An elective classification in which higher education institutions voluntarily participate. Taking place on a five-year cycle, it is a self-assessment process whereby colleges and universities are reviewed based on documentation and data collection on institutions’ identity, mission and commitments. Community engagement is described as a collaboration between higher education institutions and their local, regional, national, and global communities for beneficial exchange of resources and knowledge to enrich scholarship, creative activity, enhance curriculum, engage citizens, and strengthen civic responsibility and democratic values while addressing social issues and contributing to the common good, all in a context of reciprocity and partnerships. There were 296 schools that classified in both in 2008 ( Carnegie Foundation, 2014 ).
Published in Chapter:
Strategic Leadership: Developing 21st Century Citizens Who Invest Their Time, Talent, and Treasure in the Service of Others
Joshua H. Truitt (University of Central Florida, USA), Jarrad D. Plante (University of Central Florida, USA), Thomas D. Cox (University of Central Florida, USA), and Sandra L. Robinson (University of Central Florida, USA)
Copyright: © 2017
|Pages: 18
DOI: 10.4018/978-1-5225-1049-9.ch114
Abstract
The pervasive effects of change leadership may be best illustrated by examining institutional engagement and student experience, two areas that directly affect alumni giving. Alumni donor participation may be understood by focusing on student experience and engagement, and higher education administrators can benefit from understanding the influence of alumni donor behavior through enriching college experiences. The study examines data of alumni giving at three different institutions in the southeastern United States to determine the impact of the Carnegie Community Engagement Classification and reclassification on the purposeful institutionalization of community engagement and service-learning. The purpose of this chapter is to provide an overview of the institutionalization of service-learning process, practical strategies for implementing system-wide change, and relate those practices to its influence on alumni donor behavior – information that are practical and highly useful that can facilitate positive changes for institutions.