Beyond Giving: Political Advocacy and Volunteer Behaviors of Public University Alumni

Abstract

College and university leaders have paid an enormous level of attention to one domain of alumni involvement: charitable giving. In light of the decline of state support for higher education and the shrinking ability of families to pay for college, such emphasis is understandable. However, this emphasis has blinded scholars and practitioners to understanding the important non-monetary support roles played by college alumni. Drawing on data from a research extensive university, this study employs a sequential mixed method design (focus groups and confirmatory factor analysis) to demonstrate that non-monetary support behaviors are best understood through the distinct, but interrelated domains of political advocacy and volunteerism. Political advocacy behaviors include contacting legislators, the governor’s office, local politicians and serving on a political action team, while volunteer behaviors include mentoring new alumni, recruiting students, and participating in special events. The study breaks ground for future research on alumni support for higher education, including strategies to recruit alumni volunteers and advocates.

Appendix 1: Phase 1 Qualitative Analysis

Methods

During the summer of 2003, Chamberlain Research Consultants, Inc. (CRC) conducted a series of focus groups with REU alumni with three clear objectives: (1) to understand alumni perceptions of REU, (2) to identify the variety of ways in which they support the university, and (3) to solicit advice about how to best rally alumni support for the university. Participants in the focus groups were recruited from REU alumni association records of graduates who were strong supporters of the institution via charitable giving and service activities. These lists included active members of the REU alumni association, members of college and departmental advisory boards, and volunteers from various service clubs and advocacy groups. A total of 7 focus groups were conducted with REU alumni in 3 distinct regions in the home state of REU.

Findings

The results of these focus groups shed light on the complex variety of ways that alumni are involved in supporting the university, and illustrate how such behaviors fall into the broad categories of political advocacy, volunteerism, or both. Some alumni supporters indicated that their primary way to support the institution was through political action. For example, one alumnus reported that he was a captain for a senatorial district for the REU political action network—a formal group of political advocates who lobby for legislative and gubernatorial support on behalf of the university. The purpose of the REU political action network is to advocate on behalf of the university on various policy issues of importance to REU. For example, advocacy members are provided opportunities to meet with legislators and encouraged to complete petitions regarding REU annual appropriations, research funding and/or policies, and student tuition policies. Some REU alumni reported not being affiliated with this network; however, they still indicated that they wrote letters to their legislator or local officials on behalf of the university. Other alums indicated that their political participation was less formal. For example, one graduate was a personal friend of his local legislator with whom he regularly discussed policy issues on behalf of the university.

Other REU alumni reported being engaged in a number of volunteer activities that were non-political. Many of these activities were specific to the school/college or department from which the alumnus earned a degree. For example, one participant, a graduate of the French department, explained that she volunteered to host a French Independence Day party each year to connect alumni with students. This alum’s participation supports the investment model introduced in the literature review, suggesting that alumni will support their alma mater in ways that reflect their historic connections to the campus. Similarly, many others indicated that they served in formal roles as members of the dean’s or chair’s advisory council—forums that provide alumni a platform to share their perspectives on curriculum and other issues. This practice was especially common among those alumni affiliated with the professional schools (e.g., pharmacy, medical, law).

It is important to note that many of these volunteer experiences were not tied exclusively to support academic units, but more broadly for campus programs or non-profit organizations representing university interests. For example, some participants serve as alumni representatives for the REU student union while others are board members for various athletic booster clubs. Still, others served as officers in local or national chapter of the REU alumni association, or on committees directed by the REU Foundation. Roles in these organizations vary significantly. Some alumni assumed significant leadership positions as chairs of the board for the alumni association or as officers in their local alumni club. Still, others carried out the work of the organization. For example, these alums reported helping organize a golf outing fundraiser or fun run to support a particular program.

An important finding from the focus groups is that alumni are involved in various volunteer behaviors not typically captured by formal alumni organizations and alumni surveys. For example, many alumni reported that they have a personal interest in recruiting students to attend REU. In addition, some reported serving as mentors to young alumni in their area (e.g., assist with career networking opportunities), or to current students attending the university. One alumnus reported that his special interest was taking historically underrepresented students to visit the campus, with the goal of helping these individuals see colleges as a realistic part of their future. Again, these experiences were often less structured, and thus, institutional leaders may or may not be aware of the degree to which alumni are involved with these activities.

Our analysis of focus groups also suggests that categories of alumni support are not mutually exclusive. That is, some alumni participating in the focus groups were likely to be involved in both political behaviors and volunteer behaviors. In fact, REU gives an annual “sparkplug” award that recognizes those alumni who are active in a full range of alumni support activities (political and volunteer). Overall, the results of the focus group study provide evidence that alumni support categories are distinctive in some ways, but highly interrelated.

Developing the Survey Instrument

The first author on this paper used the results of the focus groups to develop a survey instrument called the Alumni Connections Survey. Specifically, the survey included a range of support behaviors that focus group participants indicated that they had participated in as supportive REU alums. Furthermore, the instrument gauged their level of involvement in service related activities using a four-point scale: (1) Not at all involved, (2) Not very involved, (3) Somewhat involved, (4) Very involved. Details about the specific items and measurement appear in Table 3. Finally, the instrument was piloted by 8 alumni and friends of REU as a means to test the clarity and utility of questionnaire. This survey was then placed into a larger field of alumni as explained in the body of the text.

Table 3 Items from Alumni Connections Survey