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Veteran student success
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Content
Running head: VETERAN STUDENT SUCCESS 1
VETERAN STUDENT SUCCESS
by
Melinda S. Clark
A Dissertation Presented to the
FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION
May 2018
Copyright 2018 Melinda S. Clark
VETERAN STUDENT SUCCESS
2
DEDICATION
To those who have served or are serving in the United States Military.
VETERAN STUDENT SUCCESS
3
ACKNOWLEDGMENTS
Undertaking this EdD has been an incredible, life-changing, experience. I wish to
express my deep appreciation to the many individuals who contributed along the way.
Sincere thanks to the Rossier School staff, faculty, and administration for your
commitment to providing an exceptional learning experience. I am particularly grateful for the
humble guidance, reassurance, swift feedback, and support provided my Dr. Eugenia Mora-
Flores, my dissertation chair. You are truly a gifted and talented teacher. To my committee
member Dr. Kimberly Ferrario, you inspired me on day one of the program and patiently nudged
my “writing muscle” back into shape. Your insight, encouragement, and feedback are so greatly
appreciated. To my committee member Dr. Kathryn M., your encouragement to consider the
program coupled with your insight and guidance have proven motivational. I am thankful for
your gentle nudging toward this program and all your support along the way.
To USC Organizational Change and Leadership Cohort 4, many thanks for the support,
encouragement, peer reviews, friendships, and fun we have had along the way. Your expertise
has granted me insight into other organizations, leadership styles, and viewpoints. Each one of
you have been so encouraging and giving of yourselves. I could not have asked for a more
wonderful group of people to share this adventure with.
A big thank you to the student support staff members that took part in my study. I realize
how busy your day is and appreciate the time for survey and interview responses. This work is
impossible without your knowledgeable insight.
And finally, to my loving, supportive, encouraging, and patient husband Chris, who has
been by my side throughout this program, living every single minute of it. Without you, I would
not have had the courage to embark on this journey in the first place. You always believe in me
VETERAN STUDENT SUCCESS
4
and encourage me to follow my dreams. You have supported me in every way possible by
prioritizing my needs with a smile. Thank you is not enough for all you have done for me.
VETERAN STUDENT SUCCESS
5
TABLE OF CONTENTS
DEDICATION ................................................................................................................................ 2
ACKNOWLEDGMENTS .............................................................................................................. 3
TABLE OF CONTENTS ................................................................................................................ 5
LIST OF TABLES .......................................................................................................................... 7
LIST OF FIGURES ........................................................................................................................ 8
ABSTRACT .................................................................................................................................... 9
Introduction to the Problem of Practice ........................................................................................ 10
Importance of Addressing the Problem ........................................................................................ 10
Purpose of the Project and Questions ........................................................................................... 11
Stakeholder Group of Focus ......................................................................................................... 12
Review of the Literature ............................................................................................................... 12
Veteran Student Success ........................................................................................................... 12
History of Veteran Students in Higher Education .................................................................... 13
Non-Traditional Students in Higher Education ........................................................................ 15
Unique Challenges for Veteran Students .................................................................................. 15
Knowledge, Motivation, and Organizational Influences .............................................................. 17
Knowledge Influences .............................................................................................................. 18
Support for Veteran student challenges ................................................................................ 19
Identification of staff stereotypes and bias concerning Veteran students ............................. 19
Motivation Influences ............................................................................................................... 20
Student support staff and expectancy-value theory. ............................................................. 20
Student support staff and self-efficacy theory. ..................................................................... 21
Organizational Influences ......................................................................................................... 22
Organizational culture. .......................................................................................................... 24
Conceptual Framework ................................................................................................................. 27
Data Collection and Instrumentation ............................................................................................ 28
Surveys ...................................................................................................................................... 28
Interviews .................................................................................................................................. 29
Document Analysis ................................................................................................................... 30
Results and Findings ..................................................................................................................... 30
Knowledge ................................................................................................................................ 31
Declarative knowledge about Veteran student withdrawal .................................................. 31
Declarative knowledge about the unique challenges of Veteran students ............................ 34
Declarative knowledge about awareness of student support services .................................. 36
Procedural knowledge about how to determine a student is a Veteran. ............................... 37
Motivation ................................................................................................................................. 39
Expectancy-value for providing services. ............................................................................. 40
Self-efficacy for student support staff................................................................................... 42
Organization .............................................................................................................................. 43
VETERAN STUDENT SUCCESS
6
Cultural Settings.................................................................................................................... 43
Cultural Models .................................................................................................................... 46
Discussion ................................................................................................................................. 48
Recommendations for Practice to Address KMO Influences ....................................................... 50
Knowledge Recommendations ................................................................................................. 51
Declarative knowledge solutions. ......................................................................................... 52
Procedural knowledge solutions. .......................................................................................... 53
Motivation Recommendations .................................................................................................. 54
Expectancy Value Theory ..................................................................................................... 55
Self-Efficacy. ........................................................................................................................ 56
Organization Recommendations ............................................................................................... 56
Cultural Settings.................................................................................................................... 58
Implementation ......................................................................................................................... 60
Conclusion .................................................................................................................................... 60
Appendix A: Participating Stakeholders with Sampling Criteria for Survey and Interview ........ 62
Appendix B: Protocols .................................................................................................................. 64
Appendix C: Credibility and Trustworthiness .............................................................................. 71
Appendix D: Validity and Reliability ........................................................................................... 72
Appendix E: Ethics ....................................................................................................................... 73
Appendix F: Integrated Implementation and Evaluation .............................................................. 75
Blended Evaluation Tool .............................................................................................................. 85
References ..................................................................................................................................... 89
VETERAN STUDENT SUCCESS
7
LIST OF TABLES
Table 1 Knowledge, Motivation, and Organizational Influences ................................................. 25
Table 2 Survey Results for the Reasons Veteran Students Drop Out ........................................... 32
Table 3 Survey Results for the question Veteran Students Face Particular Challenges When
Attending University ............................................................................................................. 34
Table 4 Survey Results of Awareness of Other Services Offered at the University ...................... 36
Table 5 Survey Results for Expectancy-Value .............................................................................. 40
Table 6 Survey Results for Self-Efficacy ....................................................................................... 42
Table 7 Survey Results for Additional Technology and Resources to Help Support Staff ........... 44
Table 8 Survey Results for Number of Performance Goals .......................................................... 45
Table 9 Survey Results for Organizational Model ........................................................................ 47
Table 10 Key Findings .................................................................................................................. 50
Table 11 Summary of Knowledge Influences and Recommendations .......................................... 51
Table 12 Summary of Motivation Influences and Recommendations ........................................... 55
Table 13 Summary of Organization Influences and Recommendations ....................................... 57
Table F.1 Outcomes, Metrics, and Methods for External and Internal Outcomes ....................... 76
Table F.2 Critical Behaviors, Metrics, Methods, and Timing for Student Support Staff.............. 77
Table F.3 Required Drivers to Support New Reviewers’ Critical Behaviors ............................... 79
Table F.4 Components of Learning for the Program. .................................................................. 82
Table F.5 Components to Measure Reactions to the Program. .................................................... 83
VETERAN STUDENT SUCCESS
8
LIST OF FIGURES
Figure 1. Conceptual Framework ................................................................................................. 27
Figure F.1 Evaluation of Veteran Student Support Services ........................................................ 85
VETERAN STUDENT SUCCESS
9
ABSTRACT
The purpose of this project was to examine the root causes of the problem of low Veteran student
graduation rates in higher education. The study utilizes the Clark and Estes (2008) gap analysis
framework to identify influences from knowledge, motivation, and organizational influences of
the student support staff on Veteran student persistence. This study uses a mixed-methods
design where the quantitative survey was used to organize the qualitative interviews. This
project finds areas to address in the student support services functions and recommendations for
best practices in providing student services to Veteran students in the higher education setting
that will support Veteran student success. Specifically, understanding how to recognize unique
challenges of Veteran students and providing the appropriate referral process is important. The
student support staff in the study are motivated and value work with Veteran students. Support
from the university on goals, culture, and core values is indicated.
Keywords: Veteran student; retention; student services; GI Bill; higher education
VETERAN STUDENT SUCCESS
10
Introduction to the Problem of Practice
Low graduation rates of Veteran student populations at post-secondary institutions is
concerning. The Student Veterans of America Association, a national not-for-profit student-led
organization, recently implemented a study entitled “The Million Records Project” to report
outcomes of Veteran students enrolled in post-secondary education. The report found that only
51.7% of Veteran students enrolled in post-secondary education using the Montgomery and Post-
9/11 Veterans Educational Assistance Act benefits earned a post-secondary degree or certificate
(Cate, 2014). The Montgomery and Post-9/11 Veterans Educational Assistance Act (GI Bill) is a
benefit offered by The United States Department of Veterans Affairs (VA, 2016) to honorably
discharged Veterans to fund post-secondary education. Over 790,000 Veterans used education
benefits during the 2016 fiscal year equating to $11.5 billion federal expenditures for the year
alone (VA, 2016). According to Norman et al. (2015), achieving an academic goal by
completing a degree is a positive life benefit for Veterans. The massive federal expenditure
coupled with the desire to provide a meaningful life after service warrants a review of the
challenges Veterans experience when earning a degree.
Importance of Addressing the Problem
Graduation and retention rates are an issue of national concern for institutions of higher
education. The federal government has increased focus on graduation rates by linking expected
outcomes to funding. The Post-9/11 Veterans Educational Assistance Act of 2008 expanded
educational benefits for Veterans serving since September 11, 2001. Veteran education
entitlement funding is beneficial to military Veterans, institutions of higher education, and
society. Completion of a degree program provides Veterans with employment options resulting
in increased socio-economic status, better overall psychological and physical well-being, and
participation in community life (Resnick & Rosenheck, 2008; Teachman, 2007).
VETERAN STUDENT SUCCESS
11
The evidence highlights different challenges for Veteran students in comparison to the
remainder of the student population. Psychological symptoms including combat-related trauma
top the list of health-related challenges (Barry, Whiteman, & MacDermid Wadsworth, 2014;
Grossbard et al., 2014; Norman et al., 2015). Veteran students also experience social challenges
with other students and faculty (Barry et al., 2014; Elliott, Gonzalez, & Larsen, 2011; Hassan,
Jackson, Lindsay, McCabe, & Sanders, 2010; Kirchner, 2015). Financial challenges, including
difficulty with processing benefits, further complicate student success (Elliott et al., 2011;
Norman et al., 2015; Vacchi, 2012).
This problem is important to address because the number of Veterans enrolling in higher
education is increasing due to unemployment caused by the downsizing of the military and
generous Montgomery and Post-9/11 Veterans Educational Assistance Act (Vacchi, 2012). It is
also important to ensure that limited governmental funds are being utilized to maximum
effectiveness (Norman et al., 2015). Institutions of higher education must be prepared to address
these unique challenges to ensure academic success, social integration, and degree completion.
Purpose of the Project and Questions
The purpose of this project was to conduct a gap analysis to examine the root causes of
low Veteran student graduation rates. The analysis began by generating a list of possible or
assumed interfering influences that was examined systematically in order to focus on actual or
validated interfering influences. While a complete gap analysis would focus on all stakeholders,
for practical purposes the higher education student support staff was the focus of this
analysis. Gathering this data from student support staff can help universities understand the
unique needs of Veteran students and how to effectively support Veteran students to improve
graduation rates.
As such, the questions that guide this study are the following:
VETERAN STUDENT SUCCESS
12
1. What are the knowledge, motivation, and organizational elements related to providing
effective Veteran student support that will enable degree completion?
2. What are the recommendations for the higher education community in the areas of
knowledge, motivation, and organizational resources to improve Veteran student
support?
Stakeholder Group of Focus
Although a complete analysis of Veteran student retention would involve all stakeholder
groups, this study will focus on one stakeholder group for practical purposes. The student
support staff were chosen due to the importance of their role in accomplishing goals related to
Veteran students. Student support services outside the classroom have an impact on the student’s
ability to persist to graduation (Tinto, 2006). Student support staff include offices such as student
accounts, financial aid, registration, student success, and student academic support.
Review of the Literature
This literature review examines the root causes of gaps in Veteran students’ ability to
successfully complete an undergraduate degree. The review begins with general research on the
history of Veteran students in higher education, including a review of the importance of
successful completion. This is followed by a review of non-traditional students in higher
education. Next, a review of current research related to the unique barriers or challenges for
Veteran students to obtain a degree is considered. The review concludes by detailing the
knowledge, motivation, and organizational influences for the student support staff regarding
retention of Veteran students.
Veteran Student Success
Degree completion positively impacts the ability of Veterans to reintegrate into society
and to gain meaningful employment (Norman et al. 2015; Teachman, 2007). Employment
VETERAN STUDENT SUCCESS
13
provides Veterans with a sense of belonging to the community, as well as feelings of physical
and psychological well-being (Resnick & Rosenheck, 2008). Due to generous federal Veteran
education benefits and downsizing of the military, Veteran students comprise a portion of the
non-traditional student population currently attending institutions of higher education (Norman et
al., 2015; Vacchi, 2012). Tinto’s (1973) seminal work on student attrition in higher education
provides the groundwork for institutions to address retention that now must be expanded from
the traditional student focus of Tinto’s study. Veteran students may experience unique
challenges including distinctive health-related challenges due to combat-related psychological
trauma, experience social challenges, and have financial struggles caused by difficulty in
processing Veteran educational benefits (Barry et al., 2014; Grossbard et al., 2014; Norman et
al., 2015). Higher education institutions have the opportunity and obligation to provide the
appropriate support services that enable Veteran student populations to address and overcome
these unique challenges. The next section reviews the historical context of institutions of higher
education and the military.
History of Veteran Students in Higher Education
In the United States, the relationship between the military and higher education began in
earnest with the Morrill Act of 1862. The Morrill Act supported America’s strong commitment
to the military by requiring colleges that benefited from the sale of federal lands to educate
military. The Student Army Training Corps was established during World War One to keep
active status military officers ready to send to battle. The National Defense Act of 1916 created
the first Reserve Officer Training Corp (ROTC) at Norwich University (Abrams, 1989; Arminio,
Grabosky, & Lang, 2015).
The Servicemen’s Readjustment Act of 1944, commonly known as the GI Bill, provided
the first monetary benefits for Veteran service members to assimilate into civilian life. President
VETERAN STUDENT SUCCESS
14
Franklin D. Roosevelt ensured the GI Bill offered tuition for high school, technical school or
college and covered unemployment compensation, low rate mortgages, and low rate business
loans. The GI Bill is considered a political success in comparison to benefits offered to the
World War One Veterans (Arminio et al., 2015; VA, 2016). In 1945, Harvard University began
to recruit war Veterans, which signaled other universities to do the same. One provision of the
act created the ability for states to determine where Veterans could use the GI Bill funding
(Hamrick & Rumann, 2013). By 1947, the peak year of the GI Bill, Veterans accounted for 49%
of college enrollment (VA, 2016).
In 1984, the GI Bill was overhauled by former Mississippi Congressman Gillespie V.
Montgomery coining the nomenclature utilized today of the Montgomery GI Bill. This new
version of the GI Bill ensured the legacy of the original GI Bill by providing home loans and
education programing for the latest combat Veterans (VA, 2016). In 2008, the GI Bill was
updated once again to expand educational benefits for Veterans serving since September 11,
2001. The Post-9/11 Veterans Educational Assistance Act of 2008 expanded educational
benefits for Veterans to provide tuition, housing and book allowances.
Veterans want and deserve a meaningful life after service, including a significant
profession. For many, attaining a higher education degree is the answer. According to Carneval,
Jayasundera, and Gulish (2016), jobs have shifted to high-skill occupations primarily requiring
college degrees as evidenced by 75% of jobs created since the Great Recession going to
employees with a bachelor’s degree. Degree completion is a significant developmental
milestone that creates better economic opportunities, higher self-esteem and better psychological
well-being (Norman et al., 2015). The next section reviews information on non-traditional
students.
VETERAN STUDENT SUCCESS
15
Non-Traditional Students in Higher Education
Bean and Metzner’s (1985) seminal work began the discussion on non-traditional student
enrollment. They found more non-traditional students in higher education due to institutional,
political, economic and social factors, and these numbers continue to increase. The National
Center for Education Statistics (NCES) defines a non-traditional student as having one or more
of the following characteristics: delayed enrollment, part-time attendance, financial
independence, working full-time while enrolled, dependents other than spouse, single parent, and
General Education Development diploma (GED) instead of traditional high-school completion.
The NCES (2016) reported that one-third of fall 2015 undergraduate student enrollment
consisted of individuals 25 years and older, and nearly 50% of all part-time undergraduates were
25 and older. The format of adult programs varies across institutions of higher education.
Ruffalo Noel Levitz (2015) conducted a 72-item web-based poll with a sample of 200
institutions of higher education focused on non-traditional student marketing and recruitment
practices. Participants were asked about the format of adult programs offered at each institution,
83.3% reported offering online classes, 69% reported offering evening classes, and 59.5%
reported offering mixed modalities. Veteran students share characteristics with other non-
traditional students yet also exhibit unique challenges.
Unique Challenges for Veteran Students
Veterans attending higher education institutions may exhibit unique challenges to
complicate degree completion that other non-traditional students do not. The evidence highlights
these unique challenges. This section reviews the health concerns, social and cultural concerns,
and financial strains related to Veteran students.
Health concerns. Veteran students may exhibit unique health concerns that may
negatively impact degree completion including mental health issues. According to Widome,
VETERAN STUDENT SUCCESS
16
Laska, Gulden, Fu, and Lust (2011), Veteran students are more likely to exhibit risky health-
related behavior patterns and participate in substance abuse. Alcohol-related risk behaviors and
tobacco use are more prevalent in Veteran student populations than non-Veteran students (Barry,
Whiteman, & Wadsworth, 2012; Barry & Wadsworth, 2014; Grossbard et al., 2014; Widome et
al., 2011). The Department of Defense reported that in 2005, one-third of the military smoked
tobacco and 800,000 had substance abuse issues (Widome et al., 2011). These risk factors are
carried over to institutions with Veteran students, including high-risk alcohol drinking (Barry et
al., 2012). In Grossbard et al.’s (2014) study of Veteran students attending higher education,
they found that high-risk drinking is directly related to challenging academic issues. Grossbard
et al. (2014) also found that 40% of Veteran students responding to a survey at one institution
were diagnosed with Post-Traumatic Stress Disorder (PTSD). PTSD is the most commonly
diagnosed mental health issue among student Veterans, with depression in second place (Barry et
al., 2012; Grossbard et al., 2014; Norman et al., 2015). Often, Veteran students will not openly
identify these health challenges to the institution (Vacchi, 2012). These complex health-related
challenges have an impact on Veteran students’ transition to civilian life and are sometimes
linked to social challenges Veteran students may exhibit.
Social and cultural concerns. Social interactions with staff, students and faculty are often
challenging and may create academic performance issues while the Veteran student is learning to
function in an environment that is less structured than military life (Barry et al., 2014). Veteran
students may face challenges when creating academic and personal schedules (Elliott et al.,
2011). Veteran students may not feel comfortable or are not included in collegiate social outlets
like fraternities and student organizations (Barry et al., 2014; Elliott et al., 2011). These social
challenges create educational adjustment difficulties that negatively impact Veteran students’
VETERAN STUDENT SUCCESS
17
educational environment (Barry et al., 2014). The additional financial strains many Veteran
students experience may compound these social challenges.
Financial strains. Financial strains are common among all student populations; however,
Veteran students have the added difficulty of navigating the bureaucracy of the Federal Veteran
Education Benefits process. The difficulty of the application process is time-consuming and
confusing (Norman et al., 2015; Vacchi, 2012). Once the benefit is approved, the government’s
disbursement policy may not be on the same timeline of payments as the university (Elliott et al.,
2011). Many universities may charge late payment fees or place holds on student registration
due to these issues (Vacchi, 2012). Housing benefits are not awarded during scheduled between-
semester breaks, creating budgetary issues for items such as rent and utility payments. The GI
Bill benefit was created to assist Veterans in pursuing an academic credential after service, yet
the bureaucracy of the process causes undue stress for many (Norman et al., 2015). Financial
issues, coupled with social and health issues, are unique challenges for Veteran students.
Student support staff must understand these challenges and provide services that will support
Veteran students.
Knowledge, Motivation, and Organizational Influences
Veteran students face unique challenges in adjusting to and persisting in higher education
(Barry et al., 2014; Kirchner, 2015). Student support staff must understand these challenges and
identify the appropriate student services needed to increase retention. This portion of the
literature review focuses on the knowledge, motivational and organizational related influences
that are pertinent to the student support staff in obtaining this retention goal. Clark and Estes’
(2008) gap analysis, a systematic, analytical method that helps to clarify organizational goals and
identify the gap between the actual performance level and the preferred performance level within
an organization will be utilized to identify any perceived gaps in the knowledge, motivational
VETERAN STUDENT SUCCESS
18
and organizational influences surrounding Veteran student success. These findings will provide
student support staff with data to indicate what is needed to become more effective.
Knowledge Influences
Student support staff needs specialized knowledge and skills to provide the appropriate
services for Veteran students. This section is broken down into subsections on the different
types of knowledge, how Veterans can best be supported in their educational challenges, and
how student support staff can identify their own potential stereotypes and biases of Veteran
students. Clark and Estes (2008) explained the importance of knowledge and skill enhancement
to accomplish the challenges of performance goals, particularly when new problem solving is
required. Identification of the types of knowledge needed is important for the student support
services team. Krathwohl (2002) identified four knowledge categories in his revision of Blooms’
Taxonomy: factual, conceptual, procedural, and metacognitive knowledge. The first dimension
of knowledge is factual knowledge, which is a basic knowledge of specific disciplines such as
terminology or details needed to perform the task (Krathwohl, 2002; Rueda, 2011). For
example, student support staff must understand basic terminology for specific areas of expertise.
In order to assist Veteran students, financial aid advisors need to understand the specialized
terminology associated with the current GI bill which is not common knowledge among most
university students.
The second dimension is the conceptual knowledge that utilizes correlations between the
factual knowledge to determine theories, models, classifications, and principles (Krathwohl,
2002; Rueda, 2011). Understanding factual knowledge and conceptual knowledge enables the
student support staff to create policy and procedures for the Veteran student population. An
example could be creating a unique payment due date policy for Veteran students to account for
the disbursement dates of Veteran education benefits. Often, the GI Bill disbursement date may
VETERAN STUDENT SUCCESS
19
be after the published tuition payment due date for the university. Knowing how to do
something or the process in which to accomplish the task is procedural knowledge (Krathwohl,
2002; Rueda, 2011). Student support staff completes numerous procedural tasks for Veteran
students. One procedural example of student support services is the process to apply for and
request the GI Bill benefits.
The final category is metacognitive knowledge or the ability to think about thinking
(Baker, 2006). Metacognition includes self-knowledge or the ability to understand when and
how to tackle a task (Baker, 2006; Krathwohl, 2002; Rueda, 2011). Student support staff
provides services to the entire student population and should understand the unique needs of
Veteran students to appropriately apply processes and policies to assist Veteran students.
Support for Veteran student challenges. The student support staff needs to know the
unique challenges Veteran students’ exhibit and the reasons Veteran students drop out of the
university; this is factual knowledge. Staff knowing how to effectively support the challenges
Veteran students face is exhibited as conceptual knowledge. Factual knowledge of how to
identify the challenges and the procedural knowledge of how to service these challenges are
necessary for student support staff to have a positive impact on the retention of Veteran students.
National level assistance for transitioning Veterans does not exist; therefore, universities must
provide the appropriate student support (Elliott, et al., 2011).
Identification of staff stereotypes and bias concerning Veteran students. The student
support staff needs to understand how to reflect on their own stereotypes and bias concerning the
Veteran student population. This influence is metacognitive because of the need for the ability to
understand when and how to tackle a task (Baker, 2006; Krathwohl, 2002; Rueda, 2011).
Student support staff may have a bias or may have created an unfavorable stereotype toward
Veteran students due to a disagreement with the military involvement in the current conflict
VETERAN STUDENT SUCCESS
20
(Hassan, et al., 2010). These stereotypes and bias interfere with the Veteran’s reintegration into
society by complicating social interaction in an academic institution (Barry et al., 2014;
Kirchner, 2015). Many institutions do not provide policies or training to address the bias toward
former or active military (Barry et al., 2014). The metacognitive dimension of learning includes
the understanding one has about oneself as a learner (Baker, 2006). Investigating the potential of
bias and stereotypes will allow the student support staff to understand how these preconceived
ideas are impacting the level of service provided to Veteran students.
Motivation Influences
Motivation is the second construct in the performance evaluation model according to
Clark and Estes (2008). Rueda (2011) explained that an understanding of motivational
influences helps to improve the performance problem. In this case, understanding how
motivational influences contribute to Veteran student attrition will help to identify issues that
need to be addressed to improve the performance problem. Motivation is the belief one has
concerning the personal ability to learn and achieve goal-directed behavior and provides the
momentum and persistence to perform the task (Clark & Estes, 2008; Mayer, 2011; Rueda,
2011). Active choice, persistence, and effort are three key indicators of motivation (Clark &
Estes, 2008; Rueda, 2011). An adequate amount of mental effort is needed to identify unique
challenges Veteran students exhibit, especially considering these may be new concepts to the
student support staff team. The remainder of this section will focus on the motivation-related
influences of expectancy-value theory and self-efficacy theory, and how they relate to student
support staff and achieving the stakeholder goals.
Student support staff and expectancy-value theory. The student support staff needs to
see the value in providing appropriate support services to Veteran students, which is the first
motivational influence for this study. The expectancy-value theoretical model links achievement
VETERAN STUDENT SUCCESS
21
to persistence and value (Eccles, 2006; Pintrich, 2003). Better performance and motivation
occur when an individual has both the confidence in one’s ability to perform the task in addition
to the desire to execute the task (Wigfield, Eccles, Schiefele, Roeser, & Davis-Kean, 2006).
Student support staff must understand the unique challenges of Veteran students. They must also
understand the value in exerting the effort to learn about these challenges and create services to
meet these needs (Barry et al., 2014; Kirchner, 2015). Veteran students report a feeling of
isolation, creating apprehension to reach out to university services (Grossbard et al., 2014).
According to Tinto (2006), student retention is positively influenced by the environment and
interaction with student support staff, faculty, and other students. Understanding the unique
challenges of Veteran students and the importance of the environment must guide the student
support staff. Institutions must identify actions to increase retention and then fully implement
them to have a positive impact on student retention (Tinto, 2006). Student support staff must be
motivated to find the value of creating appropriate action plans. Often, institutions do not place
proper incentives to create the needed motivation and value for student support staff (Tinto,
2006). Student support staff that believe they have control over decision processes surrounding
services are more likely to perform at a higher level (Pintrich, 2003).
Student support staff and self-efficacy theory. The second motivational influence for
this study is that student support staff should have positive self-efficacy to provide appropriate
student support to Veteran students. Bandura (1997) described self-efficacy theory as the core of
social cognitive theory. Human motivation is grounded in the beliefs or self-perceptions
individuals hold concerning their ability to learn or perform (Bandura, 1997). Self-perceptions
influence every aspect of an individual’s life and are critical to self-regulatory practices (Pajares,
2006). Self-perceptions influence an individual’s ability to think strategically or pessimistically,
guide the goals set for oneself, and dictate the effort an individual will place on a task (Bandura,
VETERAN STUDENT SUCCESS
22
2000). Group goals can be accomplished by aggregating individual member’s self-perceptions
of capabilities (Bandura, 2000; Pajares, 2006). Team members must have confidence in other
team member’s abilities and skills. Additionally, each individual team member must be certain
in the ability of the entire team to collaborate in goal accomplishment (Bandura, 1997).
Norman et al. (2015) indicated that Veteran students are a unique subpopulation that
benefit from special services. The variety of services needed is diverse and must be flexible.
Four-year private schools were less likely to be engaged in planning for Veteran students
according to a study conducted by the Association for the Study of Higher Education (DiRamio
& Jarvis, 2011). Lack of strategic planning to provide programs and services for Veteran
students has a negative impact on the increasing demand for former military to attend university.
Student support staff needs a high level of personal confidence to achieve the stated goals.
Execution of the goal requires the appropriate type of knowledge and skill enhancement, which
requires the appropriate education and training (Clark & Estes, 2008). Education allows student
support staff to acquire the current research-based knowledge to help handle new or unexpected
challenges (Clark & Estes, 2008). Training student support staff how to provide the appropriate
services supports education. Training provides demonstration, practice, and corrective feedback
on newly designed processes or policies (Clark & Estes, 2008). Employees work harder when
the goal is to perform well or master the task (Mayer, 2011).
Organizational Influences
Organizational influences including work processes, material resources, and
organizational culture are the final consideration in the evaluation of performance gaps according
to Clark & Estes’ (2008) analytical framework. Without organizational support, team members
that exhibit appropriate knowledge, skills and motivation will still not meet performance
objectives without the required material resources, well-defined processes and appropriate
VETERAN STUDENT SUCCESS
23
organizational culture. Tinto’s (2006) seminal work on retention in higher education indicates
that higher education institutions must identify areas needing improvement, create services
needed, and implement new processes identified to improve retention. These areas comprise the
organizational influences of this study.
Organizational factors directly influence organizational outcomes (Rueda, 2011). Team
members need appropriate technology, equipment, and other material resources to achieve goals
(Clark & Estes, 2008). Performance goals are achieved by specialized knowledge, skills, and
materials, which are utilized to create appropriate processes (Clark & Estes, 2008). Collecting
views of team members in the organization concerning the policies, processes, or resource levels
will help to identify gaps in organizational influences that may be impeding the performance
goal (Clark & Estes, 2008). Barriers to these processes must be discovered and corrected.
Organizations must provide material resources that support performance goals (Clark & Estes,
2008). The appropriate material resources ensure processes can be executed correctly.
Organizational culture is a shared conceptualization of certain values and norms within
an organization that provides stability, consistency, and meaning (Rueda, 2011; Schein, 2010).
Schein (2010) identified three levels of culture. Visible processes, behaviors, and visible
structures of the organization create the first level of culture called artifacts (Schein, 2010).
Espoused beliefs and values comprise the second level of culture, including the ideologies that
guide the group’s actions (Schein, 2010). Finally, taken-for-granted underlying beliefs and
values determine behavior and perception (Schein, 2010). These three levels of culture are
interdependent. Culture may not be transparent and can be automated (Rueda, 2011). The
remainder of this section will focus on work process, material resources, and organizational
culture.
VETERAN STUDENT SUCCESS
24
Work process and material resources. Cultural settings are visible aspects of performing
policies and processes within the organization (Rueda, 2011). Student support staff needs to
receive appropriate material resources and receive direction on performance goals to successfully
provide appropriate student support. These cultural settings contribute to execution of
performance goals (Rueda, 2011). Research indicates institutions are not prepared to properly
support the unique challenges of Veteran students (Barry et al., 2014). Solutions must be created
to address these challenges (Elliott et al., 2011; Grossbard et al., 2014). Inefficient work
processes and material resources will impede performance in a team (Clark & Estes, 2008).
Organizations must provide appropriate performance goals including adequately described work
processes to ensure performance goal attainment (Clark & Estes, 2008).
Organizational culture. Cultural models are shared understandings among a group that
shapes the organizational structure including core values, processes, and policies (Rueda, 2011).
This study will focus on two cultural model influences. Student support staff needs to embrace
the culture of student service. Patterns develop from shared assumptions within an organization
that is learned over time and proven to be successful (Clark & Estes, 2008; Schein, 2010). These
cultural norms create the correct way to think, perceive, and feel and are often taken for granted
(Schein, 2010). Organizational culture is implanted in the values of the team members, groups,
and the environment (Clark & Estes, 2008; Schneider, Breif, & Guzzo, 1996). Core values,
goals, emotions, and learned processes are part of culture (Clark & Estes, 2008). Performance
problems will exist if performance goals and processes conflict with organizational culture. A
study conducted by DiRamio and Jarvis (2011) concluded that four-year private schools are not
engaging in strategic planning surrounding the services Veteran students need. Thirty-two
percent of the private four-year schools in the study indicated a plan to increase Veteran services
and only 19 percent indicated a plan to increase staffing in the student service area. Without
VETERAN STUDENT SUCCESS
25
appropriate planning, an institution will not be prepared to meet unique needs of the Veteran
student population (Barry et al., 2014).
Table 1 shows the global goal, along with the identified knowledge, motivational and
organizational influences for this problem of practice.
Table 1
Knowledge, Motivation, and Organizational Influences
Stakeholder/Global Goal
Increase the success rate of Veteran students attending higher education institutions.
Assumed Knowledge Influence Knowledge Influence Assessment
Declarative Factual - Staff needs to know
the unique challenges Veteran students
exhibit.
Using interviews or surveys to ask staff to
list the unique challenges Veteran students
exhibit.
Declarative Factual – Staff needs to
know why the Veteran students drop out
of the university.
Using interviews or surveys to ask staff to
list the reasons students drop out of the
university.
Procedural - Staff needs to know how to
effectively support the challenges
Veteran students exhibit.
Using interviews or surveys to ask staff to
identify the appropriate support services
for Veteran students.
Metacognitive - Staff needs to
understand how to reflect on their own
stereotypes and biases concerning the
Veteran student population.
Using interviews or surveys to ask staff to
reflect on what stereotypes or biases may
exist and how that impacts Veteran student
service.
Assumed Motivation Influences Motivational Influence Assessment
Value – Support staff needs to see the
utility value in providing the appropriate
support services to Veteran students.
Using interviews or surveys to ask staff
about the importance of ensuring the
appropriate support services are provided
to Veteran students.
Self-Efficacy – Student support staff
should have positive self-efficacy to
provide the appropriate student support
to Veteran students.
Using survey and interview questions to
ask staff about the willingness to learn
about the unique challenges Veteran
students’ exhibit to provide the best service
possible.
Assumed Organizational Influences Organizational Influence Assessment
Cultural Setting Influence: Student
support staff needs to receive the
appropriate material resources to
successfully provide the appropriate
student support.
Using a survey and interview questions ask
staff the degree to which they feel
adequate material resources are provided.
VETERAN STUDENT SUCCESS
26
Cultural Setting Influence: Student
support staff needs to receive direction
on performance goals from the
university.
Using interview and survey to ask staff to
list performance goals that relate to
Veteran students.
Cultural Model Influence: Student
support staff needs to embrace the
culture of student service.
Using interview and survey to ask staff to
list performance goals that relate to
Veteran students.
VETERAN STUDENT SUCCESS
27
Conceptual Framework
The conceptual framework is a graphic representation of the plan for this research
project. The model identifies the key factors of the study plan and the relationships among them
(Maxwell, 2013). Figure 1 below depicts the conceptual framework for this study. The blue
circle represents higher education institutions and includes the organizational influences of
resources, performance goals, and customer service culture. Within the organization of higher
education, a green circle represents the student support staff. The student support staff work
within the university and need knowledge and motivation to accomplish the goal. The
knowledge influences considered in this study are factual, procedural, and metacognitive. The
motivation influences listed in the green circle include value and self-efficacy. The student
support staff circle embedded within the blue higher education circle represents the organizations
influences on the student support staff. Organizational influences are an important part of goal
accomplishment. The orange box is the global goal for this study. The red arrow indicates how
the organization, knowledge and motivation influences will be considered to accomplish the
goal.
Figure 1. Conceptual Framework
Higher Education
Resources, Performance Goals,
Customer Service Culture
Student Support Staff
Knowledge: Factual, Procedural, Metacognitive
Motivation: Value, Self-Efficacy
Increase student success rate of
Veteran students attending
higher education institutions.
VETERAN STUDENT SUCCESS
28
Data Collection and Instrumentation
This study utilized explanatory mixed-methods design. Creswell (2014) explained the
process of explanatory sequential mixed-method design as beginning with quantitative research
followed by qualitative research. Potential bias and weakness in data collection can be mitigated
to some extent with the use of a mixed-method approach. The project was conducted in two
phases, allowing the quantitative research to inform and guide the areas of focus for the
qualitative interview data collection.
The rationale for selecting an explanatory mixed-methods approach is to allow for a deep
understanding of any knowledge, motivation, and organizational influences that may impact
Veteran students’ ability to persist to graduation. Specifically, the quantitative survey focused
on an understanding of current practices to identify areas of success and potential improvement
items. The interviews followed the survey to create a deeper understanding of the survey results.
The interview process also found possible recommendations for improvement from area experts.
Lastly, a careful document review of internal student drop out reports, and Veteran student
website information was conducted.
Surveys
The survey was conducted electronically utilizing Qualtrics online survey solution. The
participants in this study consisted of student support staff at a not-for-profit private university.
The survey was delivered via email to 400 student support staff employed at the university. To
be eligible to take the survey, participants must work in areas providing student support services
to Veteran students currently enrolled or seeking enrollment. The first question verified the
respondent did work with Veteran students. A total of 150 student support staff participated in
the survey. The surveys with less than 50% completion were eliminated to result in 135 viable
surveys included in the sample.
VETERAN STUDENT SUCCESS
29
Survey participants work full time at the university. The average number of years with
the university was five, with the minimum of one year employed, and the maximum of 35 years
employed. Employees with 11 to 35 years’ experience comprise 19% of the sample, six to 10
years’ experience is 17% of the sample and the employees with one to five years’ experience are
64% of the sample. The range is wide with various experience levels from newly hired
employees to experienced employees. The results data did not contain any additional identifiable
information to maintain confidentially of the participants.
The survey was twelve Likert-scale items constructed to determine knowledge,
motivation, and organizational factors. The survey instrument in Appendix A was used for all
participants. The survey was conducted within a three-week timeframe to ensure the census
sample remained constant. Survey questions focused on knowledge, motivation, and
organizational functions for the student support staff, specifically focusing on the Veteran
student population.
Interviews
The conclusion of the survey provided a link to a separate electronic survey that
requested volunteers for participation in a follow-up interview. Volunteers were asked to
provide name and the preferred contact information. A total of 63 student support staff
volunteered for the interview process. Due to time constraints of this project, 10 student support
staff were randomly selected from the population. These student support staff were contacted
individually via the provided contact information to schedule a convenient time for the phone
interview that was recorded and then transcribed. All participants completed the interview
process as scheduled. Demographic information was not gathered for the participants because of
the confidentiality agreement with the study site and the participants.
VETERAN STUDENT SUCCESS
30
Semi-structured interviews consist of predetermined, open-ended questions that are
placed on an interview guide (Merriam & Tisdell, 2016). The guide included 12 basic inquiry
questions to ensure the research questions were addressed and also allowed for probing questions
to further clarify or discover new data Semi-structured interviews provide rich data by allowing
the freedom to build the conversation with each participant by asking probing questions (Patton,
2002).
Document Analysis
Documents utilized in a qualitative study include material that is relevant to the study in a
written or visual form and artifacts are objects located in the setting utilized for meaningful
communication to participants (Merriam & Tisdell, 2016). The information for Veteran
students available on the website was reviewed to understand the organizational influences on
the Veteran student’s ability to persist. Internal survey data from Veteran students who have
dropped out of the university was reviewed to understand the students’ viewpoint.
Results and Findings
This section reports the results of the survey, the findings of the interviews, and the
findings of the document analysis. Clark and Estes (2008) gap analysis analytical framework for
performance solutions is focused on three critical factors: knowledge, motivation, and
organizational support. The following results and findings are in response to research question
1: What are the knowledge, motivational, and organizational elements related to providing
effective Veteran student support that will enable degree completion? Understanding the
knowledge, motivation, and organizational factors for the student support staff concerning
Veteran student success will have a positive impact on Veteran student retention and graduation.
VETERAN STUDENT SUCCESS
31
Knowledge
Factual and procedural knowledge are needed to provide student support services to
Veteran students. The basic knowledge of specific disciplines or details is factual knowledge
(Krathwohl, 2002; Rueda, 2011). According to Rueda (2011), procedural knowledge is knowing
how to do something or the process to accomplish a task. The survey included questions
concerning the student support staff declarative factual and procedural knowledge. The
interview process focused on questions surrounding how student support staff interact with
Veteran students. The questions sought to determine the process for discovering the student is a
Veteran, commonalities among Veteran students, questions Veteran students may ask, reasons
for withdrawal, and problems Veteran students express when seeking services. A document
analysis was conducted as part of the qualitative research for this study. The document review
was used to examine the students’ perspective on the knowledge factors surrounding the reasons
Veteran students’ state for withdrawal from the university. Documents reviewed included
information provided to Veteran students on the study site’s web page and reports of research
concerning Veteran students conducted by the university.
Declarative knowledge about Veteran student withdrawal. Participants were asked to
indicate all the reasons Veteran students drop out of the university from a list of five options.
The sixth option allowed an open field for the participants to write in responses. The five
reasons listed are supported by the literature review presented earlier in this document and the
researcher’s personal experience. Respondents could select as many options as needed and all
respondents selected at least one of the options. As shown in Table 2, results show the most
common response (24%) was no longer being eligible for the GI Bill. One respondent also
further explained that Veteran students who expend all the GI Bill allotment are many times not
willing to secure student loans to complete the program. The second most common reason is
VETERAN STUDENT SUCCESS
32
personal problems with family commitments reported by 17% of the sample. Respondents also
wrote other reasons connected to this category including work-life-school balance, new job, and
medical issues. According to Elliott et al., (2011), Norman et al., (2015), and Vacchi, (2012)
financial strains are a concern for Veteran students due to application bureaucracy, benefit
payment timelines, and institutional payment policies. This research indicates a newly identified
financial struggle for Veteran students who are losing the GI Bill eligibility prior to degree
completion.
Table 2
Survey Results for the Reasons Veteran Students Drop Out
Reason Percent Responded Frequency
Lost GI Bill eligibility 24% 85
Personal problems 20% 69
Family commitments 17% 60
Academic suspension 15% 52
Past due balance 11% 40
Social concerns 2% 7
*Work/life balance <1% 2
*New job <1% 2
*Medical issues <1% 1
Note: * denotes write-in responses
Interview participants were questioned on the reasons Veteran students withdraw from
the university to follow up on the survey question of the same topic. All ten participants indicted
the most common reason for withdrawal is the GI bill benefit issues. One participant described
the concern about withdrawal by reporting “the number one reason…is they run out of benefits.”
He went on to indicate:
VETERAN STUDENT SUCCESS
33
I do my best to protect them from getting to the point to where they have to be suspended
or put on probation or they have a personal situation that causes them not to be able to
attend classes…that’s when I start asking questions… is it a lack of support, is it not
having enough time to put forth the effort?
Personal issues with family commitments or job responsibilities were mentioned by nine
of the ten participants during the interview process. One student support staff member indicated
how difficult it is to determine if a student is suffering from personal issues if the student is not
willing to share the information. His approach follows:
I just know that there is something that is causing them not to be able to be focused on
their classes. I try to resolve that (focus) issue rather than their personal issue…I give an
alternative (location) to student to be able to get the quiet time needed…They (the
students) don’t like to say that they can’t do the work.
The university conducted a survey directed to Veteran students who had withdrawn from
the university within a specific timeframe. The results from the survey were reviewed as part of
the document analysis for this study. The report indicates 55% of Veteran students cite personal
reasons as the primary reason for withdrawing from the university. Followed by 50% for
academic reasons and 26% for financial reasons. Among those that cite personal reasons, over a
third say that either family or work make it impossible to continue. Students who mention
academic reasons are typically either not doing well academically or express dissatisfaction with
classes. Almost half of the Veteran students who indicated financial reasons is due to the GI Bill
funding running out.
Student support staff reported the top reason for Veteran students to drop out was the GI
Bill funding running out. Yet, the students report personal reasons as the top issue for dropping
out. This represents a gap in the knowledge of the student support staff. Personal reasons were
VETERAN STUDENT SUCCESS
34
listed in Table 2 and mentioned in the interviews. However, the student support staff data clearly
represents losing the GI Bill funding as the top reason Veteran students drop out. Student
support staff are more likely to know if the issue is the GI Bill funding since the staff are
involved in requesting the funds. Students may not be vocal about personal problems.
Declarative knowledge about the unique challenges of Veteran students. Student
support staff members were asked if Veteran students face particular challenges when attending
higher education. Table 3 provides a visual of the responses to this question. One respondent
chose to skip this question creating a 99% response rate. Combing positive responses results in
41% who either agree or strongly agree with the statement that Veteran students face particular
challenges when attending higher education compared to 28% who either disagree or strongly
disagree. Consistent with the findings of Barry, et al., (2014), Grossbard et al., (2014) and
Norman et al., (2015) Veteran students have unique challenges when attending higher education.
Table 3
Survey Results for the question Veteran Students Face Particular Challenges When Attending
University
Percent Responded Frequency
Strongly Agree 10% 13
Agree 31% 42
Neither Agree or Disagree 32% 43
Disagree 24% 32
Strongly Disagree 8% 5
The interview process also included a question to probe deeper into the unique challenges
Veteran students exhibit while attending university. Understanding the unique challenges is
VETERAN STUDENT SUCCESS
35
important factual knowledge for the student support staff member to provide the appropriate
support services. Veteran students face transitional challenges when attending university.
Transitioning from the highly structured environment of military service to a less structured
environment of the university is a challenge for Veteran students. Eight of the ten participants
indicated an awareness of unique challenges. One participant described the situation this way:
They’re learning what it is to be out of service and dealing with a family and it’s all new
because they have never been outside the service. So, now, they’re trying to go to school,
have a family, and be a civilian all at the same time.
A second participant echoed the same by indicating the Veteran students are “adjusting to
civilian life” and “they are just trying to figure out what to do with their life now.” He also
indicated that Veteran students “have been told what to do every day for the last 20 years and
now they are realizing they actually need to do it themselves.” A third participant indicated the
university is “trying to empower the students to ask questions” when the Veteran students have
been “just being told what to do.” He went on to indicate Veteran students “did not know that
they can ask questions or know that resources are available to help them succeed.”
The transitional challenges also manifest in social struggles in the academic setting. One
participant indicated that sometimes Veteran students “find it hard to connect with other students
in class” or “they don’t feel a part of class.” Another participant indicated that the class structure
may also prove challenging for Veteran students. A third participant indicated the importance of
supporting the Veteran students to “ensure they are ready for the academic challenge.”
Student support staff sometimes found it difficult to determine the underlying issue when
Veteran students are not willing to share. In fact, six of the ten participants reported this
difficulty. One participant indicated that Veteran students are “proud” and “don’t like to ask for
assistance.” Another participant mentioned that some Veteran students “will not ask for
VETERAN STUDENT SUCCESS
36
assistance with the VA paperwork” which causes payment issues when the GI Bill is not
processed correctly. Many times, this can lead to the student withdrawing from the university.
A third participant indicated that “they don’t like to say they can’t do the work” which can cause
academic issues when a student will not reach out for help. This finding agrees with previous
research conducted by Kirchner (2015) indicating that Veteran students are challenged to
reintegrate socially in daily life and navigate the shift to a less structured environment.
Declarative knowledge about awareness of student support services. Student support
staff were asked to rate awareness of student services available in other areas of the university.
Participants were asked about knowledge of additional resources available to Veteran students.
One respondent chose not to answer this question creating a 99% response rate. Most
respondents 59%, indicated they always know where to refer Veteran students needing additional
assistance beyond the scope of the respondents’ area of responsibility. In contrast, only 8% said
they are not at all aware of additional resources available at the university. Positive interaction
with faculty and student support staff is crucial to student retention (Elliott et al., 2011). If a
student needs to be referred to another office for services, it is important for each student support
staff member to know where to send the student for help. Table 4 provides a visual of the results
for the survey questions about the student support staff awareness of other services offered at the
university.
Table 4
Survey Results of Awareness of Other Services Offered at the University
Percent Responded Frequency
Not at all aware 8% 11
Slightly aware 13% 18
Somewhat aware 18% 24
VETERAN STUDENT SUCCESS
37
Moderately aware 35% 47
Extremely aware 25% 34
Document analysis protocol reviewed the study site’s web page for Active Military and
Veteran students. A link was found on the homepage with information available within one
click. The page contained information on academic program offerings including all programs
and locations each is offered. Financial information including Veteran benefits and scholarship
opportunities with direct contact information for the Veteran benefit office was provided in one
click. Additionally, a robust section on frequently asked questions containing information on
Veterans benefits. One of the frequently asked questions addresses how to apply for federal
financial aid to supplement Veterans benefits. The page also contained information and links to
outside agencies.
Procedural knowledge about how to determine a student is a Veteran. Participants
were asked if they had a process to identify a student as a Veteran with 85% responding that they
do have a process to identify Veteran students. The response rate for this question was 95% with
seven student support staff who did not respond. Student support staff must determine the
student is a Veteran to provide appropriate services. Often, Veteran students will not self-
identify when interacting with student support staff (Vacchi, 2012).
Interview questions probed deeper into the survey finding with eight of the ten
participants indicating a process for identification of Veteran students. Five of the student
support staff interviewed reported knowledge of Veteran status during onboarding. One
participant described the process:
VETERAN STUDENT SUCCESS
38
That’s one of the questions that we ask during our discovery, to find out a little bit more
about the student and to build rapport is to ask them…, have you ever served in the
military? That is one of the questions that I usually get out in the first five to ten minutes
of the conversation.
Another participant said, “If they don’t self-identify then I go through the checklist of what they
need to be a student.” Three other participants also mentioned the usage of a checklist in the
initial phone conversation with the student. The checklist was described as a tool to get to know
the student and understand factual items needed for onboarding. The checklist asks students
about plans to fund the degree which will normally result in the Veteran student mention of the
GI Bill benefit. Once the student is identified as a Veteran, notations are made in the student
information system for other offices to utilize. Early identification of Veteran status when
working with students is important to providing the services needed.
According to Norman et al. (2015), Veteran students will benefit from special services.
Veteran students have specific questions beyond other adult students requiring student support
staff to be flexible and well trained (Norman et al., 2015). Eight of the ten student support staff
interviewed reported Veteran students ask questions about the GI Bill application process,
payment schedule, funding limits, and housing allowance information. Students ask, “How do I
get all of my benefits?” and “Who is the person that will take care of it?” Another participant
indicated Veteran students want to know “how our classes are set up to ensure that they get their
full benefits.” A third participant indicated the Veteran students need “a lot of clarification of
that (GI Bill) process depending on which chapter they qualify for.” Two participants reported
students are concerned about time to completion of degree and the availability of funding to
finish. When speaking about a specific student, a participant shared:
VETERAN STUDENT SUCCESS
39
His primary concern was he knew he had x-amount of benefits available and he wanted
to make sure that he could complete his degree in a timeframe that would allow him to
maximize the use of government funding with completion as quickly as possible.
This finding is consistent with findings from an empirical study conducted by Norman et al.
(2015) indicating the need for specialized services provided in a flexible format that is friendly to
Veteran students.
The Veteran student survey document analysis also questioned students on the services
utilized while attending the university. Over half say they used academic advising at least once
and a little less than half indicated using financial aid advising and the services offered by the
Military Student Services Office. Over 80% of respondents agreed that all three offices are
performing their duties. Looking closer at the services offered, 88% of respondents agreed that
the university provided information concerning education benefits and 70% agreed that the
university provided information concerning financial options. The report indicated that 73% of
respondents said that academic advisors understood the unique struggles faced by Veteran
students.
Motivation
The survey included four questions addressing the motivation of the student support staff.
Motivation is the belief one has concerning the personal ability to learn and achieve goal-
directed behavior and provides the momentum and persistence to perform the task (Clark&
Estes, 2008; Mayer, 2011; Rueda, 2011). This survey focuses on the expectancy-value and self-
efficacy of the student support staff. The interview process included questions about the
participants work with Veteran students. Specifically, participants were asked to describe
personal attitudes surrounding servicing Veteran students. Additionally, questions about what
they liked most and least including any challenges were included.
VETERAN STUDENT SUCCESS
40
Expectancy-value for providing services. According to Pintrich (2003), value is linked
to persistence and achievement in task completion. The survey results indicated strong
motivation among the student support staff to provide the appropriate services to Veteran
students. This question had 100% response rate. Table 5 indicates that 99% of the participants
either agree or strongly agree that is it important to ensure Veteran students receive the
appropriate support services with 1% indicating a neutral response. Similarly, 98% of student
support staff either agree or strongly agree with a commitment to learning about the unique
challenges of Veteran students. One participant did not answer this question resulting in 99%
response rate.
Participants were asked about willingness to attend training and meetings when offered
by the university to learn more about how to service Veteran students. In fact, 55% say they
attend training and meetings compared to 4% who chose not to attend. Another 41% say that
training and meetings are not offered. All participants responded to this question. This result
will also be addressed in the organization section. These results indicate student support staff
found value in providing services to Veteran students that is contradictory to research found in
the literature review. Earlier research by Hassan et al. (2010), found that student support staff
may have a bias toward Veteran students which influenced the quality and level of service
provided Veteran students.
Table 5
Survey Results for Expectancy-Value
Strongly
Disagree
(Count)
Disagree
(Count)
Neither
Agree or
Disagree
(Count)
Agree
(Count)
Strongly
Agree
(Count)
It is important for me to
ensure Veteran students
0% 0% 1% 20% 79%
VETERAN STUDENT SUCCESS
41
receive the appropriate
support services.
(0) (0) (2) (27) (106)
I want to continue to
learn about the unique
challenges Veteran
students’ exhibit to
provide the best service
possible.
0%
(0)
0%
(0)
2%
(3)
29%
(39)
69%
(92)
Student support staff express a powerful desire and commitment to providing excellent
service to Veteran students. Better performance and motivation occur when a team member has
the desire to execute a task (Wigfield, Eccles, Schiefele, Roeser, & Davis-Kean, 2006). All the
student support staff that participated in the interview process found value in providing excellent
service to Veteran students. A common quote from multiple student support staff members was
“I love to work with Veteran students.” One participant indicated a preference to work with
Veteran students, “I’ve enjoyed working with them (Veteran students), given a choice, I would
prefer a Veteran.” A second participant said, “I love it (working with Veteran students), it’s a
challenge and opportunity at the same time.” A third participant stated:
I feel we do a good job serving them (Veteran students), they serve our country and we
need to support them as best we can even if that means having special resources for them
to help them achieve their degree and retain them, it is worth the investment.
When probing further, over half of the student support staff participants either served in
the military previously or reported a family connection to someone who has served or is serving
in the military. These relationships create a strong motivation for the student support staff to
provide excellent service. One participant described it this way “I have a soft spot for the
Veteran students because I served in the military.” Another indicated “I’ve been there, using
benefits, which makes it a labor of love for me.” One student support staff member who
previously served in the military voiced a “need” to support Veteran students. According to
VETERAN STUDENT SUCCESS
42
Tinto’s (2006) seminal work, student retention is positively impacted by interaction with staff,
faculty, and students. The commitment to provide excellent service creates a positive interaction
between support staff and student. Support staff motivation to provide excellent service to
Veteran students will positively impact Veteran student retention.
Self-efficacy for student support staff. Positive self-efficacy influences one’s effort
when completing a task (Bandura, 2000). The survey results indicate strong self-efficacy among
the group of participants on the first question. Table 6 shows that 50% of respondents indicate
the services provided to Veteran students are received positively followed by 40% saying they
often have a positive impact. The second question concerning conducting research also indicates
a positive self-efficacy with 85% of the student support staff interested in conducting research to
better service Veteran students. Table 9 shows that 11% always conduct research, 40% often
conduct research, 35% sometimes, and 28% rarely or never.
Table 6
Survey Results for Self-Efficacy
Never
(Count)
Rarely
(Count)
Sometimes
(Count)
Often
(Count)
Always
(Count)
My efforts in assisting Veteran
students have a positive
impact on student success.
1%
(1)
1%
(0)
8%
(11)
40%
(54)
50%
(67)
I conduct my own research to
learn more about Veteran
students.
15%
(20)
13%
(17)
35%
(47)
27%
(36)
11%
(15)
All student support staff interviewed reported confidence in the ability to support Veteran
students. One participant said, “I feel I need to provide them information whether they know to
ask for it or not…they are very proud but very needy.” Another participant said, “They come in
VETERAN STUDENT SUCCESS
43
with ‘I want to do this’ and we make it happen.” The participants who have served in the
military reported a strong confidence in the ability to provide excellent service. These student
support staff members feel they have a special connection to Veterans and can build a
relationship that will provide productive student services. One participant described the
camaraderie:
When you’ve got another Veteran that’s willing to sit there and spend a little time with
them, I think they appreciate that more. And there is definitely a different language that
military members speak…I understand that language. We’re all in one big club and
we’re all club members.
Self-efficacy theory, as described by Pajares (2006), indicates that one’s ability to successfully
accomplish a task increases motivation. Research conducted by Hannover Research Council
(2010) indicates the need for Veterans to connect with other Veterans on campus. Student
support staff members who have served in the military will help provide the connection Veteran
student seeks.
Organization
The survey and interviews included questions concerning the influence of the
organization specifically reviewing cultural settings and cultural models. Organizational culture
is the general beliefs, ideas, and ways of thinking within the organization (Schein, 2004).
Knowledge and motivation require the support of the organization to meet performance
objectives (Clark & Estes, 2008).
Cultural Settings. Organizational outcomes are directly influenced by the support of the
organization in the form of appropriate equipment, material resources, performance goals, and
strategic guidance (Clark & Estes, 2008; Rueda, 2011). Participants were asked about the need
for additional technology and resources to provide excellent customer service to Veteran
VETERAN STUDENT SUCCESS
44
students. Participants could check all that apply and given the opportunity to write in responses.
Table 7 indicates 25% suggest Veteran friendly policies and 24% suggest a clear procedure
manual. According to Barry et al. (2014), services and policies unique to Veteran students are
needed.
Training and productive meetings are needed to address knowledge gaps within
organizations (Clark & Estes, 2008). Table 8 shows that 41% of respondents indicated no
training or meetings specific to Veteran students was offered. Participants were also asked about
participation in training for the last six months. The average number of training hours dedicated
to student retention is two, with the minimum of no training, and the maximum of 40 hours
training. Most respondents, 63% indicated at least one hour or more of training while 38% of the
sample reported zero hours of training. Table 10 shows that policies, procedures, training, and
sharing best practices are the most effective resources the organization can provide.
Table 7
Survey Results for Additional Technology and Resources to Help Support Staff
Answer Percent Responded Frequency
Veteran friendly policies 24% 85
Clear procedure manual 20% 69
Team meetings to share best
practices
17% 60
Updated student information
system
15% 52
New computer 11% 40
Better phone system <1% 1
VETERAN STUDENT SUCCESS
45
The participants in the survey were asked about the number of performance goals each
had been given concerning retention and specifically concerning Veteran students. The average
number of retention goals is two, with the minimum of no goals, and the maximum of nine
retention goals. Most respondents, 78% reported at least one retention goal, and 22% reported
zero retention goals. The average number of goals related to Veteran students is one, with the
minimum of zero goals, and the maximum of nine Veteran student goals. Most respondents
52%, reported at least one Veteran student goal, and 48% reported zero performance goals
related to Veteran students.
Table 8
Survey Results for Number of Performance Goals
Min Max Range
Standard
deviation Mean Median Mode
Retention
Goals
0
9
9
2.03
2.03
2
1
Veteran
Student Goals
0
9
9
1.97
1.30
1
0
Participants were questioned on the employee training offered by the university to probe
further into the survey question on the same topic. All interview participants reported some type
of training for retention efforts. All had positional training for all students that benefited Veteran
students and six had Veteran student-specific training. One participant indicated:
The training I received has been advising training, just a more intrusive advising model
that we use for all of our students, not just specifically for Veterans, but that training has
allowed me to transition some of my skillset to ask a little bit more probing questions to
the Veterans to try to serve them better.
VETERAN STUDENT SUCCESS
46
Veteran-specific training included some workshops on the GI Bill benefit process provided by
the department that handles the processing. Eight of the ten participants also indicated the value
of shared knowledge among various offices and colleagues as an excellent source of informal
training. One participant indicated “most of the valuable training is from building relationships
with others and learning from them.” Another participant indicted “different locations try to
stay up to date with each other on policies and procedures.” A third participant mentioned
“calling colleagues who are experts in the area to seek advice.”
When asked about ideas for additional training, participants indicated a desire to
“formalize colleagues’ knowledge into workshops.” The participant felt value in individual
knowledge that can be shared more systematically with the group. Another participant suggested
he needed additional information on “knowing where to send them (Veteran students) for
additional services.” The final suggestion was concerning the unique challenges Veteran
students face. One participant indicated training on “PTSD and military related injuries” as
helpful. Another participant indicated a similar request: “training on understanding where these
guys have been and maybe a little bit of what they’ve gone through.” It is apparent from these
findings that the university has a culture of support among offices. Relationships between staff
members in various offices are strong and provide a support system for each other.
Cultural Models. Shared values and norms among team members within an
organization create stability (Rueda, 2011; Schein, 2010). Respondents indicated that the
perceived culture of the university does support Veteran students. In fact, 85% of the 135
respondents on this question either agree or strongly agree with the statement. The perceived
culture aligns with the university goals concerning Veteran student success. Additionally, 86%
of the respondents say they agree or strongly agree with an understanding of the universities
goals concerning retention.
VETERAN STUDENT SUCCESS
47
Table 9
Survey Results for Organizational Model
Strongly
Disagree
(Count)
Disagree
(Count)
Neither
Agree or
Disagree
(Count)
Agree
(Count)
Strongly
Agree
(Count)
The culture of the
university supports
Veteran students.
0%
(0)
4%
(5)
12%
(16)
39%
(52)
46%
(62)
I understand the
university’s goals
concerning retention
rates.
1%
(1)
4%
(5)
10%
(13)
32%
(43)
54%
(73)
The last two interview questions focused on the institutional core values. All participants
spoke knowledgeably about the core values and indicated those values influence daily work.
One participant said, “core values are the way the university operates in every aspect of
everything we do.” Another participant said, “I think they allow me to do a better job.” A third
participant shared “it’s (core values) not something we can just put up there on the wall. It’s
something you have to show them (Veteran students) in your behavior.” A fourth participant
said, “I have the core values on a notepad that I review prior to every call for a reminder.” A
strong commitment to and understanding of the core values of the university is evident in this
research. A fifth participant explained how the core values exist in the daily operations: “I think
what you see in the overall atmosphere here is due to the core values. I think it shows more of
the outcomes of people internalizing it.”
Student support staff report that Veteran students select the university because of the core
values of the institution. Four respondents indicated that the core values of the university of this
study attract Veteran students. Two respondents indicated “they (Veteran students) are looking
VETERAN STUDENT SUCCESS
48
for a school with our core values.” Another respondent said, “I feel like the Veteran students,
come to us because we do have those values and it aligns with their previous service and they see
that there's a strength in that.”
Discussion
Participants in this study are committed to providing excellent customer service for
Veteran students and exhibit the motivation to do so. According to student support staff, Veteran
students withdraw from the university because of financial concerns, personal problems, and
academic issues. The data indicates a newly defined financial reason for withdrawal in
comparison to former research on this topic. Veteran students are using all the allotted the GI
Bill prior to graduation causing the student to drop out due to lack of funding. Document
analysis indicates that students are reporting the top reason for drop out is personal issues. This
represents a gap in knowledge for the student support staff who report lack of the GI Bill funding
as the top reason.
Student support staff report being equipped to handle some of the challenges Veteran
students exhibit however, may not always understand the root of the problem. Often, Veteran
students do not self-identify health related issues to the student support staff. The students may
exhibit academic or social issues and support staff may not understand the underlying cause.
Without knowledge of the root cause of the problem it may be difficult for the student support
staff to refer the students to other offices for services correctly.
Student support staff did not report any bias or personal stereotyping for Veteran
students. In fact, just the opposite. Data analysis indicates that student support staff engage in
metacognitive reflection concerning Veteran students. All interview participants indicated a
respect for those who have served and an ardent desire to assist them. Over half of the interview
participants served in the military themselves creating a comradery with the Veteran students.
VETERAN STUDENT SUCCESS
49
This study also examined student support staff motivation. Data analysis indicates a
strong motivation among the student support staff to provide the appropriate services to Veteran
students. A common quote from the interviews was “I love working with Veteran students.”
This commitment is proven again with the powerful desire to learn about the unique challenges
Veteran student exhibit and the want for training. These results indicate student support staff
find value in providing services to Veteran students. Coupling this finding concerning learning
with the desire to understand the root cause of the Veteran students’ problem indicates the need
for specialized training. Student support staff have positive self-efficacy surrounding serving
Veteran students. Data analysis indicated confidence among the student support staff to provide
services to Veteran students. The document review supports this confidence with students
reporting satisfaction in services provided.
Student support staff report a solid knowledge of the institutional core values. Interviews
indicate the core values are similar to those of the military creating a comfortable surrounding
for Veteran students. A commitment is evident from the university for Veteran student success.
This study was limited to one study site because of the time constraints of this project.
Expanding this research to other universities will provide broader set of data. Including public,
private, not-for-profit universities, community colleges and technical schools would prove
interesting to research. Additional research is also needed on the newly identified problem of
Veteran students who utilize the entire GI Bill prior to earning a degree. Although these results
have limitations, this researcher hopes to share the results with broader audiences such as
conferences and journals.
Table 10 below includes the key findings of this study. Student support staff are
motivated to work with Veteran students. They need additional knowledge concerning the
unique challenges Veteran students exhibit to provide referrals to other offices for additional
VETERAN STUDENT SUCCESS
50
services. Veteran students withdraw due to financial concerns, personal problems, and academic
issues. Student support staff report the top reasons Veteran students withdraw is financial while
the students reported the top reason is personal.
Table 10
Key Findings
• Veteran students withdraw from the university because of financial concerns, personal
problems, and academic issues
• Veteran students are using all the allotted the GI Bill prior to graduation causing the
student to drop out due to lack of funding
• Student support staff need to understand how to identify the unique challenges of Veteran
students.
• Student support staff find value and personal pride in supporting Veteran students.
• Organizational core values align with military values providing a solid ethos for the
student support staff work with Veteran students.
Recommendations for Practice to Address KMO Influences
The goal of this study is review the problem of low Veteran student graduation rates.
The literature review focused on history of Veteran students in higher education, nontraditional
students in higher education, and the unique challenges Veteran student exhibit. The mixed-
methods research was conducted to determine what knowledge, motivation, and organizational
elements related to providing effective Veteran student support will enable degree completion.
This section will address the second research question concerning the recommendations for the
VETERAN STUDENT SUCCESS
51
higher education community in the areas of knowledge, motivation, and organizational resources
to improve Veteran student support.
Knowledge Recommendations
Knowledge and skill enhancement are needed to accomplish performance goals (Clark &
Estes, 2008). According to Krathwohl (2002), knowledge exists in four dimensions: factual,
conceptual, procedural, and metacognitive. Krathwohl’s (2002) framework will be utilized to
guide the discussion on the knowledge influences. Factual and conceptual knowledge are
declarative knowledge or the “what” that needs to be learned. Procedural knowledge is the
“how” to perform a task and metacognition includes self-knowledge. Student support staff need
specialized knowledge and skill to provide the appropriate support services for Veteran students.
Student support staff need the declarative knowledge on the unique challenges Veteran
students exhibit and the reason Veteran students withdraw from the university. Student support
staff need the appropriate procedures to follow to support Veteran students. Knowledge
development is supported by information, job aids, training, and education (Clark & Estes,
2008). Table 11 below contains the validated knowledge influences for the student support staff
with recommendations for knowledge development.
Table 11
Summary of Knowledge Influences and Recommendations
Assumed Knowledge
Influence: Cause, Need, or
Asset*
Validated,
Partially
Validated, or
Not Validated
(V, PV, N)
Priority
Yes, No
(Y, N)
Principle and Citation Context-Specific
Recommendation
Student support staff need to
know the unique challenges
Veteran students exhibit. (D)
V Y Procedural knowledge
increases when declarative
knowledge to perform the
skill is known (Clark &
Estes, 2008).
Provide a job aid for
information on the
unique challenges
including tips on
identification of
challenges.
Student support staff need to
know the reason Veteran
students withdraw from the
V Y Information learned
meaningfully and connected
with prior knowledge is
Provide a job aid with
information on the
reasons Veteran
VETERAN STUDENT SUCCESS
52
university (D) stored more quickly and
remembered more
accurately because it is
elaborated with prior
learning (Schraw &
McCrudden, 2006)
students withdraw
from the University.
Student support staff need to
know how to effectively
support the challenges
Veteran students exhibit (P)
V Y Acquiring skills for
expertise frequently begins
with learning declarative
knowledge about individual
procedural steps (Clark &
Estes, 2008)
Provide training on
how to best support
Veteran students with
specific steps on where
to refer a student.
Provide job aid on all
support offices with
contact information
and how to make
referrals.
Student support staff need to
understand how to reflect on
their own stereotypes and
biases concerning the
Veteran student
population.(M)
N N This study found that
student support staff
do not have biases or
stereotypes concerning
Veteran students. This
is not a priority at this
time.
* (D)eclarative; (P)rocedural; (M)etacognitive
Declarative knowledge solutions. Declarative knowledge is the “what” that needs to be
learned (Krathwohl, 2002). The data indicates that student support staff need to know the
unique challenges Veteran students exhibit. Procedural knowledge increases when declarative
knowledge to perform the skill is known (Clark & Estes, 2008). Understanding the unique
challenges and how to identify them will enable the student support staff to service students
better. The recommendation is to provide student support staff with a job aid including
information on unique challenges and tips on how to identify them.
Veteran students may experience unique challenges including health-related, social, and
financial (Barry et al., 2014; Grossbard et al., 2014; Norman et al., 2015). In a study conducted
by Norman et al. (2015), 31 Veterans were interviewed in a focus group setting and another
seven participated in an individual interview. The goal of the study was to understand the unique
barriers for Veteran students using the GI Bill. Norman found that students exhibiting risk
VETERAN STUDENT SUCCESS
53
factors normally had more than one risk factor which indicated that Veteran students are a
unique subpopulation of students that will benefit from special services. The ability of student
support staff to identify the unique challenges will help provide special services to Veteran
students.
Student support staff need to know the reason Veteran students withdraw from the
university. Information learned meaningfully and connected with prior knowledge is store more
quickly and remembered more accurately because it is elaborated with prior learning (Schraw &
McCrudden, 2006). The data indicates that student support staff have knowledge of some of the
reasons Veteran students withdraw from the university. However, that knowledge is limited to
personal experience. Providing a job aid to all student support staff with the aggregate reasons
Veteran students withdraw will assist student support staff in early prevention of potential
withdrawal.
Understanding the reasons students withdraw from the university will enable increased
retention efforts. Tinto (2006) indicates, “It is one thing to understand why students leave; it is
another to know what institutions can do to help students stay and succeed (p.6).” Tinto (2006),
also indicates that faculty and staff actions have a direct impact on student persistence. The job
aid will provide student support staff with the reasons Veteran students withdraw. This will
assist student support staff in early prevention to help students remain enrolled.
Procedural knowledge solutions. Procedural knowledge is the “how to” or instructions
on performing the task (Krathwohl, 2002). Student support staff need to know how to identify
and effectively support the challenges Veteran students exhibit. Acquiring skills for expertise
frequently begins with learning declarative knowledge about individual procedural steps (Clark
& Estes, 2008). Learning is highly dependent on “goal-directed practice” and “targeted
feedback” (Ambrose, 2010). The data indicates that often student support staff struggle with
VETERAN STUDENT SUCCESS
54
identifying the unique challenges Veteran students exhibit. Often, Veteran students are not
willing to share these challenges. It is recommended that student support staff receive training
on how to effectively support Veteran students with specific steps on which office to refer a
student. The training will include a job aid on all support offices with contact information and
how to make the referrals. Further recommendation for training with authentic problematic
reviews, expertise-based demonstrations, and practice by area experts on steps to identify the
unique Veteran student challenges.
Veteran student requires unique student services as compared to other students (Barry et
al., 2014). In a study conducted by the RAND Corporation in conjunction with the American
Council on Higher Education and the Lumina Foundation for Education, administrator focus
groups across three states and Veteran student surveys found that Veterans identify support
services as an important factor in college selection and satisfaction. The study identified the
most common challenges to include financial, academic, social and service-related injuries or
disabilities. The study indicated providing resources, professional development, and training to
student support staff and faculty for understanding the unique issues that Veteran students face
and to be aware of campus resources for Veteran students to make referrals as necessary.
Motivation Recommendations
Understanding a team members motivational influences help to improve performance
(Rueda, 2011). Clark and Estes (2008) suggest that there are three indicators of motivation in
task performance: choice, persistence and mental effort. Choice is going beyond intention to
start something. Persistence is continuing to pursue a goal in the face of distractions, and mental
effort is seeking and applying new knowledge to solve a novel program or perform a new task.
This review is focused on understanding how the student support staff’s motivational influences
contribute to Veteran student success. The data from this research did not show any gaps in
VETERAN STUDENT SUCCESS
55
motivation in the areas of value and self-efficacy. Table 12 outlines the motivational influences
reviewed and includes recommendations for continuation of the positive motivational influences.
Table 12
Summary of Motivation Influences and Recommendations
Assumed Motivation
Influence: Cause, Need, or
Asset*
Validated,
Partially
Validated, or
Not Validated
(V, PV, N)
Priority
Yes, No
(Y, N)
Principle and Citation Context-Specific
Recommendation
Student support staff do not
see the value in providing
the appropriate support
services to Veteran students.
(Value)
N Y Individuals are more likely
to engage in an activity
when it provides value to
them. (Eccles, 2006).
Learning and motivation are
enhanced if the learner
values the task (Eccles,
2006).
Continue the positive
motivational value
within the student
support staff, provide
activities and materials
that allow student
support staff to share
success stories and
lessons learned with
each other.
Student support staff should
have positive self-efficacy to
provide the appropriate
student support to Veteran
students. (Self-Efficacy)
N Y Self-efficacy is increased as
individuals succeed in a task
(Bandura, 1997).
High self-efficacy can
positively influence
motivation (Pajares, 2006).
Continue the positive
self-efficacy within the
student support staff,
provide training on
student support with
goal-directed practice
coupled with frequent,
accurate, credible,
targeted and private
feedback on progress.
Expectancy Value Theory. The expectancy-value theoretical model links achievement
to persistence and value (Eccles, 2006; Pintrich, 2003). Student support staff need to find value
in providing the appropriate services to Veteran students. According to Eccles (2006),
individuals are more likely to engage in an activity when it provides value to them. Further,
learning and motivation are enhanced if the learner values the task (Eccles, 2006). This study
found that student support staff are motivated to provide the appropriate support services. To
continue the motivational value within the student support staff, the recommendation is to
provide activities and materials that allow student support staff to share success stories and
VETERAN STUDENT SUCCESS
56
lessons learned with each other. This will foster a team spirit, mutual respect, and provide
opportunity to share expertise of team members (Clark, 2005)
Finding value in the tasks related to providing support for Veteran students will help
create a positive experience for the Veteran students resulting in increased retention. According
to Clark & Estes (2008), performance and goal accomplishment increases when individuals are
positive about ability to perform the task. Tinto (2006) suggests that student retention is
positively influenced by interaction with student support staff, faculty and students. Rationales
that include importance and value of the work help team members develop positive values
(Eccles, 2006; Pintrich, 2003). Continuing to support the positive motivational value found
among the student support staff in this study will create ongoing improvement in retention.
Self-Efficacy. Student support staff should have positive self-efficacy to provide the
appropriate student support to Veteran students. Self-efficacy is increased as individuals succeed
in the task (Bandura, 1997). High self-efficacy can positively influence motivation (Pajares,
2006). The data from this study indicate high self-efficacy among the students support staff when
working with Veteran students. To continue nurturing the positive self-efficacy, provide training
on student support functions with goal-directed practice coupled with frequent, accurate,
credible, targeted, and private feedback on progress.
Capitalizing on the positive self-efficacy among student support staff will continue to
support positive motivations. According to Pintrich (2003), providing tasks that individuals find
meaningful is important. When there is collective efficacy, there is greater commitment and
impact on performance. Aggregating individual self-perceptions concerning ability to think
strategically and perform a task will help to accomplish group goals (Bandura, 2000).
Organization Recommendations
Clark and Estes (2008) suggest that organization and stakeholder goals are often not
VETERAN STUDENT SUCCESS
57
achieved due to a lack of resources, most often time and money, and stakeholder goals that are
not aligned with the organization’s mission and goals. Gallimore and Goldenberg (2001)
propose two constructs about culture – cultural models or the observable beliefs and values
shared by individuals in groups, and cultural settings, or the settings and activities in which
performance occurs. Thus, both resources and processes and cultural models and settings must
align throughout the organization’s structure to achieve the mission and goals. As such, as
indicated in Table C, some organizational influences have a high probability of being validated
and have a high priority for achieving the stakeholders’ goal. Table 13 also shows the
recommendations for these influences based on theoretical principles.
Table 13
Summary of Organization Influences and Recommendations
Assumed Organization
Influence: Cause, Need, or
Asset*
Validated,
Partially
Validated, or
Not Validated
(V, PV, N)
Priority
Yes, No
(Y, N)
Principle and Citation
Context-Specific
Recommendation
Student support staff need to
receive the appropriate
material resources to
successfully provide the
appropriate student support.
(CS)
V Y Organizational performance
increases when processes
and resources are aligned
with goals established
collaboratively (Clark &
Estes, 2008).
Conduct assessment of
material resources to
determine a list of
priorities to report to
leadership.
Student support staff need to
receive direction on
performance goals from the
University. (CS)
N Y Organizational performance
increases when top
management is continually
involved in the
improvement process (Clark
& Estes, 2008).
Behavior that is reinforced
is strengthened (Daly,
2009).
Conduct student
support staff meetings
to communicate the
vision, mission and
goals, and individual
and team
accomplishments.
Student support staff need to
embrace the culture of
student service. (CM)
N Y Job satisfaction increases
when all organization
stakeholders agree on
culture, mission, goals, and
resources required to
achieve goals (Clark &
Estes, 2008).
Cultivate a culture of
participation with all
student support staff in
achieving
organizational goals
by encouraging
feedback and
communication by all.
VETERAN STUDENT SUCCESS
58
* (C)ultural (S)etting; (C)ultural (M)odel
Cultural Settings. Visible aspects of the organization's culture such as policies and
processes are cultural settings (Rueda, 2011). Student support staff need to receive the
appropriate material resources to successfully provide the appropriate student support. The
survey data shows the need for Veteran friendly policies and clear procedure manuals.
Organizational performance increases when the process and resources are aligned with goals
established collaboratively (Clark & Estes, 2008). The recommendation is for student support
staff to conduct an assessment of material resources to determine a list of priorities to be shared
with leadership.
Providing the appropriate material resources to assist student support staff in servicing
Veteran students will positively impact retention. Saint Cloud State University (SCSU) is
collaborating with the Minnesota Department of Veterans Affairs (MDVA) and the Student
Veterans Organization developed programs that provide a sense of community and support for
Veteran students (Lokken, Pfeffer, McAuley & Strong; 2009). SCSU conducted a needs
assessment and focus group of active military and Veteran students. Working with the MDVA,
SCSU created a task force to address the outcomes of the assessment. The task force has
indicated that effective resources to provide financial counseling, academic advising, space for
networking and special programs are proving to be successful for the Veteran students enrolled
at SCSU. Implementation of Veteran-friendly policies and procedures to identify and remove
barriers and create a smooth transition to college life are important to support the Veteran
students as well.
Student support staff need direction on performance goals from the university. The data
indicate most student support staff have either retention related goals and/or Veteran student
goals. Organizational performance increases when top management is continually involved in the
VETERAN STUDENT SUCCESS
59
improvement process (Clark & Estes, 2008). Behavior that is reinforced is strengthened (Daly,
2009). To continue to support goal setting and understanding of goals it is recommended to
continue to conduct student support staff meetings to communicate the vision, mission and goals,
and individual and team accomplishments.
The success of the case study at SCSU was because of the support of leadership at the
state and college level. In 2006, the Minnesota Legislature created the Minnesota Education
Assistance Program to aid Veteran students and to mandate that all private and public
universities must provide adequate space for a Veteran support office (Lokken et al., 2006). This
directive to university leadership created individual programs at universities to support this
effort. University specific goals and objectives coupled with state legislative requirements
provide the accountability for student support staff and other university team members.
Cultural Models. Cultural models are the values, beliefs, attitudes that are generally
invisible and automated within an organizational team (Rueda, 2011). Student support staff need
to embrace the culture of student service. The data confirms that the perceived culture of the
university does support Veteran students. Job satisfaction increases when all organization
stakeholders agree on culture, mission, goals, and resources required to achieve goals (Clark &
Estes, 2008). To continue to culture of student service, it is recommended to cultivate culture of
participation with all student support staff in achieving organization goals by encouraging
feedback and communication by all.
Organizational commitment to excellent student service supports the culture of excellent
student service with the student support staff. Organizations with cultural trust tend to provide
excellent services because they can recruit and retain highly motivated employees who enjoy
their work; make their own decisions; take risks; innovate; embrace the organizations vision,
mission, and values; and display organizational citizenship behavior (Colquitt, Scott & LePine,
VETERAN STUDENT SUCCESS
60
2007). Organizational culture is created through shared experience, shared learning, and stability
of membership. Organizational culture is learned and cannot be imposed (Schein, 2004).
Continuing to support the learned organizational culture focused on trust among the team
members will provide excellent student service.
Implementation
The Office of Veteran Student Services will take the lead on implementing the
recommendations. This teams serve as liaisons to all offices across the university to assist
Veteran students. The team lead will work closely with the team leads of all departments
providing student service to implement the recommendations. Each department will have areas
of expertise to share as education and training becomes an ongoing process within the university.
Team leads will provided targeted, private, and specific feedback to student support staff that
will serve to monitor behavior change within the departments. Refer to Appendix F for detailed
information on the integrated implementation plan.
Conclusion
The purpose of this project was to conduct a gap analysis to examine the root causes of
the problem of low Veteran student graduation rates. Graduation and retention rates are an issue
of national concern for institutions of higher education. Completion of a degree program
provides Veterans with meaningful life after service including increased employment
opportunities creating better socio-economic status and confidence in community life (Resnick &
Rosenheck, 2008; Teachman, 2007). The federal government supports Veterans by providing
funding for higher education.
Systematic analysis of assumed interfering influences resulted in focus on validated
interfering influences from the specific areas of knowledge, motivation, and organizational
influences. The stakeholder of focus was student support staff. Gathering data from student
VETERAN STUDENT SUCCESS
61
support staff can help universities understand the unique needs of Veteran students and how to
effectively support Veteran students to improve graduation rates. Behavioral Learning Theories
are utilized in the recommendations for developing conceptual knowledge about the unique
challenges of Veteran students and the reasons Veteran students withdraw. Additionally,
procedural knowledge development is recommended to effectively support the unique challenges
of Veteran students. The analysis resulted in identified strengths within the university of the
study. Student support staff find value and have positive self-efficacy when working with
Veteran students. Utilizing Expectancy Value and Self-Efficacy theories the project
recommends activities that will nurture and provide on-going support of the identified strengths.
Organizational support is evident in the performance goal, core values, and support. The
recommendations and implementation model presented provide a comprehensive strategy for the
student support staff to create positive impact on Veteran student persistence.
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Appendix A: Participating Stakeholders with Sampling Criteria for Survey and Interview
Participating Stakeholders
The participants in this study consisted of student support staff at a not-for-profit private
university who services Veteran students. Student support services outside the classroom have
an impact on the student’s ability to persist to graduation (Tinto, 2006). Student support services
consist of student-facing offices providing support to the student for the educational product
within the organization. Student support services include the departments of student accounts,
financial aid, registration, student success, online student support, and education center support.
Survey Sampling Criteria and Rationale
Criterion 1. The student support staff was surveyed to determine knowledge,
motivational, and organizational influences within the student support staff that may influence
Veteran student retention. The student support staff described the current services offered to
Veteran students.
Criterion 2. The survey was delivered via email to 400 student support staff employed
at the university. To be eligible to take the survey, participants must work in areas providing
student support services to Veteran students currently enrolled or seeking enrollment. The first
question verified the respondent did work with Veteran students.
Survey Sampling Strategy and Rationale
The sampling strategy selected for the quantitative portion of this study was census
sampling. Utilizing departmental listings of employees from the university provided by the
human resource department, each participant was emailed the quantitative survey instrument.
The following departments provide services to students: student accounts, financial aid,
registration, student success, online student support, and campus center support.
Interview Sampling Criteria and Rationale
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Criterion 1. The student support staff selected for the qualitative portion of the study was
selected from the volunteers received from the survey. The survey asked for volunteers.
Criterion 2. As a subset of the quantitative respondents, the student support staff
interviewed provided deeper insight.
Interview Sampling Strategy and Rationale
The sampling strategy selected for the qualitative portion of this study is a nonrandom
purposeful sampling method. Merriam and Tisdell (2016) describe purposeful sampling as the
most common method utilized in qualitative research due to the ability to select a sample that
allows the most understanding and insight into the problem of practice. Additionally, specific
characteristics and interests can be identified in selecting the sample (Johnson & Christensen,
2015). This method allows interviews to be conducted with the student support staff members
that have expertise concerning the areas of identified performance gaps. This unique purposeful
sample is based on the items of interest to the study and the special attributes of the participants
(Merriam & Tisdell, 2016). The findings from the quantitative portion of the study provided
information to formulate the questions for the interview process.
A subset of the sample included in the initial survey will be interviewed. A total of ten
interviews were conducted with the appropriately identified student support staff. Selected
interviewees received an invitation to participate via email. Information about the research
question was included in the email.
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Appendix B: Protocols
Survey Protocol
Instructions
Thank you for your time to complete this survey. You are selected to participate due to your
position providing support services to students. This survey is focused on the Veteran students.
Please complete the following survey if you have worked with Veteran students. Focus on the
Veteran students when answering the questions to help provide insight into your current role in
providing support services. Your responses will be kept anonymous with no identifiers that will
link you to the survey. The survey should take about 10 minutes to complete.
Qualifying question:
I work with Veteran students.
o Yes
o No
Survey questions:
1. I have a process of identifying when a student is a Veteran.
a. Yes
b. No
2. I have worked for the university for ______ years.
3. In your personal experience dealing with Veterans, please select all the reasons Veteran
students drop out of the university? (K-F)
a. Academic suspension.
b. Lost GI Bill eligibility.
c. Past due balance.
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d. Family commitments.
e. Social concerns with other classmates.
f. Personal problems.
g. Other ______________.
4. Veteran students face particular challenges when attending university. (K-F)
a. Strongly Agree
b. Agree
c. Neither Agree or Disagree
d. Disagree
e. Strongly Disagree
5. I am aware of services Veterans might need that are available beyond my office to refer
Veterans. (K-F)
a. Not at all aware
b. Slightly aware
c. Somewhat aware
d. Moderately aware
e. Extremely aware
6. I have a clear procedure to follow when a Veteran student indicates the desire to
withdraw from classes. (K-P)
a. Never
b. Rarely
c. Sometimes
d. Often
e. Always
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7. It is important for me to ensure Veteran students receive the appropriate support services.
(M-V)
a. Not at all important
b. Slightly important
c. Neutral
d. Moderately important
e. Extremely important
8. I want to continue to learn about the unique challenges Veteran students’ exhibit to
provide the best service possible. (M-V)
a. Strongly Agree
b. Agree
c. Neither Agree or Disagree
d. Disagree
e. Strongly Disagree
9. I have attended trainings or meetings to learn the needs of Veteran students. (M-V, O-
CS).
a. No, nothing has been offered to me.
b. No, trainings or meetings are offered but I did not attend.
c. Yes
10. My efforts in assisting Veteran students have a positive impact on student success. (M-
SE)
a. Never
b. Rarely
c. Sometimes
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d. Often
e. Always
11. I conduct my own research to learn more about Veteran students. (M-V)
a. Never
b. Rarely
c. Sometimes
d. Often
e. Always
12. The addition of following technology and resources will help me to provide excellent
customer service to Veteran students. Please check all that apply. (O-CS)
a. Veteran friendly policy.
b. Clear procedure manual.
c. Team meetings to share best practices.
d. Upgraded student information system.
e. New computer.
f. Better phone system.
g. Other____________.
13. I have received ____ hours of training to influence retention in the last 6 months.
(Respond in hour increments) (O-CS)
14. The culture of the university supports Veteran students. (O-CM)
a. Strongly Agree
b. Agree
c. Neither Agree or Disagree
d. Disagree
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e. Strongly Disagree
15. I understand the university’s goals concerning increased retention rates. (O-CM)
a. Strongly Agree
b. Agree
c. Neither Agree or Disagree
d. Disagree
e. Strongly Disagree
16. I have _____ performance goals that are directly related to student retention. (Whole
number responses only). (O-CM)
17. I have _____ performance goals that are directly related to Veteran students. (Whole
number responses only). (O-CM)
Thank you for your time to complete this study.
Interview Protocol
Hello, thank you for taking the time to help with the research I am conducting for my doctorate
at University of Southern California concerning the retention and graduation of our Veteran
students. This consent form explains the standards in which this study will be conducted. Your
participation is voluntary, and you may cease participation at any time. I will ask you a series of
questions about our Veteran student population in a conversational and informal approach. Your
participation in this study will be confidential. I will not use your name in the data analysis or
final dissertation project. Recording this session will ensure I capture your responses accurately
for the study. Is it suitable with you that I record this session? I will provide you with an
overview of my initial findings for review to ensure your thoughts are captured accurately. The
recordings and transcripts will be housed on a password protected digital storage device. As you
are considering your responses, please focus on the military Veteran student population only. Do
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you have any questions about the study or the information provided on the consent form? Thank
you for signing the form and agreeing to participate. Let’s begin.
Knowledge Influence Questions
1. Our conversation today is going to be about military Veteran students; can you begin by
telling me a little bit about the Veteran students’ you have worked with?
a. How do you know the student is a military Veteran?
b. What do these students have in common?
2. Tell me about the questions Veteran students ask in your office.
3. Describe the last interaction you experienced with a Veteran student.
a. Is this a typical situation in your office when dealing with Veteran students?
b. Do other students ask the same question?
4. Describe the reasons Veteran students provide when withdrawing from the university.
Please think about the students that withdrew this semester.
a. What is the reason or reasons expressed the most for withdrawing?
5. What problems or challenges do Veteran students express when visiting your office?
a. What are the problems or challenges expressed the most?
Motivational Influence Questions
6. What seems to be the most asked question from Veteran students in your office?
7. How do you feel about assisting Veteran students?
8. What aspect of working with Veteran students do you like the most?
9. What aspect of working with Veteran students is do you least like?
10. What challenges do you face when assisting to Veteran students?
Organizational Influence Questions
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Let’s transition over to thinking about the support and guidance you receive from the university
to perform your functions in assisting Veteran students.
11. Describe the employee training you have received from the university that is utilized when
assisting Veteran students.
a. Which of the training programs you mentioned are specific for the Veteran
students?
12. What additional training, if any, would help you assist Veteran students?
13. Please think about how the institutional core values impact institutional priorities. Please
describe how the core values and institutional priorities impact your daily work.
14. Describe how you feel the institutional core values affect the services provided to Veteran
students.
Thank you for your time today. Would you like to add additional information to ensure you are
comfortable with your answers? Any last thoughts that will be helpful to this study?
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Appendix C: Credibility and Trustworthiness
The authenticity of the study design, analysis, and conclusions describe credibility in
qualitative research (Maxwell, 2013; Merriam & Tisdell, 2016). Careful attention to the
potential creditability threats in the study must be considered (Merriam & Tisdell, 2016). First, I
utilized the triangulation of the three data collection methods selected to cross-check the data.
Triangulation uses a variety of methods and diverse range of participants to increase the richness
of data (Maxwell, 2013). Secondly, I utilized member checks or respondent validation. Member
checks is a strategy to ask some of the participants to review the preliminary analysis to
determine if the emerging findings are accurate (Merriam & Tisdell, 2016). Saturation during
the data collection phase occurs when the researcher hears or sees the same thing repeatedly
(Merriam & Tisdell, 2016). I spent adequate time collecting data to attempt saturation within the
constraints of the research assignment and deadlines.
Trustworthiness of the study is dependent on the ethics and values of the researcher
(Merriam & Tisdell, 2016). According to Maxwell (2013), researcher bias is impossible to
eliminate. Considering I am employed at a Veteran serving university, I conducted the following
processes to ensure my bias is mitigated as much as possible. I tested my interview questions
with peers to ensure I did not ask leading questions. The researcher’s position or reflexivity
regarding assumptions, worldview, bias, and relationship to the study can impact the
trustworthiness of the data (Merriam & Tisdell, 2016). I employed self-reflection to document a
list of items that may impact the data collection and analysis. As a student support staff
professional, I have my own definition of quality student service which can cause bias during
this research project. I did not allow my definition of customer service to influence the interview
questions, observations, or document analysis.
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Appendix D: Validity and Reliability
Validity in quantitative research indicates the ability to create meaning from the
data collected (Creswell, 2014). I ensured the validity of questions on the survey by
administering the survey to a test group. Feedback concerning the clarity of the question and
accuracy of outcome data was analyzed. The survey questions remained constant for duration of
the survey administration. The respondents are colleagues at the university and they might have
discussed the survey questions causing a potential threat to the validity of the responses. I ensure
a valid response rate by sending weekly reminders to those who have not responded to the
survey.
Reliability indicates the consistency of the survey by repeating the results (Creswell,
2014). The timeframe expectations on this study do not allow for a retest to ensure complete
reliability. However, other measures were in place to help ensure the reliability of the study. The
instructions for the survey were standard for each participant to help normalize the understanding
of how to respond. Survey questions were written in common language utilized in the daily
interactions of student support staff. The sample was carefully selected from the student services
offices who interact with the Veteran students. Each response had equal weight in the analysis
phase of the project to ensure each student support staff opinion is calculated fairly.
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Appendix E: Ethics
Creating a reliable and valid study with trustworthy data is dependent on the ethics of the
researcher (Merriam & Tisdell, 2016). This study used both quantitative and qualitative research
in the explanatory sequential mixed-method design. A detailed explanation of the ethical
standards for both the quantitative survey and the qualitative interviews in the data collection
process follow. The quantitative survey will be voluntary, and the responses will be anonymous
to provide confidentially to the respondents. University personnel maintained the census list
with email information and sent the invitations and reminders. This process ensured complete
confidentiality of participant’s personal information. Informed consent was used for participants
interviewed during the qualitative portion of the study. The interviewees need assurance of the
expectations and obligations that ensure no harm by participating in the study (Rubin & Rubin,
2012). Each participant was provided information concerning confidentiality, voluntary
participation, and the ability to cease participation at any time as Gelsne (2011) advises in his
research guidelines. Confidentiality was ensured by using pseudonyms for the names of the
interviewees. The interviews were transcribed by a professional service and the data was
secured on a password protected cloud storage.
The University of Southern California Institutional Review Board (IRB) and the
university of this study IRB approved the study. The rules and guidelines provided by both
institutions regarding the protection of the rights and welfare of the participants in this study was
followed. The consent form was verbally reviewed with each participant to ensure full
understanding of the voluntary and confidential nature of the study. Each participant granted
permission to be recorded and received an explanation of the security of my data storage plan.
None of the participants selected for interview asked to be removed from the study. Each
respondent to the quantitative survey was entered into a drawing for four $50 Amazon gift card
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to incentivize participation. The university office helping with the survey randomly selected the
winners from completed surveys and mailed the Amazon gift cards. The participants in the
qualitative portion were entered into a drawing for two $50 Amazon gift cards.
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Appendix F: Integrated Implementation and Evaluation
Implementation and Evaluation Framework
The implementation and evaluation plan uses the New World Kirkpatrick Model
(Kirkpatrick & Kirkpatrick, 2016), based on the original Kirkpatrick Four Level Model of
Evaluation (Kirkpatrick & Kirkpatrick, 2016). The New World model includes four levels of
training presented in the reverse order from the original. By beginning with the end in mind,
Level 4: Results, the goals of the organization are considered when creating the “leading
indicators” that bridge recommended solutions to the organization’s goals creating a seamless
alignment. Level 3: Behavior, is focused on identifying critical work behaviors and required
drivers to support performance. Level 2: Learning, identifies how much learning occurred
during implementation. Finally, Level 1: Reaction, measures the indicators that organizational
members are satisfied with implementation strategies. Designing the implementation and
evaluation plan in this manner forces connections between the immediate solutions and the larger
goal and solicits proximal “buy in” to ensure success (Kirkpatrick & Kirkpatrick, 2016).
Organizational Purpose, Need and Expectations
The purpose of this project was to conduct a gap analysis to examine the root causes of
the problem of low Veteran student graduation rates. While a complete gap analysis would focus
on all stakeholders, for practical purposes the higher education student support staff will be the
focus of this analysis. Gathering this data from student support staff can help universities
understand the unique needs of Veteran students and how to effectively support Veteran students
to improve graduation rates. This project examined knowledge, motivation, and organizational
elements related to providing effective Veteran student support that will enable degree
completion. The proposed solution, a comprehensive training program, related on-the-job
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supports, and shared best practices should produce the desired outcome – an increase in Veteran
student persistence.
Level 4: Results and Leading Indicators
Table F.1 shows the proposed Level 4: Results and Leading Indicators in the form of
outcomes, metrics, and methods for both external and internal outcomes for Higher Education.
If the internal outcomes are met as expected because of the training and organizational support
for student support staff performance on the job, then the external outcomes should also be
realized.
Table F.1
Outcomes, Metrics, and Methods for External and Internal Outcomes
Outcome Metric(s) Method(s)
External Outcomes
1. Increased graduation
rates of Veteran students.
1. The number of Veteran
students that graduate within six
years.
1. Organizational enrollment
data.
2. Improved student
satisfaction rates.
2. The number of Veteran
students who retain year
over year.
2. Organizational enrollment
data.
Student satisfaction surveys.
3. Increased student
engagement with student
support staff.
3a. The number of students
utilizing student support staff
services.
3a.Departmental reports to
quantify phone calls, walk-ins,
and event attendance.
3b. Student satisfaction ratings
for interactions with student
support staff.
3b. Student satisfaction surveys.
Internal Outcomes
4. Veteran friendly policy
development.
4. Complete review of policies
including revisions needed.
4. Newly developed policies
published.
5. Increased
understanding of the
unique challenges of
Veteran students.
5. The number of student
support staff who report
understanding of the unique
challenges of Veteran students.
5.
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6. Increased usage of
Veteran student referral
process.
6. The number of Veteran
student referrals.
6. Departmental data.
7. Increased student
support staff
confidence/satisfaction.
7a. Employee satisfaction
survey.
7a. Compare year over year
results.
7b. Positive/negative feedback
from supervisors.
7b. Set aside regular times for
1:1 conversations between
student support staff and
supervisors.
Level 3: Behavior
Critical behaviors. Level 3 provides a comprehensive, continuous performance
monitoring system to ensure training is effective and new processes are implemented
(Kirkpatrick & Kirkpatrick, 2016). The critical behaviors are the path from learning to desired
outcomes that will most influence Level 4: Results. Providing teams with a few critical
behaviors that will have impact on the targeted outcomes positively affects the individual’s
career and contribution to the organization. The first critical behavior is that student support
staff will learn how to identify at risk indicators of Veteran student withdrawal. The second
critical behavior is that student support staff will refer Veteran student to appropriate offices for
additional services. The third critical behavior is that they will engage in proactive outreach to
Veteran students. The forth critical behavior is that student support staff will identify
recommended policy adjustments for Veteran students. The specific metrics, methods, and
timing for each of these outcome behaviors appears in Table F.2.
Table F.2
Critical Behaviors, Metrics, Methods, and Timing for Student Support Staff
Critical Behavior Metric(s)
Method(s)
Timing
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Student support staff will
learn how to identify at
risk indicators of Veteran
student withdrawal.
Attendance at the team
meetings.
Team meetings to share best
practices.
Training from area experts.
Bi-weekly
Monthly
Student support staff will
refer Veteran students to
appropriate offices for
additional services.
Number of referrals
correctly routed.
Department managers will
track referrals.
Monthly
Student support staff will
engage in proactive
outreach to Veteran
students.
Number of student
contacts via phone, office
visit, or event attendance.
Productivity reports. Weekly
Student support staff will
identify recommended
policy adjustments for
Veteran students.
Completion of
departmental policy
review.
Manager will review
proposed policy adjustments.
Policy adjustments submitted
to administration for
consideration.
Yearly
Required drivers. Processes and systems that reinforce, monitor, encourage, and
reward job performance are required drivers (Kirkpatrick & Kirkpatrick, 2016). Required
drivers provide a support system to cultivate team members’ contributions. Required drivers are
organized into two headings: support and accountability. Support drivers include reinforcing,
encouraging, and rewarding. Reinforcing reminds team members what they are supposed to do
after training is complete (Kirkpatrick & Kirkpatrick, 2016). Reinforcing drivers include job
aids, additional training, and team meetings. Managers should plan to encourage team members
regularly on an individual basis and in more formal settings (Kirkpatrick & Kirkpatrick, 2016).
Collaboration among peers with modeling activities is also encouraging. Rewards consist of
team incentives and public acknowledgement. Team incentives do not need to be costly to the
university, these can be in the form of team building activities, pot-lucks, or jeans days.
A variety of methodologies will be utilized to ensure accountability of student support staff.
Overall organizational performance should improve if the implementation of desired behaviors is
supported (Kirkpatrick & Kirkpatrick, 2016). Monitoring key performance indicators, asking
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individuals to self-report progress, and sharing success stories during team meetings will be
utilized to ensure accountability. Table F.3 shows the recommended drivers to support critical
behaviors of student support staff.
Table F.3
Required Drivers to Support New Reviewers’ Critical Behaviors
Method(s) Timing
Critical Behaviors Supported
1, 2, 3 Etc.
Reinforcing
Job Aid for information on the
unique challenges including
tips on identification of
challenges.
Ongoing 1, 2, 3, 4
Job Aid with information on
the reasons Veteran students
withdraw.
Ongoing 1, 2, 3, 4
Training on how to best
support Veteran students with
specific steps on where to
refer a student.
Monthly 1, 2, 3, 4
Job Aid on all support offices
with contact information and
how to make referrals.
Ongoing 1, 2, 3
Team meetings and activities
that allow to share success
stories and lessons learned.
Weekly 1, 2, 3, 4
Encouraging
Collaboration and peer
modeling during team
meetings.
Weekly 1, 2, 3
Student support staff receive
targeted, useful feedback and
coaching from team leaders.
Ongoing 1, 2, 3, 4
Rewarding
Team incentives for low or no
cost fun activities such as pot-
lucks, team building activities,
or jeans day passes.
Monthly 1, 2, 3, 4
Public acknowledgement,
such as a mention at All-
Hands meetings, when team
performance hits a benchmark
Monthly 1, 2, 3, 4
Monitoring
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Team leaders can create
opportunities at All-Hands
meetings to share success
stories.
Monthly 1, 2, 3, 4
Team leaders will monitor key
performance indicators
including student support staff
productivity levels.
Weekly, Each Semester,
Yearly
1, 2, 3
Supervisor can ask training
course participants to self-
report their confidence and
self-efficacy in job-related
tasks.
Two months after training
1, 2, 3
Organizational support. In addition to monitoring accountability, other organizational
support is key to the success of the team. Universities should support student support staff by
ensuring training, job aids, and support systems are in place. Communication from
administration on the vision, mission, and goals is crucial. According to Clark & Estes (2008),
when all stakeholders agree on mission, goals, and culture, job satisfaction increases.
Level 2: Learning
Learning goals. Following completion of the recommended solutions in the
implemented training program, the student support staff will be able to:
1. Recognize the at-risk behavior of Veteran students including the unique challenges that may
lead to withdrawal (Declarative Knowledge).
2. Correctly refer students to other offices as needed (Procedural Knowledge).
3. Confidently implement newly learned strategies to provide support to Veteran students
(Procedural Knowledge).
4. Plan and monitor proactive outreach to Veteran students including appropriate timeline
(Procedural Knowledge).
5. Reflect on newly developed skills and knowledge learned to provide support to Veteran
students (Metacognitive).
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6. Value the importance of creating a Veteran friendly educational environment (Value).
7. Engage with colleagues to learn best practices (Cultural Model).
8. Indicate confidence in services provided to Veteran students (Self-Efficacy, Confidence).
Program. The learning goals listed in the previous section, will be achieved with a
training program that is incorporated into the student support staff team meeting schedule. This
structure will allow the student support staff to share areas of expertise to increase knowledge
within the entire group. Sharing and modeling best practices during the meetings will enable
student support staff to learn application techniques of new knowledge. The ongoing nature of
the program allows student support staff to continue to build expertise and application
excellence.
During the team meetings student support staff will be provided with three job aids to
utilize when working with Veteran students. The first job aid will contain information on the
unique challenges of Veteran students with tips on how to identify these challenges. Area
experts will explain each unique challenge and provide tips and techniques on how to identify
the unique challenge. The team will have the opportunity to apply skills by working on student
scenarios provided by the instructors. Identified solutions will be shared with the group and
feedback provided by the instructors.
The second job aid lists information concerning the reasons Veteran students withdraw
from the university. This information will be presented to the student support staff by a
researcher from the office of university research. Results from data analysis concerning the
withdrawals of Veteran students will create the job aid. Question and answer time will ensure all
student support staff fully understand the key terms and descriptions provided. The final job aid
will provide a referral list of all support offices, services offered, and key contact information to
be used for the referral process. Participants will combine knowledge learned from all three job
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aids to practice evaluation of student needs followed by referral to proper office. Time will be
allotted in each team meeting for the student support staff to practice using the job and receive
feedback including peer review, area expert review and team lead review.
Components of learning. Obtaining declarative knowledge is the foundation of
implementing Veteran student retention strategies. Thus, it is important to evaluate learning for
both declarative and procedural knowledge being taught. Student support staff must be confident
that they can succeed in applying knowledge and skills and be committed to using them on the
job. As such, Table F.4 lists the evaluation methods and timing for these components of
learning.
Table F.4
Components of Learning for the Program.
Method(s) or Activity(ies) Timing
Declarative Knowledge “I know it.”
Knowledge checks through discussions, “pair,
think, share” and other individual/group
activities.
Periodically during the team meetings and
documented via observation notes.
Procedural Skills “I can do it right now.”
Scenarios in which procedural knowledge is
demonstrated in the solution.
During team meetings.
Demonstration in groups and individually of
using the job aids to successfully perform
Veteran student service including referral to
other offices.
During team meetings.
Demonstration in groups and individually of
using the job aids to successfully perform
Veteran student service including referral to
other offices.
During team meetings.
Quality of feedback from peers during group
sharing.
During team meetings.
Attitude “I believe this is worthwhile.”
Management observation of interactions with
Veteran students.
Ongoing.
Discussions of the value of what they are being
asked to do on the job.
During team meetings.
Confidence “I think I can do it on the job.”
Mentorship, coaching, or peer check-ins. During and after team meetings.
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Discussions following practice and feedback.
During team meetings and one-on-one
meetings with supervisor.
Commitment “I will do it on the job.”
Discussions following practice and feedback.
During team meeting.
Create an individual action plan and team
goals.
During team meeting.
Level 1: Reaction
Engagement, relevance, and satisfaction are the three reactions Kirkpatrick and
Kirkpatrick (2016) suggest measuring during Level 1: Reaction. Participants with high levels of
each item indicate the training is solid and will influence the daily tasks executed by the teams.
Table F.5 below outlines the methodologies and tools used to measure reactions to the program.
Table F.5
Components to Measure Reactions to the Program.
Method(s) or Tool(s) Timing
Engagement
Observation by instructor/facilitator During team meetings.
Asking meaningful questions During team meetings.
Attendance During team meetings.
Relevance
Brief pulse-check with participants via
discussion (ongoing)
During and after every team meeting.
Course evaluation Two weeks after the end of each semester.
Customer Satisfaction
Brief pulse-check with participants via
discussion (ongoing)
During and after every team meeting.
Course evaluation Two weeks after the end of each semester.
Evaluation Tools
Gathering data surrounding the effectiveness of training can credibly show the value of
that training to the organization (Kirkpatrick & Kirkpatrick, 2016). Evaluation will be conducted
using various methods to inform facilitators and management of the participants experience and
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outcomes. These data will inform the improvement of the training moving forward and identify
any need for follow-up training. The following sections identify the evaluation tools used to
provide this helpful feedback.
Immediately following the program implementation. During the training portion of
the team meeting the facilitators will conduct periodic brief pulse-checks by asking the
participants about the relevance of the content to their work with Veteran students. Level 2 will
include checks for understanding using scenarios in small group settings that are shared out to
the larger group. The facilitator will also ask questions at key points in the training to gauge
understanding. After the training and scenarios are complete, the facilitator will solicit the group
for actionable take-aways to be incorporated into daily work.
Delayed for a period after the program implementation. Each semester leadership
will administer a survey containing open and scaled items using the blended evaluation approach
recommended by Kirkpatrick & Kirkpatrick. The blended model incorporates all four levels of
the model. The evaluation tool will include survey items to measure, from the participant’s
perspective, satisfaction and relevance of the training (Level One), confidence and value of
applying their training (Level Two), application of the training (Level Three), and the extent to
which the student support staff performance has impacted the daily operations of student support
offices (Level Four). A sample blended evaluation survey is presented at the end of Appendix F.
Data Analysis and Reporting
The Level 4 goals of student support staff is increased understanding of the unique
challenges of Veteran students, increased use of referrals, and increased confidence among the
student support staff. After each semester, the results of the survey will be reported in a
dashboard to visually represent outcome data. Additional service data including number of
students serviced via phone or in office and number of referrals will be added to the dashboard as
VETERAN STUDENT SUCCESS
85
well. Similar dashboards will be created to monitor Levels 1, 2 and 3. Figure F.1 below has
sample data included on the dashboard.
Figure F.1 Evaluation of Veteran Student Support Services
Blended Evaluation Tool
Thank you for attending the training session during team meetings. Please complete this
brief survey about your experience during the training sessions. Your feedback is important to
improve the training experience. Thank you for participating.
Level One: Reaction
0%
10%
20%
30%
40%
50%
60%
Strongly
Agree
Agree Neither
Agree or
Disagree
Disagree Strongly
Disagree
I am committed to applying what I learned
Fall Semester Spring Semester
0%
10%
20%
30%
40%
50%
60%
Strongly
Agree
Agree Neither
Agree or
Disagree
Disagree Strongly
Disagree
I am seeing positive results due to my
training
Fall Semester Spring Semester
425
512
151
232
Fall Semester Spring Semester
Students Serviced Student Referrals
VETERAN STUDENT SUCCESS
86
Engagement
1. The training held my interest.
a. Strongly Agree
b. Agree
c. Neither Agree or Disagree
d. Disagree
e. Strongly Disagree
Relevance
2. The information I learned from the training will help me provide services to Veteran
students.
a. Strongly Agree
b. Agree
c. Neither Agree or Disagree
d. Disagree
e. Strongly Disagree
3. What material did you find the most helpful? (Open Ended)
Customer Satisfaction
4. How could the training be improved? (Open Ended)
Level Two: Learning
5. The training increased my knowledge of the unique challenges of Veteran students.
a. Strongly Agree
b. Agree
c. Neither Agree or Disagree
d. Disagree
VETERAN STUDENT SUCCESS
87
e. Strongly Disagree
6. The training helped me understand how to properly refer students to other offices for
assistance.
a. Strongly Agree
b. Agree
c. Neither Agree or Disagree
d. Disagree
e. Strongly Disagree
7. I believe it will be worthwhile for me to apply what I learned.
a. Strongly Agree
b. Agree
c. Neither Agree or Disagree
d. Disagree
e. Strongly Disagree
8. I feel confident about applying what I learned in my daily work with Veteran students.
a. Strongly Agree
b. Agree
c. Neither Agree or Disagree
d. Disagree
e. Strongly Disagree
9. What additional support do you need to apply what you have learned? (Open Ended)
10. I am committed to apply what I learned to my work with Veteran students.
a. Strongly Agree
b. Agree
VETERAN STUDENT SUCCESS
88
c. Neither Agree or Disagree
d. Disagree
e. Strongly Disagree
Level Three: Behavior
11. I have used the job aids provided during training in my daily work.
a. Strongly Agree
b. Agree
c. Neither Agree or Disagree
d. Disagree
e. Strongly Disagree
12. Have you used what you learned in training on the job? (Open Ended)
Level Four: Results
13. I am already seeing positive results from the training.
a. Strongly Agree
b. Agree
c. Neither Agree or Disagree
d. Disagree
e. Strongly Disagree
14. Please give an example of a positive outcome you have experienced. (Open Ended)
Please provide suggestions for improvement for the next training. (Open Ended
VETERAN STUDENT SUCCESS
89
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Abstract (if available)
Abstract
The purpose of this project was to examine the root causes of the problem of low Veteran student graduation rates in higher education. The study utilizes the Clark and Estes (2008) gap analysis framework to identify influences from knowledge, motivation, and organizational influences of the student support staff on Veteran student persistence. This study uses a mixed-methods design where the quantitative survey was used to organize the qualitative interviews. This project finds areas to address in the student support services functions and recommendations for best practices in providing student services to Veteran students in the higher education setting that will support Veteran student success. Specifically, understanding how to recognize unique challenges of Veteran students and providing the appropriate referral process is important. The student support staff in the study are motivated and value work with Veteran students. Support from the university on goals, culture, and core values is indicated.
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Asset Metadata
Creator
Clark, Melinda Stewart
(author)
Core Title
Veteran student success
School
Rossier School of Education
Degree
Doctor of Education
Degree Program
Organizational Change and Leadership (On Line)
Publication Date
04/03/2018
Defense Date
04/02/2018
Publisher
University of Southern California
(original),
University of Southern California. Libraries
(digital)
Tag
GI Bill,Higher education,OAI-PMH Harvest,retention,student services,veteran student
Language
English
Contributor
Electronically uploaded by the author
(provenance)
Advisor
Mora-Flores, Eugenia (
committee chair
), Ferrario, Kimberly (
committee member
), McFarland, Kathryn (
committee member
)
Creator Email
clarkmelindas@gmail.com,melindsc@usc.edu
Permanent Link (DOI)
https://doi.org/10.25549/usctheses-c40-489252
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UC11266937
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etd-ClarkMelin-6138.pdf (filename),usctheses-c40-489252 (legacy record id)
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etd-ClarkMelin-6138.pdf
Dmrecord
489252
Document Type
Dissertation
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Clark, Melinda Stewart
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texts
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(contributing entity),
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(collection)
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Tags
retention
student services
veteran student