This study focuses on veterans transitioning out of the military into higher education. The study surveys 328 student veterans to gage their perception of services specifically designed for them, with a view to developing effective campus service models. The findings of the survey are discussed using a transition framework which defines four categorical factors impacting individuals during a life transition: (a) situation, (b) self, (c) supports, and (d) strategies. The study found that although there are provisions available to student veterans, further individualized provisions are required to further assist student veterans transitioning to higher education.
For institutions of higher education with high numbers of enrolled veterans, understanding how these students perceive services specifically designed for them is an important next step in developing effective campus service models. Through analysis of survey data (n=328) collected at a campus with a host of established services and a high number of military connected students, this study adds to the literature on the transition experience and utilization of resources. This investigation focuses on the interaction between prior-military and disability characteristics and how service-connected injuries impact student-veterans’ quality of life, integration on campus, and challenges with the built campus environment. Findings are discussed through the lens of a seminal transition framework, with practical application strategies offered for creating and delivering individualized support for student veterans.
Morris, P., Albanesi, H. P., & Cassidy, S. (2019). Student-Veterans’ Perceptions of Barriers, Support, and Environment at a High-Density Veteran Enrollment Campus. Journal of Veterans Studies, 4(2), 180–202. DOI: http://doi.org/10.21061/jvs.v4i2.102