Alumni Institutions: A Case Study

One of the approaches that offers a deeper understanding of the alumni–academy relationship is using institutional advancement strategies. Institutional advancement strategies are according to Gallo (2012) defined as an approach to building relationship with stakeholders - including alumni - to increase support for an institution. Universities build relationships with graduates (alumni) to form a foundation for wider institutional support, which may include philanthropy at a later stage. Since a higher education institutions initiate the conditions and apply institutional advancement strategies for alumni relationships, the task is on alumni themselves to decide to embrace or ignore this approach from their alma mater to develop a lifelong

As alumni seek meaningful relationships with their universities, alumni organizations are positioning themselves as “portals” between alumni and alma mater, through programming and communications. As an entry point for alumni into the university, the association’s website typically provides news and information about the university, multiple options for engaging alumni with each other (including social media), activities that interest alumni throughout their careers and lives, events on campus and regionally, career services, connections to state legislatures for advocacy work, and ways to give back to the university through involvement and

Conclusions and policy implications

In the current economy, job security has become somewhat of an oxymoron. Which is one reason why maintaining connections with your old university classmates, especially when you find yourself looking for a new job, can be crucial. Now universities across the country are beginning to use social media tools to engage alumni and build a network of graduates with a shared affinity for the institution (Lavrusik, 2009).

Perception of tertiary students as either customers or products will have a direct impact on the dynamics created within and outside a learning space. Quality service in higher education should aim at offering experiences that promote dialogue, inquiry and reflection in the long term. Instructors should learn to balance the expectations of students without compromising on academic rigor. Curricula should be kept updated by consulting industry and economic trends. Learning support should be complemented by being student-centered rather than merely task-driven. (Yeo, 2008).

Thanks to these societies alumni have the chance stay in contact with their university and with former fellow students as well as to make use of the offers for professional and scientific further