Show simple item record

dc.contributor.advisorChairperson, Graduate Committee: Sweeney Windchiefen
dc.contributor.authorGresswell, Candice Marieen
dc.date.accessioned2021-02-04T16:25:33Z
dc.date.available2021-02-04T16:25:33Z
dc.date.issued2020en
dc.identifier.urihttps://scholarworks.montana.edu/xmlui/handle/1/15878en
dc.description.abstractEmployee engagement and satisfaction may be telling indicators of employee health that can have rippling effects on the employee, university, and the student who interacts with the employee every day. Research has demonstrated a positive correlation between administrative styles and retention in the context of engagement, climate and culture (Farrell, 2009). Across industries and disciplines, employees who are engaged are more productive, creative, solve more problems, and more easily adapt to change (Craig & DeSimone, 2011; Flade, 2006; Holbeche & Matthews, 2012). Contrast to this research, in the higher education setting, employee engagement is measuring at an all-time low (Wasilowski, 2016). The purpose of this transformative, sequential, mixed-methods study is to examine how formalizing an engagement incentive program for higher education administrative staff in the Division of Student Success at a regionally accredited, land-grant institution impacts employee-reported engagement as measured by the Gallup Q12. The researcher collected qualitative data to help explain the quantitative Gallup Q12 survey scores to give individuals in leadership roles concrete information on how employees interpret Gallup Q12 and which, if any, actions they can take to improve employee engagement in their offices in the context of climate and culture. Wilcoxon Signed Rank test indicated significant change in the overall engagement score for the Division of Student Success (z = 2.79, p = .002), indicating the formalization of an engagement program does have a statistically significant effect on engagement as measured by the Gallup Q12. Major themes that emerged from the engaged offices in relation to climate were Relatedness and Care for the Student Experience. Major themes that emerged from the disengaged offices included Frustration, Stress, Turnover, Exclusivity, Not Being Able to Demonstrate Expertise or Improve Processes, Customer Service Focus, and Problem-Solving.en
dc.language.isoenen
dc.publisherMontana State University - Bozeman, College of Education, Health & Human Developmenten
dc.subject.lcshEmployees--Attitudesen
dc.subject.lcshEducation, Higheren
dc.subject.lcshMotivation (Psychology)en
dc.subject.lcshEngagement (Philosophy)en
dc.subject.lcshJob satisfactionen
dc.titleExploring the impact of a values-based reward system on engagement and perceptions of office culture in higher educationen
dc.typeDissertationen
dc.rights.holderCopyright 2020 by Candice Marie Gresswellen
thesis.degree.committeemembersMembers, Graduate Committee: Bryce Hughes; Nick Lux; Chris Fastnow.en
thesis.degree.departmentEducation.en
thesis.degree.genreDissertationen
thesis.degree.nameEdDen
thesis.format.extentfirstpage1en
thesis.format.extentlastpage216en
mus.data.thumbpage23en


Files in this item

Thumbnail

This item appears in the following Collection(s)

Show simple item record


MSU uses DSpace software, copyright © 2002-2017  Duraspace. For library collections that are not accessible, we are committed to providing reasonable accommodations and timely access to users with disabilities. For assistance, please submit an accessibility request for library material.