Phenomenological Study of Female Veterans’ Transition Experiences and Online Education
Format Type
Plenary
Format Type
Workshop
Start Date
12-1-2021 11:45 AM
End Date
12-1-2021 12:05 PM
Abstract
The percentage of veterans who are female has increased. With military cutbacks, women veterans may choose to transition from the military to civilian life and enroll in higher education. The purpose of this qualitative, transcendental phenomenological study was to explore and understand the lived experiences of female noncommissioned officer veterans when enrolled in an online bachelor’s degree program. The central research question was as follows: What are the lived experiences of female veterans when pursuing an online bachelor’s degree at a higher education institution? The participants were four female noncommissioned officer veterans. The data analysis process resulted in four main themes: (a) leadership support affects morale, (b) three dimensions of health affect wellness, (c) reducing obstacles improves online performance, and (d) the level of communication affects success. Eight subthemes were identified: (a) conflict between work priorities and goals, (b) mental health, (c) physical health, (d) emotional health, (e) access to materials, (f) learning platforms, (g) money, and (h) the feeling of being unheard. The findings indicate female veterans may benefit from having an online social network and that both female veterans and faculty may benefit from participating in a technology workshop. Further, standardizing Veterans Affairs education benefits across all branches of service may assist veterans with completing higher education.
Keywords
women veteran in online education, female veteran transition experiences, women veteran in higher education
Phenomenological Study of Female Veterans’ Transition Experiences and Online Education
The percentage of veterans who are female has increased. With military cutbacks, women veterans may choose to transition from the military to civilian life and enroll in higher education. The purpose of this qualitative, transcendental phenomenological study was to explore and understand the lived experiences of female noncommissioned officer veterans when enrolled in an online bachelor’s degree program. The central research question was as follows: What are the lived experiences of female veterans when pursuing an online bachelor’s degree at a higher education institution? The participants were four female noncommissioned officer veterans. The data analysis process resulted in four main themes: (a) leadership support affects morale, (b) three dimensions of health affect wellness, (c) reducing obstacles improves online performance, and (d) the level of communication affects success. Eight subthemes were identified: (a) conflict between work priorities and goals, (b) mental health, (c) physical health, (d) emotional health, (e) access to materials, (f) learning platforms, (g) money, and (h) the feeling of being unheard. The findings indicate female veterans may benefit from having an online social network and that both female veterans and faculty may benefit from participating in a technology workshop. Further, standardizing Veterans Affairs education benefits across all branches of service may assist veterans with completing higher education.
Comments
This submission stems from my published dissertation, Phenomenological Study of Female Veterans’ Transition Experiences and Online Education in July 2020. My research committee Dr. Susberry Hill, Dr. Johnson, and Dr. Stout, will serve as co-presenters in my first professional conference presentation.