Hearkening back to the historic relationship between philanthropy and higher education is useful for two reasons. First, it allows us to examine history in a more complete context. Second, it allows us to draw contemporary parallels. Rather than building institutions, today’s transformational donors appear interested in how institutions build communities. While further research is needed, connections between the motives of today’s donors and the outlets for their giving seem to indicate an opportunity for affecting change in the academy’s internal operations (including those of development), and in making a transformative impact on the institution’s role in society.
International Journal of Educational Advancement (2007) 7, 104–116. doi:10.1057/palgrave.ijea.2150051
James H. McAlexander, Harold F. Koenig, dan John W. Schouten
Loyal alumni are a mainstay of financial support for many universities. This empirical study of university alumni situates the emerging theory of brand community within the world of university development and advancement. The study measures key relationships that one would expect to find in a healthy university brand community. Most importantly, this research demonstrates the powerful contribution that understanding and managing brand community can make to those interested in the advancement of higher education. We find that integration within a university brand community explains important loyalty- related behaviors such as future donations to the university and the purchase and display of university logo merchandise.
International Journal of Educational Advancement
Author’s Contact Address:
James H. McAlexander Oregon State University College of Business Box 408, 200 Bexell Corvallis, Oregon Phone: +541 737 3182 (office) Fax: +541 737 4890 E-mail: email@example.com
This paper investigates agency among vocational teachers with reference to boundary-crossing between school and working life. Our study utilised interviews with sixteen Finnish vocational teachers. Adopting a narrative analysis approach, we found that the teachers had a variety of forms of exercising agency in terms of decisions deliberately taken, and the discourse and actions following these decisions. These forms were: (i) restricted agency, (ii) extensive jameshallison casino agency, (iii) multifaceted balancing agency, (iv) situationally diverse agency, and (v) relationally emergent agency. The exercising of agency was intertwined with the main resources and constraints emerging from the teachers’ sense of their professional self, their awareness of their relationships to workplace personnel, and their views of the professional tasks determined by the school. Depending on its nature and direction, agency appears to create diverse conditions for teachers’ productive work in boundary-crossing settings, for developing education and for remaking the work practices of workplaces.