Operation Transition is an excavation of the experiences of Post-9/11 combat Marines, who have been Honorably Discharged, as their transition to civilian and student life. The work of Operation Transition was conducted with a group of Marines, called The Unit, and presents the variety of stories that exist among Veterans, beyond the highly publicized and limiting narratives of Hero, Wounded Warrior, or Killer. The fictive piece represents the experiences of transition that illuminate a civilian privileged higher education system and society-at-large. Operation Transition exemplifies and acknowledges that value of stories for understanding and community building. As such, Operation Transition, which includes critical pedagogy and narrative inquiry, concludes that in order for improvements to be made in higher education, both those in the academy and Veterans need to listen to each other’s stories, with humility and respect, so they can understand each other, honor each other, and work together to make change.
","abstract_html":"<p>Operation Transition is an excavation of the experiences of Post-9/11 combat Marines, who have been Honorably Discharged, as their transition to civilian and student life. The work of Operation Transition was conducted with a group of Marines, called The Unit, and presents the variety of stories that exist among Veterans, beyond the highly publicized and limiting narratives of Hero, Wounded Warrior, or Killer. The fictive piece represents the experiences of transition that illuminate a civilian privileged higher education system and society-at-large. Operation Transition exemplifies and acknowledges that value of stories for understanding and community building. As such, Operation Transition, which includes critical pedagogy and narrative inquiry, concludes that in order for improvements to be made in higher education, both those in the academy and Veterans need to listen to each other’s stories, with humility and respect, so they can understand each other, honor each other, and work together to make change.</p>","abstract_has_math":false,"creators":["Fenton, Jamie M"],"institution":null,"degree_name":"Doctor of Philosophy (PhD)","degree_level":"Dissertation","degree_discipline":"Education","degree_department":null,"school":null,"contributors":["Penny Bryan","Kris Tunac De Pedro","Lilia Monzo","Glenn Allen Phillips"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2016,"date_issued":"2016-08-31T07:00:00Z","date_published":"2016-08-31T07:00:00Z","updated_at":"2026-07-24T01:38:09Z","subjects":["Arts Based Research","Culturally Responsive Methodology","Higher Education","Identity Theory","Narrative Inquiry","Veterans","Educational Leadership"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.chapman.edu/education_dissertations/18","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Penny Bryan","Kris Tunac De Pedro","Lilia Monzo","Glenn Allen Phillips"]},{"key":"dc:creator","label":"Author","values":["Fenton, Jamie M"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"thesis:degree_discipline","label":"Discipline","values":["Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Philosophy (PhD)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Arts Based Research","Culturally Responsive Methodology","Higher Education","Identity Theory","Narrative Inquiry","Veterans","Educational Leadership"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.chapman.edu/education_dissertations/18"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Operation Transition is an excavation of the experiences of Post-9/11 combat Marines, who have been Honorably Discharged, as their transition to civilian and student life. The work of Operation Transition was conducted with a group of Marines, called The Unit, and presents the variety of stories that exist among Veterans, beyond the highly publicized and limiting narratives of Hero, Wounded Warrior, or Killer. The fictive piece represents the experiences of transition that illuminate a civilian privileged higher education system and society-at-large. Operation Transition exemplifies and acknowledges that value of stories for understanding and community building. As such, Operation Transition, which includes critical pedagogy and narrative inquiry, concludes that in order for improvements to be made in higher education, both those in the academy and Veterans need to listen to each other’s stories, with humility and respect, so they can understand each other, honor each other, and work together to make change.
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"],"dc:identifier":["https://digitalcommons.chapman.edu/education_dissertations/18"],"dc:source":["Fenton, J. M. (2020). Operation Transition: Post-9/11 Combat Marines transitioning to civilian life and the role of higher education in their identity formation [Doctoral dissertation, Chapman University]. Chapman University Digital Commons. https://doi.org/10.36837/chapman.000175"],"dc:subject":["Arts Based Research","Culturally Responsive Methodology","Higher Education","Identity Theory","Narrative Inquiry","Veterans","Educational Leadership"],"dc:title":["Operation Transition: Post-9/11 Combat Marines Transitioning to Civilian Life and the Role of Higher Education in their Identity Formation"],"thesis:degree_discipline":["Education"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Doctor of Philosophy (PhD)"]},"updated_at":"2026-07-24T01:38:09Z"}