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Influences of scholarship aid on the social exchange cycle: A qualitative exploration of scholarship recipients and direct reciprocity.

机译：奖学金援助对社会交流周期的影响：对奖学金获得者和直接互惠的定性探索。

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摘要

Social exchange theory asserts that individuals who receive a gift will be pressed by an internal sense of obligation to give back in turn (Mauss, 2002). While there is a great deal of literature devoted to giving, there is little literature about the receiving end of the exchange cycle. Deeply impacted by the effects of direct reciprocity are North American educational institutions, which increasingly rely on alumni support to maintain their financial viability. Colleges and universities must decide how to direct their spending in a way that allows the institution to continue in perpetuity. In spite of theories about direct reciprocity within social exchange literature, scholarship recipients often give back little more or less than non-recipients (Monks, 2003). The purpose of this qualitative research was to investigate the subjective, lived experience of nine scholarship recipients who completed college at least ten years prior to their participation. This research used the Listening Guide method to develop a narrative form of participants' stories, allowing the multiple and sometimes contradictory voices to emerge from each, including decision making about their diverse giving patterns. Their accounts complicate existing literature with narratives that include far more than a sense of obligation. Multiple factors influenced their experience, including pre-existing values and life experience, perceptions about school administration, and the opportunity and capacity to develop a sense of agency. In addition, the participants provided an increased understanding of the temporal and fluid nature of their experience and reaction.
机译：社会交换理论断言，接受礼物的个人会受到内在的义务感的折磨（Mauss，2002）。尽管有很多文献专门讨论捐赠，但关于交换周期接收端的文献却很少。受到直接互惠效应的深刻影响的是北美教育机构，它们越来越依赖校友的支持来维持其财务生存能力。高校必须决定如何指导支出，使该机构永续发展。尽管在社会交流文献中有关于直接互惠的理论，但奖学金获得者的回馈往往比非接受者多多少少（Monks，2003）。这项定性研究的目的是调查九名奖学金获得者的主观生活经历，这些奖学金获得者至少在参与大学十年之前就完成了大学学习。这项研究使用了《听力指南》方法来发展参与者故事的叙事形式，使每个参与者都能发出多种，有时甚至是相互矛盾的声音，包括对他们不同的捐赠方式进行决策。他们的叙述使现有文献变得复杂，叙述不仅仅包含义务感。多种因素影响他们的经历，包括先前的价值观和生活经历，对学校管理的看法以及发展代理意识的机会和能力。此外，参与者对他们的经历和反应的时间和流动性质有了更多的了解。

著录项

  • 作者

    Forrest, Jeannie.;

  • 作者单位

    New York University.;

  • 授予单位 New York University.;
  • 学科 Education Finance.;Education Educational Psychology.;Education Administration.;Psychology Social.
  • 学位 Ph.D.
  • 年度 2010
  • 页码 229 p.
  • 总页数 229
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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