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Key components of successful higher ...

Sheridan, Brenda A.

Key components of successful higher education online fundraising programs.

紀錄類型:	書目-電子資源 : 單行本
正題名/作者:	Key components of successful higher education online fundraising programs./
作者:	Sheridan, Brenda A.
面頁冊數:	128 p.
附註:	Source: Dissertation Abstracts International, Volume: 65-07, Section: A, page: 2449.
Contained By:	Dissertation Abstracts International65-07A.
標題:	Education, Administration. -
電子資源:	Download fulltext (下載全文)
ISBN:	0496868624

Key components of successful higher education online fundraising programs.
Sheridan, Brenda A.

Key components of successful higher education online fundraising programs. - 128 p.

Source: Dissertation Abstracts International, Volume: 65-07, Section: A, page: 2449.

Thesis (Ed.D.)--University of Pittsburgh, 2004.

This study identified key components of successful higher education online fundraising programs and estimated the effects of those key components on online giving performance. The six fundraising components examined were: age of the online fundraising program, characteristics of online donors, technology behind the online fundraising program, marketing aspects of the online fundraising program, fiscal investment in the online fundraising program and the online fundraising experience since September 11, 2001. Forty-eight institutions of higher education were surveyed via a mail questionnaire and 29 responded (60%). The 29 institutions that responded were divided into two groups (highly successful and successful) based on the amount of money they raised online for the fiscal year July 1, 2002--June 30, 2003. The "highly successful institutions" were defined as those that had raised more than $310,000 online; and the "successful institutions" were defined as those that had raised less than $310,000. The results of the study indicated that for both the "highly successful institutions" and the "successful institutions," marketing the online fundraising program appropriately was one of the essential ingredients to raising money online. Both groups used web site exposure, e-mail to alumni, a phone campaign and a direct mail campaign to promote their online fundraising program.

ISBN: 0496868624Subjects--Topical Terms:

1000005409
Education, Administration.

Key components of successful higher education online fundraising programs.
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300 $a 128 p.
500 $a Source: Dissertation Abstracts International, Volume: 65-07, Section: A, page: 2449.
500 $a Adviser: Glenn M. Nelson.
502 $a Thesis (Ed.D.)--University of Pittsburgh, 2004.
520 $a This study identified key components of successful higher education online fundraising programs and estimated the effects of those key components on online giving performance. The six fundraising components examined were: age of the online fundraising program, characteristics of online donors, technology behind the online fundraising program, marketing aspects of the online fundraising program, fiscal investment in the online fundraising program and the online fundraising experience since September 11, 2001. Forty-eight institutions of higher education were surveyed via a mail questionnaire and 29 responded (60%). The 29 institutions that responded were divided into two groups (highly successful and successful) based on the amount of money they raised online for the fiscal year July 1, 2002--June 30, 2003. The "highly successful institutions" were defined as those that had raised more than $310,000 online; and the "successful institutions" were defined as those that had raised less than $310,000. The results of the study indicated that for both the "highly successful institutions" and the "successful institutions," marketing the online fundraising program appropriately was one of the essential ingredients to raising money online. Both groups used web site exposure, e-mail to alumni, a phone campaign and a direct mail campaign to promote their online fundraising program.
520 $a While both groups reported success in raising money online, many institutions also cited frustrations with their online fundraising technology. Specifically, both groups cited problems with: tracking where their online donors navigated from; the constant changing of online donors' e-mail addresses; tracking online giving performance; and limited fundraising software capability. Both groups also reported frustrations with the limited fiscal investment in their online fundraising programs and limited personnel resources allocated toward the upkeep of the program.
520 $a Although both groups cited an increase in online giving to their institutions after the tragedy of September 11, 2001; the reason for this increase could not be determined.
520 $a Therefore for the "highly successful institutions" and the "successful institutions," age of the online fundraising program, fiscal investment in the online fundraising program, and the online fundraising experience since September 11, 2001, were not components related to online fundraising success. However, characteristics of online donors, marketing aspects of the online fundraising program and the technology behind the online fundraising program were related to online fundraising success.
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