Dissertation/Thesis Abstract

Generational Giving: An Examination of Seventy Years of Alumni Giving at a Business College in the Northeast United States
by Whalen, Joan E., Ed.D., Regis College, 2017, 155; 10615305
Abstract (Summary)

The purpose of this study was to empirically analyze the determinants of charitable giving rates generationally among alumni of a private business college in the northeastern United States, with a focus on three areas: the unique cultural component of giving as it relates to the college and its entrepreneurial focus; the level of connectedness and involvement of the students to the college through co-curricular and affinity activities; and the demographics of the college, including the high number of international students that are attracted to study at this business college. These are examined through Park and Smith’s (2007) framework of the Theory of Planned Behavior (TPB), which is an adaptation of Ajzen’s (1991) model of Theory of Planned Behavior (TPB). Background data for this study was provided by the Office of Alumni and Friends at Northeast College, which in April 2015 partnered with the Performance Enhancement Group Ltd. (PEG) to administer the Alumni Attitude Study. This survey instrument measures alumni perceptions and attitudes about their alma mater as well as their student and alumni experiences, and served as a basis for this study on alumni charitable giving. In addition, this particular study synthesizes literature related to affinity giving across a broad spectrum of colleges and universities.

Indexing (document details)
Advisor: Boerger, Priscilla, Bent, Lauren
Commitee: Bent, Lauren, Boerger, Priscilla, Brush, Candida
School: Regis College
Department: Education
School Location: United States -- Massachusetts
Source: DAI-A 79/10(E), Dissertation Abstracts International
Subjects: Education finance, Educational administration, Business education, Higher education
Keywords: Charitable affinity giving, Co-curricular activities, International students, Theory of Planned Behavior (TPB)
Publication Number: 10615305
ISBN: 978-0-438-07608-2
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