| With gratitude and reverence in their hearts, the alumni | | | | CAT, SET, NET, CSIR, and IAS and so on. |
| wish to contribute to the enrichment and enhancement | | | | They can purchase equipment, machinery and other |
| of the quality of education being received by the | | | | resources for the use of the institution. The alumni can |
| students, in whichever manner possible and also make | | | | pass on information through on-line by developing |
| contribution to the society at large. They associate and | | | | ‘blogs' which enable the students to post their |
| involve in fostering professional, academic and social | | | | responses. Through on-line, the alumni can share their |
| links with the institution. The alumni as a stakeholder is | | | | information in the following manner: |
| significant during the different stages of institutional | | | | - e-alerts |
| activities such as need analysis phase, curriculum | | | | - Quick paging |
| design phase, implementation phase and in evaluation. | | | | - e-message centre |
| Need analysis phase Alumni continue to be the largest | | | | - Hints & reminders |
| source of private contribution to education. They are | | | | - e-Newsletters |
| instrumental in gaining valuable insights about various | | | | - On-line discussions |
| industries, employers and society. They identify what | | | | - e-seminars & Video conferencing |
| kind of experience and skills are needed to obtain | | | | - PowerPoint presentations |
| specific position in profession. They provide feedback | | | | The alumni can arrange for business forum, guest |
| through which the institution can update academic | | | | speakers, workshops, lectures, conferences, exhibitions, |
| courses most relevant to current requirements. | | | | field trips, surveys, and symposia, programmes to |
| Besides they identify career opportunities available in a | | | | enhance the students' employment potential, and |
| particular field based upon which academic | | | | improve their awareness on career options. They can |
| programmes can be decided. | | | | also establish on a temporary or permanent basis, a |
| Curriculum design phase The alumni can help the | | | | training/coaching centre to offer free coaching to the |
| institution to include courses on entrepreneurship skills | | | | deserving students. Alumni awards for outstanding |
| and leadership qualities for students by giving the | | | | students can be given every year. |
| feedback periodically. They help to identify the | | | | They can assist the institutions |
| currently appropriate requirements for development | | | | - For establishing MOUs and industry-institution linkages, |
| relevant to successful employment, ensuring the | | | | counselling centers |
| inclusion of essential skill elements. They also help to | | | | - Self-employment training centers and organising |
| identify the professional organisations which are useful | | | | campus interviews. |
| to the particular field and to know what type of skills is | | | | Evaluation phase The alumni are instrumental in getting |
| most important for industry. | | | | the opinion of the parents, employers and society |
| Implementation phase In this phase, alumni can involve | | | | about the performance and functioning of the institution. |
| themselves in providing orientation programmes or | | | | Gathering feed back from the alumni helps to improve |
| bridge courses for freshers. The alumni may institute | | | | teaching-learning process, research and development, |
| awards prizes and contribute books to the library or | | | | infrastructure development and industry-institution |
| establish book bank. A Corpus Fund may be raised to | | | | partnership. They provide support services viz. |
| cater to the needs of the genuinely deserving | | | | Help to identify areas of research and development. |
| candidates. They can provide educational CDS, | | | | Develop an alumni web-site which is a powerful data |
| software packages and other types of learning | | | | acquisition tool to capture demographic participation |
| resources to further the knowledge of the students. | | | | and behavioural data base over years, offer |
| They can help the differently abled students by | | | | opportunity through that website to personalise what |
| providing special learning resources, scribes, support | | | | information they will share, type of news to receive, |
| services and act as scribes. They can provide financial | | | | how website looks to them, by what methods they |
| aid to support the poor, needy and meritorious and | | | | want to be contacted and their frequency and provide |
| also provide coaching to slow learners, preparing | | | | opportunities to integrate ‘friend-raising and fund |
| students for competitive examinations like TANCET, | | | | raising'. |