Higher education staff are the fastest-growing population of workers within colleges and universities. However, higher education staff sentiments regarding their work and work environments are often discounted, impacting their level of engagement. This study was a targeted examination of the levels of engagement among higher education staff with an exploration of what an institution could do to enhance employee engagement. The participants of this study included 33 higher education staff within one academic unit of a four-year public Colorado institution. The study guided by the theoretical framework of Schaufeli et al. (2002) centered on vigor, dedication, and absorption as components of engagement measured by the Utrecht Work Engagement Scale (UWES). The findings revealed participants 'often' felt vigorous, dedicated, and absorbed, leading to an overall positive level of engagement in their work. Additional researcher-developed survey items concluded that institutional factors such as equity in work responsibilities, increased compensation, opportunities for advancement, and staff validation, may enhance higher education staff engagement. Recommendations for future research include a longitudinal study to explore how institutional factors may increase or decrease higher education staff engagement over time. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]