{"id":{"repo_id":"ohiolink","oai_identifier":"oai:etd.ohiolink.edu:toledo1365003929"},"canonical_url":"https://search.dev.ndltd.org/etd/ohiolink/oai:etd.ohiolink.edu:toledo1365003929","repository":{"repo_id":"ohiolink","name":"OhioLINK","base_url":"https://etd.ohiolink.edu/acprod/odb_etd/ws/oai/oai"},"display":{"title":"Veteran-Students in Transition at a Midwestern University","abstract":"Although much research has been conducted on military veterans who enroll in institutions of higher education following their returns from deployment, much of that work has focused on issues such as veterans’ finances or academic achievement, rather than the individuals’ transitions from deployment to student life. Prior to the 2008 passage of the Post-9/11 GI Bill, only 22% of institutions offered transition assistance to veteran-students; four years later, that figure has dramatically increased to 37%. Due to the rapidly growing interest in transition assistance among student-veteran services practitioners, it is clear that more research is needed on these transitions. Utilizing a qualitative case study approach for this study, I interviewed six returning veteran-students at a large, research university in the Midwest. I then analyzed the subjects’ responses within the framework provided by Schlossberg’s Transition Theory. I found that the influences that most strongly impacted the participants’ transitions were assets and deficits that were financial, physical, emotional, psychological, and, most significantly, social in nature.","abstract_html":"Although much research has been conducted on military veterans who enroll in institutions of higher education following their returns from deployment, much of that work has focused on issues such as veterans’ finances or academic achievement, rather than the individuals’ transitions from deployment to student life. Prior to the 2008 passage of the Post-9/11 GI Bill, only 22% of institutions offered transition assistance to veteran-students; four years later, that figure has dramatically increased to 37%. Due to the rapidly growing interest in transition assistance among student-veteran services practitioners, it is clear that more research is needed on these transitions. Utilizing a qualitative case study approach for this study, I interviewed six returning veteran-students at a large, research university in the Midwest. I then analyzed the subjects’ responses within the framework provided by Schlossberg’s Transition Theory. I found that the influences that most strongly impacted the participants’ transitions were assets and deficits that were financial, physical, emotional, psychological, and, most significantly, social in nature.","abstract_has_math":false,"creators":["Schiavone, Vincent"],"institution":"University of Toledo","degree_name":"Master of Education","degree_level":"masters","degree_discipline":"Higher Education","degree_department":null,"school":null,"contributors":["Gentry, Debra"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2013,"date_issued":"2013-08-22","date_published":"2013-08-22","updated_at":"2026-07-24T03:37:16Z","subjects":["Adult Education","Higher Education","Higher Education Administration","Educational Sociology","Continuing Education","Armed Forces","Veteran","college","student","transition","Schlossberg"],"languages":["English"],"rights":["unrestricted","This thesis or dissertation is protected by copyright: all rights reserved. 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Due to the rapidly growing interest in transition assistance among student-veteran services practitioners, it is clear that more research is needed on these transitions. Utilizing a qualitative case study approach for this study, I interviewed six returning veteran-students at a large, research university in the Midwest. I then analyzed the subjects’ responses within the framework provided by Schlossberg’s Transition Theory. I found that the influences that most strongly impacted the participants’ transitions were assets and deficits that were financial, physical, emotional, psychological, and, most significantly, social in nature."]},{"key":"dc:format","label":"Dc Format","values":["application/pdf","p.103","475.3 KB"]},{"key":"dc:title","label":"Title","values":["Veteran-Students in Transition at a Midwestern University"]}]}],"canonical_facts":{"dc:contributor":["Gentry, Debra"],"dc:creator":["Schiavone, Vincent"],"dc:date":["2013-08-22"],"dc:description":["Although much research has been conducted on military veterans who enroll in institutions of higher education following their returns from deployment, much of that work has focused on issues such as veterans’ finances or academic achievement, rather than the individuals’ transitions from deployment to student life. Prior to the 2008 passage of the Post-9/11 GI Bill, only 22% of institutions offered transition assistance to veteran-students; four years later, that figure has dramatically increased to 37%. Due to the rapidly growing interest in transition assistance among student-veteran services practitioners, it is clear that more research is needed on these transitions. Utilizing a qualitative case study approach for this study, I interviewed six returning veteran-students at a large, research university in the Midwest. I then analyzed the subjects’ responses within the framework provided by Schlossberg’s Transition Theory. I found that the influences that most strongly impacted the participants’ transitions were assets and deficits that were financial, physical, emotional, psychological, and, most significantly, social in nature."],"dc:format":["application/pdf","p.103","475.3 KB"],"dc:identifier":["http://rave.ohiolink.edu/etdc/view?acc_num=toledo1365003929"],"dc:language":["English"],"dc:publisher":["University of Toledo / OhioLINK"],"dc:rights":["unrestricted","This thesis or dissertation is protected by copyright: all rights reserved. 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