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


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

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CHAPTER IV: RESULTS AND DISPLAY OF THE DATA COLLECTION ...............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


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

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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

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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,

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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).

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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.

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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.

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CHAPTER II

LITERATURE REVIEW

Research Question





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).

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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

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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

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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

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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.

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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

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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.

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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




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





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





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

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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


Figure 6: Work‐study Students Are Recruited for Positions

0%

20%

40%

60%

80%

Strongly Disagree


Figure 7: My Supervisor Supports Flexible Working Schedules

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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


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


Figure 9: Engaging in On‐Campus Activities has an Academic

Benefit to Students

0%

10%

20%

30%

40%

Strongly Disagree


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


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


Figure 12: There is Open Two‐Way Communication Between My

Supervisor and I

0%

10%

20%

30%

40%

50%

60%

Strongly Disagree


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%


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


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%


0%

10%

20%

30%

40%

50%

Strongly Disagree


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


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


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


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.


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.


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.


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.


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.


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





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





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.


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.


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.


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.

52

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

53

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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Pereles, K. L. (2007). Are students who work and workers who go to school different? Comparing organizational commitment. Journal of Individual Employment Rights. Vol. 12(4), pp. 337-350.

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Applied Research Project Work-Study Program

Documents

research question

data collection plan

methods of data collection

data collection methods

sources of data

faculty of geneva college

literature review

degree of bachelor