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This study investigates the relationship between social media engagement and alumni giving, focusing on its contemporary relevance within Historically Black Colleges and Universities (HBCUs). The purpose of the study was to explore alumni perceptions of various social media activities and examine differences based on education level and alumni membership status. Data were collected from diverse alumni in the southern United States, including undergraduates, graduates, distance learners, lifelong learners, and post-doctorates. Utilizing a correlational research design, the study aimed to determine the significance of social media engagement in alumni contributions. The Bell Survey on Alumni Social Media Engagement was utilized to collect data from graduates of an HBCU regarding their engagement with various social media platforms, such as Facebook, Instagram, Twitter, TikTok, and YouTube. With a focus on alumni who attained doctorate, master's, and bachelor's degrees, random sampling was employed for participant selection. The survey comprised closed-ended questions measured on a five-point Likert scale. The validity and reliability of the survey instrument were thoroughly tested, and data were collected using an online questionnaire format via Qualtrics. Statistical analysis was performed using the Statistical Package for the Social Sciences (SPSS). Descriptive statistics, including frequencies and percentages, were utilized alongside inferential statistics such as the Mann-Whitney U test and Kruskal Wallis Analysis of Variance (ANOVA). Instagram emerged as the most responsive channel, garnering significant engagement. Significant differences were found regarding the importance of alumni donations, the effectiveness of alumni association communication channels, and the likelihood of donation responses through social media and text messages. Alumni with association membership demonstrated higher support and engagement levels than non-members. In conclusion, this study highlights the pivotal role of social media in fostering alumni engagement and soliciting donations at HBCUs but also provides practical insights into effective strategies for enhancing alumni involvement and support within educational institutions. These findings can be readily applied and can directly contribute to improving alumni relations and fundraising efforts. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This study explored foundation giving in the field of higher education philanthropy in Texas. Utilizing Fligstein and McAdam's conceptual framework, I found that a field-level analysis at the state level uncovered distinct profiles or groups of foundations hidden in the observed data over time. Texas was an interesting case because of its legal history preserving the state's wealth within its borders and its continuous economic growth sustaining philanthropic giving. Using latent profile analysis (LPA), I analyzed philanthropic giving data to reveal three distinct profiles of private foundations. In the four periods, generous visionaries was the smallest profile, lean supporters was the second largest, and balanced benefactors was the largest. Most foundations maintained their profile over time; only a few migrated through other profiles. Despite occasional shifts, the strategic action field of higher education philanthropy in Texas remained relatively stable, indicating persistence and endurance within the field. This study highlighted the importance of understanding foundation profiles for higher education administrators and foundation leaders by offering insights for strategic relationship-building and informed fundraising strategies. Furthermore, the study provided information for Texas policymakers to align state funding with philanthropic trends. Recommendations for future research included exploring foundation giving across different geographies, causes, and periods and conducting mixed-methods studies to delve deeper into foundation behaviors and impacts. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Institutional Advancement (IA) professionals employed in higher education institutions play a critical role in building relationships with external constituents that lead to philanthropic support for strategic priorities. While IA activities have been part of the fabric of higher education since the 18th century, IA has only been a recognized professional specialty for the past 50 years. As a result, the knowledge base to describe the practice of IA and the experiences of professionals who carry out the work is still evolving. Recruiting talent to fill open positions, managing high turnover among staff, and ensuring that the identities and lived experiences of IA professionals reflect an increasingly diverse constituent base, remain critical issues within the field. While women currently hold the majority of professional roles in IA, there is limited understanding of the ways in which the current context and identity neutral models that describe voluntary turnover and retention apply to their experiences. Therefore, phenomenological study was designed to understand the lived experiences of women who hold fundraising and/or alumni engagement roles at private doctoral institutions and the factors that influence their experience in this context. The following questions guided this the study: (1) How do participants describe their work as an IA professional? In what ways is this work gendered? (2) What factors do participants identify as being important to their decisions to stay in and/or leave their jobs? (3) What do participants suggest are ways the IA field could better support them personally and professionally? Data was collected through one-on-one semi-structured interviews and focus group interviews. The findings of this study indicate that although women hold the majority of roles in the field, gendered organizational structures may still impact their experience and job-related decisions. By centering the voices of women, which are currently absent from the existing literature, this study may play an important role in improving their individual experiences as well as providing leaders, managers, and professional associations with insights that will support continued professionalization of the field. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Chief fundraising officers at technical colleges within the Technical College System of Georgia face complex challenges, including scarce resources, small staff sizes, and a lack of formal training. The purpose of the study was to understand how chief fundraising officers use self-directed learning experiences and learning projects to build professional capacity. I conducted three 90-minute semi-structured interviews with four participants, recounting how these professionals navigate their complex roles through continuous learning and adaptation. The study highlights the chief fundraising officers' strategic engagements with professional development and their innovative approaches to leveraging limited resources. I described four key themes: (a) learning and living in community and the importance of peer networks; (b) unrecognized efforts and the multifaceted nature of their roles; (c) resource optimization and how they leverage limited support; and (d) the necessity of continuous learning in their field of work. These findings suggest strategies for enhancing fundraising operations in 2-year colleges and may inform administrative and budgetary decisions. By exploring the specific learning projects and learning experiences that facilitate professional growth, the study contributes to a deeper understanding of the professional development needs of chief fundraising officers in the technical college sector, offering insights for policy-making and future research. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Turnover and the existing "revolving door" effect is a prevalent aspect of higher education fundraising roles, and retention and recruitment of productive fundraisers and development staff is a challenging task. Although there are several reasons why fundraisers might leave a position (salary, title, location), one area that is a considerable driver of turnover is how they are treated by their supervisor. To this end, this study seeks to identify whether servant leadership is associated with reduced turnover intention among higher education fundraisers and development staff. Secondarily, this relationship is being observed alongside the potential mediating effect of challenge and hindrance stress. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The purpose of this study was to understand the strength of the relationship between commitment, trust, satisfaction, involvement, and stewardship activities and donor retention as measured by lapsed giving, repeat giving, increased giving, and planned giving. The goal of the study was to support with data the key variables that impact donor retention within private higher education. The need for initiatives and programs that positively impact donor retention is essential for private higher education institutions to fulfill their mission. Four research questions were designed to guide this study. First, what factors contribute to a donor's decision to continue donating to private higher education institutions in the Southeast? Second, what factors contribute to a donor's decision to stop giving to private higher education institutions in the Southeast? Third, how do donor recognition societies impact repeat donor giving to private institutions in the Southeast? Lastly, what motivations and activities impact a donor's intention to establish a planned gift? The study population consisted of a randomized sample of 500 donors to the study institution. The final sample population consisted of 48 respondents to this quantitative study's invitation to participate in a Qualtrics survey concerning repeat donor giving. Qualtrics XP platform was used to administer and collect the survey data, and the statistical analysis was conducted using a Microsoft Excel platform. A key implication of this study was the identification of trust as the highest-scored variable regarding a donor's willingness to make a repeat gift and the need for development offices to develop programs that enhance a donor's trust in the institution. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This dissertation examines the purposes of annual giving fundraising programs at public higher education institutions, particularly whether this fundraising format supports the advancement of education as a public good versus a private benefit good. While research exists on large-gift philanthropy and major gift fundraising at colleges and universities, little focuses on annual giving programs, which solicit small-gift donations and represent how the vast majority of college and university alumni and donors experience higher education fundraising. Additionally, via solicitation efforts, these programs serve as a primary vehicle through which graduates receive information about their alma mater. This research asks, "What is the purpose of public higher education annual giving programs?" It also asks two additional sub-questions: "What discourses do these annual giving programs advance?" and "What do annual giving discourses convey about the role of public higher education?" Utilizing directed content analysis and critical discourse analysis to examine interviews and solicitation documents from 19 participating U.S. public universities and colleges, this research finds nine common discourses -- students in need / never-ending need, donor as hero vs. collective power, socio-political topics, "access," transformation, the "experience," amount doesn't matter, good feelings, and someone helped you -- and through these discourses, finds these programs may undercut their own effectiveness in supporting public higher education. Ultimately the research finds five emergent purposes for public higher education annual giving programs -- fundraising, business intelligence, pipeline development, donor participation and narrative framing -- and through critical theory informed analysis, suggests two additional latent purposes: de-emphasizing public higher education as a public good, and legitimizing the privatization of public higher education. This dissertation calls for alterations to practices that could support the twin aims of achieving advancement and development goals while simultaneously reframing common discourses to promote the value of higher education as a public good necessary to functional democratic society. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

In response to research pointing to a growing executive leadership crisis in community colleges (CCs), with too few strong candidates entering the leadership pipeline for the presidency, I focused this study on individuals already in that pipeline. My goal was to develop an understanding of their perceptions of their own roles in the pipeline and the potential of faculty to enter the pipeline and ultimately achieve a presidency. Utilizing a qualitative research design, I explored the perceptions of eight individuals who occupy the pivotal position of chief academic officer (CAO) within the leadership pipeline at a CC, all recruited from a single state CC system. I carried out my research, in the form of interviews via Zoom and document collection, from March to June 2022. My goal was to gain a better understanding of how CC faculty are poised in executive job searches and how current CC administrators perceive their readiness to seek a position as president of a CC. Key among my findings drawn from the participant interviews and documents were the steps aspiring leaders among the faculty can take to prepare for leadership. First, faculty must be willing to carry out tasks, outside their regular teaching duties, that help them build experience. Second, they should become familiar with areas beyond their departments and the college environment, up through the state legislature. Third, they should seek to earn a doctorate if they have a degree no higher than a master's degree. Finally, the data revealed that fundraising is an essential aspect of the president's job. Therefore, as a faculty member moves up through the leadership pipeline, they must become comfortable with this aspect of the position. Through these results, I assembled a list of recommendations for guiding CAOs who want to mentor faculty interested in entering the leadership pipeline, which has implications for practice. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Building a successful University fundraising program starts by creating a strong pipeline of major gift donors. This action research project aims to improve the qualification process effectiveness and efficiency by understanding the most valuable indicators and internal perspectives within the data to implement innovative changes. A quantitative data difference of means test was conducted to understand the statistically significant indicators between a donor group of major group donors (Donor Group A) and a similarly cultivated and ranked group of prospects who have not made a major gift (Donor Group B). An internal survey was also conducted amongst the major gift development team and prospect research team to understand further what indicators hold the most perceived value and how these indicators compare to what was found in the data. Two qualitative focus groups were also held to discuss the quantitative data results further and analyze how to implement these findings in collaboration with both development and research to help Advancement employees succeed in their work. Results of the survey showed that the internal perspectives of the research and development participants varied for various capacity, engagement, and inclination indicators, and some of the key indicators known internally to hold significant value from the data, did not show up as statistically significant in the difference of means test. Overall, key takeaways from this research study showed that an above-average first gift to the University and a history of consistent annual giving are two of the most vital indicators of determining a future major gift donor prospect. The results of the focus group resulted in several themes as the results of both the survey and difference of means test was discussed amongst the group. There were differences in perspectives on how much focus is spent on understanding a donor's capacity and how these confirmed assets may or may not result in a higher likelihood of an individual making a major gift. There was also confusion on the terminology used in identifying a prospect and the processing of qualifying them along with what is actually defined as donor engagement and how that is different from a donor's inclination to give. The participants also stressed the importance of digging deeper into the data as well as challenges with the integrity of the data throughout the qualification process. These findings and feedback resulted in developing additional training and education to better understand the qualification process, implementation of a new tiered targeted qualification prospect list, and adding additional staffing resources to make the process more effective and efficient for the entire Advancement team. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

With the decrease in enrollment and increase in cost over the past decade, private colleges and universities have experienced financial hurdles, requiring the need to raise private funds. The financial viability of these colleges and universities depends upon the ability of university presidents to raise money. However, challenges must be overcome to carry out this task successfully. In this qualitative study, the researcher explored the relations and expectations between the president, vice president of advancement, and board of trustees in fundraising for their respective private colleges or university in South Carolina. The research explored the institutional commitment and support for development and fundraising efforts for the private institutions studied. The development strategies and how change was implemented to make fundraising successful were examined. Transformational leadership style traits were considered to determine their alignment with the successful fundraising behaviors identified. The 12 university presidents, vice presidents, and trustees from South Carolina schools who participated were selected through referral sampling that identified peers from the professional networks of study participants who met the selection criteria. The participants were interviewed, and the data were recorded, transcribed, organized, and coded into emerging themes. Findings indicated the importance of university presidents setting a vision for the university, implementing behaviors that motivated donors and alumni to join that vision, and identifying skills as practical applications of a leadership style grounded in the importance of personal relationships. Private philanthropy is essential at any time, but perhaps even more so when a crisis arises, such as a pandemic. The study contributed to identifying key findings that affect fundraising success and positive change by providing skills and behaviors for university presidents to improve their fundraising effectiveness, thereby providing increased resources for institutions to carry out their educational mission. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The purpose of this qualitative research study was to explore the story of how John C. Reynders, 12th president of Morningside University, was able to bring the university back from the brink of closure when he took office in 1999, as well as the leadership challenges, victories, and life events that helped shape his 23-year tenure. Using the methodology of narrative inquiry, the study offers a biographical sketch of Reynders' early life and career, as well as the story of his tenure as president of Morningside. The retelling of this story offers leadership insight and a valuable look into a period that was pivotal to the survival of Morningside University that may help other small private colleges or universities facing even the most dire of circumstances prevail. Institutions like Morningside have always had a precarious existence, and recent history has only intensified the financial and enrollment pressures that many continue to face. The qualitative research results generate a recounting of the story with rich descriptive details that contribute to the knowledge of higher education leadership, deepen the understanding of the small private college and university environment, and provide first-hand look at the steps Morningside University took to go from the brink of closure to experiencing record-setting enrollment and fundraising efforts. Using the narrative collected, five emergent themes were identified as being central to the efforts. These included a culture of connectedness; a shared vision of transformation; transparent, consistent communication (verbal and nonverbal); servant leadership; and authentic, mission-drive passion. The findings also affirm literature that underscores the importance of the abilities of small private college or university presidents related to relationship-building and fundraising; the value in having a leader who understands the unique needs of small private colleges and universities; and the documented factors that often lead to the closure of small private colleges and universities if not addressed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Due to ongoing financial cuts and budget restraints, community colleges have turned to alumni association fundraising to support their mission and advance their institution. Fundraising for any organization is challenging, but community college alumni institutions have a more difficult time than their university counterparts in recruiting alumni donor support. Community college alumni associations must maintain effective communication to successfully engage recent alumni and build relationships with potential donors. The purpose of this study was to analyze the literature and data collection using a convergent mixed methods design to address the lack of financial support from recent community college alumni. This study incorporates action research to answer the question, "Why are recent community college alumni not donating to their alma mater?" This study is beneficial to any higher education institution needing to revamp its fundraising efforts. The findings of this study are presented in a sustainable action plan that could be adapted to other organizations. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Intercollegiate athletics and fundraising expectations, at institutions of higher education, continue to increase and the pressure on athletic fundraisers has never been greater. There has been little study on the effects of organization structure and design and its effect on fundraisers that work to raise funds for the athletic department. This study sought to explore the factors that contribute to athletic fundraising organization structure at NCAA Division I institutions. Using a survey and a semi-structured qualitative interview, with NCAA Division I head athletic fundraisers, research questions were crafted to gain a deeper understanding of the factors that contribute to organization structure. The researcher found that most athletic fundraising organizations in this study are organized in a hybrid organizational structure, are typically smaller than three employees, and are organized with the athletic director being the most influential leader in the organization design. As this paper was exploratory in nature, there are significant opportunities for additional research including a deeper understanding of the relationship between the university president, the athletic director, and the leader of university fundraising. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This study explored the drivers for Long Beach City College alumni, a 2-year California community college (CCC), to engage with and donate to their alma mater. Due to the widespread decline in enrollment post-COVID-19 pandemic, institutions face increasing financial insecurity. They must now explore new funding streams. By modeling the success of alumni engagement at 4-year schools, beginning with the student experience, CCCs can strengthen their budgets while simultaneously providing an improved experience for their students, alumni, and campus communities. With this research, advancement professionals and college administrators will recognize the value of integrating a framework for alumni affinity programming in their strategic planning. Chapter One includes an introduction to the study, its significance, limitations, delimitations, and the definitions of terms utilized in the fundraising and alumni relations fields. Chapter Two explores prior research, the organization of CCCs, their funding needs, and alumni engagement and fundraising practices. Chapter Three describes the methodology of the study. Chapter Four provides the results of the data analysis. Chapter Five presents recommendations and suggestions for future study. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]