Employees' perceptions of deterrents to participation in an employer-provided educational assistance program

This study investigated and identified perceived factors that deter eligible staff from participating in the educational assistance program provided by The University of Tennessee, Knoxville (UTK)The population consisted of 2,970 eligible staffFrom this, a sample of 338 persons was randomly selected. Each was mailed a questionnaire consisting of a modified version of the Deterrents to Participation Scale - General (DPS- G) and a demographics section. With 196 returns, the response rate was 60.1%. Demographic data revealed that 55.1% of the respondents were participants.

The first research question sought to determine the perceived deterrents that prevented eligible staff from participating in the educational assistance program. A principal components factor analysis of responses identified four factors: Lack of Confidence, Low Personal Priority, Time Choices, and Lack of Support. Nonpartcipants assigned generally low importance to their reasons for not enrolling in college courses.

The second research question identified the deterrents to participation that staff continued to perceive while participating in the educational assistance program. Principal components factor analysis determined five deterrent factors: Lack of Confidence, Lack of Course Relevance, Time Choices; Personal Concerns, and Lack of Support. Persons in this group gave somewhat lower importance to the influences of these factors than did the nonparticipant group.

The third research question dealt with the effects of demographic variables on the identified deterrents of both groups. A MANOVA procedure found significance in only one area: educational level of participants. A post hoc test revealed that persons with high school diplomas or some college credits perceived Lack of Confidence to a greater extent than employees with existing bachelor's or master's degrees. Additionally, Lack of Support was a significant deterrent for staff who had only high school diplomas.

The fourth research question sought the effect of demographic variables on participation status. Eight variables were found significant including number of classes taken using the benefit, use of the maximum benefit, job category, intention of employment regarding the tuition benefit, preference for alternative course delivery, age, educational level, and participation in staff development training courses.

This study confirmed that the deterrents construct is multidimensional in nature and that persons who participate in educational activities continue to perceive barriers similar to persons who elect not to participate. Additionally, both participants and 1 nonparticipants ascribe comparatively greater importance to the choices they make about the use of time and the consequences of selecting one activity over another.