Characteristics that Motivate Alumnae Giving at U.Va. Survey Summary This study was conducted by Kathryn M. Pumphrey as part of her dissertation work towards the Doctor of Education degree at the University of Virginia's Curry School of Education. Pumphrey received her B.A. from Lynchburg College in 1975; her M.Ed. from Lynchburg College in 1989; and her Ed.D. from U.Va. in 2004. This study is copyrighted May 2004 by Kathryn M. Pumphrey. Few studies have been conducted to date on the characteristics that motivate alumnae to give to their alma maters. Of the studies completed, most are anecdotal in nature and rely heavily on case histories and interviews. If institutions of higher education wish to secure greater financial support from their alumnae in the future, then they must first have a clearer understanding of the characteristics that motivate them to give. The purpose of this study was to determine the characteristics that motivate alumnae giving at a Research I, Public University. The focus of the study was on determining what alumnae believed to be the most important motivations for their giving as well as determining how the frequency and amount of giving is related to specific motivations. A twenty‐three item survey entitled, "Characteristics that Motivate Alumnae Giving to the University of Virginia," was prepared based on the findings in the literature review and mailed to 600 University of Virginia alumnae who had graduated from the College of Arts and Sciences between the years 1974 and 1999. Thirty‐two potential respondents were found to have addresses that were undeliverable resulting in a total of 568 potential respondents. A total of 266 surveys were returned resulting in a response rate of 46.8%. SPSS was used to analyze and present results. Results from the study revealed how all respondents rated twenty‐one motivations for giving to the University. Eleven motivations were found to be positively correlated with how often alumnae make gifts to the University. Two motivations were found to have a positive correlation with the largest gift made by an alumna in any one year. A multiple regression analysis revealed the most important motivations for those alumnae who gave most frequently as well as what motivations were most important to alumnae who made larger contributions. Recommendations for the study institution and for further research were presented based on the findings in the study. © Kathryn M. Pumphrey Characteristics that Motivate Alumnae Giving at U.Va.
Survey Summary
When all alumnae who participated in the survey were asked to rate twentyone 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
Characteristics that Motivate Alumnae Giving at U.Va.
Survey Responses
Demographic Characteristics of Respondents
Year of Graduation
In this study, the year of graduation ranged from 1974 and 1999. Alumnae
who graduated in the 1990s, made up 44.9% (N=120) of respondents.
Respondents who graduated in the 1980s made up 38.1% (N=101) of the
population, while those who graduated in the 1970s made up 16% (N=43).
There were two missing cases. Table 4.1a shows the overall frequency
response rates. Table 4.1b shows the total number of alumnae who
graduated between 1974 and 1999.
Table 4.1a - Year of Graduation of Respondents
Variable
1970s
1980s
1990s
Number (Total=264)
43
101
120
Percent (100%)
16.1
38.1
44.9
Table 4.1b - Total Number of Alumnae (1974-1999)
Variable
1970s
1980s
1990s
Number (Total = 22,410)
2,912
8,817
10,681
Percent (100%)
12.9%
39.3%
47.7%
Highest Academic Degree
The majority of alumnae, 41% (N=109), cited the Bachelor's degree as the
highest degree earned, while 15.4% (N=41) earned MA degrees, 6.8%
(N=18) earned MS degrees, and 6% (N=16) earned MBA degrees. The JD
degree was held by 14.3% (N=38) of alumnae who responded, while 4.5%
(N=12) had earned the MD. The Ph.D. was held by 4.9% (N=13) of
respondents. Six-percent (N=16) indicated that they received other degrees.
There were two missing cases. Table 4.2 shows the overall frequency of
response rates for highest degrees held by alumnae surveyed.
Table 4.2 - Highest Academic Degree of Respondents
Variable
Bachelor's
MA
MS
MBA
JD
MD
Ph.D.
Other
Number (Total=263)
109
41
18
16
38
12
13
16
Percent (100%)
41.0
15.4
6.8
6.0
14.3
4.5
4.9
6.0
Racial/Ethnic Background
The majority of alumnae respondents were Caucasian, 89.5% (N=238).
Asian-Americans made up 3.8% (N=10) of respondents, while AfricanAmericans made up 3.4% (N=9) of respondents. Alumnae citing their
background as multi-racial made up 1.1% (N=3), while 1.1% (N=3) cited
'other' in their response. There were three missing cases. Table 4.3 shows
the breakdown of racial/ethnic backgrounds.
Table 4.3 - Racial/Ethnic Background of Respondents
Variable
African-American
Asian-American
Multi-racial
Caucasian
Other
Number (Total =263)
9
10
3
238
3
Percent (100%)
3.4
3.8
1.1
89.5
1.1
Age of Respondents
Alumnae respondents' ages ranged from 25 to 60. The largest number of
alumnae respondents by age were between the ages of 30-39, or 40.5%
(N=108) of the population. The second largest group of respondents were
those between the ages of 40-49, or 33.1% (N=88) of the respondents.
Respondents between the ages 20-29 represented 19.9% (N=53) and 5.3%
(N=14) of the respondents were between 50 and 59 years old. One
respondent, .4% (N=1), represented the 60 and above group. There were
two missing cases. Table 4.4 shows the overall frequency response rates for
age of alumnae.
Table 4.4 - Age of Respondents
Variable
20-29 years old
30-39 years old
40-49 years old
50-59 years old
60 and above
Number (Total=264)
53
108
88
14
1
Percent (100%)
19.9
40.5
33.1
5.3
.4
Marital Status
In this study, the majority of alumnae respondents, 66.9% (N=178), were
married, while 23.3% (N=62) were single. Alumnae who were divorced
made up 6.0% (N=16) of respondents and .8% (N=2) indicated they were
widowed. There were seven missing cases. Table 4.5 shows the overall
frequency response rate for this variable.
Table 4.5 - Marital Status of Respondents
Variable
Single
Separated
Divorced
Widowed
Married
Number (Total=259)
62
1
16
2
178
Percent (100%)
23.3
.4
6.0
.8
66.9
Residence
The majority of the respondents, 39.5% (N=105) were from Virginia. Three
other states, California 5.3% (N=14), Maryland 5.6% (N=15), and New York
5.6% (N=15) made up the next largest groups of respondents. When
identified by geographic regions of the United States, 80.9% (N=215)
indicated that they reside in the Atlantic Region, 8.0% (N=21) indicated they
reside in the Pacific Region, 5.8% (N=15) indicated that they reside in the
Central Region, and 5% (N=13) indicated that they reside in the Mountain
Region. There were two missing cases. Table 4.6 shows the overall
frequency of response rates for regions of residence.
Table 4.6 - Regions of Residence
Variable
Atlantic Region
Pacific Region
Central Region
Number (Total=264)
215
21
15
Percent (100%)
80.9
8.0
5.8
Mountain Region
13
5.0
Gross Annual Household Income
In this study, gross annual household income ranged from below $24,999 to
$125,000 or more. The largest percentage of respondents, 32.3% (N=86),
indicated that their gross annual household income was $125,000 or more,
while 14.3% (N=38) reported income of $100,000 - $124,999. Alumnae
reporting a gross annual income of $75,000-$99,999 represented 19.5%
(N=52) while those who reported a gross annual income of $50,000 $74,999 represented 13.2% (N=35). Reporting gross annual incomes in the
$25,000 - $49,000 range were 11.7% (N=31) of the alumnae, while 3.0%
(N=38) indicated their gross annual income was $24,999 or below, There
were sixteen missing cases. Table 4.7 shows the overall frequency response
rates for gross annual household income.
Table 4.7 - Gross Annual Household Income
Variable
$24,999 or below
$25,000 - $49,999
$50,000 - $74,999
$75,000 - $99,999
$100,000 - $124,999
$125,000 or more
Number (Total=250)
8
31
35
52
38
86
Percent (100%)
3.0
11.7
13.2
19.5
14.3
32.3
Giving Patterns
In the section on giving patterns, alumnae were asked to indicate how
frequently they gave a gift to the University as well as indicate the largest
gift they had given in any one year. They were also asked to respond to
whether they believed alumnae should receive recognition for both monetary
gifts and gifts of volunteer time.
Frequency of Gifts to the University
The majority of alumnae, 41.0% (N=109), responded that they made gifts
to the University occasionally, but not every year. Alumnae who made gifts
every year totaled 31.2% (N=83), while 26.7% (N=71) responded that they
had never made a gift to the University. There were three missing cases.
Table 4.8 shows the overall frequency response rates for this variable.
Table 4.8 - Frequency of Gifts to the University
Variable
Number (Total=263)
Percent (100%)
Never
Occasional Years
Every Year
71
109
83
26.7
41.0
31.2
Largest Gift Made in One Year
The majority of respondents, 32% (N=85), indicated that the largest gift
they had ever made in any one year to the University was under $100.00.
The next group, 30.8% (N=82), responded that the largest gift they had
ever given was in the range of $100 - $499, while 3% (N=8) responded that
their largest gift ever given was in the range of $500 - $999. Only .4%
(N=1) had ever given over $100,000. There were 78 missing cases. Table
4.9 shows the overall frequency of response rates for largest gifts made in
any one year.
Table 4.9 - Largest Gift Ever Made in Any One Year
Variable
Under $100
$100 - 499
$500 - 999
$1,000 - 4,999
$5,000 - 9,999
$10,000 - 24,999
$25,000 - 99,999
Over $100,000
Number (Total=188)
85
82
8
5
4
1
2
1
Percent (100%)
32.0
30.8
3.0
1.9
1.5
.4
.8
.4
Recognize Gifts of Time
The majority of alumnae, 89.8% (N=239), responded that the University
should recognize gifts of volunteer time, while 5.3% (N=14) responded that
gifts of time should not receive recognition. There were 12 missing cases.
Table 4.10 shows the overall frequency rate for recognition of gifts of time.
Table 4.10 - Recognize Gifts of Time
Variable
No
Yes
Recognize Monetary Gifts
Number (N=253)
14
239
Percent (100%)
5.3
89.8
In this study, the majority, 88.3% (N=235), responded that recognition
should be given for monetary gifts, while 3% (N=8) responded that
recognition should not be given for monetary gifts. There were twenty-three
missing cases. Table 4.11 shows the overall frequency rate for recognition of
monetary gifts.
Table 4.11 - Recognize Monetary Gifts
Variable
No
Yes
Number (Total=243)
8
239
Percent (100%)
3.0
89.8
Satisfaction with U.Va. Experience
The majority of respondents, 79.3% (N=211), were satisfied a great deal
with their student experience while at UVA. The number of respondents
somewhat satisfied was 18% N=48) and 1.9% (N=5) were not at all
satisfied with their experience. There were two missing cases. Table 4.12
shows the overall frequency rate for this variable.
Table 4.12 - Satisfaction with UVA Experience
Variable
Not at all
Somewhat
A Great Deal
© Kathryn M. Pumphrey
Number (Total=264)
5
48
211
Percent (100%)
1.9
18.0
79.3
Characteristics that Motivate Alumnae Giving at U.Va.
Descriptive Statistics for Alumnae Motivations
Table 4.13 - Descriptive Statistics for Alumnae Motivations - All Respondents
Item
1.Quality of education Received
2.University Mission
3.Sustain academic excellence
4.Make difference - Future generations
5.Fund specific project
6.Obligation
7.Tax Savings
8.Urgent request for help
9.Support Women's Programs
10.Access to University Events
11.Mailings Received
12.Honor/Memorialize Someone
13.Volunteer Involvement
14.Educated as student
15.Recognition Received
16.To Support Athletics
17.Solicitation from Peer
18.Collaboration with Others
19.Spousal/Family Influence
20.Participate on Boards
21.Competition with Others
Very
Unimportant
Number Percent
4
1.5
9
3.4
13
4.9
16
6.0
36
13.5
43
16.2
56
21.1
54
20.3
73
27.4
93
35.0
80
30.1
88
33.1
94
35.3
107
40.2
115
43.2
136
51.1
117
44.0
121
45.5
133
50.0
145
54.5
214
80.5
Somewhat
Unimportant
Number Percent
9
3.4
7
2.6
15
5.6
27
10.2
47
17.7
77
28.9
65
24.4
83
31.2
63
23.7
63
23.7
86
32.3
76
28.6
92
34.6
83
31.2
84
31.6
59
22.2
89
33.5
80
30.1
73
27.4
64
24.1
26
9.8
Somewhat
Important
Number Percent
70
26.3
87
32.7
80
30.1
101
38.0
127
47.7
94
35.3
107
40.2
108
40.6
97
36.5
81
30.5
89
33.5
88
33.1
56
21.1
52
19.5
57
21.4
50
18.8
49
18.4
57
21.4
43
16.2
44
16.5
16
6.0
Very Important
Number
182
158
154
119
53
49
35
17
30
27
8
10
20
18
7
18
6
3
13
10
8
Percent
68.4
59.4
57.9
44.7
19.9
18.4
13.2
6.4
11.3
10.2
3.0
3.8
7.5
6.8
2.6
3.8
2.3
1.1
4.9
3.8
3.0
Table 4.14 - Descriptive Statistics for Alumnae Motivations - All Respondents
Item
Quality of Education Received
University Mission
Ability to Sustain Academic Excellence
Make Difference - Future Generations
Fund Specific Project
Obligation
Tax Savings
Urgent Request for Help
Support Women's Programs
Access to University events
Mailings Received
Honor/Memorialize Someone
Volunteer Involvement
Educated as a Student
Recognition Received
Support Athletics
Solicitation from Peer
Collaboration with Others
Spousal/Family Influence
Participate on Boards
Competition with Others
© Kathryn M. Pumphrey
Mean
3.62
3.50
3.43
3.22
2.74
2.56
2.46
2.33
2.31
2.15
2.09
2.07
2.00
1.92
1.83
1.80
1.78
1.77
1.75
1.69
1.31
Standard Deviation
.628
.715
.812
.865
.931
.974
.971
.876
1.00
1.02
.870
.938
.938
.941
.857
.973
.827
.825
.902
.882
.720
Characteristics that Motivate Alumnae Giving at U.Va.
Recommendations for the Study Institution
It has been the purpose of this study to determine the characteristics that
motivate alumnae to make financial contributions to the University of
Virginia. It is believed that the results of this research will enable University
development officers to create a climate that ensures alumnae participation
in the philanthropic programs of the University.
Recommendations for the study institution are as follows:
1. The University should ensure that alumnae receive adequate
recognition for gifts given. This includes making certain that their gifts
are publicized in University and departmental publications.
2. The institution should make certain that alumnae are aware of funding
opportunities that continue to enhance academic excellence and
quality education received at the University. Significant University
awards and national ranking results should be well publicized.
3. The University should communicate all urgent requests for support to
ensure that alumnae are aware of the importance of their need to
enhance quality and to sustain academic excellence.
4. The University should continue its program to educate current
students on why continued philanthropic support is important.
5. Efforts should be made by the University to continue to publicize giving
opportunities that are available to support athletic programs.
6. The institution should communicate to alumnae how their gifts to
certain programs are necessary to ensure that the University will
continue to play a significant role in providing quality education for
future generations of students.
7. The University should continue to involve alumnae in University-wide
activities and programs. This includes increasing alumnae involvement
on key committees and University-wide boards.
8. Annual fund mailings sent by the University should highlight academic
achievement, national rankings, urgent needs, and recognize both the
academic achievements of alumnae as well as their major financial
contributions.
9. The University should find appropriate ways to honor and recognize
alumnae for their significant financial contributions.
© Kathryn M. Pumphrey
Characteristics that Motivate Alumnae Giving at U.Va.
University of Virginia Alumnae Survey
Please answer each question carefully and as instructed. The questions are clustered in six categories. Please check or
circle the appropriate response. Your responses will be treated anonymously. Findings will be reported on a group basis
only.
Motivations for Giving
Question 1. How important are the following factors in motivating you to make a financial contribution to the University?
(Please circle one number for each item)
1
Somewhat
Unimportant
2
Somewhat
Important
3
1
2
3
4
1
1
2
2
3
3
4
4
1
2
3
4
1
2
3
4
1
2
3
4
1
1
1
1
1
1
1
1
1
1
2
2
2
2
2
2
2
2
2
2
3
3
3
3
3
3
3
3
3
3
4
4
4
4
4
4
4
4
4
4
1
2
3
4
1
1
2
2
3
3
4
4
1
2
3
4
Very Unimportant
a. The quality of education I received
The recognition I receive when I make a
b.
gift
c. My belief in the University's mission
d. Competition with other donors
The ability to honor or memorialize
e.
someone
f. The ability to fund a specific project
Response to an urgent request for help
g.
from the University
h. Collaboration with others to make a gift
i. Spousal/family influence
j. Gaining access to University events
k. Tax savings I receive
l. An opportunity to participate on boards
m. The ability to sustain academic excellence
n. Solicitation from a peer
o. Educated to give as a student
p. Interest in supporting athletics
q. Interest in supporting women's programs
Desire to make a difference for future
r.
generations
s. A sense of obligation
t. Volunteer involvement with the University
Mailings I receive from the University on
u.
giving opportunities
Very Important
4
Method of Solicitation
Question 2. How should the University most effectively solicit your financial support? (Please circle one number for each
method)
Very Ineffective
a. Personal contact
b. Telephone contact
c. Mail contact
d. Classmate contact
e. Alumna/Alumnus volunteer contact
f. Sorority sister contact
g. Current student contact
h. Development staff contact
i. Faculty contact
j. Administrator contact
1
1
1
1
1
1
1
1
1
1
Somewhat
Ineffective
2
2
2
2
2
2
2
2
2
2
Somewhat
Effective
3
3
3
3
3
3
3
3
3
3
Very Effective
4
4
4
4
4
4
4
4
4
4
Effectiveness of University Publications
Question 3. Please rate the effectiveness of the following publications in motivating you to make philanthropic contributions
to the University. (Please circle the number for each answer that applies)
1
Somewhat
Ineffective
2
Somewhat
Effective
3
1
2
3
4
1
2
3
4
1
1
2
2
3
3
4
4
1
2
3
4
1
2
3
4
Very Ineffective
a. Mailings targeted specifically to alumnae
Newsletters and magazines from
b.
schools/departments
Alumni association materials (reunions,
c.
etc)
d. Planned giving materials
e. Annual fund letters/emails
Communications from University president
f.
or deans
g. E-mails/web pages
Very Effective
4
Involvement with the University
Question 4. Have you been a volunteer at the University of Virginia?
a. Yes
b. No
Question 5. Rate the degree to which you agree or disagree that the University needs to increase the involvement of
alumnae in each of the following areas: (Please circle the number for each answer that applies)
Strongly Disagree
a. Admissions work
b. Career mentor
c. Reunion planning
d. Fund raising
e. Board of Visitors
f. Regional Alumni Clubs
g. Alumni Club Board
h. Scholarship committee
i. Athletic events
j. Cultural events
k. Alumni reunions
l. Alumnae events
1
1
1
1
1
1
1
1
1
1
1
1
Somewhat
Disagree
2
2
2
2
2
2
2
2
2
2
2
2
Somewhat Agree
Strongly Agree
3
3
3
3
3
3
3
3
3
3
3
3
4
4
4
4
4
4
4
4
4
4
4
4
Question 6. Alumnae feel welcome being involved in each of the following activities:(Please circle the number for each
answer that applies)
a. Admissions work
b. Career mentor
c. Reunion planning
d. Fund raising
e. Board of Visitors
f. Regional Alumni Clubs
g. Alumni Club Board
h. Scholarship committee
i. Athletic events
j. Cultural events
k. Alumni reunions
l. Alumnae events
Extremely
Unwelcome
1
1
1
1
1
1
1
1
1
1
1
1
Somewhat
Unwelcome
2
2
2
2
2
2
2
2
2
2
2
2
Somewhat
Welcome
3
3
3
3
3
3
3
3
3
3
3
3
Extremely
Welcome
4
4
4
4
4
4
4
4
4
4
4
4
Question 7. How much has your involvement in activities at the University influenced the frequency of your gifts to the
University?
a. A great deal
b. Somewhat
c. Little
d. Not at all
Question 8. Would the opportunity for greater involvement in activities at the University make a difference in your giving
patterns?
a. Yes
b. No
Question 9. I was involved in the following campus activities while a student at the University:
a. Sororities/Greek system
b. Residence hall association
c. Intramural/intercollegiate athletics
d. Religious groups
e. Student honorary organizations
f. Campus publications
g. Student government
h. Cultural activities
i. Service organizations
Question 10. I was satisfied with my experience as a University student:
a. A great deal
b. Somewhat
c. Not at all
Giving Patterns
Question 11. How often do you make a gift to the University of Virginia?
a. Every Year
b. Occasional Years
c. Never [please skip to Question 15]
Question 12. If you make such gifts, what is the largest gift you have made in any one year to the University of Virginia?
a. Under $100
b. $100 - 499
c. $500 - 999
d. $1,000 - 4, 999
e. $5,000 - 9,999
f. $10,000 - 24, 999
g. $25,000 - 99,999
h. Over $100,000
Question 13. If you make a gift, is your gift
a. Unrestricted
b. Restricted for a specific purpose
Question 14. If your gift was restricted for a specific purpose, what did it support?
a. Academic programs
b. Athletic programs
c. Endowed professorships
d. Building projects
e. Scholarships for students
g. Faculty research
h. Women's programs
i. Academic department
j. Library
k. Endowment
f. Equipment
l. Other: __________________
Question 15. Should the University recognize gifts of time as well as monetary gifts?
a. Recognize gifts of time
b. Recognize monetary gifts
_ Yes
_ Yes
_ No
_ No
Demographic Information
Question 16. What was your year of graduation? ___________
Question 17. What is the highest academic degree you have earned?
a. Bachelor's
b. MA
c. MS
d. MBA
e. JD
f. MD
h. Ed.D.
i. Ph.D.
j. Other ____________
Question 18. What is your racial/ethnic background?
a. African-American
b. Asian-American
c. Multi-racial
d. Caucasian
e. Hispanic/Latino
f. Native American
g. Other _________________
Question 19. What is your age __________ (in years)?
Question 20. Marital status:
a. Single
b. Separated
c. Divorced
d. Widowed
e. Married
Question 21. In which state do you currently reside: __________________
Question 22. Your gross annual household income falls into the following range:
a. $24,999 or below
b. $25,000 - 49,999
c. $50,000 - 74, 999
d. $75,000 - 99,999
e. $100,000 - 124,999
f. $125,000 or more
Question 23. In the space provided, please provide any other information that relates to what motivates you (as a female
graduate) to make or not to make financial contributions to the University of Virginia.
Thank you very much for your time taken to answer the above questions. Your responses will help the University create a
culture that will encourage alumnae to consider the University in their giving decisions.
End of Survey
Please return the survey in the envelope provided.
Thank you.
© Kathryn M. Pumphrey