competitive in raising funds. Recommendations from this study include studying community college fundraising structures separately for more depth, conducting qualitative interviews with student affairs development officers, making a comparison of student affairs offices that have full-time development officers, and comparing the differences in fundraising success between development officers and chief student affairs officers. Recommendations for the professions include resource development training for student affairs officers and student affairs education for development officers.

das Jahrbuch der Technischen Universität Chemnitz 2014/2015 / the yearbook of Technische Universität Chemnitz 2014/2015