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More than 5,000,000 post-9/11 service members are expected to transition out of the military by 2020 due to a reduction in the size of the U.S. military and presence in Iraq and Afghanistan (American Council on Education, 2014). As these service members separate from the military many will choose to enter some form of postsecondary education. The literature across the past decade has not changed in its recommendations on how to serve student veterans. If campus administrators expect to support veteran students in their transitions, they need empirical research about the transition experiences of veteran students and not rely on best practices that are not supported by empirical evidence. The purpose of this qualitative study was to explore the transition experiences of Post-9/11 student veterans from a military setting to a college setting. The study used grounded theory methods to systematically review the literature about the transition of student veterans from the military to a college or university and create a conceptual framework for this study, or the Student Veteran College Transition Model (SVCTM). The SVCTM showed what strategies used by college and university administrators during a veteran's transition to college promote positive transition outcomes for student veterans within a number of conditions and contextual factors. This qualitative study used a modified version of Seidman's (2013) phenomenological interviewing and collective-case study. Semi-structured interviews provided data for the study. Findings of this study confirmed previous research that student veterans experience a challenging transition from the military to college and that military and veteran student offices and veteran student organizations play an important role in the transition for student veterans. The findings also included that the conflict between military, civilian, and academic cultures disrupted student veterans' ability to adapt to their new role as civilian and student. To combat this conflict, student veterans turn to family and other veterans internal and external to the college provide support during the transition from the military as they integrate their military, civilian, and academic identities. / Ph. D.

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Doctor of Education / Department of Educational Leadership / W. Franklin Spikes / This exploratory study applies lived experience phenomenological theory from the human science academic literature to understand the nature of Post 9-11 era Army veteran’s transition experience to life and work after the military. The purpose of this study was to determine the original meaning of this unique life event of transition of contemporary Army veterans. Also, this study sought to develop a better understanding of possible ways in which this life event of transitioning can be enhanced. Using primary data from in-depth, semi-structured interviews with eight Army veterans in transition, a structural analysis was performed to identify original meaning structures and a narrative description of this human life event. Findings from this study indicate that five original themes exist that convey the original meaning of this phenomenon. Post 9-11 Army veterans’ transition was found to be a situated and dynamic life event which affects one’s mobility to cross boundaries from military to civilian life. It is a socially mediated effort that involves reconstruction of personal identity through the process of self-realization and reformation or non-formation of one’s personal mindset and socialization to form new social bonds.

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Thesis (M.S.)--Boston University

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Graduation date: 1947

Thesis (M.S.) -- University of Texas at Arlington, 2009.