Doctor of Philosophy / Department of History / Donald J. Mrozek / This dissertation examines the development of the professional military studies curriculum at the United States Air Force Academy. The study explores the rationale behind establishing an Air Force Academy, along the lines similar to the U.S. Military Academy at West Point or the U.S. Naval Academy at Annapolis. The quest for an additional academy emphasized the need for specialized training of air force cadets and creating a common bond for its future officer corps, rather than recognizing the necessity to equip them with a professional military education regarding warfare and how air power influences war, for example. This trend continued in the two main studies used to justify the Air Force Academy, as well as the development of the initial curriculum, where an integrated academic curriculum, one that emphasized both the sciences and engineering as well as the social sciences and humanities, placed any discussion of professional military studies on the back burner. The challenge of the Academy’s general academic curriculum on the cadet’s time left little room for the development of a strong, rigorous professional military studies program. However, the confluence of a cheating scandal at West Point and the resulting report, as well as a reflection during the 25th anniversary of the Academy’s founding in 1979, which developed questions on the professional military studies program within the curriculum, led to the establishment of a Permanent Professor within the Deputy Commandant for Military Instruction, and resulted in drastic changes to the curriculum for the cadets, specifically involving professional military studies. Today, the United States Air Force Academy has a Department of Military and Strategic Studies under the overall authority of the Dean of Faculty. This department has as its charter the role to provide “the study of the context, theory, and application of military power”—with special emphasis on the role of airpower to the art and science of war. The document that helps define the duty of the department also states that this necessary study for officer candidates constitutes “the essence of a military academy education” and, most certainly, the central core of a professional military studies program.

Approved for public release, distribution is unlimited / Since 1989 the study of democratic civil military relations has undergone a revival of the formation of new theory. These concepts deal with civilian control of armed forces at a national level. Since after the end of the Cold War, the European employment of military forces within a multinational framework became a regularity, it is now pertinent to ask whether and how these concepts fit at the international level. The construction of Europe and the rise of new security challenges raises the issue of democratic civil military relations in the European Union. The present thesis analyses classical and new theories of civil military relations and applies these to the current issue of security policy and the formation of strategy for a supra-national European Union. / Lieutenant Colonel, Austrian Army

Submitted by Lafaiete Santos Santiago (lafaiete.santiago@ucsal.br) on 2016-11-16T18:53:15Z No. of bitstreams: 1 Ester Praça - DEFESA apresentada à banca em 09.03. 12 n.2.pdf: 1199168 bytes, checksum: cf910dd0ac8beae9fd2e260455b18fd4 (MD5) / Approved for entry into archive by Rosemary Magalhães (rosemary.magalhaes@ucsal.br) on 2017-01-13T18:47:11Z (GMT) No. of bitstreams: 1 Ester Praça - DEFESA apresentada à banca em 09.03. 12 n.2.pdf: 1199168 bytes, checksum: cf910dd0ac8beae9fd2e260455b18fd4 (MD5) / Made available in DSpace on 2017-01-13T18:47:11Z (GMT). No. of bitstreams: 1 Ester Praça - DEFESA apresentada à banca em 09.03. 12 n.2.pdf: 1199168 bytes, checksum: cf910dd0ac8beae9fd2e260455b18fd4 (MD5) Previous issue date: 2012-10-29 / Esta dissertação se baseia em uma pesquisa qualitativa sobre dinâmicas conjugais e individualidades frente às exigências da carreira da profissão de militar de mulheres casadas com militar que trabalham numa Organização militar em Salvador/BA. Argumentou-se que no cotidiano de mulheres casadas com militares, os arranjos das dinâmicas conjugais e o campo de possibilidades de exercício de suas individualidades estão vinculados à profissão de seus maridos e esta condição pode contribuir para enredos de dinâmicas internas de conjugalidade específicas. As transferências entre cidades, as exigências do trabalho e as prerrogativas que absorvem muito do tempo de seus maridos, bem como questões relacionadas aos aspectos totalizantes da instituição, tudo isso coadunado com o tipo de afeto valorizado, compõem o conjunto de elementos das interferências sobre as quais as mulheres, em questão, elaboram suas vidas conjugais e projetos individuais. A metodologia da pesquisa favoreceu a articulação entre a vida privada -conjugalidade/família - e o trabalho/profissão, e procurou conhecer a dinâmica interna conjugal em vista dos argumentos contemporâneos de que a família se individualizou. No curso da pesquisa, várias técnicas de coleta de dados foram utilizadas: observação, escuta sensível no laboratório de Serviço Social, entrevistas individuais com as mulheres. As análises e resultados, tecidos sobretudo a partir das narrativas das mulheres, confirmaram que as mudanças engendradas na família contemporânea, moderna, convivem com aspectos da família tradicional, isto quer dizer que o casal e a família se formatam através de um arranjo cotidiano, no dia-a-dia – e não a partir de um ‘papel’ previamente construído, como script a ser seguido –, visto que a conjugalidade e a individualidade são afetadas por questões relacionadas ao trabalho/sobrevivência, gerando conflitos, tensões e regulações. Averiguou-se o quanto essas questões estão, enormemente, inter-relacionadas, assim buscamos correlacionar, sob uma ótica de análise qualitativa, algumas questões sobre conjugalidade, individualidade, profissão militar, instituição total, mulheres e família. / This dissertation is based on a qualitative research on marital dynamics and individualities career requirements of military profession of married women with military working on a military Organization in Salvador-Ba. It was argued that in daily life of married women with military arrangements of marital dynamics and possibilities for the exercise of their individualities are linked to the occupation of their husbands and this condition may contribute to internal dynamics of plots of specific conjugalidade. Transfers between cities, the demands of work and the prerogatives that absorb much of the time from their husbands, as well as issues related to aspects of the institution, all this totaling unite with the kind of affection valued, comprise the set of elements of interference on which women, concerned, shall draw up their marital lives and individual projects. The survey methodology has led to the articulation between privacy-conjugalidade/family-and the job/profession, and sought to know the internal dynamics of contemporary arguments on conjugal family if a separate. In the course of research, several data collection techniques were used: observation, sensitive listening in the laboratory of Social Service, individual interviews with women. The analyses and results, in particular tissues from the narratives of women, confirmed that the changes engendered in contemporary, modern family, live with aspects of traditional family, this means that the couple and the family if format through an arrangement everyday, from day to day – and not from a ' paper ' previously built, as a script to follow –, since the conjugalidade and individuality are affected by work-related issues/survivalgenerating conflict, tensions and regulations. It was found that these issues are interrelated, so greatly we correlate, under an optics of qualitative analysis, some questions about conjugalidade, individuality, military profession, total institution, women and family.

<p>This paper examines whether the American officer’s education at West Point and the Swedish officer’s education at the Military Academy Karlberg have adapted their history of the military art education in accordance to the new requirements of the Armed Forces and its focus on the operational defense. Sweden is evolving towards an operational defense and so is the United States. This in turn requires that training and education keep up with the changes. The National Defense College in Sweden do not focus the teaching of advanced history, which happened beforet he invention of the engine, in the officer’s training program, while the American education is rather advanced, with special focus on events taken place in the 19th century up to the Cold War. The Swedish history of the military art education is more of a philosophical and introductory character resulting in less military historical knowledge. The American education is more focused on dates, battles and events, making the West Point education both more profound and extensive in these dimensions in comparison with the Swedish education. However, it is very doubtful that 19th century military history is useful for a commanding officer during an operation, for example in Afghanistan. Having knowledge about the history of the military art’s development is important to be able to understand the evolution of the Armed Forces, but having knowledge of the number of battalions and name of the commander at the Battle of Austerlitz is of less importance. This paper compares the Swedish and the American history of the military art education in order to analyze the degree of adaption to the new operational defense.</p>

This paper examines whether the American officer’s education at West Point and the Swedish officer’s education at the Military Academy Karlberg have adapted their history of the military art education in accordance to the new requirements of the Armed Forces and its focus on the operational defense. Sweden is evolving towards an operational defense and so is the United States. This in turn requires that training and education keep up with the changes. The National Defense College in Sweden do not focus the teaching of advanced history, which happened beforet he invention of the engine, in the officer’s training program, while the American education is rather advanced, with special focus on events taken place in the 19th century up to the Cold War. The Swedish history of the military art education is more of a philosophical and introductory character resulting in less military historical knowledge. The American education is more focused on dates, battles and events, making the West Point education both more profound and extensive in these dimensions in comparison with the Swedish education. However, it is very doubtful that 19th century military history is useful for a commanding officer during an operation, for example in Afghanistan. Having knowledge about the history of the military art’s development is important to be able to understand the evolution of the Armed Forces, but having knowledge of the number of battalions and name of the commander at the Battle of Austerlitz is of less importance. This paper compares the Swedish and the American history of the military art education in order to analyze the degree of adaption to the new operational defense.

Approved for public release, distribution is unlimited / Since the fall of the Iron Curtain, the issue of civil-military relations has become critical to the development of the new Eastern European democracies. Both the United States and Germany have a long civil-military relations tradition. A comparison of the United States' and Germany's approaches to civil-military relations will provide clear examples for new democratic states to follow, as they develop their civil-military relations, especially as they consider multi-national NATO units. Following an overview of civil-military theory, this thesis highlights the historical and political developments of civil-military relations within both countries. The thesis further explains the similarities and differences in their developments, as well as the implications for the military profession. The thesis provides a comparison of both approaches to the military profession and to the primary civil-military relations theory, in order to determine if the requirement of democratic civilian control over the military has been met. The thesis summarizes advantages and disadvantages of both American and German approaches. / Lieutenant Colonel (GS), German Army

The Rise and Fall of CSLA?! Military profession (1960-1970) in the collective memory of the officer corps Jiří Hlaváček Abstract: The aim of this dissertation thesis is the reflection of everyday life and the (transformation) of the professional identity of the officers' corps in the 1960s in the collective memory. The research is based on narrative analysis of oral-historical interviews with witnesses who served in the Czechoslovak People's Army during the period under review. Memories of witnesses are compared with other types of historical sources. The first part of the thesis is devoted to the problems of everyday life in the socialist type army. The content analysis focuses on the motivation of witnesses for the choice of the military profession, the specifics of military life, ideology in the army, the relationship between the soldiers and the public, as well as on the combat readiness and role of the Czechoslovak army in the eventual potential cold-war conflict. The second part of the thesis deals with the actions of actors on the background of event history. It is followed by the reflection of the Prague Spring, the August occupation of 1968 and the subsequent normalization of the army in the early seventies. The main focus is on the narrative analysis of the actors' strategies and the different...

The Swedish Armed Forces are in the middle of a crisis when 30% of professional officers retire in the next few years. It is difficult to recruit and retain personnel with the required skills and experience for Military Region Groups within the Home Guard Combat Force. The prupose of this study is to deepen the author´s understanding of what attracts professional officers to apply for employment in a military region group, and what is required to retain them. The study is based on a hermeneutic paradigm with an inductive approach and qualitative method. The method included four workshops with personell within and outside military regions and four interviews with representatives from the HR function in the Armed Forces. The result is reported as Grounded Theory. The results revealed four themes: instrinsic motivation, extrinsic motivation, the conditions of the organization and the mission, and working relationships that highlight what attracts and retain professional officers in a military region group. The study describes four conclusions: Professional officers fromn all three generations in the study are attracted to meaningful work tasks. Certain nuances between the generations´motivational factors occur and need to be taken into account in recrutiment, Professional officers from all three generations in the study cite both internal and external motivational factors as reasons for staying. Intrinsic motivation inludes geographical location and family siutation, extrinsic motivation inludes relevant salary development, The Home Guard Combat Force lacks a functioning personell supply system and cannot ensure that the vacancies within each military region are filled to a sufficient extent,  The Home Guard Combat Force needs to work more activelu with internal marketing within the Swedish Armed Forces.

Utbildingen av officerare är och har alltid varit ett omdiskuterat ämne. Sedan reformationen av officersutbildningen till Officersprogrammet för drygt tio år sedan – vilket för första gången även gav den nya fänriken akademisk kandidatexamen i krigsvetenskap – har den här frågan återigen aktualiserats. Akademiseringen tillförde en viktig och saknad aspekt till professionen men utlåtanden från officerskåren har varit att utbildningen är för generell och att fänriken inte kan något när denne kommer hem.   Under samma tidsperiod har Försvarsmakten och armén genomgått stora förändringar. Omställningen från invasionsförsvar till insatsförvar har fullföljts, värnplikten avskaffades och anställda soldater och förband blev en ny verklighet. Som om inte detta räckte har fokus inom samma tidsperiod återigen svängt; nu med nationellt försvar i centrum och med en återinförd värnplikt och planerad tillväxt av Förvarsmakten som följd.  Den här studien undersöker om den nyutexaminerade fänriken erhållit rätt förutsättningar att klara av det arbete som hen förväntas göra. Genom att utgå från att Officersprogrammet är en ny utbildning med andra för- och nackdelar än de tidigare officersutbildningarna fokuserar den här studien på mottagandet vid förbanden. Är det i själva verket utbildningen det är fel på eller är det just förväntningarna på den nye officeren? Ges fänriken möjlighet att omsätta teoretiska kunskaper till praktiska färdigheter?   Studien indikerar att omhändertagandet av nyexaminerade officerare under den föregående tioårsperioden präglats av en brist på struktur och systematisering. Ett alltför stort fokus på kortsiktiga mål och en bortprioritering av professionsutvecklingen har påverkat officersprofessionen negativt. Armén och förbanden har under senare år förbättrat sin systematisering men behöver bli ännu bättre på att prioritera professionsutvecklingen. Armén bör utveckla en gemensam struktur för lärlingstiden för nya fänrikar genom att formalisera handledning och tydligare systematisera personalplaneringen. Den samlade utbildningen av officerare och professionsutvecklingen bör betraktas som en helhet, annars riskerar professionen att fortsätta påverkas negativt och tillväxt med kvalitet kommer inte vara möjlig.  Studiens övergripande insikt är att det inte nödvändigtvis är utbildningen det är fel på, utan snarare hur omsättningen av utbildningen från teoretisk kunskap till praktiska färdigheter omhändertas inom stridskraften och förbandet. / The education and training of military officers is and has always been a disputed subject. Since the reform of the Swedish officer’s training and conversion to Officersprogrammet1 (OP) a little over a decade ago – which for the first time granted the new junior officer with an academic degree in War Studies – this issue has been revitalized. The conversion to an academic education provided the Swedish Military Profession with an important missing aspect. But, the general opinion prevailing among the officer corps is that the training is far too generic and that junior officers thus are inept for duty at their home regiments.  During the same time frame the Swedish Armed Forces and the Swedish Army has undergone massive changes. Doctrinal realignment from focusing on the threat of a potential invasion towards an agile and highly operational defense force with an international focus was completed; conscription was scrapped and made dormant. Professionalized soldiers and field units became the new reality. But, then again focus shifted. National defense has once again become the priority with a reinstated conscription as well as planned growth for the Swedish Armed Forces as a consequence.  This research project examines whether the junior officer during this time frame has been given the right possibilities to carry out the work expected by him or her. By assuming that OP is a new type of education program, with different pros and cons compared to previous educations, this research focuses instead on the integration of junior officers at their home units. Is it really the education that’s failing or are expectations on the new officer in fact improper? Are the junior officers provided the right support to transform knowledge to skills?  This thesis indicates that integration of junior officers has been characterized by a lack of structure and systematization during the past decade. Too much focus on short-term objectives and an unintentional suppression of the development of the Military Profession have had negative consequences. The Swedish Army has improved on systematization during recent years but still needs to improve and prioritize the development of the profession. The Swedish Army should create a structured apprenticeship of junior officers by formalizing mentorship and clearly systematize strategic personnel planning. The collective training of officers and the Evolution of the Military Profession should be considered as a whole, it will otherwise risk further negative consequences and planned growth with quality will not be feasible. The main insight of this study is that it’s not necessarily the education that is failing but rather how the Regiments within the Swedish Army manages to transform the junior officers’ knowledge to relevant skills or not.