Author ORCID Identifier

https://orcid.org/0009-0001-0881-2113

Date Available

5-8-2025

Year of Publication

2025

Document Type

Doctoral Dissertation

Degree Name

Doctor of Philosophy (PhD)

College

Education

Department/School/Program

Education Sciences

Faculty

Dr. Jane McEldowney Jensen

Faculty

Dr. Eric Thomas Weber

Abstract

This qualitative study explores the experience of receiving donor-funded scholarship support facilitated through a higher education institution, especially when the recipient has interacted with the donor of the funding. This recipient-and-donor-interaction is common at American post-secondary institutions in the form of written thank you notes and attendance at donor recognition events. This research addressed the following questions: How do donor-funded scholarship recipients experience this funding? How do donor-funded scholarship recipients experience interaction with the donor of the scholarship? These questions were explored through in-depth semi-structured interviews with 23 recent alumni from five private universities and colleges who received donor-funded scholarships as undergraduate students. The six phases of reflexive thematic analysis guided the analysis. Key themes identified showed participants often expressed uncertainty and questions about their funding. Participants often viewed the funding as financial aid with an added dynamic due to the presence of donors and additional expectations. Some participants felt obligated and othered by this type of funding. Yet, participants celebrated the donor’s presence and gift of funding. In addition, funding and interactions created an inward focus for some participants in which they internalized the funding and donor experience as being recipient-centered in ways that presented feelings of motivation and belonging. These themes highlight the need for increased scholarship recipient education and integration of donor-funded scholarship recipients into advancement efforts. This research will be of interest to fundraising, advancement, donor relations, alumni, and stewardship professionals, university leadership, donors of scholarship support, and student affairs and student life professionals looking to better understand this facet of the student experience and how it could impact larger issues of student belonging and future donative behavior.

Digital Object Identifier (DOI)

https://doi.org/10.13023/etd.2025.83

Funding Information

This study was supported by the Arvle and Ellen Turner Thacker Endowment Fund Dissertation Award in 2024.

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