THE RELATIONSHIP BETWEEN STUDENT ACADEMIC ENGAGEMENT AND ALUMNI GIVING AT A PUBLIC, STATE FLAGSHIP UNIVERSITY

The strategic pursuit of procuring private donations for colleges and universities is not a new endeavor for these institutions; however, as a result of the challenging financial landscape facing public higher education, administrators at these institutions have been devoting more time and resources towards their fundraising efforts. A cursory review of the literature on higher education fundraising over the past two decades also reveals an increased number of studies published on this topic. While numerous studies on alumni gift-giving have identified a subset of reliable predictive characteristics, significant gaps for explaining this phenomenon still exist. One area, or gap, within the literature that has yet to be explored is the relationship between an alumna/us' academic experience as an undergraduate and their gift-giving behavior. Several studies have identified a relationship between academic satisfaction and alumni giving (Gaier, 2005; Clotfelter, 2003; Mosser, 1993); however, neither study set out to measure the levels of engagement or experiences they may have had in specific academic activities. Therefore, in an effort to contribute to the field of alumni giving, this study set out to measure the relationship between student academic engagement and alumni gift-giving behavior. The findings from this research identified a relationship to exist between student academic engagement and an alumna/us' decision to donate. Specifically, the results showed that undergraduates who were challenged by their alma mater, interacted with their respective faculty members, and were provided with the institutional support they needed to accomplish their academic goals, were more likely to donate back to their alma mater. These findings correspond with the literature that satisfaction from one's undergraduate experiences serves as a foundation of inclination for alumni to financially contribute to the university (Gaier, 2005). Specifically, this research helped bridge a gap in the literature by identifying specific areas within the academic experience that may lead to an alumna/us' overall satisfaction with their college experience. Although the relationship between academic engagement and alumni giving may not have been as robust as originally hoped, the findings were conclusive enough to contribute to the research literature and necessitate further research into other areas of student engagement and alumni giving, specifically as it relates to the mentoring role that faculty members serve for prospective donating alumni