Examining the impact of veteran-centric support on academic success, retention, and degree completion of students utilizing post-9/11 GI Bill at a public university

Simple item page
dc.contributor.advisorWagner, Paul A.
dc.contributor.committeeMemberDivoll, Kent
dc.contributor.committeeMemberGrace, Jennifer
dc.contributor.committeeMemberDement, Marilyn
dc.creatorParekh, Dipal Nish
dc.creator.orcid0009-0004-4387-7109
dc.date.accessioned2024-03-25T16:33:28Z
dc.date.available2024-03-25T16:33:28Z
dc.date.created2023-12
dc.date.issued2023-11-07
dc.date.submittedDecember 2023
dc.date.updated2024-03-25T16:33:28Z
dc.description.abstractDuring the post-war period, American higher education experiences exponential growth in veteran enrollment. As post-9/11 GI Bill is the most utilized VA education benefits, the U.S. Dept. of VA spends billions of dollars annually on the GI Bill. Yet, veterans’ retention and degree completions are much lower compared to other nontraditional students at public universities. This qualitative study explored the lived experiences of veteran students. A descriptive phenomenological approach used to understand the challenges and barriers veteran students encounter as they transition into academia and the impact of veteran-centric support services have on the students’ overall academic success, retention, and degree completion goals. A purposeful sample of eleven diverse veteran students participated in semi-structured interviews. The questions were guided by Schlossberg’s Transition Theory and the 4S Model found mixed perceptions of the veteran support offered on campus. All participants emphasized the importance of having veteran-centric support services on campus with more visibility and more resources, especially for graduate-level students. Data analysis found that 55% of participants perceived veteran support office to have a positive influence on their overall academic success, retention, and degree completion goals in terms of GI Bill process.
dc.format.mimetypeapplication/pdf
dc.identifier.urihttps://hdl.handle.net/10657.1/4925
dc.language.isoen
dc.subjectveteran students
dc.subjectacademic success, retention
dc.subjectdegree completion
dc.subjectveteran-centric support
dc.subjectSchlossberg’s Transition Theory
dc.subjectthe 4S model
dc.subjectdescriptive phenomenological qualitative study
dc.subject
dc.titleExamining the impact of veteran-centric support on academic success, retention, and degree completion of students utilizing post-9/11 GI Bill at a public university
dc.typeThesis
dc.type.materialtext
thesis.degree.grantorUniversity of Houston-Clear Lake
thesis.degree.levelDoctoral
thesis.degree.nameDoctor of Education

Files

Original bundle

Now showing 1 - 1 of 1
Thumbnail Image
Name:
PAREKH-DOCTORALDISSERTATION-2023.pdf
Size:
1.15 MB
Format:
Adobe Portable Document Format
Download

License bundle

Now showing 1 - 2 of 2
No Thumbnail Available
Name:
LICENSE.txt
Size:
1.86 KB
Format:
Plain Text
Description:
Download
No Thumbnail Available
Name:
PROQUEST_LICENSE.txt
Size:
4.45 KB
Format:
Plain Text
Description:
Download

Collections

Theses and Dissertations