The purpose of this study was to investigate the experiences of all undergraduate veterans in college after serving in a military setting, by using Schlossberg's transition theory and mattering study, and Mezirow's theory of transformative learning. Of particular interest was how veterans described their experiences, as well as what transitional issues they faced, and what the university might do to meet their needs. The methods used were both quantitative and qualitative, administering an interview protocol, as well as a survey instrument based on the Schlossberg, Lassalle and Golec survey created in 1990. The findings suggested that most students believe they matter on a college campus, however their needs suggested they often feel out-of-place in the classroom and their experience sometimes gets in the way of interactions with other students. Conclusions showed that most veterans at Rowan University seem satisfied with the services made available to them through the Academic Success Center and the Veterans Affairs Office. Nevertheless, some feel that professors should be more thoughtful when dealing with veteran students, as well as benefits should be made more readily available and easier to access. Overall, the college experience for participating veteran students has been positive.
","abstract_html":"<p>The purpose of this study was to investigate the experiences of all undergraduate veterans in college after serving in a military setting, by using Schlossberg's transition theory and mattering study, and Mezirow's theory of transformative learning. Of particular interest was how veterans described their experiences, as well as what transitional issues they faced, and what the university might do to meet their needs. The methods used were both quantitative and qualitative, administering an interview protocol, as well as a survey instrument based on the Schlossberg, Lassalle and Golec survey created in 1990. The findings suggested that most students believe they matter on a college campus, however their needs suggested they often feel out-of-place in the classroom and their experience sometimes gets in the way of interactions with other students. Conclusions showed that most veterans at Rowan University seem satisfied with the services made available to them through the Academic Success Center and the Veterans Affairs Office. Nevertheless, some feel that professors should be more thoughtful when dealing with veteran students, as well as benefits should be made more readily available and easier to access. Overall, the college experience for participating veteran students has been positive.</p>","abstract_has_math":false,"creators":["Dahan, Jennifer Deborah"],"institution":null,"degree_name":"M.A. in Higher Education Administration","degree_level":"Thesis","degree_discipline":"Educational Services and Leadership","degree_department":null,"school":null,"contributors":["Sisco, Burton R."],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2008,"date_issued":"2008-05-20T07:00:00Z","date_published":"2008-05-20T07:00:00Z","updated_at":"2026-07-24T04:13:40Z","subjects":["Education, Higher--New Jersey; Veterans--Education--New Jersey","Higher Education Administration"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://rdw.rowan.edu/etd/767","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Sisco, Burton R."]},{"key":"dc:creator","label":"Author","values":["Dahan, Jennifer Deborah"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2016-03-23T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Services and Leadership"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["M.A. in Higher Education Administration"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Education, Higher--New Jersey; Veterans--Education--New Jersey","Higher Education Administration"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://rdw.rowan.edu/etd/767"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The purpose of this study was to investigate the experiences of all undergraduate veterans in college after serving in a military setting, by using Schlossberg's transition theory and mattering study, and Mezirow's theory of transformative learning. Of particular interest was how veterans described their experiences, as well as what transitional issues they faced, and what the university might do to meet their needs. The methods used were both quantitative and qualitative, administering an interview protocol, as well as a survey instrument based on the Schlossberg, Lassalle and Golec survey created in 1990. The findings suggested that most students believe they matter on a college campus, however their needs suggested they often feel out-of-place in the classroom and their experience sometimes gets in the way of interactions with other students. Conclusions showed that most veterans at Rowan University seem satisfied with the services made available to them through the Academic Success Center and the Veterans Affairs Office. Nevertheless, some feel that professors should be more thoughtful when dealing with veteran students, as well as benefits should be made more readily available and easier to access. Overall, the college experience for participating veteran students has been positive.
"]},{"key":"dc:title","label":"Title","values":["Military veterans in higher education: application of adult development theories to selected Rowan University undergraduate veterans"]}]}],"canonical_facts":{"dc:contributor":["Sisco, Burton R."],"dc:creator":["Dahan, Jennifer Deborah"],"dc:date.available":["2016-03-23T07:00:00Z"],"dc:description.abstract":["The purpose of this study was to investigate the experiences of all undergraduate veterans in college after serving in a military setting, by using Schlossberg's transition theory and mattering study, and Mezirow's theory of transformative learning. Of particular interest was how veterans described their experiences, as well as what transitional issues they faced, and what the university might do to meet their needs. The methods used were both quantitative and qualitative, administering an interview protocol, as well as a survey instrument based on the Schlossberg, Lassalle and Golec survey created in 1990. The findings suggested that most students believe they matter on a college campus, however their needs suggested they often feel out-of-place in the classroom and their experience sometimes gets in the way of interactions with other students. Conclusions showed that most veterans at Rowan University seem satisfied with the services made available to them through the Academic Success Center and the Veterans Affairs Office. Nevertheless, some feel that professors should be more thoughtful when dealing with veteran students, as well as benefits should be made more readily available and easier to access. Overall, the college experience for participating veteran students has been positive.
"],"dc:identifier":["https://rdw.rowan.edu/etd/767"],"dc:subject":["Education, Higher--New Jersey; Veterans--Education--New Jersey","Higher Education Administration"],"dc:title":["Military veterans in higher education: application of adult development theories to selected Rowan University undergraduate veterans"],"thesis:degree_discipline":["Educational Services and Leadership"],"thesis:degree_level":["Thesis"],"thesis:degree_name":["M.A. in Higher Education Administration"]},"updated_at":"2026-07-24T04:13:40Z"}