Improving Faculty and Staff Giving at Radford University

This study provided Radford University with an opportunity to better understand the motivating behaviors of faculty and staff while distinguishing the strategies that influence their interest in giving or choosing not to give. In this study, I used a mixed-methods approach for data collection to answer my research questions and to inform the development of the Employee Engagement Plan. The quantitative data was obtained through an online survey provided to Radford University faculty and staff; qualitative data were gathered through focus groups with faculty and staff, and peer institution interviews. The four constructs focus on: effective engagement and solicitation strategies of faculty and staff, the value and gratification associated with giving, the significance of understanding the impact of giving, and the likelihood of making a gift. The Theory of Planned Behavior (TPB) guided my thinking and approach to the entire research process. The TPB includes an initial understanding of whether a person feels they know how to complete a certain behavior (action), whether they can do it successfully, and if they have a favorable attitude towards the behavior. The results indicate there is an immense opportunity to increase faculty and staff giving through making changes to engagement strategies and focusing on the impact of giving. The results show a strong likelihood to give, adding immense value to the timing of the development of the Employee Engagement Plan. Additionally, this study demonstrates the value of connectedness as expressed by respondents and provides the instances where these connections are key. Employees appreciate having multiple options when choosing to support Radford University and their preferred method of giving is discussed. Furthermore, the significance of peer-to-peer engagement and understanding the impact of charitable support and transparency are addressed.