Summary
This section described the local problem and the rationale for the study, guiding questions for the project study, and a review of the literature. Schlossberg’s Theory of Transition was used as a framework in considering health and academic challenges faced by veterans entering higher education, and the impact of transition services and support systems.
There is a myth that transitioning from military to civilian life or collegiate life is an unproblematic task for veterans, due to their enormous military and combat background (Rumann et al., 2011). However, for many veterans the task of transitioning to civilian life or to collegiate life is extremely challenging and difficult. Transition services assist student veterans with methods of handling a heavy academic workload and provide a meeting ground to exchange methods in maneuvering through the collegiate bureaucracies (Sander, 2012; Ryan et al., 2011).
This problem was also identified within the larger educational context; as in West Virginia, support and transition services within college settings are often not easily accessible, visible or available to student veterans (Bellafiore, 2012; Briggs, 2012; Demers; 2011; Hoge, 2010). Also, as a result of many colleges not having a separate unit or department that specifically handles the affairs of student veterans, their transition services and support systems for student veterans are very limited and inadequate (Persky & Oliver, 2010; Radford, 2011; Wheeler, 2012; Wolfe, 2012).
Understanding student veterans’ perceptions was important in addressing the deficiencies and successful components within higher education transition services and support systems. The purpose of this project was to obtain student veterans’ perceptions of the transition services and support systems at their university in light of their decision to obtain their college degree. The aim of this project study was to provide insight to institutions with specific deficiencies and successful factors regarding transition services and support systems for student veterans. The Schlossberg theory was the theoretical framework for this study.
Section 2 describes the methodology for this research study, which was a qualitative approach. The data collection, the role of the researcher, data analysis, and the justification of research design and why other choices would be less effective were presented. Also, the criteria for selecting the participants in Section 2 described the sampling approach and considerations for the ethical protection of the participants.