Exploring Challenges and Strategies for Sustaining Alumni Connections at the School Level

Chase Corwin Harrison

This performance improvement dissertation in practice research study involved investigating the performance issue of limited communication and sustained relationships between an education school (ES) at a southeastern regional U.S. university and its specific alumni. Despite alumni being key stakeholders in accreditation processes, curriculum feedback, mentorship, recruitment, and philanthropic efforts, the ES lacked a structured, consistent approach to alumni engagement. Lacking alumni communication, the internal stakeholders presented this problem of practice for investigation because it posed organizational and societal challenges, undermining the capacity of the ES to harness alumni for continuous improvement and community enrichment. A human performance technology (HPT) model (Van Tiem et al., 2012) provided the guiding framework for the investigation, ensuring a systematic approach to performance analysis, intervention design, and evaluation. The research design employed qualitative methods, including interviews with 12 alumni and five faculty and staff, supplemented by extant document analysis and a structured review of institutional and ES social media. I analyzed the data through thematic coding, with findings triangulated across sources for trustworthiness. The organizational and environmental analyses revealed four central themes between what is and what should be: (a) stakeholder involvement in continuous improvement, (b) lifelong learning and professional development, (c) equity and inclusive practices, and (d) outcome-oriented communication. I contrasted the ideal state with the lived experiences and observations of alumni and faculty, who described fragmented communication, lack of role clarity, and limited infrastructure supporting alumni engagement. Using Kaufman’s (1999) organizational elements model (OEM) and Kaufman et al.’s (1993) needs assessment, I conducted a gap analysis across mega (i.e., societal), macro (i.e., organizational), and micro (i.e., individual or departmental) levels. At the mega level, the disconnection of alumni after graduation limited their societal contributions and mutual benefits. The ES lacked integrated systems and accountability structures for alumni engagement at the macro level. At the micro level, faculty and staff were unclear about their roles, lacked tools, and often deferred alumni communication due to competing responsibilities. A root cause analysis using the five whys technique identified three primary root causes: (a) no institutional process for inviting alumni into continuous improvement, (b) fragmented infrastructure for alumni communication, and (c) lack of faculty or staff training and role clarity in alumni engagement. An analysis of extant social media and communication strategies further supported the findings, which showed infrequent and non-alumni-focused posts on platforms like Facebook, LinkedIn, and Instagram. To address all findings, I selected an intervention set through the analytic hierarchy process (Saaty, 2001) that led to the creation of the ES Alumni Communication Procedures Manual, which provides a formal guide to standardize outreach; clarify roles; and ensure consistent, inclusive, and strategic alumni engagement. The manual includes eight sections and an appendix of templates. I also created a manual orientation presentation (i.e., a 60–90-minute training session) designed to train faculty, staff, and graduate assistants on effective alumni communication and the principles of alumni-in-training (Pumerantz, 2005). The intervention set also called for the creation of an ES alumni database and opportunities for alumni to get involved with the ES through events and academic activities. However, the leadership of the ES only approved the ES Alumni Communication Procedures Manual portion of the intervention set. Evaluation of the intervention set followed and will follow the Dessinger-Moseley full-scope evaluation model (Dessinger & Moseley, 2006), including formative, summative, confirmative, and metaevaluation components. I collected formative evaluation feedback from ES stakeholders on usability, clarity, and relevance. I also planned summative and confirmative evaluations for the future that will aid in assessing the implementation and early outcomes. I ensured alignment with HPT evaluation standards through the metaevaluation process. This dissertation in practice contributes a replicable model for institutionalizing alumni communication in ESs, with implications for accreditation compliance, continuous improvement, and community-engaged scholarship. It also underscores the importance of elevating alumni from passive recipients of outreach to active cocreators of institutional success.

Exploring Challenges and Strategies for Sustaining Alumni Connections at the School Level

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Exploring Challenges and Strategies for Sustaining Alumni Connections at the School Level

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