What determines alumni generosity?

Baade, Robert A.; Sundberg, Jeffrey

doi:10.1016/0272-7757(95)00026-7

Cited by 113 publications

(68 citation statements)

References 1 publication

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“…On the other hand, Baade and Sundberg (1996) found that students receiving financial aid at two out of three institutions they studied made significantly smaller contributions as alumni.…”

mentioning

confidence: 82%

Undergraduate financial aid and subsequent alumni giving behavior

Marr

Mullin²,

Siegfried

2005

The Quarterly Review of Economics and Finance

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Data on 2,822 Vanderbilt University graduates are used to investigate alumni giving behavior during the eight years after graduation. A two stage model accounting for incidental truncation is used to first estimate the likelihood of making a contribution and second estimate the average gift size conditional on contributing. The type of financial aid received as an undergraduate appears to have a greater influence on subsequent alumni generosity than the amount received. Adding some scholarship to a loan-only package or eliminating all loans from a mixed loan-grant package increases the likelihood of a subsequent contribution. Increasing the total size of the package or altering the proportions of an already mixed package appears to be inconsequential for future donations. Students who receive small merit scholarships contribute more as alumni than students who receive either no merit scholarship or a large merit scholarship.

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“…On the other hand, Baade and Sundberg (1996) found that students receiving financial aid at two out of three institutions they studied made significantly smaller contributions as alumni.…”

mentioning

confidence: 82%

Undergraduate financial aid and subsequent alumni giving behavior

Marr

Mullin²,

Siegfried

2005

The Quarterly Review of Economics and Finance

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“…As age increases and families mature, so does capacity and the likelihood of increased philanthropic contributions to their alma mater ( Pendel, 1985 ;Connolly and Blanchette, 1986 ;Hueston, 1992 ). Many studies suggest that giving is associated with occupation, increases in age and household income ( Olsen et al ., 1989 ;Baade and Sundberg, 1996 ;Belfi eld and Beney, 2000 ;Wunnava and Lauze, 2001 ;Clotfelter, 2003 ;Monks, 2003 ;Thomas and Smart, 2005 ).…”

Section: Capacity To Give and Volunteermentioning

confidence: 99%

“…For example, it is widely known that institutions expend signifi cant time and money to manage the expectations of alumni through a variety of mediums that solicit and / or encourage giving and volunteerism ( Harrison, 1995 ). Studies suggest that development effort -expenditures on alumni and development programs -is associated with increases in alumni giving ( Leslie and Ramey, 1988 ;Harrison, 1995 ;Baade and Sundberg, 1996 ;Okunade, 1996 ).…”

Section: Expectancy Theorymentioning

confidence: 99%

Profiles of Supportive Alumni: Donors, Volunteers, and Those Who “Do It All”

Weerts

Ronca²

2007

Int J Educ Adv

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In the competitive marketplace of higher education, college and university alumni are increasingly called on to support their institutions in multiple ways: political advocacy, volunteerism, and charitable giving. Drawing on alumni survey data gathered from a large research extensive university, we employ a multinomial logistic regression model to distinguish characteristics of inactive alumni from those who give, volunteer, or give and volunteer at their alma mater. Economic, social exchange, expectancy, and investment theories shed light on lifecycles, attitudes, and lifestyles associated with alumni giving and voluntary support for higher education.

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“…With the increasing competitiveness in the market, combined with rising educational costs and reductions in student fi nancial aid, college and university alumni are ever more essential in providing fi nancial support to their institutions ( Briechle, 2003 ;Liu, 2006 ;Weerts and Ronca, 2007 ). Research on giving to higher education generally has focused on predicting the factors and characteristics of alumni who give (e.g., Taylor and Martin, 1995 ;Baade and Sundberg, 1996 ;Okunade and Berl, 1997 ;Belfi eld and Beney, 2000 ;Clotfelter, 2003 ;Weerts and Ronca, 2007 ), the institutional and macroeconomic factors in explaining variations in giving (e.g., Briechle, 2003 ;Gunsalus, 2004 ;Liu, 2006 ), alumni motivation for giving (e.g., Diamond and Kashyap, 1997 ;Weerts and Ronca, 2007 ), fundraising practices in higher education (e.g., Harrison, 1995 ;Harrison et al , 1995 ), and the determinants of donor revenue (e.g., Cunningham and Cochi-Ficano, 2001 ; see review of literature in Liu, 2006 ).…”

Section: Purpose Of the Studymentioning

confidence: 99%

Who Decides in Giving to Education? A Study of Charitable Giving by Married Couples

Rooney

Brown²,

Mesch³

2007

Int J Educ Adv

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Using data from the Center on Philanthropy Panel Study and the Panel Study on Income Dynamics, we analyzed whether husbands or wives were more likely to determine whether and how much money to donate to educational institutions. Among donor households, we are able to examine what socio-economic-demographic factors explain differences in whether men or women are more likely to decide to give to educational institutions. We also compare the

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What determines alumni generosity?

Cited by 113 publications

References 1 publication

Undergraduate financial aid and subsequent alumni giving behavior

Undergraduate financial aid and subsequent alumni giving behavior

Profiles of Supportive Alumni: Donors, Volunteers, and Those Who “Do It All”

Who Decides in Giving to Education? A Study of Charitable Giving by Married Couples

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