Thesis (Ed.D.)--Teachers College, Columbia University. / Typescript. Sponsor: Max R. Brunstetter. Dissertation Committee: Karl W. Bigelow, Paul W. F. Witt. Type B project. Includes bibliographical references (leaves 115-116).

Military readiness--the ability to field trained forces that are able fight and win wars--is a top concern for military leaders. The ability of the services to retain highly trained personnel contributes, in large part, to military readiness. Readiness is negatively affected when a subgroup within the military is retained at a lower rate than the majority of military members. Such is the case of service members who are part of dual-military couples, that is, a couple consisting of two military members. The data presented in this thesis strongly support the theory that both male and female officers who are members of dual-military couples begin their careers highly motivated to remain in the service for a full 20-year career. However, after they pass the 10 year point in their careers, their comparative intention to remain for a full 20 year career is lower than their non-dual military contemporaries. The analysis also supports the idea that integrating work and family life remains one of the main challenges for dual-military service members. Overall, recommendations to ameliorate the problem of lower retention of dual-military members focus on flexibility. Enacting policies that help dual-military members deconflict and/or synchronize deployments and one-year remote tours will help relieve stress on the family. Providing increased opportunities for members to be stationed together during assignments by increasing opportunities to work outside of the member's main career field, as well as maintaining the current increased tour length, will also help dual-military members to balance work and home life. Working to increase flexible Department of Defense-provided childcare options will allow dual-military members to meet their caregiving requirements as well as their military service requirements, enhancing their retention. Finally, providing a range of return-to-service options would increase all military members' control over their careers and provide them the flexibility to meet their caregiving responsibilities. / Master of Arts

Doctor of Education / Department of Educational Leadership / Jeff Zacharakis / Serving in the military today is a very specialized and intense experience, with the use of technology requiring dedicated training and education. The military provides much of this specialized training, but also recognizes the value of higher education for its personnel. Our military personnel are supporting our country daily and their increased time away from their home station diminishes time for their personal pursuits which, for many of them, is off-duty education. This exploratory study sought to understand the perceived barriers and goals influencing participation in postsecondary education by active duty Air Force personnel, in particular those that have served in austere, remote locations. This study used a modified version of Finks’ survey design to develop a questionnaire. The survey was administered to airmen, non-commissioned officers, and officers who were stationed at McConnell Air Force Base. Data examining motivational factors and barriers to participation in postsecondary education were analyzed using descriptive and nonparametric statistical tests. Comparative analyses were conducted based on data from the demographic portion of the survey. Goals for postsecondary participation included preparing for when they leave the military, securing professional advancement, giving them higher status in their jobs, and increasing competence in their jobs. Time was identified as a barrier, including not having time to study, taking time away from family or giving up leisure time. Some respondents indicated that the available courses did not seem interesting or that they did not enjoy studying. Other commonly reported barriers included not being able to attend class regularly or because the course was offered at an inconvenient time or location. A number of respondents also indicated that courses not being offered at remote locations was a barrier to their participation in postsecondary education. Although this was an exploratory study, the results can inform future empirical research as well as contribute to the literature focusing on personnel management. The findings from this study can be used as a first step that will allow the Air Force, postsecondary institutions and other stakeholders to enhance educational opportunities for this group and inform organizational effectiveness.