Student Veterans’ Experiences in Negotiating Student Services in Higher Education: A Phenomenological Inquiry.

Location

3030

Format Type

Paper

Format Type

Paper

Start Date

January 2016

End Date

January 2016

Abstract

As more veterans enter higher education institutions utilizing the educational benefits of the GI Bill, this study provided qualitative data through face-to-face interviews to determine “best practices” for successful educational outcomes for this population (O’Herrin, 2011). With the prolonged military involvement in Iraq and Afghanistan, the federal government expanded the GI Bill benefits more than any other time since its inception in 1944 with the passage of the Post 9/11 Veterans Educational Assistance Act of 2008 (O’Herrin). The rationale for this study is to fill a gap in the knowledge base regarding the experiences of veterans who are entering higher education and how well, if at all, they navigate veteran student services available to them on campus. The intended audience for this study is higher education faculty, staff, administrators, and any associated stakeholders interested in research to determine how to craft “best practices” to improve outcomes for student veterans in higher education. Any results of the study can be used to enhance knowledge of student veteran subgroup and to contribute to the improvement of services and access to services.

Comments

Qualitative data collected for this study was done through the Pinellas County Veterans Services Office in Clearwater, Florida.

Interview Transcipt July 1 2015 .docx (32 kB)
Interview Transcript Participant 1

Student Veterans in higher ed adv qual july 28 2015 calexander.docx (154 kB)
Student Veterans Experiences in Higher Education Article

Interview Transcript 2 July 13 2015 calexander.docx (33 kB)
Interview Transcript Participant 2

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Jan 15th, 4:50 PM Jan 15th, 5:10 PM

Student Veterans’ Experiences in Negotiating Student Services in Higher Education: A Phenomenological Inquiry.

3030

As more veterans enter higher education institutions utilizing the educational benefits of the GI Bill, this study provided qualitative data through face-to-face interviews to determine “best practices” for successful educational outcomes for this population (O’Herrin, 2011). With the prolonged military involvement in Iraq and Afghanistan, the federal government expanded the GI Bill benefits more than any other time since its inception in 1944 with the passage of the Post 9/11 Veterans Educational Assistance Act of 2008 (O’Herrin). The rationale for this study is to fill a gap in the knowledge base regarding the experiences of veterans who are entering higher education and how well, if at all, they navigate veteran student services available to them on campus. The intended audience for this study is higher education faculty, staff, administrators, and any associated stakeholders interested in research to determine how to craft “best practices” to improve outcomes for student veterans in higher education. Any results of the study can be used to enhance knowledge of student veteran subgroup and to contribute to the improvement of services and access to services.