Uncovering disparities in academic credit awarding for military experience : a qualitative case study on experiences of student veterans in Northeastern United States.

Student veterans face significant challenges when seeking academic credit for military experience, particularly in states lacking credit recognition legislation. Previous research indicates that veterans require more time to complete degrees than non-veterans (107 months versus 52 months), despite having relevant military training that could accelerate their academic progress. The lack of standardized credit evaluation procedures across higher education institutions creates bureaucratic obstacles that extend degree completion times, potentially exhausting veterans’ limited GI Bill benefits before graduation. This study explored how student veterans in three Northeastern states without credit recognition legislation (New York, Pennsylvania, and New Jersey) navigated the challenges of obtaining academic credit for their military experience. Through the lens of Duckworth et al.’s (2007) grit theory, this qualitative multiple case study investigated how student veterans described their experiences regarding credit recognition as involving perseverance and passion. I employed criterion sampling to select nine participants who had successfully appealed initial credit denials, ensuring equal representation from each state and diverse military backgrounds. Data collection included semi-structured interviews and journal entries. Using constant comparative analysis, I identified both within-case themes unique to each state context and cross-case patterns that transcended state boundaries. Four themes emerged from the cross-case analysis: student veterans experienced institutional resistance in the credit recognition process, prompting persistent efforts to gain clarity; they maintained sustained focus on long-term educational goals despite bureaucratic challenges; they encountered navigational difficulties stemming from unclear processes and scattered responsibility across campus departments; and they faced emotional distress during the credit recognition process, intensified by concurrent academic and personal transitions. These findings underscore the need for centralized credit evaluation offices, transparent appeals processes, and enhanced emotional support systems for student veterans. By addressing both structural barriers and psychological dimensions of the credit recognition experience, institutions can better support veterans’ academic journeys, ensuring their valuable military experience receives appropriate academic acknowledgment.

Name thesis:degree_name

Ed.D.

Level thesis:degree_level

Doctoral

Grantor

Baylor University.

Year dc:date.issued

2026

Author dc:creator

• Farrow, David S., 1968-

Advisor dc:contributor.advisor

• Kelley, Shane.

• Grit theory.
• Perseverance.
• Credit recognition.
• Prior learning assessment.
• Sustained passion.
• Student veteran advocacy.
• Military-to-academic transition.
• Student veterans.

Statement dc:rights

• Baylor University works are protected by copyright. They may be viewed from this source for any purpose, but reproduction or distribution in any format is prohibited without written permission. Contact libraryquestions@baylor.edu for inquiries about permission.

Language dc:language.iso

en

Handle dc:identifier.uri

https://hdl.handle.net/2104/14676

OAI identifier oai:identifier

oai:baylor-ir.tdl.org:2104/14676