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Understanding faculty donors: Giving at Historically Black Colleges and Universities in the southern region of the United States
Title
Understanding faculty donors: Giving at Historically Black Colleges and Universities in the southern region of the United States.
Creator
Proctor, Curtis, Cintron Delgado, Rosa, Welch, Kerry, Boyd, Tammy, Ehasz, Maribeth, University of Central Florida
Abstract / Description
The purpose of this qualitative research study was to investigate the motivational factors that lead to faculty giving to their employing institutions. Giving practices in relation to the life experiences and independent influences of faculty members who were employed at Historically Black Colleges and Universities (HBCU) were examined. In addition this study contributes to the limited amount of literature provided on HBCUs institutional advancement offices as well as the effectiveness of...
Show moreThe purpose of this qualitative research study was to investigate the motivational factors that lead to faculty giving to their employing institutions. Giving practices in relation to the life experiences and independent influences of faculty members who were employed at Historically Black Colleges and Universities (HBCU) were examined. In addition this study contributes to the limited amount of literature provided on HBCUs institutional advancement offices as well as the effectiveness of their solicitation efforts as perceived by faculty members employed at the colleges and universities.Three research questions were considered in this study. First, what life experiences contribute to the predisposition of faculty donors in giving to their institutions? Second, what intrinsic motivational elements influence faculty donors to give to their employing institutions? Third, how are the strategies used to solicit funding from faculty related to giving?Basic interpretive qualitative methodology was used to analyze the data gathered from the research participants. In-depth interviews were conducted with seven faculty members employed at HBCUs in the southern region of the United States. It was determined that faculty members attribute their giving practices to many of their life experiences. Religious involvement, childhood experiences, and family history, were all discussed by faculty members as being instrumental to their giving habits. Participants also discussed the sense of community that is established at HBCUs as being inspirational in determining whether or not they gave of their time, talent, or financial resources. Responses to open-ended questions about the effectiveness of institutional advancement offices provided additional qualitative data that could be used by HBCUs to increase the amount of annual giving to the university.
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Date Issued
2012
Identifier
CFE0004283, ucf:49531
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0004283
Second-Year to Third-Year in College: Identifying Factors in the Decision 'Not to Return'
Title
Second-Year to Third-Year in College: Identifying Factors in the Decision 'Not to Return'.
Creator
Viau, Paul, Cintron Delgado, Rosa, Owens, J. Thomas, Haciomeroglu, Erhan, Griffiths, Barry, Ehasz, Maribeth, University of Central Florida
Abstract / Description
The purpose of this research was to determine if there are characteristics that can be identified as predictors in an undergraduate's second year of college that may forecast the possibility of students' attrition prior to their third year. This current research was based on the literature that identified the following variables as impacting issues of retention and attrition between the second and third years in college: Term of admission offer, type of admission offer (Roth-Francis, 2013),...
Show moreThe purpose of this research was to determine if there are characteristics that can be identified as predictors in an undergraduate's second year of college that may forecast the possibility of students' attrition prior to their third year. This current research was based on the literature that identified the following variables as impacting issues of retention and attrition between the second and third years in college: Term of admission offer, type of admission offer (Roth-Francis, 2013), home mailing address (Tierney, 2000), gender and age (Schaller, 2010), college enrolled in and major (Graunke (&) Woosley, 2005; Pascarella (&) Terenzini, 2005), ethnicity (Miller (&) Herreid, 2009; Sciarra (&) Whitson, 2007), first generation status (Paulsen (&) St. John, 2002), hours completed (Pattengale, 2000), overall grade point average and university grade point average (Gohn, Swartz, (&) Donnelly, 2001; Pascarella (&) Terenzini, 2005), residency status (Paulsen (&) St. John, 2002), and ACT score and SAT score (Miller (&) Herreid, 2009). The cohorts examined consisted of students who began their freshman collegiate careers in the Summer or Fall terms from 2009 to 2013, and had completed two years at a university located in a southeastern state. When merged, there were 26,957 rows of data collected.The results of the Multicollinearity and Path Analysis indicated, among other things, three attrition areas at the end of the second year. These variables included university GPA, hours completed, and major. Regarding recommendations, it was suggested to build a second-year advising, mentoring, and faculty/professional staff outreach infrastructure to increase the retention rates of second-year students who may be at-risk of attrition.
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Date Issued
2016
Identifier
CFE0006411, ucf:51471
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0006411