American higher education relies on three main revenue sources: government funding, student tuition and fees, and private support However, record state deficits and reduced endowment returns have led to significant budget cuts, prompting colleges and universities to enhance their fundraising efforts As federal and state funding continues to decline, private support has become increasingly vital for both private and public institutions.
The importance of private donations to U.S higher education is demonstrated by the giving figures reported for 2003 According to the Council for Aid to Education
(2004), private gifts to higher education totaled $23.9 billion equal to what was raised in
In 2002, contributions to colleges and universities slightly decreased to $24 billion, representing 7.8% of institutional expenditures, a significant increase from 1980-81 when private giving totaled $4.2 million, or 6% of expenditures In 2003, alumni donations reached $6.6 billion, making up 27.6% of total voluntary support for higher education However, the 2004 figures indicated a 3.2% rise in overall giving, totaling $24.4 billion, with alumni contributions at 27.5% Notably, the percentage of alumni donors fell to 12.8%, marking the third consecutive year of decline from 13.8% in 2001.
Alumni giving represents over 25% of total philanthropic support for higher education, making it crucial for colleges and universities to understand the motivations behind alumni financial contributions As noted by Leslie, Drachman, Conrad, and Ramey (1983), understanding the factors that drive voluntary support is vital, particularly for independent institutions Research indicates that alumni who later become million-dollar donors typically start with modest annual contributions within two to five years post-graduation (Peterson, 2003) Therefore, effectively cultivating and soliciting these future major gift donors annually is essential for both immediate fundraising success and long-term major gift strategies (Strout, 2004).
The College of William and Mary, founded in 1693, initiated a $500 million fundraising campaign in 2000 to address its financial needs, despite having a relatively young institutional advancement program established in 1970 Over the past decade, private donations have become essential due to significant reductions in state funding, which has decreased from 43% to 18% over the last 25 years This shift highlights the increasing importance of private funds in maintaining the quality of educational opportunities for students at the college.
In recent years, institutions like William and Mary have increasingly depended on private support, prompting a surge in research on institutional advancement Understanding donor characteristics and giving patterns is crucial for advancement professionals to improve fundraising efforts, as private donations become vital for the sustainability of higher education Research indicates that student involvement in co-curricular activities fosters institutional loyalty, leading to higher alumni giving rates compared to those who were less engaged during their time on campus.
1986) For instance, involvement in a Greek organization has also shown a higher likelihood to give to one’s alma mater (Haddad, 1986; Harrison, Mitchell & Peterson,
1995) To further this research, this study examined the relationship between undergraduate membership in a fraternity or sorority, and its impact on alumni giving at the College of William and Mary.
This study applies Alexander Astin’s involvement theory to explore how student engagement influences post-graduation involvement with their institutions Astin's theory posits that “students learn by becoming involved” (Pascarella & Terenzini, 1991, p.50), highlighting the significance of students dedicating time and energy to specific tasks for effective learning Complementing Astin’s research, Pace (1982) investigated the quality of student effort to understand persistence in college, emphasizing the critical role of energy investment in achieving academic success The findings indicate that students who actively participated in academic and extracurricular activities were more likely to stay connected to their institutions, persist in earning their degrees, and report higher satisfaction with their college experiences (Pascarella & Terenzini).
The concept of student involvement, which emerged from retention research in the 1970s, highlights that students who disengage from their institutions are more likely to drop out, as noted by Astin and Tinto In contrast, those who remain are typically more connected to their schools This involvement is strongly linked to positive outcomes, including academic achievement and degree completion, as supported by Pascarella and Terenzini Furthermore, Astin emphasizes that the extent of student involvement directly influences their learning and personal development, encompassing both academic and co-curricular experiences.
Student involvement theories, rooted in social sciences, have been extensively explored within student affairs, focusing on various aspects of the college experience, including residence life, extracurricular activities, and co-curricular environments Research has highlighted the positive impacts of student involvement on satisfaction, persistence, and effort during college years Notably, studies indicate that increased involvement is advantageous for students, reinforcing the importance of engagement in enhancing their overall educational experience.
Research on alumni giving is limited, with previous studies primarily addressing internal and external motivations for donations By applying Astin’s theory of involvement, this study explores how student engagement, particularly in Greek organizations, influences alumni giving This approach aims to generate valuable insights for the fundraising profession.
Colleges and universities face increasing pressure to boost private support from alumni, prompting institutional advancement programs to devise effective strategies that encourage a consistent habit of giving among graduates While much of the existing research has focused on donor characteristics within individual institutions, recent studies have begun to investigate how specific student experiences impact alumni's annual contributions This study primarily seeks to understand the relationship between these experiences and the likelihood of alumni giving.
1) Does undergraduate membership in a fraternity or sorority lead to increased giving to one’s alma mater?
Through quantitative inquiry, this study examined the impact of undergraduate Greek membership on alumni giving.
Fundraising remains essential for the financial stability of colleges and universities, as highlighted by Leslie & Ramey (1986) and Wilemain et al (1994) The insights gained from this study are valuable for both practical implementation and theoretical exploration, particularly in understanding how undergraduate experiences influence fundraising efforts.
Greek membership in alumni annual giving presents valuable opportunities for enhancing fundraising strategies Research indicates that involvement in fraternities and sororities significantly boosts alumni contributions, suggesting that targeted initiatives to engage these alumni can lead to increased financial support for the institution Additionally, it is crucial for development offices to explore methods to motivate non-Greek alumni, who represent 55 percent of non-donors, to contribute.
This study, conducted at a single institution, utilized actual giving data rather than self-reported charitable practices, highlighting the need for expanded knowledge in academic fundraising It serves as a foundational step for future research, advocating for the development of a theoretical framework to enhance the fundraising profession within higher education (Kelly, 1991).
This study enhances the understanding of Greek membership's influence by exploring its effects on alumni giving, an area often overlooked in existing research While most studies focus on the undergraduate experience and its associated positive and negative outcomes, this research introduces a new perspective by analyzing how fraternity and sorority involvement impacts financial contributions from alumni.
This report includes terminology relative to fundraising and higher education Some terms are specific to William and Mary For the purpose of this study, the term
The 7 Annual Fund is an institution's yearly fundraising initiative aimed at encouraging undergraduate alumni to contribute annually This unrestricted fund plays a vital role in supporting the school’s academic programs and overall operating budget Total lifetime giving reflects the cumulative contributions made by donors to the annual fund, starting from their graduation up until June.
As federal and state funding for American higher education has decreased, private support to colleges and universities has become increasingly important (Miller, Newman,
Private support has become increasingly vital for both private and public education, as evidenced by the significant contributions to higher education in 2003 The Council for Aid to Education reported that private donations reached $23.9 billion, with alumni alone contributing $6.6 billion, representing 27.6% of total voluntary support These donations comprised 7.8% of the overall expenditures for colleges and universities, highlighting the crucial role of private funding in sustaining educational institutions.
Alumni contributions account for over 25% of total philanthropic support for higher education, highlighting the importance for colleges and universities to comprehend the factors that motivate alumni to donate to their institutions Understanding these influences is crucial for enhancing alumni engagement and financial support.
Private donations play a vital role in supporting postsecondary institutions, particularly within the independent sector, making it essential to understand the factors that influence voluntary contributions Recent trends indicate that the rise in alumni giving is primarily due to larger individual donations rather than an increase in the number of alumni making contributions.
The current research on alumni giving suggests some of the many factors influencing alumni to contribute financially to their alma mater: (a) undergraduate
Student involvement, as highlighted by various studies (Conley, 1999; Gaier, 2001; Gardner, 1975; Haddad, 1986; Miller & Casebeer, 1990), plays a crucial role in enhancing alumni engagement with their alma mater (Bruggink & Siddiqui, 1995; Conley, 1999; Ikenberry, 1999) Additionally, institutional traditions and prestige significantly contribute to the overall experience of alumni (Leslie & Ramey, 1988) Furthermore, the economic success of individual alumni is an essential factor that influences their connection to their educational institutions.
This study investigates how undergraduate involvement in Greek organizations influences alumni financial contributions Key factors considered include emotional attachment to the alma mater, academic success, and overall satisfaction with the student experience Prior research highlights the significance of these elements in fostering a strong connection between alumni and their institutions.
This chapter explores the historical context of fundraising in U.S higher education, highlighting the impact of student engagement on alumni contributions It also discusses the development of fraternities and sororities and their relationship with alumni giving The literature review establishes a foundation for the research study and offers a framework for guiding future investigations.
History of Fundraising in Higher Education
For more than three hundred years, higher education has been an establishment in America and fundraising can be traced back to the institution’s earliest roots (Herrmann
Philanthropy has been integral to the establishment and sustainability of colleges in the New World since their inception, with Harvard University, founded in 1636, being a prime example In 1641, three clergymen were dispatched to England to raise funds for Harvard, marking the beginning of a tradition of fundraising that supported the Colonial Colleges Notable benefactors, such as Elihu Yale, who donated goods to the Collegiate School of Connecticut, Charles Tufts, who contributed land for Tufts University, and Gardner Colby, whose financial support led to the renaming of Waterville College to Colby College, further exemplify the vital role of donations in higher education (Curti & Nash, 1965; Brittingham & Pezzullo, 1990).
Early fundraising initiatives primarily targeted specific projects like scholarships and infrastructure, failing to address unexpected emergency needs in schools It wasn't until the late 19th century that individuals began to be approached for contributions toward the general operational expenses of higher education A significant milestone occurred in 1906 at Harvard, when the class of 1881 donated $113,777 in honor of their 25th reunion, establishing an endowment intended for unrestricted purposes (Curti & Nash, 1965).
The concept of annual alumni giving, also known as annual funds, began in 1890 with the establishment of the Yale Alumni Fund, which was the first to request contributions from alumni for unrestricted operating expenses Within 25 years, several institutions, including Brown, Cornell, and Dartmouth, joined the trend of conducting annual fund drives By 1951, the number of alumni funds had grown to 252, collectively raising $19,217,094, with over two-thirds of the funds directed towards current operating expenses (Curti & Nash, 1965).
Structured professional fundraising offices at public post-secondary institutions began to emerge in the mid-1970s, with the University of Michigan being one of the pioneers in advocating for alumni support In his inaugural address, President James B Angell recognized the importance of state funding while emphasizing the need for alumni contributions to enhance the university's resources.
Initial fundraising initiatives at public colleges and universities aimed to establish scholarship accounts but have since expanded to support a wide range of academic programs Alumni contributions play a crucial role in this evolution, particularly when they are unrestricted, serving as a primary source of discretionary funds for institutions.
In their monograph, The Campus Green: Fundraising in Higher Education,
Brittingham and Pezzullo (1990) identify four trends necessary to understanding the evolution of fundraising in higher education:
1) The shift away from church-affiliated and individual and personal solicitation to direct institutional appeals of an organizational and professional nature.
2) The dramatic shift away from the notion of “charity” and toward “philanthropy”.
3) The imposing role fund raising plays in all aspects, daily or yearly, of institutional life rather than being limited to crises or major changes in direction.
4) The widespread acceptance of fundraising among state-assisted colleges and universities in the last 40 years (p 13-14).
As private funding increasingly becomes essential for higher education, colleges and universities must focus on enhancing support from alumni Melchiori (1988a) highlights the role of alumni as key contributors to their institutions, emphasizing the need for further research into the motivations behind their financial support Understanding the factors that drive alumni to give is crucial for institutions aiming to increase donations and foster stronger connections with their graduates.
13 information to encourage more alumni to give and at higher levels (Bristol, 1990; Leslie
Alumni Giving and Student Involvement
Philanthropy in higher education has only recently gained attention, with most research emerging in the past two decades due to the growing significance of private support for colleges and universities Brittingham and Pezzulo highlight that research on fundraising in this sector is both limited and fragmented Kelly suggests that one reason for this lack of focus is the absence of a theoretical framework, which has hindered fundraising from being recognized as a distinct field of study.
Alumni giving is a function of capacity and motivation (Connolly & Blanchette,
Capacity refers to an individual's financial ability to make a gift, while motivation, also known as inclination, reflects their willingness to donate Although loyalty and motivation are challenging to quantify, Dunn and Hutten (as cited in Connolly & Blanchette) suggest two primary methods for measuring alumni giving: loyalty and wealth Loyalty is assessed by the percentage of alumni from a specific group who contribute, whereas wealth is evaluated through the calculation of the median gift from alumni within that subgroup, which encompasses both loyalty and financial capacity.
According to the motivation and capacity model proposed by Connolly and Blanchette (1986), alumni's motivation to contribute decreases with age and a diminishing identification with their alma mater, while their capacity to give tends to increase as they advance in their careers after graduation This trend is further supported by Bristol's (1990) research on alumni, highlighting the evolving relationship between graduates and their institutions over time.
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Research indicates a significant trend in the correlation between student involvement and alumni giving, with most studies relying on data from individual institutions Notably, a study conducted by Friedmann in 2003 examined the influence of Student Alumni Foundation membership on alumni donations, utilizing data from eight different schools However, Thorson's research stands out as the only study that deviates from this pattern.
A study conducted in 1997 explored the influence of Greek membership and alumni contributions, utilizing participants from multiple institutions However, the research relied on self-reported data rather than actual giving statistics from the schools involved This approach may stem from researchers' restricted access to comprehensive multi-institutional giving data and the confidentiality concerns surrounding the release of such financial information to external entities.
This study aimed to investigate how undergraduate membership in a fraternity or sorority at the College of William and Mary influences alumni contributions to the annual fund This chapter details the methods employed to determine whether a significant relationship exists between these two variables.
This chapter outlines the methodology of the research study, detailing the analysis of data from the William and Mary alumni database using SPSS to assess the significance of the study's research questions It also covers the subjects involved, the sample selection process, and the data collection and analysis techniques employed.
The overarching question in this study was to determine if a relationship exists between undergraduate Greek membership and alumni giving This was accomplished by examining the following hypotheses:
• Hypothesis I - No difference in the percentage of donors exists between alumni who were members of an undergraduate fraternity/sorority and alumni who were not members.
• Hypothesis II - No difference in total lifetime giving exists between alumni who were members of an undergraduate fraternity/sorority and alumni who were not members.
Hypothesis III posits that there is no significant difference in the total charitable contributions made over the past decade between alumni who were affiliated with an undergraduate fraternity or sorority and those who were not.
Hypothesis IV posits that there is no significant difference in the percentage of donors who have contributed at least once in the past decade between alumni affiliated with undergraduate fraternities or sororities and those who were not members.
• Hypothesis V - No difference in average lifetime giving exists between alumni who were members of an undergraduate fraternity/sorority and alumni who were not members.
• Hypothesis VI - No difference in total lifetime giving exists between alumni who were members of an undergraduate fraternity/sorority and alumni who were not members based on gender.
Hypothesis VII posits that there is no significant difference in the average lifetime donations between male and female alumni who were part of undergraduate fraternities or sororities compared to those who were not members, when analyzed across five-year class eras.
Hypothesis VIII suggests that there is no significant difference in the percentage of donors between male and female alumni who were members of an undergraduate fraternity or sorority and those who were not, regardless of the five-year class eras.
Hypothesis IX suggests that there is no significant difference in the average lifetime giving between alumni who were members of an undergraduate fraternity or sorority and those who were not, when analyzed across five-year class eras.
Founded in 1693, the College of William and Mary is the second oldest university in the United States, situated in Williamsburg, Virginia With an enrollment of 5,642 undergraduate and 1,933 graduate students, it is a public residential institution Currently, the college is engaged in a comprehensive $500 million campaign that commenced in 2000.
Established in 1950, the annual fund remains a key component of the College's fundraising strategies, with a current goal of raising $33 million as part of the Campaign for William and Mary initiated in 2003.
The College's development program, formally established in the early 1970s, has evolved from its annual fund, which has been in place for over 50 years Within the twelve departments dedicated to fundraising, three specifically target individual contributions: the annual fund office, the office of major gifts, and the office of planned giving By 2000, the university employed around 60 staff members to support these fundraising efforts.
By 2004, the number of development personnel increased by nearly fifty percent, rising from 28 to 88 This growth was driven by the staffing requirements necessary to effectively execute a $500 million comprehensive campaign and enhance personal engagement with alumni (University Development Orientation Manual, 2004).
The Greek system at William and Mary boasts a rich history, beginning with the establishment of the first fraternity, Theta Delta Chi, in 1853 By 1925, the campus saw the growth of fraternities to eleven, leading to the construction of lodges in 1948 that became the hub of fraternity life for two decades In 1967, the current fraternity units were introduced, resulting in the conversion of the original lodges into classrooms and office spaces.
William and Mary was the first public college in Virginia to admit women in
1918 (College of William and Mary, 1993) Chi Omega was the first sorority, founded in
1921, just three years after the college became co-educational Between 1923 and 1931, eight more sororities were added to the campus The first sorority house was built in
Kappa Kappa Gamma has been occupying their facility since 1925 and continues to do so today As of 2004, around 30 percent of undergraduate students are members of Greek organizations, highlighting the significant role these groups play in campus life.
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This study aimed to explore the impact of fraternity and sorority membership on alumni contributions to the annual fund at the College of William and Mary The research analyzed data from undergraduate alumni who graduated between 1964 and 1994, focusing on their giving histories The study included a total of 36,354 participants, with 13,324 (36.4%) being fraternity or sorority members and 23,030 (63.6%) non-members Nine research questions were formulated in the form of null hypotheses to guide the analysis.
1 No difference in the percentage of donors exists between alumni who were members of an undergraduate fraternity/sorority and alumni who were not members.
2 No difference in total lifetime giving exists between alumni who were members of an undergraduate fraternity/sorority and alumni who were not members.
3 No difference in the total giving over the past ten years exists between alumni who were members of an undergraduate fraternity/sorority and alumni who were not members.
A comparative analysis reveals that there is no significant difference in the percentage of alumni who have donated at least once in the past decade, regardless of their membership in an undergraduate fraternity or sorority.
5 No difference in average lifetime giving exists between alumni who were members of an undergraduate fraternity /sorority and alumni who were not members.
6 No difference in total lifetime giving exists between alumni who were members of an undergraduate fraternity/sorority and alumni who were not members based on gender.
A study reveals that there is no significant difference in the average lifetime donations between male and female alumni who were part of an undergraduate fraternity or sorority and those who were not, regardless of their five-year class eras.
A study reveals that there is no significant difference in the percentage of donors between male and female alumni who were members of undergraduate fraternities or sororities and those who were not, regardless of the five-year class eras.
9 No difference in average lifetime giving exists between alumni who were members of an undergraduate fraternity/sorority and alumni who were not members based on five-year class eras.
This chapter summarizes the study and its findings, presenting results categorized by key dependent variables: the percentage of donors contributing, total lifetime donations, average lifetime gift amounts, and contributions made within the last decade.
Data for this study were sourced from the College of William and Mary, with the approval of the Vice President for University Development The dataset includes total lifetime donations, annual giving over the past ten years, and donor gender information.
The analysis included data from 34 fraternity and sorority names along with their identification numbers, focusing on the college's unrestricted annual fund gift histories From the original dataset, calculations were conducted to derive additional variables such as class age/class era, average lifetime gift, and adjusted total giving for the years 1995 to 2004.
This report employs SPSS to calculate statistics, utilizing cross tabulations and Analysis of Variance (ANOVA) to address the previously posed questions The resulting tables provide detailed statistics and further insights into the analyses conducted.
Table 4.1 presents a comprehensive overview of the demographic characteristics of the alumni sample Notably, both Greek and non-Greek alumni included individuals who have never contributed to the annual fund, as indicated by the $0 minimum total lifetime giving Furthermore, Greek alumni exhibit a total lifetime giving average that is 44% higher than that of the entire alumni sample and 61% higher than the average for non-Greek alumni.
Descriptive Statistics o f Data Set Greek Membership, Gender and Total Lifetime Giving
A comparison of donor percentages reveals a significant difference between Greek and non-Greek alumni contributions to the annual fund Specifically, 66.9% of Greek alumni have donated at least once since graduation, compared to only 44.7% of their non-Greek counterparts This substantial disparity, highlighted by a crosstabulation analysis (χ²(1, N = 36,353) = 1663.080, p < 001), indicates that Greek alumni are more likely to contribute However, with 55% of non-Greek alumni remaining non-donors, there exists a considerable opportunity to engage this untapped segment of the alumni donor base.
Percentage o f Lifetime Donors by Greek Affiliation Crosstabulation and Chi-Square Test (Question 1)
Groups # Non-Donors # Donors* Pearson
* given at least once since graduation
A comparison of Greek and non-Greek alumni reveals a notable disparity in charitable giving over the past decade, with 55.7% of Greek donors contributing at least once compared to 34.8% of non-Greek donors The analysis, based on a sample of 36,353 alumni, indicates a significant difference (x2 (1, N= 36,353) = 1506.286, p < 001) Furthermore, there is a ten percent gap between the number of donors who contributed in the last ten years and those who have donated at any time since graduation, equating to nearly 4,000 alumni whose contributions to the annual fund have not occurred in over eleven years.
Percentage o f Donors by Greek Affiliation Who Gave in Last Ten Years - Crosstabulation and Chi-Square (Question 4)
Groups # Non-Donors # Donors Pearson
The analysis of alumni donors to the annual fund revealed significant interactions among Greek membership status, gender, and class era, with results indicating that all six class eras showed a significance level of 000 Greek alumni consistently had a higher percentage of donors compared to non-donors, while non-Greek alumni exhibited the opposite trend, with higher non-donor percentages This data is visually represented in Figure 4.1, which illustrates the donor percentages of Greek and non-Greek alumni across different class eras.
Percentage o f Female Donors by Class Era - Crosstabulation and Chi-Square Greek versus Non-Greek (Question 8)
Class Era Lifetime Giver Belongs to Greek Org Pearson Asymp Signif
Greek Non-Greek Chi-Square (2-sided)
Percentage o f Male Donors by Class Era - Crosstabulation and Chi-Square Greek versus Non-Greek (Question 8)
Class Era Lifetime Giver Belongs to Greek Org Pearson Asymp Signif
Greek Non-Greek Chi-Square (2-sided)
Percentage o f donors Greek versus Non-Greek based on Class Era (Question 8)
1964 to 1968 1969 to 1973 1974 to 1978 1979 to 1983 1984 to 1988 1989 to 1994
Table 4.6 presents the descriptive statistics from the two-way ANOVA analysis summarized in Table 4.7, which investigates the impact of Greek membership status and gender on total lifetime giving Additionally, Figure 4.2 displays the distribution of donors according to their total lifetime contributions.
Descriptive Statistics -Total Lifetime Giving Greek versus Non-Greek based on Gender
Greek Member Gender Mean Std Deviation N
Distribution o f Donors based on Total Lifetime Giving Greek versus Non-Greek
The interaction between gender and Greek membership does not significantly impact total lifetime giving, as indicated by F(1,N6,341) = 087, p > 001 While gender does not influence total lifetime giving, Greek membership does have a notable effect As shown in Table 4.7, Greek alumni demonstrate significantly higher total lifetime giving compared to their non-Greek counterparts, as confirmed by the ANOVA analysis.
Greek alumni demonstrate significantly higher lifetime giving compared to non-Greek alumni, with an average contribution of $1,360.08, which is two and a half times greater than the $534.59 average from non-Greek alumni This difference is statistically significant, indicating a strong correlation between Greek affiliation and increased philanthropic contributions.
Colleges and universities are facing increasing pressure to boost private support from alumni, prompting institutional advancement programs to devise innovative strategies that foster a culture of giving To effectively encourage alumni donations, institutions must gain a deeper understanding of the factors that motivate alumni to contribute Recent studies have focused on donor characteristics at individual institutions, while emerging research is now investigating how specific student experiences impact annual alumni giving.
This study analyzed how membership in fraternities and sororities during undergraduate years influences alumni donations at the College of William and Mary, specifically focusing on graduates from 1964 to 1994 Nine hypotheses were tested, assessing factors such as alumni participation rates, total lifetime contributions, average lifetime donations, and adjusted ten-year total giving to the college's unrestricted annual fund.
This study explored the impact of undergraduate Greek membership on alumni giving, revealing that Greek affiliation significantly enhances donation behavior Detailed findings indicate that Greek alumni are more likely to donate, contribute larger amounts, and maintain consistent giving over time compared to their non-Greek counterparts.
Relative to the independent variables of gender and class era, the results were mixed The interaction between Greek membership status and gender had no significant
The study reveals that while donor participation patterns remain consistent across different class eras, the combination of Greek membership status and class era significantly influences giving behavior Specifically, as Greek alumni grow older, there is a notable increase in both their participation rates and average lifetime contributions, a trend not seen among non-Greek alumni.
Relationship of Study Results to the Literature
Research on alumni giving is limited (Carbone, 1986; Kelly, 1991), prompting this study to apply Alexander Astin’s involvement theory The hypothesis suggests that student involvement significantly affects post-graduation donations to their institution Astin's involvement theory, along with the I-E-0 model, was among the first frameworks to analyze the impact of college experiences on students This study aims to explore how participation in Greek organizations during college influences alumni giving patterns.
This study aligns with previous research indicating that alumni engaged in student activities are more likely to contribute financially to their alma mater, often at higher levels Participation in co-curricular activities fosters institutional loyalty, leading to increased donation rates among alumni compared to their non-involved peers Specifically, involvement in Greek organizations correlates with a greater propensity to donate; 66.9% of Greek alumni have made contributions, compared to 44.7% of non-Greek alumni Additionally, Greek alumni's average lifetime giving is more than double that of non-Greek alumni, reinforcing the notion that Greek membership positively impacts alumni giving behavior.
Another concept that evolved out of the alumni giving literature is loyalty
Connolly and Blanchette (1986) found that alumni loyalty, measured by donor participation, is notably higher among Greek alumni compared to their non-Greek counterparts, particularly among older graduating classes While alumni giving generally declines with increasing years since graduation, Greek alumni exhibit a unique trend of sustained loyalty that defies this pattern This suggests that the Greek experience fosters a lasting commitment to their institution, leading to higher donor participation even as time passes since graduation.
This study enhances the understanding of fundraising dynamics and highlights the positive effects of Greek membership, particularly concerning alumni giving While previous research has primarily examined the undergraduate experience and identified both positive and negative outcomes of Greek affiliation, this study specifically demonstrates a favorable impact on alumni contributions The findings can serve as a valuable resource for advocates of the fraternal experience, reinforcing the benefits of Greek membership during undergraduate years.
This study lays the groundwork for future research in higher education fundraising, revealing new questions that warrant exploration To deepen the understanding of alumni giving differences between Greeks and non-Greeks, further quantitative and qualitative studies are essential to test Astin's involvement theory Future research should focus on identifying the factors that encourage giving among Greek alumni and how these insights can enhance institutional support from all alumni.
This study was guided by Astin’s involvement theory, particularly his I-E-0 model, which examines the impact of college on students in relation to alumni giving While this research focused on the differences in giving between Greek and non-Greek alumni, future studies should explore additional facets of the I-E-0 model and its influence on alumni contributions Further research is recommended to test the I-E-0 model concerning both the collegiate and alumni experiences.
Collegiate Inputs, Experiences and Outcomes
Recognizing the factors that students contribute to campus life, which may impact alumni donations, is crucial for future research Previous studies indicate that familial ties to the institution significantly enhance alumni giving (Ikenberry, 1999; Melchiori, 1988b) Additionally, it is important to consider the philanthropic habits of students and their families before attending college.
It also would be valuable to better understand what types of college experiences differentiate the Greeks and non-Greeks What are the factors that predispose Greek
A study of 54 alumni reveals that Greek alumni contribute at higher rates than their non-Greek counterparts By combining quantitative measures that evaluate the Greek experience with qualitative research methods like interviews and focus groups, we can achieve a thorough understanding of the similarities and differences between the experiences of Greek and non-Greek students.
Future research should explore additional factors influencing student involvement, such as membership in various student organizations, leadership roles, residency status, and participation in intercollegiate athletics By broadening the scope to include diverse aspects of the student experience, we can better assess whether these experiences, individually or in conjunction with Greek membership, encourage alumni giving at comparable levels to those associated with Greek affiliations.
Future research should focus on the impact of the college experience on alumni giving, as previous studies indicate that factors such as overall satisfaction, institutional attachment, and academic success play a significant role in influencing donations By designing a study that measures these outcomes, researchers can better understand their effects on alumni contributions The next section will explore ways to integrate collegiate outcomes into future research frameworks.
Alumni Inputs, Experiences and Outcomes
Future research should focus on the I-E-0 model to deepen the understanding of collegiate influences, while also considering its application to alumni experiences The outcomes of a student's collegiate journey significantly shape their satisfaction as alumni, highlighting the importance of examining these connections for a comprehensive understanding of both experiences.
55 the college, feelings of emotional attachment to the school and academic success are all outcomes of college that feed into the alumni experience.