What is the role of the alumni community in the development of higher education institutions?
This is a critical question that many higher education institutions (HEIs) in Europe are asking themselves, as they realise the significant role that graduates can play in supporting strategic objectives. In turn, alumni are also becoming important stakeholders as they are increasingly invested in the continued success of their university, and they expect the value of their degree to continue long after they leave the campus. The challenge for universities is to develop an effective engagement plan that matches the strategic priorities of the university and the interests and needs of its alumni.

What do alumni have to gain by keeping in touch with their universities?
If universities are implementing effective student and alumni engagement strategies then alumni will have much to gain and, in turn, will feel motivated to support their university´s development.
The value that alumni seek will vary and change over time, but one consistent word that captures what alumni have to gain is access. For example, alumni consistently want access to a valuable network that offers diverse business opportunities and possibilities to expand their professional network, talent in the form of student interns, recent graduates and fellow alumni, knowledge and insights in the form of professional development opportunities and continuing education.

What are the main differences between US and European cultures, in respects to alumni-school relations?
I believe the differences can be summed in one concept, engagement. In the US, students and alumni are actively and strategically engaged throughout the student to alumni engagement lifecycle. The relationship between the university and the student is established from the beginning and nurtured throughout the student experience and continued after they graduate. As a result, the student recognizes their university as an invaluable resource that continually adds value throughout their lives.
In turn, a sense of belonging and pride for their university is conceived, which also means they willingly assume a responsibility to give back and support the university in a variety of ways.
Working across the student to alumni lifecycle within HEIs and living in Europe since 2004, I believe that universities in Europe, for the most part, have not viewed students and alumni as stakeholders, and consequently not recognized the need to actively engaging these groups – it just is not typically part of a university’s relationship model. However, this is beginning to change as HEIs across Europe realize the return on investment of effectively engaging these groups. Now universities need to pro-actively unlock the potential of engaging a group of people that have not been given a reason to stay connected.
In the end, engagement is about relationships, and regardless of culture and background people want to belong and feel connected.

Do you believe those differences will make it impossible to develop in Europe (and in Portugal) significant fund raising activities?
Based my experience, I am happy to report that the differences are only a challenge that can be overcome. It is not about copying and pasting a US model because that will not necessarily work, instead, is about seeing the possibilities and developing the appropriate engagement model that produces outcomes that benefits all stakeholders. To make that happen will require the support of university leadership, an engagement strategy that is aligned with institutional objectives and willingness across key student and alumni facing university functions to think and act differently.

What are the key factors in keeping a stable and dynamic relationship with alumni?
Apart from what I have already discussed, I would like to share the NOYO C.A.R.E. Model, which I created to help institutions foster and nurture a stable and dynamic relationship. By doing so, universities will establish a connection that leads to a mutually beneficial engagement program. This will require that institutions take “C.A.R.E.” of the relationships they have with alumni and other stakeholders. In order to establish a connection, awareness becomes important. Do alumni know about the alumni office? Are they aware of alumni services offered? Are institutions aware of alumni needs? Who is engaging with alumni and why? These are just some question for which there should be answers to come up with programs and initiatives that are actually relevant to alumni and their needs.

Do you believe Técnico can significantly improve the relationship with its alumni and include them in its mission?
In our early discussions with colleagues at Técnico, it is clear that there is a passion for the institute, and a commitment to building on its existing profile and success. This enthusiasm is at the heart of all effective student and alumni engagement models. This, matched with the intensive nature of study at Técnico, and the connection felt by students, means that the prospects of an effective alumni programme are very positive!