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Transcript of Applied Research Project Work-Study Program
“An Evaluation of the Butler County Community College Work-Study Program”
A Project Report Presented to the Faculty of the Degree Completion Program
Geneva College, Beaver Falls, PA
In partial fulfillment of the requirements for the degree of Bachelor of Science in Human Resources
by
Becky Smith
Don Searle
Cohort 264
February 15, 2013
ii
CERTIFICATION PAGE
This is to certify that the Applied Research Project report prepared by Becky Smith Entitled “An Evaluation of the Butler County Community College Work-Study Program” Has been accepted by the faculty of Geneva College, Degree Completion Program
Signed:
Primary Instructor Date
Program Director Date
iii
TABLE OF CONTENTS
ABSTRACT ........................................................................................................................v
CHAPTER I: SETTING AND BACKGROUND OF THE RESEARCH QUESTION.....1
Statement of the Research Question and the Purpose of the Research ....................1
Historical Background of the Research Question ....................................................1
Setting: 7-S Analysis of the Research Question ......................................................3
Scope of the Project .................................................................................................7
Significance of the Project .......................................................................................7
Definition of Terms..................................................................................................9
CHAPTER II: LITERATURE REVIEW .........................................................................11
Research Question .................................................................................................11
Review of the Literature ........................................................................................11
A Biblical Concept Applicable to the Research Question .....................................19
Summary of the Important Trends in the Literature ..............................................21
The Researcher’s Hypothetical Answer to the Research Question .......................21
CHAPTER III: DATA COLLECTION PLAN .................................................................22
Research Question .................................................................................................22
Summary of the Hypothetical Answer to the Research Question ..........................22
Sources of Data from the Organization .................................................................23
Methods of Data Collection ...................................................................................23
Rationale for Data Collection Methods .................................................................23
Questionnaire Connection to the Hypothesis of this Project .................................24
Limitations of the Data Collection Plan .................................................................27
Summary ................................................................................................................27
iv
CHAPTER IV: RESULTS AND DISPLAY OF THE DATA COLLECTION ...............29
Research Question .................................................................................................29
Display of Results and Statistical Analysis of the Data .........................................29
Key Higher Statistics Analyses ..............................................................................43
Summary of Highlights ..........................................................................................45
CHAPTER V: CONCLUSIONS AND RECOMMENDATIONS ...................................46
Research Question .................................................................................................46
Identifying the Trends in the Data .........................................................................46
Summary of Conclusions .......................................................................................48
Recommendations for Change ...............................................................................49
Change Plan ...........................................................................................................51
Recommendations for Further Research ................................................................57
REFERENCE LIST ...........................................................................................................59
APPENDIX A ....................................................................................................................61
APPENDIX B ....................................................................................................................62
APPENDIX C ....................................................................................................................63
v
ABSTRACT
This project attempted to answer the following question, “Based on a review of
the expert literature, what were the principles, models, and benchmarks essential to the
operation of a successful Title IV Federal Work-Study Program in a community college
setting, and how did the Butler County Community College Federal Work-Study
Program compare.”
A literature review was done to define various trends that are indicitave of an
effective work-study program. During the literature review, the researcher formed the
following hypothetitcal answer to the research question, “Based on the experts cited in
this literature review, the researcher hypothesizes the following answer to this project’s
research question: The success of a work-study program in a community college setting
is contingent upon the college’s ability to effectively manage the student employee by
understanding their unique perspectives, recognizing the potential positive impact on a
student employee’s academic success, engaging in campus-wide collaboration efforts to
assume an efficiently running program, and reducing student loan indebtness by
promoting an earning verses borrowing initiative within the campus community.”
Using the post-postivist research tradition, the researcher attempted to falsify the
hypothetical answer through the data collection process. To test the hypothesis, the
researcher surveyed current work-study employees and supervisors at Butler County
Community College.
The following conclusions were drawn from the survey results. 1) There is a
statistically significant relationship between supervisors and students and their perception
of effective communication. 2) Reducing student loan indebtedness is not a big concern
vi
among college students today. 3) There is a statistically significant relationship between
generation and the perception on working to pay for school.
The following recommendations for improving the program were made to the
Director of Financial Aid based on the survey findings. Butler County Community
College can improve its work-study program by enhancing recruitment efforts, enhancing
communication efforts, and promoting the idea of working to pay for school instead of
maximizing student loan borrowing.
1
CHAPTER I
SETTING AND BACKGROUND OF THE RESEARCH QUESTION
Statement of the Research Question and Purpose of the Research
Based on a review of the expert literature, what were the principles, models, and
benchmarks essential to the operation of a successful Title IV Federal Work-Study
Program in a community college setting, and how did the Butler County Community
College Federal Work-Study Program compare.
This research question evaulated the current Work-Study Program at Butler
County Community College, in an attempt to more effectively operate the program. The
research areas included monitoring federal allocations, and projecting expenditures as
well as employee recruiment, retention, and development. Change were implemented
while remaining in compliance with the Department of Education Federal Title IV
Financial Aid Program regulations, as well as Butler County Community College’s
administrative policies.
Historical Background of the Research Question
Butler County Community College (BC3) chartered in 1965, was the first community
college in Western Pennsylvania. In the fall of 1965, there were 242 day and 190
evening students enrolled in credit classes. (BC3 Catalog 10-11, 2010)
In the fall of 2010, the College enrolled approximately 4,400 credit students and 24,000
non-credit students. The campus was nestled on 323 acres along Decatur Drive in Butler
2
Township. There were 18 buildings on campus including a library, gymnasium, daycare
center and bookstore. In addition, BC3 offered both credit and non-credit classes at off-
campus locations in Cranberry, Lawrence County, and Hermitage. (BC3 Catalog 10-11,
2010)
BC3’s vision was to become a regional institution of higher learning, and be
recognized for:
Excellence in teaching and learning,
Affordable, responsive and innovative programs,
Leadership in workforce development, lifelong learning and public safety,
Improving the quality of life for the communities we serve. (BC3 Catalog
10-11, 2010)
The mission statement was quoted as, “BC3 is dedicated to providing affordable
and accessible education, training and enrichment opportunities responsive to the needs
of the communities we serve. The college is committed to fostering a supportive,
student-centered environment that vaules integrity, diversity and excellence. (BC3
Catalog 10-11, 2010 )
As the Assistant Director of Financial Aid at Butler County Community College,
one of my duties was to administer the Federal Work-Study Program. I felt a program
evaulation would ensure the work-study program was properly aligned with the Mission
and Goals of the college by fostering a supportive, student-centered enviornment to its
students.
I noticed the Federal Work-Study Program lacked in recruitment and retention.
Students did not always follow through with their position assignment to the end of the
3
semester, or they chose not to show up to work at all. At the time I began my program
evaulation, the work-study program was employing an average of 70 students per
academic year. Of those 70 students, approximately 40% were retained for the entire
semester; even less were retained for the summer semester; and very few remained
employees for the entire time they were students at the College. Why were the student’s
not returning?
In addition, the work-study program experienced a budget cut from approximately
$150,000 to $120,00 for the 2010-2011 academic year. Some of the answers I was
looking for during my research were 1) Were funds being approprately allocated? 2) How
could I effectively roll unused funds into other positions? 3) Was there a way to predict
with any certanity how the payroll was going to playout for the upcoming semester? 4)
Were there any other ways to maximize the federal allocation without exceeding it?
Lastly during my research, I was looking for creative ways to more effectively
communicate with the work-study supervisors as well as the Human Resources Office.
Information was not getting communicated clearly, and we were finding violations to the
Department of Education Regulations.
Setting: 7-S Analysis of the Organization
The 7-S model is a tool organizations used to assess where they are at and where
they want to be going (Bradach, 1996). When using the 7-S model for analysis, an
effective manager can monitor the amount of internal alignment within an organization’s
complex system (Bradach, 1996).
4
Strategy
Butler County Community College (BC3) had unique value by offering affordable
and accessible education to its student population, offering training opportunities that
responded to the needs of the community, and fostering a student-centered environment.
(BC3 Catalog 10-11, 2010 )
Some of the College’s strategic priorites were to foster excellence in teaching,
become a regional institution of higher learning, provide innovative programs, offer
leadership in the workforce, and improve the quality of life for the community. (BC3
Catalog 10-11, 2010 )
Structure
BC3’s people and tasks were divided into a multi-divisonal structure. Each
divison was independent, and had its own set of support functions (Jones, pg. 150).
Appendix A illustrates the four levels of divisonal structure present at BC3.
Although the College leaned more toward a decentralized organization in that
each department had freedom to develop department and office specific policies,
maintain a budget, and develop their mission & goals, centralization was present in
instances relating to all final budgetary decisions, administering campus policy, and
estabishing the College’s mission and goals.
Systems
The College had various systems used to manage its organization. The College
was accreditated by the Middlestates on Higher Education and the National League of
Nursing. (BC3 Accrediations 2010-2011 )The College had developed an Institutional
Effectiveness Plan administered by the Director of Institutional Research and Planning,
5
the Acceptable Usage Policy administered by the Director of Information Technology,
and the Administrative Manual administered by the Director of Human Resources. In
addition, the college measured student satisfaction through the the Noel-Levitz survey
administered by the Director of Institutional Research and Planning
The College also had two bargaining units on campus which effected the
management of the organization. The Pennsylvania State Education Administration for
both faculty and support staff entered a bargaining agreement with the college every four
years.
Staffing
BC3’s approach to staffing was to first post positions internally. If there were no
successful candiates, the positon was posted externally through media such as the internet
and newspaper. Applicants that met all of the required criteria were interviewed by a
selection committee. The committee would meet and discuss the probability of each
candidate being the best fit for the area, and reach a consensus on the final applicant.
The college also supports staff development by sponsoring off-campus training
events as well and tuition reimbursement and/or waiver.
Skills
The college excells at offering affordable education to the student population.
BC3’s tuition rates are much lower than other universities in the state of Pennsylvania.
The College also excelled at offering excellent faculty with a student-teacher ratio of 17:1
(Neupauer, 2010).
6
BC3 lacks skill in its technical support areas as well as their athletic programs.
Despite a recent campus-wide computer conversion, the technologies could be made
more efficient by adding more area specific programmers. The athletic programs could
be enhanced by broadening their budget.
Style
The leadership style of top management at BC3 was more participatory and
analytical. Major decisions were reached by committees made up of diverse groups of
Vice Presidents, Deans, Administrators, Faculty, and Staff. The College’s top managers
spent most of their time in formal meetings; however, it was not uncommon for the lunch
room, classroom, or even the golf course to be an area where discussions were held.
The President promoted student feedback through the BC3 website, facebook, and
The President’s Blog. In addition, he continued to teach classes to better understand the
wants and needs of the student population.
Shared Values
BC3 fostered an enviornment of sharing the mission, goals, purpose, and directon
of the college. One of the ways this information was shared was through the Institutional
Effectiveness Plan which listed the goals of the college, as well as the implementation
process, method of evaulation, and results.
The President addressed faculty, administration, staff, and the student body
several times a year and shared the College Vision, 10 year plan, and the Mission and
Goals of the President.
7
Scope of the Project
The operation of the Title IV Federal Work-Study Program at Butler County
Community College had been in effect since the early 1980s. In the past, the program
had several administrators who passed procedures from one to another, and each leader
added his/her own ideas about how the program should run; however, nobody ever
objectively evaulated the program. The purpose of this project was to evaulate only the
programs effectiveness in comparison with other federal work-study programs, and
evaulate its alignment with the College’s vision, mission, and goals.
The research considered areas relative to the Financial Aid Office, Human
Resources Office, Student Services Division and current student employee supervisors
on campus. In addition, current students working as student employees were evaulated.
Significance of the Project
A program evaluation of the Title IV Federal Work-Study Program was important
because statistics show student involvement in collegiate activities has a positive impact
on their academics; therefore, a well run work-study program attributes to a student’s
academic success.
An evaluation of the work-study program produced positive changes by creating a
good experience for students while in college. In addition, a well run work-study
program assisted students in preparing for employment in their area of study after
graduation.
8
It was important for BC3 to experience changes because ultimately, it is the
Financial Aid Administrator’s job to protect the integrity of the program and assure
taxpayer dollars are being used as they were intended.
The likely audience for this project was the BC3 work-study supervisors, the BC3
Human Resources Office, the BC3 Financial Aid Office, and financial aid offices at other
colleges.
9
Definition of Terms
Acceptable Usage Policy Administrative policy that defines the acceptable use of
information systems at BC3.
ACG Grants The Academic Competitiveness Grant. The ACG Grant is
a federal grant awarded to students who graduated from
high school after 2005 and completed a rigorous secondary
school program of study.
Administrative Manual The BC3 policy and procedure manual applicable to all
personnel on campus.
BC3 The abbreviation used for Butler County Community
College. This was the organization used for this research
project.
FAFSA The acronym for Free Application Federal Student Aid.
The FAFSA is the application for applying for federal
financial aid programs (i.e. Pell Grants, SEOG Grants, and
ACG Grants). It is also used in determining eligibility for
student loans and work-study.
FAA The abbreviation used for Financial Aid Administrator. An
FAA is responsible for awarding financial aid to eligible
students, and balancing all financial aid programs while
remaining compliant with program policy and procedure.
FWS The acronym for Federal Work-Study. A Federal Work-
Study is a student working while attending school.
10
The Federal Work-Study Program A need based federal financial aid program.
Institutional Effectiveness Plan Also called the five column model; the BC3
Institutional Effectiveness Plan (IEP) outlines the
strategic plan of the College for the next five years.
National League of Nursing National League for Nursing is a membership
organization for nurse faculty and leaders in nursing
education. NLN members include nurse educators,
education agencies, health care agencies, and
interested members of the public.
Noel-Levitz survey Also known as the Student Satisfaction Inventory,
the Noel-Levitz survey measures student
satisfaction and priorities
Pell Grants The Federal Pell Grant is a gift aid program that is
based on financial need
SEOG Grants The Federal SEOG Grants is a gift aid program
awarded to students with exceptional need.
Title IV Title IV of the Higher Education Act (HEA) of
1965. The Title IV programs collectively represent
the nation’s largest source of financial aid for
postsecondary students.
11
CHAPTER II
LITERATURE REVIEW
Research Question
Based on a review of the expert literature, what were the principles, models, and
benchmarks essential to the operation of a successful Title IV Federal Work-Study
Program in a community college setting, and how did the Butler County Community
College Federal Work-Study Program compare.
Review of the Literature
Management Strategies
A successful Title IV Federal Work-Study Program encourages student employee
supervisors to consider the uniqueness of a student employee when developing a
management strategy. The supervisor’s approach to student employee management will
differ from typical management strategies while remaining equally important.
The first critical supervisor responsibility is an effective recruitment and
screening prosess (Baldwin & Barkley, 2007). While screening and recruitment depend
greatly on the diversity of the applicant pool, an excellent job description, job
expectation, and required skill level can assist in the screening process. According to
Baldwin and Barkley (2007), “Effective screening will greatly improve the supervisor’s
ability to hire qualified people” (p.153).
12
Secondly, the supervisor must effectively communicate his or her hiring decisions
in a timely and tactful fashion. Baldwin and Barkley stress the importance of using
sensitivity if the supervisor is notifiying an applicant that he or she was not hired.
The next critical responsibility in effective student empoyee management is
proper training. Through collaboration efforts with the Human Resources Office, new
student employees should be offered an orientation, disclosed a student employee
handbook, and have an understanding of his or her role withing the organization’s big
picture. Orientation and handbooks must be regularly updated to ensure up- to- date
training efforts (Baldwin & Barkley, 2007).
The next responsibility of an effective student employee supervisor is maintaining
student employee motivation. One of the most common problems with today’s student
employee is a fundamental lack thereof. In order for a student employee supervisor to
keep his or her student worker adequately motivated, there must be an understanding of
what the driving force is behind a student’s decision to work .
Studies show that 46% of students who work during the academic year do so out
of financial necessity (Richardson & Gbadamosi, 2009). Richardson & Gbadamosi go on
to say, “There is historical evidence to suggest that financial demands have played a key
role in students’ propensity to take on paid part-time work” (Perna ,2007) indicates
traditional age student workers use employment as a way to explore career options,
whereas adult students consider a job or working as part of his or her idenity.
As the research suggests, it is imperative for a supervisor to consider the type of
employee working for him or her, and the financial stressors associated with a student
employee in addition to their academic stressors, and offer coaching and counseling
13
initiatives in addtion to typical management strategies in order to maintain student
employee motivation (Baldwin & Barkley, 2007). Conversely, Baldwin and Barkley
believe that an unmotivated employee leads to low morale, excessive absenteeism and
high employment turnover. They further state that it is critical that a student employee
supervisor influence the actions of the individual to keep his or her personal needs and
goals properly aligned with that of the orgination.
Finally, an effective student employee supervisor must prepare for potential
problems and pitfalls. According to Casale, an organization must take a proactive
approach and develop written policies and procedures to support any personnel related
decisions. The policy and procedure manual should mirror the Department of
Education’s regulations, include anything specific to the organization, and be organizaed
for easy updating. An appendix with samples of forms to be used organization-wide
should also be included.
Positive Academic Impact
A successful Title IV Federal Work-Study Program recognizes the potential
positive impact on a student employee’s academic success when the position is properly
aligned with the student’s program of study and the amount of hours worked each week
is delicately balanced. Until recently, experts argued that working while attending
college could have a negaive academic impact on a college student ; however, statistics
and studies now consistently indicate a parallel between academic success and on campus
part-time employment (Pereles, 2007). The research done by the American Council on
Education (ACE) for 2006 indicated working 15 or fewer hours a week or in a position
14
relevant to a student’s academic interests has a positive impact on a student’s academics
and degree attainment (Restoring Responsiveness to Campus-Based Funds, 2009).
Interestingly, the research also indicates that the percentage of students taking
advantage of work-study positions is relatively small. “Given the percentage of federal
dollars involved in the payment of student wages, work-study is an ideal method for
institutions to increase the number of available positions that possess the characteristics
to increase student persistence and degree completeion.” (Martin, 2009, p 4). Research
goes deeper and offers detail on how work-study employment can be academically
advantegous to students. In a 1998 survey by The Department of Education, the majority
of students indicated their work-study experience had a positive effect on their academic
performance; less than 10% indicated a negative effect. (Troppe, 1998).
Students reported work-study assisted in academic performance by broadening
their study and organizational skills. The top five academic performance skills acquired
or enhanced by student employment were time management skills, research and library
skills, computer skills, communication skills, and gaining general work experience
(Troppe, 1998).
The research also indicates the more relevant the work-study position is to the
student’s academic studies, the more likely he or she is going to benefit academically
from the job experience. Sixty-eight percent of the students surveyed indicated having a
job related to their program of study was beneficial to their academics (Troppe, 1998).
Troupe conducted a survey, and the data from that survey revealead that the relationship
between adademics and student employment was more prominent in two year verses four
year schools. The data indicates more than two-thirds of work-study students in two year
15
schools reported a positive effect on their academic studies. That is 20% higher than the
students surveyed that attended four year schools. The article quotes, “Students who
attended less than four year institutions were considerably more likely to indicate that
their job had a positive effect on their academic performance” (Troppe, 1998, p 23).
Statistics show part-time work on campus leads to a higher grade point average,
faster degree completion, and better cognitive affective growth (Greiner, 2007). In
addition, on-campus employment increases the student’s interest in other collegiate
activities and furthering the student’s academic programs. It provides job prospects and
supplants a typical student’s non-productive activities such as logging onto facebook,
texting, or watching television (Greiner, 2007).
According to the National Student Employment Almanac, students cannot carry a
heavy schedule and waste time. Students do not fall behind on their academic studies
while participating in student employment because they lack time to waste; therefore, the
student learns how to effectively use every momment of available time. The positive
affect of academic success on part-time employment are dependent upon the job being on
campus and the number of hours worked is no more than twenty per week. According to
Miller, Danner, and Staten, 57% of college students are working while they attend
college. Positively, this creates good time management skills, independence, and helps
students acquire career related skills needed after graduation.
The article cautions the effects on academic success can be negative if the student
works over 20 hours a week. Studies have shown that students who work more than 20
hours a week are less likely to be involved with other campus activities, less likely to
interact with faculty, and more likely to drop out (Miller, et al, 2008). Statistics show
16
that 81% of students who worked more than 20 hours a week during academic periods
believe their work load negatively affected their academics (Miller, et al, 2008).
Research also suggests that while a student’s socio-economic environment is
related to poor health behaviors such as binge drinking and drug use, the stress from
working more the 20 hours a week can lead to these same unhealthy behaviors (Miller, et
al, 2008). According to Miller, et. al., because of the potential negative impact of
working more than 20 hours a week , “…those in positions to influence funding for
students in the higher education system should be made aware that economic decisions
may affect student health and academic performance” (p. 679).
Effective Collaboration Efforts
A successful Title IV Federal Work-Study Program recognizes the need for
effective planning, coordination, collaboration, and communication efforts between all
involved parties on campus (Casale, 2010). According to the National Student
Employment Association Almanac, it is the work-study program’s mission to, “bring
together the officials of colleges and universities who are responsible for student
employment programs…” and to, “…support and encourage the professional
development of student employment administrators in higher education by providing
quality programming, services, and a systematic network for information dissemination
and collection” (Ramsey, B., 2009, p 93).
In addition, the National Student Employment Association Almanac adds to its
mission the need for work-study program administrators to share information and
expertise, unite abilities to better serve the needs of the student population, and to fulfill
17
employer needs through developing well educated employees. Because of all the parties
involved in the student employment process, Baldwin & Barkley indicate it is,
“…essential that supervisors of student employees possess a fundamental understanding
of the student financial aid administered by their respective college or university”
(Baldwin & Barkley, 2007, p 85). Effective collaboration efforts require the work-study
coordinator to understand that through collaboration efforts with multiple parties on
campus, the work-study coordinator can identify potential job opportunities for on-
campus students, obtain a diverse perspective on the student employment program, and
create a positive working experience for the student population (Casale, 2010). In
identifying potential collaborators, Casale indicated that the work-study coordinator
should consider the financial aid office, the career services office, the fiscal or accounting
office, the student services division, and most importantly, the student or former student.
In addition, in order for the program to run efficiently, work-study coordinators
need to identify what tasks do not belong in the financial aid office, and through effective
collaboration efforts, assign these tasks to another area on campus. This will assure
that specific tasks are completed in an accurate and timely manner. Some tasks that need
consideration through collaboration efforts are job and employer development tasks,
payroll tasks, reconciliation tasks related to the billing department, financial aid tasks,
and counseling.
Casale also concludes that effective collaboration efforts between all areas of
campus will assist in identifying potential job opportunities. Specific jobs opportunities
to consider are in student services, laboratories, and libraries. According to Casale, it is
advantageous to align a student’s education with his or her career goals when possible.
18
Earning vs. Borrowing
As of September 24, 2010, the U.S. student loan debt exceeded credit card debt
(Hawley 2010). Today, consumers carry a total student loan debt of $854 billion
(Hawley, 2010). With college costs continuing to increase research indicates the
potential for a student loan debt crisis in the near future.
As part of the reauthorization of the Higher Education Act of 1964 in 2003,
Congress debated on increasing student loan limits to assist in the response to the rising
cost of college tuition (Dowd & Cory, 2004). From a community college perspective,
borrowing presents a financial risk to students who do not succeed academically. As part
of their study, Dowd and Cory evaluated the effects of student loan borrowing on the
academic outcome of a community college student.
Past research already indicates that community college students are more sensitive
to college prices than four-year institutions and a community college setting is
disproportionately serving low-income students. Dowd & Cory’s research discovers that
a student’s perception of the cost benefit of college attendance is directly proportionate to
his or her ability to pay for it; therefore, community college students who assume student
loan debt will negatively perceive the net benefits of their education investment. This
perception can have a negative impact on the institution’s retention and graduation rates.
According to Dowd & Cory, community college students with loans have the propensity
to quickly become dissatisfied with their collegiate investment and subsequently
withdraw. On the other hand, research indicates other forms of financial aid, such as
grants and work-study, have a positive impact on a community college student’s
19
perception of the net benefits of their education and therefore a positive impact on the
student’s academic success (Dowd & Cory, 2004).
In an article from the Chronicle of Higher Education, the national survey by the
Higher Education Research Institute indicates 29% of college students indicate they
would attribute at least some of their work-study earnings to educational related
expenses. The article indicates that students are realizing the negative effects of student
loan borrowing and looking at employment options as an alternative (Lipka, 2007).
According to Woffard, (2005), there is a large federal student aid program waiting to be
brought back to its original purpose. Woffard indicates that a billion dollars of federal
grant funds go to approximately one million work-study jobs each academic year, and by
supporting legislation that supports the federal work-study program, we can encourage
“community service” involvement within the college community. In addition, the two-
year college community has a responsibility to promote a positive net investment benefit
analysis to its student population, and reduce total student loan indebtedness by
promoting the federal work-study program.
A Biblical Concept Applicable to the Research Question
In terms of Creation, one of the themes in my research is effective management of
student employees. The first chapter of Genesis tells us how God created the world in six
days. Although God, in infinite wisdom and capability, could have created the world
instantly, He instead chose to strategically manage his creation. God also delegated some
of the responsibilities associated with his Creation to Adam such as naming the animals
20
and caring for the earth. As work-study coordinators and supervisors, we have a
responsibility to consider management of student employees in this same manner.
I mention in my Literature Review that as of September 2010, total student loan
debt surpassed credit card debt in this country. The Fall suggests our human nature has
the propensity for greedy behavior. In Luke 12:15 we read, “…Be on your guard against
all kinds of greed.” Today, many “for profit” institutions are operating more as a
business than a college and, as a result, are compromising the integrity of higher
education. Things such as questionable recruitment and admissions policies, offering
Bachelor’s Degrees in programs that are vocational in nature, and overcharging for
tuition are happening at many for profit institutions across the country.
Additionally, college students today have the propensity for laziness and would
rather acquire large amounts of loan debt than work to pay for their college education. It
is much easier today to receive a $2000 student loan at the beginning of the semester than
to work all semester to pay for your school related expenses. 2 Thessalonians: 10 tells us,
“…If a man will not work, he shall not eat.”
But alas, all is not lost; in terms of Restoration we consider how we are all
struggling to discover our purpose here on earth. Jeremiah 1:5 quotes, “Before I formed
you in the womb, I knew you; before you were born I set you apart…” One of my
themes indicates the potential positive academic impact on a student participating in the
work-study program. As managers of this program, we have the ability to assist and
encourage students in discovering their purpose, sometimes simply by being little more
than a name or face on campus they connect with.
21
Summary of the Important Trends in the Literature
A well run work-study program offers benefits to both the students and the
campus community. Supervisors that recognize the student employee’s unique
management situation can effectively hire and motivate student employees (Baldwin &
Barkley, 2007). Supervisors also recognize the potential positive impact on a student’s
academic success. Studies repeatedly show student employees who work less than 20
hours per week have a higher grade point average, faster degree completeion, stronger
connection to the campus, and better time management skills (Greiner, 2007).
A well run work-study program is also indicative of excellent collaboration efforts
between the work-study coordinator, the student poupulation, and all areas of campus
(Casale, 2010). And finally, a well run work-study program promotes an earning verses
borrowing concept within the campus community; and, as a result, reduces student loan
indebtedness (Hawley 2010).
The Researcher’s Hypothetical Answer to the Research Question
Based on the experts cited in this literature review, the researcher hypothesizes the
following answer to this project’s research question: The success of a work-study
program in a community college setting is contingent upon the college’s ability to
effectively manage the student employee by understanding their unique perspectives,
recognizing the potential positive impact on a student employee’s academic success,
engaging in campus-wide collaboration efforts to assume an efficiently running program,
and reducing student loan indebtness by promoting an earning verses borrowing initiative
within the campus community.
22
CHAPTER III
DATA COLLECTION PLAN
Research Question
Based on a review of the expert literature, what were the principles, models, and
benchmarks essential to the operation of a successful Title IV Federal Work-Study
Program in a community college setting, and how did the Butler County Community
College Federal Work-Study Program compare?
The purpose of Chapter III is to gather data in the post-positivist research
tradition, thereby attempting to falsify the researcher’s hypothetical answer to the
literature review in Chapter II. In doing so, the researcher is able to identify any potential
inconsistencies from the literature review.
Summary of the Hypothetical Answer to the Research Question
Based on the experts cited in this literature review, the researcher hypothesizes
the following answer to this project’s research question: The success of a work-study
program in a community college setting is contingent upon the college’s ability to
effectively manage the student employee by understanding their unique perspectives,
recognizing the potential positive impact on a student employee’s academic success,
engaging in campus-wide collaboration efforts to assume an efficiently running program,
and reducing student loan indebtedness by promoting an earning verses borrowing
initiative within the campus community.
23
Sources of Data from the Organization
To test the hypothesis, the researcher surveyed current Work-Study employees
and current Work-Study supervisors at Butler County Community College. The
researcher determined these two groups would have first-hand knowledge of the items on
the questionnaire, and provide effective insight on the Butler County Community College
Work-Study Program.
The data gathered from the surveys was analyzed and compared to the
effectiveness of the current Work-Study Program at BC3. Recommendations for
improving the program were made to the Director of Financial Aid based on the survey
findings.
Method(s) of Data Collection
The researcher attempted to falsify the hypothesis statement by using the post-
positivist research tradition. The surveyor gathered a list of 25 supervisors and 24
student employees currently working under the work-study program for the summer
semester. To ensure participation, the researcher hand delivered the surveys and offered
bite size Payday and 100 Grand candy bars to all the anticipated participants.
The researcher also compiled a list of work-study supervisors and students from the
previous spring semester and emailed them a Cover Letter and “Fill In” survey form.
Rationale for Data Collection Method(s)
By limiting the data collection pool to Work-Study supervisors and students, the
researcher hoped to gain insight on the effectiveness of the Work-Study Program and its
24
impact on the college community. Work-Study supervisors and employees have first-
hand knowledge of the program and its effectiveness. The researcher concluded that not
all employees or students at Butler County Community College participate in the Work-
Study Program; therefore, it would not be effective to consider all of the campus in the
data collection process.
The demographic data on the survey asks participants to identify their age,
gender, supervisor or employee status, and work area. The researcher anticipated
drawing effective inferences from the survey results by making correlations based on
these demo graphs.
Questionnaire Connection to the Hypothesis of this Project
In Chapter II, the researcher identified four themes in the hypothetical answer to
the research question: effective management, positive academic impact, effective
collaboration, and an earning verses borrowing initiative. The researcher developed a
questionnaire that pointed to these themes in an attempt to falsify the hypothetical
answer.
The first theme was that an effective federal Work-Study Program recognizes the
unique needs of student employees and manages them accordingly (Baldwin & Barkley,
2007). The questionnaire attempted to falsify this theme with the following items:
5. Managing work-study students differs from managing regular employees.
6. Work-study students are effectively recruited for positions.
7. My supervisor supports flexible working schedules.
8. My supervisor offered mentoring/coaching opportunities.
25
The second theme was that an effective federal work-study program recognizes
the potential to positively impact a student’s academics through participation in the work-
study program (Troppe, 1998). The questionnaire attempted to falsify this theme with the
following items:
9. Engaging in on-campus activities has an academic benefit to students.
10. My work-study position assists in preparing me for work in my field of study.
11. Part-time work takes time away from academic studies.
21. Please rank the following campus activities 1 through 5, with “1” being the most,
and “5” being the least in regards to their importance in assisting with academic
studies.
The third theme was that an effective federal work-study program recognizes the
need for excellent campus-wide collaboration (Casale, 2010). The questionnaire
attempted to falsify this theme with the following items:
12. There is open, two-way communication between my supervisor and me.
13. Hiring decisions are effectively communicated.
14. Communication is clear between departments.
15. I understand BC3’s policies and procedures for the Work-Study Program.
The fourth theme was that an effective federal work-study program recognizes the
need to promote an earning verses borrowing initiative on campus (Hawley, 2010). The
questionnaire attempted to falsify this theme with the following items:
26
17. I reduced or eliminated my student loan debt by participating in the Work-
Study Program.
18. My work-study earnings assisted in paying for school related expenses.
The researcher gathered general demographic data on the questionnaire at the
beginning of the questionnaire. The researcher planned to make correlations between
gender, generation, work area, and work status to Likert Scale items.
The researcher conducted three correlation tests to make inferential conclusions
by comparing two questionnaire items. The first of these was a correlation test between
question #8, “My supervisor offered mentoring/coaching opportunities,” and item #12,
“There is open two-way communication between me and my supervisor.”
Secondly, the researcher compared through a correlation test item #7, “My
supervisor supports flexible working schedules,” and item #9, “Engaging in on-campus
activities has an academic benefit to students.”
Lastly, the researcher compared the results of item #6, “Work-study students are
effectively recruited for positions,” and item # 14, “Communication is clear between
departments.”
In addition, the researcher performed a Chi-Square test to determine if there was a
difference between demographic data of supervisors and students on their answers to
question #14, “Communication is clear between departments.” The researcher also
performed a Chi-Square test to determine if there was a difference between demographic
data of the area the student/supervisor worked in and question #14, “Communication is
clear between departments.”
27
Finally, the researcher conducted two t-square tests to determine if there was a
relationship between the demographic item related to age and item #17, “I reduced or
eliminated my student loan debt by participating in the work-study program, and item
#18, “My work-study earnings assisted in paying for school related expenses.”
Limitation to the Data Collection Plan
The researcher considered two possible limitations to the data collection plan.
The first limitation was the lack of participation from Work-Study supervisors. The
College is constantly distributing various types of surveys on campus, and many might
not take the survey seriously. The researcher planned to hand-deliver the survey in order
to encourage participation.
Secondly, the researcher faced a possible limitation in the number of working
student employees during the summer semester. Typically, the summer semester yields a
smaller number of workers than the academic year. The researcher planned to contact
recent graduates from the College who participated in the Work-Study Program as back
up if necessary.
Summary
The purpose of the data collection plan was to gather information relative to the
effectiveness of the Work-Study Program at Butler County Community College and
compare it to the hypothesis statement based upon the literature review. By collecting
data from both Work-Study supervisors and Work-Study employees, the researcher
gathered first-hand insight on the program’s effectiveness.
28
The results of the Data Collection Plan were presented in Chapter IV of this
Applied Research Project.
29
CHAPTER IV
RESULTS AND DISPLAY OF THE DATA COLLECTION
Research Question
Based on a review of the expert literature, what were the principles, models, and
benchmarks essential to the operation of a successful Title IV Federal Work-Study
Program in a community college setting, and how did the Butler County Community
College Federal Work-Study Program compare.
The purpose of Chapter IV was to display the results of the questionnaire items in
both a narrative and graphical format. The researcher attempted to answer the research
question through a statistical analysis of the questionnaire results.
Display of Results and Statistical Analysis of Data
A quantative analysis was performed on questionnaire items 1-4 to produce
demographic data of the respondents. A qualitative analysis was performed on the Likert
scale questionnaire items 5-18 by calculating the mean and standard deviation, and by
performing Chi-square and correlation tests. In addition, a quantative analysis was
performed on questionnaire item 19, a ranking question, and items 20 and 21, both open
ended questions.
Questionnaire item 1 asked the respondents to display their gender. Of the 43
respondents, 11 or 26% were male and 32 or 74% were female. Questionnaire item 2
30
asked the respondents to display their status at the college. Of the 43 respondents, 16 or
39% were supervisors, and 25 or 61% were student employees.
Questionnaire item 3 asked the respondents to display the year in which they were
born. Of the 43 respondents, none were born prior to 1945, 11 or 26% were born from
1946-1960, 18 or 43% were born from 1961-1980, and 13 or 31% were born 1981 and
after.
26%
74%
Figure 1: Gender
Male
Female
39%
61%
Figure 2: Status
Supervisors
Student Employees
0%
26%
43%
31%
Figure 3: Generation
Prior to 1945
1946‐1960
1961‐1980
1981 & after
31
Questionnaire item 4 asked the respondents to display the area in which they
work. Of the 43 respondents, 26 or 68% worked in an office, 0% worked in maintenance,
four or 11% worked in IT, two or 5% worked in the library, and six or 16% worked
elsewhere.
Questionnaire item 5 stated, “Managing work-study students differs from
managing regular employees.” Of the 43 respondents, four or 10% answered Strongly
Disagree, seven or 18% answered Disagree, seven or 18% answered Neutral, 15 or 38%
answered Agree, and seven or 18% answered Strongly Agree. The mean was 3.4 and the
standard deviation was 1.2.
68%0%11%5%16%
Figure 4: Work Area
Office
Maintenance
IT
Library
0%
20%
40%
Strongly Disagree
Disagree Neutral Agree Strongly Agree
Figure 5: Managing Work‐Study Students Differs From Managing Regular Employees
32
Questionnaire item 6 stated, “Work-study students are recruited for positions.”
Of the 43 respondents, three or 7% responded Strongly Disagree, three or 7% answered
Disagree, 21 or 51% responded Neutral, 12 or 29% responded Agree, and two or 5%
responded Strongly Agree. The mean was 3.2 and the standard deviation was 0.9.
Questionnaire item 7 stated, "My supervisor supports/supported flexible working
schedules.” Of the 43 respondents, 0% answered Strongly Disagree, 0% answered
Disagree, three or 7% answered Neutral, eight or 19% answered Agree, and 31 or 74%
answered Strongly Agree. The mean was 4.7 and the standard deviation was 0.6.
0%
10%
20%
30%
40%
50%
60%
Strongly Disagree
Disagree Neutral Agree Strongly Agree
Figure 6: Work‐study Students Are Recruited for Positions
0%
20%
40%
60%
80%
Strongly Disagree
Disagree Neutral Agree Strongly Agree
Figure 7: My Supervisor Supports Flexible Working Schedules
33
Questionnaire item 8 stated, “My supervisor offers/offered mentoring/coaching
opportunities.” Of the 43 respondents, 0% responded Strongly Disagree, two or 5%
responded Disagree, 10 or 24% responded Neutral, 12 or 29% responded Agree, and 17
or 41% responded Strongly Agree. The mean was 4.1 and the standard deviation was
0.9.
Questionnaire item 9 stated, “Engaging in on-campus activities has an academic
benefit to students.” Of the 43 respondents, 0% answered Strongly Disagree, 0%
answered Disagree, one or 2% answered Neutral, 15 or 37% answered Agree, and 25 or
61% answered Strongly Agree. The mean was 4.6 and the standard deviation was 0.5.
0%
10%
20%
30%
40%
50%
Strongly Disagree
Disagree Neutral Agree Strongly Agree
Figure 8: My Supervisor Offers Mentoring Opportunities
34
Questionnaire item 10 stated, “My work-study position assists/assisted me in
preparing for work in my field of study.” Of the 43 respondents, one or 3% responded
Strongly Disagree, three or 8% responded Disagree, nine or 23% responded Neutral, 14
or 35% responded Agree, and 13 or 33% responded Strongly Agree. The mean was 3.9
and the standard deviation was 1.0.
0%10%20%30%40%50%60%70%
Strongly Disagree
Disagree Neutral Agree Strongly Agree
Figure 9: Engaging in On‐Campus Activities has an Academic
Benefit to Students
0%
10%
20%
30%
40%
Strongly Disagree
Disagree Neutral Agree Strongly Agree
Figure 10: My Work‐Study Position Assists me in Preparing for Work in
My Field of Study
35
Questionnaire item 11 stated, “Part-time work takes away from academic
studies.” Of the 43 respondents, four or 10% answered Strongly Disagree, 22 or 52%
answered Disagree, 14 or 33% answered Neutral, two or 5% answered Agree, and 0%
answered Strongly Agree. The mean was 2.3 and the standard deviation was 0.7.
Questionnaire item 12 stated, “There is/was open two-way communication
between my supervisor and I.” Of the 43 respondents, 0% responded Strongly Disagree,
0% responded Disagree, five or 12% responded Neutral, 13 or 32% responded Agree, and
23 or 56% responded Strongly Agree. The mean was 4.4 and the standard deviation was
0.7.
0%
10%
20%
30%
40%
50%
60%
Strongly Disagree
Disagree Neutral Agree Strongly Agree
Figure 11: Part‐Time Work Takes Away From Academic Studies
36
Questionnaire item 13 stated, “Hiring decisions are effectively communicated.”
Of the 43 respondents, 0% answered Strongly Disagree, one or 2% answered Disagree,
seven or 17% responded Neutral, 21 or 51% answered Agree, and 12 or 29% answered
Strongly Agree. The mean was 4.1 and the standard deviation was 0.8.
0%
10%
20%
30%
40%
50%
60%
Strongly Disagree
Disagree Neutral Agree Strongly Agree
Figure 12: There is Open Two‐Way Communication Between My
Supervisor and I
0%
10%
20%
30%
40%
50%
60%
Strongly Disagree
Disagree Neutral Agree Strongly Agree
Figure 13: Hiring Decisions are Effectively Communicated
37
Questionnaire item 14 stated, “Communication is clear between departments.” Of
the 43 respondents, one or 2% answered Strongly Disagree, three or 7% answered
Disagree, 12 or 29% answered Neutral, 19 or 45% answered Agree, and seven or 17%
responded Strongly Agree. The mean was 3.7 and the standard deviation was 0.9.
Questionnaire item 15 stated, “I understand BC3’s policies and procedures for the
work-study program.” Of the 43 respondents, 0% answered Strongly Disagree, 0%
answered Disagree, three or 7% answered Neutral, 20 or 47% answered Agree, and 20 or
47% answered Strongly Agree. The mean was 4.4 and the standard deviation was 0.6.
0%
10%
20%
30%
40%
50%
Strongly Disagree
Disagree Neutral Agree Strongly Agree
Figure 14: Communication is Clear Between Departments
38
Questionnaire item 16 stated, “I would recommend the work-study program to
students.” Of the 43 respondents, 0% responded Strongly Disagree, 0% responded
Disagree, one or 2% responded Neutral, ten or 23% responded Agree, and 32 or 74%
responded Strongly Agree. The mean was 3.3 and the standard deviation was 0.8.
0%
10%
20%
30%
40%
50%
Strongly Disagree
Disagree Neutral Agree Strongly Agree
Figure 15: I Understand BC3's Policies and Procedures for the Work‐Study
Program
0%
10%
20%
30%
40%
50%
60%
70%
80%
Strongly Disagree
Disagree Neutral Agree Strongly Agree
Figure 16: I Would Recommend the Work‐Study Program to Students
39
Questionnaire item 17 stated, “I reduced or eliminated my student loan debt by
participating in the work-study program.” Of the 43 respondents, 0% answered Strongly
Disagree, five or 14% responded Disagree, 20 or 56% responded Neutral, seven or 19%
responded Agree, and four or 11% responded Strongly Agree. The mean was 4.0 and the
standard deviation was 0.9.
Questionnaire item 18 stated, “My work-study earnings assist/assisted in paying
for school related expenses.” Of the 43 respondents, 0% answered Strongly Disagree,
0% answered Disagree, 14 or 37% answered Neutral, nine or 24% answered Agree, and
15 or 39% answered Strongly Agree. The mean was 4.0 and the standard deviation was
0.9.
0%
10%
20%
30%
40%
50%
60%
Strongly Disagree
Disagree Neutral Agree Strongly Agree
Figure 13: Hiring Decisions are Effectively Communicated
40
Questionnaire item 19 asked respondents to rank items in regards to their
importance in assisting with academic success. In ranking athletics, one or 3% answered
Most Important, one or 3% answered Important, three or 8% answered Neutral, eight or
21% answered Unimportant, and 25 or 66% answered the Least Important.
In ranking Clubs, 0% answered Most Important, two or 5% answered Important,
three or 8% answered Neutral, 25 or 66% answered Unimportant, and eight or 21%
answered Least Important.
In ranking Work-Study, nine or 16% answered Most Important, 19 or 16%
answered Important, 22 or 58% answered Neutral, three or 8% answered Unimportant,
and one or 3% answered Least Important.
In ranking Peer Study Groups, nine or 4% answered Most Important, 19 or 51%
answered Important, six or 6% answered Neutral, one or 3% answered Unimportant, and
three or 8% answered Least Important.
0%
10%
20%
30%
40%
50%
Strongly Disagree
Disagree Neutral Agree Strongly Agree
Figure 18: My Work‐Study Earnings Assist in Paying for School Related
Expenses
41
In ranking Tutoring, 22 or 58% answered Most Important, 12 or 32% answered
Important, four or 11% answered Neutral, 0% answered Unimportant, and 0% answered
Least Important.
Figure 19: Ranking Items in Regards to Assisting with Academic Success
N=43
Most
Important Important Neutral Unimportant
Least
Important
Tutoring 58% 32% 11% 0% 0%
Study Groups 4% 51% 6% 3% 8%
Work-Study 16% 16% 58% 8% 3%
Clubs 0% 5% 8% 66% 21%
Athletics 3% 3% 8% 21% 66%
Item #20 was an open-ended item that asked respondents to indicate what they
liked best about the work-study program. Of the 37 that answered, 44% answered work
experience, 17% answered campus involvement, 15% answered flexible work schedule,
12% answered office help, and 0.02% answered earning money.
42
Figure 20: Liked Best
Answer Number of Respondents Percentage of Respondents
Work Experience n=18 44%
Campus Involvement n=7 17%
Flexible Work Schedule n=6 15%
Office Help n=5 12%
Earning Money n=1 0.02%
Item #21 was an open-ended item that asked respondents to indicate what they
liked least about the work-study program. Of the 16 that answered, 13% responded
communication, 13% responded limited computer access, 6% responded working on long
reports, 6% responded bi-monthly payroll, 19% responded limited applicant pool/poor
staffing, and 44% responded limited financial aid eligibility.
Figure 21: Liked Least
Answer Number of Respondents Percentage of Respondents
Financial Aid Eligibility n=7 44%
Limited Staffing Options n=3 19%
Communication n=2 13%
Limited PC Access n=2 13%
Long Reports n=1 6%
Bi-Monthly Payroll N=1 6%
43
Key Higher Statistical Analyses
The researcher attempted to make predictions about relationships between
answers on the questionnaire items by performing correlation tests, Chi-square tests, and
t-tests. Prior to the tests, the researcher formed a null hypothesis regarding potential
relationships between questionnaire item answers. By analyzing the results of the tests,
the null hypothesis was either accepted or rejected and a conclusion was drawn based on
the probability of a statistically significant relationship between questionnaire item
answers.
For questionnaire items 5 and 11, the researcher formed the following null
hypothesis, “There is no statistically significant relationship between supervisors offering
mentoring opportunities to work-study students and effective communication between
supervisors and students.” A correlation test was performed between these two items
producing a p-value of 0.852. Thus, we must accept the null hypothesis and infer there is
no statistically significant relationship between these two items.
For questionnaire items 6 and 8, the researcher formed the following null
hypothesis, “There is no statistically significant relationship between supervisors
supporting flexible work schedules and on-campus activities has an academic benefit to
students.” A correlation test was performed between these two items producing a p-value
of 0.920. Thus, we must accept the null hypothesis and infer there is no statistically
significant relationship between these two items.
For questionnaire items 5 and 13, the researcher formed the following null
hypothesis, “There is no statistically significant relationship between effective
recruitment of student employees and effective communication between departments.” A
44
correlation test was performed producing a p-value of 0.577. Thus, we must accept the
null hypothesis and infer there is no statistically significant relationship between these
two items.
For questionnaire items 2 and 13, the researcher formed the following null
hypothesis, “There is no statistically significant relationship between responses by
supervisors and students in relationship to communication. A Chi-square test was
performed producing a p-value of 0.032. Thus, we can reject the null hypothesis and
infer there is a statistically significant relationship between supervisors and students
about the perception of the work-study program’s communication effectiveness.
For questionnaire items 3 and 17, the researcher formed the following null
hypothesis, “There is no statistically significant relationship between responses to
generation and the importance of reducing student loan debt.” A t- test was performed
producing a p-value of 0.128. Thus, we can accept the null hypothesis and infer there is
no statistically significant relationship between generation born and the perception of
student loan debt.
For questionnaire items 3 and 18, the researcher formed the following null
hypothesis, “There is no statistically significant relationship between responses to
generation and the use of work-study earnings to pay for school related expenses.” A
t- test was performed producing a p-value of 0.016. Thus, we can reject the null
hypothesis and infer there is a statistically significant relationship between generation and
the perception of working to pay for school.
45
Summary of Highlights
The researcher hypothesized that an effective work-study program is contingent
upon the college’s ability to effectively manage the student employee by understanding
their unique perspectives. Findings from the questionnaires indicate the majority of
respondents agree with this hypothesis.
The researcher hypothesized that an effective work-study program recognizes the
potential positive impact on a student employee’s academic success. Findings from the
questionnaires indicate the majority of respondents strongly agree with this hypothesis.
The researcher hypothesized that an effective work-study program engages in campus-
wide collaboration efforts to assume an efficiently running program. Findings from the
questionnaires indicate the majority of respondents either agreed or strongly agreed with
this hypothesis. In addition, the researcher discovered there is a statistically significant
relationship between supervisors and students in regards to their perception of effective
communication.
The researcher hypothesized that an effective work-study program works to
reduce student loan indebtedness by promoting an earning verses borrowing initiative
within the campus community. Findings from the questionnaires indicate the majority of
respondents were neutral on their perception of reducing student loan indebtedness by
participating in the work-study program. In addition, the researcher discovered there is a
statistically significant relationship between generations and student’s perceptions about
working to pay for school related expenses.
In Chapter V, the researcher drew conclusions and made recommendations for
change based on the expert literature review and the data from questionnaire results.
46
CHAPTER V
CONCLUSIONS AND RECOMMENDATIONS FOR CHANGE
Research Question
Based on a review of the expert literature, what were the principles, models, and
benchmarks essential to the operation of a successful Title IV Federal Work-Study
Program in a community college setting, and how did the Butler County Community
College Federal Work-Study Program compare.
Identifying the Trends in the Data
Based on the experts cited in this literature review, the researcher hypothesized
the following answer to this project’s research question: The success of a work-study
program in a community college setting is contingent upon the college’s ability to
effectively manage the student employee by understanding their unique perspectives,
recognizing the potential positive impact on a student employee’s academic success,
engaging in campus-wide collaboration efforts to assume an efficiently running program,
and reducing student loan indebtedness by promoting an earning verses borrowing
initiative within the campus community.
The researcher developed a questionnaire that attempted to falsify the elements of
the hypothetical answer. Respondents were asked to identify their level of Agreement,
Neutrality, or Disagreement with questionnaire items directly related to the themes
47
identified in the hypothetical answer. After reviewing the results of the questionnaire the
following trends were identified.
For questionnaire items 5-8, the researcher tried to determine how the work-study
program at BC3 faired in comparison to the experts on effective management of work-
study students. The majority of respondents either agreed or strongly agreed that the
BC3 work-study program effectively manages work-studies by understanding their
unique perspectives, offers flexible working schedules, and offers mentoring
opportunities. The standard deviation of 0.6 on the question about flexible working
schedules indicates a consistent perception about this. However, whenever asked how
respondents felt about effective recruitment for positions, the majority of respondents
were neutral. The standard deviation of 0.9 indicates a fairly consistent perception on
this.
For questionnaire items 9-11, and 19, the researcher tried to determine how the
work-study program at BC3 faired in comparison to the experts on positive academic
impact. The majority of respondents either agreed or strongly agreed that the BC3 work-
study program had an academic benefit to students, assisted in preparing them for work
in their program of study, and did not take away from their academic studies. In addition,
the work-study program was ranked third by the majority of respondents in regards to
assisting with academic success falling behind study groups and tutoring. Finally, when
students were asked what they like best about the program, the majority responded,
“work experience.”
48
For questionnaire items 12-16, the researcher tried to determine how the work-
study program at BC3 faired in comparison to the experts in regards to effective
collaboration. The majority of respondents either agreed or strongly agreed that the BC3
work-study program offered good communication from supervisors, good
communication of hiring decisions, good interdepartmental communication, and good
communication of the policy and procedure manual. In addition, a Chi-square test was
performed to see if there was a relationship between supervisors and students, and their
perception of effective communication. The results of the Chi-square test indicate there
is a statistically significant relationship between these items.
For questionnaire items 17 and 18, the researcher tried to determine how the
work-study program at BC3 faired in comparison to the experts in regards to promoting
and earning verses borrowing initiative. The majority of responses leaned more toward
neutral on the questions dealing with reducing student loan debt by working, and
participating in work-study to assist with school expenses. In addition, a t-test was
performed to see if there was a relationship between the generation of the respondent and
the perception of working to pay for school. The results indicate there is a statistically
significant relationship between these two items.
Summary of Conclusions
The researcher inferred from the trends, that the perception of BC3 in terms of
effective management of work-study students is consistent with what the experts say, in
all areas except effective recruitment efforts.
49
The researcher inferred from the trends, that the work-study program at BC3 does
offer an academic benefit to students, which is consistent with what the experts say.
The researcher inferred from the trends, that while collaboration efforts of the
BC3 program are effective, and therefore consistent with what the experts say, the
perception of the level of collaboration effectiveness varies between students and
supervisors.
Finally, the researcher inferred from the trends, that there is a potential shift in
recent generations about the idea of working to pay for school and their concern (or lack
of concern) regarding total student loan indebtedness.
Recommendations for Change
Butler County Community College can improve its work-study program by
enhancing recruitment efforts for positions. In the literature review, the researcher
learned a well-run work-study program offers both excellent recruitment efforts and
effective applicant screening (Baldwin & Barkley, 2007). While such efforts vary greatly
upon the diversity of the applicant pool, management of the work-study program can
assist by clearly communicating the job description, the job expectation, and the required
skill level to perform the necessary job functions.
Questionnaire item 6 asked respondents to indicate their level of agreement to the
statement, “Work-study students are recruited for positions.” 51% of the respondents
answered neutral. The mean score was 3.2 and the standard deviation was 0.9. Based on
50
the results of the questionnaire, the researcher infers the need for improvement in this
area.
Butler County Community College can improve its work-study program by
enhancing communication efforts across campus, specifically in areas relative to
understanding federally mandated financial aid regulations. Baldwin & Barkley indicate
it is, “…essential that supervisors of student employees possess a fundamental
understanding of the student financial aid administered by their respective college or
university.”
Questionnaire item 14 asked respondents to indicate their level of agreement to
the statement, “Communication is clear between departments.” While 45% of
respondents answered this question “Agree,” another 29% responded “Neutral.” Thus,
the researcher infers it is necessary for improvement in the communication of financial
aid regulations.
Butler County Community College can improve its work-study program by
identifying the differences between communication needs of students and supervisors,
and adapting its communication strategy accordingly. The researcher learned during the
literature review, an effective work-study program recognizes the need for effective
planning, coordination, collaboration, and communication efforts between all involved
parties on campus (Casale, 2010).
A Chi-square test was performed on Questionnaire item 13, “Hiring decisions are
effectively communicated” against a respondent’s status as supervisor or student. The
results of the Chi-square test indicate a statistically significant relationship between these
51
two items. Considering the mean score of 3.7 and standard deviation of 0.9 for
questionnaire item 13, the researcher infers it is necessary to enhance communication by
adapting a communication strategy that is specific toward supervisors or students.
Butler County Community College can improve its work-study program by
promoting awareness regarding working to pay for school related expenses instead of
maximizing student loan borrowing. According to Hawley, student loan debt passed
consumer debt as of 2010. Questionnaire item 17, “I reduced or eliminated my student
loan debt by participating in work-study, and Questionnaire item18, “My work-study
earnings assist in paying for school related expenses” both indicate a majority of
“Neutral” responses in terms of agreement to these statements. Thus, the researcher
infers that despite the large amount of current student loan debt, it is not a big concern
among college students today.
Change Plan
First Order, Second Order Distinction
The purpose of this research project as identified in the research question is a
program evaluation that assesses an existing program at Butler County Community
College. According to the Palmer, Dunford, & Akin, first order changes support
continuity and order within the organization. They require adjustments to systems
already in process. Conversely, second order changes involve changes to strategy,
values, or corporate identity. They require a transformation of the nature of the entire
organization.
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Considering the topic of this research project, any changes would be in support of
maintaining continuity and order within the organization. Therefore, the researcher
initially recommends first order changes for the work-study program at BC3, as it is a
system already in process.
Applicable Change Image
While the change agent recognizes top leadership of the organization as having
the ability to intentionally shape the organization’s capabilities in particular ways or the
coaching change image, the change agent must recognize their role as middle
management within the hierarchy of the organization; therefore, the researcher initially
recommends the change image of caretaker. Under the change image of caretaker,
changes can occur in an incremental and continuous fashion that helps maintain and
develop the organization.
For the caretaker, the ideal image is that of control (Palmer, Dunford, & Akin,
2006). Both internal and external factors can negatively impact and constrain the change
forces. All three theories associated with the caretaker image (life-cycle, population
ecology, and institutional) stress the limitations associated with the caretaker image. “At
best, change managers are “caretakers” having little influence over the direction of
change.”
Because the caretaker image is more reactive by definition, and not conducive to
effective change management, the change agent recommends taking the change plan one
step further and suggests adopting a more proactive approach under the interpreter
change image. The interpreter image is the least dominate of the active change images
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and therefore most closely mirrors the image of caretaker or nurturer. By adopting the
interpreter image, the change plan will give the researcher some authority to initiate
change while respecting their role within the organization.
The interpreter image recognizes the need for change agents to be realistic about
what can be achieved (Palmer, Dunford, & Akin, 2006). The change agent must
recognize the assumption of inertia within the organization and plan to interrupt the
current forces in motion. In addition, the change agent must initiate change that is
meaningful to the organization and help others make sense of the changes. The change
agent needs, “…to be able to provide legitimate arguments and reasons for why their
actions fit within the situation and should be viewed as legitimate” (Palmer, Dunford, &
Akin, 2006). Also known as the sense-making approach, the interpreter image must
focus on structuring processes and flows through which the organization’s work occurs
(Palmer, Dunford, & Akin, 2006).
The change agent must recognize the four drivers associated with the interpreter
image, (animation, direction, paying attention and updating, and respectful, candid
interaction) and interpret how and why the change is occurring (Palmer, Dunford, &
Akin, 2006). This will allow the change agent to help others make sense of those
changes. By using animation, paying attention and updating, and respectful candid
interaction, change agents can help others within the organization tie together ideas that
do not initially make sense on their own.
Finally, the change agent must “unfreeze” the inertia within the organization
(Palmer, Dunford, & Akin, 2006). By adopting Kurt Lewin’s change theory (unfreeze,
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change, and refreeze) the change agent can stop the organizational inertia, make the
necessary changes, and then quickly assimilate those changes into the new cyclical
movement of the organization.
The Change Management Model
The change agent will be utilizing Kotter’s eight-step change management model.
Under Kotter’s model, the change agent must: 1) establish the need for urgency, 2) ensure
there is a powerful change group to guide the change, 3) develop a vision, 4)
communicate the vision, 5) empower the staff, 6) ensure there are short-term wins, 7)
consolidate gains, and 8) embed the change in the culture.
To create a sense of urgency, the change agent will communicate the need to
improve the work-study program as a means to maintain compliance with both the
Department of Education and the internal auditors. In addition, the change agent will
identify problems with automation and technology, and identify collaboration
opportunities with the Financial Aid Office and Human Resources Office.
To ensure a powerful change group, the change agent will involve the Director of
Financial Aid to ensure there is sufficient power to achieve the desired changes. In
addition, the change agent will involve the Financial Aid Office Front Office Staff, and
the Payroll Staff in Human Resources to help drive the change.
The change agent will develop the following vision statements:
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1. The BC3 work-study program will diversify its applicant pool by
enhancing recruitment efforts.
2. The BC3 work-study program will better communicate financial aid
guidelines to areas on campus involved with the work-study program.
3. The BC3 work-study program will develop separate communication
plans tailored specifically to students and supervisors.
4. The BC3 work-study program will promote awareness of the benefits
of working instead of borrowing to pay for school expenses.
The change agent will continuously communicate the vision statement by
holding monthly meetings with Human Resources, and by holding bi-annual
meetings with supervisors.
The change agent will empower staff by removing organizational
structures that prohibit achieving the vision such as streamlining processes
between Human Resources and Financial Aid and automating communication,
management of hours and earnings, and the application process.
The change agent will ensure there are short-term wins by constantly
evaluating attempts at implementing the change and offering recognition to those
that assist in achieving the vision. The change agent will consolidate gains by
rewarding those who react positively to the change and offer suggestions for
improvement.
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Finally, the change agent will embed the changes into the organization’s
culture by adding the work-study vision statements to their annual objectives
which are linked to BC3’s mission and goals.
Change Resistance Profile
Using the interpreter image, the change agent will adopt the perspective that the
resistance is fundamentally due to a lack of understanding of what is going on, where the
organization is going as a result of the changes, and what the impact of those change will
have on the individual (Palmer, Dunford, & Akin, 2006).
To help employees understand the reason for the changes, the change agent will
push to clarify the reasons for the changes, help employees make sense of what the
changes mean for them, and assist in helping employees reestablish their identity under
those new changes (Palmer, Dunford, & Akin, 2006).
The change agent has identified three likely resistors to the change. First, are
those that have an attachment to the already established organizational culture or identity
(Palmer, Dunford, & Akin, 2006). In the past, the work-study program has been very laid
back. Much of the program was managed on an “honor system.” Resistance might come
from those who take the attitude of, “this is how we do things around here.”
Second, are those who lack conviction that any change is needed (Palmer,
Dunford, & Akin, 2006). In the grand scheme of the college, the work-study program is
relatively small compared to other programs. Resistance might come from those who
adopt the attitude of, “it’s only work-study, what is the big deal?”
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Finally, are those who lack clarity on what exactly the changes mean for them
(Palmer, Dunford, & Akin, 2006). Resistance might come from the fact that some of
those involved with the work-study program do not clearly understand their role within
the work-study program.
To effectively manage any resistance to change, the change agent will take a
situational approach. Using Kotter and Schlesinger’s methods for managing change, the
change agent will identify contextual factors affecting the change and apply the
appropriate resistance management method.
If resistance is due to a lack of information or misinformation, then the change
agent will apply the education and communication management method (Palmer,
Dunford, & Akin, 2006). If resistance is due to the perception of being excluded from
the decision-making process, then the change agent will apply the participation and
involvement method. If the resistance is due to anxiety and uncertainty about the
changes, then the change agent will apply the facilitation and support method. Finally, if
resistance is likely to undermine changes if concerns are not addressed, then the change
agent will apply the negotiation and agreement method.
Recommendations for Further Research
Considering the issue of student loan debt surpassing consumer debt as of 2010,
the researcher recommends further research regarding the current college student’s
perception on working to assist in paying for school related expenses. The results of the
t-test performed on questionnaire item 18, “My work-study earnings assist in paying for
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school related expenses,” and generation indicate a statistically significant relationship
between these two items. Thus, the researcher infers there is potential for a change in
recent generations regarding the perception on paying for school.
The researcher could have reworded Questionnaire item 17 to indicate the
respondent’s level of agreement to the statement, “I would rather take out maximum
student loans than participate in work-study.” The researcher could have gathered more
material during the literature review regarding the different generations and their
perception on working to pay for school. Finally, the researcher could have researched
the rise in both student loan debt and work-study allocations and determined if both
programs are rising at a rate proportionate to one another, and at a rate consistent with the
rise in post-secondary education costs.
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APPENDIX A ORGANIZATIONAL FLOW CHART
Board of Directors/President
Vice President of Student Services
Director of Financial Aid
Support Staff
Director of Student Life
Support Staff
Director of Records & Registration
Support Staff
Director of Admissions
Support Staff
Director of the Children's Creative Learning Center
Support Staff
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APPENDIX B COVER LETTER
Date
Hello,
I am currently working on a research project through Geneva College on the Federal Work-Study Program. My Director, Juli Louttit, would like me to offer suggestions for improving the program based on the results of my research.
Please take a few minutes of your time to complete the attached survey, and return it to the Financial Aid Office by June 30, 2011. Your responses are confidential so please be open and honest.
I have enclosed a small token of appreciation for completing the survey. If you have any questions, feel free to let me know.
Thank you,
Becky
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APPENDIX C QUESTIONNAIRE
Supervisor/Employee Opinion Questionnaire
Please take a few minutes to fill out this questionnaire and return it to the Financial Aid Office by June 30. Your responses are anonymous, so you are encouraged to respond to the following statements openly and honestly. Instructions: For questions 1-6, please check the one most appropriate response.
1. Gender: □ a. Male □ b. Female 2. Status: □ a. Supervisor □ b. Student
3. What is the year in which you were born? □ a. Prior to 1945 □ c. 1961 to 1980 □ b. 1945 to 1960 □ d. 1981 or after
4. What is the department that you work or worked for? □ a. Student Services □ c. IT □ e. Other □ b. Business Division □ d. Continuing Education
Instructions: To the right of each question, please place a check mark in the box which best corresponds with your answer, according to the following definitions:
SD = Strongly Disagree; D = Disagree; N = Neutral; A = Agree; or SA = Strongly Agree. SD D N A SA
5. Managing work-study students differs from □ □ □ □ □ managing regular employees.
6. Work-study students are effectively recruited □ □ □ □ □
for positions. 7. My supervisor supported flexible working schedules . □ □ □ □ □
8. My supervisor offered mentoring/coaching opportunities. □ □ □ □ □
9. Engaging in on-campus activities has an academic benefit □ □ □ □ □
to students.
10. My work-study position assisted me in preparing for □ □ □ □ □ work in my field of study.
11. Part-time work takes time away from academic studies. □ □ □ □ □
12. There is/was open two-way communication between me □ □ □ □ □
and my supervisor.
13. Hiring decisions are effectively communicated. □ □ □ □ □
OVER
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SD D N A SA
14. Communication is clear between departments. □ □ □ □ □
15. I understand BC3’s policies and procedures for the □ □ □ □ □ work-study program.
16. I would recommend the work-study program to students. □ □ □ □ □
17. I reduced or eliminated my student loan debt by □ □ □ □ □
participating in the work-study program.
18. My work-study earnings assisted in paying □ □ □ □ □ for school related expenses.
Instructions: Please provide a one or two sentence response to the questions below.
19. What do/did you like best about the work-study program?
20. What do/did you like least about the work-study program?
21. Please rank the following campus activities 1 through 5, with “1” being the most, and “5” being the least in
regards to their importance in assisting with academic success.
____ Athletics ____ Clubs ____ Work-Study ____ Peer study groups ____ Tutoring
Thank you again for your time and attention to this questionnaire.
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