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Characteristics that Motivate Alumnae Giving at U.Va.
Survey Summary
When all alumnae who participated in the survey were asked to rate twenty-one motivations for giving, the top ten motivations based on mean scores were: quality of education received (m=3.62), University mission (m=3.50), ability to sustain academic excellence (m=3.43), making a difference for future generations (m=3.22), ability to fund a specific project (m=2.74), obligation to give (m=2.56), tax savings (m=2.46), urgent request for help (m=2.33), support of women's programs (m=2.31), and access to University events (m=2.46). Of the ten top motivations for giving listed above, only four of these motivations have been cited in the literature on alumnae giving as being top priorities for other alumnae. Simari (1995), Bressi (1999), and Sublett (1993) commented that the desire to make a difference for future generations was an important alumnae motivation for giving. Kaplan and Hays (1993) and Joyce and Barlok (1993) found that the ability to fund a specific project was an important motivation for alumnae. Having the ability to respond to an urgent call for help by the institution was cited by Fisher and the Tidballs (2000) as an important motivation for alumnae giving. And finally, Simari (1995) indicated that having a sense of obligation to the University was one of the top five motivations for giving revealed through her research.
University specific motivations reported by all alumnae as important but not cited in the literature as consistently important for other alumnae were: quality of education, University mission, ability to sustain academic excellence, tax savings, supporting women's programs, and access to University events.
Frequency and Amount as Related to Specific Motivations
Twenty-one motivations for giving were correlated with the amount and frequency of giving. The study found eleven motivations to be positively correlated with how often alumnae make a gift to the University. Two motivations were found to have a positive relationship to the largest gift made by an alumna in any one year.
The eleven motivations found to be positively correlated with how often an alumna made a gift to the University were: a sense of obligation, volunteer involvement with the University, interest in supporting athletics, desire to make a difference for future generations, response to an urgent request for help, mailings received from the University on giving opportunities, solicitation from a peer, recognition received, ability to sustain academic excellence, educated to give as a student, and quality of education received. Of the eleven motivations identified, five have been cited in the literature as being important alumnae motivations for giving to other institutions of higher education.
A common theme to evolve from the literature on alumnae giving is that alumnae want to be involved with their alma mater before they commit to a significant gift. For University of Virginia alumnae, volunteer involvement with the University is correlated significantly at the 0.01 level with how often they make a gift to the University. UVA alumnae responses are consistent with the literature on volunteer involvement (Shaw and Taylor, 1995); Bressi (1999); Kaplan and Hayes (1993); Sublett (1993); Fisher and the Tidballs (2000); Tanner and Ramsey (1993).
The data also confirmed that alumnae want their gifts to make a difference for future generations of students. In this study, the desire to make a difference correlates significantly with how often a gift is made at the 0.01 level. Simari (1995), Bressi (1999), and Sublett (1993) also cite the desire to make a difference for future generations as an important motivation for alumnae giving.
Mailings received from a college or university on giving opportunities was cited by Simari (1995) as an important motivation for giving. Likewise, UVA alumnae indicated that a significant relationship exists between how often a gift is given and the fund- raising mailings received. This motivation is significant at the 0.01 level.
The data indicated that some alumnae give often to the University out of a sense of obligation. This was significant at the 0.01 level. Likewise, in her research, Simari (1995) found that giving out of a sense of obligation was one of the five top motivations for alumnae at her study institution.
The response to an urgent request for help was cited by Fisher and the Tidballs (2000) as being a primary motivation for giving for alumnae in their study of twenty-three colleges. Likewise, UVA alumnae frequently making gifts to the University often responded to an urgent request for help. This correlation was significant at the 0.01 level.
Only two motivations were cited in the study as having a significant positive correlation with the largest gift made in any one year. They were recognition received and spousal/family influence. Only one of these, spousal/family influence, was cited in the literature as being an important motivation for alumnae giving (Sublett, 1993).
University Specific Motivations
The study revealed six University of Virginia alumnae specific motivations that were not discussed in the literature as being significant motivations for alumnae who make financial contributions. They were: quality of education received, ability to sustain academic excellence, solicitation from a peer, educated to give as a student, recognition received, and interest in supporting athletics. Additionally, two of the above motivations cited by UVA alumnae as being important have been cited in the literature as irrelevant to most alumnae donors. They were: recognition received and solicitation from a peer. Kaplan and Hayes (1993) and Taylor (1993) both suggest that it is men who want recognition for a gift, while women prefer anonymity. This study reveals that alumnae making larger gifts to UVA want recognition by the University. The literature also suggests that alumnae do not give because of peer pressure, however UVA alumnae indicate that solicitation from a peer is an important factor when giving often. Sublett (1993) and Tanner and Ramsey (1993) both indicate that their research has revealed that solicitation by a peer did not prompt an alumna to give.
As the result of a multiple regression analysis, conclusions were able to be drawn about those alumnae currently making either occasional or yearly gifts to the University of Virginia. University of Virginia alumnae who give larger gifts place more importance on recognition received, spousal/family influence, and quality of education received, but less importance on mailings received from the University on giving opportunities and requests to support women's programs. Conversely, alumnae who give smaller gifts place less importance on recognition received, spousal/family influence, and the quality of education received, but more importance on mailings received from the University on giving opportunities and requests to support women's programs.
Alumnae respondents who give more often place more importance on having an obligation to give, their interest in supporting athletics, their volunteer involvement, and the quality of education received, but less importance on spousal/family influence and the ability to fund a specific project. Conversely, alumnae who give less often place less importance on a sense of obligation, their interest in supporting athletics, their volunteer involvement, and the quality of education received, but more importance on spousal/family influence and on the ability to fund a specific project in motivating them to make a financial contribution to the university.
Qualitative Findings
The last question in the survey asked alumnae to provide any other information that relates to what motivates them to make or not make a financial contribution to the University of Virginia. Of the 266 surveys returned, 113 provided a qualitative response. Although none of the responses were statistically significant, a cross-case content analysis revealed five major themes. Five main themes related to motivations were: availability of financial resources, a need to feel connected to the University, a commitment to sustaining academic excellence, ensuring that children gain admission to the University, and ability to fund a specific request.
Thirty-nine alumnae cited that they were currently unable to make a donation to the University because of personal financial restraints; however, most indicated that when funds became available, they would certainly consider a gift to the University. Many younger alumnae indicated that their salaries are just not at the level where gifts are now possible. For thirty-five of the respondents feeling "disconnected" from the University influenced their decision on whether or not to make a financial contribution. Some cited living too far away from the University as a reason for not feeling connected, while others stated that they did not feel welcome as a woman at UVA events. Others expressed that they would like to have more opportunities to be involved with the University. Of those who currently make contributions, being connected through involvement has been a significant motivation for giving.
Commitment to continuing to ensure academic excellence was cited by thirty-three respondents as a primary motivation to give to the University. One respondent stated, "I am certain that the excellent academic education that I received at UVA changed my life," while another stated, "To me, it is important that quality public education be available to the best and brightest." For others, ensuring that UVA's national ranking remains high is of utmost importance. One alumna stated, "I want to ensure that UVA continues as one of the top schools in the nation."
A fourth motivation, cited by twelve alumnae respondents, was giving to ensure that their children gain admission to the University. One alumna responded "my greatest motivation to give is that my children or grandchildren may want to attend UVA." Another graduate responded "I am concerned that my lack of giving will decrease my children's chances to enter the University." It was a perception of several other respondents that their children's legacy status would mean less if they did not make contributions.
Lastly, twenty-two of the respondents stated that, for them, the ability to fund a specific request was an important motivation to give. One alumna wrote, "I am motivated to give by a specific request from the department in which I majored." Another graduate stated that she was motivated to give when she receives letters sent by department heads explaining specific projects that need to be funded. Respondents cited the following specific requests that have motivated them to give in the past: minority programs, cultural programs, women's athletics, programs that mentor young women, and academic programs in the liberal arts.
© Kathryn M. Pumphrey
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