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Creating a supportive climate to facilitate the transition for veteran students at the University of Southern California: a gap analysis

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Creating a supportive climate to facilitate the transition for veteran students at the University of Southern California: a gap analysis

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Content
Running Head: STUDENT VETERAN GAP ANALYSIS

CREATING A SUPPORTIVE CLIMATE TO FACILITATE THE TRANSITION FOR
VETERAN STUDENTS AT THE UNIVERSITY OF SOUTHERN CALIFORNIA: A GAP
ANALYSIS

by

Edward Rodriguez

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 2015

Copyright 2015 Edward Rodriguez
STUDENT VETERAN GAP ANALYSIS 2

TABLE OF CONTENTS

Dedication 3
Acknowledgements 4
List of Tables 5
Abstract 7
Chapter One: Introduction 8
Chapter Two: Literature Review 17
Chapter Three: Methodology 33
Chapter Four: Results and Findings 58
Chapter Five: Solutions and Implementation 86
Chapter Six: Discussion 99
References 108
Appendices
A: Student Veteran Survey 113
B: Student Veteran Interview 116
C: Survey Flyer 117

STUDENT VETERAN GAP ANALYSIS 3

Dedication
As an Army veteran, I dedicate this important piece of literary knowledge to my brother
Andrew, and sisters Janet & Jacqui whom have whole-heartedly supported all of my military and
scholarly endeavors and never stopped encouraging me to do my best. Thank you for always
believing in me and never, ever letting me give up.

STUDENT VETERAN GAP ANALYSIS 4

Acknowledgements
First I would like to acknowledge Dr. Kenneth Yates, if anyone knows how difficult it is
for veterans and what they actually need to succeed in college -it is you. As my first instructor to
learning theory and the person who introduced me to gap analysis at the doctorate level, you
gave me the idea to combine gap analysis, educational psychology, and higher education
leadership. With your help, I had the motivation, knowledge and resources I needed to succeed.
You provided not just ideas, solutions, and recommendations, but also your time and expertise in
this very specialized field. You gave more than I expected of a committee chair and I thank you
for that.
Second, and in no particular order the following people have had a significant impact on
my studies and at some point in time -in some form or another- influenced the content presented
in this doctoral dissertation. Syreeta Greene, Assistant Director at USC’s TVSP. Dr. Estella
Bensimon, Dr. Rudy Crew, accountability and leadership instructor and an awe-inspiring
speaker. Dr. Sonja Daniels, for leading a professional seminar in higher education and taking an
extra interest in this endeavor and be a committee member. Dr. Ron Avi Astor, also for taking an
extra interest in this endeavor; your scholarly work is sited many times here. Dr. Vincent Vigil,
for your honestly in assessment organizational learning. Dr. Tatiana Melguizo, for your help with
my grant proposal in higher education finance. Finally, I would like to acknowledge my friends;
colleagues of the 2011 Doctor of Educational Leadership cohort. Although too many to mention
here, but Michael, Henan, John, Jaime Valenzuela and Orchid and Jason -it truly was a
marvelous learning experience collaborating and presenting with you.

STUDENT VETERAN GAP ANALYSIS 5

List of Tables
Table 1.1 Services and criteria considered essential to student veteran academic success. 13

Table 3.1 Services and criteria considered essential to student veteran academic success. 35
classified by American Council on Education best practices toolkit (2011).

Table 3.2 Summary of assumed needs for knowledge, motivation, and organizational 47
issues.

Table 4.1 As a student veteran, I have many difficulties when transitioning from the 60
military to higher education.

Table 4.2 I have the knowledge and skills to overcome the negative effects that 61
deploying with the military has had on my mental processes.

Table 4.3 I have the resilience skills needed to re-enter civilian life and subsequently 62
enter higher education.

Table 4.4 I have the knowledge skills to overcome the barriers student veterans face 63
like PTSD, its prevalence, and its effects on learning.

Table 4.5 I know how to successfully navigate through the admissions process and 64
managing GI Bill paperwork.

Table 4.6 I have the expectation and confidence that I will succeed in higher education. 68

Table 4.7 If I did NOT receive GI Bill benefits, I would you still find value in attending 69
USC.

Table 4.8 When I encounter setbacks during my education, it effects my motivation 70
to work harder and apply more effort to studying.

Table 4.9 I can control the negative effects of transitioning from the military to the 71
classroom if it impacts my learning.

Table 4.10 I have the self-efficacy I can use the learning strategies that lead to 72
success in the courses I am taking.

Table 4.11 I think a centralized location for student veterans to meet and 75
collaborate with other student veterans if very important.

Table 4.12 I would like a place where student veterans receive individualized peer 76
support and get assistance to get help with all veterans’ transitional,

STUDENT VETERAN GAP ANALYSIS 6

personal and social issues.

Table 4.13 I would benefit from an accommodation of a “home-base” area designed 77
with increased awareness, and knowledge of the sensitivity of issues
affecting student veterans.

Table 4.14 I find it important to create a room ensuring inclusion for every person in 78
this diverse student veteran subpopulation.

Table 4.15 I need a room that is designed for returning OIF and OIE veterans in mind 79
to ease the transition into higher education.

Table 4.16 Total survey responses distributed by mean. 82

Table 4.17 Assumed Needs Validated from Interviews and Survey Responses. 84

Table 5.1 Gap analysis problem: need, measures, theory, solutions and evaluation. 87

Table 5.2 Services and criteria considered essential to student veteran academic success. 91

Table 5.3 Four levels of evaluation Champion (2002), Kirkpatrick (1994). 95

STUDENT VETERAN GAP ANALYSIS 7

Abstract
This study uses the Gap Analysis problem-solving framework (Clark & Estes, 2008), and serves
as a supplement to the Transfer Student Veterans Program’s (TVSP) current knowledge of
student veteran needs attending the University of Southern California (USC). The purpose of this
study was to identify the knowledge and skills, motivation, and organization needs of student
veterans that contribute to USC’s gap in accomplishing its organizational goal of becoming a
veteran friendly institution and it’s central mission to develop human beings and society as a
whole through the cultivation and enrichment of the mind and spirit. Mixed methods were used
to collect survey data from 80 participants and interview data for four participants to identify and
validate the knowledge and skills, motivation, and organization needs. The survey and interviews
support the findings that students lack metacognitive knowledge to see how serving in a warzone
affects their own learning processes. Also, the survey and interviews support the needs gap that
students face various distractions on campus and prefer a centralized location to meet and
collaborate with other student veterans. Results also suggest that student veterans’ motivational
needs are satisfied and being met. Based on the findings, solutions drawn from the research
literature are offered to address the validated needs. This study, demonstrates how various
stakeholders can systematically apply the Gap Analysis framework and adapt it to educational
settings.

STUDENT VETERAN GAP ANALYSIS 8

CHAPTER ONE: INTRODUCTION
Statement of the Problem
Veterans, who have fought in one‒sometimes even two wars, are enrolling in college
without the proper services in place to help them transition from a combat zone to the classroom.
Under the Office of The White House (2013), umbrella of Global War on Terror, American
troops served in Operation Enduring Freedom [OEF] after the attacks on September 11, 2001.
Many service members were also called to fight in Operation Iraqi Freedom [OIF] from March
19, 2003 until December 2011. With combat operations in Iraq coming to an end in 2012, and a
massive drawdown in Afghanistan in 2013, the Department of Defense estimates that more than
2 million U.S. troops are expected to return and a great number of them will seek higher
learning. Although a number of reasons exists, a vast number of service members from all
branches of the military are entering college partly because of generous educational benefits
under the new Post-9/11 GI Bill. But even with this financial help, the transition from combat to
classroom can be difficult. Across the United States, colleges and universities have already seen
this influx of student veterans and are facing many new difficulties serving this population. Of
the many unique challenges veteran students face, the task of transitioning and assimilating from
the service to college is among the most important.
The traumatic experience of war alone makes any student who served in the U.S. Armed
Forces part of a special group within the general college population. Many veterans who returned
to take advantage of GI Bill benefits and find the transition to school is an arduous task. This
new student veteran cohort shares similar experiences, and themes relating to joining the
military, deployment, serving in a war zone, and especially making that move from combat into
the classroom. For many, transition difficulties can be overwhelming, making student veterans
STUDENT VETERAN GAP ANALYSIS 9

feel unaided. The lack of awareness and cultural sensitivity for transitioning student veterans
returning from war can lead to little or no interaction with their school community. Furthermore,
this feeling of helplessness and isolation makes veterans less likely to participate in educational
opportunities such as tutoring, internships or student organizations. These difficulties are so
challenging, that many may not enroll simply because of an absence of easily available
information, effective outreach, and veteran-friendly practices. Those who do enroll, may
inevitably face too many new challenges in their first year and chose to forego thousands of
dollars in aid to drop out instead.
Background of the Problem
The problem of veterans transitioning into college without the adequate support is
compounding at the national level. The Department of Veteran Affairs estimates that more than 2
million U.S. troops are expected to return, many of whom will take advantage of the new post-
9/11 GI Bill (Department of Veterans Affairs, 2009). Although U.S. military personnel receive
extensive pre-combat training, war-zone experiences tax service members physically and
emotionally in ways for which no training program can adequately prepare them. Furthermore,
serving in a warzone affects their own learning processes and ability to succeed academically.
Colleges must be ready to offer support services for this new wave of veteran issues.
When research for this dissertation began in 2010, services aimed at helping veterans
were in its early stages. Fortunately, USC offers a number of signature programs to help student
veterans. The Center for Occupation and Lifestyle Redesign (COLR) at USC is dedicated to the
study of how student veteran’s current occupations shape the well-being of being a student. The
efforts to help student veterans presented in this paper, are minute in comparison to what the
University of Southern California (USC) and its leadership has accomplished to better serve
STUDENT VETERAN GAP ANALYSIS 10

these students. From a behavioral health perspective, the Center for Innovation and Research on
Veterans & Military Families (CIR) at USC’s School of Social Work works to strengthen veteran
students and their families’ support network though training, and innovative research. Over the
years, CIR has become a leader of local veterans’ issues through its research, training and global
engagement efforts, and has helped cement the university’s position at the forefront of local
veterans’ issues.
Lastly, The VA certifications office at USC processes GI Bill paperwork and
certifications for student veterans attending. Although VA centers are located on most college
campuses, it’s chief duty is to provide certification for enrollment so veterans can get their VA
educational GI Bill benefits; leaving schools to decide what transitional assistance they will
provide to its student veterans.
Importance of the Problem
If higher education institutions failure to help these students transition and attain a
college degree, it will present a bleak future as it limits the chances our nation’s returning
veterans have of succeeding in American society. The Transfer and Veteran Student Program
(TVSP) was established to enhance transfer and veteran students' success academically,
professionally, and socially. Improving college services for student veterans so they may remain
and graduate is vital for USC as its livelihood depends on it. Failing to help veterans will affect
USC’s student veteran retention rate. If the organizational goal is not reached, the potential for
diverting funding to more successful programs is increased. If this should become the case,
student veterans could be left without any way to receive help to socially, academically and
professionally succeed. Besides student retention, striving to improve veteran programs and
STUDENT VETERAN GAP ANALYSIS 11

services indicates a real institutional commitment to all those who served in the Armed Forces on
behalf of the University of Southern California.
Context of the Problem
The University of Southern California (USC) is a private research university located in
Los Angeles, California. Fall semester of 2011, USC's full-time undergraduate program enrolled
17,414 undergraduate students (Walton A. R., 2001). USC also educates 20,596 graduate and
professional students in a number of different programs, including the schools of education,
business, law, social work, and medicine. Out of this diverse student body, over 600 students
were classified as military service members and/or veterans; a considerable increase from the 80
plus members enrolled in 2008 (Greene, 2013).
To improve programs and services that ease transition and increase the chances of
success for this newest generation of student veterans, a needs assessment is desired. This
assessment will identify veteran-related knowledge, attributes to veteran-friendly campuses, and
identify gaps in its own services.
Mission and Organizational Goal
The University of Southern California (USC) has a central mission to develop human
beings and society as a whole through the cultivation and enrichment of the mind and spirit. USC
achieves this mission through teaching, research, artistic creation, professional practice and
public service (University of Southern California, 1993). The organizational goal is to create a
transfer and military friendly campus at the University of Southern California. Fortunately, USC
achieves this by providing the Transfer and Veteran Student Program (TVSP) to enhance transfer
and veteran students' success academically, professionally, and socially.

STUDENT VETERAN GAP ANALYSIS 12

USC TVSP Mission
USC’s Transfer and Veteran Student Programs (TVSP) has the mission to facilitate a
smooth transition into higher education for transfer and veteran students to increase retention,
persistence and satisfaction as well as aiding the overall advancement and producing prominent
alumni for the university (University of Southern California, 2013).
Operation of TVSP’s Mission: to become a military-friendly campus, a potential sub goal
for TVSP is the establishment of a supportive climate known as a veteran’s specific resource
room. When achieved, it will fulfill a best practice criterion and foster increased motivation and
retention. Establishing supportive climates conducive to successful transition and integration has
been grounded in both research and theoretical constructs over time. The following theories
and/or models provide a framework for student transition and integration: Schlossberg's (1981)
theory of transition, Goodman, Schlossberg, & Anderson’s (2006) 4 S transition model, and
Tinto’s (1987) student integration model. Furthermore, the safe zone program (Marshal, 2008)
and federal funded Student Support Services program (Bradford, Muraskin, Cahalan, &
Goodwin, 1998) provide a background of successful supportive academic climates in higher
education.
Colleges need to realize that student veterans are different from typical students and need
more support. For student veterans, a supportive climate like a specific resource room is a
recognized and proven practice when aiding transition. Table 1.1 shows services and criteria
considered essential to student veteran academic success as classified by American Council on
Education best practices toolkit (2011). Benchmarking comparisons to Wayne State University
(WSU) are made as this institution was top ranked in service to student veterans and provides
best practices for it student veteran population (American Council on Education, 2013).
STUDENT VETERAN GAP ANALYSIS 13

Table 1.1
Services and criteria considered essential to student veteran academic success classified by
American Council on Education best practices toolkit (2011).

Veterans
Affairs
office
Under
GI
Bill
cap
Yellow
Ribbon
Program
Accepts
ACE
credits
Peer
Mentoring/
Orientation
Program
Student
Veteran
Organization
Veterans-
specific
Resource
Room
Wayne
State
University
(MI)

YES

YES

YES

YES

YES

YES

YES
University
of Southern
California

YES

NO

YES

NO

YES

YES

NO

Notes. Both institutions are classified by the National Center for Education Statistics as 4-year
Institutions of Higher Education.

The ACECLL (American Council on Education Center for Lifelong Learning, 2011)
presents an explanation of the services and criteria considered most important to the success of
student veteran’s education include a comprehensive higher education peer-to-peer environment
dedicated to gathering help and providing direction to the array of support services and
resources. A veteran resource room at a college not only helps new student veterans navigate the
university environment, but also helps clear the uncertainty for student veterans when applying
for VA benefits. Moreover, this peer-to-peer support and resource center connects veterans to
one another, improving retention, motivation and academic success.
When research for this dissertation began in 2010, services aimed at helping veterans
were in its early stages. Presently, USC is now sponsoring a Veteran Resource Center, whose
opening was commemorated November 5 2014 (University Southern California, LA Vet
Collaborative, 2014), with a reception and open house. The center, located in Room 330 in the
STUDENT VETERAN GAP ANALYSIS 14

Ronald Tutor Campus Center, was created as a place where USC veterans could come together
and call "home." At the center, veterans can get certified for their Veteran's Act (VA) benefits,
surf the web or lounge and watch TV. The next step for the Veteran Resource Center is to make
specific counseling services available to veterans.
Critical Issues That Shape a Veteran-Specific Resource Room
USC has seen an influx of students recently and now attends to more than 600 former
U.S. service members or veterans, and military dependents. To become a military-friendly
campus, providing opportunities for contact with peers is a good place to start. Providing a
veteran specific room where student veterans could gather, get direction for personal and social
issues and access community resources is an institutional commitment (Cook & Kim, 2009).
Critical issues that shape this veteran-specific resource room include:
 Ensuring inclusion for this diverse college subpopulation of differently-abled students
and variety of educational levels.
 A centralized location that exclusively serves veteran service members and serves as
the initial point of contact where student veterans could apply for assistance, receive
information on financial aid and access to community resources.
 Individualized support and assistance to get help with all veterans’ transitional,
personal and social issues affecting their educational goals.
 Accommodation of a “safe zone” area designed to increase awareness, knowledge of,
and the sensitivity of issues affecting returning student veterans.
Organizational Goal
USC’s TVSP goal will be to establish a resource room that will enhance transition and
ensure student veterans remain at USC satisfied. The TVSP Assistant Director and staff
STUDENT VETERAN GAP ANALYSIS 15

established this goal after consultation and collaboration with USC faculty and the author, who is
a doctoral candidate veteran in the School of Education with a vested interest in increasing the
transition of this growing student veteran population. The physical establishment of a student
veteran resource room at USC after two years measures the achievement of TVSP’s goal in this
gap analysis.
Stakeholders
The stakeholders for this gap analysis study are all student veterans and their families,
which include undergraduate students who served in the U.S. armed forces or military service
members returning from active duty or the reserves. Families include VA dependent
undergraduates who are not veterans or military service members. Furthermore, stakeholders are
instructors at USC, the TVSP and student affairs division, academic units, staff and counselors.
Stakeholder for the Study.
USC’s Transfer and Veteran Student Program is the key stakeholder as they facilitate all
difficulties student veterans face in transitioning to USC. The Department of Veterans Affairs
leaves the task of promoting student veteran success at the discretion of each institution
(American Council on Education, 2008). Consequently, schools are left to decide what programs
or services it should offer its veterans. As the organizer for veterans programs, USC’s TVSP is
the vital cog in achieving USC’s organizational goal of creating a transfer and military friendly
campus.

STUDENT VETERAN GAP ANALYSIS 16

Purpose of the Study and Questions
The purpose of this study is to examine the student veteran characteristics at the
University of Southern California that would assist TVSP to establish a support resource center.
As a supplement to TVSP’s current knowledge, this case adapts gap analysis into a needs
assessment to identify and collect knowledge about student veterans, their motivation and the
organizational resources and culture that would facilitate their academic achievement. As such,
TVSP needs the following information:
1. What are the characteristics about student veterans at USC, and their needs for a resource
center?
2. What are the motivation issues that lead student veterans at USC to persist and
academically succeed?
3. What are the organizational resources and culture that would enhance student veteran
transition and academic achievement?
Methodological Framework
This case study adapts a researched-based approach to problem solving called gap
analysis to improve organization performance (Clark & Estes, 2008). While this model was
developed as a performance tool for corporate business settings, it is highly applicable to
problem-solving across various educational environments (Rueda, 2011). Gap analysis
systematically shapes any particular problem by first establishing a clear goal, followed with
individual performance goals for the organization; then analyzing and systematically identifying
root causes between the organization’s current achievement and its desired goal; and diagnosing
the individual knowledge, motivational, or organizational causes behind these performance gaps.
To collect data the above questions, a student survey, and questionnaire will be employed.
STUDENT VETERAN GAP ANALYSIS 17

CHAPTER TWO: LITERATURE REVIEW
The war in Iraq ended officially with a flag-lowering ceremony in December, 2012. The
Department of Defense estimates more than one million troops have served since a U.S.-led
force entered Iraq on March 20, 2003 (Cook & Kim, 2009). Furthermore, President Barack
Obama's exit strategy from Afghanistan called for an end to combat operations in 2013 and the
complete withdrawal of the U.S. led international military force by the end of 2014, with the end
of these two wars, student veterans are returning to college in large numbers. Unfortunately with
this mass influx of veterans seeking higher education, the Department of Veterans Affairs (VA)
has been slow to respond and for a number of reasons. First, the VA does not have the sufficient
or adequate resources nor have the expertise to deal with matters of veterans succeeding in
education (Cook & Kim, 2009). The VA spends it resources on other issues it deems ore urgent.
Besides, education, returning veterans of the United States armed forces are eligible for a broad
range of programs and services provided by the VA. Major benefits include veterans'
compensation, veterans' pension, survivors' benefits, rehabilitation and employment assistance,
education assistance, home loan guaranties, and life insurance coverage. Since eligibility for
most VA benefits is based upon a number of stipulations, the VA spends a large portion of its
resources helping veterans apply, and subsequently process their claims. This task includes
administering a variety of benefits and services, providing financial and other forms of assistance
to veterans as well as serving their dependents, and survivors. Among all of these administrative
duties lies approving a school and education program for every student veteran that apply. The
VA can efficiently help veterans deal with personal benefits more than it can with education
(American Council on Education Center for Lifelong Learning, 2011). Recently, VA agencies
across the country have had to take on more of a consulting and training role to help schools
STUDENT VETERAN GAP ANALYSIS 18

cope with the high number of veteran enrollees and understand the GI program. But now, partly
because of a bill recently passed by Congress in 2008 designed to help veterans enroll in more
vocational/ trade schools and set to be implemented over the coming five years, state approving
VA agencies are finding their hands are tied when it comes to counseling (and thereby warning)
veterans about the risks some of these “for profit” schools have. Some VA agencies are just
approving or disapproving programs (Cook & Kim, 2009).
Furthermore, one of the biggest problems student veterans face is that many are still
active student military members or in the difficult process of transitioning out of the military into
civilian life. These students face balancing their military careers with student life. Often, students
are required by the military to participate in drill exercises, or they may be deployed. (American
Council on Education Center for Lifelong Learning, 2011). Although available, many programs
and services offered by institutions of higher learning must be updated in order to help the
student vets have a successful stay and graduate with a degree in this post 9/11 era.
As more service members leave the military to pursue higher education, the problem of
vets transitioning into college is compounding at the national level. Improving college services
for student veterans so they may remain and graduate from USC is vital for Transfer Veteran
Student Program (TVSP) as its livelihood depends on it. Failing to help veterans will affect
USC’s retention rate. To establish an effective veteran-specific resource room at USC, a gap
analysis adapts into a needs assessment giving USC’s Transfer Veteran Student Program the
opportunity to identify the knowledge/ motivation, and organizational information needed to help
student veterans succeed.
Each topic below relates to the analysis of challenges in creating a veterans-specific
resource center room due to gaps in the areas of knowledge and skill, motivation, and
STUDENT VETERAN GAP ANALYSIS 19

organizational issues. The purpose of this study is therefore to supplement TVSP’s current
knowledge about student veterans and identify these gaps. The pre-existing literature is divided
into the eight categories detailed below and how they relate to the research questions.
1. GI Bill
2. Statistical Data
3. Transition Challenges
4. Education Challenges of Veteran Students
5. Student Veteran Advocacy
6. Programs and Services for Veterans on Campus
7. A Veteran- Specific Resource Room
8. Gap Analysis

GI Bill
From its inception in World War II as The Serviceman’s Readjustment Act of 1944, to
the Post-9/11 GI Bill in Operation Iraqi Freedom, the GI Bill has strived to take care of service
members and encouraged veterans to pursue higher education. The GI Bill is an important
incentive that encourages student veterans to transition into civilian life and college thereafter
(Lucas, 2006). The Original intent and purpose of GI Bill educational benefits was to provide
Federal Government aid for the readjustment in civilian life of returning World War II veterans.
A summary of earlier bills were aimed at helping the economy recover by putting people back to
work. Key features in this bill however, include being the first of its kind to provide support and
assistance to a specific group of the general population therefore setting a precedent for future
support services in higher education.
STUDENT VETERAN GAP ANALYSIS 20

The enactment of the Post-9/11 Veterans Educational Assistance Act of 2008 (also
known as the Post-9/11 GI Bill or the new GI Bill) in June 2008 was one of the most significant
events for active-duty and veteran students since the creation of the original GI Bill (McBain,
2002). McBain (2002), define new changes to the 9/11 GI Bill impacting student veterans
foremost which include a generous increase in educational benefits. The American Council on
Education. (2008), describes the current scenery of post-9/11 service members in higher
education. This description includes the characteristics of student veterans, US Department of
Education policy, obstacles and transition support.
It is important to understand how the GI Bill developed over time in order to persuade
returning service members into higher education after returning from extended periods of war.
Currently, a generous Post 9/11 New GI Bill also known as Veterans Educational Assistance Act
of 2008, is financially committed to seeing veterans transition from military life to student life
(American Council on Education Center for Lifelong Learning, 2011). Their enrollment profile
is documented and examined next.
Statistical Data
Student veterans have unique enrollment, demographics, and characteristics in higher
education. Walton (2001), collected and reported a ddescriptive educational data profile of
student veterans. In this query, Walton (2001) noted enrollment characteristics in higher
education different from traditional college freshman in terms of age, gender and a variety of
demographic variables. Although the actual percentage of veterans graduating was not mandated
at the time, and no hypothesis and inter- relationships were established, Walton (2001) provides
solid evidence were Vets vs. non-vets enrollment/graduation characteristics differ. Later Walton
& Wun (2009), present an updated statistical educational data profile and demographics of
STUDENT VETERAN GAP ANALYSIS 21

student veterans. In this report, they present a post 9/11 profile of military service members and
veterans enrolled in postsecondary education from the 2007/2008 school year. Percentage
distribution of service members, first year students, percentage receiving financial aid, and
percentage receiving GI Bill are revealed.
Student veterans returning from military service represent a growing diverse population
on college campuses nationwide. These figures expose the reality that both institutions of higher
learning and student veterans face many new challenges. It is therefore, essential for educational
leaders to be aware of this latest trend of increasing student veteran population as to incorporate
preventative retention strategies. Now that a sizable population of college students has been
established, we examine the challenges and barriers this modern populace faces.
Transition Challenges
Student veterans face many challenges when they leave the service and re-enter civilian/
student life. Marshal (2008), found transition challenges for student veterans returning from long
deployments. These challenges include navigating the university environment, taking on the role
of non-traditional students, available student veteran services that meet their requirements and
any other special needs they may have. A recommendation is made of establishing a Safe Zone
for Veterans: Developing a Vet Net Ally Program to Increase Faculty and Staff Awareness and
Sensitivity to the Needs of Military Veterans in Higher Education (Marshal, 2008).
Ackerman, DiRamio, & Garza Mitchell (2009), also found ttransition challenges centered
on student engagement and found veterans feel disconnected in higher education. These
transition difficulties stem from instructor interactions, transition difficulties due to personal
reasons and disabilities. Study also found veterans feel less supported and understood as college
STUDENT VETERAN GAP ANALYSIS 22

students. Emerging themes were military life, war and constant deployments as well as the
combat to classroom transition and re-entering civilian life and becoming a student.
Prevalence of PTSD is grave among returning service members (Ramchand, Schell, &
Karney, 2010). It was found combat exposure predicted PTSD among various studies. Possible
explanations were also given to address the prevalence estimates of PTSD among service
members who served in Iraq and Afghanistan. PTSD is defined broadly and the many
implications this disorder can have.
Transition challenges also included the increase of negative outcomes resulting from
warzone exposure (Schnur, et al., 2010). Understanding the impact of the wars in Iraq and
Afghanistan and consequences of warzone exposure with include the prevalence of PTSD,
prevalence of functional impairment and prevalence of brain injuries among veterans and how
these factors affect college related tasks. Schnur, et al. (2010), also found the wars in Iraq and
Afghanistan have had a significant impact in the field of traumattic stress and how they affect all
other functioning. Examination of the total consequenses of going to war are still underway.
Kehle, et al. (2011), found veterans returning from Iraq and Afghanistan have a
significant rate of mental health disorders. Psychiatric diagnoses, comorbidity, and functioning in
National Guard troops deployed to Iraq were studied. Results found an increase in rates of PTSD
in post deployment and an increase of psychiatric diagnosis rates such as depression and anxiety
stemming from combat service. Impairment in social functioning and quality of life were also
reported and found the presence of some form mental health intervention was critical in the
recovery process.
Research on mental health initiatives to educate the community regarding veteran issues
are widely gaining acceptance (Straits-Troster, et al., 2011). Research found new theories in
STUDENT VETERAN GAP ANALYSIS 23

practice and policy for developing community capacity to treat post-deployment mental health
problems of veterans returning from war. Straits-Troster et al. (2011) note tthese problems
include Post-deployment adjustment for returning service members, the stigma associated with
reporting and implementation, educational outreach needed.
As a result of unique experiences, student veterans often feel disconnected in higher
education and report adjustment difficulties from personal/social/emotional to physical problems
all of which require special programs and services (O'Herrin, 2011). Programs aimed at helping
student veterans succeed in higher education need to be aware that these past negative
experiences are the chief contributors for student veterans discontinuing their education.
Alongside the aforementioned transition challenges student veterans face when re-entering
higher education such as navigating a higher education system and GI Bill, they also encounter
educational challenges in the form of inaccurate educational services (O'Herrin, 2011).
Educational Challenges of Veteran Students
To handle the educational challenges in higher education, research found student veterans
face a number of unique challenges and require essential programs and services aimed at
promoting student veteran success. Research on schools and educational services in higher
education for veterans reveal this student population indeed face issues such as GI Bill
confusion, an overloaded VA system as well as balancing career obligations and veteran life at
the same time (Burdette, 2012). Review of empirical literature also found vveterans face campus
issues in Higher Education as limited college campus counseling.
Education needs of student veterans and creating, expanding supports for student veterans
should also be addressed as a public policy issue (Avi Astor, 2012). The need for more federal
STUDENT VETERAN GAP ANALYSIS 24

resources to meet the developing and complicated needs of returning service members and
raising awareness through national leadership should be a priority for policy makers.
Miller (2011), examined the essential practices in student veteran education programs.
Research on education needs of student veterans found a lack of essential practices for student
veteran success in higher education. Particular attention was paid to educational programs for
veterans with disabilities. Current research falls short and calls for identification of essential
practices for serving student veterans. Furthermore, student veteran needs entering higher
education can also be found through qualitative methods. Murphy (2011), conducted a
qualitative study of veteran needs in Higher Education and found veterans liaison on campus
makes a college a successful venture for student veterans. The student veteran college experience
was documented as well as college resources useful to student veterans and the basic necessities
student veterans require to be successful in college as described by student veterans themselves.
Research on the education needs of student veterans also uncovered factors student
veterans should consider when choosing a school. The American Council on Education Center
for Lifelong Learning (2008), suggests areas in which services can improve. Veterans and
institutions of higher learning alike should answer these questions before embarking on such
endeavor such as: How well does school support veterans? Does school have special support
program for vets? Does school follow ACE toolkit for programs and policies on how to better
serve student veterans?
Providing professional development for faculty and staff on the transitional needs of
military students is critical (Rodriguez, 2009). Preparing student faculty and staff to work with
returning veterans that have a number of needs should also be a priority to the higher education
system. Rodriguez (2009), looks at student veteran needs from a mental health perspective and
STUDENT VETERAN GAP ANALYSIS 25

makes a link between the affiliation of social work with the military; preparing social workers to
respond to new and complex challenges of incoming veterans.
Student veterans returning from deployment are a distinct group that require specific
services aimed at promoting their success. It is important to understand they also encounter
educational challenges in the form of inaccurate educational services as these can play an
important role for the student veteran to continue his or her education. Next are programs that
could help student veterans.
Student Veteran Advocacy
Research on literature of student veteran advocacy indicate supplementing current
programs and services may lead to increased academic success for student veterans (Bradford,
Muraskin, Cahalan, & Goodwin, 1998). Benefits of student support services contribute to
helping the progress of disadvantaged students in Higher Education. An evaluation and analysis
of the Federal Student Support Services Program reveal academic success and preparation have a
massive impact in predicting success for disadvantaged students. Factors to academic success are
discussed and among them are fostering an academic climate promoting success and cultivating
support programs foster student retention.
Student veteran advocacy research brought to light factors influencing academic success
for student veterans (Lopez, 2011). A descriptive study found factors influencing affordability,
accessibility and academic success of military student veterans in higher education. Educational
needs are outlined; of these acknowledging the importance of serving military service members
and veterans in strategic comprehensive academic plans. Factors influencing academic success
include analyzing policies to create a more student veteran friendly program on campus. These
STUDENT VETERAN GAP ANALYSIS 26

variables include student veteran’s perception of higher education, student veteran advocacy and
supplementing current programs and services.
O’Hare (2011), highlights characteristics for enhancing veteran success in higher
education. This report provides a first look at the kinds of environments that institutions are
providing for military students. These include the importance of GI Bill, characteristics of
student veterans such as specific needs of returning veterans, and facilitating the transition from
a war environment to a college learning environment. Likewise, student veteran advocacy also
includes campaigning for new mental fitness courses and resilience training for service members.
Under direction of the U.S. Army, Seligman & Fowler (2011), developed Comprehensive
Soldier Fitness program; a preventive program that seeks to enhance psychological resilience
among all members of the Army community. It helps those who are psychologically healthy face
life's adversities, including the stressors of combat and prolonged separation from family. The
Comprehensive Soldier Fitness (CSF) psychological program includes raising mental illnesses
awareness among service members the extensive aim is to lower PTSD, foster resilience and
growth. To be used as a supplement with mental health services, if successful this program and
training regimen will provide an education model for schools. This novel student veteran
advocacy intervention program for service members fosters resilience (Cornum, Matthews, &
Seligman, 2011). Before any implementation at other institutions can be suggested, the
Comprehensive Soldier Fitness (CSF) Psychological Program Model was peer reviewed.
Research on this through examination concluded the CSF program is essential for improving
psychological fitness, and although a novel contemporary psychological intervention, it can
serve as a promising treatment to PSTD (Cornum, Matthews, & Seligman, 2011).
STUDENT VETERAN GAP ANALYSIS 27

Similarly, University based resilience program for service members such as Master
Resilience Training (MRT) originated by the U.S. Army contribute to foundation the of
Comprehensive Soldier Fitness program; a preventive program also aids student veteran
advocacy efforts (Reivich, Seligman, & McBride, 2011). Developed by the University of
Pennsylvania, the focus is on resilience skills training and building the capacity to overcome
obstacles and challenges after living traumatic experiences. This new intervention is being
developed as a school based training program for students. One of the pillars of MRT is that it
teaches resilience skills after traumatic events. This program is a result of the military’s effort to
treat/prevent mental illness and teach resilience to service members and veterans. Lester,
McBride, Bliese, & Adler (2011), conducted an empirical assessment of the Comprehensive
Soldier Fitness Program and an entire overview of the CSF program. Researcher note that due to
the innovation of this program, this is an ongoing assessment.
In regards to student veteran advocacy, empirical research on this specific student veteran
population reveals this group faces many unique challenges that their civilian counterparts do
not. To ensure a successful college transition, higher education institutions must ready
themselves and supplement their current programs and services.
Programs and Services for Veterans on Campus
This section reviewed current higher education support programs and services in place
for veterans as well as an introduction of innovative programs and prospective services for
veterans entering higher education. The American Council on Education Center for Lifelong
Learning (2008) present recommendations for higher education based on an overview of
institutional programs and services for veterans nationwide. In this empirical assessment, a
comprehensive description of services to veterans, ongoing assessment of programs and the role
STUDENT VETERAN GAP ANALYSIS 28

of all agencies, stakeholders or any entity affiliated to helping veterans succeed in college are
defined. Most noticeably, ACE defined the upcoming role of the Veterans Administration (VA)
in the post-deployment lives of soldiers was outlined not to diminish this institution but as an
effort to improve programs and services for veterans. Among the services and programs that help
student veterans integrate into college, the American Council on Education Center for Lifelong
Learning (2008), developed a prioritization or characteristics list or best practices toolkit, an
explanation of the services and criteria considered most important to the success of student
veteran’s education include but are not limited to: Veterans office or, VA Office, aalthough
synonymous, at USC it is often confused with student veteran support and resource programs. A
defined GI Bill cap for public schools, Yellow Ribbon Program, ACE credits or higher education
credit for military training recommended by the American Council on Education. Also, Peer
Mentoring, Orientation and Student Organizations, and a Veterans-specific Resource
Room/Center, operationally it is defined as a comprehensive higher education peer-to-peer
environment dedicated to gathering help and providing direction to the array of support services
and resources (American Council on Education Center for Lifelong Learning, 2011). A veteran
resource room helps new student veterans navigate the university environment and clear the
uncertainty for student veterans when applying for VA educational benefits.
To help ease the transition of service members on campus, Cook & Kim (2009), access
rresources colleges can use to support student veterans entering higher education. Recognized
and proven practices are described when aiding transition. This report offers a first-of-its-kind
national outline of the programs, services, and policies that campuses have in place nationwide to
serve veterans and military personnel. This collaboration is an effort to prompt colleges and
universities to follow the recommended solutions and take a close look at their own programs
STUDENT VETERAN GAP ANALYSIS 29

and services benchmarking them against the national data presented in this report. Noteworthy is
the recommendation of a veteran-specific resource room; ensuring inclusion for this diverse
college subpopulation of differently-abled students and variety of educational levels. Also
noteworthy is the mention of a lack of student veteran retention data. Recognizing the successful
services contributing to a veteran-friendly campus will help leaders identify gaps in their own
offerings. Next is an example of a best practice to student veterans.
A Veteran- Specific Resource Room
Empirical research on ssupportive climates to aid student veteran’s transition to higher
education suggests the establishment of a veteran-specific resource center, room or area on their
campus (American Council on Education Center for Lifelong Learning, 2011). This room serves
as a centralized location that exclusively serves veteran service members and serves as the initial
point of contact where student veterans could apply for assistance, receive information on
financial aid and access to community resources. Higher education institutions can improve
services to college veterans by providing them with a specific resource center/room. As noted
earlier, the American Council on Education Center for Lifelong Learning (2011), established a
set of student veteran academic and support services “best practices” for higher education
institutions. In this report, a veteran-specific space is recommended as a best practice. For
students and administration, the resource room is a situation in which everyone benefits.
Veterans and service members sometimes need special assistance to cope with physical and
psychological challenges. Cook & Kim (2009), suggest campuses with a dedicated office are
more likely than others to offer specialized counseling and support groups, and to refer students
to support services offered by the Department of Veterans Affairs, as well as for colleges
STUDENT VETERAN GAP ANALYSIS 30

fulfilling a vital component in the ACE toolkit (American Council on Education Center for
Lifelong Learning, 2011) for becoming veteran-friendly institution.
An examination of ssupportive climates to aid transition, American Council on Education
Center for Lifelong Learning (2011), recommend designing a place for veterans to gather.
Benefits of this resource center, is that it serves to improve retention as well as a good starting
point in becoming military friendly. Likewise Cook & Kim (2009), examined key features that
aid in student veteran transition and concur that a veteran resource room demonstrates
institutional commitment. The findings suggest that institutions are becoming increasingly aware
of the complex needs and how best to meet those needs of veterans and current military
personnel who are pursuing higher education programs and are concerned with this group of
students succeeding and competing a college degree.
Peer to peer research also suggests providing a club or place for veterans to connect with
their peers to assists with transition difficulties as well as assists with physical and psychological
difficulties. Whitman, Barry, Mroczek, MacDermid, & Wadsworth (2013), found peer support
allows veterans to gain the beneficial effects of emotional/academic support. An examination of
the development and implications of peer emotional support for student service specifically
tailored to service members, veterans compared to traditional college students. Findings also
suggest emotional support, better academic outcomes, and greater satisfaction results from a
centralized location that exclusively serves a set population of students.
An examination of ssupportive climates to aid transition and peer emotional support
brings many benefits. Increasing peer to peer interactions among veterans relates not to just
better academic outcomes, but better overall outcomes for student veterans. Next, is an empirical
STUDENT VETERAN GAP ANALYSIS 31

examination of the researched-based approach to problem solving called Gap Analysis to
implement the student veteran resource room and thereby improve organizational performance.
Gap Analysis
Gap analysis is a researched based problem solving approach that identifies gaps to
improve organization performance (Clark & Estes, 2008). Gap analysis systematically shapes
any particular problem by first establishing a clear goal, followed by measuring the gap between
the organization’s current achievement and its desired goal, and then analyzing and
systematically identifying and validating the individual knowledge, motivational, or
organizational causes behind these performance gaps. While this model was developed as a
performance tool for corporate business settings, it is highly applicable to problem solving across
various educational environments (Rueda, 2011). Furthermore, Rueda (2011), examined the
essential purpose of the gap analysis framework, concludes adapting gap analysis to higher
education problems improves organizational performance in higher education by identifying
solutions for any of the three critical influences: knowledge, motivation, and organizational. To
improve the organizational performance of USC’s Transfer Veteran Student Program (TVSP),
the gap analysis process and be adapted to a needs assessment and look for shortcomings in three
dimensions (knowledge, motivation, and organizational) and appropriately implement the
performance solution for each.

STUDENT VETERAN GAP ANALYSIS 32

Conclusion
As more service members return from wars in Iraq and Afghanistan to pursue higher
education, the problem of vets transitioning into college with the appropriate support services is
expanding to the national level. For the University of Southern California (USC), improving
college services for student veterans so they may remain and graduate from USC is vital for
Transfer Veteran Student Program (TVSP) as its livelihood depends on it. Failing to help
veterans will affect USC’s retention rate. To establish an effective veteran-specific resource
room at USC, a gap analysis is developed and adapts into a needs assessment giving USC’s
Transfer Veteran Student Program the opportunity to identify the knowledge/ motivation, and
organizational information needed to help student veterans succeed. Each topic mentioned above
relates to the analysis on challenges in creating a veterans-specific resource center room due to
gaps in the areas of knowledge and skill, motivation, and organizational issues.

STUDENT VETERAN GAP ANALYSIS 33

CHAPTER THREE: METHODOLOGY
Purpose of the Study and Questions

The purpose of this study is to supplement the University of Southern California (USC)
Transfer Veteran Student Program (TVSP) current knowledge of student veterans’ transition into
higher education by articulating the needs of this student veteran population as they transition
from wartime service in Iraq and Afghanistan to higher education. The review of the literature
identified veteran-related knowledge, motivation and contextual factors and experiences that
impede student veterans’ college transition. As a case study on behalf of TVSP, this inquiry
seeks to supplement TVSP’s knowledge about the needs of student veterans as they transition to
USC by identifying:
1. The characteristics about student veterans at USC, and their knowledge needs
2. The motivation issues that lead student veterans at USC to persist and academically
succeed.
3. The organizational resources and culture that would enhance student veteran
transition and academic achievement.
Methodological Framework

This case study adapts a researched-based approach to problem solving called Gap
Analysis to improve organization performance (Clark & Estes, 2008). While this model was
developed as a performance tool for corporate business settings, it is highly applicable to
problem solving across various educational environments (Rueda, 2011). As shown in Figure
3.1, Gap Analysis systematically shapes any particular problem by first establishing a clear goal,
followed by measuring the gap between the organization’s current achievement and its desired
STUDENT VETERAN GAP ANALYSIS 34

goal, and then analyzing and systematically identifying and validating the individual knowledge,
motivational, or organizational causes behind these performance gaps.

Figure 3.1.

The Gap Analysis Process model (Clark & Estes, 2008; Rueda, 2011).

The gap analysis process described has been adapted in order to identify the
characteristics about student veterans at USC, and their needs for a resource center, the
motivation issues that lead student veterans at USC to persist and academically succeed, and the
organizational resources and culture that would enhance student veteran transition and academic
achievement. In order to facilitate the transition into higher education for student veterans, this
inquiry assists staff, faculty and administrators at TVSP to acquire the knowledge of student
veteran transition issues and understand the critical components of a successful student veteran
program. Rather than using gap analysis to examine root causes of gaps in existing veteran
services, programs and outcomes; this study takes a proactive approach and looks at the needs of
student veterans as they transition to USC.
STUDENT VETERAN GAP ANALYSIS 35

Thus, adapting the Clark and Estes (2008) model, the proposed goal is that TVSP
establish a centralized, established resource room that enhances transition and ensures student
veterans remain and academically thrive at USC. The current lack of a veteran-specific resource
center/room establishes a 100% “needs” gap that requires attention. While USC offers a variety
of services and programs for student veterans, Table 3.1 highlights the needs for establishing this
room to fulfill a best practice criterion and foster increased student veteran motivation and
retention.
Table 3.1.
Services and criteria considered essential to student veteran academic success classified
by American Council on Education best practices toolkit (2011).
Veterans
Affairs
office
Under
GI Bill
cap
Yellow
Ribbon
Progra
m
Accepts
ACE
credits
Peer
Mentoring/
Orientation
Program
Student
Veteran
Organizatio
n
Vets-specific
Resource
Room
Wayne
State
University
(MI)

YES

YES

YES

YES

YES

YES

YES
Sacramento
Community
College
YES N/A N/A N/A N/A N/A YES
Salt Lake
City
Community
College
YES N/A N/A N/A N/A N/A YES
University
of Southern
California

YES NO YES NO YES YES NO
Notes. University of Southern California and Wayne State University are classified by the
National Center for Education Statistics as 4-year Institutions of Higher Education.
STUDENT VETERAN GAP ANALYSIS 36

Based on the American Council on Education (2013) best practices toolkit, a veterans-
specific Resource Room/Center is defined as a comprehensive higher education peer-to-peer
environment dedicated to gathering help and providing direction to the array of support services
and resources. A veteran resource room at a college not only helps new student veterans navigate
the university environment, but also helps clear the uncertainty for student veterans when
applying for VA benefits. Moreover, this peer-to-peer support and resource center connects
veterans to one another, improving retention, motivation and academic success.
USC provides student veterans with excellent transition opportunities as Table 3.1
shows. However, these programs are decentralized and managed by several different
administrative and academic areas across the university. Several of these components, including
the VA office, tutoring, military family programs and career development programs are
duplicated in many of the academic schools and departments. Faculty and staff from across the
university are often unaware of programs and services outside their own unit, moreover staff
may (and often will be the case that they) lack veteran-related knowledge such as factors/
experiences that hinder student veterans’ college transition needed to help student veteran
persists and succeed.
The University of Southern California’s Transfer Veteran Student Program (TVSP)
currently implements many programs and services in order to fulfill their mission of providing
services and programs that aid student veterans in their transition. USC’s TVSP offers services
and criteria considered essential to student veteran academic success classified by American
Council on Education best practices toolkit (2011). For student veterans, a supportive climate
like a veteran’s specific resource room is a recognized and proven practice when aiding
transition. Table 3.1 shows services and criteria considered essential to student veteran academic
STUDENT VETERAN GAP ANALYSIS 37

success as classified by American Council on Education best practices toolkit (2011). As an
inspirational institution for comparison, Wayne State University (WSU) is top ranked in service
to student veterans and provides best practices for it student veteran population (American
Council on Education, 2013). Moreover, colleges like Salt Lake Community College and
Sacramento Community College have founded resource rooms to show institutional commitment
to student veterans on their behalf.
Following an in-depth examination of student veteran needs, the gap analysis model
offers an opportunity to identify solutions under the knowledge/ motivation/ organizational
culture dimensions that might be met by a veterans’ resource center.
This case study inquiry used mixed methods incorporating both qualitative and
quantitative approaches. Maxwell (2013), states presenting information in this manner answers
questions in a quantifiable manner as well as to explores issues and understand phenomena.
Qualitative research in this study included data collection using semi-structured interviews,
open-ended survey responses and analysis of student veteran documents and materials. This type
of information presents an overall “picture” of the educational and personal needs of this student
veteran population. Quantitative research included analyzing statistical data of survey results.
Collecting and identifying information regarding student veterans’ unique experiences in this
mixed methods manner highlighted key issues addressed in this study such as peer to peer
support, student veteran advocacy and supportive climates that aid transition.
Identifying Assumed Student Veterans’ Needs
Clark and Estes (2008) and Rueda (2011) note that often a cause for a performance gap is
assumed but never validated. Moreover, assumed causes are often acted on using substantial
personal and financial resources without achieving the intended result. The same can be said for
STUDENT VETERAN GAP ANALYSIS 38

identifying student veteran needs. In this section, the assumed needs of student veterans were
identified along the three dimensions of knowledge, motivation, and organization using three
methods; (a) informal scanning interviews and personal knowledge, (b) learning, motivation, and
organization theory, and (c) needs identified in the review of the literature in Chapter Two.
Personal Knowledge and Scanning Interviews
To learn about the characteristics about student veterans at USC, and their needs for a
resource center, scanning interviews and personal knowledge were used. These sources helped
determine that student veterans have indeed a knowledge need that is separate of a motivation or
organizational dimension. Likewise, this section describes the motivation, and organization
needs of student veterans also derived from the same personal knowledge and informal
interviews conducted at USC. To validate and prioritize these needs, this report does not make
assumptions to the cause of this knowledge performance problem. Instead, summative
assessment and informal interviews with student veterans substantiate student veteran needs.
Interviews are a vital source of information as they reveal and help the researcher gain an
understanding of the underlying needs student veterans have, as well as the organization barriers
and motivation indicators. Using the taxonomy described below to categorize this information;
personal experience tells us that student veterans have knowledge needs which prevent them
from reaching their full potential at USC. Clark and Estes (2002) state a knowledge gap occurs
when individuals do not have the knowledge and skills to accomplish the given task. For
example, scanning interviews described below find that many student veterans at USC did not
receive any resilience training prior to separation. Since the goal of this paper involves
identifying the needs student veterans have for a resource center, student veterans lacking the
STUDENT VETERAN GAP ANALYSIS 39

procedural knowledge of resilience skills to successfully re-enter civilian/student life indicates
this is a knowledge need.
Throughout this dissertation, the concept of knowledge is discussed regularly and
interchangeably; either as a classification of what a student veteran needs from learning and
motivation theory or as a way to organize it from empirical literature review, thus this paper
employs the taxonomy framework for learning, teaching and assessing (Anderson & Krathwohl,
2001) to assess student veteran needs and therefore determine that this is indeed a knowledge
need. The taxonomy framework works on a continuum, and states that personal knowledge of
student veteran needs is organized into separate knowledge types. The Anderson and Krathwohl
(2001) taxonomy allows researchers to understand student veteran needs in terms of the
knowledge they need (factual, conceptual, procedural, and metacognitive) as well as the learning
processes (cognitive process dimensions) required. Using this taxonomy, student veteran needs
are described.
Factual Knowledge is knowledge in its most basic state. This dimension refers to
essential facts, terminology, details or elements individuals must know or be familiar with in
order to understand a discipline or solve a problem in it. From personal knowledge, student
veterans at USC need the factual knowledge of Post-Traumatic Stress Disorder (PTSD) and the
negative physical and psychological effects on learning.
Conceptual Knowledge is knowledge of classifications, principles, generalizations,
theories, models, or structures pertinent to a particular disciplinary area. Student veterans at USC
face many difficulties when entering higher education and are not aware of it. These difficulties
include post-deployment adjustments such as assimilation with other students, warzone exposure
effects on learning and the prevalence of PTSD among returning student veterans. Consequently,
STUDENT VETERAN GAP ANALYSIS 40

student veterans need this conceptual knowledge of the combat to classroom effects on mental
processes.
Procedural Knowledge refers to information or knowledge that helps students to do
something specific to a subject or area of study. It also refers to methods of inquiry, very specific
or finite skills, algorithms, techniques, and particular methodologies (Anderson & Krathwohl,
2001). It was found that many student veterans at USC did not receive any resilience training
prior to separation from the armed forces. Student veterans need the procedural knowledge of
resilience skills needed to re-enter civilian life and subsequently higher education.
The forth type of knowledge, and most evolved is Metacognitive Knowledge, which is
the awareness of one's own cognition and particular cognitive processes. It is strategic or
reflective knowledge about how to go about solving problems, cognitive tasks, to include
contextual and conditional knowledge and knowledge of self. Student veterans need the
metacognitive knowledge of the barriers they face, such as PTSD and its prevalence and effects
on learning. With the large number of barriers to higher education this population faces,
interviews revealed that student veterans need the metacognitive and procedural knowledge of
self-regulation skills and how to monitor their own learning.
Motivation. From personal interviews, it was found that student veterans can begin to
lack active choice, persistence or mental effort (Clark & Estes, 2008).For student veterans to
actively pursue an education goal, persistence at it and invest the mental effort required,
environmental factors must be addressed (Rueda, 2011). Scanning interviews found antecedent
conditions exist that directly influence student veterans’ motivation to perform. For example,
student veterans may choose to pursue higher education and even enroll at USC but an unmet
motivation need such as student veterans not having the self-efficacy or confidence to persist in
STUDENT VETERAN GAP ANALYSIS 41

higher education may prevent many students from taking action and attending class.
Correspondingly, students may start a task but quickly abandoned it due to lack of interest or
improper learning strategies. Scanning interview results indicated that the motivation needs of
student veterans at USC included self-efficacy; they need to have the expectation and confidence
that they will succeed in higher education. Student veterans at USC need to find more value
(importance, utility, interest, cost), in higher education than just monetary compensation from the
GI Bill if they are to succeed.
Scanning interviews also revealed that these students share traits and characteristics such
as honor, integrity and discipline and therefore need goals that are concrete, current and
challenging. Goal orientation mastery and performance is a familiar concept to many student
veterans and they will need to tap into this source of motivation if they are to complete their
higher education goals. Furthermore, from personal knowledge, student veterans who
experienced multiple deployments may require special attribution training regarding locus of
control, stability and controllability over novel events as their belief about controlling negative
events may have been affected. Finally, scanning interviews and personal knowledge revealed
that student veterans in higher education have motivation needs to address emotions such as
anxiety, depression and anger; all of which affect their educational performance.
Organization. Scanning interviews and personal knowledge may also tell us whether
student veterans have an organizational/contextual need. To find out, adapting the Clark and
Estes (2002) gap analysis process model is required. An organizational gap occurs when a lack
of material resources or inadequate work processes exist. It may as well be that student veterans
at USC have the motivation and self-regulation ability to succeed, but USC’s current services in
STUDENT VETERAN GAP ANALYSIS 42

place may be inadequate. Based on scanning interviews and personal knowledge, the following
are assumed student veteran needs from the USC:
 A centralized location that exclusively serves veteran service members and serves as
the initial point of contact where student veterans could apply for assistance, receive
information on financial aid and access to community resources.
 Individualized peer support and assistance to get help with all veterans’ transitional,
personal and social issues affecting their educational goals.
 Accommodation of a “home-base” area designed with increased awareness, and
knowledge of the sensitivity of issues affecting returning student veterans.
 Ensuring inclusion for every person in this diverse college subpopulation of
differently-abled student veterans and variety of educational levels.
Learning and Motivation Theory
This section summarizes the assumed knowledge, motivation and organizational needs
found in learning and motivation theory in order to create a supportive climate that facilitates the
transition for student veterans at USC.
Knowledge and skills. An essential model in educating the community involves four
levels of knowledge: factual, conceptual, procedural, and metacognitive traversed across six
levels of cognitive process: remember, understand, apply and analyze, evaluate and create
(Anderson & Krathwohl, 2001). This taxonomy framework operates on a continuum; therefore
before student veterans can apply an intervention procedure, they must first master the concepts
of such procedure, like the basic principles and structures. It is required to determine the types of
knowledge needed to possess in order to achieve this goal. The taxonomy matrix presented by
Anderson and Krathwohl (2001), serves as a useful tool to classify the knowledge of student
STUDENT VETERAN GAP ANALYSIS 43

veterans transitioning to higher education in post 9/11. As previously noted with scanning
interviews, learning theory uncovers certain knowledge student veterans need if they are to be
successful in higher education. (Cook & Kim, 2009) found that student veterans at USC need the
procedural knowledge found in resilience training needed to re-enter civian life and higher
education. For example, the student veterans at USC need the specific conceptual knowledge
required to recall and select specific strategies likely to solve a resilience problems they
encounter. Furthermore, Student veterans need the metacognitive knowledge to be aware of the
barriers they face in education as a result of combat exposure.
Motivation. A motivational need, according to Clark and Estes (2002) may fall within
three motivational indices: active choice, persistence and mental effort influence a motivational
gap; or in this case a motivational need. Three types of motivation gaps are established: a gap in
active choice refers to a person choosing, but ultimately failing to actively pursue a goal; a gap in
persistence refers to a person that stops working on the task; a gap in mental effort refers to a
person not applying the adequate mental effort to novel or anticipated challenges. Student
veterans in danger of failing may have thought about, or even reach out for help but quit trying
after failing or being dismissed, these students need building confidence indicating this is a
motivational need. Rueda (2011), notes individuals with higher self-efficacy- those with a
greater belief in their own competence and higher expectations for positive outcomes- will be
more motivated to engage in and persist to academically succeed. Also, research on motivation
theory found that Attribution theory (Weiner, 1985), as well as Expectancy Value Motivational
Theory (EVT) (Eccles, 2010) provide solid principles for some of the motivational needs for
student veterans to be successful. Wieners model of attributions (Weiner, 1985) states that
learners (such as student veterans) are affected by personal and environmental factors;
STUDENT VETERAN GAP ANALYSIS 44

furthermore, these two factors influence the direction the person will attribute a cause
(Anderman & Anderman, 2010) Likewise, EVT (Eccles, 2010) is a learning theory linked to
motivation and social theory implications stating that achievement related choices derive from an
individual’s expectations of learning and the value given to learning.
Organization. Bess and Dee (2008) state the most common definitions of culture include
shared values, beliefs, expectations, and assumptions that guide behavior in a complex social
system. Yet although an institution of higher learning such as USC differs widely from an
industrial or manufacturing organization, assuming organizational needs for student veterans are
rooting in the same system. When thinking about the organizational dimension as it pertains to
higher education, Rueda (2012) suggests we consider areas related to culture, structure, and
policies and practices. Although the lecture halls, academic schools, and departments at USC are
unique in many ways to say, a large industrial conglomerate; they do share the same desire to
attain goals. The roots of organizational needs for this new generation of student veterans lie in a
complex, decentralized system in which distinct structures vie for resources and opportunity.
USC’s current services in place may be woefully inadequate. Since bureaucratic barriers exist
that prevent the TVSP office from achieving the performance goal, it indicates this student
veteran need is an organizational cause.
Assumed K/M/O Needs from the Review of Literature
This section, describes findings from a review of the literature about the knowledge,
motivation and organizational needs of student veterans. A review of contemporary literature
pertaining to post 9/11 soldiers transitioning to higher education identifies what these new
student veterans need if they are to successfully transition at USC. Cook & Kim (2009), note the
transition from a combat area in Afghanistan to a college campus is not a seamless journey. With
STUDENT VETERAN GAP ANALYSIS 45

more than 200,000 U.S. veterans of the wars in Iraq and Afghanistan expected to enter college
this year under the new G.I. Bill, veteran advocates are wondering whether enough services are
in place to help them adjust (American Council on Education Center for Lifelong Learning,
2011). Some war veterans simply can't relate to typical freshmen behavior and others have
trauma-related symptoms and are not even aware of it (Cook & Kim, 2009).
Currently, there is a lack of research on post 9/11 veterans of Operation Iraqui Fredoom
(OIF), and Operation Enduring Freedom (OEF) transitioning to higher education (Cook & Kim,
2009; American Council on Education Center for Lifelong Learning, 2008; Marshal, 2008;
Miller, 2011). This scarcity of information may cause a gap in the conceptual knowledge of
student veterans in their own transition into college after wartime service. With such few studies
on student veterans’ knowledge needs, it is assumed that many student veterans lack the factual
and procedural knowledge needed to fully understand the student veteran experience, specifically
thier own transition difficulties to USC. These difficulties include having the resilience skills to
assimilate with society, self-efficacy to academically succeed and awareness of how combat
exposure and the prevalence of PTSD effects learning.
Motivation needs found in the review of literature include the need for student veterans to
have the self-directed behavior and persists a task amid all the challenges in this post 9/11 era.
Rueda (2012), describes Self-efficacy (Bandura, 2003) definition as referring to personal beliefs
one has of their own ability; or in fact how well that person expects to do the task. Bandura
(2003), comments those individuals that are motivated through a sense of self-efficacy are likely
to persists at a task and complete it. Individuals with a high self-efficacy- a greater belief in their
own skills and abilities as well as high capability- and high expectations for positive outcomes
will: “be more motivated to engage in, and persist at, and work hard at a task or activity” (p.41).
STUDENT VETERAN GAP ANALYSIS 46

This type of self-directed behavior needs to be assessed. Instructing these motivational principles
will help close a needs gap for completing the sub-goal of creating a supportive climate to
facilitate the transition for veteran students at USC.
Organizational work processes specify how the various elements within an organization
such as people, materials and machinery must interact in order to achieve the desired result
(Clark & Estes, 2008). Research on current organizational needs for student veterans identifies a
best practice: a veterans-specific Resource Room/Center. This peer-to-peer environment
dedicated to gathering help and providing direction to support services and resources fills a work
process need student veterans have. Furthermore, a lack or misalignment in these essential work
processes results in inefficiency, personnel chaos and mission failure.
Summarizing Assumed Student Veterans’ Needs
Over twenty sources were examined in creating the assumed needs for student veterans.
This dissertation considers the summary in table 3.2 to be the most important part of this chapter
because it is what reviewing scholars and peers will take to be factual and correct. This rigorous
summary is crucial to facilitating the comprehension about student veteran needs. It is the "sales
pitch” through which a stockholder will be convinced to spend more time on the plan itself. It is
important to note however, that the proposed contents shown in this summary should be treated
as a guide, and not as a rigid, all-encompassing format. Nonetheless, as unique as each K/M/O
is- all needs presented below can be traced back to the empirical source for a broader definition.
A condensed visual summary of student veterans’ Knowledge, Motivation, and Organization
needs derived from scanning interviews, literature review and learning/ motivation theory is
presented in Table 3.2 below.

STUDENT VETERAN GAP ANALYSIS 47

Table 3.2.

Summary of assumed needs for knowledge, motivation, and organizational issues.

Sources

Needs

Knowledge

Motivation

Organizational
Processes

Scanning
interviews, personal
knowledge:

Student veterans
need the transition
help to succeed
academically such
as resilience skills to
successfully re-enter
civilian/student life.

Student veterans
need to have the
expectation and
confidence that they
will succeed in
higher education as
they had in the
military.

Students need
resources and
programs that are
centralized and
aligned to help them
navigate the higher
education system.

Learning and
motivation theory

Student veterans
need conceptual
knowledge
(Anderson &
Krathwohl, 2001) of
theories for a
successful student
veteran transition,
they need the
metacognitive
knowledge re:
awareness how
learning is linked to
perseverance.

Need to expect to
succeed and find
value for higher
education (Eccles,
2010). Student
veterans need to see
that how they
interpret events
relates to their
thinking and
behavior (Weiner,
1985).

Student veterans
need a culture
(Clark & Estes,
2008), structure, and
policies and
practices that are
conducive to
academic success.
STUDENT VETERAN GAP ANALYSIS 48

Validating Student Veterans’ Needs
Now that the assumed student veteran needs at USC have been analyzed, systematically
identified, and categorized into: knowledge, motivational and organizational needs, gap analysis
requires each of the needs behind these performance gaps to be validated. To validate that a
knowledge, motivation and organizational need exists, Clark & Estes (2008) recommend that the
cause is validated directly using triangulation of various methods, such as structured in-depth
interviews, case studies, open- and close-end survey responses, observations, and analysis of
documents and materials. Adapting the Clark and Este’s framework, the needs of student
veterans will be validated using surveys and interviews.
Population and Sample
The sample selected for this study was taken from the overall population of 614 student
veterans attending USC and registered through USC’s Transfer Veteran Student Program
(TVSP) database as receiving assistance through the post 9/11 GI Bill (University of Southern
California, 2013). Note that the actual number of given student veterans enrolled and attending
this, or any institution of higher learning fluctuates at any given point throughout the academic
semester as this population of students may take leave for service commitments, deployments, or
Background and
review of the
literature
Students need to be
aware of the
changing
demographics of
student veterans and
how best to
overcome the
combat-to-
classroom transition
(Cook & Kim,
2009).

They need to have
the self-directed
behavior to persist
at a task (Marshal,
2008) and complete
it.
They need an
organization
structured well
enough to facilitate
the transition of
student veterans
with a resource
room (Cook & Kim,
2009). They need a
student veteran
friendly culture.
STUDENT VETERAN GAP ANALYSIS 49

may opt to not deplete GI Bill benefits during a semester. Student veterans at USC are defined as
undergraduate, and graduate students that are former and/or active: (1) military service members,
(2) active duty, (3) reserves, and (4) National Guard members. The invitation to participate in the
study was sent by TVSP, which maintains a database of student veterans. The sample consisted
of those student veterans who agreed to participate in the survey and/or interviews in Appendix
C and D. Furthermore, the electronic mail invitation also described the nature of this study and
requested student veterans, if willing, to also participate in an informal interview.
Instrumentation
Two instruments were employed to validate student veterans’ knowledge, motivation and
organizational need: (1) a customized student survey shown in Appendix A and (2), an interview
of student veterans currently attending the University of Southern California in Appendix B. As
data to be collected were both qualitative and quantitative in nature, all survey instruments were
internally created. Although O'Herrin (2011), notes additional research is necessary before
certain instruments are deemed “best” for this purpose, because student veterans are a new
diverse emerging population with a wide array of experiences, it is impossible to take a one size
fits all approach to validating K/M/O needs of student veterans. In this particular case, the
overall purpose of these two instruments was to validate the needs summarized in table 3.2.
Survey
The design and creation of the survey questions to be used in this study conform to the
gap analysis methodological framework (Clark & Estes, 2008), discussed earlier in this chapter
and are directly aligned with the study question in order to examine the causes of a performance
gap. For this purpose however, rather than using gap analysis to examine root causes of gaps in
existing veteran services, programs and outcomes; this study took a proactive approach and
STUDENT VETERAN GAP ANALYSIS 50

examined the needs of student veterans as they transition to the University of Southern California
(USC).
Gap analysis (Clark & Estes, 2008), calls for systematically looking at any particular
problem by first establishing a clear goal. In this case, it is discovering the needs of student
veterans as they transition to USC. Having established the study question of what are the needs
of student veterans as they transition to USC in order to academically succeed, the next step calls
for analyzing and systematically identifying and validating the individual knowledge,
motivational, and organizational needs (K/M/O/) behind these performance gaps.
With assumed needs in knowledge, motivation and organizational culture areas
(summarized in table 3.2) firmly established, survey questions were directly created from these
findings and served to justify as well as support the notion that these are indeed K/M/O/ needs
that student veterans at USC have. Figure 3.2, on the following pages describes the alignment
between: the study question (goal), the assumed needs, validation of the assumed needs and
results.

STUDENT VETERAN GAP ANALYSIS 51

Figure 3.2.
Alignment of study question, assumed needs and validation of needs.
Study Question:
What are the K/M/O needs of student veterans as they transition to USC in order to academically
succeed?
ASSUMED
NEEDS

Knowledge Motivation Org-culture

↓ ↓ ↓

↓ ↓ ↓

Taken from:
Scanning interview Scanning interview Scanning interview
L & M Theory L & M Theory L & M Theory
& Lit Review & Lit Review & Lit Review

Reveal that:

Table 3.2 confirms student
veterans need knowledge to
succeed academically in the
form of resilience skills and
training to successfully re-enter
civilian/student life.

Table 3.2 also confirms
student veterans need to
have the expectation and
confidence that they will
succeed in higher education.

According to table 3.2, students
need resources and programs
that are centralized and aligned
to help them navigate the
higher education system.

STUDENT VETERAN GAP ANALYSIS 52

VALIDATION
OF NEEDS

Knowledge Motivation Org-culture

↓ ↓ ↓

Survey questions that will
validate student veterans’
knowledge needs:
1. As a student veteran, I have
many difficulties when
transitioning from the military
to higher education.
2. I have the knowledge and
skills to overcome the
negative effects that deploying
with the military has had on
my mental processes.
3. I have the resilience skills
needed to re-enter civilian life
and subsequently enter higher
education.
4. I have the knowledge skills to
overcome the barriers student
veterans face like PTSD, its
prevalence, and its effects on
learning.
5. I know how to successfully
navigate through the
admissions process and
managing GI Bill paperwork.

Survey questions that will
validate student veterans’
motivational needs:
1. I have the expectation
and confidence that I will
succeed in higher
education.
2. If I did NOT receive GI
Bill benefits, I would you
still find value in
attending USC.
3. When I encounter
setbacks during my
education, it effects my
motivation to work
harder and apply more
effort to studying.
4. I can control the negative
effects of transitioning
from the military to the
classroom if it impacts
my learning.
5. I have the self-efficacy I
can use the learning
strategies that lead to
success in the courses I
am taking.

Survey questions that will
validate student veterans’
organization needs:
1. I think a centralized
location for student
veterans to meet and
collaborate with other
student veterans if very
important.
2. I would like a place where
student veterans receive
individualized peer support
and get assistance to get
help with all veterans’
transitional, personal and
social issues.
3. I would benefit from an
accommodation of a
“home-base” area designed
with increased awareness,
and knowledge of the
sensitivity of issues
affecting student veterans.
4. I find it important to create
a room ensuring inclusion
for every person in this
diverse student veteran
subpopulation.

STUDENT VETERAN GAP ANALYSIS 53

5. I need a room that is
designed for returning OIF
and OIE veterans in mind
to ease the transition into
higher education.

Once the student veteran K/M/O needs validation survey questions were completed based
on the needs table described earlier, this dissertation followed the protocol for developing a
rigorous on-line survey (Fink, 2012). Fink (2012) suggests formatting the questions paying
particular attention to the Internet and online survey software.
Interview
The design and creation of the interview questions conformed to the same gap analysis
methodological framework (Clark & Estes, 2008), discussed earlier in this chapter and directly
aligned with the study question in order to examine the causes of a performance gap presented in
figure 3-1. As noted in the survey, rather than using gap analysis to examine root causes of gaps
in existing veteran services, programs and outcomes; this interview took a proactive approach
and examined the needs of student veterans as they transition to the University of Southern
California (USC).
With assumed needs in knowledge, motivation and organizational culture areas
(summarized in table 3.2) firmly established, interview questions are directly created from these
findings and will serve to justify as well as support the notion that these are indeed K/M/O/
needs that student veterans at USC have. For interviews, probing questions will look for the
facts, concepts, processes and procedures that student veterans may need in order to

STUDENT VETERAN GAP ANALYSIS 54

academically succeed. Interviews will look for statements that validate student veteran needs and
any additional needs categorized as K/M/O not on the original presumed assumed needs list.
Data Collection
Survey
The survey instrument was submitted to the University of Southern California’s
Institutional Review Board for approval, and the student veteran K/M/O needs validation survey
was administered via email to all 604 of USC’s Transfer Veteran Student Program (TVSP)
student veterans beginning the 2014 summer semester, through Qualtrics (Fink, 2012) software.
The data collection time period was twenty-one days and is be discussed in detail in the data
collection section that follows.
In all scaling and data collection methods, (Merriam, 1998) suggests the first step is to
define to the participants what it is being measured. Procedures for collecting the student veteran
survey began with TVSP sending an electronic mail invitation to student veterans in their
database. The invitation described the nature of this study and, if willing to participate, directed
participants to an alternate website to complete the survey. Upon completion of the survey, data
was coded and compiled online.
Conforming to online privacy and disclosure protocol (Fink, 2012), confidentiality was
maintained through the Qualtrics (University of Southern California, 2013) instrument. There
was no identification of respondents through the Qualtrics software. Furthermore, downloaded
data will be coded and kept in a secure off-site or “cloud” location within a password-protected
account. Merriam (1998), suggests taking special precautions when collecting data of small
groups in colleges as the confidentiality of the respondents can be compromised. In order to
maintain anonymity within a small homogeneous population such as student veterans at USC,
STUDENT VETERAN GAP ANALYSIS 55

this survey used Fink’s (2012) suggestion to not collect demographic information. Upon
completion of the survey, respondents were asked if they would agree to an in-person interview
in an effort to collect the facts, concepts, processes and procedures that student veterans may
need in order to succeed academically. As with the survey data collection protocol, interview
data was coded and uploaded to a secure off-site or “cloud” location within a password-protected
account.
As the gap analysis process (Clark & Estes, 2008) dictates, examining the causes or
needs, in this particular study in achievement of an organizational goal will meet the objective of
using user-driven research to gather evidence and determine whether the assumed need has been
validated.
Interviews
Interviews for the study combined a guide approach with a standardized format (Patton,
2002). In order to use student veterans’ time efficiently and make their responses as
straightforward as possible to compare, the interviews began with a standard set of questions that
validated student veterans’ knowledge, motivation and organizational needs. However, other pre-
determined topics were explored at the interviewer’s discretion. Additionally, because it was the
goal of the interviewer to probe deeply, encourage critical thinking, and uncover challenges that
may be currently unknown, a portion of the interview were conversational, allowing the
interviewee to add what he or she deem important. The interview guide developed contained 10
questions based on the assumed causes in Table 3.3 and categorized by knowledge and skills,
motivation, and organizational culture and is attached as Appendix B. The interviews lasted
approximately 20 minutes.

STUDENT VETERAN GAP ANALYSIS 56

Data Analysis
This section explains the strategies that were used to analyze and validate the individual
knowledge, motivational, and organizational needs (K/M/O/) via the surveys and interviews. The
focus was to understand the needs of student veterans returning from Operation Iraqi Freedom
(OIF) and Operation Enduring Freedom (OEF) (Cook & Kim, 2009).
Survey Analysis
For the survey, descriptive statistics were used to examine the basic features of the data,
including the mean, median, mode, variance, and standard deviation. Data analysis of the student
veteran survey employed the use of these descriptive statistics to summarize the sample. These
survey statistics included measures of central tendency and measures of variability to describe
the data set results for each of the 6 items in the survey. Additionally, for the survey, descriptive
statistics were used to identify the basic features of the data, including the mean, median, mode,
variance, and standard deviation.
Interview Analysis
As with the survey, data analysis of a student veteran interview employed the use of
descriptive statistics to summarize the sample. Qualitative data was collected through these semi-
structured interviews by coding using symbols that represented the categories of knowledge and
skills, motivation, and organizational culture to capture and analyze relevant information and
identify K/M/O needs. The qualitative data collected through this analysis provided a
comprehensive way to compare what is yielded through the survey and interviews.
The qualitative data was collected through the semi- structured interviews and coded
using symbols that represented the categories of knowledge and skills, motivation, and
organizational culture to capture and analyze relevant information and identify needs. The
STUDENT VETERAN GAP ANALYSIS 57

qualitative data collected through document analysis provided a comprehensive way to compare
what is yielded through the survey and interviews.
The survey and interviews provided the data to identify student veteran needs gaps in
terms of their perceived knowledge and skills, motivation, and organizational culture and
support.

STUDENT VETERAN GAP ANALYSIS 58

CHAPTER FOUR: RESULTS AND FINDINGS
The University of Southern California (USC) and Transfer Veteran Student Program
(TVSP) have set a goal of helping student veterans’ transition to USC, academically succeed and
ultimately graduate (University of Southern California, 2013). The purpose of this study is to
supplement USC’s TVSP current knowledge of student veterans’ transition into higher education
by articulating the needs of this student veteran population. Adapting the Clark and Estes (2008)
Gap Analysis Process Model as the framework for the project, this study seeks to identify the
knowledge, motivation and organizational (K/M/O) needs student veterans have as they
transition from the military to USC.
The review of the literature identified veteran-related knowledge, motivation and
contextual factors and experiences that impede student veterans’ college transition. As a case
study on behalf of TVSP, this inquiry supplements TVSP’s knowledge about the needs of
student veterans as they transition to USC by specifically identifying K/M/O needs which are
described as:
1. The characteristics about student veterans at USC, and their knowledge needs;
2. The motivation issues that lead student veterans at USC to persist and
academically succeed;
3. The organizational resources and culture that would enhance student veteran
transition and academic achievement.
The study employed both quantitative and qualitative methods. An online survey and
personal interviews captured data to understand perceptions as they applied to knowledge needs,
motivation needs, and organizational culture needs, as suggested by the review of literature that
must be met in order to foster the achievement for this populations of students. Once the results
STUDENT VETERAN GAP ANALYSIS 59

and findings of both the survey and interviews are presented and synthesized in this Chapter
Four, the suggested solutions to meet these needs will be presented and discussed in Chapter
Five.
Participants
The population selected for this study were 614 undergraduate and graduate student
veterans attending USC on a full, or part-time basis and are further defined by being:
1. Former members in any branch of the US Armed Forces (veterans).
2. Active duty members of any branch of US Armed Forces.
3. Active or former Reservists, and National Guard members.
In order to provide a relatively simple, timesaving pathway for student veterans to
participate in the study, the survey was circulated via e-mail to all 614 student veterans on
TVSP’s database between May 2014 and June 2014. Of the surveys distributed 80 were returned,
2 surveys were started but not completed representing an overall 13.029% return rate. In addition
to the quantitative survey, four individuals also agreed to be interviewed for a more in-depth
understanding of the perceived needs of student veterans in knowledge and skills, motivation,
and organizational culture.
Demographically, student veterans attending USC are an extremely diverse group,
together with gender, the number of veterans enrolled any given semester, their employment and
education levels, age, ethnicity and other demographic data varying widely. (University of
Southern California, 2013). The actual number of any given student veterans enrolled and
attending USC fluctuates at any given point throughout the academic semester, as this population
of students may take leave for service commitments, deployments, or may opt to not deplete GI
Bill benefits during a semester.
STUDENT VETERAN GAP ANALYSIS 60

The results of the survey and interviews are presented in three sections by research sub
questions, that is, the knowledge, motivation, and organization challenges that USC veteran
students face. Table 4.1 through 4.15 contain responses to the survey questions that characterize
student veterans’ needs in these three areas. Each table includes measures of central tendency
and measures of variability, including the mean, mode, variance, and standard deviation.
Students indicated on the three-point Likert scale, whether they strongly agreed, strongly
disagreed, or neither agreed or disagreed with the statements presented. Note that the survey
results represent the individual’s perceptions only; and are not an actual measurement of their
knowledge and skills, motivation, or the structure of the organization.
Research Question 1a: What are the knowledge, causes that might prevent USC’s Transfer
and Veteran Student Program from establishing a support resource center?
Survey Results and Findings for Knowledge Needs
Table 4.1.

As a student veteran, I have many difficulties when transitioning from the military to higher
education.

# Answer Response %_________

1 Agree

25 31%
2
Neither
Agree nor
Disagree

40 50%
3 Disagree

15 19%
Total 80 100%
Statistic Value
Min Value 1
Max Value 3
Mean 1.88
Variance 0.49
Standard Deviation 0.70
Total Responses 80
STUDENT VETERAN GAP ANALYSIS 61

As seen in table 4.1, the overall results indicate student veterans are uncertain about
having difficulties when transitioning from the military to higher education. The statement
regarding having difficulties in transitioning to USC were at a 1.88 mean out of a max value of 3.
The majority of student veterans (50%), were unsure and mostly answer “neither agree, nor
disagree”. Such a high percent of uncertainty tells us that student veterans do not know, or might
have problems identifying the kind of transitioning difficulties they experience. Likewise, the
data states this uncertainty is due to the specific transition difficulties not being mentioned in the
question above. For example they could need help identifying the specific metacognitive
difficulties they have for learning and not know it, as the data suggests that they are simply
denying having any difficulties in the first place.
Table 4.2.

I have the knowledge and skills to overcome the negative effects that deploying with the military
has had on my mental processes.

# Answer Response %_________
1 Agree

56 71%
2
Neither
Agree nor
Disagree

9 11%
3 Disagree

14 18%
Total 79 100%

Statistic Value
Min Value 1
Max Value 3
Mean 1.47
Variance 0.61
Standard Deviation 0.78
Total Responses 79

STUDENT VETERAN GAP ANALYSIS 62

Table 4.2 shows 71% of student veterans agree they have the knowledge and skills to
overcome the negative effects combat has on their own learning processes. The statement
regarding their own knowledge to overcome negative mental processes were at a 1.47 mean out
of a max value of 3. The majority of student veterans (71%), mostly answer “agree.” It is
interesting to note that the precise skills and knowledge needed to succeed are not mentioned, yet
student veterans state they have the sufficient skills to succeed in college. Such a high percent of
assurance tells us student veterans are overly confident in their resilience skills but have
problems identifying when they need help and what kind of help they need. For example, they
could need help identifying the specific metacognitive difficulties they have for learning as a
result of serving in a war-zone environment. The data suggests that they might simply deny
having any difficulties in the first place.
Table 4.3.

I have the resilience skills needed to re-enter civilian life and subsequently enter
higher education.

# Answer Response %_________
1 Agree

55 69%
2
Neither
Agree nor
Disagree

11 14%
3 Disagree

14 18%
Total 80 100%

Statistic Value
Min Value 1
Max Value 3
Mean 1.49
Variance 0.61
Standard Deviation 0.78
Total Responses 80

STUDENT VETERAN GAP ANALYSIS 63

In table 4.3, student veterans are confident they have the resilience skills needed to re-
enter civilian life and subsequently enter higher education. The statement regarding their own
resilience skill were at a 1.49 mean out of a max value of 3. The majority of student veterans
(69%), mostly answer “agree”. Even though the specific skills are not stated, the previous results
show student veterans assured they have the sufficient resilience skills needed to succeed in
college. Such a high percent of belief tells us student veterans are overly confident in their own
capabilities for resilience after returning from serving in Iraq and/or Afghanistan. Data suggest
student veterans state they have these resilience skills, yet if presented with an actual assessment,
they will not be able to identify them.
Table 4.4

I have the knowledge skills to overcome the barriers student veterans face like PTSD,
its prevalence, and its effects on learning.

# Answer Response %_________
1 Agree

52 65%
2
Neither
Agree nor
Disagree

17 21%
3 Disagree

11 14%
Total 80 100%

Statistic Value
Min Value 1
Max Value 3
Mean 1.49
Variance 0.53
Standard Deviation 0.73
Total Responses 80

In table 4.4, student veterans are confident they have the knowledge skills to overcome
the barriers they will face transitioning from combat duty into higher education; and the effect it
will have on their own learning. The statement regarding their own skills to overcome transition
STUDENT VETERAN GAP ANALYSIS 64

barriers such as Post-traumatic Stress Disorder (PTSD) were at a 1.49 mean out of a max value
of 3. Although the specific skills needed to overcome PTSD are not made known, the majority of
student veterans (65%), mostly answer “agree.” Such a high percent of confidence tells us
student veterans might be misdirected in their own knowledge skills. Also, the data tells us that
they have these knowledge skills to overcome, yet if presented with an actual assessment, they
will not be ready to identify actual knowledge skills.
Table 4.5.

I know how to successfully navigate through the admissions process and managing GI
Bill paperwork.
# Answer Response %_________
1 Agree

23 29%
2
Neither
Agree nor
Disagree

33 42%
3 Disagree

23 29%
Total 79 100%

Statistic Value
Min Value 1
Max Value 3
Mean 2.00
Variance 0.59
Standard Deviation 0.77
Total Responses 79

As seen in table 4.5, the overall results indicate student veterans are uncertain about
successfully navigating through the admissions process and managing GI Bill paperwork. The
statement regarding having the knowledge of the new GI Bill and the ability navigate at USC
were at a 2 mean out of a max value of 3. The majority of student veterans (42%), mostly answer
“neither agree, nor disagree.” The percentage of student veterans (29%), who stated they do not
have the knowledge and expertise to successfully navigate through the VA educational process is
STUDENT VETERAN GAP ANALYSIS 65

the same as those students who state they do have the sufficient skills to process their own VA
paperwork and admissions (29%). As a whole, such a high and even percent of uncertainty tells
us student veterans are doubtful in their ability to navigate thought VA paperwork and the school
admissions process. Data also indicates that they might simply deny having any difficulties with
VA paperwork and school processes in the first place.
Knowledge Findings from Interviews
The goal of the interviews was to ask probing questions using information from scanning
interviews, personal knowledge, learning and motivation theory, and review of the literature to
further refine the knowledge, motivation and organizational needs student veterans face in higher
education. Students were asked to describe the strategies they use to succeed academically. Also,
they were asked about the specific resilience skills used to successfully re-enter civilian/student
life.
When students were asked about where they study and how many times, 100 % of the
students stated they could not find a place on University Park Campus at USC where they could
study without distractions. Student veterans stated their desire for a specific space; one student
responded: “Yeah, absolutely. I wish there was a room that we as veterans could go to. I never
study here on campus, there’s nowhere to go; Leavey (library) is always crowed even in the
cubicle desks.” All students responded they study away from campus about three to five times a
week for times ranging from twenty minutes to two hours. No students could specifically name a
learning strategy or resilience skill they use to facilitate their own transition to higher education.
When student veterans were asked what they would do differently if they ever failed a course,
only one student mentioned specific approaches, namely: self-assessment and breaking down the
course. Even though all students mentioned they want to be successful, they were not aware of
STUDENT VETERAN GAP ANALYSIS 66

the skills that would help them achieve this. When students were asked what challenges they
foresee in completing their college degree, 75% of students interviewed responded they did not
foresee any challenges. One participant however, was able to identify challenges she might face
such as not being prepared for higher level math classes, and had plans to overcome those
challenges. Further, this person mentioned blocking out their time to help with time
management, and attending tutoring to help to pass the toughest courses.
With respect to student veteran’s knowledge and skills about transitioning from military
life, 75% of all respondents stated they have had attended a class or had the option of attending a
lecture on transitioning skills into civilian life from the military. One student noted, “When I
came back we had this de-briefing session with classes on all sorts of things. I remember they
talked about feeling depressed and where you can go for help. You know for me it (deployment)
sucked, I got back in April of 08’ and a week later I was back in school. Man that was tough but
I got through it so anything else should be relatively easy for me.” All student veterans shared
they felt comfortable with their progress and grades at USC. Subsequently, students were also
asked to rate their awareness of assessing their own knowledge and being able to assess
appropriate resources when needed. On a scale of one being the lowest and ten being the highest,
one student rated his awareness as an eight, another student as a nine and the two others rated
their knowledge awareness as ten. All students expressed how supportive the administration and
TVSP was if and when they need additional help.
Synthesis of Results and Findings for Knowledge Needs
The results from the student veteran survey and interviews validated a knowledge need;
students lacked the different types of veteran-specific knowledge to help them succeed in higher
education. These types of knowledge are categorized using the Anderson & Krathwohl (2001)
STUDENT VETERAN GAP ANALYSIS 67

taxonomy framework explained in the methods section in chapter three. Although student
veterans believe they have the knowledge and skills to overcome the negative effects combat has
on their own learning processes, when interviewed student veterans could not specifically
identify the actual procedures, theories and skills required to successfully transition into higher
education from the armed forces.
In the survey, responses with the highest means in the survey were those measuring
metacognitive, conceptual and procedural knowledge of the “combat to classroom” skills such as
resilience, self-assessment and transitioning. These had the highest overall mean of all the
statements in the knowledge and skills category, meaning student veterans answered believed
they possess such knowledge.
At first glance these results may seem optimistic, however the knowledge and skills
needed to re-enter higher education after long combat deployments are novel and very complex
(Cook & Kim, 2009). Most veterans returning from combat deployments in Iraq and Afghanistan
have not received such specific resilience training (Seligman & Fowler, 2011). Moreover, the
specific steps required to take when a student is experiencing transition difficulties and unable to
attend class are not listed on the survey. Findings tell us student veterans might be overly
confident in their own capabilities for resilience after returning from serving, and when presented
with an actual assessment, they may not be able to identify actual knowledge skills. Although it
is possible some of these students can identify these specific learning strategies and resilience
skills, the student’s interviews confirmed and served to validate the needs mentioned above: that
student veterans were unable to assess this knowledge and cannot identify specific skills required
to succeed in higher education.

STUDENT VETERAN GAP ANALYSIS 68

Research Question 1b: What are the motivation, causes that might prevent USC’s
Transfer and Veteran Student Program from establishing a support resource center?
Survey Results and Findings for Motivational Needs
Table 4.6.

I have the expectation and confidence that I will succeed in higher education.

# Answer Response %_________
1 Agree

54 68%
2
Neither
Agree nor
Disagree

12 15%
3 Disagree

13 16%
Total 79 100%

Statistic Value
Min Value 1
Max Value 3
Mean 1.48
Variance 0.59
Standard Deviation 0.77
Total Responses 79

In table 4.6, student veterans are confident they will succeed in higher education. The
statement regarding their own confidence to succeed were at a 1.48 mean out of a max value of
3. The majority of student veterans (68%), mostly answer “agree.” Such a high percent of
confidence suggests student veterans have high expectations in their ability to succeed. However,
data tells us that they might simply deny any insecurities about succeeding in higher education
and untruthfully state they have the confidence and expectation to overcome.

STUDENT VETERAN GAP ANALYSIS 69

Table 4.7.

If I did NOT receive GI Bill benefits, I would you still find value in attending USC.

# Answer Response %_________
1 Agree

50 63%
2
Neither
Agree nor
Disagree

12 15%
3 Disagree

18 23%
Total 80 100%

Statistic Value
Min Value 1
Max Value 3
Mean 1.60
Variance 0.70
Standard Deviation 0.84
Total Responses 80

As table 4.7 shows, student veterans are confident they will find value in education even
if they did not receive GI Bill benefits. The statement regarding their own skills to overcome
negative mental processes were at a 1.47 mean out of a max value of 3. The majority of student
veterans (71%), mostly answer “agree.” Such a high degree of answers tells us these students
find value in higher education and succeeding.

STUDENT VETERAN GAP ANALYSIS 70

Table 4.8.

When I encounter setbacks during my education, it effects my motivation to work harder and
apply more effort to studying.

# Answer Response %_________

1 Agree

22 28%
2
Neither
Agree nor
Disagree

41 51%
3 Disagree

17 21%
Total 80 100%

Statistic Value
Min Value 1
Max Value 3
Mean 1.94
Variance 0.49
Standard Deviation 0.70
Total Responses 80

As seen in table 4.8, the overall results indicate student veterans are uncertain about their
motivation to study after experiencing setbacks. The statement regarding having difficulties in
transitioning to USC were at a 1.94 mean out of a max value of 3. The majority of student
veterans (51%), mostly answer “neither agree, nor disagree.” Such a high percent of uncertainty
tells us student veterans do not know, or might have problems rebounding from a transitioning
setback or difficulties they may experience.

STUDENT VETERAN GAP ANALYSIS 71

Table 4.9.

I can control the negative effects of transitioning from the military to the classroom if it impacts
my learning.

# Answer Response %_________
1 Agree

31 39%
2
Neither
Agree nor
Disagree

36 45%
3 Disagree

13 16%
Total 80 100%

Statistic Value
Min Value 1
Max Value 3
Mean 1.78
Variance 0.51
Standard Deviation 0.71
Total Responses 80

As seen in table 4.9, the overall results indicate student veterans are uncertain about
having the ability to control the negative effects of transitioning to the classroom if it impacts
learning. The statement regarding having the ability to control the negative effects were at a 1.78
mean out of a max value of 3. The majority of student veterans (45%), mostly answer “neither
agree, nor disagree.” Such high uncertainty tells us student veterans are not in tune with their
internal locus of control, or might have problems with self-regulation after a setback or
difficulties they may experience.

STUDENT VETERAN GAP ANALYSIS 72

Table 4.10.

I have the self-efficacy I can use the learning strategies that lead to success in the courses I am
taking.

# Answer Response %_________
1 Agree

55 70%
2
Neither
Agree nor
Disagree

9 11%
3 Disagree

15 19%
Total 79 100%

Statistic Value
Min Value 1
Max Value 3
Mean 1.49
Variance 0.64
Standard Deviation 0.80
Total Responses 79

In table 4.10, student veterans are confident they can use self-efficacy learning strategies
to succeed in the courses they take. The statement regarding their self-efficacy skills that lead to
success were at a 1.49 mean out of a max value of 3. The majority of student veterans (70%),
mostly answer “agree.” Such a high percent of confidence suggests student veterans have high
self-efficacy in their ability to succeed. Although it is very possible for student veterans to use
self-efficacy learning strategies to succeed in higher education, the answers show that they
(student veterans) might simply deny any insecurities.
Motivation Findings from Interviews
Student veterans are a highly motivated group that have high expectations and
confidence in their ability to succeed in college. Motivation was assessed in the student
interviews by asking statements about students’ education value, self-efficacy, and expectations
STUDENT VETERAN GAP ANALYSIS 73

for success. How much student veterans place a value in higher education was assessed in the
personal interviews by asking about GI Bill benefits, where they are placing more value: into
education or they money from benefits. Value in education was also measured by statements
seeking to understand if the motivation for earning a degree was personal, or as a result of
receiving GI Bill benefits. In all statements, 100% of veterans adamantly claim that they would
still find a value of education and earning a college degree had their GI Bill monetary
entitlements been taken away.
Next, as noted in Chapter Three, self-efficacy is an indicator whether student veterans
will persist if they face a challenge. For self-efficacy, statements were intended to determine
whether students had high or low self-efficacy regarding their ability to successfully earn a
college degree, and if they had the confidence in reaching proposed goals. All students
interviewed displayed a self-assured, assertive –almost cocky- attitude when describing their own
self-efficacy. In the interview, they conveyed a strong sense self-efficacy to the extent or strength
of their belief in their own ability to complete tasks and reach educational goals. One student
noted, “My motivation is rock-hard. I’ve been through too much shit you know what I’m saying?
To quit after a little bump on the road. But honestly, I don’t see any setbacks that will make me
quit or drop out of SC. Yeah, it’s going to be hard, and there will be times when I rather not
study or write a paper in the middle of the night, but compared to being deployed in Iraq and
being deployed a thousand times- going to college is a nothing.” Such a high percent of
confidence tells us student veterans have high self-efficacy in their ability to succeed.
Finally, statements for assessing attribution included statements about students’ perceived
causes to barriers they may face. Statements were asked about what attribution they would assign
when faced with a challenge and how the specific procedural steps they would take as a result.
STUDENT VETERAN GAP ANALYSIS 74

Students were asked what challenges they foresee in completing their college degree, and to
whom or what they would attribute that to. All 100% of students interviewed responded they did
not foresee any challenges. When given a fictional dismal scenario of failing a class in college,
all students interviewed attributed a foreseeable problem in learning due to either knowledge or
organization barrier, and not because of their motivation: that their effort and/or ability is intact.
Synthesis of Results and Findings for Motivation Causes
The student survey and interviews indicated that USC and its Transfer and Veteran
Student Program (TVSP) are accomplishing its performance goal and meeting student veterans’
motivational needs. Both instruments tells us student veterans have the expectation and
confidence that they will succeed in higher education. These have the same motivation and
enthusiasm for completing a task as they did in the military and expect to succeed and find value
for higher education as suggested by Eccles (2010). Student veterans meet the motivational need
to see that how they interpret events relates to their thinking and behavior noted by Weiner
(1985). They meet the motivational need to have the self-directed behavior to persist at a task as
declared by Marshal (2008), and fully complete it. Furthermore, they state in both the interviews
and survey that have the adequate motivational resources and are satisfied with the support they
receive from USC and its stakeholder TVSP. Indication of motivational need were examined by
the triangulations of methods which were provided by the survey and validated from the
interviews, which provide rich detail not obtained in surveys. Student veterans agree they have
the knowledge and skills to overcome the negative effects combat has on their own learning
processes.

STUDENT VETERAN GAP ANALYSIS 75

Research Question 1c: What are the organizational causes that might prevent
USC’s Transfer and Veteran Student Program from establishing a support resource
center?
Survey Results and Findings for Organizational Needs
Table 4.11.

I think a centralized location for student veterans to meet and collaborate with other student
veterans if very important.

# Answer Response %_________

1 Agree

59 75%
2
Neither
Agree nor
Disagree

12 15%
3 Disagree

8 10%
Total 79 100%

Statistic Value
Min Value 1
Max Value 3
Mean 1.35
Variance 0.44
Standard Deviation 0.66
Total Responses 79

As seen in table 4.11, student veterans perceive that a centralized location for student
veterans to meet and collaborate is very important. The statement regarding their own skills to
overcome negative mental processes were at a 1.35 mean out of a max value of 3. The majority
of student veterans (75%), mostly answer “agree”. Such a high percentage of student veterans in
agreement tells us students need resources and programs that are centralized and aligned to help
them navigate the higher education system.

STUDENT VETERAN GAP ANALYSIS 76

Table 4.12.
I would like a place where student veterans receive individualized peer support and
get assistance to get help with all veterans’ transitional, personal and social issues.
# Answer Response %_________

1 Agree

63 79%
2
Neither
Agree nor
Disagree

9 11%
3 Disagree

8 10%
Total 80 100%

Statistic Value
Min Value 1
Max Value 3
Mean 1.31
Variance 0.42
Standard Deviation 0.65
Total Responses 80

In table 4.12, student veterans would like a place where they receive individualized peer
support and get assistance to get help with all veterans’ issues. The statement regarding their own
need for a particular place were at a 1.31 mean out of a max value of 3. The majority of student
veterans (79%), mostly answer “agree.” Such a high degree of agreement tells us they need a
student veteran friendly culture. Furthermore, the previous results indicate students aspire a
centralized location aligned to help them navigate the higher education system.

STUDENT VETERAN GAP ANALYSIS 77

Table 4.13.

I would benefit from an accommodation of a “home-base” area designed with
increased awareness, and knowledge of the sensitivity of issues affecting student veterans.

# Answer Response %_________

1 Agree

53 66%
2
Neither
Agree nor
Disagree

18 23%
3 Disagree

9 11%
Total 80 100%

Statistic Value
Min Value 1
Max Value 3
Mean 1.45
Variance 0.48
Standard Deviation 0.69
Total Responses 80

In table 4.13, student veterans agree that they would benefit from an accommodation of a
“home-base” area highlighting the sensitivity of issues affecting student veterans The statement
regarding their need and benefit from a “home-base” area were at a 1.45 mean out of a max
value of 3. The majority of student veterans (66%), mostly answer “agree.” Such a high
percentage of agreement tells us that student veterans concur on the same structure, and policies
and practices that are conducive to academic success. Likewise, student veterans agreeing to
increased awareness, and knowledge of the sensitivity of issues affecting student veterans
propose they have an individual culture.

STUDENT VETERAN GAP ANALYSIS 78

Table 4.14.

I find it important to create a room ensuring inclusion for every person in this diverse student
veteran subpopulation.

# Answer Response %_________

1 Agree

33 41%
2
Neither
Agree nor
Disagree

36 45%
3 Disagree

11 14%
Total 80 100%

Statistic Value
Min Value 1
Max Value 3
Mean 1.73
Variance 0.48
Standard Deviation 0.69
Total Responses 80

As seen in table 4.14, the overall results indicate student veterans are uncertain about
having a room created that ensures inclusion for every person in this subpopulation. The
statement regarding creating a room ensuring inclusion for every person in this diverse student
veteran subpopulation at USC were at a 1.73 mean out of a max value of 3. The majority of
student veterans (45%), mostly answer “neither agree, nor disagree.” Such a high percentage of
uncertainty tells us student veterans may not want to stand out from the USC student population.
This indicates student veterans are comfortable with who they are, or have the confidence to be
unique and to let their individuality stand out without resulting in sameness and conformity.

STUDENT VETERAN GAP ANALYSIS 79

Table 4.15.

I need a room that is designed for returning OIF and OIE veterans in mind to ease the transition
into higher education.

# Answer Response %_________

1 Agree

49 62%
2
Neither
Agree nor
Disagree

16 20%
3 Disagree

14 18%
Total 79 100%

Statistic Value
Min Value 1
Max Value 3
Mean 1.56
Variance 0.61
Standard Deviation 0.78
Total Responses 79

In table 4.15, student veterans are confident they need a room that is designed for
returning OIF and OIE veterans in mind to ease the transition into higher education. The
statement regarding their need for a dedicated room were at a 1.56 mean out of a max value of 3.
The majority of student veterans (62%), mostly answer “agree.”
Organizational Findings from Interviews
In order to assess student veterans’ perception of the school culture and organization,
students responded to statements about the campus climate in general including whether it is
conducive to learning and if they have a specific place where they can study free of distractions.
Questions also included statements asking veterans about their importance of a place where they
receive individualized peer support and get assistance to get help with all transitional, personal
and social issues. In order to obtain information about student veteran’s own distinct culture,
STUDENT VETERAN GAP ANALYSIS 80

students were asked if they consider a centralized location for student veterans to meet and
collaborate with other student veterans very important and if they need a room that is designed
for returning veterans in mind to ease the transition into higher education.
Student veterans were asked about challenges they faced in the classroom. All students
participants interviewed affirm that USC needs a room that is designed for returning OIF and
OIE veterans in mind to ease the transition of military service into higher education. When
asked, 75% of students interviewed mentioned not finding a quiet place on campus where they
could study. Likewise, 50% of students shared that it is difficult to interact with traditional
students because of their younger age and immaturity. One Student veteran also mentioned a
centralized location for student veterans to meet and collaborate with other student veterans is
probably the best thing USC can do for veterans like himself. All students interviewed they feel
supported by the university and each other, services are always available when they need help.
Student veterans’ responses coincide that they would benefit from an accommodation of a
“home-base” area. Statements regarding their need and benefit from a “home-base” area were
mentioned continuously throughout all personal interviews. The majority of student veterans
agree that they need a room, space or area of their own. Those students that didn’t agree they
need a veterans specific space- stated it was still a very important resource to have. One student
veteran interviewed stated he did not need a specific veteran’s room because he did not want it to
look as if veterans need more help from other students at USC. All those interviewed concurred
that the structure and culture a specific veteran’s room will make is conducive to academic
success

STUDENT VETERAN GAP ANALYSIS 81

Synthesis of Results and Findings for Organization Causes
The student survey and interviews indicated that USC and its cascading stakeholder:
Transfer and Veteran’s Student Program (TVSP) may not be fully meeting students’
organization/culture needs. Although students feel supported in the classroom, some are
uncomfortable on the campus and not satisfied with how the services at USC are provided to
veterans. They mention on several occasions the VA office, TVSP and student services center
are not centralized and located (and not always visible) throughout USC’s campus. Noted one
student, “I’ve seen many programs for student veterans, but advocating for a resource center can
be a goal if it increases the satisfaction rate of veteran students so it’s equivalent to that of our
traditional freshman. Or, if it improves from years before. But first you would have to define the
goal from literature and best practices.” Interviews revealed an organizational resource needs gap
in this context. Overall the results of the surveys and interviews indicated student veterans would
like a place where they receive individualized peer support and get assistance to get help with all
veterans’ transitional, personal and social issues. The statements regarding supporting student
veterans, “the campus is free of distraction,” and “I need a centralized place to get GI Bill help”
gave information about students’ culture. Both in the interviews and surveys the majority of the
students answered alike. The statement with the highest agreement was, “I need a room that is
designed for returning OIF and OIE veterans in mind to ease the transition into higher
education.” The second highest, was “I think a centralized location for student veterans to meet
and collaborate with other student veterans if very important.” The means for culture and
organization ranged higher than knowledge or motivation needs. Although students interviewed
they feel supported by the university and each other, they make it known that the services
STUDENT VETERAN GAP ANALYSIS 82

available when they need help are spread out across campus and it is confusing for new student
veterans.
Summary
A triangulation of survey and interview data revealed student veteran’s knowledge
motivation and organization needs. In examining the needs, all survey questions, corresponding
responses and interview transcripts presented earlier were systematically analyzed, coded and
compiled. Analysis also included reviewing individual and group statements using measures of
central tendency, as well as looking at individual interview characteristics, number of responses,
and frequency (percentage) of surveying respondents before summarizing the results by
category. The summary that follows describes the responses analyzed first individually, then as a
percentage of a subdivision, to finally reporting the summary overall needs found.
Table 4.16.
Total survey responses distributed by mean.
______________________________________________________________________________

The overall mean score for each category was: K: 1.66, M: 1.65, O: 1.48
Overall, the 15 individual responses distributed by their Mean score reveal a significant
disparity in responses ranging from 1.31 to 2. When these results were separated into distinct
K/M/O classifications within a series of five questions, they revealed a tighter cluster of
1.88
1.48
1.35
1.47
1.6
1.31
1.49
1.94
1.45
1.49
1.78
1.73
2
1.49
1.56
1
1.5
2
2.5
Knowledge Motivation Organization
INDIVIDUAL RESPONSES BY MEAN
Series 1 Series 2 Series 3 Series 4 Series 5
STUDENT VETERAN GAP ANALYSIS 83

responses. As seen in table 4.16, the overall mean score for each section was: K: 1.66, M: 1.65,
O: 1.48. To further help triangulate these results, Qualtrics software provided the actual
percentage of student veteran responses for possessing each K/M/O need. Although not an actual
measurement of student veterans’ needs, this data presents the percent of student veteran’s
responses to the needs presented to them.
Summary of Needs Found
Knowledge and skills. The survey and interviews support the findings that students lack
metacognitive knowledge to see how serving in a warzone affects their own learning processes.
Although survey results indicate that the statements with knowledge had higher than average
mean scores, the survey questions itself expose students lack learning strategies and resilience
skills. The interviews results reinforce this assessment, validating the gaps found in the survey.
Motivation. The survey results and student interviews indicated student veterans’
motivational needs are satisfied and being met. The results of interest, motivation, self-efficacy,
persistency and attribution were all found to be positive in the survey. This might have been due
to student veterans having the same motivation and enthusiasm for completing a task as they did
in the military. Both instruments suggest student veterans have the expectation and confidence
that they will succeed in higher education. Students’ interviews revealed that students were
motivated for internal reasons and not by GI Bill benefits. It was also found that student veterans
credited much their effort and persistency to their military training.
Culture and organization. The survey and interviews support the needs gap that
students face various distractions on campus and prefer a centralized location to meet and
collaborate with other student veterans. The mean of the statements in regards to having a room
ensuring inclusion for this diverse student veteran subpopulation were the lowest in all three
STUDENT VETERAN GAP ANALYSIS 84

categories. In the interviews all students expressed concern for statements regarding a room that
is designed for returning OIF and OIE veterans in mind to ease the transition into higher
education. The surveys offered a rich detail to this need not obtained in the interviews. Both
interviews and survey revealed that student veterans faced similar contextual issues that can
prevent them completing a college degree. Table 4.17, summaries the assumed needs presented
in Chapter Three now validated from surveys and interviews.
Table 4.17
Assumed Needs Validated from Interviews and Survey Responses.

Category

Validating Reasons:

Knowledge:

Motivation:

Organizational
Needs are not met.
Students lack metacognitive knowledge to see how serving in a warzone
affects their own learning processes.
Cannot identify resilience skills needed to re-enter higher education.
Unable to describe own learning strategies.

Motivational needs are satisfied and being met.
Students have the expectation and confidence to succeed.
Not motivated by external reasons i.e.; GI Bill.
Gained persistence through experience.

Needs are not met.
Lack of centralized location to collaborate, learn.
Lack of awareness/ cultural sensitivity for transitioning student veterans
returning from war.
All share similar contextual issues.

With the needs in this case validated in knowledge, motivation and organizational
culture, solutions were researched using empirical literature. The literature review in Chapter
STUDENT VETERAN GAP ANALYSIS 85

Two guided the solutions proposed to satisfy the needs found. Solutions presented attempt to
increase student’s metacognitive knowledge, foster and improve internal motivation, and make
changes to the organization to better meet student’s needs. Establishing a student veteran
resource center at USC is one solution that fulfills all of the validated needs found. This and
other recommended solutions will be discussed in further detail in Chapter Five.

STUDENT VETERAN GAP ANALYSIS 86

CHAPTER FIVE: SOLUTIONS AND IMPLEMENTATION
The Clark and Estes (2008) Gap Analysis Process Model was used as a guide and
framework for the study. In accordance with gap analysis, scanning interviews and observations
helped identify potential or assumed needs. The needs were validated through student surveys,
and student personal interviews. This chapter presents evidence-based recommendations for
addressing the validated knowledge, motivation, and organization causes reported in Chapter
Four that prevents the USC stakeholder from achieving their performance goal. Potential
solutions are identified so USC’S Transfer Veteran Student Program (TVSP) may consider
adopting them in order to reach their goal of creating a transfer and military friendly campus at
the University of Southern California. Since TVSP is the stakeholder selected to achieve the
global goal, this chapter serves as a supplement to their own knowledge of student veterans at
USC. Following the solutions section this chapter discusses how to evaluate these same solutions
in order to ensure they are indeed helping close the identified gaps or student veteran needs in
this case.
Validated Needs and Rationale
The previous chapter provided a number of validated knowledge, motivation and
organizational needs. A compiled list of validated student veteran needs and the multiple
variables are summarized below.
STUDENT VETERAN GAP ANALYSIS 87

Table 5.1
Gap analysis problem: need, measures, theory, solutions and evaluation.

Need

Measure
used

Theory

Solution

Evaluation
Knowledge;
Students lack
the knowledge
about the
appropriate
resilience
strategies for
dealing with
learning
problems after
deployment.

Surveys,
scanning
interviews
& formal
interviews,
observation.

The four
knowledge
dimensions per
taxonomy table
(Anderson &
Krathwohl,
2001).

Introduce them
resilience
Comprehensive
Soldier Fitness
(CSF) skills
(Seligman &
Fowler, 2011).

Student veterans
gain knowledge
about problem
solving strategies,
And gain ability to
apply these to any
learning situation.
Motivation;
Students at
USC have
their
motivation
needs met.

Surveys,
scanning/
formal
interviews,
observation

Attribution
Theory
(Anderman &
Anderman,
2010);
Expectancy
Value Theory
(EVT) (Eccles,
2010)

Restructure VA
department;
shift resources
to enhance,
foster and
improve
motivation.

Veterans are able
to make
appropriate
attributions in
future cases.
Reinforces educ.
value and
expectations for
success.

Organization;
Policies in
place to
address
transition are
inadequate.

Surveys,
scanning/
formal
interviews,
informal
observation

Processes &
material
resource
barriers (Clark
& Estes, 2008)

Restructure VA
department;
shift resources
to provide a
central location
to collaborate,
learn, solve
contextual
issues and
enhance
motivation.

Resources shifted,
consistent with
appropriate
solutions
implemented.

STUDENT VETERAN GAP ANALYSIS 88

It is important to note that a comprehensive Gap Analysis requires solutions for all the
validated causes and would be recommended for a report of this magnitude. However, due to the
scope of the dissertation needs that might prevent USC’s Transfer and Veteran Student Program
from establishing a support resource center ranked with highest priority and its solutions will be
presented. Considering the problem of student veteran transition, the recommended empirical
solutions to close each performance goal need are listed in detail below.
Organizational Goal
As stated in Chapter One, USC’s TVSP goal will be to create a military friendly campus
in order to retain 100% of its vets within two years. TVSP’s sub goal is to establish a resource
room that will enhance their transition and ensure student veterans remain at UCS satisfied. The
number of vet students who continue their education at USC after two years measures the
achievement of TVSP’s goal in this gap analysis.
Recommended Knowledge Solutions
Although the university of Southern California is making significant progress in helping
veterans, specifically, the Center for Innovation and Research at the School of Social Work,
student veterans may benefit from supplemental workshops in resilience CSF skills (Seligman &
Fowler, 2011) utilizing the four knowledge dimensions per taxonomy table (Anderson &
Krathwohl, 2001). Student veterans will gain knowledge about problem solving strategies, and
gain ability to apply these to any learning situation. Student veteran resource room at USC will
need to be set up for students to learn CSF and eventually teach other student veterans. Also,
time must be allocated for CSF instruction, via web-based training modules, traditional
classroom lessons or a combination of both.
STUDENT VETERAN GAP ANALYSIS 89

Recommended Motivation Solutions
Although the university of Southern California is making great strides in helping
veterans, specifically, the Center for Innovation and Research at the School of Social Work, it is
recommended as a supplement that TVSP provide resources to enhance, foster and improve
motivation by introducing workshops in Attribution Theory (Anderman & Anderman, 2010) and
Expectancy Value Theory (Eccles, 2010) specifically tailored to student veterans, helping
veterans to make appropriate attributions in future cases, and reinforcing educational value and
expectations for success.
Recommend Organization Culture/Context Solutions
Although the university of Southern California is making great strides in helping
veterans, specifically, the Center for Innovation and Research at the School of Social Work, it is
recommended as a supplement that TVSP and Student Support Services departments consider
centralizing resources to collaborate, learn, solve contextual issues and promote motivation for
student veterans. First, redesign and correct work processes; establish accommodation of a “safe
zone” area designed to increase awareness, knowledge of, and the sensitivity of issues affecting
returning student veterans. As an example, restructuring departments instead of solely focusing
on GI Bill counseling to also provide CSF training and foster motivation. This involves
combining both work demands into a smooth functioning system.
Second, identify, and supply the necessary missing work materials. VA, TVSP and
Student Support Services departments at USC could provide the essential equipment required by
the CSF resilience curriculum, most notably a resource and study guide and educational literature
(whether hard copy or electronic) outlining the pillars of CSF, Attribution and EVT.
STUDENT VETERAN GAP ANALYSIS 90

Critical issues that shape a veteran-specific resource room. All three K/M/O
solutions described earlier could be met by establishing a veteran-specific resource center or
room. To become a military-friendly campus, Chapter One presented a potential sub goal for
TVSP is the establishment of a supportive climate known as a veteran’s specific resource room.
When achieved, it will fulfill a best practice criterion and foster increased motivation and
retention. Establishing supportive climates conducive to successful transition and integration has
been grounded in both research and theoretical constructs over time. Schlossberg's (1981) theory
of transition, Goodman, Schlossberg, & Anderson’s (2006) 4 S transition model, and Tinto’s
(1987) student integration model provide a background for student transition and integration in
general. Furthermore, the Safe Zone for Veterans Ally program designed to increase faculty and
staff awareness and sensitivity of student veteran needs (Marshal, 2008) and federal funded
Student Support Services program (Bradford, Muraskin, Cahalan, & Goodwin, 1998) provide
examples of successful supportive academic climates in higher education specifically tailored to
one population.
For student veterans and universities nationwide, a supportive climate like a veteran’s
specific resource room is a novel concept but nonetheless a recognized and proven practice when
aiding transition (Cook & Kim, 2009). Critical issues that shape this veteran-specific resource
room include ensuring inclusion for this diverse college subpopulation of differently-abled
students and variety of educational levels. A centralized location that exclusively serves veteran
service members and serves as the initial point of contact where student veterans could apply for
assistance, receive information on financial aid and access to community resources, as well as
individualized support and assistance to get help with all veterans’ transitional, personal and
social issues affecting a student veterans’ educational goals.
STUDENT VETERAN GAP ANALYSIS 91

Table 5.2 presents services and criteria considered essential to student veteran academic
success as classified by American Council on Education best practices toolkit (2011). As an
institution for comparison, Wayne State University (WSU) Michigan was top ranked in service
to student veterans and provided a set of best practices for its student veteran population
(American Council on Education, 2013).

Table 5.2.
Services and criteria considered essential to student veteran academic success classified by
American Council on Education best practices toolkit (2011).

Veterans
Affairs
office
Under
GI Bill
cap
Yellow
Ribbon
Program
Accepts
ACE
credits
Peer
Mentoring/
Orientation
Program
Student
Veteran
Organization
Veterans
-specific
Resource
Room
Wayne
State
University*
(MI)
YES YES YES YES YES YES YES
Sacramento
Community
College
YES YES N/A N/A N/A N/A YES
Salt Lake
City
Community
College
YES YES N/A N/A N/A N/A YES
University
of Southern
California*

YES NO YES NO YES YES NO
Notes. Both WSU and USC are institutions classified by the National Center for Education
Statistics as 4-year Institutions of Higher Education.

STUDENT VETERAN GAP ANALYSIS 92

Based on the American Council on Education (2013) best practices toolkit, an
explanation of the services and criteria considered most important to the success of student
veteran’s education include but are not limited to:
• Veterans office or, VA Office defines the school has a central office that certifies
enrollment for students who apply and are eligible for educational assistance under the GI
Bill administered by the Veterans Administration. Although synonymous, at USC it is
often confused with student veteran support and resource programs.
• Under GI Bill cap for public schools means full out-of-state tuition for all programs is
lower than the nationwide 2011 cap of $17,500 per school year; for private schools like
USC, it means its own academic programs do not fall under the $17,500 cap (American
Council on Education, 2008a). To help offset these costs, USC participates in the Yellow
Ribbon Program.
• Yellow Ribbon Program defines a school participates in this veterans' scholarship
program, which receives a federal match. It only applies to private schools or public
schools' out-of-state tuition.
• Accepts ACE credits means a school accepts credits for military training recommended
by the American Council on Education.
• Peer Mentoring, Orientation and Student Organizations define s school's academic
support programs for veterans, including peer ambassadors, classes open only to vets, as
well as tutoring and professor mentorship programs. Since higher education institutions
are free to elect the available resources afforded to returning student veterans, specific
programs at USC vary from year to year.
STUDENT VETERAN GAP ANALYSIS 93

• Veterans-specific Resource Room/Center: All services and criteria considered essential
to student veteran academic success, as well as all three K/M/O solutions described
earlier are met by establishing this veteran-specific resource center. Operationally it is
defined as a comprehensive higher education peer-to-peer environment dedicated to
gathering help and providing direction to the array of support services and resources
(American Council on Education Center for Lifelong Learning, 2011).
A veteran resource room helps new student veterans navigate the university environment
and clear the uncertainty for student veterans when applying for VA educational benefits.
Moreover, this peer-to-peer support and resource center connects veterans to one another,
improving retention, motivation and academic success. Putting in place personnel, policies,
resources, and programs into this resource room that reflect on USC’s culture and sensitivity to
and understanding of the needs of veterans undeniably help meet the challenge of becoming a
veteran friendly institution of higher learning.
Integration and Evaluation Plan
Implementation Plan
The final component in the gap analysis process involves implement solutions and
evaluating the results (Clark & Estes, 2008). First, the finding specific learning, motivation, and
organizational needs revealed that all three elements are interrelated. For example, the
performance goal need caused by a lack of specific knowledge can trigger a motivation problem;
If student veterans at USC don’t have the persistence or internal belief they can control new
events, they will stop working on the task. Clark and Estes (2008), state those that get past this
psychological and motivated behavior can be stopped by inadequate resources and lack of
materials in the organization. Therefore, knowledge, motivational, and organizational solutions
STUDENT VETERAN GAP ANALYSIS 94

to the needs must be carefully integrated. Dixon (1994) found implementing effective
organizational change and improvement processes requires aligning the structure and the
processes of said organization with goals. For all three solutions to be compatible, the three
solutions must be implemented in the following sequence:
Organizational → Motivational → Knowledge.
Following the sequence above, the organizational solution presented suggests a complete
physical organizational restructure of all departments supporting veterans, which is, to move
student veteran resources to a central location to facilitate collaboration, learning, help solve
contextual issues and enhance learning and motivation as well as creating cultural awareness and
a supportive climate for transitioning student veterans.
The recommended integration plan also requires USC to shift resources to provide CSF
training workshops., The motivation issues that challenge student veterans from learning can be
addressed with retraining workshops per attribution model (Anderman & Anderman, 2010), and
EVT (Eccles, 2010). With sound running work processes in order and proper motivation, student
veterans can receive CSF skills (Seligman & Fowler, 2011) using educational objectives
(Anderson & Krathwohl, 2001) and have all of their K/M/O needs met.
Evaluation Plan
Evaluation is the only way to determine if the improvement programs and solutions to
performance gaps have indeed been closed (Clark & Estes, 2008). Champion (2002) and
Kirkpatrick (1994) provide an evaluation framework to evaluate the results of the solutions
implemented to close the needs gap and achieve the global goal of creating a transfer and
military friendly campus at the University of Southern California and to enhance veteran
students' success academically, professionally, and socially (University of Southern California,
STUDENT VETERAN GAP ANALYSIS 95

2013) in this case study. Table 5.3 shows Kirkpatrick's (1994) Four-Level Training Evaluation
Model: Reaction (Level 1), Learning (Level 2), Behavior (Level 3), and Results (Level 4) being
applied to the K/M/O solutions along with a description of the data used to evaluate each level
using the seven keys Kirkpatrick (1994) suggests analyzing the effectiveness of these four levels.
Table 5.3.
Four levels of evaluation Champion (2002), Kirkpatrick (1994).

Level 1.

Data used to evaluate

reaction awareness:

Evaluations Student veterans at USC will
complete anonymous evaluations
intermittently during each training
session or workshop.
Level 2. Data used to evaluate
learning:
Assessment Upon completion of training, student
veterans will be able to correctly
solve ten resilience problems using
the 4 strategies prescribed in CSF
program.
Level 3.

Data used to evaluate
transfer:

Lesson plan
Evaluations
Trainers will turn in CSF lesson plans
to director for approval. Strong plans
indicate VA counselors or TVSP staff
are able to teach student veterans the
principles of CSF to help student
veterans adjust to college and remain
in school.
STUDENT VETERAN GAP ANALYSIS 96

Level 4. Data used to evaluate
results:
Retention
and
Enrollment
data;
Analysis of 2015 student veteran
retention data. The global goal will
be met if 100% of first-year veterans
available to return for the 2015
academic school year are indeed
enrolled.
Level 4.
cont.
Data used to evaluate
results:
Surveys
and
Interviews
Student veterans at USC will
complete a summative assessment of
needs survey and can chose to
participate in informal interviews to
substantiate student veteran needs
administered by TVSP.

Conclusion
As a supplement to USC’s TVSP knowledge of student veterans, this study examines the
needs of this student veteran population as they transition from the warzone in Iraq and
Afghanistan into higher education by identifying the characteristics about student veterans at
USC and their knowledge needs, the motivation issues that lead student veterans at USC to
persist and academically succeed and the organizational resources and culture that would
enhance student veteran transition and academic achievement.
The needs were systematically analyzed by adapting the gap analysis framework of
problem solving (Clark & Estes, 2008) and the results showed that student veterans at USC have
knowledge, motivation and organizational needs. The solution plan recommends implementing a
STUDENT VETERAN GAP ANALYSIS 97

new intervention program aimed at building resilience skills (Seligman & Fowler, 2011),
fostering and enhancing motivation by introducing workshops in Attribution Theory (Anderman
& Anderman, 2010) and EVT (Eccles, 2010) specifically tailored to student veterans. As a
consequence, these recommended solutions may also suggest restructuring USC’s TVSP, VA
office and support services to facilitate this new strategy.
A key solution to closing the needs gaps and help student veterans adjust to collage after
war service is the establishment of a veteran-specific resource room or center. This centralized
facility of student service promotes the development of veteran-related knowledge and campus
resources that are all accessible in a one-stop office. When individualized support or assistance is
needed whether academic, financial, or personal the presence of this dedicated room is there as
an indispensable resource. Given their extraordinary experiences, student veterans sometimes
need special assistance to cope with physical and psychological challenges (Cook & Kim, 2009).
Accommodation of this “safe zone” area designed to increase awareness, knowledge of, and the
sensitivity of issues affecting returning student veterans helps USC achieve its global goal of
becoming a transfer and military friendly campus to enhance veteran students' success
academically, professionally, and socially.
Evaluation Level 4 (Kirkpatrick, 1994) graduation rates can serve as one of many useful
indicators of success. These rates demonstrate the dedication and perseverance student veterans
have towards completing their education goals. As of 2013, USC will begin tracking the
graduation success rate for veterans receiving GI Bill educational benefits (Greene, 2013). An
increase in graduation rates will mark an educational milestone for USC and USC’s TVSP.
Besides tracking the progress of student veterans, intermittent surveys and interviews will also
STUDENT VETERAN GAP ANALYSIS 98

serve to substantiate student veteran needs and determine if the improvement programs and
solutions to performance gaps have indeed been closed.

STUDENT VETERAN GAP ANALYSIS 99

CHAPTER SIX: DISCUSSION
Implications
Across all contexts, implications from this case study can be made. They include
supplementing higher education’s knowledge of student veterans returning from war and
transitioning to college. This study helps education leaders and veteran representatives
nationwide understand the general attributes that contribute to a veteran-friendly campus. Cook
and Kim (2009), found that leaders from the Department of Education to the Veteran Affairs are
still learning about the educational and personal needs of this new wave of veterans returning
from Iraq (OIF) and Afghanistan (OEF). Indeed, this academic inquiry informs higher education
leaders that student veterans have unique enrollment, demographics, and the characteristics in
higher education and graduation rates that until recently, were unknown. Especially enlightening
are the results from personal interviews with student veterans at USC. Their answers and
personal accounts provided vital and edifying information that proved essential in validating
veteran needs and the services USC provides to its student veterans.
The implications herein also inform the wider problem of identifying student veteran
needs that promote a successful transition from the warzone to the classroom. This study found a
number of solutions and recommendations that college campuses can use to enhance their own
services and facilitate the transition to higher education. Moreover, the knowledge found here
can be applied to any institution wishing to help student veterans succeed. The Gap analysis
methodological framework used is adaptable enough to help leaders identify gaps in their own
support services.

STUDENT VETERAN GAP ANALYSIS 100

Limitations
As with all studies, limitations exist that need to be noted. First, the personal
interviews and on-line survey used in this study to validate student veteran’s needs were
distributed towards the end of the Spring― and over the summer semester of 2014.
Consequently, the results of the survey and interviews only include student veterans who happen
to be available during this period. Furthermore, during the personal interviews it was discovered
that most yearly training for California National Guard units and some US Army Reservists
happens during this stretch of the year. As a result, many of the 614 student veterans who attend
the University of Southern California (USC) on a full-time basis were not included. Many
student veterans who attend during the traditional academic Fall and Spring semesters might
have not been included.
Second, this Gap Analysis case study is meant to be a supplement to USC’s Transfer
Veterans Student Program (TVSP) current knowledge of student veterans. Student interviews
and the on-line survey was sent only to student veterans on USC’s TVSP database. The gaps
identified are particular to USC only. Hence, the solutions and recommendations may be
applicable only to stakeholders associated with USC. The solutions and implementation chapter
cannot be functional across the higher education system as every college has student veterans
with different knowledge, motivation and organizational needs.
However, this report represents an empirical attempt to assess the current state of
programs and services offered to student veterans and sets a precedent for institutions of higher
learning to implement their own needs assessment. Although it was limited to one institution and
the Gap analysis framework used was developed as a performance tool for a variety of corporate
business settings, the model can and has been highly applicable to problem-solving across
STUDENT VETERAN GAP ANALYSIS 101

various educational environments (Rueda, 2011). The methodology and problem solving
framework used in this paper is highly adaptable across higher education institutions nationwide.
It will help educational leaders understand this new generation of student veterans returning from
Iraq and Afghanistan and their needs among college campuses as well as help identify gaps in
their own programs and services.
Future Research
Experts and veteran advocates are still learning about the educational, personal and
educational needs of this new wave of returning OIF and OEF student veterans (American
Council on Education Center for Lifelong Learning, 2011) (Cook & Kim, 2009) (Marshal, 2008)
(O'Herrin, 2011) (Miller, 2011). Future research in veterans’ statistical data such as retention
rates, transition challenges, and the education challenges this group faces, and effective programs
and services for veterans on campus will be necessary to ensure student veterans are receiving
the best services to succeed in higher education. Empirical literature on student veterans and
educational success is scarce.
Also, it is important to note that although gender issues were out of the scope of this
study, it is nonetheless a very important issue that needs special awareness and attention.
Personal interviews with female student veterans shed some light to the understanding that they
face additional unique challenges because of their gender and serving in the military, which is a
traditionally male-dominated profession. Also, mental health issues were not a focus of this
study, yet it is difficult to ignore studies finding an increase in psychological disorders such as
depression and PTSD among returning service members deployed to Iraq and Afghanistan
(Ramchand, Schell, & Karney, 2010). The difficulties associated with serving back-to-back
deployments, re-entering civilian life and succeeding as a college are yet to be fully understood.
STUDENT VETERAN GAP ANALYSIS 102

Latest Progress
When research for this dissertation began in 2010, services that focus on helping veteran
students were in the early stages of development. Now in 2014, as more student veterans return
from the fighting in Iraq and Afghanistan, so has the demand for specialized services for student
veterans on every campus across this country. The suggestions to help student veterans presented
in this study are relatively insignificant in comparison to what the University of Southern
California (USC) and its leadership has already accomplished to better serve these students.
Institutional Commitment
In 2009, USC began demonstrating a solid institutional commitment to student veterans
while recognizing this population is a tremendous asset to higher education by establishing the
Center for Innovation and Research on Veterans and Military Families (University Southern
California, CIR , 2014). USC became the first private research university to develop a military
social work program (University Southern California, CIR , 2014). Numerous reports and
research showed that increased numbers of service members were returning from Iraq and
Afghanistan suffering from combat stress disorders, the like of post-traumatic stress disorder and
traumatic brain injury. The USC School of Social Work was ideally situated to help address their
needs (University Southern California, CIR , 2014). As more service members return home from
deployments, social workers have increasingly been the ones who diagnose and treat the issues
that arise during a transition home. Like the goals of this dissertation, USC’s goal is for student
veterans to successfully graduate. However, USC’s program takes it a bit further and aims to
graduate students who are prepared to meet the unique needs of active-duty service members,
veterans and their families. The program has grown from just 12 graduates to more than 700,
since its inception (University Southern California, CIR , 2014). CIR was instrumental in the
STUDENT VETERAN GAP ANALYSIS 103

growth of the military social work program with its research and expertise informing much of the
curriculum. Over the years, CIR has become a leader of local veterans’ issues through its
research, training and global engagement efforts, and has helped cement the university’s position
at the forefront of local veterans’ issues
CIR’s Notable Accomplishments
 Created a discipline in the area Military Behavioral Health Research with Consequence:
 Conducted ground-breaking research on often-overlooked problems facing our service
members and veterans, such as the new invisible wounds or how military experience and
combat can impact sexual functioning.
 Conducted the pioneer comprehensive assessment of Los Angeles’ military population.
Information gathered from the study will help drive effective policies and programs to
better serve returning student veterans.
 Expanded efforts and research model to other veteran populations that will help paint a
better picture of the experiences veterans have in Southern California.
 Established free ongoing education courses for behavioral health providers working with
student veterans and military populations.
 Increasing use of recent technology in classroom settings to benefit students and
clinicians work with student veterans and military populations.
 Partnered with industry to host conferences across the nation to train behavioral health
sources.
 Conferences held at Rutgers University, University of Maryland and University of
Louisville University of Washington Tacoma,

STUDENT VETERAN GAP ANALYSIS 104

Global Engagement
 The CIR-convened Los Angeles Veterans Collaborative (University Southern California,
LA Vet Collaborative, 2014) is quickly becoming a prototypical model for military
communities nationwide.
 Promoting the collaborative model to leaders in Washington, D.C. A location in which
many organizations help veterans, students and military families, this model that proved
itself capable of joining collective expertise to deliver actual solutions (University
Southern California, LA Vet Collaborative, 2014).
 USC School of Social Work leadership were invited to Japan, Singapore, Taiwan and
England to share this social work expertise as these countries equip their communities
with experienced mental health services.
 Many global visiting scholars are collaborating and working with USC.
 Hosting first summit for military research centers in February 2015. It will assemble
national and international veterans behavioral health research and scholars.
Community Engagement
The USC Center for Innovation and Research on Veterans & Military Families
administers the Los Angeles Veterans Collaborative, which comprises community stakeholders
and representatives from organizations serving veterans and military families in the Los Angeles
area (University Southern California, LA Vet Collaborative, 2014). The LA Veterans
Collaborative gather to discuss the issues affecting local veterans and to coordinate the resolution
of gaps in service or needed policy changes they identify through the collaborative working
groups. Each working group is focused on a particular issue area regarding veterans. Now
celebrating five years, the USC Center for Innovation and Research on Veterans & Military
STUDENT VETERAN GAP ANALYSIS 105

Families developed the first comprehensive study assessing the opportunities and challenges in
serving the region’s military community (University Southern California, news/cir-celebrates-
five-years , 2014).
The survey of more than 1,350 veterans, along with follow-up focus groups with 72
veterans, has yielded valuable data that will allow government and community organizations to
fully understand the needs of veterans and their family members (University Southern California,
news/cir-celebrates-five-years , 2014). Sept. 30, 2014, CIR officially released “The State of the
American Veteran: The Los Angeles County Veterans Study.” According to the findings, more
than two-thirds of all surveyed veterans reported difficulties adjusting to civilian life (University
Southern California, CIR , 2014). The efforts presented here by CIR, make clear that USC is
demonstrating a solid institutional commitment to student veterans while recognizing this
population is a tremendous asset to higher education.

Conclusion
In his Second Inaugural Address, President Abraham Lincoln first affirmed to a
wounded, and still recovering nation their obligation to veterans – a statement which has stood
the test of time. In this compelling speech, Americans were urged to unite and care for those
injured during the war and to provide for the families of those who perished on the battlefield.
Taking his words to heart, the people petitioned the U.S government to appoint an agency
(commonly known as the VA) responsible for serving the needs of veterans by providing health
care, disability compensation and rehabilitation, education assistance, home loans, burial, other
benefits and services. College campuses across the nation should be encouraged by this patriotic
tribute and ought to strive to meet the challenge of becoming veteran friendly. The issues
STUDENT VETERAN GAP ANALYSIS 106

presented in this paper are so significant, in part because the likelihood of veterans who return
from war face far many more challenges transitioning into higher education than traditional
students do.
Supporting returning troops should not just a happy slogan to galvanize an institution. It
should include an action plan like putting in place the adequate resources, programs and policies
that reflect an idea to meet the needs of these returning veterans. To improve programs and
services that ease transition and increase the chances of success for this newest generation of
student veterans, a needs assessment was conducted to identify veteran-related knowledge,
motivation and organizational needs and identify gaps in its own services. The stakeholders
acknowledged in this study are: the University of Southern California and its support services
department the Transfer and Veteran Student Program (TVSP). The organizational goal is to
create a transfer and military friendly campus at USC and achieves this by establishing TVSP to
enhance transfer and veteran students' success academically, professionally, and socially. This
body of work serves as a supplement to TVSP’s current knowledge of student veterans’ needs in
order to achieve their goal and better serve these students.
Now, as more student veterans return from the fighting in Iraq and Afghanistan, so will
the demand for specialized services for student veterans on every campus across this country.
Through the efforts presented in this paper, the University of Southern California with its
signature programs like CIR and TVSP have prepared itself to better serve these students and is
demonstrating a solid institutional commitment to student veterans while recognizing this
population is a tremendous asset to higher education. Indeed, USC has heeded President
Lincoln’s direction to help veterans by adopting the recommendations presented herein allowing
for an exceptional level of service provided by its TVSP department.
STUDENT VETERAN GAP ANALYSIS 107

Lincoln’s immortal speech ends with the words: “To care for him who shall have borne
the battle, and for his widow, and his orphan,” and still stand today as a sincere reminder to the
United States commitment to care for those individuals who faced grave danger in service of our
nation’s defense.

STUDENT VETERAN GAP ANALYSIS 108

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STUDENT VETERAN GAP ANALYSIS 111

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College Press.
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Psychological Trauma: Theory, Research, Practice, and Policy , 283-291.
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STUDENT VETERAN GAP ANALYSIS 113

APPENDIX A
STUDENT VETERAN SURVEY
Directions: Student Veteran Needs Survey
Instructions
Directions: Please select the statement closest to your position.
Part I: Knowledge Needs

1)
As a student veteran, I have many difficulties when transitioning from the
military to higher education.
a. Agree
b. Neither Agree or Disagree
c. Disagree
2)
I have the knowledge and skills to overcome the negative effects that deploying
with the military has had on my mental processes.
a. Agree
b. Neither Agree or Disagree
c. Disagree
3)
I have the resilience skills needed to re-enter civilian life and subsequently enter
higher education.
a. Agree
b. Neither Agree or Disagree
c. Disagree
4)
I have the knowledge skills to overcome the barriers student veterans face like
PTSD, its prevalence, and its effects on learning.
a. Agree
b. Neither Agree or Disagree
c. Disagree
STUDENT VETERAN GAP ANALYSIS 114

Part II: Motivation Needs

5)
I know how to successfully navigate through the admissions process and
managing GI Bill paperwork.
a. Agree
b. Neither Agree or Disagree
c. Disagree
1) I have the expectation and confidence that I will succeed in higher education.
a. Agree
b. Neither Agree or Disagree
c. Disagree

2) If I did NOT receive GI Bill benefits, I would you still find value in attending USC.
a. Agree
b. Neither Agree or Disagree
c. Disagree

3)
When I encounter setbacks during my education, it effects my motivation to
work harder and apply more effort to studying.
a. Agree
b. Neither Agree or Disagree
c. Disagree

4)
I can control the negative effects of transitioning from the military to the
classroom if it impacts my learning.
a. Agree
b. Neither Agree or Disagree
c. Disagree

STUDENT VETERAN GAP ANALYSIS 115

Part III: Organization Needs
5)
I have the self-efficacy I can use the learning strategies that lead to success in the
courses I am taking.
a. Agree
b. Neither Agree or Disagree
c. Disagree
1)
I think a centralized location for student veterans to meet and collaborate with
other student veterans if very important.
a. Agree
b. Neither Agree or Disagree
c. Disagree
2)
I would like a place where student veterans receive individualized peer support
and get assistance to get help with all veterans’ transitional, personal
and social issues.
a. Agree
b. Neither Agree or Disagree
c. Disagree
3)
I would benefit from an accommodation of a “home-base” area designed with
increased awareness, and knowledge of the sensitivity of issues affecting
student veterans.
a. Agree
b. Neither Agree or Disagree
c. Disagree
4)
I find it important to create a room ensuring inclusion for every person in this
diverse student veteran subpopulation.
a. Agree
b. Neither agree or Disagree
c. Disagree
5)
I need a room that is designed for returning OIF and OIE veterans in mind to
ease the transition into higher education.
a. Agree
b. Neither Agree or Disagree
c. Disagree

STUDENT VETERAN GAP ANALYSIS 116

APPENDIX B
STUDENT VETERAN INTERVIEW
Interview questions for USC student veteran organizations:
1. What are challenges that you see student veterans face?
2. Why do you think student veterans stop attending classes?
3. What do you think your organization could do to better support students in earning their
college degree?
4. What are challenges you face in your organization?
5. What are current procedure/practices that help student veterans succeed in the classroom?
6. Do you feel you need additional support? What would that be?
7. Do you feel you are making an impact in student veterans’ lives?
Interview Questions for Student Veterans
1. What motivated you to pursue a college degree?
2. Have you ever stopped attending classes? If yes, Why?
3. What are you doing to ensure you succeed and complete your college degree?
4. How is earing your degree going to impact your life?
5. What challenges do you foresee in earning your college degree?
6. Where do you plan to study? Describe the location, including any distractions that you might
face.
7. What could the school do to support your goals of earning your degree?
8. Do your family and friends support you in earning your college degree? If so, what do they
do to support you?
9. What are your short-term goals?
10. What are you long term goals?
STUDENT VETERAN GAP ANALYSIS 117

APPENDIX C
SURVEY FLYER
Student Veterans!
Your help is needed!

You are invited to participate in a research study conducted by Ed Rodriguez, a doctoral
candidate at Rossier School of Education at University of Southern California. Your
participation is voluntary. Please read the information below, and ask questions about anything
you do not understand, before deciding whether to participate.
PURPOSE OF THE STUDY
This study is designed to examine the student veteran needs at University of Southern
California. You are being asked to participate in this study because you are a participant of the
Transfer Veteran Student program and the information gathered will be used in order to help
veterans academically succeed. Your participation in the study will aid in developing strategies
in order to help veterans succeed academically at USC.
PARTICIPANT INVOLVEMENT
There are two ways to participate in this inquiry, by taking a survey and through
participating in an interview. The internet survey is administered online and is anticipated to take
no more than 10 minutes to complete. Click on the link below to begin:
https://usc.qualtrics.com/SE/?SID=SV_5pRgZG7QAHrM01D
After you take the survey, you can also choose to participate in the interview by emailing
the researcher at edrodrig@usc.edu. However, it is not a requirement for participation in the
interview. The interview should take about 25 minutes to complete. Your participation is
voluntary and if you choose not to participate no penalty will occur. You may choose not to
participate at any time. Your identity as a participant will remain confidential at all times during
and after the inquiry project.

Abstract (if available)

Abstract This study uses the Gap Analysis problem-solving framework (Clark & Estes, 2008), and serves as a supplement to the Transfer Student Veterans Program’s (TVSP) current knowledge of student veteran needs attending the University of Southern California (USC). The purpose of this study was to identify the knowledge and skills, motivation, and organization needs of student veterans that contribute to USC’s gap in accomplishing its organizational goal of becoming a veteran friendly institution and its central mission to develop human beings and society as a whole through the cultivation and enrichment of the mind and spirit. Mixed methods were used to collect survey data from 80 participants and interview data for four participants to identify and validate the knowledge and skills, motivation, and organization needs. The survey and interviews support the findings that students lack metacognitive knowledge to see how serving in a warzone affects their own learning processes. Also, the survey and interviews support the needs gap that students face various distractions on campus and prefer a centralized location to meet and collaborate with other student veterans. Results also suggest that student veterans’ motivational needs are satisfied and being met. Based on the findings, solutions drawn from the research literature are offered to address the validated needs. This study, demonstrates how various stakeholders can systematically apply the Gap Analysis framework and adapt it to educational settings.

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Asset Metadata

Creator Rodriguez, Edward D. (author)

Core Title Creating a supportive climate to facilitate the transition for veteran students at the University of Southern California: a gap analysis

School Rossier School of Education

Degree Doctor of Education

Degree Program Education

Publication Date 01/30/2015

Defense Date 11/19/2014

Publisher University of Southern California (original), University of Southern California. Libraries (digital)

Tag GI Bill,Military,OAI-PMH Harvest,PTSD,transition,veterans,vets

Format application/pdf (imt)

Language English

Contributor Electronically uploaded by the author (provenance)

Advisor Yates, Kenneth A. (committee chair), Astor, Ron Avi (committee member), Daniels, Sonja (committee member)

Creator Email edrodrig@usc.edu

Permanent Link (DOI) https://doi.org/10.25549/usctheses-c3-527971

Unique identifier UC11297863

Identifier etd-RodriguezE-3155.pdf (filename),usctheses-c3-527971 (legacy record id)

Legacy Identifier etd-RodriguezE-3155.pdf

Dmrecord 527971

Document Type Dissertation

Format application/pdf (imt)

Rights Rodriguez, Edward D.

Type texts

Source University of Southern California (contributing entity), University of Southern California Dissertations and Theses (collection)

Access Conditions The author retains rights to his/her dissertation, thesis or other graduate work according to U.S. copyright law. Electronic access is being provided by the USC Libraries in agreement with the a...

Repository Name University of Southern California Digital Library

Repository Location USC Digital Library, University of Southern California, University Park Campus MC 2810, 3434 South Grand Avenue, 2nd Floor, Los Angeles, California 90089-2810, USA