Understanding student/alumni satisfaction from a consumer's perspective: The effects of institutional performance and program outcomes

Hartman, David E.; Schmidt, Sandra

doi:10.1007/bf02207788

Cited by 126 publications

(87 citation statements)

References 25 publications

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“…While global studies are trying to uncover drivers of alumni giving, recent troublesome declines in alumni giving rates have given rise to a relatively new branch of research on "why alumni don't give". There are studies that argue that the positive experience alumni had as students translates into future donations, and while some researchers attribute positive experience to extra-curricular activities as a student (Hartman & Schmidt, 1995;Clotfelter, 2001), others find that identification with the college, as a factor associated with giving, occurs in the classroom (Tom & Elmer (1994). The present study concurs with the vast literature that establishes a positive relationship between student satisfaction and alumni giving.…”

Section: Theoretical Frameworksupporting

confidence: 85%

Reforming Higher Education Finance in Turkey: The Alumni - Crowdfunded Student Debt Fund “A-CSDF” Model

Son-Turan

2016

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KeywordsThis study presents an innovative and sustainable system for mobilizing Turkish university alumni to contribute to a crowdfunded pool repackaged as a student debt instrument with an elaborate performance tracking tool, various payoff structures and income-contingent repayment schedules. The ultimate aim is to offer a remedy for the conspicuous global shortage of alternative finance sources and various forms of aid to higher education students in the short-term, and, through enabling equitable and egalitarian access to quality higher education, transforming society and enhancing economic development in the longer-term. The model rests upon a six-dimensional framework and its infrastructure is facilitated by a newly emerged form of digitally enhanced financing, "crowdfunding". The research method involves content analysis and data triangulation for validation purposes to determine the sub-themes surrounding the higher education problem in Turkey. The theme-driven keywords are searched for on Turkey's first original social network, Eksi Sozluk, to uncover trends and biases towards student loans, debt repayment and associated concepts. Subsequently, the same keywords are utilized in a Google Trends search volume analysis, and are finally validated by a focus group discussion. The theoretical framework to explain students' attitudes towards borrowing and loan repayment and the motivation behind alumni and charitable giving, rests mainly on behavioral economics. The A-CDSF Model uniquely addresses the higher education finance problem in Turkey and offers an easily implementable original solution for institutions and policy makers.Higher education financing Student debtIncome-contigent debt Crowdfunding Alumni givingArticle Info

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Section: Theoretical Frameworksupporting

confidence: 85%

Reforming Higher Education Finance in Turkey: The Alumni - Crowdfunded Student Debt Fund “A-CSDF” Model

Son-Turan

2016

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“…Previous studies have examined separately some outcomes stem from alumni satisfaction (Pace, 1979;Pike, 1993;Hartman & Schmidt, 1995;Gaier, 2005) and career satisfaction (Seibert et al, 1999;Kumudra & Abraham, 2008). We want to handle these concepts together.…”

Section: Conclusion and Discussionmentioning

confidence: 99%

“…To know which criteria will influence students' choices is necessary for suppliers of educational services. Career satisfaction studies provide considerable knowledge about which services will help students achieve their goals, and which factors determine overall student satisfaction or dissatisfaction (Hartman & Schmidt, 1995). On the basis of the researches on satisfaction of alumni and career, as mentioned before, we propose the following hypothesis:…”

Section: Career Satisfactionmentioning

confidence: 99%

“…Understanding the dimensions of alumni satisfaction is a vital for developing educational outcomes and success criteria and evaluating academic programs (Pike, 1994;Hartman & Schmidt, 1995;Pascarella & Terenzini, 2005). And also it is pivotal to find an answer to the question of "why is important to understand alumni satisfaction?"…”

Section: Alumni Satisfactionmentioning

confidence: 99%

“…As an independent variable alumni satisfaction was measured by means of different general satisfaction and alumni satisfaction scales adopted by Hartman and Schmidt (1995) who have developed the scale which inspired by Hunt (1977), Oliver (1980) and Pike's (1994) studies. Career satisfaction was measured by using Greenhaus, Parasuraman and Wormley's (1990) career satisfaction scale.…”

Section: Measurement Instrumentsmentioning

confidence: 99%

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Explaining Career Satisfaction on the Basis of Alumni Satisfaction, Gap Period and Gender: Evidence from Turkish Higher Education

Turan¹,

Tunç²,

Göktepe³

2015

ASS

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Despite all the ink split and words spoken, career satisfaction concept has not been evaluated sufficiently in some research areas, notably education and alumni literature. We aim to explain career satisfaction extending for individuals' university education satisfaction, alumni satisfaction, unlike the previous studies. This paper also aims to shed light on differences in alumni satisfaction and career satisfaction in terms of employees' demographic characteristics. Furthermore, we design a model in order to explain individuals' career satisfaction associating with their alumni satisfaction, gap period and gender. In order to test the hypotheses, we draw a sample of 963 respondents graduated from a public university in Turkey. Linear regression analysis results indicate that alumni satisfaction explains significant level of career satisfaction. The explaining value is remarkable to turn researchers' attention to investigate this field. In addition, alumni satisfaction scores show that there are significant differences in alumni satisfaction based upon age and gap period. Career satisfaction scores also indicate that there are significant difference in career satisfaction in terms of gender, occupation and gap period, as seen in t-test and ANOVA results. Finally, according to ordinal logistic regression analysis results, individuals having higher degree of alumni satisfaction are 4.56 times likely to get upper level career satisfaction than individuals having relatively low degree of alumni satisfaction. Moreover, individuals getting a job in two years after graduated from university are 3.97 times likely to get satisfaction from their career than those getting a job two years later after graduated from university. In addition, males are 1.74 times more likely to get higher satisfaction from their career than females. So the present research contributes a literature gap about satisfaction of alumni and career fields.

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Typical institutional research studies on students: Perspective and examples

Delaney

2008

New Drctns Hghr Edu

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Institutional research can enhance an institution's competitive advantage through admission research by comparing the characteristics of inquirers who apply with those who do not; by documenting trends in the characteristics of applicants; and by conducting studies of accepted students, comparing those who matriculate with those who do not. Retention studies are an opportunity to link admission criteria to student performance in college. Studies on current students offer a basis for evaluating the academic program and student life. Finally, alumni studies present a unique chance to elicit graduates' evaluation of their education from the perspective of their postgraduate life and work experience. Enhancing the Institution's Competitive Advantage Through Admission ResearchLiterature on admission research constitutes a theoretical and empirically based foundation to guide researchers who are designing admission studies. In an early work, Hossler and Gallagher (l987) proposed a three-stage model of college choice: the first or predisposition stage is one in which familial, societal, and economic factors generate interest and attitudes conducive to college enrollment; the search stage occurs when college-bound students proactively explore potential institutional options or choice sets and evaluate their academic and financial capabilities in relation to these potential choices; and the third and final stage is one in which students make their selection from available options. Hossler, Braxton, and Coopersmith (l989) explain why research is important at each stage of the 57 5

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Understanding student/alumni satisfaction from a consumer's perspective: The effects of institutional performance and program outcomes

Cited by 126 publications

References 25 publications

Reforming Higher Education Finance in Turkey: The Alumni - Crowdfunded Student Debt Fund “A-CSDF” Model

Reforming Higher Education Finance in Turkey: The Alumni - Crowdfunded Student Debt Fund “A-CSDF” Model

Explaining Career Satisfaction on the Basis of Alumni Satisfaction, Gap Period and Gender: Evidence from Turkish Higher Education

Typical institutional research studies on students: Perspective and examples

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