Understanding Educational Experiences of Veterans: A Phenomenological Study
Location
College Student Research 1 (Session 2 Breakouts)
Proposal Track
Research Project
Session Format
Presentation
Abstract
Experiences of seven student veterans before, during, and after their military service were studied using phenomenology, cultural schema theory, and Seidman’s (2013) three-phase interview strategy to understand their transition from military culture to higher education culture. Interviews with Air Force veterans provided data that enabled researchers to identify and describe influential schemas that either assisted or obstructed their transitions from military culture to higher education culture.
Coding cycles were applied to interview transcripts. Vagle’s (2014) whole-parts-whole process and Saldaña’s (2013) approach to categorizing and connecting strategies were key to data analysis. NVivo qualitative data analysis software was used to assist in identification of metaphors and pattern coding. Profiles (Seidman, 2013) were then created that told participants’ stories using their own words, exposing themes, and illustrating schemas.
Schemas developed by student veterans’ before their military experiences influenced their approach to both the military and then educational culture. While participants adapted to higher education culture, most experienced moments of cognitive dissonance during the transition and handled that friction differently based on their schemas. The study offers suggestions on increasing positive learning experiences for veterans and contributing to new modes of adaptation for former members of the military transitioning to higher education.
Keywords
Qualitative Methods, Cultural Schema Theory, Higher Education, Veterans
Professional Bio
Dr. Walker is an Assistant Professor of Digital Production in the Department of Communication Arts at Valdosta State University (VSU) while Drs. Richard and Lorraine Schmertzing are VSU professors in the Department of Leadership, Technology, and Work Force Development: his focus is Qualitative Research and hers is Instructional Technology. Both worked with Dr. Walker on this study as part of his dissertation. All three have an interest in improving higher education learning environments to increase the possibilities for student success.
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
Recommended Citation
Walker, Colin; Schmertzing, Lorraine C.; and Schmertzing, Richard, "Understanding Educational Experiences of Veterans: A Phenomenological Study" (2020). Georgia Educational Research Association Conference. 30.
https://digitalcommons.georgiasouthern.edu/gera/2020/2020/30
Understanding Educational Experiences of Veterans: A Phenomenological Study
College Student Research 1 (Session 2 Breakouts)
Experiences of seven student veterans before, during, and after their military service were studied using phenomenology, cultural schema theory, and Seidman’s (2013) three-phase interview strategy to understand their transition from military culture to higher education culture. Interviews with Air Force veterans provided data that enabled researchers to identify and describe influential schemas that either assisted or obstructed their transitions from military culture to higher education culture.
Coding cycles were applied to interview transcripts. Vagle’s (2014) whole-parts-whole process and Saldaña’s (2013) approach to categorizing and connecting strategies were key to data analysis. NVivo qualitative data analysis software was used to assist in identification of metaphors and pattern coding. Profiles (Seidman, 2013) were then created that told participants’ stories using their own words, exposing themes, and illustrating schemas.
Schemas developed by student veterans’ before their military experiences influenced their approach to both the military and then educational culture. While participants adapted to higher education culture, most experienced moments of cognitive dissonance during the transition and handled that friction differently based on their schemas. The study offers suggestions on increasing positive learning experiences for veterans and contributing to new modes of adaptation for former members of the military transitioning to higher education.