Facilitating Retention of University Student Veterans Through Transitional Experiences, Organized Provisional Services, and Processes

Date of Award


Document Type

Restricted Dissertation

Degree Name

Doctorate of Education, Ed.D.


College of Education



First Advisor

Mark Jimenez, Ed.D.

Second Advisor

David E. Herrington, Ph.D.

Third Advisor

Yvonne Hefner, Ed.D.


Military veterans are an immediately emerging populace of non-traditional students in the United States. In August 2009 the new Post-9/11 G.I. Bill became effective and has made it accessible for veterans to subsidize their higher education costs upon departing from the military. Customary four-year universities and colleges are appropriately serving students who have recently completed secondary school. Be that as it may, student veterans entering school today have an exclusive set of abilities and competencies. As an increasing student populace, little is known about the encounters and discernments these student veterans take with them to school (DiRamio, Ackerman, and Mitchell, 2008). In any case, with the largest matriculation of student veterans since World War II, are colleges and universities adapting appropriately to serve military veterans? The purpose for this study was to distinguish and examine the aspects that add to the intent to persist of student veterans that receive educational monies from the Post 9/11 G.I. Bill. This qualitative study directed as an examination of individual interviews with ten Post-9/11 G.I. Bill veterans uncovers, through examination of theoretical and exploratory information, a large number of individual and cumulative needs in school. Consequences of this study illustrated that campus conditions was the main critical variable that affected student veteran's intent to persist at their present university. The data introduced in this study has importance as it bridges an information gap that in existing literature with respect to transitional experiences and insights of student veterans. Also, the discoveries may aid as groundwork to enhance the validity of resources accessible for those attempting to serve the necessities of this emerging student populace.

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