http://umpir.ump.edu.my/563/1/Ariff_Safwan_Radzi.pdf

2.2 Alumni
Previous research suggests students who are active in life of college campus, primarily through voluntary association in student activities and organizations are likely to be more philanthropic toward their alma mater than those who less involved, or not involved at all. According to Breazeale, institutional commitment created from student social involvement continues after graduation. Breazeale also stated that the student should [1]:
i. Be made aware of Alumni Association, by making registration easier. ii. Develop leaders among the graduate student. iii. Involve alumni members in the affairs of the university.
One key assumption to ensure future alumni support lies in making entertainment students graduate with a positive overall attitude about their educational experience. Graduate who leaves with negative feelings about their alma mater will most likely never respond to request for financial support.

http://www.freepatentsonline.com/article/College-Student-Journal/133606091.html at least two important issues must be addressed in contacting alumni. The first is the need to develop instruments that will facilitate large response rates (Delaney, 1994; Underwood, Nault, & Ferguson, 1994). The second is locating current contact information for alumni when a complete database has not been developed. In fact, models for developing an alumni community are needed to assist with the process of contacting alumni and gaining important feedback to be used in current programs (Davidson-Shivers, Inpornjivit, & Sellers, 2003; Delaney, 1995).

GRADUATE TRACER AND EMPLOYERS' EXPECTATIONS ...

http://ahero.uwc.ac.za/index.php?module=cshe&action=downloadfile&fileid=36807145012072991798320

All the tracer studies reviewed had similar objectives of establishing; the relevance of the knowledge and skills graduates got at university to their places of work, which issues should inform curricula review and the time spent to get employed among others. The graduates were the primary sources of this information in all these studies apart from the Ndungutse study
(2005) which used Deans of Faculties and academic staff as key informants. While the issues above were also studied in the current study, the primary sources of data were expanded to include employers, thus the current study had two components of the graduate tracer and employers' expectations studies.

Studies under review used different approaches in drawing up graduate lists. For example, the
Mayanja et al studies (1997, 1999) used a combination of methods to come up with "where are they now lists", these included placing of ads in the print media, records in the convocation book in addition to snowballing. On the other hand, Ndungutse (2005) used snowballing and records at professional bodies and hospitals. In terms of sampling the three studies mentioned above used the non random sampling technique where snowballing was highly relied upon. All the three did not have pre-select graduates to interview in their sample.
Kirumira and Bateganya (2003) used pre-selected samples where the selected graduates helped in identifying and updating the contacts of their colleagues on the lists. The current study employed the above sampling techniques though the snowballing technique was not as successful due to the big populations of some of the academic programs.
The four studies here employed both direct face to face interviews and postal self administered questionnaires. The current study only used the direct face to face interviews since the above studies, especially the Mayanja and Nakayiwa (1997) study showed a low return of questionnaires
(i.e 600 out 7000 distributed).
It was important to compare some of the findings of these studies since there were some objectives that ran through each of the studies. For example, it was interesting to compare the employability and marketability of graduates within and across disciplines in different time periods since the entire time frame covered across the four studies in addition to the current study is about 22 years. This time period has seen a series of economic and political changes. For example, the Kirumira and Bateganya (2003) study found that 45% and 31% of graduates were employed by central government and private sectors respectively. It would be interesting to see whether this has changed over the three years.

http://www.scribd.com/doc/50720521/A-Tracer-Study-of-the-Employment-Status-of-PUPQC-AY-2004-2005

The second reason for the importance of education is that only through the attainment of education; man is enabled to receive information from the external world; to acquaint him withpast history and receive all necessary information regarding the present. Without education, manis as though in a closed room and with education he finds himself in a room with all its windowsopen towards outside world (Khan, 1989).

Most of the employer of today requires his prospective employees to be well educated.They require expertise. So, education becomes an eligibility criterion for employment into anysector of the industry. We are rewarded for exercising the expertise required for the field weventure. We are weighed in the market on the basis of our educational skills and how well wecan apply them. T hat‘s why education is very important because it equips us with all that is needed to make our dreams come true and open doors of brilliant career opportunities thatfetches us for better prospects in career and growth. (M. Oak, 2000).