Abstract
This mixed-methods study explored how young professionals in higher education experienced meaningful work and the relationship between meaningfulness and work engagement. Using the Job Characteristics Model (JCM), the study examined how skill variety, task identity, and task significance contributed to experienced meaningfulness and engagement. Thirteen full-time employees (ages 25-35) at U.S. four-year higher education institutions completed a survey and participated in semi-structured interviews. Quantitative findings revealed a strong correlation between overall meaningfulness and engagement. Qualitative data affirmed the findings and the JCM, while also surfacing deeper insights on the different ways the job characteristics and individual factors were perceived and experienced when categorized by engagement level. In addition, a new factor emerged from the study defined as collaboration across the institution. Overall, the findings highlight the importance of intentional job design and organizational practices to cultivate meaningful and engaging work for young professionals.
Library of Congress Subject Headings
Young adults—Employment; Employees—Attitudes; Universities and colleges—Employees; Job satisfaction; Work environment
Date of Award
2025
School Affiliation
George L. Graziadio School of Business and Management
Department/Program
Business
Degree Type
Thesis
Degree Name
Masters
Faculty Advisor
Christopher G. Worley
Recommended Citation
Murakami, Melody S., "What makes work meaningful? A mixed-methods study exploring the relationship between meaningfulness and engagement among young higher education professionals" (2025). Theses and Dissertations. 1685.
https://digitalcommons.pepperdine.edu/etd/1685