Abstract
dc:descriptionAlthough 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.
Degree
thesis:*- Name thesis:degree_name
- Master of Education
- Level thesis:degree_level
- masters
- Discipline thesis:degree_discipline
- Higher Education
- Grantor dc:publisher
- University of Toledo
- Year dc:date
- 2013
Author and committee
dc:creator, dc:contributor.*- Author dc:creator
-
- Schiavone, Vincent
- Contributors dc:contributor
-
- Gentry, Debra
Subjects
dc:subject × 11Rights
dc:rights- Statement dc:rights
-
- unrestricted
- This thesis or dissertation is protected by copyright: all rights reserved. It may not be copied or redistributed beyond the terms of applicable copyright laws.
- Language dc:language
- English
Identifiers
dc:identifier.*- Repository record dc:identifier
- http://rave.ohiolink.edu/etdc/view?acc_num=toledo1365003929
- OAI identifier oai:identifier
- oai:etd.ohiolink.edu:toledo1365003929