A Phenomenological Study of Online Undergraduate Student Veterans and the Academic Interactions Affecting Their Success in Higher Education PDF Download
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Author: Amanda Jo Verlander
Publisher:
ISBN:
Category : Veterans
Languages : en
Pages : 0
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Book Description
The purpose of this hermeneutic phenomenology was to explore the academic interactions of online undergraduate veterans as they completed their degrees. The objective of this study was to answer the question, “What influences the success of online student veterans in completing their undergraduate degrees?” The theory guiding this study was Astin’s I-E-O model as it framed my research with the inputs of military training, environmental factors as academic interactions, and the outcome of graduating with their degree. My study also contained Vacchi’s Conceptual Model of Student Veteran Support as a focused lens to examine the academic interactions experiences of student veterans. Additionally, my study took a hermeneutic phenomenological approach to qualitative research while examining 13 student veterans who completed an online undergraduate degree. I conducted virtual interviews and focus groups, thus eliminating the need for a specific physical site. The data was collected through interviews and focus groups which was then transcribed and coded for common themes and meanings that relate back to the central research question. My research collected information that academic interactions were not meaningful in influencing success even with negative interactions of discrimination and bias. The data showed that student veterans were successful to internal and external stimulators as well as choosing an academic institution that had an infrastructure conducive to their success.
Author: Amanda Jo Verlander
Publisher:
ISBN:
Category : Veterans
Languages : en
Pages : 0
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Book Description
The purpose of this hermeneutic phenomenology was to explore the academic interactions of online undergraduate veterans as they completed their degrees. The objective of this study was to answer the question, “What influences the success of online student veterans in completing their undergraduate degrees?” The theory guiding this study was Astin’s I-E-O model as it framed my research with the inputs of military training, environmental factors as academic interactions, and the outcome of graduating with their degree. My study also contained Vacchi’s Conceptual Model of Student Veteran Support as a focused lens to examine the academic interactions experiences of student veterans. Additionally, my study took a hermeneutic phenomenological approach to qualitative research while examining 13 student veterans who completed an online undergraduate degree. I conducted virtual interviews and focus groups, thus eliminating the need for a specific physical site. The data was collected through interviews and focus groups which was then transcribed and coded for common themes and meanings that relate back to the central research question. My research collected information that academic interactions were not meaningful in influencing success even with negative interactions of discrimination and bias. The data showed that student veterans were successful to internal and external stimulators as well as choosing an academic institution that had an infrastructure conducive to their success.
Author: David DiRamio
Publisher: The National Resource Center for The First-Year Experience
ISBN: 1942072163
Category : Education
Languages : en
Pages : 174
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Book Description
With the passage of the Post-9/11 GI Bill in 2008, more than 1.4 million service members and their families became eligible for higher education benefits, and veterans from the wars in Iraq and Afghanistan enrolled in colleges and universities in record numbers. The first wave of research about these new student veterans focused primarily on describing their characteristics and the transition from military service to civilian life and the college campus. This new edited collection presents findings from the second wave of research about student veterans, with a focus on data-driven evidence of academic success factors, including persistence, retention, degree completion, and employment after college. An invaluable resource for educators poised to enter the next phase of supporting military-connected college students.
Author: Thomas Ortiz
Publisher:
ISBN:
Category : COVID-19
Languages : en
Pages : 0
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Book Description
This qualitative study explored the first-hand perspectives and life experiences of Student Veterans (SVs) experiences in higher education during the COVID-19 pandemic, using semi-structured individual in-depth interviews. The framework method was used for analyzing and interpreting the interview data. Four SVs and one Veteran Resource Center (VRC) staff member were recruited. There were two 2-year college SVs, two 4-year university SVs, and one 4-year university VRC staff member. Both SVs and VRC staff reported that the COVID-19 pandemic created barriers for SVs to access services and resources that could contribute to the successful completion of their higher education. Student Veterans in this study reported that the remote learning environment was particularly challenging as they lacked in-person peer interactions that they perceived as a factor that enhance their learning experience. Veteran Resource Centers worked to connect with SVs to provide services and resources off and on-campus for SVs requiring support. Veteran Resource Centers have become a protective factor that support SVs' academic careers by guiding them to navigate Veteran Affairs and campus dynamics. Education for campus staff on SV cultural factors can enhance their learning experience. Social workers can contribute to VRC operations that support SVs' academic and basic needs. Local college and university VRCs can collaborate in strengthening their core services by exchanging outreach strategies and program ideas to further support SVs and the campus community.
Author: Ester Warren
Publisher:
ISBN:
Category : Internet in education
Languages : en
Pages :
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Book Description
The purpose of this transcendental phenomenological study was to describe the essence of the experiences of combat veterans with significant combat exposure who successfully completed their bachelor’s degree through a private online program despite the presence of challenges related and unrelated to their combat exposure. For the purpose of this study, combat veteran was generally defined as a veteran of the United States Army, Navy, Air Force, Marines, or National Guard who served in Operation Enduring Freedom (OEF), Operation Iraqi Freedom (OIF), or Operation New Dawn (OND). In addition, significant combat exposure was indicated by a score of “light-moderate” to “heavy” on the Combat Exposure Scale (CES). Educational resilience cycle and posttraumatic growth (PTG) were the two theories that guided this study. Data was collected through in-depth interviews, focus-groups, and document analysis. This study sought to answer four research questions: (1) How do combat veterans with significant combat exposure describe the experience of attaining their bachelor’s degree through an online program? (2) What challenges, if any, do participants describe they encountered as they pursued their online bachelor’s degree? (3) How do participants describe the experience of overcoming the challenges they identify to subsequently attain their online bachelor’s degree? (4) How do participants describe the impact of their combat experience(s) on their degree attainment? Transcendental phenomenological analysis was utilized to reveal two major themes that emerged from the data: It was (1) A Challenging Journey, and (2) A Fulfilling Journey. In addition to study findings and limitations, implications for stakeholders and recommendations for future research are presented.
Author: Jansen S. Legried
Publisher:
ISBN:
Category : College campuses
Languages : en
Pages : 63
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Book Description
Student veterans represent a rising proportion of university students due to the increased utilization of state and federal education benefits. However, few studies have examined the daily experiences of these individuals following combat operations in Iraq and Afghanistan and how these experiences may influence the success of these individuals on civilian campuses. The current study includes individual interviews with four student veterans from the University of Wisconsin - Whitewater. To better understand student veteran experiences and identify factors that increase or decrease academic and transition success, I utilized a phenomenological framework. The findings reveal that student veterans: have unique perspectives due to differing values from their civilian peers, have needs influenced by various converging identities and roles, and experience a continuum of connectedness with peers and faculty. Additionally, limitations of the current study are addressed and suggestions for future research with this population are presented.
Author: Monte Stewart
Publisher:
ISBN:
Category : Education, Higher
Languages : en
Pages : 0
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Book Description
First-generation rural student veterans face many unique challenges transitioning to and succeeding in higher education. Despite these barriers, many first-generation rural student veterans succeed in college persisting to graduation. The purpose of this grounded theory qualitative study was to explore and understand the experiences of first-generation rural student veterans as they navigate academic environments and persist at their state university. Nine participants shared their stories of success, resulting in the Theory of Student Success for First-Generation Rural Student Veterans, which has the following five components: overcoming barriers and challenges, navigating academic environments, identities impact, success suggestions and strategies, and support systems and connections. This theory holds important implications for universities providing additional support for veteran students with various intersecting identities through expanded services, orientation, academic courses, resources, and structured policies and procedures. Furthermore, this study provides opportunities to expand on existing research related to the three core identities studied, current student-related legislation, as well as student theory development related to sense of belonging, reconceptualized model of multiple dimensions of identity, persistence, and success.
Author: Harlan Harrell
Publisher:
ISBN:
Category : Adult education
Languages : en
Pages : 131
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Book Description
Research with veterans in community colleges is often framed through a deficit perspective and with a definition of success limited to degree completion. The purpose of this phenomenological study was to understand the lived experiences of student veterans negotiating the acculturation process within the community college canopy through an asset lens. The overarching research question was: What are the lived experience of student veterans negotiating the acculturation process at community colleges, with specific focus on cultural shedding, cultural stress, and cultural learning? Three sub-questions were addressed within the central question: 1) How do student veterans describe the aspects of their military culture that are no longer appropriate in community college culture? 2) How do student veterans describe their own struggles in adapting to the community college culture? and 3) How do student veterans describe the ways in which they successfully integrate military culture into community college culture? The researcher conducted semi-structured interviews with fifteen veterans representing all branches of the U.S. Armed Services who had attended community college in the Mid-Atlantic region. Analysis of data revealed major themes and subthemes and the following results: 1) veterans enroll in community college with diverse short- and long-term goals, including, but not limited to, degree completion; 2) veterans' educational benefits, especially the GI Bill's basic allowance for housing, influence student veteran enrollment and persistence in community college; 3) veterans maintain and wish community college classmates exhibited valued aspects of military bearing; 4) veterans value rules but community college bureaucracy creates cultural stress, and 5) veterans thrive in the community college canopy as part of their ongoing struggle. Based upon these results, the researcher offers recommendations for practice and future research.
Author: Claire Semer
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 139
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Book Description
Any veteran should be able to earn a degree without struggling financially, emotionally, or academically on or off campus. The purpose of this research study was to explore the college experience of student veterans and identify ways to help them succeed academically. More specifically, this study sought to identify factors that predict the academic success of veterans in their first year of college. The researcher examined veterans’ experiences in college, inside and outside the classroom, in order to identify which engagement activities, if any, influenced their first-term cumulative GPA. The researcher found the following seven variables to be statistically significant predictors of student veterans’ first-term GPA: (a) race, (b) the number of credit hours taken, (c) talking to faculty members about career aspirations, (d) receiving oral feedback from a faculty member about academic performance, (e) attending events on campus, (f) exercising or participating in physical activities, and (g) time spent commuting to class. Increased veteran enrollment has merited examination of the challenges student veterans have encountered at higher education institutions. This study adds to the limited body of knowledge on this topic and contributes to a future plan for the successful education of veterans who attend college.
Author: Shant Ari Barmak
Publisher:
ISBN:
Category :
Languages : en
Pages : 104
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Book Description
Despite high enrollment rates of Post-9/11 U.S. Military Student Veterans in higher education, identification of effective institutional practices that promote successful outcomes is an understudied topic. Although some studies have addressed the transition from military into postsecondary education, more research is needed to improve our knowledge about the experiences of student veterans and how non-profit higher educational institutions, especially student support services, can better help student veterans succeed. Through the lens of university student support staff, as well as student veterans, this qualitative study examines which factors student veterans and support staff perceive in contributing to successful attainment of a baccalaureate degree. For this study, in-depth semi-structured one-on-one interviews were conducted with a diverse group of 12 student support staff and 6 junior and senior undergraduate student veterans at a four-year public university in California. This study applied the Schlossberg Transition Conceptual Model by extending the support factor to include the critical role of four types of student support services: academic, mental health, disability, and career services. Several major overlapping and non-overlapping themes emerged from both student and staff interviews. The most salient theme was the critical role of the Veterans Center. The Center assists student veterans in their transition and adjustment to the university. It plays a central role in providing a physical space, a hub that facilitates connectedness and student engagement on campus and assist with access to vital services and resources on campus, as well as off campus. The assistance of the Veterans Center is critical in ensuring that students receive their financial benefits, as well as verifying their coursework, so they get the courses needed for graduation and meet all GI Bill requirements. Additionally, many of the on-campus services have liaisons between the Veterans Center and their corresponding service department, where identified liaisons help ensure student veterans receive the necessary support when needed. These findings can help inform higher educational institutions, its staff, faculty, and administrators about the best practices in serving the needs of veterans toward successful transition to college, retention, and undergraduate degree attainment, as the number of student veterans in higher education is growing nationally.
Author: Alyssa Christine Baldwin
Publisher:
ISBN:
Category : Women veterans
Languages : en
Pages : 0
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Book Description
The purpose of this hermeneutic phenomenological study was to describe the experiences of women student veterans and the role of self-efficacy in their utilization of campus support services. The theory guiding this study was Bandura’s self-efficacy theory as it relates to the influences of the utilization of campus support by women student veterans. Drawing on this theory, this study sought to answer the following central research question: How do women student veterans describe their experiences using academic, administrative, and health support services on campus? This qualitative study employed a hermeneutic phenomenological approach using purposeful sampling techniques, namely maximal variation and criterion sampling, to describe the experiences of women student veterans and their campus support service usage at any US-based college or university. The ten participants were selected using the following criteria: woman, former or current servicemember, currently or formerly enrolled in an undergraduate degree program, and enrolled in an undergraduate degree program within the last five years. The data were collected using individual interviews and letter-writing techniques. Further, this study utilized Miles, Huberman, and Saldaña’s data analysis model to code, group, cluster, and identify themes in the data. The results of this study were that when academic and administrative support services prioritized human connection and cultural awareness, women student veterans reported favorable experiences. When services lacked human connection and cultural awareness, participants relied on their military influences for support.
