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Higher education development officer...

Edwards, Chuck Cohnan.

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Higher education development officers' use of affinity-seeking strategies in soliciting contributions.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Higher education development officers' use of affinity-seeking strategies in soliciting contributions./
作者:	Edwards, Chuck Cohnan.
面頁冊數:	158 p.
附註:	Source: Dissertation Abstracts International, Volume: 64-10, Section: A, page: 3607.
Contained By:	Dissertation Abstracts International64-10A.
標題:	Education, Higher. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3108695

Higher education development officers' use of affinity-seeking strategies in soliciting contributions.
Edwards, Chuck Cohnan.

Higher education development officers' use of affinity-seeking strategies in soliciting contributions. - 158 p.

Source: Dissertation Abstracts International, Volume: 64-10, Section: A, page: 3607.

Thesis (Ed.D.)--Texas Tech University, 2003.

The shortage of financial resources is a compelling circumstance for today's public colleges and universities, leaving most universities and colleges increasingly reliant on private contributions from individuals, corporations, and foundations. Because of this enhanced reliance on private philanthropy, the activities employed by the office of institutional advancement or development, and subsequently its officers, have become crucial functions of the higher education administration.Subjects--Topical Terms:

543175
Education, Higher.

Higher education development officers' use of affinity-seeking strategies in soliciting contributions.
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245 1 0 $a Higher education development officers' use of affinity-seeking strategies in soliciting contributions.
300 $a 158 p.
500 $a Source: Dissertation Abstracts International, Volume: 64-10, Section: A, page: 3607.
500 $a Chair: John P. Murray.
502 $a Thesis (Ed.D.)--Texas Tech University, 2003.
520 $a The shortage of financial resources is a compelling circumstance for today's public colleges and universities, leaving most universities and colleges increasingly reliant on private contributions from individuals, corporations, and foundations. Because of this enhanced reliance on private philanthropy, the activities employed by the office of institutional advancement or development, and subsequently its officers, have become crucial functions of the higher education administration.
520 $a Unfortunately, current literature has explored only two parts of the equation, the donors and their characteristics and the institution and its attributes, while virtually ignoring the third piece of the puzzle, the development officer. This dissertation is the first in-depth examination of the communicative strategies employed by development officers as they interact with potential donors.
520 $a In 1984, Bell and Daly systematically defined 25 affinity-seeking strategies by which "individuals attempt to get others to like and to feel positive toward them." That affinity-seeking construct was utilized in this study. This study sought to fill a current gap in the literature and to supply a practical framework of specific communicative strategies that could be effectively utilized by development professionals and administrators as they solicit funds, train new employees, and recruit future leaders in the profession.
520 $a Answers were sought to five specific research questions: (1) What affinity-seeking strategies are used by development officers as they seek contributions at a post-secondary institution of higher education? (2) Does the gender of the development officer affect the types of affinity-seeking strategies used by a development officer? (3) Does a development officer's years of experience affect the types of affinity-seeking strategies used in solicitations? (4) Which affinity-seeking strategies are reported as most effective by development officers as they seek initial donations? and, (5) Which affinity-seeking strategies are reported as most effective by development officers as they seek subsequent donations?
520 $a A multistage cluster sampling technique was implemented in this study to systematically select a final participant pool of 21 schools from 17 states. All of the institutions were classified in 2000 by the Carnegie Foundation for the Advancement of Teaching as either a Doctoral/Research University-Extensive, or a Doctoral/Research University-Intensive university. The final number of development officers included in this study was 144. (Abstract shortened by UMI.)
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791 $a Ed.D.
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