Gifts on a High Note: A Case Study of Major Donors to Music Programs in Higher Education

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Autor/in	Barascout, Roger
Titel	Gifts on a High Note: A Case Study of Major Donors to Music Programs in Higher Education
Quelle	(2012), (150 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Temple University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-2673-5172-2
Schlagwörter	Hochschulschrift; Dissertation; Higher Education; Alumni; Music; Donors; Private Financial Support; Metropolitan Areas; Fund Raising; Economic Progress; Music Education; Decision Making; Research Universities; Interviews; Role; Interpersonal Relationship; Institutional Mission; School Community Relationship; Undergraduate Study; Case Studies + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Hochschulbildung; Hochschulsystem; Hochschulwesen; Musik; Private Investition; Ballungsraum; Fundraising; Spendensammlung; Economic growth; Wirtschaftswachstum; Musikerziehung; Decision-making; Entscheidungsfindung; Forschungseinrichtung; Interviewing; Interviewtechnik; Rollen; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Grundstudium; Case study; Fallstudie; Case Study
Abstract	This study is an examination of the giving decision-making process, as well as the factors, characteristics, and motivators of major donors to music programs in higher education. The college and the conservatory of music selected for this study are part of large, public, doctoral, research universities in metropolitan areas with at least three major arts organizations. The primary sources for the data were interviews with donors who have made major gifts to the selected colleges of music. Review of the donors' giving patterns, and an interview with the Director of Development at each institution were also used to gain a better understanding of the giving decisions of major donors. The purpose of this study was to identify the factors that have motivated the gifts made by major donors. Higher education has a direct impact on the economic growth of society (Bowen, 1996; Clotfelter et al., 1991; Curti & Nash, 1965; Elliott, 2006; Gaudiani, 2003; Leslie & Slaughter, 1992; Smith & Drabenstott, 1992; Van Til, 1990). In the same way, philanthropy has played an important role in the development of higher education (Bremmer, 1996; Curti & Nash, 1965; Sears, 1990). Music and arts are also considered an essential part of societal development (Christ-Janer & Wickiser, 1968; Knieter, 1976; Myers, 2006; Rankin, 1982). Based on Christ-Janer & Wickiser (1968) and Rankin (1982), I anticipated that a great appreciation for music and a strong relationship to the academic institution's donor's support were two of the main motivators that have contributed to the giving decisions of major donors to music programs in higher education. I expected to find a level of relational affinity as defined by King (2005) who states that the donor-institution relationship is based on undergraduate experiences in the case of alumni, or interpersonal relationships with the leadership of a university for non-alumni. I also expected major donors to be drawn to give to colleges and schools of music because of their mission and the impact these schools have on the community. Different than all most of my expectations and findings in the existing literature on major donors, the results of this study show a different decision-making process for major donors to music higher education. The benefit of this study is to have a better understanding of major donors' behavior toward the arts and their motivation to give to music programs in higher education. The resulting knowledge provides additional insight for development officers at colleges of music as they work with their major donor cultivation, solicitation and stewardship. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10