Date of Award

Spring 4-2016

Document Type


Degree Name

Doctor of Education (EdD)



First Advisor

Dr. John D. Long

Second Advisor

Dr. Graham Weir

Third Advisor

Dr. Kevin Winslow


The purpose of this study was to compare the work ethic attitudes and behaviors of entering Ethos freshmen to students who were about to graduate. Data was collected by two means, first by using the Multidimensional Work Ethic Profile (MWEP) instrument and the second by analyzing existing work ethic grades issued by faculty. The dependent variables were the seven dimensions of work ethic in the MWEP and the five Ethos work ethic traits. The population for this study consisted of members of the freshman and graduating classes from the 2013-2014 and 2014-2015 school years. A purposive sample was taken from work ethic surveys and the work ethic grades of the selected college students, comprising a sample believed to be representative of the total population. Data analysis involved descriptive statistics. Descriptive statistics were used to summarize the results and to determine whether there was a significant difference between the means of freshmen and graduates’ self-assessments. Similar methods were used to analyze and report any differences in the means of freshman and graduate work ethic grades awarded by faculty. Results should be considered baseline information for Ethos College leadership to consider and to improve upon. Recommendations for future study include replicating this study for present and future classes, to look for trends in work ethic as curriculum develops and evolves. The overarching research question was, does the teaching and methodology at Ethos improve the work ethic of its students? Student survey data and the faculty-awarded work ethic grades were used to determine if there was value added from the training provided by Ethos leadership and faculty. The Ethos Board of Trustees, President, Office of Education, Academic Dean, and the Vice President of Education, the iii college’s chief academic officer, were accountable for providing quality educational processes in all areas of education at the college. There were mixed results in the evidence that the college was successful in this important discipline impacting student learning outcomes.


Copyright 2016