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Descriptors:
Liberal Arts; Single Sex Colleges; Educational Change; Tuition; Loan Repayment; Budgets; Money Management; Males; College Admission; Student Attitudes; Alumni; Coeducation; Educational Trends; Retrenchment

Abstract:
Armed with data and projections about budgets and future enrollments, Wilson College, in Pennsylvania, considers a slew of changes, including men. Among other changes, the board approved cutting tuition by $5,000, starting a high-profile loan-buyback program, creating new offerings in the health sciences and other career-oriented disciplines, and consolidating some existing programs. The goal: 1,500 students and a deficit-free budget by 2020. Some alumnae and students, however, insist that the Wilson they love will die unless the trustees rescind a vote approving the most controversial of the commission's recommendations: that the 144-year-old college admit men as full-time undergraduates. Although Wilson has welcomed men to its adult-degree and graduate programs for years, the decision to make the undergraduate college coed has provoked howls of protest and vigils outside of board meetings. But the changes are also attempts to respond to trends buffeting liberal-arts colleges everywhere. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Administrator Education; Business Administration Education; Alumni; Graduate Surveys; Job Satisfaction; Research Reports; Employment Opportunities; Employment Potential; College Outcomes Assessment; Work Environment; Educational Benefits; Educational Attitudes; Masters Programs; Longitudinal Studies; Annual Reports; Compensation (Remuneration); Salary Wage Differentials; Occupational Information; Cohort Analysis; Scheduling; Input Output Analysis; Task Analysis

Abstract:
How successful was the class of 2012 at securing employment after graduation? What does a "typical day" of work look like for graduate business school alumni? What impact do job tasks and work environments have on job satisfaction? How do alumni assess the value of their graduate management degree? The findings in the 2013 Alumni Perspectives Survey report answer these questions and others that address current economic and regional trends affecting alumni of MBA and other business master's programs. The Alumni Perspectives Survey, conducted in September 2012 by the Graduate Management Admission Council[R] (GMAC[R]), is a longitudinal study of respondents to the Global Management Education Graduate Survey, the annual GMAC exit survey of graduate management students in their final year of business school. This 13th annual report includes responses from 4,444 alumni who graduated from the classes of 2000 through 2012, including 834 members of the class of 2012. (Contains 16 figures, 8 tables and 61 footnotes.) [Contributions provided by Paula Bruggeman, Veronica Sinz, Gregg Schoenfeld, Michelle Sparkman Renz, and Lawrence M. Rudner.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Usability; Case Studies; Academic Libraries; Online Systems; Guides; Library Services; Use Studies; College Students; Alumni; Users (Information)

Abstract:
Usability testing has become a routine way for many libraries to ensure that their Web presence is user-friendly and accessible. At the same time, popular subject guide creation systems, such as LibGuides, decentralize Web content creation and put authorship into the hands of librarians who may not be trained in user-centered design principles. At Metropolitan State University, researchers performed usability testing on LibGuides in order to see how patrons interact with guides. Researchers completed two rounds of usability testing on a total of ten students, one alumnus, and one community patron. The results indicate that patrons struggled most when encountering jargon, inconsistent language, and visual clutter. Based on their findings, researchers recommend ongoing usability testing of subject guides as well as the creation of a style guide to help librarians create usable, accessible guides. (Contains 1 table and 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Colleges; Alumni; Alumni Associations; Graduation; Research Universities; Online Surveys; Private Financial Support; Identification (Psychology); Role

Abstract:
With the decline in state and federal support for higher education continuing to plague colleges and universities across the U.S., many institutions are looking to increase the levels of support annually received from alumni and other constituencies. Research on alumni relations in American colleges and universities has historically focused on different factors related to charitable giving. Although this study has resulted in some valuable information for institutions to use for alumni involvement purposes, most of the research has not been able to produce a meaningful look into how alumni identify with their college or university after graduation. The purpose of this study is to assess how college and university alumni view their role with these institutions after graduation and how that perception relates to behaviors of support. An online survey was constructed to assess three dimensions of alumni role identity based upon previous research on the identification process of blood donation. This study took place through the alumni association at a large, public research university in the Midwest and found that those who displayed increased alumni role identity were more likely to support the university through joining the alumni association, attending university sponsored events and charitable giving. This study breaks ground for a new method of measuring the role of alumni within colleges and universities in efforts to increase support and ease the financial pressures of today's institutions. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Higher Education; College Graduates; Educational Attainment; Psychological Patterns; Mental Health; Children; Foster Care; Quality of Life; Family Income; Ownership; Comparative Analysis; Correlation; Role; Employment; Housing; Alumni; Job Security; Physical Health; Public Policy

Abstract:
Higher education is associated with substantial adult life benefits, including higher income and improved quality of life, among others. The current study compared adult outcomes of 250 foster care alumni college graduates with two samples of general population graduates to explore the role higher education plays in these young adults' lives. Outcomes compared include employment, income, housing, public assistance, physical and mental health, happiness, and other outcomes that are often found to be related to educational attainment. Foster care alumni college graduates were very similar to general population college graduates for individual income and rate of employment. However, foster care alumni graduates were behind general population graduates on factors such as self-reported job security, household earnings, health, mental health, financial satisfaction, home ownership, happiness, and public assistance usage. Results have implications for policy and practice regarding the most effective means of supporting postcollege stability of youths with foster care experience. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Alumni; Donors; Fund Raising; Financial Services; Financial Support; College Graduates; Higher Education; Educational Finance

Abstract:
For college fund raisers, one bright spot in the economic doldrums is that it is easier to talk with potential donors about their deaths. As donors worry about outliving their assets, fund raisers find success--and often bigger donations--in asking them for bequests. Many college fund raisers have raised the subject of bequests more actively with alumni over the past few years. As fund raising makes a slow recovery nationwide, development officers have found bequests to be one of the most resilient forms of giving and, often, a source of growth. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Drinking; Foreign Countries; College Freshmen; Study Abroad; Global Approach; Enrollment; Student Recruitment; High Achievement; Self Efficacy; Alumni; Behavior Problems; Student School Relationship; College Preparation; Cultural Awareness

Abstract:
Dozens of universities have started encouraging students to go abroad early in their college life in the last decade, offering overseas opportunities that last a week to a full academic year, in countries as diverse as Britain, China, and Mexico. A variety of factors are driving the growth. Universities say the programs help globalize the curriculum and student body, accommodate enrollment of more freshmen without straining home-campus facilities, and recruit top students. While students who are already highly motivated are most likely to apply, administrators say international experience generally increases the confidence of any student, both academically and socially, and that alumni of the trips often become student leaders on campus. But sending first-year students to foreign countries has its challenges. For most of them, it's the first time away from their parents. Add the combination of foreign cultures, homesickness, and being of legal drinking age in some other countries, and the potential for behavioral problems is high. Another major concern is making sure freshmen still feel a part of the wider university community while overseas and have a smooth reentry back on the home campus. Opportunities for first-year students to go abroad are not new. In 1994 Arcadia University, in Glenside, Pa., began offering a trip to London over spring break specifically for freshmen. Since then the program has expanded to 15 countries. The options include a trip to Shanghai to study China's rise as an economic power and one to Havana focused on relations between Cuba and the United States. The university also started offering a semester-abroad opportunity for freshmen in 2003. At the time, the university faced an overenrollment problem and decided to use its London facility as a release valve, offering students a $1,500 tuition discount and free airfare as an incentive to go abroad. While it was meant as a temporary solution to a problem, the effort was considered a success and the university decided to keep the overseas program as an option. The program is now offered in both the fall and the spring, and a second site, in Stirling, Scotland, was added. Unlike Arcadia, Michigan State University offers only a short-term program, which it started nine years ago. Michigan State's program abroad has a different goal than most other such programs for freshmen, which tend to focus on exposing students to new cultures and countries. While that's part of the university's objectives, its primary focus is to give incoming freshmen a preview of college-level coursework. The trips include a mix of class time and visits to places relevant to the courses. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Self Efficacy; Career Development; Models; Job Satisfaction; Foreign Countries; Employees; Counseling; Correlation; Career Choice; Higher Education; Alumni; Likert Scales; Researchers; Construct Validity; Work Environment; Work Ethic

Abstract:
Scholarly interest in callings is growing, but researchers' understanding of how and when callings relate to career outcomes is incomplete. The present study investigated the possibility that the relationship of calling to work engagement is mediated by work meaningfulness, occupational identity, and occupational self-efficacy--and that this mediation depends on the degree of perceived person-job fit. I examined a highly educated sample of German employees (N = 529) in diverse occupations and found support for 2 of the 3 hypothesized mediators--work meaningfulness and occupational identity--after controlling for the relation of core self-evaluations to work engagement. Contrary to expectations, the mediated relations of callings to work engagement were not conditional upon the degree of person-job fit. The findings are considered in terms of the pathways through which callings may relate to work engagement and other career development outcomes. (Contains 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Alumni; Donors; Private Financial Support; Undergraduate Students; Student Financial Aid; Research Universities; Student Loan Programs; Scholarships; Student Employment

Abstract:
We investigate how undergraduates' financial aid packages affect their subsequent donative behavior as alumni. We analyze micro data on alumni giving at an anonymous research university, and focus on three types of financial aid, scholarships, loans, and campus jobs. Consistent with the view of some professional fundraisers, we allow the receipt of a given form of aid "per se" to affect alumni giving. Our main findings are: (1) Individuals who take out student loans are less likely to make a gift, "ceteris paribus." Further, individuals who take out large loans make smaller contributions as alumni, conditional on making a gift. (2) Scholarship aid reduces the size of a gift, conditional on making a gift, but has little effect on the probability of making a donation. (3) Aid in the form of campus jobs does not have a strong effect on donative behavior. (Contains 8 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Personality Theories; Personality Development; Career Development; Longitudinal Studies; Alumni; College Graduates; Young Adults; Personality Traits

Abstract:
In order to enhance our understanding of person-environment transactions, the present longitudinal cohort study examined the dynamic interactions between career role development and personality development over a time interval of 15 years. A sample of college alumni (N = 260) provided self-reports on Big five traits three months prior to graduation and 15 years later when their career had unfolded. In addition, detailed descriptions of their career role trajectories over this time interval were obtained. Results first indicated significant positive associations between personality trait levels and initial career role engagement: Extraversion predicted Presenter, Director, Inspirator and Guide roles; Conscientiousness predicted Expert role; Agreeableness predicted Guide role; and Openness to experience predicted Presenter role. Further, initial trait levels were found to predict subsequent changes in career role engagement, and the strength of these associations varied according to career stage (first versus second half of the time interval). Finally, change in career roles over time was associated with change in at least one personality trait, except Openness to experience. The study provides insights into the largely unstudied question of how career identities grow and how this relates to personality development during young adulthood. (Contains 2 figures and 4 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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