Higher Education as a Tool for Veterans in Transition: Battling the Challenges
| Title: | Higher Education as a Tool for Veterans in Transition: Battling the Challenges |
|---|---|
| Language: | English |
| Authors: | Hunter-Johnson, Yvonne (ORCID |
| Source: | Journal of Continuing Higher Education. 2021 69(1):1-18. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 18 |
| Publication Date: | 2021 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education Adult Education |
| Descriptors: | College Students, Veterans, Veterans Education, Student Attitudes, Student Adjustment, Barriers, Social Networks, Social Support Groups, Socialization, Inclusion, Education Work Relationship |
| DOI: | 10.1080/07377363.2020.1743621 |
| ISSN: | 0737-7363 |
| Abstract: | The study's purpose is twofold and examines (a) major challenges veterans may encounter while enrolled in higher education, and (b) veterans' perceptions of utilizing higher education as a transitional tool to the civilian workforce. A qualitative design was employed in this study. Data were collected utilizing three focus groups (N = 11). The findings concerning veterans' challenges in pursuit of higher education are the following: (a) us versus them, (b) difference in the learning environment, (c) institutional barriers, and (d) networking. The current study provides an additional discussion platform for educators, institutions of higher education, and veterans affairs departments--it is a potential opportunity to design learning environments, policies, and practices that will enhance the overall process of veterans' transitions and create environments in higher education that are truly veteran-friendly. |
| Abstractor: | As Provided |
| Entry Date: | 2021 |
| Accession Number: | EJ1289220 |
| Database: | ERIC |
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| FullText | Links: – Type: pdflink Url: https://content.ebscohost.com/cds/retrieve?content=AQICAHjPtM4BHU3ZchRwgzYmadcigk49r9CVlbU7V5F6lgH7WwEqRDuEoRLk9cQR4y0kjbMLAAAA4jCB3wYJKoZIhvcNAQcGoIHRMIHOAgEAMIHIBgkqhkiG9w0BBwEwHgYJYIZIAWUDBAEuMBEEDOg76zWaQDeO54Gr8QIBEICBmpxEkGpUfXglJ8ugjcTM1N61qBwIOKkwjm8sAEaNxWkvRoknehV3p63IO2w9zjLaJH1oWiCLRfRbShrbgYsOhJzMYzLte6qPl2I2c4y0bdIKBTWZwGV3OukEzcoyXXnvvC3-cDBVp5ZnwkkkdUs1MU3TXjnQ_r106IQzoQF6-3YLmoMkcFH5v_i6KkYIZFRYFITQoA9Jw3FbADY= Text: Availability: 1 Value: <anid>AN0149013036;gwp01jan.21;2021Mar04.01:56;v2.2.500</anid> <title id="AN0149013036-1">Higher Education as a Tool for Veterans in Transition: Battling the Challenges </title> <p>The study's purpose is twofold and examines (a) major challenges veterans may encounter while enrolled in higher education, and (b) veterans' perceptions of utilizing higher education as a transitional tool to the civilian workforce. A qualitative design was employed in this study. Data were collected utilizing three focus groups (N = 11). The findings concerning veterans' challenges in pursuit of higher education are the following: (a) us versus them, (b) difference in the learning environment, (c) institutional barriers, and (d) networking. The current study provides an additional discussion platform for educators, institutions of higher education, and veterans affairs departments—it is a potential opportunity to design learning environments, policies, and practices that will enhance the overall process of veterans' transitions and create environments in higher education that are truly veteran-friendly.</p> <p>Keywords: Student veterans; transition; higher education</p> <hd id="AN0149013036-2">Introduction</hd> <p>The Post-9/11 Veterans Educational Assistance Act of 2008 (Post-9/11 GI Bill) and the Montgomery GI Bill provide veterans with monetary benefits and a significant opportunity to pursue higher education. As a result, many servicemen and servicewomen who delayed enrolling in higher education after completing high school have now been able to access financial aid toward degree attainment. In 2013, for instance, 954,000 military service members, veterans, and military dependents enrolled in postsecondary degree-earning institutions (Queen et al., [<reflink idref="bib34" id="ref1">34</reflink>]). With the generous increase in benefits provided by the Post-9/11 GI Bill, including full payment of tuition and fees, a housing allowance, and stipend for books (Radford, [<reflink idref="bib35" id="ref2">35</reflink>]), alongside cutbacks in military personnel and unemployment in the civilian sector, the population of student veterans is projected to steadily rise (Osborne, [<reflink idref="bib33" id="ref3">33</reflink>]). Indeed, many veterans do not face the difficulty of finding financial assistance, unlike the conventional nontraditional student—recently considered the "greatest challenge" faced by other nontraditional students (Hunter-Johnson, [<reflink idref="bib18" id="ref4">18</reflink>]).</p> <p>But even with the increasing financial support and academic access available to veterans, two glaring challenges have remained. First, some researchers have found veterans have lower academic completion rates than their civilian counterparts (Steele, [<reflink idref="bib43" id="ref5">43</reflink>]), with reported graduation rates ranging from as low as 26.6% to as high as 68% (Cate, [<reflink idref="bib6" id="ref6">6</reflink>]). Second, studies indicate veterans often experience some level of culture shock concerning the civilian world and the learning environment in higher education. Moreover, although it is undisputed that the United States military is known for its cutting-edge specialized training, the military training environments often mimic tenets of behaviorism theory, coupled with a pedagogical approach (Hunter-Johnson &amp; Closson, [<reflink idref="bib19" id="ref7">19</reflink>]). Training approaches tend to include rote memorization, drills, punishment and reward, and lecture style with the student as a passive recipient of knowledge and the instructor as the authority figure. The learning environment in the military is unique and differs greatly from the learning environment in higher education, which is usually grounded in humanism with an emphasis on andragogy. Veterans may often need to renegotiate their identities (Rumann &amp; Hamrick, [<reflink idref="bib38" id="ref8">38</reflink>]) as they attempt to intermingle with civilians whose beliefs, values, and practices often differ from theirs, particularly as it relates to the learning environment (Griffin &amp; Gilbert, [<reflink idref="bib16" id="ref9">16</reflink>]).</p> <p>Nearly 60% of colleges report having student services specifically designed for veterans (O'Herrin, [<reflink idref="bib31" id="ref10">31</reflink>]). This, alongside growing research around veterans transitioning to civilian life, suggests an increasing need to examine their unique needs, with a view to helping them transition and succeed as they navigate academe. While most studies focus mainly on post-traumatic stress disorder (PTSD) and higher education, the current study aims to take a more holistic approach by examining how veterans utilize higher education as a transitional tool to the civilian workforce. The study's purpose is twofold and examines (a) major challenges veterans may encounter while enrolled in higher education (a relatively new type of learning environment compared to that of the military) and (b) veterans' perceptions of utilizing higher education as a transitional tool to the civilian workforce.</p> <p>The current study is essential to addressing a gap in the literature with regards to veterans in higher education—not many studies focus on higher education as a tool for transitioning to the civilian workforce and any challenges specific to veterans in that respect. As well, more empirical work is needed concerning veterans in transition (Bullock et al., [<reflink idref="bib5" id="ref11">5</reflink>]). The study might also prove useful for stimulating important discussions amongst higher education personnel, adult educators, and military transitional officers, as it relates to enhancing recruitment and retention strategies for veteran learners.</p> <hd id="AN0149013036-3">Theoretical Framework</hd> <p>Schlossberg's ([<reflink idref="bib41" id="ref12">41</reflink>]) transitional theory frames this study. The theory outlines a transition process which consists of multiple phases, namely "moving in," "moving through," and "moving out." Concerning student development, for instance, Chickering and Schlossberg ([<reflink idref="bib7" id="ref13">7</reflink>]) explain moving into college as the moving-in phase of college students' transition. When college students engage in balancing work, assignments, and socializing, this reflects "moving through"; around graduation, college students will begin a new and final phase of transition–moving out. Here, they may look for a job or decide if they want to pursue graduate school.</p> <p>Rumann and Hamrick ([<reflink idref="bib38" id="ref14">38</reflink>]) argued that Schlossberg's theory (1981) focuses less on the understanding of transition as it relates to nontraditional students, particularly student veterans who enter academic institutions. However, DiRamio and colleagues (2008) used Schlossberg's theory (1981) as a guiding framework to explore student veterans' transitional experience. They found the theory to be particularly meaningful for examining veterans because it helps understand how military service shapes the disposition of veterans as college students (DiRamio et al., [<reflink idref="bib10" id="ref15">10</reflink>]).</p> <p>An individual's transition might also be framed in light of "the 4 S's"—an extension/component of Sclossberg's transitional theory (Anderson et al., [<reflink idref="bib2" id="ref16">2</reflink>]; Schlossberg et al., [<reflink idref="bib42" id="ref17">42</reflink>]). Here, four main factors impact one's ability to manage changes: <emph>situation</emph>, <emph>self</emph>, <emph>support</emph>, and <emph>strategies</emph>. Although not without its critics (e.g., Livingston &amp; Bauman, [<reflink idref="bib25" id="ref18">25</reflink>]), advocates of the theory such as Rumann and Hamrick ([<reflink idref="bib38" id="ref19">38</reflink>]) believe the 4 S framework assists in understanding student veterans' situations including, but not limited to, their challenges in the academic environment, expectations, and institutional support services. Specifically, a veteran's situation can be identified by examining the triggers, timing, extent, and role changes related to a transitional process (Griffin &amp; Gilbert, [<reflink idref="bib16" id="ref20">16</reflink>]). The assessment of the situation is based on how individuals react to the changes surrounding them and what they perceive about their control over an event (Evans et al., [<reflink idref="bib12" id="ref21">12</reflink>]). For example, role changes are obvious for veterans when they are transitioning from military service member to employee, husband or wife, and parent. When changing the self, an individual must cope with internal resources, such as ego development, self-efficacy, and commitment.</p> <p>Social support remains a crucial factor when assisting with veterans' transitions (McCaslin et al., [<reflink idref="bib26" id="ref22">26</reflink>]). Veterans can receive support by being given information, referrals, or practical assistance to ease the transition (Anderson et al., [<reflink idref="bib2" id="ref23">2</reflink>]; Evans et al., [<reflink idref="bib12" id="ref24">12</reflink>])—or as some have suggested, caring, affirmation, and positive feedback are profound areas of focus concerning support that may help them navigate their transition (Evans et al., [<reflink idref="bib12" id="ref25">12</reflink>]; Griffin &amp; Gilbert, [<reflink idref="bib16" id="ref26">16</reflink>]). The final "S" (strategies) is identified as the ability to cope with transitions through one's personal efforts. Strategies are assessed through modifying the situation, managing the meaning of the problem being confronted, and controlling stress associated with the transition (Evans et al., [<reflink idref="bib12" id="ref27">12</reflink>]).</p> <p>According to Schlossberg ([<reflink idref="bib41" id="ref28">41</reflink>]), "as people move through life, they continually experience change and transition, and these changes often result in new networks of relationships, new behaviors, and new self-perception" (p. 2). Perceptions of a transition can be different for different people. Individuals may believe that the transition involves numerous challenges or crises; others perceive it as a valuable opportunity (Anderson et al., [<reflink idref="bib2" id="ref29">2</reflink>]). As veterans transition to civilian life, they must consider, adjust, and make relevant decisions across various aspects of their lives. Schlossberg's ([<reflink idref="bib41" id="ref30">41</reflink>]) transition framework thus remains a meaningful lens within which to explore how they experience higher education as a tool for transitioning to the civilian workforce, and any related challenges.</p> <hd id="AN0149013036-4">Literature Review</hd> <p></p> <hd id="AN0149013036-5">Veterans' Perceptions of Higher Education</hd> <p>There is a very limited number of studies emphasizing veterans' perception of higher education. However, there are still clues to understanding veterans' perception of higher education from studies focused on the transition of student veterans in higher education. Previous studies have found that veterans believed that completing a postsecondary education could help them achieve self-determination, greater economic opportunities, and career goals (Lighthall, [<reflink idref="bib24" id="ref31">24</reflink>]; Norman et al., [<reflink idref="bib30" id="ref32">30</reflink>]; Schiavone &amp; Gentry, [<reflink idref="bib40" id="ref33">40</reflink>]; Teachman, [<reflink idref="bib45" id="ref34">45</reflink>]). For example, Norman and colleagues (2015) conducted six focus groups among 24 veterans and interviewed another seven veterans to understand the experience of student veterans pursuing a higher education. Some participants expressed expectations of feeling a sense of accomplishment upon completing a higher education degree. In addition, some veterans considered pursuing higher education as a financial solution because they used the stipend from GI Bill benefits as their main source of income (Norman et al., [<reflink idref="bib30" id="ref35">30</reflink>]).</p> <p>Veterans consider college as a buffer between the military and the civilian life at the time of discharge (Lighthall, [<reflink idref="bib24" id="ref36">24</reflink>]). In order to enter the workplace, they have to acquire an educational degree for specific jobs (Schiavone &amp; Gentry, 2014). However, veterans thought they still faced many challenges in education associated with the benefits of higher education. For example, Olsen and colleagues ([<reflink idref="bib32" id="ref37">32</reflink>]) conducted a mixed-methods study among 10 student veterans to explore their perception and experience of transition in higher education and found that veterans thought the setting of higher education is very different from military environments and they had to change their behavior styles to be appropriate in the new environments. However, some veterans think the academic challenges of college life are easier than military life since their military experience helps a lot (Schiavone &amp; Gentry, [<reflink idref="bib40" id="ref38">40</reflink>]).</p> <hd id="AN0149013036-6">Veterans' Challenges in Higher Education</hd> <p>Student veterans encounter many challenges in higher education. Like some traditional and nontraditional civilian students, they might be first-generation students who are less prepared for college academics and less knowledgeable about how to navigate the college system (Wurster et al., [<reflink idref="bib47" id="ref39">47</reflink>]). Beyond this, however, veterans' challenges remain unique to their military experiences. In fact, the challenge of reintegrating into society while pursuing higher education might be the most challenging issue a student veteran experiences (Kirchner et al., [<reflink idref="bib23" id="ref40">23</reflink>]). The abrupt change from the structured military to a less-structured college atmosphere can be difficult (Rumann et al., [<reflink idref="bib39" id="ref41">39</reflink>]). Before veterans access college, they must navigate the bureaucracy and governmental paperwork associated with applying for financial assistance for higher education. Veterans have reported waiting up to eight weeks for initial GI Bill payments, in which time they must produce the money for college and living expenses out of pocket (Ackerman et al., [<reflink idref="bib1" id="ref42">1</reflink>]).</p> <p>Challenges that veterans encounter extend beyond support services to the development of academic and social relationships with civilians such as students and faculty. According to DiRamio and colleagues (2008), student veterans felt that they were drastically different from their civilian peers, many of whom they perceived to be less mature. These researchers concluded this gap in the maturity level can be a major challenge for veterans pursuing higher education. Similarly, Osborne ([<reflink idref="bib33" id="ref43">33</reflink>]) found student veterans concerned that civilian students and faculty might perceive them to be "broken," "dispirited," or "crazy and violent" because of the experiences they might have had during overseas. Such prejudgments negatively influence student veterans' sense of belonging, and the lack of belonging in turn impacts their academic performance (Durdella &amp; Kim, [<reflink idref="bib11" id="ref44">11</reflink>]).</p> <p>In addition to this, the fact that student veterans have combat-related disabilities, which might create challenges for them to succeed in higher education, is well-documented. While on active duty, military personnel may experience deployment-related stressors (such as combat exposure) and interpersonal stressors (such as relationship problems during deployment). These have been associated with negative mental health consequences, including depression, anxiety, and PTSD, that can last more than 10 years post-deployment (Vogt et al., [<reflink idref="bib46" id="ref45">46</reflink>]). Approximately 19% of veterans suffer from traumatic brain injury (TBI), which can result in chronic pain and higher risk of PTSD (Clark et al., [<reflink idref="bib8" id="ref46">8</reflink>]). PTSD rates among veterans may be as high as 31% (Ramchand et al., [<reflink idref="bib36" id="ref47">36</reflink>]), and PTSD can cause other issues, including poor physical health (Hoge et al., [<reflink idref="bib17" id="ref48">17</reflink>]), alcohol abuse (McDevitt-Murphy et al., [<reflink idref="bib27" id="ref49">27</reflink>]), and problems with intimate family relationships (Ray &amp; Vanstone, [<reflink idref="bib37" id="ref50">37</reflink>]).</p> <hd id="AN0149013036-7">Recent Studies of Veterans Transitioning and Utilizing Higher Education</hd> <p>Given the lack of empirical studies addressing the issue of military service members' transition (Bullock et al., [<reflink idref="bib5" id="ref51">5</reflink>]), scholars attempting to bridge this gap, particularly as it concerns veterans in higher education, have emerged in recent years. For example, Moore ([<reflink idref="bib29" id="ref52">29</reflink>]) drew on interviews with dozens of veterans, classroom observations, and assessments of veteran support services in her examination of the experiences of Iraq and Afghanistan war veterans at two California college campuses. Congruent with other studies' findings about veterans' unique challenges, this researcher found that veterans' academic struggles result from their military training and combat experience, which complicate their ability to function in civilian schools. Studies like these indicate the continued need for exploring multiple support mechanisms for veterans in higher education.</p> <p>With a focus on improving support, Griffin and Gilbert ([<reflink idref="bib16" id="ref53">16</reflink>]) conducted a qualitative study to investigate whether and how universities or colleges could influence a better transition for troops. They collected data from seven institutions in the United States and involved student service professionals, faculty, staff, and student veterans. The study suggested three ways by which institutional structures facilitate student veterans' transitions: tracking, credit transfer, and funding. Researchers concluded it is critical for institutions to create mechanisms to track veterans, ensuring to record their progress and strategies to target better service. They also found veterans are concerned about earning course credits for their military experience, and granting partial credits impacts their transition process in a positive way. In addition, they maintained that institutions could decrease veterans' financial burdens by providing flexible financial aid opportunities. The implementation of institutional support should be aligned with supportive faculty, staff, and administrators who truly understand veterans' needs.</p> <p>In line with the support researchers have found critical to veterans in higher education, Osborne ([<reflink idref="bib33" id="ref54">33</reflink>]) developed a Veteran Ally training for faculty, staff, and administrators in order to increase the visibility of veterans' issues regarding transitions. This training created a knowledgeable network of faculty, staff, and administrators who wanted to serve as veteran liaisons in higher education. Gati and colleagues' (2013) experimental study examined young veterans' decision-making difficulties and their self-efficacy in higher education, with a view to arming veterans with support in the form of coping mechanisms. They emphasized that decision-making abilities and self-efficacy are crucial for veterans' transitions and facilitated a five-day workshop to prepare veterans for coping with transitions through enhancing self-esteem, self-exploration, and their decision-making self. Results indicated that the workshop increased young veterans' self-efficacy and decreased their decision-making difficulties, which in turn helped their transition to the civilian workforce.</p> <p>Although results like these are promising, they are derived from utility of a single workshop. Diverse interventions are needed to improve student veterans' transition to civilian workforce. While a number of research initiatives have focused on the perspectives of veterans in transition to civilian life—specifically on their academic preparedness, career readiness, mental and physical health, and transitional barriers (e.g., Baruch &amp; Quick, [<reflink idref="bib3" id="ref55">3</reflink>]; Bullock et al., [<reflink idref="bib5" id="ref56">5</reflink>]; Gati et al., [<reflink idref="bib14" id="ref57">14</reflink>]; Griffin &amp; Gilbert, [<reflink idref="bib16" id="ref58">16</reflink>]), there remains a need to add to the body of literature that focuses on veterans' challenges concerning higher education in particular, as well as their perceptions and/or experiences of higher education as a tool for transition.</p> <hd id="AN0149013036-8">Methods</hd> <p></p> <hd id="AN0149013036-9">Study Design and Data Collection</hd> <p>The study was guided by two research questions:</p> <p></p> <ulist> <item> What are veterans' perceptions of challenges encountered while enrolled in higher education?</item> <p></p> <item> What are veterans' perceptions of higher education as a tool for transitioning to the civilian workforce?</item> </ulist> <p>A qualitative design was employed in this study, focused on perceptions of veterans' challenges while pursuing higher education and their perceptions of how higher education can be utilized as a tool for transitioning to the civilian workplace. Qualitative designs are beneficial in providing great insight with regards to perceptions, beliefs, and attitudes of others and exploring the behaviors and understanding of those involved in the study (Gill et al., [<reflink idref="bib15" id="ref59">15</reflink>]). Convenience sampling was utilized due to the feasibility of accessing the participants (Creswell, [<reflink idref="bib9" id="ref60">9</reflink>]), and recruitment e-mails for the study were sent in two-week intervals.</p> <p>Criteria for participation consisted of male and female veterans who were currently enrolled in a degree-granting program. Veteran participants <emph>(N</emph> = 11) represented diverse branches of the military: Navy, Marine, Coast Guard, Army, and Air Force. Participants consisted of four men and seven women of varying adult ages, years of military service, and educational experiences. See Table 1 for a breakdown of the demographic profile.</p> <p>Table 1. Participants' demographic information.</p> <p> <ephtml> &lt;table&gt;&lt;thead&gt;&lt;tr&gt;&lt;td&gt;Variable&lt;/td&gt;&lt;td&gt;&lt;italic&gt;N&lt;/italic&gt;&lt;/td&gt;&lt;td&gt;%&lt;/td&gt;&lt;/tr&gt;&lt;/thead&gt;&lt;tbody valign="top"&gt;&lt;tr&gt;&lt;td&gt;Gender&lt;/td&gt;&lt;td /&gt;&lt;td /&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td&gt; Male&lt;/td&gt;&lt;td char="."&gt;7&lt;/td&gt;&lt;td char="."&gt;26&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td&gt; Female&lt;/td&gt;&lt;td char="."&gt;4&lt;/td&gt;&lt;td char="."&gt;74&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td&gt;Age Range&lt;/td&gt;&lt;td /&gt;&lt;td /&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td&gt; 21&amp;#8211;30&lt;/td&gt;&lt;td char="."&gt;4&lt;/td&gt;&lt;td char="."&gt;36&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td&gt; 31&amp;#8211;40&lt;/td&gt;&lt;td char="."&gt;3&lt;/td&gt;&lt;td char="."&gt;27&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td&gt; 41&amp;#8211;50&lt;/td&gt;&lt;td char="."&gt;2&lt;/td&gt;&lt;td char="."&gt;18&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td&gt; 51&amp;#8211;60&lt;/td&gt;&lt;td char="."&gt;2&lt;/td&gt;&lt;td /&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td&gt;Highest Education&lt;/td&gt;&lt;td /&gt;&lt;td /&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td&gt; High School&lt;/td&gt;&lt;td char="."&gt;4&lt;/td&gt;&lt;td char="."&gt;36&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td&gt; Associate's&lt;/td&gt;&lt;td char="."&gt;4&lt;/td&gt;&lt;td char="."&gt;36&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td&gt; Bachelor's&lt;/td&gt;&lt;td char="."&gt;1&lt;/td&gt;&lt;td char="."&gt;9&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td&gt; Master's&lt;/td&gt;&lt;td char="."&gt;1&lt;/td&gt;&lt;td char="."&gt;9&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td&gt; Other&lt;/td&gt;&lt;td char="."&gt;1&lt;/td&gt;&lt;td char="."&gt;9&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td&gt;Program of Study&lt;/td&gt;&lt;td /&gt;&lt;td /&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td&gt; Education&lt;/td&gt;&lt;td char="."&gt;5&lt;/td&gt;&lt;td char="."&gt;45&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td&gt; Business&lt;/td&gt;&lt;td char="."&gt;1&lt;/td&gt;&lt;td char="."&gt;9&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td&gt; Computer Science&lt;/td&gt;&lt;td char="."&gt;1&lt;/td&gt;&lt;td char="."&gt;9&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td&gt; Humanities (Arts)&lt;/td&gt;&lt;td char="."&gt;1&lt;/td&gt;&lt;td char="."&gt;9&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td&gt; Human Services&lt;/td&gt;&lt;td char="."&gt;1&lt;/td&gt;&lt;td char="."&gt;9&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td&gt; Physiology&lt;/td&gt;&lt;td char="."&gt;1&lt;/td&gt;&lt;td char="."&gt;9&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td&gt; Science&lt;/td&gt;&lt;td char="."&gt;1&lt;/td&gt;&lt;td char="."&gt;9&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td&gt;Branch of Military&lt;/td&gt;&lt;td /&gt;&lt;td /&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td&gt; Army&lt;/td&gt;&lt;td char="."&gt;4&lt;/td&gt;&lt;td char="."&gt;36&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td&gt; Marines&lt;/td&gt;&lt;td char="."&gt;2&lt;/td&gt;&lt;td char="."&gt;18&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td&gt; Air Force&lt;/td&gt;&lt;td char="."&gt;4&lt;/td&gt;&lt;td char="."&gt;36&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td&gt; Coast Guard&lt;/td&gt;&lt;td char="."&gt;1&lt;/td&gt;&lt;td char="."&gt;9&lt;/td&gt;&lt;/tr&gt;&lt;/tbody&gt;&lt;/table&gt; </ephtml> </p> <p>1 <emph>Note. N</emph> = 11.</p> <p>To ensure transparency, prospective participants were provided detailed information about the overall objective of the study, and its criteria, procedures, and proposed benefits in accordance with Institutional Review Board protocol. If prospective participants were interested in participating, they were advised to contact the primary researcher and also given the option to "opt out" of future e-mails.</p> <p>Data were collected utilizing three focus groups during Summer and Fall 2016 at a mid-sized university in the Midwest. Each focus group consisted of approximately three or four participants. Both male and female participants for the focus group were recruited from the listserv from the Veterans Affairs Office at the university.</p> <p>Ninety-minute focus group sessions that allowed for full and active discussion by the participants were conducted. The focus group protocol included questions the researcher developed around the challenges encountered by veterans while pursuing higher education after voluntarily departing from the military and how they felt higher education could be utilized as a tool for transition to the civilian workplace. Using a customized interview script for the focus group allowed for greater depth in participants' responses (Flick, [<reflink idref="bib13" id="ref61">13</reflink>]), compared to using a published instrument that might not effectively facilitate the purpose of the study. Participants were informed of the purpose and procedures of the focus group in a welcome script. Researchers recorded the focus groups and then transcribed participant responses immediately after each session. Additional notes were taken by the researchers during each session to ensure accuracy. Upon completion of the focus groups, the researchers provided participants with a summary of the session with the view of providing accuracy and trustworthiness of the data.</p> <hd id="AN0149013036-10">Data Analysis</hd> <p>Data were analyzed using open coding, a method of qualitative analysis used with a focal point of establishing themes and main concepts coding (Strauss &amp; Corbin, [<reflink idref="bib44" id="ref62">44</reflink>]; Miles et al., [<reflink idref="bib28" id="ref63">28</reflink>]). Thematic analysis (Braun &amp; Clarke, [<reflink idref="bib4" id="ref64">4</reflink>]), which incorporated the process of open coding (Strauss &amp; Corbin, [<reflink idref="bib44" id="ref65">44</reflink>]), was conducted to establish themes and major concepts, thereby creating greater knowledge from the focus group data obtained. Themes and subthemes were identified from the transcripts, which contributed to a greater understanding and explanation of the issues being studied. To ensure content validity, in accordance with Creswell ([<reflink idref="bib9" id="ref66">9</reflink>]), member checking was conducted by recapping the notes taken during the focus group and sending a copy of the completed transcript to each participant for accuracy checks. As validity and reliability are of utmost importance, an independent peer reviewer, who is a scholar in the field, assisted by reading through the transcriptions and confirming themes and categories which corresponded with the research questions.</p> <hd id="AN0149013036-11">Findings</hd> <p>Research questions for this qualitative inquiry were the following: (a) What are the major challenges veterans encounter while enrolled in higher education? (b) What are veterans' perceptions of higher education as a tool for transitioning to the civilian workforce? This section outlines a discussion of findings related to each.</p> <hd id="AN0149013036-12">Research Question 1: Challenges Veterans Encounter During Their Enrollment in Higher Educatio...</hd> <p>Research over time has indicated that veterans experience a unique set of challenges in addition to those faced by nontraditional learners in general. The current study found a similar trend, and themes emerging from the data concerning veterans' challenges in pursuit of higher education are as follows: (a) us versus them, (b) difference in the learning environment, (c) institutional barriers, and (d) networking.</p> <hd id="AN0149013036-13">Us Versus Them</hd> <p>This theme prompted much discussion while evoking multiple emotions, including some anger, among focus group participants. Veterans felt there was a vast difference in their thought processes and approaches to learning when compared to their civilian counterparts, and several viewed traditional civilian students as feeling they had some level of entitlement. They also made constant and conscious distinctions between themselves and other students, with respect to age, stage of life, and work experience—these things, they felt, presented challenges concerning acceptance, networking, and their involvement and sense of belonging in the collective learning environment. Terms such as "us versus them" and "the civilians" appeared to have negative connotations as participants expressed them repeatedly.</p> <p>Concerning the issue of age difference, one participant shared, "When I first went to school with civilians it was weird... I don't too much mind being in a class with civilians but it's the age thing." Another agreed, noting, "It's just the younger kids coming... sort of like a symbolic interaction." When asked to expand on the concept of symbolic interaction in this sense, others referred to the high levels of motivation and maturity that they took to the learning environment.</p> <p>For veteran students, it is a common practice to gravitate to other veterans despite their affiliation (i.e., whether Coast Guard, Army, or Navy); the military experience seems a bond that keeps veterans strongly connected. As such, participants explained that they did not have the tendency to gravitate toward civilian students as easily because they did not believe they had much in common. This reality, combined with a perceived difference in age and stage, made it difficult for them to network with other (non-veteran) students in their program. One participant's comment on the strength of the military identity, and the difficulty of connecting with those outside that experience, was telling: "I have done something they've never done and don't plan to do so they can't really relate," he noted. "It's just... we can't connect... the friends I made [in college] were all veterans coincidentally... it's just one of those things. It's very hard to try to talk to, to understand them and them to understand me."</p> <p>Finally, participants noted their concerns about negative stereotypes associated with being a veteran. PTSD in particular prompted much discussion with regards to this, as one participant angrily explained that most students believe "all veterans are medicated and suffer from PTSD—and can negatively react in the classroom at any time."</p> <p>Despite the consensus held by veteran participants about the kinds of things that distinguish them from civilian learners and the challenges this presents, most added their experiences in college were fairly "good." They explained that the difficulty adjusting to the age difference especially tends to decrease as one advances in a program, and people become more focused on school; at this point, the age factor stops being such a problem.</p> <hd id="AN0149013036-14">Difference in Learning Environment</hd> <p>The learning/training environment in military and semi/para-military organizations is reflective of behaviorism theory and pedagogy, to include elements such as students as passive recipients of learning, punishment and reward, rote memorization, immense structure, discipline, and the instructor as the authority figure. In many instances this approach contradicts the learning environment in higher education, a space often influenced by theories such as andragogy or humanism (Hunter-Johnson &amp; James,[<reflink idref="bib20" id="ref67">20</reflink>]). This study found the transition to a higher education learning environment for veterans in most instances provoked some level of cultural shock, and some anxiety. For example, respect is of great value in the military and is evident in all learning environments there. Yet participants indicated a challenge in this area, with respect to both students and instructors. One veteran student used a common phrase in the military that you do not "sharp shoot the instructor" to explain this. He stated, "You may be smarter than the instructor and you may have better answers than the instructors, but you don't humiliate the instructor or show up the instructor in a negative way at any time... [but] the level of respect that we are giving, we are not receiving... and the same thing with the instructors—the level of respect they are attempting to give, they are not receiving." Others added to this line of thinking about respect and expressed surprise at the lack of punishment for civilian student actions that would have appeared disrespectful in a military learning environment. In line with this, veterans also expressed that if their college instructor gave a deadline for an assignment, the goal was to do whatever was necessary to complete that assignment and meet the deadline even if it meant being up all night; such a practice is commonplace in the military. However, they found that on making this kind of effort, the instructor would then come to class and extend the deadline because some of the civilians were not able to meet it. To these veterans, this practice was extremely frustrating and also appeared disrespectful. As one participant said, "It was almost like a waste of time to complete that assignment." Another explained that when this occurs, "It's like the instructor is not respected and cannot control the class." Most participants found these issues shocking and difficult to adjust to.</p> <p>Instructional methods also evoked cultural shock for the veterans in higher education. Having been accustomed to mostly lecture-style approaches, demonstration, on-the-job training, and skill-specific tasks, they sometimes felt unable to adjust well to varying unfamiliar instructional methods and/or approaches in college classrooms. When asked specifically if they felt instructional methods in higher education were better or worse when compared to the military, one participant explained it as being "just different." In expanding on this, another shared feeling complete shock when the instructor asked that he voice his feelings on the topic and expand on it in order to provoke class discussion: "The instructor asked me a question that I never hear... what do <emph>I</emph> think? My initial thoughts were what do you mean what do <emph>I</emph> think?" Like others, he questioned why the instructor would need his opinion if he (the instructor) is the expert. Other participants indicated a difficulty adjusting to much theory and not just practice, since military training often involves only simulation and practice.</p> <p>Despite the vast differences in instructional methods, level of structure, and the approaches to classroom interactions and management, veterans in this study were impressed with the level of access students could have to their instructors. "Back in the day in the military," one participant observed, "it wasn't like you could e-mail your instructor; they didn't give you their phone numbers that you can call to ask a question if you had a problem." In general, participants remained consistent in expressing appreciation for, and recognizing, values in both.</p> <hd id="AN0149013036-15">Institutional Barriers</hd> <p>Participants in the study felt there was a clear disconnect between their needs and the services provided for them on college campuses. They believed they lack important information needed to navigate college life and called to question the limited knowledge staff exhibits concerning access to and availability of services for veterans. In explaining the difficulty, one participant pointed out that the process could be even worse for those with special needs. "The institutional barriers are even more complex if you are a veteran with some disability," he noted. Compounding this complexity were instances where one department was not aware of policies and procedures impacting veteran students or where there was an overlap or differing of policies and procedures which adversely impacted the veteran student. Situations like these create multifaceted layers of complexity and challenge for veteran students attempting to navigate college life and overcome their institutional barriers. As one veteran student explained, often "instead of only communicating with veterans affairs and your respective department, you are obligated to communicate with veterans affairs, academic affairs, disability services, and the department within which you will obtain your degree." In most instances, too, instructors for each course must be contacted.</p> <p>In line with this, findings indicate that although institutions might expect that veterans are very knowledgeable of issues around their status, there are instances where veteran students do not fully comprehend the benefits associated with the GI Bill and how to best ensure its full use. The current study also found there is concern among veterans about the fact that there is a limited number of personnel in the higher education setting who are available to assist them with fully understanding their benefits. Here an important question lingers: Are universities who market themselves as veteran-friendly actually veteran-friendly institutions, or is this merely a marketing tool?</p> <p>Given their experiences, participants felt that more support services need to be available to the veterans and that veteran services needed to be adequately advertised. They also believed institutions could create opportunities for veteran students to network and be a support to one another. In commenting on this lack, one participant indicated that the only time he interacted with a veteran was if he was assigned to a class as a teaching assistant and there was a veteran in the class. Because veterans are often in the minority on their campuses, it remains difficult to network and gain peer support. Subsequently, participants suggested institutions could, for example, increase the visibility of campus personnel in authority who are themselves veterans, providing psychological and transitional services specific to veterans by way of a veteran/military advisor, and facilitating training sessions from the Veterans Affairs office. Having veterans who hold positions of authority as faculty or support staff would help them navigate higher education, since these individuals can relate to their needs. The opportunity to interact with other veterans inside and outside the learning environment was of extreme importance to participants, and they felt this kind of support would aid in circumventing some of the institutional barriers they faced.</p> <hd id="AN0149013036-16">Research Question 2: Veterans' Perceptions of Higher Education as a Tool for Transitioning</hd> <p>The major theme that emerged from the data with regards to veterans' perception of higher education as a tool for transitioning to the work environment is that higher education provides an overall opportunity for a better career opportunity. It was agreed by all participants that completing a degree was essential for a career change, not only to be gainfully employed but to obtain a career of choice. Within the military, the participants expressed that they would have been privy to first-class and a myriad of training opportunities. Furthermore, in the military with their training coupled with years of experience, most of them would have had what equated to management or administrative positions in the civilian world. However, such valuable training, positions of authority, and years of experience are not recognized and not clearly understood by the civilian world, hence the need for a degree which acts as a tool to translate and qualify between the civilian world and the military world with regards to achievement or value. One participant commented on this in outlining his attempt to leave the military and transition to the civilian world of work: "When I wrote my résumé and put all my military experience on there, there was a lot of folks that don't understand that... [but] if I put a degree on there in education or this and that, they can go okay I know you should at least be able to do this and that... they can relate to it more."</p> <p>Another participant added to this, "It's just a means to an end." In other words, it is expected when applying for a job to have a degree, and that is how he views higher education—as a critical tool to transitioning to the civilian workforce. Others expanded on the concept of a means to an end, noting, for instance, that "it's essential training [a degree]... you can be self-taught in the exact same thing someone went to college for but if you don't have a fancy piece of paper worth sixty grand, that person would get the job over you because they have that fancy piece of paper." The college degree, then, is the gateway to career opportunity in civilian culture and is <emph>the</emph> tool veterans need in order to not only gain access, but to maintain it. An interesting description of how higher education works to transition veterans lay in one participant's description of it as his "buffer." He stated, "This [being enrolled in college] is teaching me how to be a normal person again but in a way that doesn't have any real consequences." He explained that the intermission between the military and the civilian workforce (i.e., the higher education experience), was crucial as a preparation tool because he learned beyond just academic content—he was also able to gain valuable life tips concerning civilian attitudes, approaches, and ways of thinking associated with the workforce: "If I had gone straight to the workforce... and had one of those things where you just can't take it and I'm going to explode right now, I think I'd get fired and that could be pretty bad, you know.... [In college], I can relearn how to act in civilian life in a very consequence-free environment." Most participants agreed with the idea of higher education as a great buffer between the military and the civilian world. As one individual reflected, "We kind of learn to normalize ourselves, is a good way to put it." He further explained that he never gave it much thought until asked, but that for him it makes sense this way, since the biggest problem he is having with transitioning is just trying to interact with other people. "It's really weird," he concluded. "Being that I joined [the military] straight out of school, it's all I know."</p> <hd id="AN0149013036-17">Discussion and Implications</hd> <p>This section highlights the implications of the study, given the previously reported literature and transition theory. Several of the study's findings do correspond with earlier reported literature. For example, lack of campus or institutional support has been fairly well-documented (Ackerman et al., [<reflink idref="bib1" id="ref68">1</reflink>]; Kirchner, [<reflink idref="bib22" id="ref69">22</reflink>]) and mirrors the study's findings concerning institutional barriers. First, findings from the study concerning the difficulty involved in getting information for student veterans (because of bureaucracy), and how different teaching and learning may appear for them in the civilian context, add complexity to the issues they may face. Second, veterans continue to see themselves as very different from civilian students at least initially, although they have similar responsibilities to that of nontraditional learners (Cate, [<reflink idref="bib6" id="ref70">6</reflink>]) and are often categorized broadly as nontraditional, which seems to compound their unique set of challenges even more. As a consequence, this study emphasizes the layered challenges veterans have with regards to adjusting to the civilian population in the learning environment—challenges which can potentially be barriers to the learning process. However, it also provides an increased level of awareness for the "hidden" issues educators and administrators should consider as they attempt to build/create a community of learning in the classroom environment and a veteran-friendly environment on their campuses.</p> <p>The study's findings also highlight the need for improved communication about what is really needed for a veteran to not only survive but thrive in higher education in both administrative and teaching/learning settings. The implication is that institutions not only acknowledge that a possible need exists in this area but move forward intentionally beyond the phase of recruitment to address it. Concerning the classroom, findings from the study also imply educators may need to sufficiently familiarize themselves with the needs of their veteran students as a way of promoting inclusion. A good starting question might be, <emph>How well do I know my veteran students, the associated needs they have as individuals, and where to find the academic support they may need?</emph> As Kirchner ([<reflink idref="bib22" id="ref71">22</reflink>]) noted, adult educators need to establish a comprehensive knowledge base such as understanding available resources for veterans in higher education, as this is the first step in providing sufficient support to veterans.</p> <p>Finally, this study points to a process of unlearning for veterans because the military learning environment can seem so different from the civilian learning environment. This is an important part of the transition process and speaks to the <emph>moving through</emph> component of Schlossberg's theory, as veterans aim to find a balance. But the findings here also imply that there is a sense in which unlearning also has to happen for some civilian students—that is, unlearning as it relates to the negative stereotypes they may hold for veteran students (e.g., all veterans have some form of PTSD and/or mental illness).</p> <p>Despite these implications, it is important to bear in mind that nuances may exist in providing support to veterans. We concur with scholars who note that institutions should not assume that all student veterans need the same support. Scholars must keep examining what individual veterans need based on their differences (Griffin &amp; Gilbert, [<reflink idref="bib16" id="ref72">16</reflink>]). For example, veterans are overrepresented as first-generation students, and so navigating the college bureaucracy can be particularly difficult (Wurster et al., [<reflink idref="bib47" id="ref73">47</reflink>]). But this may not be the case for all veteran students. Through the lens of transition theory, we also realize that perceptions of a transition can be different for different people. Individuals may believe that the transition involves numerous challenges or crises; others perceive it as a valuable opportunity (Anderson et al., [<reflink idref="bib2" id="ref74">2</reflink>]).</p> <p>With regards to veterans utilizing higher education as a transitional tool to the civilian workforce, two distinct transitional strategies were highlighted which supplement existing literature. First, higher education provides an opportunity for a mutually recognizable credential between the military and the civilian workforce (i.e., an academic degree). Despite the vast amount of training and development personnel within the armed forces are exposed to, especially regarding leadership, there seems to be a miscommunication when that training is placed on their résumé between the potential employer and the equivalent credentials according to civilian credentialing practices. Furthermore, there is often a concern regarding how the skill set obtained can be applied to the civilian workforce. However, veterans obtaining a degree from an academic institution provides an opportunity for a recognizable credential by potential employers coupled with the veterans' previous work experiences.</p> <p>In addition, some academic institutions provide credits for military experiences and training. This provides a gateway to career opportunity in the civilian workforce. It also provides a platform and confidence for veterans to transfer skills and knowledge obtained not only in higher education but in the military to the civilian workforce. Such skill sets include but are not limited to management, administration, and leadership skills. The inclusion and utilization of such skill sets in conjunction with their academic degrees can contribute greatly to positive career advancement and identifying a distinct career path in the civilian workforce.</p> <p>Second, within the "military world" the culture is one that reflects individuals with a similar mindset, beliefs, attitude, communication style, leadership style, and socialization. However, as a result of veterans being socialized and exposed to civilians in higher education, although initially a culture shock this presents an opportunity for an introduction to a new culture and an opportunity to intermingle with civilians whose culture differs vastly. However, such exposure and intermingling are best done in a safe learning environment with minimal consequences. As a result, veterans are associated with new identities, beliefs, values, communication styles, leadership styles, and learning styles, all of which can be transferred to the civilian workforce. Hence, veterans are not only exposed to a different culture, but higher education serves as a rehearsal for what is expected to be performed in the civilian workforce. Hence, acclimation to the new culture in the civilian workforce becomes easier, resulting in an overall transitional process and, once again, a positive impact on engagement, job satisfaction, and retention of veterans in the civilian workforce. On this premise, higher education serves as a transitional tool for veterans transitioning from the "military world" to the "civilian world."</p> <hd id="AN0149013036-18">Recommendation for Future Research, Policy, and Practice</hd> <p>The research on student veterans in higher education has been increasing during the past decade. However, there remain limited empirical studies. In the future, qualitative designs such as grounded theory research and ethnographic research could be applied to capture various populations across different cultural contexts. That said, most previous studies regarding student veterans in higher education were qualitative in method and descriptive in nature (Jenner, [<reflink idref="bib21" id="ref75">21</reflink>]). Therefore, it is necessary to conduct more quantitative or mixed-method studies in the future. Quantitative studies would be more useful to investigate the relationship of different variables, such as educational outcomes, perception of transition, and personal characteristics. The results of quantitative studies would be helpful to researchers, educators, administrators, and policymakers to understand how the differences within the student veteran population influence their experiences and perceptions in transitions. Furthermore, it is important to conduct studies to examine or improve the existing models which are intended to facilitate student veterans in transition. These studies could help address how to improve the quality of higher education to accommodate student veterans' needs.</p> <p>Administratively, institutions could implement policies that encourage internal communication between departments that directly impact veteran students—for instance, disability services, veterans affairs, student affairs, admissions, and individual programs—toward a more synergistic relationship, or provide adequate veteran-specific, ongoing orientations and forums. We recommend veterans also be integrally involved in policy development geared toward their colleagues.</p> <p>In practice, instructors might also increase the use of scaffolding as it relates to veterans' orientation to the civilian classroom (e.g., integrating/infusing short informational videos and/or one-on-one dialogue about the kinds of instructional strategies andragogy inspires and what to expect). Furthermore, we recommend that instructors also make efforts to increase the visibility of peers/veteran students who may exist on campus (e.g., as guest speakers or sources of networking). Moreover, having a veteran coordinator or liaison who could assist students to navigate the "nuts and bolts" of campus life through forums for veterans and introductory transitional courses and work to bridge the gap between administrative and teaching knowledge might have even stronger potential for success. As the study indicates, veteran students view higher education as a tool that will help them greatly in transitioning to civilian life, despite the challenges they face. It is almost like a rite of passage for them, and it is critical that institutions be sensitive to their processes of <emph>moving in</emph> and <emph>moving through</emph> (that is, the various issues they face as described in our findings)—so that they may encounter <emph>moving out</emph> successfully.</p> <p>Both instructors and administrators also have a responsibility to increase authentic dialogue opportunities between civilian and veteran students and continue to publicly affirm the experiences of veterans with a view to promoting increased understanding. This in turn may impact the "S" of support, which, based on this study and the previous literature combined, remains a glaring gap for veterans. Creating an atmosphere to foster belongingness in student veterans will help decrease negative student outcomes (Durdella &amp; Kim, [<reflink idref="bib11" id="ref76">11</reflink>]).</p> <hd id="AN0149013036-19">Conclusion</hd> <p>This study adds to the body of literature surrounding veterans in higher education and goes beyond exploring what has often been found in the literature—that is, veterans' transitions to the civilian world in general (the status of veterans in higher education, perspectives on and benefits of the GI Bill, and PTSD). It has examined veterans' perceptions of higher education as a transitional tool and their perceived challenges specific to that environment. Given the steady increase in veteran enrollment on many college campuses, institutions have a responsibility to be as fully aware of their individual and collective needs as possible in order to enhance their level of preparedness. 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Deployment stressors, gender, and mental health outcomes among Gulf War I veterans. Journal of Traumatic Stress, 18 (2), 115 – 127.</bibtext> </blist> <blist> <bibtext> Wurster, K. G., Rinaldi, A. P., Woods, T. S., &amp; Liu, W. M. (2013). First-generation student veterans: Implications of poverty for psychotherapy. Journal of Clinical Psychology, 69 (2), 127 – 137. https://doi.org/10.1002/jclp.21952</bibtext> </blist> </ref> <aug> <p>By Yvonne Hunter-Johnson; Tingting Liu; Kayon Murray; Yuanlu Niu and Malinda Suprise</p> <p>Reported by Author; Author; Author; Author; Author</p> <p></p> <p>Yvonne Hunter-Johnson holds a PhD in Adult Education from University of South Florida in Adult Education with emphasis in Human Resource Development, Research and Evaluation. Currently, she is an Associate Professor at North Carolina A&amp;T State University. Dr. Hunter-Johnson's research interest is nontraditional adult learners (specifically international students and veterans transitioning to the civilian workplace). Dr. Hunter-Johnson is actively involved in the field of Adult Education and Human Resource Development.</p> <p>Tingting Liu is a doctoral candidate within the Department of Workforce Education and Development at Southern Illinois University (Carbondale). She holds a Master of Arts in Education with the concentration of Pedagogy in Pepperdine University. Her research interests include human resource development, adult education, human resource management, workforce diversity, and scholarship of teaching and learning.</p> <p>Dr. Kayon Murray-Johnson is an Assistant Professor in the School of Education (Adult Education) at the University of Rhode Island. She holds a PhD in Adult, Professional and Community Education from Texas State University. Her current research interest is in Adult and Higher Education and focuses on Creative Teaching Strategies, Faculty Development, Multicultural Education, Immigrant, and International Students' Learning Experiences.</p> <p>Dr. Yuanlu Niu is an Assistant Professor of Human Resource and Workforce Development at the University of Arkansas. She holds a PhD in Education with a concentration in the Workforce Education and Development and an MBA from Southern Illinois University (Carbondale). Her research focuses on discrimination in the workplace, human resource development, adult education, women's studies, and workforce diversity.</p> <p>Malinda Suprise is a doctoral candidate within the Department of Industrial and Organization Psychology at Southern Illinois University (Carbondale). She received her BA in Psychology from the University of Texas at San Antonio and her MA in Applied Psychology from Southern Illinois University (Carbondale). Her research interests surround social influence on workplace behavior, diversity, and inclusion as part of the employee lifecycle, research methodology, and program evaluation.</p> </aug> <nolink nlid="nl1" bibid="bib34" firstref="ref1"></nolink> <nolink nlid="nl2" bibid="bib35" firstref="ref2"></nolink> <nolink nlid="nl3" bibid="bib33" firstref="ref3"></nolink> <nolink nlid="nl4" bibid="bib18" firstref="ref4"></nolink> <nolink nlid="nl5" bibid="bib43" firstref="ref5"></nolink> <nolink nlid="nl6" bibid="bib19" firstref="ref7"></nolink> <nolink nlid="nl7" bibid="bib38" firstref="ref8"></nolink> <nolink nlid="nl8" bibid="bib16" firstref="ref9"></nolink> <nolink nlid="nl9" bibid="bib31" firstref="ref10"></nolink> <nolink nlid="nl10" bibid="bib41" firstref="ref12"></nolink> <nolink nlid="nl11" bibid="bib10" firstref="ref15"></nolink> <nolink nlid="nl12" bibid="bib42" firstref="ref17"></nolink> <nolink nlid="nl13" bibid="bib25" firstref="ref18"></nolink> <nolink nlid="nl14" bibid="bib12" firstref="ref21"></nolink> <nolink nlid="nl15" bibid="bib26" firstref="ref22"></nolink> <nolink nlid="nl16" bibid="bib24" firstref="ref31"></nolink> <nolink nlid="nl17" bibid="bib30" firstref="ref32"></nolink> <nolink nlid="nl18" bibid="bib40" firstref="ref33"></nolink> <nolink nlid="nl19" bibid="bib45" firstref="ref34"></nolink> <nolink nlid="nl20" bibid="bib32" firstref="ref37"></nolink> <nolink nlid="nl21" bibid="bib47" firstref="ref39"></nolink> <nolink nlid="nl22" bibid="bib23" firstref="ref40"></nolink> <nolink nlid="nl23" bibid="bib39" firstref="ref41"></nolink> <nolink nlid="nl24" bibid="bib11" firstref="ref44"></nolink> <nolink nlid="nl25" bibid="bib46" firstref="ref45"></nolink> <nolink nlid="nl26" bibid="bib36" firstref="ref47"></nolink> <nolink nlid="nl27" bibid="bib17" firstref="ref48"></nolink> <nolink nlid="nl28" bibid="bib27" firstref="ref49"></nolink> <nolink nlid="nl29" bibid="bib37" firstref="ref50"></nolink> <nolink nlid="nl30" bibid="bib29" firstref="ref52"></nolink> <nolink nlid="nl31" bibid="bib14" firstref="ref57"></nolink> <nolink nlid="nl32" bibid="bib15" firstref="ref59"></nolink> <nolink nlid="nl33" bibid="bib13" firstref="ref61"></nolink> <nolink nlid="nl34" bibid="bib44" firstref="ref62"></nolink> <nolink nlid="nl35" bibid="bib28" firstref="ref63"></nolink> <nolink nlid="nl36" bibid="bib20" firstref="ref67"></nolink> <nolink nlid="nl37" bibid="bib22" firstref="ref69"></nolink> <nolink nlid="nl38" bibid="bib21" firstref="ref75"></nolink> CustomLinks: – Url: https://resolver.ebsco.com/c/xy5jbn/result?sid=EBSCO:eric&genre=article&issn=07377363&ISBN=&volume=69&issue=1&date=20210101&spage=1&pages=1-18&title=Journal of Continuing Higher Education&atitle=Higher%20Education%20as%20a%20Tool%20for%20Veterans%20in%20Transition%3A%20Battling%20the%20Challenges&aulast=Hunter-Johnson%2C%20Yvonne&id=DOI:10.1080/07377363.2020.1743621 Name: Full Text Finder (for New FTF UI) (s8985755) Category: fullText Text: Find It @ SCU Libraries MouseOverText: Find It @ SCU Libraries |
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| Items | – Name: Title Label: Title Group: Ti Data: Higher Education as a Tool for Veterans in Transition: Battling the Challenges – Name: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Hunter-Johnson%2C+Yvonne%22">Hunter-Johnson, Yvonne</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-9465-7921">0000-0002-9465-7921</externalLink>)<br /><searchLink fieldCode="AR" term="%22Liu%2C+Tingting%22">Liu, Tingting</searchLink><br /><searchLink fieldCode="AR" term="%22Murray%2C+Kayon%22">Murray, Kayon</searchLink><br /><searchLink fieldCode="AR" term="%22Niu%2C+Yuanlu%22">Niu, Yuanlu</searchLink><br /><searchLink fieldCode="AR" term="%22Suprise%2C+Malinda%22">Suprise, Malinda</searchLink> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="SO" term="%22Journal+of+Continuing+Higher+Education%22"><i>Journal of Continuing Higher Education</i></searchLink>. 2021 69(1):1-18. – Name: Avail Label: Availability Group: Avail Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: Y – Name: Pages Label: Page Count Group: Src Data: 18 – Name: DatePubCY Label: Publication Date Group: Date Data: 2021 – Name: TypeDocument Label: Document Type Group: TypDoc Data: Journal Articles<br />Reports - Research – Name: Audience Label: Education Level Group: Audnce Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Adult+Education%22">Adult Education</searchLink> – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22College+Students%22">College Students</searchLink><br /><searchLink fieldCode="DE" term="%22Veterans%22">Veterans</searchLink><br /><searchLink fieldCode="DE" term="%22Veterans+Education%22">Veterans Education</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Adjustment%22">Student Adjustment</searchLink><br /><searchLink fieldCode="DE" term="%22Barriers%22">Barriers</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Networks%22">Social Networks</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Support+Groups%22">Social Support Groups</searchLink><br /><searchLink fieldCode="DE" term="%22Socialization%22">Socialization</searchLink><br /><searchLink fieldCode="DE" term="%22Inclusion%22">Inclusion</searchLink><br /><searchLink fieldCode="DE" term="%22Education+Work+Relationship%22">Education Work Relationship</searchLink> – Name: DOI Label: DOI Group: ID Data: 10.1080/07377363.2020.1743621 – Name: ISSN Label: ISSN Group: ISSN Data: 0737-7363 – Name: Abstract Label: Abstract Group: Ab Data: The study's purpose is twofold and examines (a) major challenges veterans may encounter while enrolled in higher education, and (b) veterans' perceptions of utilizing higher education as a transitional tool to the civilian workforce. A qualitative design was employed in this study. Data were collected utilizing three focus groups (N = 11). The findings concerning veterans' challenges in pursuit of higher education are the following: (a) us versus them, (b) difference in the learning environment, (c) institutional barriers, and (d) networking. The current study provides an additional discussion platform for educators, institutions of higher education, and veterans affairs departments--it is a potential opportunity to design learning environments, policies, and practices that will enhance the overall process of veterans' transitions and create environments in higher education that are truly veteran-friendly. – Name: AbstractInfo Label: Abstractor Group: Ab Data: As Provided – Name: DateEntry Label: Entry Date Group: Date Data: 2021 – Name: AN Label: Accession Number Group: ID Data: EJ1289220 |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1080/07377363.2020.1743621 Languages: – Text: English PhysicalDescription: Pagination: PageCount: 18 StartPage: 1 Titles: – TitleFull: Higher Education as a Tool for Veterans in Transition: Battling the Challenges Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Hunter-Johnson, Yvonne – PersonEntity: Name: NameFull: Liu, Tingting – PersonEntity: Name: NameFull: Murray, Kayon – PersonEntity: Name: NameFull: Niu, Yuanlu – PersonEntity: Name: NameFull: Suprise, Malinda IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Type: published Y: 2021 Identifiers: – Type: issn-print Value: 0737-7363 Numbering: – Type: volume Value: 69 – Type: issue Value: 1 Titles: – TitleFull: Journal of Continuing Higher Education Type: main |
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