Post-9/11 GI Bill student veteran perceptions of nonfinancial services and resources for successful transition from the military to postsecondary education

Date

2019-08

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Abstract

Much of the attention the academic community gives to student veterans has been in the areas of finances and academic achievement, not the actual transition process itself. The transition from the military to higher education is difficult for many student veterans. Today’s veterans have access to significantly more higher education institutions, which include the vast community college system. Community colleges enroll more Post-9/11 era veterans than any other type of higher education institution. The Post-9/11 GI Bill is the most generous education benefit for veterans since the passing of the original GI Bill in 1944, but a sharper focus on military to higher education transition is needed. The passing of the Post-9/11 GI Bill has provided the opportunity for over 4.2 million Post-9/11 era veterans to pursue postsecondary education as of 2016. Post-9/11 era student veterans have a seriousness of purpose regarding their academic pursuits that comes with maturity and financial independence although they face unique challenges that other students do not experience. Equally important is that many postsecondary institutions are not providing veteran students a veteran-friendly atmosphere, complete with adequate supports needed to ease the transition from the military to higher education.
The purpose of this study was to analyze Post-9/11 GI Bill student veteran perceptions of the current level of nonfinancial veteran services and resources available to student veterans who transition from military service to higher education. A correlational research design was used for this quantitative study to examine the relationship between the independent variables of military influence, combat associated tours of duty, and institutional culture and the dependent variable of student veteran perceptions of the nonfinancial services and resources available during transition from the military to the institution at which this study was conducted. Data was collected using a researcher modified online questionnaire consisting of 29 questions. The questionnaire was administered in the Spring of 2017 to a stratified sample of 71 Post-9/11 era student veterans using Post-9/11 GI Bill education benefits and produced 33 responses. The setting for this study was a small-sized, predominately associate degree-awarding, rural serving-community college that operates under the governance of the North Carolina Community College System. Data was analyzed using descriptive, inferential, and predictive statistics. The findings, implications, and recommendations for higher education practice and future research are important to the higher education community as they support the need to improve the student veterans’ transition experience.

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Keywords

Student veterans, Transition

Citation