Term of Award
Summer 2025
Degree Name
Doctor of Education (Ed.D.)
Document Type and Release Option
Dissertation (open access)
Copyright Statement / License for Reuse
This work is licensed under a Creative Commons Attribution 4.0 License.
Department
College of Education
Committee Chair
Steven Tolman
Committee Member 1
Cordelia Zinkskie
Committee Member 2
Carl Sorgen
Abstract
This qualitative study explored the lived experiences of student veterans with support services at their higher education institutions. Using a phenomenological design, it provided space for student veterans to share their stories and amplify their voices. Grounded in Astin’s (1984) theory of student involvement, the study conducted eight in-depth interviews with student veterans. The findings aligned with the theoretical framework and contributed to the literature on student veterans in higher education. Six key themes emerged: early preparation and planning for college, the impact of faculty interactions, peer connections with fellow veterans, understaffing of campus military-affiliated offices, awareness and use of disability and mental health services, and awareness and use of career services. These findings reinforce Astin’s framework by underscoring the role of student engagement, institutional support, and meaningful involvement in promoting student success. The study offers key implications for institutional practice, which centers on institutions investing in early transition planning, providing veteran-informed faculty training, and fostering peer networks among student veterans.
Recommended Citation
Miles, Alejandra, "Examining the Experiences of Student Veterans With Support Services at Their Higher Education Institutions" (2025). Electronic Theses and Dissertations. 2989.
https://digitalcommons.georgiasouthern.edu/etd/2989
Research Data and Supplementary Material
No
