Dissertationen zum Thema „Alumni and alumae“
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1
Knoesen, Evert Philip. „NMMU alumni as non-donors : why NMMU alumni do not become donors to the institution“. Thesis, Nelson Mandela Metropolitan University, 2010. http://hdl.handle.net/10948/1432.
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This project investigates why alumni do not become donors to the Nelson Mandela Metropolitan University. Interviews with non-donors created the opportunity for an in depth qualitative examination of the motivating process that led these non-donors to abstain from giving. This study used the Van Slyke and Brooks (Van Slyke & Brooks, 2005) model of alumni giving and the Schervish (Schervish, The spiritual horizon of philianthropy: New directors for money and motives, 2000) supply side theory of philanthropy, which has been successfully applied in similar studies (Wastyn, 2008), to provide the conceptual framework. This framework maintains that donors and non-donors differ in that the manner in which they socially construct their university experience in creating their own realities. This constructed reality becomes the filter through which non-donors pass requests for financial support (whether direct or indirect) from the institution. The study revealed that at NMMU factors including generic donor behaviour among alumni, the status of current non-donors as being mostly past donors to their respective constituent institution, attitudes toward the institutional reputation (or aspects thereof) of the NMMU, identified obstacles to engagement, pervasive negative attitudes to institutional giving and alumni support for commercialised but not tiered giving activities, can play a major role in restructuring the manner in which non-donor alumni should be approached. The study demonstrates the need to include non-donors in research that explores alumni giving to the university. It confirms the distinct impact of the abnormally distributed demographic characteristics of this university and confirms that examining the impact of these characteristics and experiences cannot be effectively done by simply relying on one or two simple variables. Being a management project, 13 (thirteen) distinct categories of management recommendations are made, ranging from strategy development, through accounting and budgeting practice, to proposing specific revenue generating initiatives. The study concludes with the view that Alumni can and should be able to make a notable contribution to the revenue of the university and in so doing, contribute to the sustainability of the pro-social transformation process of the Nelson Mandela Metropolitan University.
2
Hummel, Ruth, und University of Lethbridge Faculty of Arts and Science. „Factors influencing alumni connection and commitment“. Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Arts and Science, c2010, 2010. http://hdl.handle.net/10133/2480.
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The purpose of this exploratory, mixed method study was to examine factors in students‟ university experiences that affected their future alumni engagement with their university. A web-based survey instrument was administered to 1,139 University of Lethbridge bachelor‟s degree holders who graduated during the University‟s first 40 years (1967 to 2007). Results indicate that the foundation for alumni engagement is set early in the student experience and is particularly affected by the nature of the relationships the student has with the institution. Alumni who were engaged as students were more likely to become engaged alumni through volunteer or donor activity. The higher alumni rated their satisfaction with factors present in their student experience and alumni relationship, the higher the likelihood that they stayed connected with and demonstrated their commitment to their alma mater. Recommendations for further research and for designing student and alumni engagement strategies are provided.xiv, 195 leaves ; 29 cm
3
Geswindt, Paul Gustav Garnett. „The role alumni can play in the development of disadvantaged schools“. Thesis, Nelson Mandela Metropolitan University, 2013. http://hdl.handle.net/10948/d1012202.
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The majority of South African public schools are not performing well considering the overall learner success rates in specifically so called disadvantaged schools. Many factors contribute to this situation, however, all education stakeholders contribute in some way to the success or failure of schools. In this regard alumni of disadvantaged schools in South Africa have not played an active role in supporting their alma maters. This research sought to identify the various roles alumni can play in the development of disadvantaged schools. As innovative strategies to the public education crisis in South Africa are required, one such strategy is to involve a neglected stakeholder group such as alumni to share their skills and resources towards improving the different aspects of school development. There are very few examples of functioning alumni associations at previously disadvantaged schools in the Eastern Cape. Sharing information on a study of two selected schools with already established alumni associations could be of value to other schools in the establishment of their own alumni associations in order to support school improvement and development initiatives. Therefore, based on the findings of this study and from evidence in literature, the researcher concludes that alumni associations can play a meaningful role in developing and transforming disadvantaged schools in a young and developing democracy as in the case of South Africa. This study looked at, amongst other aspects, at the roles and contributions that alumni may play in the development of their alma maters and finally offer guidelines in the establishment of alumni associations.
4
McLaughlin, Linden D. „Graduate Professional Training in Christian Education at Dallas Theological Seminary and Alumni Perceptions of Program Quality“. Thesis, University of North Texas, 2002. https://digital.library.unt.edu/ark:/67531/metadc3128/.
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This study assessed the quality of graduate professional training in Christian education at Dallas Theological Seminary (DTS) in terms of the perceptions of program alumni. The subjects of the investigation were 780 alumni who graduated from DTS between 1984 and 2000. The Christian Education program was assessed utilizing Daniel Stufflebeam's CIPP model and alumni data collected from a survey instrument. A response rate of 65% (N=504) was achieved. The research procedure employed a non-experimental design methodology for the quantitative component and open-ended questions for the qualitative component. Most results were statistically significant at the .05 alpha level utilizing chi-square goodness-of-fit tests.
5
Fong, Wai-shan Vanessa, und 方蔚珊. „Uncommon women, uncommon choices: Mount Holyoke College alumnae in Hong Kong and their choices, experiencesand outcomes of attending a women's college“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2012. http://hub.hku.hk/bib/B50178192.
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Perhaps in the majority of higher education institutions, women’s issues no longer register as being a significant and important area of research. Perhaps the value of a women’s college is the culture of these institutions where women’s voices matter, where resources are focused on women and where issues related to women are always a part of the agenda. This in itself makes women’s colleges a fascinating topic of study.
The aim of the study was to understand why Mount Holyoke College alumnae based in Hong Kong chose to attend Mount Holyoke, their experiences while at Mount Holyoke and how it has affected them in terms of further education and their careers.
My research had several sub-themes and the literature reviewed was also in separate categories. I looked at the history of women’s colleges in the United States, as well as the changing patterns of enrollment and recent history of women’s colleges in the United States. Women’s colleges comprise a very small number of institutions in the United States and as many are liberal arts colleges, can be seen as a sub-group of liberal arts colleges. I therefore reviewed literature on liberal arts colleges as well to situate that in the broader picture of higher education in the United States. I could not neglect looking at women’s colleges around the world, as they are crucial in understanding the role women’s colleges in the United States have played.
By framing my research using ‘centers’ and ‘peripheries’, I sought to explore some of the contributions that women’s colleges in the United States have played, whether as the ‘center’ or the ‘periphery’ institutions.published_or_final_version
Education
Master
Master of Education
6
Stuart-Stubbs, Megan. „Survey of the graduates in adult education (1960-1988) at the University of British Columbia“. Thesis, University of British Columbia, 1990. http://hdl.handle.net/2429/31141.
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Those who enter into graduate study bring with them a diverse array of needs and interests. Graduate programmes are called upon to meet these needs and in endeavoring to do so,institutions providing training must look at the increasing diversity of the field. One way to do this is to determine what graduates of professional training do as practicing adult educators. This study was designed to answer some of the questions regarding the impact of a degree for men and women in adult education on their career paths, job mobility, income levels, and so on.
In this study, current patterns in career development of adult educators and trends in the field of adult education were profiled by surveying 1960 through 1988 graduates of the Adult Education Programme at the University of British Columbia. The study examined occupational placement of graduates and the factors determining their mobility. As well, the relationship between training and work activities was explored. Further, graduates described their learning needs which were examined in terms of their work activities. The nature and degree of their participation in continuing professional education were examined. In addition, the reasons for initial enrollment in the programme were investigated. One of the major facets of the study was to discover the differences, if any, between men and women in many areas of career development. The following general research questions were pursued: 1) What reasons do graduates give for their participation in the adult education programme? 2) Do men and women share a similar education and occupation profile? 3) In what way has self-assessed occupational prestige changed over time? 4) Do graduates of the five Adult Education Programmes (Diploma, M.Ed., M.Sc., M.A., and Ed.D.) perform different occupational functions in their present work? 5) What factors influence occupational mobility? and 6) Are there relationships between present occupational activities, self-perceived quality of training in specified occupational activities and self-reported need to continue learning in these activities?
Respondents (approximately half of all graduates) were typically female (59.2%), age 39 on graduation. She had worked four and a half years in adult education prior to entry in the
programme and was motivated to participate in the programme to increase her chances of professional advancement. She took less than three years to complete her degree and has held three jobs since graduation. She works full-time in a position where administration or management is the primary function and considers her opportunities for occupational mobility as average or high. She earns $46,000 per year (1988).
In general, respondents cited reasons related to professional advancement as their motivation for participation in the programme. Women and men tended to be similar in their educational and occupational profile, which was unanticipated in examining previous research. However, a significant discrepancy was found in the annual income earned by women and men working in adult education positions. This discrepancy was not evident between men and women working outside of the field. Generally, self-assessed occupational prestige increased over time, though the biggest jump was seen in the period since graduation. Graduates of the five departmental programmes weighed similarly, though not identically, the amount of time spent in fourteen specified occupational activities. Very few occupational, educational, or demographic factors seemed to influence occupational mobility, except age at graduation. There seemed to be a weak relationship between occupational functions performed by graduates at the time of the survey, their assessment of the programme in preparing them to perform these functions, and the self-reported need to continue their education in these specified functions.Education, Faculty of
Educational Studies (EDST), Department of
Graduate
7
Miller, John David. „A study of alumni follow-up practices in accredited postsecondary institutions in the Commonwealth of Virginia“. Diss., This resource online, 1992. http://scholar.lib.vt.edu/theses/available/etd-10192006-115558/.
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Croke, Sandy. „Alumni follow-up study“. Menomonie, WI : University of Wisconsin--Stout, 2004. http://www.uwstout.edu/lib/thesis/2004/2004crokes.pdf.
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Blackstone, Warren J. (Warren Jay). „A Comparative Analysis of College Academic Achievement between Graduates of Public and Private High Schools: a Study of the Freshman GPA“. Thesis, University of North Texas, 1994. https://digital.library.unt.edu/ark:/67531/metadc278419/.
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This study reviewed the literature on the struggle for equal educational opportunity of the 1960s and 1970s, the reform movement of the 1990s, the public/private school debate of the 1980s and 1990s, the issue of school choice in the 1990s, and a brief history of private schools. The literature revealed that since the Supreme court's ruling, in 1954, on the unconstitutionality of separate-but-equal public schools and decisions on the separation of church and state, during the 1960s and 1970s, the number of and enrollment in private and parochial schools have grown steadily. This study was conducted on a sample of 14,242 students attending 17 colleges (15 private colleges and 2 public universities) to determine if there was a difference in their academic performance (GPA) at the end of their freshman year. The independent variables of the study were the size of the student's secondary school graduating class, the religious affiliation of the secondary school, the gender enrollment pattern of the secondary school, and the residential pattern of the secondary school. In addition, using the student's SAT score, an analysis was conducted to determine whether or not the student's first-year college GPA exceeded their GPA predicted by the SAT.
10
Steinebach, Mario, und Katharina Thehos. „Newsletter für Freunde, Absolventen und Ehemalige der Technischen Universität Chemnitz 2/2015“. Universitätsbibliothek Chemnitz, 2015. http://nbn-resolving.de/urn:nbn:de:bsz:ch1-qucosa-171150.
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Riddle, Dawn June. „Social Activity among Sociology Alumni“. W&M ScholarWorks, 1992. https://scholarworks.wm.edu/etd/1539625782.
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Gallo, Maria Luciana. „Active university, interactive alumni : examining institutional advancement and building alumni relationships in an Irish university“. Thesis, University of Sheffield, 2010. http://etheses.whiterose.ac.uk/14970/.
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This thesis presents an Irish university case study-Oils coil-which examines alumni relationships and Institutional Advancement (IA). The research question is: How has IA emerged in an Irish university setting to build relationships with alumni? IA is defined as a strategic approach to building relationships with key university players-including alumni- to increase support for the institution (Jacobson 1986). Communications, development (fundraising) and alumni relations are the three main IA components. IA at Ollscoil is adapted from international IA practice. The Ollscoil IA offices are new and mirror the three IA components. Initially separate from other University functions, IA practice is becoming more integrated within the institution, responding to the higher education climate. The findings suggest that IA plays an increasingly significant role in steering the Ollscoil strategy. I contend that IA is also a catalyst in addressing the priorities ofthe University, such as increasing student enrolment, building the University's profile and elevating its position in international university rankings. Through IA practice, these priorities are fostered by alumni relationships. An alumni relationship building cycle, developed by consulting IA literature, provides the framework for analysing the case study. The role of the offices in charge of IA is to educate the University community on the new IA practice and to highlight the merits of alumni relationships for the individual as well as for the institution. IA systems, such as the alumni database, set a foundation for organising the alumni connections. The positive student experience, reported at Ollscoil, anchors alumni affinity to the institution. Social events entice alumni to re-engage with Ollscoil. Volunteering and philanthropy are also ways for alumni to "give back" to their alma mater. The findings show that individual alumni are at different stages of the relationship cycle and progress through this cycle by interacting with the University and with each other. IA at Ollscoil steers alumni interaction from a closed selfcentred focus to an open altruistic one. Building alumni relationships is the output of successful IA practice. The outcome is the benefit of these interactions for Ollscoil: from creating strong advocates to the ultimate advancement of the University. The title, 'Active University, Interactive Alumni' suggests that as IA takes root at Ollscoil, it creates ideal conditions for dynamic lifelong relationships between the institution and the alumni.
13
Watts, Rebecca L. „An Exploration of Community College Transfer Alumni Perceptions of their Undergraduate Experiences and Subsequent Alumni Affinity“. Ohio University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1380207961.
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Groome, Thomas H. „BC Alumni Lenten Series: Living Gratefully“. The Church in the 21st Century Center at Boston College, 2011. http://hdl.handle.net/2345/bc-ir:103694.
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Cowell-Lucero, Jamie Lynn. „Good practices of alumni relations professionals leading engagement programs and volunteers in colleges of agriculture at land-grant institutions“. Thesis, Virginia Tech, 2021. http://hdl.handle.net/10919/104066.
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With each new cohort of directors entering the field of alumni relations in agriculture, a pattern emerges. They often are not adequately prepared to assume the responsibilities of the position. There is a perception that attention to detail and event planning skills are sufficient qualifications to manage an alumni volunteer program successfully. Managing the people and activities involved with the programs in the ever-growing field of alumni relations requires much more than event planning know-how. Implementing impactful alumni engagement programs requires knowledge of leading and managing programs, budgets, and people, specifically volunteers. Alumni engagement involves extensive communication skills and, depending on the institution, knowledge of board organization procedures
As we all strive to advance agriculture, we must put in place qualified individuals to engage our alumni and stakeholders, specifically volunteers. Are there programs in place to provide training for the candidates selected? Are resources readily available that provide good practices for these individuals to follow as they build their alumni volunteer programs?
Although there is a demand for more rigorous and sophisticated professional practice, there continues to be a gap between research and practice in the field of volunteer administration (Seel, 2013). Resources available for volunteer managers are often how-to manuals with practical suggestions and approaches (Fisher and Cole, 1993). Associations such as the Council for Advancement and Support of Education (CASE), the National Agricultural Alumni and
Development Association (NAADA), and BoardSource® provide opportunities for networking with colleagues through conferences and online resources. Still, these are often costly and fragmented with regard to the presentation of content.
The purpose of the study was to examine how alumni relations professionals are prepared to carry out their roles and responsibilities as administrators of alumni engagement programs and volunteers in colleges of agriculture at land-grant institutions. The study sought to describe good practices for support, training, communication, and volunteer management that can be utilized by new members of the field and seasoned veterans alike. Thirteen current alumni relations professionals in agriculture at land-grant institutions who are members of NAADA were interviewed. Job descriptions were reviewed prior to each interview. Interviews were transcribed by TranscribeMe, Inc., analyzed using a form of whole text analysis with open coding. Common codes were merged to develop the themes.
Research Questions
1. How do alumni directors administer alumni engagement programs and associated volunteers?
2. What skills should alumni directors bring to their positions upon employment?
3. How do alumni directors identify individuals or groups to connect to in order to accomplish their goals?
4. How do alumni directors identify and implement communications strategies to make successful connections to use with individuals and/or groups?
5. How do alumni directors continue to improve their skills and knowledge to meet their job expectations related to administering alumni engagement programs and associated volunteers?
Through a thematic analysis of the data, the following themes emerged: management of volunteer boards; management of general volunteers; perceptions of alumni directors; engagement with alumni, faculty, and students through events and programs; partnerships with university-level advancement and college leadership; communications tools; and professional development.
Overall, the findings were not surprising other than lack of knowledge of volunteer management models or prior experience in volunteer management. Participants who had the support of leadership, who arrived to their positions with at least some background working with volunteers, and those who were willing to try new tactics to engage volunteers set an outstanding example of how success is possible in the role of an alumni director. Communications is a powerful tool for all alumni directors but can also be a significant challenge. Participants who expanded their definition of "volunteer" beyond alumni to include faculty, staff, and students appeared to have better-developed strategies to engage, empower, and lead individuals. Participants who partnered with colleagues in academic programs were better positioned to engage students in programming, find student volunteers and interns to assist in their efforts, and create and maintain stronger connections as they become young alumni.
Seven key good practices can be elevated from the data:
1. Familiarize with volunteer management models to understand how and why people are motivated to volunteer and develop skillsets and tactics to recruit, train, retain, and recognize volunteers
2. Empower volunteers to develop their own mission and goals, strategize their plan of work, and lead the execution of their programs and organization
3. Expand the definition of "volunteer"
4. Build collaborative partnerships across the team, college and university
5. Develop innovative approaches and partnerships to engage students
6. Expand professional development resources
7. Advocate for yourself and your program
After interviewing thirteen alumni relations professionals, it was clear that those land-grant institutions have passionate, volunteer-centric professionals who diligently work every day towards the mission and goals of the colleges they serve. But there is much work to be done to create an environment that is more supportive of them. Efforts should be made to help college and university leadership better understand the qualifications required for alumni relations positions, elevate alumni engagement and volunteers' impact, and provide more targeted professional development opportunities.Master of Science in Life Sciences
Good practices of alumni relations professionals leading engagement programs and volunteers in colleges of agriculture at land-grant institutions contribute to the advancement of agriculture. The purpose of the study was to examine how alumni relations professionals are prepared to carry out their roles and responsibilities as administrators of alumni engagement programs and volunteers in colleges of agriculture at land-grant institutions. The study sought to describe good practices for support, training, communication, and volunteer. Thirteen current alumni relations professionals in agriculture at land-grant institutions who are members of the National Alumni and Development Association (NAADA) were interviewed. Research Questions: 1. How do alumni directors administer alumni engagement programs and associated volunteers? 2. What skills should alumni directors bring to their positions upon employment? 3. How do alumni directors identify individuals or groups to connect to in order to accomplish their goals? 4. How do alumni directors identify and implement communications strategies to make successful connections to use with individuals and/or groups? 5. How do alumni directors continue to improve their skills and knowledge to meet their job expectations related to administering alumni engagement programs and associated volunteers? Participants who had the support of leadership, who arrived to their positions with at least some background working with volunteers, and those who were willing to try new tactics to engage volunteers illustrated success in the position. Communications, while a powerful tool for all alumni directors, was often a significant challenge. Participants who expanded their definition of "volunteer" beyond alumni to include faculty, staff, and students appeared to have better-developed strategies to engage, empower, and lead individuals. Participants who partnered with colleagues in academic programs were better positioned to engage students in programming, find student volunteers and interns to assist in their efforts, and create and maintain stronger connections as they become young alumni. Seven key good practices identified: 1. Familiarize with volunteer management models to understand how and why people are motivated to volunteer and develop skillsets and tactics to recruit, train, retain, and recognize volunteers 2. Empower volunteers to develop their own mission and goals, strategize their plan of work, and lead the execution of their programs and organization 3. Expand the definition of "volunteer" 4. Build collaborative partnerships across the team, college and university 5. Develop innovative approaches and partnerships to engage students 6. Expand professional development resources 7. Advocate for yourself and your program Participants were passionate and volunteer-centric, diligently working every day towards the mission and goals of the colleges they serve. But there is much work to be done to create an environment that is more supportive of them. Efforts should be made to help college and university leadership better understand the qualifications required for alumni relations positions, elevate alumni engagement and volunteers' impact, and provide more targeted professional development opportunities.
16
Buchli, Richard N. „Higher Education Alumni Associations and Political Advocacy“. Thesis, Lindenwood University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10027092.
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Political advocacy is comprised of speaking on the behalf of a cause or participating as part of a political action group (Weerts, Cabrera, & Sanford, 2010). Because state financial support for public higher education has not been maintained at previous levels, higher education (HE) institutions have been recruiting alumni in an attempt to win state appropriations. As discovered by Avery (2012), very little research exists on the role of alumni associations in political advocacy efforts. In this study, a quantitative research approach was conducted to gather data on D1 public college and university alumni associations. The instrument utilized in this study was an online survey. Executive directors of alumni associations were invited to partake in the political advocacy survey over a 30-day period. The majority of alumni association executive directors reported their alumni association played a minor role in political advocacy. The largest group of alumni directors stated their associations had been politically active for more than 20 years. The most used tactic in political advocacy efforts was email. The least used tactic was to organize and hold public demonstrations. Data were collected for alumni associations nationwide and were compared by region of the country where each alumni association primarily operated. A majority of alumni directors said they did not collaborate with other colleges and universities. Even fewer alumni directors admitted collaborating with non-profit organizations or corporations. Alumni directors were asked to rate their level of support from the two major political parties in state legislatures. Ratings were assigned for political parties, HE committee members, and party leaders. Overall, Democrats and Republicans were rated somewhat similar except in the descriptive options of very supportive and unsupportive.
17
Jeter, Andrew L. „High school peer tutor alumni research project“. Thesis, Indiana University of Pennsylvania, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10242959.
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This study examines the perceived intellectual and dispositional takeaways for high school alumni who had been peer tutors in their secondary context. The research question which drove this study was, “What abilities, values, and skills do tutors develop from their experience as peer tutors and how, if at all, have they used those abilities, values, and skills in their lives beyond high school?” The findings come from the completed surveys of 63 high school tutor alumni who all tutored at a large, public suburban high school with a diverse population, and who represent a cross-section of the school’s population. The survey was adapted from one made available by the Peer Writing Tutor Alumni Research Project (PWTARP), a national project which seeks to better understand the developmental process of students who engage in the work of peer tutoring during their undergraduate university experience. I collected this data between 2010 and 2013 in my role as the program coordinator and although I knew these tutors very well, their responses were anonymous. Participants named 25 skills, abilities, and values they developed. Participants also indicated, through the survey’s four Likert-scale questions, that they found their tutor experiences were important or influential to their development after high school. This study used the grounded theory method of initial and focused coding for analysis of the data generated by the survey’s open-ended responses. These responses generated 180 pages of text. During the analysis 132 initial codes were applied to 2,231 excerpts from the survey responses. The 132 initial codes were grouped into 34 focused codes. These focused codes were further consolidated into 11 categories that describe the learned skills, innate abilities, and developed values of respondents. These analytic categories are descriptive in nature and constitute the major findings of this study. These categories include writing, reading, collaboration, adaptability, patience, perseverance, confidence, maturity, leadership, bravery, and joie de vivre.
18
Nailos, Jennifer N. „Facilitating the Alumni Relationship: A Comparative Study“. The Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=osu1242679383.
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Nailos, Jennifer Nicole. „Facilitating the alumni relationship a comparative study /“. Columbus, Ohio : Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1242679383.
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Steyaert, Marcia. „Western alumnae influencing the world“. Western Alumni Gazette, 2012. http://hdl.handle.net/10962/d1006069.
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In September 2011, IT News Africa, named two Western alumnae, Uche Eze, HBA'06, and Tebello Nyokong, PhD1987 (Chemistry) in their list of top 10 most influential women in science and technology in Africa. Nyokong is a professor of medicinal chemistry and nanotechnology at Rhodes University and is recognized as one of the top three publishing scientists in South Africa.
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Mejia, Zaida J. „Alumnae/i database and website“. Thesis, Mills College, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=1559518.
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Because data on alumnae/i is difficult to collect and change over time, obtaining up-to-date information on graduates — for the purposes of highlighting their professional achievements and facilitating networking — is a challenge faced by many higher education institutions. Social networks provide a means for alumnae/i to share successes, but viewing this information typically involves an account or a paid subscription. In this project, I address these issues by designing and implementing a free, easy-to-use, and updateable Mills Computer Science alumnae/i website backed by a database. The website has the potential to showcase the most recent or impressive alumnae/i achievements and prominently feature all graduates' accomplishments via their profiles. Additionally the database can store manually provided alumnae/i information and extract further data from LinkedIn. Evaluations of the project indicate that users and administrators find the website easy to search, navigate, and update and the information provided helpful. Because of its versatile design, this project could serve similar needs for other disciplines and institutions.
22
MELLO, SANDRA A. C. de. „Obtencao de alumina de alta pureza, a partir do alumen de amonio“. reponame:Repositório Institucional do IPEN, 2000. http://repositorio.ipen.br:8080/xmlui/handle/123456789/10804.
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Made available in DSpace on 2014-10-09T12:44:12Z (GMT). No. of bitstreams: 0Made available in DSpace on 2014-10-09T14:08:04Z (GMT). No. of bitstreams: 1 06911.pdf: 3789732 bytes, checksum: ccb970480652c70864b607ddb074f167 (MD5)
Dissertacao (Mestrado)
IPEN/D
Instituto de Pesquisas Energeticas e Nucleares - IPEN/CNEN-SP
23
Saldaña, Ruiz Mabel Elizabeth. „Orientación de meta y rendimiento académico en alumnos y alumnas de secundaria“. Bachelor's thesis, Pontificia Universidad Católica del Perú, 2014. http://tesis.pucp.edu.pe/repositorio/handle/123456789/5919.
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Tomando como base la Teoría de la Orientación de meta, el propósito de esta investigación fue estudiar la relación entre el tipo de orientación de meta adoptado con el rendimiento académico obtenido en Matemática y Lenguaje por un grupo de estudiantes de secundaria en aulas de solo varones, solo mujeres y mixtas. La muestra estuvo conformada por 385 estudiantes de primero a quinto de secundaria, quienes participaron voluntariamente en esta investigación. Se adaptaron dos escalas de Orientación a la meta, una para el curso de Matemática y otra para el curso de Lenguaje. Asimismo, para determinar el rendimiento académico alcanzado por los estudiantes se emplearon los promedios de las notas en los respectivos cursos.
A partir de la aplicación y análisis estadístico correspondiente de los resultados, se encontró que para los cursos de Matemática y Lenguaje existe una relación positiva entre el rendimiento académico y las orientaciones de tarea y de autoensalzamiento del ego, y negativa con la evitación a la orientación. La autofrustración del ego no se asoció al rendimiento académico en ninguno de los cursos.Based on the Goal Orientation Theory, the objective of this research was to know the relationship between the kind of goal orientation adopted and the academic performance obtained by a group of students from secondary level on single-gender classrooms and mixed classrooms. The sample was conformed of 385 students from first to fifth grade of secondary school, who voluntarily participated in this research. Two Goal Orientation Scales were adapted, one for Mathematics and the other one for Spanish. Besides that, in order to determine the students’ academic performance, the averages in both school subjects were employed. After the application and the statistic analysis of outcomes, it was found that there is a positive relationship between the academic performance and task orientation as well as the self-enhancing ego orientation. It was also detected a negative relationship with avoidance orientation, but self-defeating ego orientation was not associated to academic performance in neither of the subjects.
Tesis
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Alfaro, Ramírez Teresa. „Desafío docente: El alumno postmoderno“. Universidad Peruana de Ciencias Aplicadas (UPC), 2014. http://hdl.handle.net/10757/325518.
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Societies progress: currently, a globalized and computer world, is a postmodern society.
In it, the ways of transmitting and socializing culture have changed; new human beings
have been developed postmodern individuals with very particular characteristics: they
are our students.
How to optimize the learning triad (student-teacher-knowledge)? It is not enough to
know the contents and be a specialist in the field, it is essential to be aware of the
current environment to analyze and understand the characteristics of our students, also
called "sons of globalization" or "digital natives". Only then shall we know, also, our own
reality as individuals and teachers. This paper seeks to analyze the characteristics of our
students and reflect on our role as teachers in a complex and changing environment.Las sociedades progresan: la actual, en un mundo que comandan la globalización y la informática, es una sociedad postmoderna. En ella, se han modificado las formas de transmitir y relacionar socialmente la cultura; se han desarrollado nuevos seres humanos, individuos postmodernos con características muy particulares: ellos son nuestros alumnos. ¿Cómo optimizamos la tríada del aprendizaje (alumno-docente-conocimientos)? No basta saber los contenidos y ser un especialista en la materia; es indispensable ser conscientes del entorno actual para analizar y comprender las características de nuestros alumnos, también denominados “hijos de la globalización” o “nativos digitales”. Solo así conoceremos, asimismo, nuestra propia realidad como individuos y docentes. El presente ensayo procura analizar las características de nuestros alumnos y reflexionar sobre nuestro papel como docentes en un entorno complejo y cambiante.
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Alfaro, Ramírez Teresa. „Desafío docente: el alumno postmoderno“. Universidad Peruana de Ciencias Aplicadas (UPC), 2013. http://hdl.handle.net/10757/273039.
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Las sociedades progresan: la actual, en un mundo que comandan la globalización y la informática, es una sociedad postmoderna. En ella, se han modificado las formas de transmitir y relacionar socialmente la cultura; se han desarrollado nuevos seres humanos, individuos postmodernos con características muy particulares: ellos son nuestros alumnos. ¿Cómo optimizamos la tríada del aprendizaje (alumno-docente-conocimientos)? No basta saber los contenidos y ser un especialista en la materia; es indispensable ser conscientes del entorno actual para analizar y comprender las características de nuestros alumnos, también denominados "hijos de la globalización" o "nativos digitales". Solo así conoceremos, asimismo, nuestra propia realidad como individuos y docentes. El presente ensayo procura analizar las características de nuestros alumnos y reflexionar sobre nuestro papel como docentes en un entorno complejo y cambiante.
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Iordan, Alexandra Raluca. „Influence du potassium sur les supports alumine, silice et silice-alumine et sur le catalyseur rhodium/alumine“. Poitiers, 1994. http://www.theses.fr/1994POIT2261.
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L'objectif de notre etude concerne l'influence de potassium sur les supports alumine, silice et silice-alumine et sur le catalyseur rhodium/alumine: interactions a hautes temperatures entre le carbonate de potassium et le support; influence du potassium sur les especes de surfaces formees sur l'alumine sous atmosphere de co et de co+h#2 a des temperatures comprises entre 25 et 500c; comportement de la surface du catalyseur a 1% rhodium supporte sur alumine et modifie avec 12% de carbonate de potassium sous atmosphere de co ou de vapeur d'eau. Pour nos etudes plusieurs techniques ont ete utilisees: analyse quantitative du potassium adsorbe a la surface du support a la temperature ambiante; spectroscopie infrarouge; diffraction des rayons x (drx); spectroscopie photoelectronique (xps ou esca); microscopie electronique de transmission; reduction en temperature programmee; determination de surface specifique, s#b#e#t. Nous avons mis en evidence: 1) les mecanismes d'absorption des ions k#+ sur l'alumine et les sites qui interviennent; 2) l'instabilite des groupes oh de surface en presence de carbonate de potassium; 3) l'abaissement de la temperature de decomposition du carbonate de potassium supporte; 4) l'augmentation du caractere ionique de la surface des supports en presence de potassium; 5) l'augmentation de la formation des carbonates a la surface de l'alumine modifiee par le potassium; 6) la formation d'une double coordination du ligand carbonyle entre le rhodium reduit et l'ion potassium. Par ailleurs les resultats obtenus par les diverses techniques d'analyse utilisees dans des conditions differentes (in situ pour la spectroscopie infrarouge et ex situ pour xps et drx) sont en bon accord
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Williams, Lisa N. „Perceptions of Alumni/Foundation Directors from American Community Colleges regarding which Alumni Relations and Fundraising Practices Provide the Greatest Value“. University of Toledo / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1515761849245995.
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Havlan, Jan. „Systém práce s absolventy studia na VŠE“. Master's thesis, Vysoká škola ekonomická v Praze, 2008. http://www.nusl.cz/ntk/nusl-4597.
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The backward cooperation of universities with their graduates should be among the priorities of each quality educational institutions, because through this relationship it is possible to obtain invaluable feedback in the form of practical knowledge from the graduates and many other benefits. The goal of this thesis is to evaluate the alumni system of the University of Economics in Prague, in comparison with similar systems of other universities and based on this comparison and research results to propose changes for the development of the system. This thesis contains theoretical viewpoints, the characteristics of the selected systems for graduates, their comparison and the suggestion of concrete recommendations for an alumni system of the University of Economics. Part of the thesis is research in the form of a questionnaire survey, in which opinions of graduates and students at University of Economics in the sphere of backward cooperation with the school were collected.
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Whaley, Christopher Andrew Caudill Steven B. „The effect of collegiate athletics on alumni generosity“. Auburn, Ala., 2006. http://repo.lib.auburn.edu/2006%20Summer/Theses/WHALEY_CHRISTOPHER_53.pdf.
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Andreas, Sarah. „Exploring Leadership Development Experiences of Leadership Tuscarawas Alumni“. Thesis, Johnson University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13807023.
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The terms leadership and leader development are often used synonymously. However, there are different outcomes and needs associated with each type of development. Even with these differences, both types of developments may be needed to help individuals master leadership skills effectively. This study explored the critically formative processes and influences contributing to a leader’s leadership formation and development. A framework of adult cognitive development, identity development, and spiritual development offered areas where an individual may need development for leadership, while a framework of social cognitive theory, andragogy, and transformational learning offered insights into the process of development and transformation. By using phenomenography as the research method, this study aimed to find the variation of the phenomenon and describe leadership development as the participants experienced it. This information may help organizations and individuals who are trying to develop future leaders understand critically formative processes and influences contributing to a leader’s leadership formation and development.
The research found four categories related to the participants’ leadership development experiences within Leadership Tuscarawas and one category based on past experiences outside of the program. These categories were: (a) learning from others, (b) becoming aware, (c) building relationships, (d) emotions and feelings, and (e) leadership development experiences. Each category gave insights into what Leadership Tuscarawas alumni experienced within a leadership development program.
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Glaum, Arthur Philip Martin. „Alumni perception of the NMMU computing sciences department“. Thesis, Nelson Mandela Metropolitan University, 2017. http://hdl.handle.net/10948/15644.
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The success of a course offered by a university and the effectiveness of the instructors have commonly been measured by means of student evaluations. The feedback generated is typically used to identify instructors who need additional training, courses that need to be restructured or the need for financial rewards for those who excel. The principal objective of educating students is, knowledge, training and skills they can use and apply after graduating, regardless of the field of study. The perception of the Alumni about the extent of learning and the usefulness of the knowledge is a key measure for universities to assess their success. A service guarantee is defined as a formal promise made to customers about the service they will receive or it is a written promise made by the company through advertising or company literature that it will provide compensation if promises are broken. In order to ensure customer satisfaction in a service offering, the quality of service performance needs to be guaranteed. Many service industries promise a level of service performance, with or without conditions attached. Customer value is a complex concept as it is often interpreted with various meanings depending on the point of view adopted. A definition of customer value is the perceived value that the customer gains when purchasing a product or receiving a service. However, customer value can be used in a variety of contexts. The purpose of this research study is to measure the perception and satisfaction of Alumni of the Department of Computing Sciences and identify areas for improvement by performing a systematic analysis of the determinants of satisfaction. This research is an exploratory, quantitative study consisting of literature- and case-study components used to test proposed hypotheses. The literature study was performed on secondary sources to establish the key concepts related to the topics of Service Guarantee and Marketing, Stakeholder Theory, Customer-perceived Value and Alumni Perceptions. The empirical study consisted of surveys (questionnaires) completed by Alumni of the Department of Computing Sciences. The questionnaire used in this research consisted of questions regarding demographic data and questions regarding perceived perception of the Department of Computing Sciences and influencing factors. Descriptive statistics were used to summarise the data into a more compact form which could simplify the identification of patterns in the data. Inferential statistics were used to verify if conclusions made from the sample data could be inferred onto a larger population. Recommended university and teaching practices based on the statistical analysis of the survey results were identified. A model identified the following factors as having an influence on Alumni Satisfaction with the NMMU Department of Computing Sciences: Customer Satisfaction, Course Contents, Modern Technologies, Academic Staff, Admin. Staff, Departments, University Atmosphere and Perceived Value. The importance of each factor was identified to understand how to improve the Alumni perception. According to the inferential ranking of Alumni Satisfaction that ranks the factors on the average mean values, a factor that should be improved upon is the Alumni Network. Recommended improvements were suggested for the Department of Computing Sciences based on the statistical analysis of the survey results. Two sub-groups were defined by different levels of education and they were found to have different perceptions of the factors that were measured. It was shown that there are small and medium significant differences in only two of the factors of the proposed Alumni satisfaction model, distinguising through different levels of education. The Alumni Satisfaction model developed in this study specified the factors that influence Alumni Satisfaction with the Deptarment of Computing Sciences and the effect that each of these factors has on that satisfaction.
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Yalamac, Emre. „Frittage, cofrittage et maîtrise des microstructures de matériaux à base d'oxydes : zircone, alumine, spinelle, alumine-zircone, spinelle-alumine“. Phd thesis, Grenoble INPG, 2010. http://www.theses.fr/2010INPG0059.
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La densification et l'évolution microstructurale de bimatériaux copréssés alumine (Al2O3) – zircone (Y-ZrO2) and alumine – spinelle (MgAl2O4) ont été étudiées. Avant les études de co-frittage, les comportements en frittage des poudres submicroniques d'alumine, de spinelle et de zircone mises en oeuvre ont été étudiés par dilatométrie verticale Les effets de traitements de pré coalescence et de frittage en deux étapes sur la densification et la microstructure des céramiques spinelle ont été caractérisés. Le développement de couches interfaciales entre la spinelle et l'alumine a été étudié lors de traitements thermiques dans la gamme de température 1400-1500°C. Des liaisons sans fissures ont été observées dans des bimatériaux spinelle – alumine mis en forme par UP + CIP. Une intercouche de grains colonnaires de spinelle a été mise en évidence. Il a été montré que la croissance de cette intercouche à partir de la partie spinelle au détriment de la partie alumine suivait une loi cinétique parabolique. Les essais de couples de diffusion de matériaux prédensifiés ont montrés le développement de grains colonnaires de spinelle avec la même cinétique que dans les bimatériaux cofrittésDensification and microstructural evolution during co-sintering of alumina (Al2O3) – zirconia (Y-ZrO2) and alumina – spinel (MgAl2O4) co-pressed bi-materials were investigated. Before co-sintering studies of bi-materials, sintering behaviors of the submicron powders of alumina, spinel and zirconia were studied separately by vertical dilatometer. The effects of precoarsening and two-step sintering treatments on the densification and microstructure of spinel ceramics were also investigated. The interface layer development between alumina and spinel during thermal treatment in 1400- 1500°C temperature range were carefully investigated. Crack-free bonds were observed in alumina – spinel bi-materials after compaction by UP+CIP. A spinel interlayer with columnar grains was observed. Growth of this interlayer from spinel toward alumina was found to follow parabolic kinetics. Diffusion couple tests produced the same columnar spinel grains at the interface with the same kinetics as in co-sintering experiments
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Yalamac, Emre. „Frittage, cofrittage et maîtrise des microstructures de matériaux à base d'oxydes : zircone, alumine, spinelle, alumine-zircone, spinelle-alumine“. Phd thesis, Grenoble INPG, 2010. http://tel.archives-ouvertes.fr/tel-00521852.
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La densification et l'évolution microstructurale de bimatériaux copréssés alumine (Al2O3) – zircone (Y-ZrO2) and alumine – spinelle (MgAl2O4) ont été étudiées. Avant les études de co-frittage, les comportements en frittage des poudres submicroniques d'alumine, de spinelle et de zircone mises en oeuvre ont été étudiés par dilatométrie verticale Les effets de traitements de pré coalescence et de frittage en deux étapes sur la densification et la microstructure des céramiques spinelle ont été caractérisés. Le développement de couches interfaciales entre la spinelle et l'alumine a été étudié lors de traitements thermiques dans la gamme de température 1400-1500°C. Des liaisons sans fissures ont été observées dans des bimatériaux spinelle – alumine mis en forme par UP + CIP. Une intercouche de grains colonnaires de spinelle a été mise en évidence. Il a été montré que la croissance de cette intercouche à partir de la partie spinelle au détriment de la partie alumine suivait une loi cinétique parabolique. Les essais de couples de diffusion de matériaux prédensifiés ont montrés le développement de grains colonnaires de spinelle avec la même cinétique que dans les bimatériaux cofrittés
34
Vogt, Nina. „Universität der Vielfalt“. Universitätsbibliothek Leipzig, 2017. http://nbn-resolving.de/urn:nbn:de:bsz:15-qucosa-218590.
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Marshall, Charminn Bleuzette. „Exploring the Functions of Alumni Associations at Selected Urban Universities“. University of Cincinnati / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1243357520.
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Dehurtevent, Marion. „Élaboration d'une céramique dentaire par stéréolithographie“. Thesis, Valenciennes, 2017. http://www.theses.fr/2017VALE0036.
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La stéréolithographie, technique additive de mise en forme couche par couche, permet de limiter les contraintes de l’usinage mais doit répondre aux exigences des normes dentaires en vigueur pour son utilisation clinique. L’effet de la formulation de différentes céramiques alumineuses mises en barbotines et de l’orientation des modèles lors de la mise en forme ont été évalués. Ces travaux ont permis de développer et d’optimiser les différentes étapes de stéréolithographie à masque dynamique sans racleur et les propriétés physiques et mécaniques des céramiques densifiées adaptées à une application dentaire. Pour cette application, la mise en forme des barbotines était assurée lorsque la viscosité est inférieure ou égale à 138 mPa.s. Lorsque la viscosité était supérieure ou égale à 151 mPa.s, la mise en forme est impossible. L’augmentation du taux de matière sèche des barbotines d’alumine a augmenté la viscosité et la durée minimale nécessaire à la mise en repos avant photo-polymérisation. La diminution de la proportion de la phase organique a permis de limiter l’apparition de défauts et d’augmenter les propriétés mécaniques des céramiques. Le compromis entre un taux de matière sèche élevé et une viscosité maximale à ne pas dépasser a permis de sélectionner la barbotine avec un taux matière sèche de 80% et une grande granulométrie, comme meilleure formulation pour une utilisation dentaire. Lors de la mise en forme, l’augmentation de la surface des couches polymérisées a augmenté la durée de mise en repos des barbotines mais également le risque d’apparition de défauts dans les pièces. Ceci est à l’origine d’une diminution des propriétés mécaniques des céramiques. La surface maximale des couches pour ce type de procédé doit donc être limitée. Parallèlement, l’analyse microstructurale de l’alumine pure densifiée a montré une texturation. En effet, l’axe principal des grands grains suit l’orientation des couches, ce qui peut induire des propriétés mécaniques anisotropes. Plus précisément, lorsque ces grains étaient orientés perpendiculairement à la charge, la ténacité (par flexion) des céramiques a augmenté par rapport à celles des céramiques dont l’axe principal des grains était orienté parallèlement à la charge. Enfin, la répartition du stress dans une infrastructure de bridge, analysée par la méthode des éléments finis, était comparable entre les céramiques mises en forme par stéréolithographie et les céramiques usinées commercialisées. En vue d’une utilisation clinique, les céramiques mises en forme par stéréolithographie sans racleur doivent donc être orientées afin de présenter la plus faible surface de couche. Si l’axe principal des grands grains dans la céramique suit l’axe de la mise en forme, ces particules doivent être orientées perpendiculairement à la charge occlusale. Enfin, des études complémentaires sont nécessaires pour étudier la précision d’adaptation d’une infrastructure sur la préparation dentaire afin d’optimiser son ajustageStereolithography is a layer-by layer additive manufacturing method. It allows to reduce the strains that occur with milling methods. Its use for clinical purposes needs to follow dental material standards. The impact of slurry composition and the influence of layer orientation on mechanical and physical properties have been studied. This work permitted to develop and optimize a stereolithographic manufacturing process with digital light processing with no blade in order to obtain suitable physical and mechanical properties of alumina ceramics for dental applications. The slurries could be processed by stereolithography when their viscosity was below 138 mPa.s. Viscosity values beyond 151 mPa.s caused deformations in the printed layers. High dry matter content increased the viscosity and the minimal time needed to relax the slurries before photopolymerization. Reduction of the organic phase reduced the formation of defects and thus increased mechanical strength of the ceramics. The compromise between a high dry matter content and low viscosity that is compatible with stereolithography manufacturing was found for 80% dry matter content slurries having large particle size. The great layer surfaces increased the period needed to relax the slurries between two polymerizations, and the risk of defects to appear. This can reduce mechanical strength of the ceramics. To avoid this drawback, the maximal surface of the printed layers should be limited. In addition, microstructural analysis showed a texturation of pure densified alumina. In fact, the main axis of large particles followed the orientation of the printed layers. This led to anisotropic mechanical properties. Moreover, an orientation of these particles perpendicular to the load increased fracture toughness (measured by flexural strength) of the ceramics compared to those of ceramics presenting particles oriented parallel to the load. Finally, compared finite element analysis of a bridge framework showed similar strain repartition between stereolithographic and subtractive methods. In conclusion, stereolithography with no blade of dental ceramics need to orientate the models in order to present the smallest layer surfaces. If the axis of the large particles is the same as the printing axis, these particles must be oriented in order to be perpendicular to masticatory forces. More studies are required to evaluate the marginal gap between prosthetic frameworks and dental crown preparations to allow clinical use
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Hobbs, Brittani. „K-State Alumni Association : neat/marketing recent graduate retention analysis“. Manhattan, Kan. : Kansas State University, 2010. http://hdl.handle.net/2097/4146.
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Steinebach, Mario, Katharina Thehos, Andy Schäfer und Katharina Preuß. „Newsletter für Freunde, Absolventen und Ehemalige der Technischen Universität Chemnitz 1/2015“. Universitätsbibliothek Chemnitz, 2015. http://nbn-resolving.de/urn:nbn:de:bsz:ch1-qucosa-163312.
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Hentour, Karim. „Nouveaux revêtements nanocomposites chargés en espèces carbonées pour applications tribologiques“. Thesis, Toulouse 3, 2017. http://www.theses.fr/2017TOU30229.
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Les aciers inoxydables austénitiques sont très utilisés dans l’industrie. Reconnus pour leur résistance à la corrosion, ils le sont également pour leur forte susceptibilité à l’usure adhésive (grippage). Cela a pour conséquence une dégradation accélérée des matériaux, ce qui conduit à des pannes brutales, à des pertes de performances et à une augmentation des coûts d’exploitation. Le CETIM et le CIRIMAT explorent des solutions basées sur des revêtements protecteurs afin de diminuer le coefficient de frottement et le volume d’usure. Des sols chargés en carbone sont élaborés et déposés par trempage-retrait sur des substrats en acier inoxydable 304L. Après gélification et traitement thermique en atmosphère inerte, des revêtements carbone-céramique d’une épaisseur d’environ 2 à 7 μm sont obtenus. Deux matrices (alumine et alumine-silice) sont étudiées, ainsi que différentes charges carbonées: du graphite commercial et des nanotubes de carbone (NTC) dont le nombre de parois moyen est égal à 2, 8 ou 20. Des essais tribologiques rotatifs bille-plan réalisés selon la norme ASTM G99 (bille en acier, charge normale 2N, vitesse 10 cm/s, 250 m de glissement) ont montré que les revêtements graphite-alumine présentent un plus faible coefficient de frottement et une plus faible usure que les revêtements alumine et NTC-alumine. Nous montrons que la surface totale de carbone disponible dans l’échantillon est le paramètre pertinent et que l’exfoliation progressive du graphite en graphène oligocouche (2-5) pendant l’essai permet de générer in situ de nouvelles surfaces, tandis que les NTC ne subissent pas d’endommagement majeur. Nous mettons en évidence la formation d’un tribofilm lubrifiant au contact bille/revêtements composites. Nous nous sommes donc orientés vers la pré-exfoliation du graphite dans le sol par différentes méthodes. Nous mettons en évidence qu’une méthode impliquant de grandes contraintes de cisaillement permet la pré-exfoliation efficace du graphite, la surface de carbone étant alors 1300 fois plus grande qu’avec la dispersion par sonde à ultrasons. Nous montrons que ce sont les échantillons GBC-alumine qui présentent les plus faibles volumes d’usure (0,0023 mm3) et coefficient de frottement (0,14) de ce travail. Le dernier chapitre est consacré à l’étude de l’adhérence du revêtement au substrat et du comportement tribologique des revêtements lors d’un essai industriel sévère (ASTM G133). Il est notamment mis en évidence que les revêtements à matrice alumine-silice présentent une meilleure adhérence que ceux à matrice alumineAustenitic stainless steels are widely used in industry. Recognized for their resistance to corrosion, they are also known for their high susceptibility to adhesive wear (seizure). This results in accelerated material degradation leading to sudden failures, loss of performance and increased operating costs. CETIM and CIRIMAT are actively exploring solutions based on protective coatings in order to reduce the friction coefficient and the wear volume. Carbon-loaded sols are prepared and deposited by dip-coating on 304L stainless steel substrates. After gelation and heat-treatment in an inert atmosphere, carbon-ceramic coatings about 2 to 7 μm thick are obtained. Two matrices (alumina and alumina-silica) are studied, as well as different carbonaceous fillers: commercial graphite and carbon nanotubes (CNT) with an average number of walls equal to 2, 8 or 20. Rotative friction tests performed according to the ASTM G99 standard (steel ball, normal load 2N, velocity 10 cm/s, distance 250 m) have shown that the graphite-alumina coatings show a lower friction coefficient and a lower wear than the alumina- and CNT-alumina coatings. We show that the total available carbon surface area in the sample is the relevant parameter and that the progressive exfoliation of graphite to flew-layered-graphene (2-5) during the test generates new surfaces in situ whereas the CNT do not sustain any major damage. We bring to light the formation of a lubricating tribofilm in the contact between the friction ball and the composite coating. Therefore, we have focused on the pre-exfoliation of graphite in the sol by different methods. We show that a method involving high shear stresses allows an efficient pre-exfoliation of graphite, the carbon surface area being 1300 times higher than when performing the dispersion using an ultrasonic probe. We show that the BLG-alumina samples have the lowest wear volumes (0.0023 mm3) and friction coefficient (0.14) reported in this work. The last chapter is devoted to the study of the adhesion of the coating to the substrate and to the tribological behavior of the coatings in a severe industrial test (ASTM G133). It is notably demonstrated that the alumina-silica matrix coatings show a better adhesion than the alumina-matrix ones
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Sammartino, Hallie G. „The Perceived Relationship between Men's Intercollegiate Athletics and General Alumni Giving at Boston College from 1996-2005“. Thesis, Boston College, 2010. http://hdl.handle.net/2345/1948.
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Thesis advisor: Philip G. AltbachThis qualitative case study examines the importance of men's intercollegiate athletics for alumni giving at Boston College for a 10-year period, based on the perceptions of 21 Boston College administrators and alumni. This study explores how athletics at Boston College engages alumni in ways that may eventually lead to their financial support of the institution. The findings reveal that study participants perceive football and men's basketball as a major source of engagement for the University's alumni that outrank other alumni activities in terms of reconnecting graduates with the institution. Further, participants support the existence of a relationship between men's intercollegiate athletics and general alumni giving at Boston College, although at varying levels of impact. The findings from this study suggest that engagement with athletic activities and events may serve as the conduit to general alumni giving that supports a host of programs and initiatives that aid the institution in its position as a national research university. Major findings focus on five areas regarding the relationship between men's intercollegiate athletics and general alumni giving at Boston College: the importance of general alumni giving, why alumni give, the importance of men's intercollegiate athletics, what engages alumni, and the influence of men's intercollegiate athletics on general alumni giving
Thesis (PhD) — Boston College, 2010
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Leadership and Higher Education
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McInally, Thomas. „The alumni of the Scots colleges abroad, 1575-1799“. Thesis, University of Aberdeen, 2008. http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=135788.
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The small cemetery is all that remains ofthe Snow Kirk! in Old Aberdeen. The church itself fell into ruin in the eighteenth century having been used bythe Catholic community since the Reformation? The churchyard, however, continued to be used ' for Catholic burials into the twentieth century. Two wall plaques record the burial there ofthe brothers, John and James Sharp both priests who had worked on the mission in Scotland for many years? The funeral monuments attest to their piety and in John's case state that he hadbeen educated at the colleges at Scalan in Upper Glenlivet and Valhido'lid in Spain.4 Praise follows for his great learning and for his personal culture and manners:s the implicatIOn being that he owed these qualities to .. his education at the colleges. It is particularly charming that,the epitaph pll\~es equal emphasis on learning and urbanity. He had been trained at a Scots College abroad in the penal times when it was illegal to receive such an education in Scotland. While his . . memorial tablet commemorates his achievements the majority of Scots Catholics who attended the colleges abroad during the penal times have gone unrecorded.6 This dissertation will attempt to identify those students who through their contributions to cultural life of Scotland and elsewhere deserve greater academic attention. Historians have written on aspects of Catholic history during these times. Alphons Bellesheim7 , J F S Gordon8 and William Forbes-Leith9 have produced histories ofthe Catho~.ic Church in Scotland. Their accounts, though ofgreat value, are more than a century old with consequent short-comings. Bellesheim, the German historian, wrote his four volumes on the history ofthe Church in Scotland from the earliest times. Volume 4 deals with post-Reformation history and concentrates on missionary work, particularly that of the Jesuits, in Scotland. The style is anecdotal and his approach is hagiographical. Gordon wrote his history in anticipation of the reestablishment ofthe Scottish hierarchy in 1878. The main part of his text is devoted to ', supporting this and the Penal Times are covered only in an extensive foreword in which he attempts a broad sweep ofthe subject and like Bellesheim relies heavily on unreferenced source material. Both ofForbes-Leith's major works are heavily dependent on the accounts ofthe troubles of Catholic individuals from the late sixteenth to the eighteenth century. In nature they are family histories dominated by a small number ofnorthern families including:tJordon, Forbes and Leith. In all these histories passing reference is made to the Scots colleges abroad but no asse~~mentof their impact is attempted. More recently Mark DilworthlO , Maurice Taylorll and Brian M Halloranl2 have produced histories of individual Scots colleges and an anthology ofessays on the Pontifical Scots College in Rome was produced to' celebrate its 400th anniversary.13 The Innes Review continues to produce scholarly articles on many aspects of Scottish CathoIicism.14 However, the vast majority ofthese accounts are focused exclusively on religious matters as is unsurprising since almost all ofthe historians involved are ordained priests, secular and regular, and therefore writing from a professional or vocational perspective. IS The impact ofthe Scots Catholic colleges in Europe during ,' this period has not yet been addressed as a whole, either in terms ofsecular history or ofthe wider influence ofthe alumni ofthe colleges. This dissertation has two foci. The first is a statistical analysis ofthe prosopographical information contained in the college registers ofstudents. Together with other archival material this gives a view ofpatterns of attendance and trends sustained over time. The main details covered with regard to the students are age, family background (social and occupational), geographical origin and relationships with wider Catholic and Scottish networks. This is all original work based on primary sources.16 The last comprehensive review ofthis college material was organised by P J Anderson17 more than a century ago and consisted ofthe assembly ofprimary material without translation or analysis. More recent attempts at prosopography have been those ofHalloran (a partial reconstruction ofthe missing Paris college records) . and Dilworth (a listing ofthe known members ofthe Wiirzburg Schottenkloster). In neither case was any analysis ofthe data attempted. My data base ofstudents was produced after rigorous examination or re-examination of original college archival material surviving in Scotland and on the continent. Wherever possible corroborative cross referencing was made with other archives - particularly those ofthe Society of Jesus18 and the Congregation ofPropaganth'FideJ9 in Rome - and therefore represents a significant advance on any earlier work attempted in the field.• , A second focus ofthe dissertation is on the cultural impact that the colleges achieved through their alumni. In the compass of a doctoral dissertation it is simply impossible to give a full account of the cultural or political activities ofso many individuals active over such a geographical area and a span ofcenturies. The overview attempted is only indicative ofthe scope and degree of influence achieved and in no way intended to be comprehensive or definitive. It is supported quantitatively, however, by the statistical analysis ofthe data base which establishes the minimum numbers of Scottish alumni active in various fields such as the Church, military and state service, commerce, academic research, humanities, art and architecture A number ofthe most famous students ofthe colleges have been evaluated .already as contributors to their own field of endeavour either in biographies21 or within general histories.22 In each case they have been treated as individuals with little suggestion that they belonged to a corpus ofalumni that benefited from the unique privileges which attendance at a Scots college conferred. This omission becomes more regrettable when an assessment is made ofthe other students ofthe colleges in more than two centuries who have escaped the attention of historians or have received only the most peremptory ofaccounts. In a preliminary way this dissertation attempts to sketch some ofthe connections which emerge when these individuals are viewed in context. Again the constraints of space have limited the background which I have been able to provide. What is offered is inte.tfded only to aid the reader in having some .A sense ofthe world in which the Scots alumni existed. It is in .no way . primar;:.to the dissertation or fundamental to its purpose or claims. In my researches I have had access to a number of archives of primary materials. As well as those ofthe Jesuits and Propaganda Fide already mentioned were the MadridlValladolid College (now in Salamanca) and the Roman College: also the Archivio Segreto Vaticano and Biblioteca Apostolica Vaticana were examined for relevant material. The University of WUrzburg kindly allowed me access to surviving manuscripts from that city's Schottenkloster. I have made extensive use ofthe Scottish Catholic Archives in Edinburgh and found valuable material in the Special Collections ofthe University ofAberdeen and in the City ofAberdeen's archives.. ,. The methodology which I have adopted in constructing this dissertation is to have discussed in order the following: the founding ofthe colleges; the basis oftheir academic success; the numbers and backgrounds ofstudents who attended; their contributions to the Catholic mission in Scotland; further contributions to the wider Catholic Church; those alumni who took up significant positions in Military or State service; those who were prominent in scholarly or academic life; and those noted for scientific, business or.artistic excellence. In all cases, where relevant, statistical analysis ofthe data base has been used to support any conclusions drawn. One more point requires to be made in this preface: to declare my personal viewpoint. By confession I am a Catholic, Scottish but ofIrish ancestry. This has driven much ofmy interest in this research but I have striven to avoid it colouring my objectivity. I sta~ed the research in a state of almost complete ignorance and was driven by curiosity which only intensified the more I learned. If! have weighed evidence more lightly or exaggerated outcomes more than a totally objective commentator from a wholly secular background might have done then in my defence I might claim that I have done no more than partially to rectify the imbalance shown by past historians in their almost total neglect or denial ofthe substantial contributions to cultural developments achieved by the Scots Colleges abroad.
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Ng, Wing-fui Nicholas, und 吳榮奎. „The involvement and impact of alumni associations in schoolmanagement“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2008. http://hub.hku.hk/bib/B42554548.
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Biedermann, R. Scott. „Factors Influencing Alumni Giving of First-Generation Hispanic Women“. Scholarly Commons, 2020. https://scholarlycommons.pacific.edu/uop_etds/3677.
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Alumni giving has become a vital revenue source for colleges and universities in the United States. For private universities, alumni support is integral to the institution’s growth and sustainability. As a result, there is a growing body of research on the factors that influence alumni giving in order for fundraising professionals to identify potential donors. This study aimed to enhance this body of research by examining first-generation, low-income, alumni giving from Hispanic women from a California Private University’s (CPU) Neighborhood Engagement Program (NEP). NEP is a need-based scholarship program for underserved students from CPU’s host city. The purpose of the study was to explore how NEP alumni become financially motivated to support a CPU as well as analyze how the social exchange theory can explain their giving behavior. The study employed a case study methodology, using NEP alumni giving and interviews to gather data. Out of the 1,177 alumni, 408 (34.6%) had made a gift to the university in their lifetime. In addition, the Hispanic alumni from this group gave at a more significant rate than other ethnic groups.
Alumni who had made at least five gifts within the last five years from the university’s host city were invited to participate. This resulted in four Hispanic women agreeing to the interview. The study found that NEP alumni were motivated to give based on their positive undergraduate experience and their continued engagement with the university as alumni. The participants supported areas at the university that provided them with a sense of family and home while they were undergraduate students. These participants felt isolated at the university as they were from a minority group and as a result, they gravitated to programs and activities that connected them with peers from their same ethnic group. The NEP alumni were grateful for the scholarship support they received and now primarily give to scholarships to support Hispanic students. In exchange for giving, NEP alumni receive feelings that enhance their self-esteem and image as well as recognition. The findings support prior research on alumni giving and adds to this growing body of research.
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Brogdon, Laurie L. „An Untapped Resource: Virginia Tech African American Alumni Engagement“. Thesis, Virginia Tech, 2011. http://hdl.handle.net/10919/42370.
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A university has many valuable internal and external publics. It is beneficial for an institution to build, maintain, and leverage its relationships with both internal and external constituency groups. Examining the body of literature on relationship management can provide insight into previously established strategies that yielded positive outcomes and demonstrate the need for additional research about Black alumni, from predominately white institutions, and their feelings toward their alma mater. Relationship management is the notion of public relations as the management of relationships between an organization and its key publics (Ledingham & Bruning, 2000). The relationships that an organization has with its publics can impact many things including perceptions about the organization and organizational wealth.Master of Arts
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Pinion, Tyson L. „Factors That Influence Alumni Giving at Three Private Universities“. University of Toledo / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1471529964.
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Ricchezza, Victor J. „Alumni Narratives on Computational Geology (Spring 1997 – Fall 2013)“. Scholar Commons, 2016. http://scholarcommons.usf.edu/etd/6366.
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Recent meetings and publications have discussed what geoscience undergraduates should learn for professional success, and among other items, have identified several quantitative skills and habits of mind as being necessary for geoscience students; many of these items are commonly associated with Quantitative Literacy (QL). The Computational Geology course in the geology department has been evolving at USF for 20 years. The course teaches QL in a geologic setting independent of specific core geology topics. This course has long preceded the national acknowledgment of the need for what it teaches within the field. As the first of a series of related studies intended to find the effect and role of this course within the geoscience community, this thesis study begins as a qualitative narrative inquiry of course and program alumni. In the study reported here ten USF Geology alumni from a variety of career paths who took GLY 4866 between 1997 to 2013 underwent semi-structured interviews recounting their memories of the course, discussing the benefits to them of the course in their careers, and outlining their views of what students should gain from this course for professional success.
The interview results illuminate trends that can be usefully grouped by job/career category. Regulators (3) had the shortest overall interview time, remembered the least in terms of specific events from the course, and had limited (but consistent) suggestions for student learning. Their memories and suggestions were also rarely unique. Consultants (3) were the median group in length, and showed overlap in the content of their interviews to regulators, with additional details added. Academics (4) had the longest interview times, the most detailed memories from the course, and the most suggestions, possibly due to these interviewees using similar methods in their later careers as course instructors. Consultants and academics related large blocks of story text that were unique while also relating common statements.
Narratives from professionally successful alumni were sought to gain greater detail on the likely impact of Computational Geology than surveys are likely to give. The responses of selected, successful alumni were also sought to help refine questions that are to be used later in surveys of a larger sample population of alumni and to a larger national audience of geoscientists regarding their undergraduate programs and how those programs prepared them with quantitative skills. The information that interview subjects provided about the educational needs for successful entry-level geology professionals were shaped into a series of suggestions for course and program improvement. Course and program improvement suggestions and questions for a proposed survey have been assembled both to improve the GLY 4866 offering at USF for broader dissemination and to contribute to broader discussion of strategies for improving the quantitative skills and learning of geoscientists.
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Beach, Alan E. „Sexual attitudes and behaviors of married Christian college alumni“. Diss., This resource online, 1993. http://scholar.lib.vt.edu/theses/available/etd-07122007-103940/.
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Featch, Jennifer. „Alumni perspectives of elite education: Was it worth it?“ Thesis, Featch, Jennifer (2020) Alumni perspectives of elite education: Was it worth it? Masters by Research thesis, Murdoch University, 2020. https://researchrepository.murdoch.edu.au/id/eprint/57521/.
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This project sought to establish whether elite alumni’s school experiences positively affected their post-school lives and what wider patterns or themes about elite education could be found. The study was guided by Bourdieu’s concepts of cultural and social capital, used to understand the benefits, limitations and opportunities afforded by attending elite private schools. In-depth interviews were conducted with eight participants, three male and five female, then audio transcripts were coded in Nvivo. Preliminary results showed the long-term value of social capital first acquired at school differed by gender. Some participants credited their elite schooling with steering them away from drug-taking and poor decisions about sexual behaviour, and towards university; they felt this would have been reversed had they attended a public school. The benefits of social capital that were found could easily be acquired at non-elite schools. Also, when compared with their parents, participants were either at about the same or of a slightly higher socio-economic status. Given these limited long-term benefits of elite schooling it could be timely to reconsider the utility of continued government subsidisation of private schools.
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Grunig, Stephen Douglas. „A model of donor behavior for law school alumni“. Diss., The University of Arizona, 1993. http://hdl.handle.net/10150/186529.
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Past higher education fund-raising studies examining alumni giving across several institutions have had two main limitations. First, the multitude of independent variables used in these studies has made it difficult to determine whether past studies have discovered many different factors that influence levels of alumni gift revenue, or whether they have discovered a few common factors that have been represented by different sets of variables in each study. Second, past studies have failed to adequately describe causal mechanisms through which variables significantly related to gift revenue influence levels of gift revenue. The current study addresses the aforementioned limitations in creating an aggregate model of donor behavior for law school alumni. The study examines alumni giving at 41 ABA-approved law schools. The results indicate that four basic factors account for most (87 percent) of the variance in amounts of alumni annual fund revenue among different law schools. The four factors, listed in order of importance and shown with the variables that load highly on each factor, are the following: Factor l--"Institutional Quality" (variables are average LSAT scores of accepted law students; reputation of law school among professors at other law schools; reputation of law school's graduates among judges and practicing lawyers; average starting salaries of new graduates of the law school; total number of volumes in law library; number of volumes in law library divided by FTE enrollment;). Factor 2--"Institutional Size" (variables are: FTE law school enrollment; number of living law school alumni; number of FTE law faculty; total number of law school advancement staff people). Factor 3--"Relative Advancement Effort" (variables are: number of law school advancement staff people divided by number of living law school alumni; number of law school reunion classes solicited for special gifts each year). Factor 4--"Institutional Age" (variables are: age of law school; age of law school's parent institution). Differences between the factor structures for public and private law schools are examined. The study suggests possible causal mechanisms through which these four factors influence the amount of alumni gift revenue raised by each law school.
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Mercatoris, Mary Elizabeth. „Alumni loyalty: examining the undergraduate college experience and alumni donations“. Thesis, 2006. http://hdl.handle.net/2152/2570.
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