Reclassification Case Studies in Financial Aid Offices
Reclassification is a valuable tool for financial aid directors seeking to align job roles, responsibilities, and compensation with their offices' evolving needs. These case studies — spanning public, private, community college, graduate/professional, and proprietary institutions — offer real-world insights into how financial aid leaders have successfully navigated the complexities of reclassification. While strategies varied by institution type, common themes emerged, including HR collaboration, salary benchmarking, leadership advocacy, and aligning changes with institutional priorities.
To support financial aid directors in navigating reclassification, we have also developed a Tips and Resources for Reclassification, outlining actionable steps and key considerations for initiating these efforts. Additionally, our Employee Reclassification Guide provides a structured approach to requesting job title, salary, or role adjustment for employees seeking to advocate for their reclassification.
Explore the case studies and resources to gain practical strategies for reclassification at your institution.
Defining Reclassification
Reclassification in higher education refers to evaluating and adjusting staff roles, responsibilities, titles, and compensation to better align with institutional needs, changes in job complexity, technological advancements, and evolving organizational structures. Changes in supervisory or non-supervisory duties, increased workload, leadership shifts, regulatory requirements, or shifts in student enrollment1 2 may prompt this process. Reclassification can involve formal job evaluation systems that assess the complexity and qualifications of positions, with results leading to updated job classifications3. It also includes strategies for staff retention, professional development, and career mobility, ensuring that positions reflect the institution’s goals and the skills of its employees4. Ultimately, reclassification helps maintain institutional efficiency and job satisfaction, ensuring roles are appropriately compensated and aligned with organizational objectives5 .
Reclassification Case Studies by Sector
- Case Study of Reclassification Efforts at Four-Year Public Institutions
- Case Study of Reclassification Efforts at Four-Year Private Institutions
- Case Study of Reclassification Efforts at Proprietary Institutions
- Case Study of Reclassification Efforts at Community Colleges
- Case Study of Reclassification Efforts at Unionized Institutions
Additional Resources
- Tips and Resources for Reclassification: Outlines actionable steps and key considerations for initiating reclassification efforts.
- How to Advocate for Your Reclassification: Provides a structured approach to requesting job title, salary, or role adjustments.
Methodology
NASFAA developed an interview protocol with input from its Reclassification Working Group. It recruited participants from previous surveys, association listservs, and volunteer activities to ensure a representative sample across higher education sectors, institution sizes, and geographic regions. A total of 25 one-on-one interviews were conducted, transcribed, and analyzed to create sector-specific case studies on staff reclassification in financial aid offices.
The sample included eight four-year public institutions, five four-year private institutions, five community colleges, five graduate/professional institutions, and three proprietary institutions, representing all NASFAA regions. Ten institutions were part of a system, and differences in their experiences are noted in the relevant case studies. Nine institutions held at least one minority-serving institution (MSI) designation. Still, the data did not provide sufficient insights to draw broad conclusions about the impact of MSI status on reclassification.
Reclassification experiences at three unionized institutions are summarized in a one-page brief on Reclassification in a Unionized Environment. Additionally, NASFAA collected data on reporting structures, finding that financial aid offices at most four-year public and private institutions reported to enrollment management. In contrast, community colleges reported to student services or student affairs. Reporting structures were more varied at graduate/professional and proprietary institutions, with some reporting to enrollment management, student affairs, or even directly to institutional leadership. Each sector's case study discusses key differences in reporting lines and their impact on reclassification.
1 Penner, M.J. (1983). How Job-Based Classification Systems Promote Organizational Ineffectiveness. Public Personnel Management, 12, 268 - 276.
2 Bertero, P., Carenzo, P., Franchino, J.C., & Turolla, A. (2010). The introduction of job evaluation system in an Italian university. The case of A. Avogadro University. Economia Aziendale Online, 1, 11-41.
3 Penner (1983)
4 Lewis, P.H., Cavalier, J.C., Hantman, R.K., Waechter, W.F., & Yamakawa, A.H. (1994). Staff training and development programs. New Directions for Higher Education, 1994, 55-71.
5 Scalf, C.H. (2019). Choose Your Adventure: A Library Reorganization Case Study. Proceedings of the 2018 Library Assessment Conference: Building Effective, Sustainable, Practical Assessment: December 5–7, 2018, Houston, TX.
