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Advisor impact on student veterans at a post-secondary institution: an evaluation study

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Advisor impact on student veterans at a post-secondary institution: an evaluation study

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Content Running head: ADVISOR IMPACT ON STUDENT VETERANS 1

Advisor Impact on Student Veterans at a Post-Secondary Institution:
An Evaluation Study
by
Denis A. Ortega

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

December 2019

Copyright 2019 Denis A. Ortega
ADVISOR IMPACT ON STUDENT VETERANS 2

TABLE OF CONTENTS

LIST OF TABLES .......................................................................................................................... 5
LIST OF FIGURES ........................................................................................................................ 6
ABSTRACT .................................................................................................................................... 7
Introduction to the Problem of Practice ...................................................................................... 8
Organizational Context and Mission .......................................................................................... 8
Importance of Addressing the Problem ...................................................................................... 9
Organizational Performance Goal ............................................................................................. 10
Stakeholder Group of Focus and Stakeholder Goal .................................................................. 10
Purpose of the Project and Questions ....................................................................................... 12
Methodological Approach ........................................................................................................ 13
Review of the Literature ........................................................................................................... 13
Transitioning Student Veterans: Demographics ................................................................... 14
Transitioning Student Veterans: Challenges ......................................................................... 15
Transitioning Student Veterans: Resources .......................................................................... 16
Advisors to Student Veterans: Best Practices ....................................................................... 18
The Clark and Estes Gap Analysis Conceptual Framework ..................................................... 19
Advisors’ Knowledge, Motivation and Organizational Influences .......................................... 20
Knowledge Influences .......................................................................................................... 20
Motivation Influences ........................................................................................................... 23
Organizational Influences ..................................................................................................... 27
Interactive Conceptual Framework ........................................................................................... 28
ADVISOR IMPACT ON STUDENT VETERANS 3

Qualitative Data Collection and Instrumentation ..................................................................... 31
Interviews .............................................................................................................................. 31
Documents and Artifacts ....................................................................................................... 32
Data Analysis ............................................................................................................................ 32
Participating Stakeholders ........................................................................................................ 33
Findings ..................................................................................................................................... 34
Findings for Knowledge Influences ...................................................................................... 35
Findings for Motivation Influences ...................................................................................... 40
Findings for Organizational Influences ................................................................................ 44
Summary of Validated Gaps ..................................................................................................... 48
Knowledge Influences .......................................................................................................... 49
Motivational Influences ........................................................................................................ 50
Organizational Influences ..................................................................................................... 50
Validated Gaps Conclusion ....................................................................................................... 52
Recommendations for Practice to Address KMO Influences ................................................... 52
Recommendations to Address the Knowledge and Organizational Gaps ............................ 54
Organization Recommendations ........................................................................................... 58
Recommendations for Future Research .................................................................................... 60
Conclusion ................................................................................................................................ 61
References ..................................................................................................................................... 62
Appendix A: Participating Stakeholders: Sampling and Recruitment for Interviews .................. 71
Appendix B: Interview Protocol ................................................................................................... 73
Appendix C: Credibility and Trustworthiness .............................................................................. 76
ADVISOR IMPACT ON STUDENT VETERANS 4

Appendix D: Ethics ....................................................................................................................... 77
Appendix E: Integrated Implementation and Evaluation Plan ..................................................... 79
Appendix F: Limitations and Delimitations ................................................................................. 92
Appendix G: Instructor Observations ........................................................................................... 93
Appendix H: Sample Evaluation Immediately Following Program ............................................. 94
Appendix I: Sample Delayed Follow-Up Evaluation ................................................................... 95

ADVISOR IMPACT ON STUDENT VETERANS 5

LIST OF TABLES
Table 1: Organizational Mission, Global Goal, and Stakeholder Goal ........................................ 11
Table 2: Knowledge Type and Knowledge Influence .................................................................. 23
Table 3: Motivational Influences .................................................................................................. 26
Table 4: Organizational Influences ............................................................................................... 28
Table 5: Interview Participants ..................................................................................................... 34
Table 6: Knowledge Findings Validated and Not Validated as Gaps .......................................... 40
Table 7: Motivation Findings Validated and Not Validated as Gaps ........................................... 44
Table 8: Organizational Findings Validated and Not Validated as Gaps ..................................... 48
Table 9: KMO Findings Validated as Gaps .................................................................................. 51
Table 10: Summary of Validated Knowledge and Organization Findings/Gaps and
Recommendations ................................................................................................................. 55

Table E1: Outcomes, Metrics, and Methods for External and Internal Outcomes ....................... 81
Table E2: Critical Behaviors, Metrics, Methods, and Timing for Evaluation .............................. 82
Table E3: Required Drivers to Support Critical Behaviors .......................................................... 83
Table E4: Evaluation of the Components of Learning for the Program ....................................... 86
Table E5: Components to Measure Reactions to the Program ..................................................... 87

ADVISOR IMPACT ON STUDENT VETERANS 6

LIST OF FIGURES
Figure 1. University of Western States’ KMO conceptual framework ........................................ 30

Figure E1. Engagement hours by advisor – July. ......................................................................... 89
Figure E2. Efforts to positively impact student veterans. ............................................................. 89
Figure E3. Student veteran survey responses – effectiveness of advising sessions. ..................... 90

ADVISOR IMPACT ON STUDENT VETERANS 7

ABSTRACT
Advisors serve an important role in the transitioning and effectiveness of student veterans.
Student veterans rely upon the expertise of advisors when navigating challenges and planning
during a school term. Advisors need to understand that veterans bring unique challenges not
faced by traditional students. The purpose of this study was to identify areas where advisors
could improve in their delivery in support of student veterans through the Clark and Estes’
(2008) gap analysis framework. This study’s assumed influences were developed with an
extensive literature review, interviews, and document analysis. The target audience for this
study included advisors that support the needs of student veterans at a post-secondary institution.
This study highlights multiple findings on how to effectively advise student veterans from an
advisor’s perspective. Lastly, with the use of the New World Kirkpatrick Model (Kirkpatrick &
Kirkpatrick, 2016), this study provides recommendations on how to close gaps that advisors
experience.
ADVISOR IMPACT ON STUDENT VETERANS 8

Introduction to the Problem of Practice
Transitioning enlisted service members, also known as student veterans, have served in the
military but do possess a college degree. They are individuals that have met their contractual
enlisted obligations of military service and pursue a degree or certification at an institution of
higher learning or post-secondary institution. Student veterans primarily utilize post-military
educational benefits in the form of the GI or Post-9/11 GI Bill (Borsari et al., 2017). Advisors
provide advising services to student veterans and are an essential component to the success of a
school term. The rates of student veterans entering post-secondary institutions has increased
over the last several years after returning from combat duty along with a recent downsizing in
military forces (Bell, Boland, Dudgeon, & Johnson; 2013; Naphan & Elliott, 2015). Student
veterans complete bachelor degrees at rates similar to traditional students. Transitioning from
military life to student life, student veterans experience difficulties adjusting and require the
expertise of effective advisors to aid in their assimilation (Vance & Miller, 2009). This study
focused on the important role advisors served in the transitioning needs of student veterans.
Organizational Context and Mission
The University of Western States (UWS, a pseudonym) is an institution of higher
learning and committed to providing students with the tools and learning necessary for a rapidly
changing world. Founders of UWS established the school at the end of the nineteenth century
with a focus on creating a university to meet the educational needs of western states. Over
45,000 students are actively enrolled in undergraduate, graduate and professional studies.
Faculty is comprised of over 4,000 full-time professors and the university employs over 15,000
staff members. Students of all ages and backgrounds rely upon the guidance of academic
advisors to assist in their transition to post-secondary levels of education.
ADVISOR IMPACT ON STUDENT VETERANS 9

Importance of Addressing the Problem
Student veterans rely upon the expertise of advisors to aid in their transition from active
duty to address difficulties in the transition. A study conducted by the Student Veterans of
America (2017) reported that student veteran completion rates are at 53.6% compared to the
national average of 52.9% for traditional students. The problem with student veterans
experiencing difficulty with their transition to student life is important to solve for a variety of
reasons. One of those problems is inadequate advising that is caused by a lack of support and
understanding from advisors that provide advising services to student veterans. Rumann and
Hamrick (2009) explain that due to the transitioning needs of student veterans, advisors are
unable to provide the necessary guidance to meet the needs of this population. As of 2015, there
were over 21.2 million veterans in the United States (U.S. Department of Labor, 2016). Those
that served after September 2001, classified as Gulf War-era II by the Bureau of Labor Statistics,
represent 3.6 million veterans (U.S. Department of Labor, 2016).
A second important reason to solve the problem is due to unemployment rates that affect
the veteran population. The unemployment rates for veteran men and women were 5.7% and
6.4% respectively, whereas the rest of the population’s unemployment were 3.4% for men and
3.3% for women (U.S. Department of Labor, 2018). According to DePrince and Morris (2008),
there is an inverse relationship between unemployment rates with respect to education attainment
and the proportion of those with degree attainment that satisfy the future hiring needs of
employers. Lastly, there has been an increase utilization of educational benefits by student
veterans, indicating an increase in enrollment at universities nationwide. A report published by
the U.S. Department of Veterans Affairs highlights an increase from 2012 to 2015 of over 70,000
additional beneficiaries receiving educational benefits (2015). It is estimated that between 2011
ADVISOR IMPACT ON STUDENT VETERANS 10

and 2020, over five million service members will leave the military and many will take
advantage of educational benefits offered through the Veterans Affairs (Ang & Molina, 2014).
The University of Western States is committed to meeting the needs of all students, including
student veterans. Advisors are at the core of providing the necessary services to student veterans
to assist in their degree attainment. Not solving this problem results in student veterans having
inadequate advising that leads to a decrease in academic performance and the potential failure of
the student veteran.
Organizational Performance Goal
The University of Western States’ goal for 2020, established by university leaders, is to
increase utilization of educational benefits and transition assistance by 10% for enlisted
transitioning service members compared to school year 2017. University records indicated that
in 2017, usage was at 50% utilization of educational benefits for student veterans. The goal will
be measured annually at the conclusion of the school year. The uniqueness of student veteran
backgrounds serves as a catalyst for the university in acknowledging the various challenges and
situations that a transitioning service member brings to an institution of higher learning. The
University of Western States strives to be an institution of higher learning of choice for student
veterans for their ability to educate students to meet the changing demands of the future
workforce.
Stakeholder Group of Focus and Stakeholder Goal
The stakeholder group for this research was comprised of advisors for student veterans at
UWS. These advisors worked within the office of academic advising and were considered
permanent staff. Additionally, advisors acted as a resource to navigate the challenges often faced
by transitioning service members including: enrollment into classes and educational assistance
ADVISOR IMPACT ON STUDENT VETERANS 11

programs offered by the Veterans Affairs - Veterans Benefits Administration (VBA), counseling
for assimilation to civilian life, techniques for academic assistance, and identify strategies to
overcome difficult situations in the classroom (Borsari et al., 2017). The stakeholder’s goal is
aspirational, set by the advising team management and can be expressed in specific terms such as
that by May 2019, advisors at UWS will meet with their student veterans at least three times per
semester and implement best practices in advising. The organizational performance goal is that
by September 2020, UWS will increase educational benefits and transition assistance by 10% for
enlisted transitioning service members compared to school year 2017. Table 1 shows the
organizational mission, global goal, and stakeholder goals.
Table 1
Organizational Mission, Global Goal, and Stakeholder Goal
Organizational Mission
The mission of the University of Western States (UWS), adopted by the Board of Trustees, is to
educate students to serve the needs of a changing nation through diversity, research and service.
Organizational Performance Goal
By September 2020, the UWS will increase utilization of educational benefits and transition
assistance by 10% for enlisted transitioning service members compared to school year 2017.

Advisors to Student Veterans Military Transition Assistance
Provider Stakeholders
Enlisted Transitioning Service
Members Stakeholders
By May 2019, advisors at
UWS will meet with student
veterans at least three times
per semester and implement
best practices in advising.

By May 2018, military
transition assistance providers
will enroll 50% of
transitioning enlisted service
members into post-secondary
education programs.
By May 2018, 50% of all
transitioning enlisted service
members will utilize VA
educational benefits.

ADVISOR IMPACT ON STUDENT VETERANS 12

Purpose of the Project and Questions
This dissertation addressed the problem of the effectiveness of advisors of student
veterans at a post-secondary learning institution. Transitioning service members, also known as
enlisted student veterans, are those individuals that have met their contractual obligations of
military service and now pursue a degree or certification at a post-secondary institution. This
study sought to understand the capacity of UWS advisors to support student veterans in order to
achieve degree attainment.
Student veterans benefit from knowledgeable and skilled post-secondary providers of
veteran transition services that support the unique needs of this population (Hitt et al., 2015).
Helpful services that student veterans received related to greater levels of enrollment and
graduation rates at post-secondary institutions (Borsari et al., 2017). Throughout their military
career, veterans rely upon the expertise of counselors and advisors. Even during transition from
military service, enlisted veterans, sought out individuals who continued with the practice.
The questions that guided this study are as followed:
1. What is the postsecondary advisor’s knowledge and motivation related to implementing best
practices in student veteran advising?
2. What is the level of interaction between the post-secondary school’s organizational culture
and post-secondary advisor’s knowledge and motivation?
3. What are the recommendations for the post-secondary school’s organizational practice in the
areas of UWS advisor knowledge, motivation, and organizational resources?

ADVISOR IMPACT ON STUDENT VETERANS 13

Methodological Approach
A qualitative approach served as the methodological approach for this study and
incorporated semi-structured interviews with a small sample of advisors at UWS consisting of
eleven participants. A qualitative approach worked best in this case provided the small
population size, and according to Merriam and Tisdell (2016), when the objective is to learn
more about a phenomenon and to study events in their natural settings in order to bring meaning
and interpretation. The sampled participants represented those individuals that directly
interacted with student veterans during school the term. Lastly, this research utilized
triangulation of evidential results by evaluating documents and artifacts collected from the office
of student advising. The use of these additional inputs provided an understanding of the process
and procedures used by advisors at UWS.
Review of the Literature
Transitioning student veterans bring with them unique needs that differ from traditional,
post-secondary students entering higher education. This literature review represents an in-depth
discussion on best practices across institutions of higher learning related to the support and
services offered to student veterans at their respective institutions. In order for advisors to
understand the various experiences and mindsets of student veterans, it is helpful to first gather
information related to demographics and population (Kelty, Kleykamp, & Segal, 2010).
Secondly, student veterans face challenges when transitioning to student life. Helpful insights
highlighted how advisors best served this population including awareness, counseling and
encouragement (Rumann & Hamrick, 2009). This review also looked at other available
resources at post-secondary institutions of higher learning that served as best practices for
universities nationwide (Kirchner, 2015). Student veterans benefitted from knowledgeable and
ADVISOR IMPACT ON STUDENT VETERANS 14

skilled advisors of veteran transition services that supported the unique needs of this population
(Hitt et al., 2015). Helpful services offered by advisors related to greater levels of achievement
at post-secondary institutions of higher learning and led to an increase in graduation rates
(Borsari et al., 2017).
Transitioning Student Veterans: Demographics
In order for advisors to understand the backgrounds and experiences of student veterans,
a review of the diverse backgrounds including race, gender, age and educational levels need
review. Kelty et al. (2010) explained that service members were comprised of all races, but were
predominantly male and that half of the population was under the age of 25. Exiting service
members had diverse sexual orientations and many had already established families.
Approximately 52% of service members in this population were married. Of the population of
service members, African Americans represented approximately 20% of the enlisted ranks and
Hispanics around 10%.
Women serving in the military increased in population by 15% in 2008 as compared to
2005 (Kelty et al., 2010). Borsari et al. (2017) added that close to half of transitioning service
members have children. Student veterans have a greater probability of majoring in engineering,
applied sciences, and social sciences (Borsari et al., 2017). The authors also recognized that of
transitioning service members that have served in combat under a U.S. military campaign, 12%
to 23% acquired traumatic brain injuries. These types of injuries are important to note, indicated
McCaslin et al. (2013) as transitioning service members are at greater risk for psychological
disorders due to overseas tours and repeat deployments. Approximately a quarter of service
members reported issues related to post-traumatic stress disorder (PTSD) (McCaslin et al.,
2018).
ADVISOR IMPACT ON STUDENT VETERANS 15

Transitioning Student Veterans: Challenges
Transitioning service members experienced diverse challenges compared to traditional
students. Understanding and recognizing these challenges assisted advisors with interacting with
student veterans. Rumann and Hamrick (2009) posited that student veterans faced difficulties
interacting with various people upon leaving military service. In a university setting this
included other students, faculty and staff, and even advisors. Student veterans found it difficult
to relate with these individuals because they did not understand the challenges and experiences
of military life. The authors explained that counseling and student support services may not
cater to the needs of transitioning service members and that advisors may need to focus more on
building awareness around the diversity of student veterans across campus (Rumann & Hamrick,
2009). Some focus areas should highlight the history and mission of the military, war and
combat, and how each service member’s experience impacted their ability as a student. Lastly,
the authors explained that advisors, at their respective universities, experienced a feeling of being
overwhelmed when advising student veterans because they felt overextended in their ability to
support the increased levels of student veterans (Rumann & Hamrick, 2009).
Bell et al. (2013) provided that one of the challenges that transitioning service members
experienced was a lack of understanding on how to apply for veteran’s educational benefits.
They also shared that on-campus support for student veterans is missing because of a lack of
awareness of their needs. In order to confront these challenges, universities have adapted by
better understanding the various educational assistance programs offered by the Department of
Veterans Affairs. Additionally, rehabilitation counselors have been established at schools and
equipped with various rehabilitation and reintegration services offered to student veterans (Bell
et al., 2013).
ADVISOR IMPACT ON STUDENT VETERANS 16

Naphan and Elliott (2015) argued that understanding the challenges of transitioning
service members was critical. One important reason is that the military is structured where it has
control over service members with rules, regulations, intolerance of deviation and punishments
for failure to conform, thus making it difficult to assimilate to an environment where the student
veteran must make decisions for himself. Institutions of higher learning must learn to understand
this past culture and discover ways to increase the levels of communication so that vague or
imprecise decisions can be translated to student veterans (Naphan & Elliott, 2015). Additionally,
institutions of higher learning often do not grant credit for military training or experience, which
causes a sense of having to start from scratch for transitioning service members. Lastly, the
authors warned that advisors have encountered service members that experienced combat
situations and now find it difficult to adjust to student life.
Transitioning Student Veterans: Resources
Advisors at institutions of higher learning require resources for providing assistance to
transitioning service members. These resources serve student veterans as they assimilate to
student life and continue on with their academic goals. The U.S. Department of Education
(2013) provided a strategy for institutions of higher learning to incorporate in their pursuit to
engage student veterans. First, it encouraged schools to establish a culture within an institution
on trust and connectedness amongst student veteran population. Next, it insisted that universities
focus on ensuring collaboration existed amongst local communities and organizations to align
services to support student veterans. This becomes an important step since many services
offered by various agencies outside the school helped to create partnerships in engaging student
veterans. One strong recommendation was to look at ways to provide comprehensive
professional development for faculty and staff on identifying and dealing with issues affecting
ADVISOR IMPACT ON STUDENT VETERANS 17

student veterans. Lastly, the U.S. Department of Education (2013) advocated in establishing an
early alert system to provide student veterans with ample time to deal with problems before they
become major issues.
Among various organizations that provided transitioning services for veterans, the
Student Veterans of America explored partnerships with local schools on how to interact with
student veterans (Kirchner, 2015). One suggestion was that college campuses should offer
opportunities to allow student veterans to meet and interact with each other in order to reduce
feelings of isolation. Additionally, establishing a veteran resource center provided a risk-free
atmosphere to interact with peers, faculty and advisors. Some institutions have gone so far as to
create orientation programs for transitioning service members and advisors jointly to help ease
the transition from a highly structured environment military culture to one that allowed for more
flexibility and freedom (Kirchner, 2015). Orientation programs have proven success on-campus
by creating trust and building relationships (Callahan & Jarrat, 2014; American Council on
Education, 2018). Callahan and Jarrat (2014) agreed that making resources available to support
student veterans was key and can be leveraged by having personalized coaching along the way.
One way to enhance the interaction between student veterans and others was by leveraging
technology and seminars. Callahan and Jarrat (2014) offered an example from Penn State in
which the school provided peer groups and training to advisors that did not possess prior military
experience. Streamlining services to student veterans was another way that advisors could create
a long-lasting relationship. The American Council on Education (2018) recommended
establishing a central point of contact that assisted student veterans with having a one-stop shop
go to for resources and questions, it also aided with the process of certifying status for the GI
ADVISOR IMPACT ON STUDENT VETERANS 18

Bill. The Council also advised that institutions should identify student veterans to better, and
more easily assist this niche population of students.
Advisors to Student Veterans: Best Practices
Across the country, institutions of higher learning utilized best practices to advise student
veterans. Advisors are the first line in providing services to aid student veterans. Rodriguez-
Kiino (2013) shared that various institutions nationwide utilized Schlossberg’s (1981) transition
theory to aid in the transfer of students from one life stage to the next. The transition theory was
helpful in aiding transitioning service members to understand and accept the shift from military
to student life. In this model, advisors were trained to provide kind, resourceful and
knowledgeable information for transferring student veterans. Additionally, advisors learned how
to develop an effective course of study, similar to a roadmap, making it easier for the student
veteran to see himself or herself in the bigger picture. Lastly, this model was helpful in
developing settings, online or in-person, and that acclimated the student to the culture of an
institution.
Heineman (2016) recommended creating a community that embraces a “military
friendly” environment. Brown and Gross (2011) shared that Western Carolina University
(WCU), considered a “military friendly” institution, had created two, degree completion
programs that map to military occupational specialties. Western Carolina University offered
alternative online programs and courses that granted student veteran’s access to the school. This
institution also established agreements to allow for credit transfer from military experience to
degree requirements.
Other institutions have adopted various methods and services to serve their student
veterans (Heineman, 2016). One example was to create sensitivity training for faculty and
ADVISOR IMPACT ON STUDENT VETERANS 19

administrative staff, which created a more inclusive atmosphere. A second approach developed
veteran-specific orientation programs that took into account the transition support needs of this
population, including escorting student veterans to meet other college students on-campus.
Lastly, within the need to feel welcome, advisors encouraged on-campus event participation that
created a connection between student veterans and their institutions (Heineman, 2016). In order
to create these connections, administrators, leadership, and advisors at institutions of higher
learning developed transition groups to aid student veterans. This established strong bonds,
eased stress, and created a social support network (Dillard & Yu, 2016). Another step that
universities took to aid in the transition of student veterans was by designating space on-campus
for student veterans to interact, receive additional resources, and host activities to increase
networking (Dillard & Yu, 2016).
The Clark and Estes Gap Analysis Conceptual Framework
The Clark and Estes (2008) gap analysis is a proven framework for exploring underlying
issues facing organizations. It was used in this study to understand the capacity student veteran
advisors had to provide services to student veterans at the University of Western States. The use
of this framework assessed the organizational and stakeholder performance goals and evaluated
the gap between the actual performances of the stakeholder group against the organizational
performance goal. Knowledge, motivation and organizational influences in this framework were
used to understand stakeholder performance in order to discover any assets, needs or barriers that
impacts an organization’s performance and goal setting is used to understand organizational and
stakeholder goals (Clark & Estes, 2008). Knowledge, as defined by Krathwohl (2002), is
comprised of four different types: factual, conceptual, procedural and, metacognitive. This study
focused on conceptual and procedural knowledge influences and what advisor’s need to know to
ADVISOR IMPACT ON STUDENT VETERANS 20

achieve a performance goal. Motivation is what inspires an individual to accomplish the goal
based on mental effort (Rueda, 2011). Lastly, organizational influences are all of the cultural
and workplace attributes that impact advisor’s performance such as resources, processes, and
policies.
Advisors’ Knowledge, Motivation and Organizational Influences
In an effort to succeed in goal attainment, it is important to understand how the
knowledge, motivation and organizational influences affect the goal for advisors and why their
advising is so critical in the success of student veterans. There were several knowledge,
motivation and organizational influences that were assumed to affect the advisors’ capacity to
advise student veterans. These influences served as the basis for interviews and data collection.
Clark and Estes (2008) suggested that in order to close performance gaps, the knowledge,
motivation and organizational influences required clear identification.
Knowledge Influences
There are four dimensions associated with knowledge, from basic knowledge to the most
complex: factual, conceptual, procedural, and metacognitive (Krathwohl, 2002; Rueda, 2011).
The factual dimension, at the most basic level focuses on the minimum information that a person
must possess in order to achieve a goal or perform or a function (Krathwohl, 2002). In
ascending order of complexity, conceptual knowledge requires the learner or individual to take
into consideration how other elements or interrelationships provide a higher level of meaning in
order to characterize, build theories or models, and generalizations (Krathwohl, 2002). The third
knowledge dimension centers around procedural knowledge or rather, the ability to develop
methods of inquiry and specific methodologies that require a higher level of application (Rueda,
2011). Lastly, metacognitive knowledge is the most complex because of the need to have
ADVISOR IMPACT ON STUDENT VETERANS 21

awareness for one’s own cognition including self-knowledge (Krathwohl, 2002; Rueda, 2011).
For the following section, the research focused on procedural and conceptual knowledge types
that explored the literature review on how it affected post-secondary providers of veteran
transition services.
Knowledge about the impact advisors have on understanding the mindsets of
student veterans. Advisors of student veteran transition services need to understand how the
experiences and mindsets of service members impact student veterans at UWS. For post-
secondary advisors to effectively provide services to the student veteran population, having an
understanding of prior experiences of service members creates a stronger affinity for helping to
navigate differences in settings. The conceptual knowledge influence focused on the
interrelationships of various classifications and categories, in this case the ability to comprehend
what student veterans endured as compared to traditional students that entered a post-secondary
setting after high school.
Student veterans have unique situations and experiences that distinguish them from more
traditional students. Veterans enter college at the age of roughly 24 years, whereas traditional
first-year students’ average is 17 to 18 years old (Hitt et al., 2015). Student veterans bring with
them a host of other responsibilities that first year students typically experience later in life,
including but not limited to a spouse, children, home ownership, and continued military
requirements (Hitt et al., 2015). Lastly, advisors to student veterans benefit greatly from
understanding how training and instruction in the military varies completely related to the
execution of a post-secondary curriculum. In a military setting, service members follow a set
standard operating procedure for military instruction that requires learning in a predetermined
ADVISOR IMPACT ON STUDENT VETERANS 22

manner and includes application in a real-world setting whereas in a post-secondary school
setting, they encounter a less structured approach (Roost & Roost, 2014).
Knowledge of effective advising strategies to assist student veterans in their
academic goals. Advisors of student veteran transition services need to incorporate effective
advising strategies to manage the transition of student veterans. Advisors at post-secondary
schools need to recognize that advising student veterans is different from traditional students.
Some of these differences include attaining college credit for military training, affinity for other
like-minded students, financial aid processing through the Veterans Administration, and
emotional or behavioral issues that are not usually encountered by a traditional student
population (Borsari et al., 2017; Hitt et al., 2015). All of the mentioned differences require a
specific procedure or process in order to understand how to properly advise and provide the best
possible outcomes to engage the student veteran population.
Student veterans also need help in navigating the transition from the military and how to
assimilate with a post-secondary environment. For this reason, advisors require procedural
knowledge in order to direct student veterans through the less structured setting of classes
compared to military instruction, listening versus making assumptions of prior service
engagements, and encouragement to work independently instead of a team setting which student
veterans may be most accustomed to experiencing (Roost & Roost, 2014; Hitt et al., 2015).
These may seem minor on the surface however, for the transitioning service member, it can
mean all the difference in being offered valuable guidance in their respective move to the civilian
sector. Table 2 shows the knowledge influences identified.

ADVISOR IMPACT ON STUDENT VETERANS 23

Table 2
Knowledge Type and Knowledge Influence

Motivation Influences
Knowledge and skills are complementary of motivation in order to achieve performance
standards and goals. Motivation includes active choice, persistence, and mental effort, all of
which serve as the foundation for how individuals accomplish tasks and assignments which
ultimately lead to value, goals and goal orientations (Clark & Estes 2008; Rueda, 2011). These
motivational factors affect the learning of a person and the interrelated competence, including the
belief of whether or not that person possesses the attributes required to complete a goal (Rueda,
2011). With knowledge being at the center, active choice, persistence and mental effort are three
types of motivation and are developed over time (Clark & Estes, 2008). Advisors of veteran
transition services must possess all three of these qualities in order to enhance the student veteran
experience at post-secondary institutions. There are various motivational theories in existence,
for the purposes of this evaluation; attribution and self-efficacy theories serve as assumed
influences affecting post-secondary providers of veteran transition services.
Attribution theory. Advisors need to believe that their interactions have a significant
impact on student veterans. Various situations correlated with attribution theory and help to
explain how environmental and personal factors affected the motivations of others (Anderman &
Knowledge Type Knowledge Influence
Declarative
(Conceptual)
Advisors of student veteran transition services need to understand how
the experiences and mindsets of service members impact student
veterans at UWS.
Procedural Advisors of student veteran transition services need to incorporate
effective advising strategies to manage the transition of student veterans.
ADVISOR IMPACT ON STUDENT VETERANS 24

Anderman, 2006). This theory focuses on causal structures, or rather events that have occurred
in the past within a person’s environment, positive or negative, and that now translate to a
specific performance attribution. Anderman and Anderman (2006) explained that locus of
causality, stability and controllability are three dimensions that are directly associated with
attribution theory. Attribution theory helps understand to what individuals attribute positive and
negative outcomes (Pintrich, 2003). Attribution theory provides a profound effect on an
individual when she can attribute future success based on the lack or increased level of required
effort (Mayer, 2011). There are three dimensions that impact attribution.
Locus of causality by a person causes internal or external perception based on impact
(Anderman & Anderman, 2006). A person’s ability may either enhance or prevent a task from
being accomplished is considered internal and if it is due to force that is considered outside of his
control, then it is an external factor. The time element is important to note as it ties specifically to
whether a person was unable to achieve an objective because of permanent issue – stable, or
because of it being unexpected or sudden – unstable. Lastly, controllability focuses on whether
actions are either under the control of the individual or it is uncontrollable (Anderman &
Anderman, 2006). Being properly prepared to tackle an assignment or task, internal attribution,
is a controllable action. If there is an outside influence such as an injury or unplanned
commitment, the belief is that it is uncontrollable and outside of her ability to meet the
commitment. Advisors of student veterans need to understand that the success of transitioning
service members relies on effort.
Importance of role in advising student veterans. Student veterans benefit from
advisors that exhibit commitment to success and follow-up. These advisors serve their
educational institution because of their ability to translate what success looks like and what it
ADVISOR IMPACT ON STUDENT VETERANS 25

takes for future achievement (Anderman & Anderman, 2006). In addition, advisors also place a
concerted effort to identify certain emotions that are necessary to success in a post-secondary
environment, including satisfaction with self and confidence (Anderman & Anderman, 2006).
Self-efficacy theory. Beliefs are the foundation for an individual to determine whether a
task is achievable. The groundwork for beliefs forms when capabilities to learn are developed
and then used to achieve goals (Pajares, 2006). Environmental factors such as resources, support
and encouragement also influence beliefs causing an individual to “choose, persist, and expend
mental effort only on those activities that appear to have the most impact (Clark & Estes, 2008,
p. 83). In addition, the following are sources of self-efficacy: mastery, vicarious experiences,
social persuasions, and physiological reactions as a way to learn and grow (Pajares, 2006).
These inputs or rather sources of self-efficacy are experientially based and shape the lives
of individuals that lead to human adaptation and change (Bandura, 2000). By completing tasks,
attainment of mastery results in higher levels of self-efficacy (Bandura, 2000, 2005). Vicarious
experience is a form of observing what others are doing and can also be achieved by modeling
the behavior based on other’s actions (Pajares, 2006). Social persuasions relate to how
environmental factors influence an individual’s perception by creating favorable or negative
circumstances (Pajares, 2006). The remaining source, physiological reactions, result from
situations that create emotional stimulation that influence how a person may approach a future
task (Pajares, 2006). Advisors of student veterans need to believe they are capable of effectively
providing advising that is beneficial to student veterans during a semester.
Student advisors’ confidence to advise student veterans. Student veterans benefit
from the high self-efficacy of advisors during their enrollment and academic progression. In an
effort to maximize this benefit, these advisors must positively influence student veterans in order
ADVISOR IMPACT ON STUDENT VETERANS 26

to get them to achieve their respective semester goals (Bandura, 2005). Fostering outcomes,
building capabilities and establishing collective efficacy all serve as actions that these providers
leverage when assisting student veterans (Pajares, 2006). Student veterans are reliant upon the
expertise and collective wisdom produced by advisors that possess high self-efficacy in
performing their work.
Having a cadre of effective advisors to student veterans creates collective efficacy
(Bandura, 2000). An efficacious group translates into higher motivational investment and
greater performance accomplishments (Bandura, 2000). Borgogni, Russo and Latham (2011)
posit that the effectiveness of stakeholders, in this case, student veterans, rely upon the
commitment and efficacy of advisors and the overall organization in helping student veterans
achieve their educational goals. In addition, student veterans benefit from the attention from
advisors and establish stronger connections with their respective institution. Advisors are
therefore more likely to create a positive experience for student veterans when they possess high
self-efficacy. Table 3 shows the motivational influences.
Table 3
Motivational Influences

Knowledge Type Assumed Motivation Influences
Attribution Advisors of student veteran transition services need to understand that
in addition to other support, they have an important role in advising
transitioning service members during the school term.
Self-Efficacy Advisors of student veteran transition services need to have confidence
in their ability to understand and effectively assist student veterans.
ADVISOR IMPACT ON STUDENT VETERANS 27

Organizational Influences
In addition to knowledge and motivation, organization culture is a critical influence.
Organizational influences impact advisors at the University of Western States and their ability to
effectively advise student veterans during the academic year. It is important to understand the
organizational culture that affects the advisor’s ability to accurately and efficiently advise on
matters that affect student veterans. This section will review the culture and influences at UWS.
A culture within an organization develops over time and includes a conscious and
unconscious understanding belief about the values and norms understood by others (Clark &
Estes, 2008). The organizational culture may also include the hierarchy of management and how
rigid or lenient the management operates. Procedures, processes and the make-up of the
employee population also ties directly to the organizational culture that directly leads to the
operations of the organization (Clark & Estes, 2008). These attributes create a culture that is
accepted and relate back to the environment that employees generally accept in any given
workplace.
The Clark and Estes (2008) gap analysis framework serves as an instrumental tool to
diagnose gaps within institutions. Schein (2010) explains the significance of culture within an
organization. The author explicates that the concept of a culture is one that goes back many
years in history and clings to climate and practices as being two areas that influence the creation
and continuation of culture by people within the organization. Culture leads to typologies or
rather, assumptions that are made of institutions that fall into one of three categories: coercive,
utilitarian, or normative (Schein, 2010). Organizational influences have an impact on student
veteran advisors within UWS that impact the overall culture and experience of transitioning
student veterans. Table 4 illustrates the assumed organizational influences impacting UWS.
ADVISOR IMPACT ON STUDENT VETERANS 28

Table 4
Organizational Influences

Interactive Conceptual Framework
A conceptual framework is helpful in explaining concepts, assumptions, beliefs, or
theories that help to guide a research study (Maxwell, 2013; Merriam & Tisdell, 2016). Maxwell
(2013) explained that a conceptual framework has the ability to express the research in a visual
or written format, to tie in information related to the subject, and to inform the research. The
research study relies upon the research questions to inform the analysis of the results (Maxwell,
2013). Merriam and Tisdell (2016) explained that the conceptual framework assists in the
research by identifying the information, clearly highlighting what will be studied, how and why
it is necessary, and what gaps exist.
Student veterans benefit from knowledgeable and skilled services that support advisors
provide for the unique needs of this population (Hitt et al., 2015). The knowledge influences
focus on advisors that support student veteran transition services and their need to understand
how the various experiences and mindsets of service members affect student veteran assimilation
to student life. They also need to recognize that advising student veterans is vastly different
Knowledge Type Assumed Organizational Influences
Cultural Model Influence 1 The organization needs to support a culture that caters to the
transitioning needs of student veterans.
Cultural Model Influence 2 The organizational culture needs to encourage student advisors
to identify practices for improvement that support effective
transition to student veterans.
Cultural Setting Influence 1 The organizational culture needs to provide advisors adequate
time to advise student veterans in order to aid in transitioning to
student life.
ADVISOR IMPACT ON STUDENT VETERANS 29

from traditional students. In order to effectively run student veteran advising sessions, advisors
may utilize the Schlossberg model for analyzing human adaptation to transition which focuses on
three factors that influence the transition: (1) the characteristics that involve the transition (2) the
characteristics of pre and post transition support (3) the characteristics of the individual
experiencing the transition (Schlossberg, 1981). The motivation influences involve advisors
understanding the importance of their role in advising student veterans. Student veterans rely
upon this skill set to navigate the school term. In addition, advisors need to be confident in their
advising sessions and serve as a trusted partner to student veterans.
These knowledge and motivation influences interact with each other in the context of
providing a high quality service and effective process to assist transitioning service members
with assimilating into the post-secondary environment. Without the knowledge and motivation
from these providers, the student veteran’s success is at risk. This intersection between
knowledge and motivation also requires the support from the organization. Organizational
influences must create an environment for advisors to be supportive of student veterans and
create the space for process improvement. Lastly, the organization must also provide support in
the area of time to allow advisors to dedicate the adequate amount of time that student veterans
require for advising.
Figure 1 demonstrates the connections that exist between the knowledge, motivation and
organizational influences described in this study. The large blue circle represents the cultural
settings and cultural models at UWS. The two orange circles denote the advisors to student
veterans and represent the knowledge and motivation that they must possess to effectively advise
student veterans. These two smaller circles describe the knowledge influences of the stakeholder
group along with the motivation influencers. The bidirectional arrow between the knowledge
ADVISOR IMPACT ON STUDENT VETERANS 30

and motivation influences represents the importance of the two components as being impacted
by organizational culture as well as working together to influence the organizational culture.
The square represents the advisor stakeholder goal that by May 2019, advisors at UWS will meet
with student veterans at least three times per semester and implement best practices in advising.

Figure 1. University of Western States’ KMO conceptual framework
ADVISOR IMPACT ON STUDENT VETERANS 31

Qualitative Data Collection and Instrumentation
The qualitative approach for this research included an interview protocol and a document
review process to gain in-depth understanding of the problem of practice through detailed
exploration. This process was useful for gathering information in the words of the participants.
Bogdan and Biklen (2007) provided that interviewing had many benefits including the ability to
build rapport, be reassuring, and encourage participation from respondents. The interview
protocol (Appendix B) served as the platform to methodically explore the insights of advisors at
UWS and maintained a level of consistency between interviews by allowing the researcher to
have control over the questions. A documents review process provided the researcher an
opportunity to gather relevant information used to previously train and assist advisors when
providing advising to student veterans. This approach to the qualitative research represents the
instruments and documentation that advisors utilized to serve their stakeholders and saved the
researcher time and expense of transcribing.
Interviews
Interviews were used to learn specific information from advisors at UWS that pertained
to the advisement of student veterans. A safe environment was provided so participants were
able to respond openly to interview questions. It was also convenient for the eleven advisors as
they participated via phone interviews. The format was a semi-structured interview in which
each interviewee was guided by a list of questions that could be altered based on the flow of the
interview. Taking a semi-structured interview approach allowed for more or less interview
questions, increased flexibility, and avoided a predetermined order for questions; making for a
more organic experience (Merriam & Tisdell, 2016). This also provided the researcher with the
flexibility to adapt to new ideas and responses so that additional questions could be asked to
ADVISOR IMPACT ON STUDENT VETERANS 32

gather information from each participant. All interviews were conducted in English and took
approximately 30 to 45 minutes per participant. Each interview was transcribed.
Documents and Artifacts
Documents and artifacts were collected to assist with triangulating information from the
interviews. Examples of artifacts that were collected included an advising handbook,
informational handouts for advisors, an advising syllabus, and content found on the online
student advising webpage. All of these documents were important because they assisted the
researcher with gaining insights and meaning, along with developing assertions that related to the
research problem (Merriam & Tisdell, 2016). The use of documents and artifacts tied back to the
conceptual framework in that the documents provided insights for how advisors assisted student
veterans. These documents and artifacts provided an “at-a-glance” into the resources provided to
advisors.
Data Analysis
Upon completion of data gathering from interviews, a data analysis was conducted. This
process took the information and translated it into meaningful information. The interviews were
transcribed and later coded with the use of ATLAS.ti, a qualitative data tool. ATLAS.ti was also
used to analyze and code the documents and artifacts retrieved during the data gathering process.
The researcher documented thoughts in the form of analytic memos that consisted of reflections
and insights. Self-reflection on the part of the researcher provided an avenue to create a
connection between the data and the analysis. This type of process, as explained by Merriam and
Tisdell (2016), was critical to further explain the data being evaluated and whether it provided
possible answers to the research questions.
ADVISOR IMPACT ON STUDENT VETERANS 33

Participating Stakeholders
The UWS advisors that met the necessary criteria of having direct contact with student
veterans and were responsible for providing academic advising, transition assistance, additional
campus support, and agreed to participate in the interviews were the stakeholders of this study.
Of the 40 available advisors, 11 elected to participate in the interviews resulting in a 23%
response rate. All participants were full-time UWS employees and everyone possessed an
undergraduate degree. The advisors interviewed consisted of four males and seven females,
where 82% have been employed with UWS for two or more years. Each advisor had gone
through the university’s mandatory advising training program. Additional participant
demographic information was not obtained to maintain the anonymity of responses. Interviews
were scheduled and completed at the convenience of the participants. Table 5 represents the
demographics of the interviewed advisor group.

ADVISOR IMPACT ON STUDENT VETERANS 34

Table 5
Interview Participants
Participant # Gender Years as
an Advisor
Undergraduate
Degree
Attended UWS
Advisor Training

Participant 1 Female 2 years Yes Yes
Participant 2 Female 4 years Yes Yes
Participant 3 Male 1 year Yes Yes
Participant 4 Female 4 years Yes Yes
Participant 5 Male 8 years Yes Yes
Participant 6 Female 3 years Yes Yes
Participant 7 Male 2 years Yes Yes
Participant 8 Male 5 years Yes Yes
Participant 9 Female 3 years Yes Yes
Participant 10 Female 1 year Yes Yes
Participant 11 Female 3 years Yes Yes

Findings
The objective of this study was to conduct a gap analysis of knowledge, motivation and
organizational influences essential in meeting the organizational goal of increasing utilization of
educational benefits and transition services for enlisted transitioning service members.
University of Western States advisors served as the stakeholder of focus for this study. These
advisors had direct contact in advising student veterans. By identifying gaps that prevented the
advisors from effectively advising student veterans, the organization is better equipped to
achieve its goal of increasing transition assistance and ongoing support to student veterans.
ADVISOR IMPACT ON STUDENT VETERANS 35

There were three research questions that guided this study:
1. What is the postsecondary advisors’ knowledge and motivation related to implementing
best practices in student veteran advising?
2. What is the level of interaction between the post-secondary school’s organizational
culture and post-secondary advisors’ knowledge and motivation?
3. What are the recommendations for the post-secondary school’s organizational practice in
the areas of UWS advisor knowledge, motivation, and organizational resources?
The findings from the interviews are presented using the Clark and Estes (2008)
knowledge, motivation, and organization influences (KMO) framework. The findings were
examined to determine if gaps existed in KMO influences listed in the advisor’s knowledge,
motivation and organizational influences section. An existing gap was considered validated if
the evidence presented from the interviews confirmed that the advisors lacked the knowledge,
motivation, or organizational influence thought to have caused the gap. Recommendations for
practice are included in this section. They include findings from this analysis and offers
potential solutions for closing identified performance gaps.
Findings for Knowledge Influences
The method used to explore the knowledge influences were conducted through voluntary
qualitative interviews of participating advisors. These interviews revealed a need for increased
understanding of the backgrounds of student veterans and the need for effective advising
strategies when engaged in advising sessions. In addition to conducting voluntary qualitative
interviews, the knowledge influence review was supplemented with a document analysis of
online resources offered to advisors and students at UWS. These materials included the
undergraduate advisement handbook, procedures for calling student veterans back to active duty,
ADVISOR IMPACT ON STUDENT VETERANS 36

syllabus for academic advisors, and other informational materials that highlight the role and
expectations of advisors. By reviewing these materials, the researcher was able to triangulate
information gathered during the interviews with commitments made online.
Additionally, the online document review process provided insight into the two advising
courses that all advisors are required to take. The first course focused on the basics of academic
advising and contained relational and conceptual skill building along with university policies and
procedures. The second training course was designed to cover sessions that interact with other
resources throughout the university including the office of academic records and registrar’s
office. In the second training session, the emphasis was focused on how to access and interpret
academic records, understand academic probation, and how to refer and understand financial aid.
The validity rationale for each knowledge influence was presented through declarative
knowledge and procedural knowledge categories.
Finding 1. Advisors of student veterans need to increase their understanding of the
experiences and mindsets on student veterans. Interviews revealed that there was no process
in place to distinguish between student veterans and traditional students. The university did not
have a mechanism in place that clearly identified which students were veterans, making it
difficult for advisors to know this information during advising sessions. Also, advisors were not
in the habit of asking about veteran status during advising sessions, which makes determining the
percentage of student veterans that advisors speak with as inconclusive. During one interview,
Participant 4 explained that when she holds an advising session with a veteran to review
academic performance and goal setting, she “takes the time to learn more about the student and
asks veterans how their service has helped or created a challenge in school.” This respondent
indicated awareness that experiences of each student matter in their performance during a
ADVISOR IMPACT ON STUDENT VETERANS 37

semester because she is accustomed to inquiring about their respective backgrounds. Participant
1 provided a rough estimate that approximately ten to twenty percent of students that she advises
are veterans. Even with this estimation, Participant 1 explained that it is difficult to know
exactly how many veterans she interacts with because “this is something that we would have to
ask the student.” Participant 7 explained that his prior military service aided him in completing
his undergraduate degree because of the “discipline and commitment instilled from service.” He
recognized that the student veterans that he has advised are more receptive to advising sessions if
they can “establish a connection with a fellow veteran that understands their needs and
challenges.” Four out of the eleven interview participants shared that sessions are more
productive when they are able to make a personal connection with the student veteran. Some of
these examples pertaining to personal connections included having prior military service,
knowing family members that had served, or having previously served in a university’s Reserve
Officer Training Corps.
When asked about any challenges that advisors encountered when advising student
veterans, six of the eleven participants shared that they were not aware of challenges that
affected this population of students. Participant 9 explained that she had “never really given
much thought about how age, family, and military deployments impacted student veterans.” She
also added, “these are not issues that more traditional students face while in school.” Participant
1 explained that it was only a year ago when she “first realized that a couple of [her] student
veterans had families with young children and had prior deployments in the military.” She
described how she now has a greater appreciation for the overall student population at UWS
because “they come from all walks of life.” These examples represent only a small sample of
topics that student veterans face compared to their traditional student population. Six out of
ADVISOR IMPACT ON STUDENT VETERANS 38

eleven interview participants did not demonstrate an understanding of how the experiences and
mindsets of the student veteran population affect their enrollment at UWS. Therefore, this
influence can be considered a validated gap as most advisors did not adequately explain how
various external student veteran factors prevent them from achieving their goal.
Finding 2. Advisors of student veteran transition services need to incorporate
effective advising strategies to manage the transition of student veterans. Interviews
revealed that advisors are utilizing effective advising strategies when advising traditional
students. Advisors explained that at the conclusion of advising sessions, students acknowledge
the helpfulness of the information. These advisors also receive regular feedback from their
supervisors on their performance. The findings were mixed in that the current advising strategy
satisfactorily engaged traditional, non-veteran students. The advising strategies, however, did
not place sufficient emphasis on transition services and recognition of prior military service.
Advisors at UWS utilized an advising syllabus as a process to initiate, conduct, and follow-up
with students. The researcher was provided a copy of the syllabus which identifies key
components that include a section that covers the mission, the definition of academic advising,
the process to make an appointment and drop-in hours, how to contact advisors, roles and
responsibilities of advisors and students, and learning outcomes. The syllabus also provides
students with academic calendar reminders and a student resource page that provides other
resources available on-campus. Additionally, there was a UWS advisement handbook that
advisors utilized to reference specific topics that they encounter when advising students. They
included roles and responsibilities, training, selecting a program of study, registration, policies
and procedures, and a section for advising special populations. All of the interview participants
indicated that they had participated in the two-part UWS training program for advisors.
ADVISOR IMPACT ON STUDENT VETERANS 39

Participant 10 shared that she has only been with UWS for the last year and that she
generally possesses the knowledge to perform advising sessions. When asked specifically about
how she advises student veterans, her response was that “UWS does not require advisors to
advise student veterans any differently than other students.” She also mentioned that she has
adapted her advising sessions to learn from veterans and that “there weren’t any previous
requirements to adapt her advising sessions for this group of students.” One of the roles of the
advisor, as described in the advisor syllabus, is to “listen, ask questions and respect you as an
individual.” Participant 5 has worked for UWS for over eight years and explained that he listens
attentively during advising sessions to identify key points that students share so that he can adapt
them to real-life examples for students to relate. He also shared that he could “see how
beneficial it would be to include a process in the advising training program to identify student
veterans and add this process to standard advising sessions.” Other interview participants agreed
that there was a need to integrate additional advising strategies that targeted student veterans.
Most advisors explained that they modify their advising approach when they interact with
student veterans, including providing additional resources and contacts for programs available at
UWS. Table 6 shows the validated and not validated knowledge gaps.

ADVISOR IMPACT ON STUDENT VETERANS 40

Table 6
Knowledge Findings Validated and Not Validated as Gaps
Category Finding Gap Asset
Declarative Knowledge Advisors of student veterans need to
increase their understanding of the
experiences and mindsets on student
veterans.
X
Procedural Knowledge

Advisors of student veteran
transition services need to
incorporate effective advising
strategies to manage the transition of
student veterans.
X

Findings for Motivation Influences
To determine the validity of the motivation influences, qualitative interviews served as
the method with which advisors provided feedback. The validity rationale for each motivation
influence is presented through the specific motivation category of attribution and self-efficacy.
Self-efficacy and Attribution were used to develop the findings for motivation influences.
Finding 3. Advisors of student veteran transition services report an understanding
that in addition to other support, they have an important role in advising transitioning
service members during the school term. Interview results showed that advisors believe that
the work they perform is important in the transition of service members during a school term.
Two attribution related questions were used to determine the value advisors placed to determine
their role in advising student veterans. The first question asked how each advisor would rank
where they saw the support they provided to student veterans compared to other available
support at UWS. Examples of other resources located at UWS include the language institute,
career center, financial services, financial aid, disability services, Veterans Affairs (VA)
ADVISOR IMPACT ON STUDENT VETERANS 41

certifying office, and orientation services. Seven of the eleven participants responded that it was
in the top three services that student veterans received at the university. Two participants shared
that they felt advising was the most important service and the remaining two explained that the
VA certifying office was the most important service followed closely with the advising office.
Participant 7 insisted, “the academic advising office is the most important asset to a student
veteran because this is where they learn the basics on how to plan and track their progress during
a semester.” Additionally, Participant 8 agreed, “advisors serve as the backbone of resources to
students” and are the “go-to office for questions that student veterans frequently ask during a
semester.”
The second question associated with attribution asked interview participants how others
in their group felt about supporting student veterans. Interviews revealed that nine out of eleven
participants considered their co-workers happy to work with students at UWS and that the more
frequent they met with students, the richer the connection. The researcher noted during the
interviews that advisors were quick to respond to this question with ease, as each participant
believed that their work was critical to the success of student veterans. Participant 5 added that
for over eight years, he has seen how impactful it is for veterans based on how he treats and
engages them. He further shared that he has received many thank you messages from veterans
after one or several semesters because of how much they appreciated his approach and guidance.
Participant 4 answered that she thought advising was in the top three services offered to student
veterans. She further explained, “the other two services that student veterans highly value are
the Veterans Affairs certifying office and the career center.” She has encountered student
veterans who were also seeking part-time employment to supplement the funding they were
receiving from the GI Bill. By finding advising to be a critical role in the success of student
ADVISOR IMPACT ON STUDENT VETERANS 42

veterans, advisors understand how important their office is in aiding the transition of veterans.
They also believe that their services are as important or more important to other services offered
at UWS.
Finding 4. Advisors of student veteran transition services have a high degree of
confidence in their ability to understand and effectively assist student veterans. Interview
results showed that advisors are confident that they are able to effectively advise student veterans
each term. Advisors reported that at UWS, they advise all types of students and they did not find
it difficult to also advise student veterans. In order to determine the level of confidence that
advisors have in understanding and effectively assisting student veterans, two self-efficacy
questions were asked. All of the participants responded positively when asked how they felt
about their ability to advise student veterans. Participant 3 and Participant 10 explained that
since they had less than a year with UWS and having recently attended advisor training, that they
were confident that they could answer questions of transitioning veterans or at a minimum, had
the available resources to track down an answer. Seven out of the eleven participants have three
or more years working at UWS and responded that they have gained sufficient experience over
the years to be able to provide student veterans with answers to various questions related to their
academic term. Participant 9 added that she consistently helps veterans navigate how to select
courses for future academic terms. She can relate to “how frustrating it can be trying to schedule
courses that you have no idea what they are.” Since transitioning veterans are not accustomed to
having so many options to choose from, Participant 6 explained that having a knowledgeable
advisor “can make all the difference in the world for a veteran.” Participant 3 explained that
when he first joined the advising team, he had the opportunity to observe other advisors in
action. This form of on-the-job training “assisted me by providing me the support and
ADVISOR IMPACT ON STUDENT VETERANS 43

encouragement from others to gain the confidence I needed to advise students.” This participant
did not express any concern in his ability to advise student veterans.
The second self-efficacy question asked advisors what they do when they advised student
veterans and what, if anything, they have found most valuable. Three of the eleven participants
referenced the advising syllabus in that they “listen, ask questions and respect you as an
individual.” By understanding what the goals are for the semester, Participant 1 answered that
she can better tailor the advising experience for each person. She continued by saying, “often
times I find that veterans are not really sure what they are supposed to be doing or that they
aren’t doing enough during a term.” This is helpful information that assists her in working with
the student veteran to develop and adjust goals when they meet over a few semesters. Participant
4 feels strongly that she is able to make a long-lasting connection with student veterans because
she, “can always track down the right answer.” Whether questions are related to financial aid,
connecting veterans with other veterans, or helping to resolve misunderstandings with faculty,
she considers herself as “the right person for the job.” Participant 11 said, “sometimes student
veterans just want someone that they can speak with.” She explained that it can be “rather
therapeutic” for the student veteran as they may feel overwhelmed with all of the things they are
being asked to accomplish during a term, including assignments, exams and papers. As
interviews revealed, advisors expressed high levels of confidence in their abilities to understand
and assist student veterans. Table 7 shows the motivation findings that were not validated as
gaps and can be considered assets.

ADVISOR IMPACT ON STUDENT VETERANS 44

Table 7
Motivation Findings Validated and Not Validated as Gaps
Category Finding Validated
Gap
Not a
Validated
Gap
Attribution

Advisors of student veteran
transition services report a high
understanding that in addition to
other support, they have an
important role in advising
transitioning service members
during the school term.
X
Self-Efficacy

Advisors of student veteran
transition services have a high
degree of confidence in their ability
to understand and effectively assist
student veterans.
X

Findings for Organizational Influences
Interviews with advisors and supporting data from document analysis were used to
determine the organizational influences that affected advisors. The researcher sought to
determine whether there were gaps or assets in this area. The validity rationale for each assumed
organizational gap is presented through cultural models and a cultural setting.
Finding 5. The organizational culture is limited in supporting a culture that caters
to the transitioning needs of student veterans. During the interviews, advisors shared that
they felt generally supported by their supervisors and the university in catering to the
transitioning needs of students. Unfortunately, their responses did not specifically address the
student veteran population. Participant 6 responded that she felt that the culture in her
department supported the work of advisors at the school in advising students. Her supervisor and
other team members are constantly looking at ways to cater to the needs of the larger student
ADVISOR IMPACT ON STUDENT VETERANS 45

population and yet she admitted, “none to little focus is placed on student veterans.” She further
added that her department encouraged creativity and expected all advisors to tailor their advising
approaches based on the situation. Similar responses from Participant 2, Participant 7, and
Participant 9 highlighted that the department provided them with additional support and advising
training. These three individuals felt strongly that they were provided with the necessary support
and tools to advise but that they were not specific enough to address the transition needs of
veterans into the semester. Participant 4 elaborated, “these older students are also seeking
assistance for child care, legal assistance, and sometimes mental health, something that is not
typical of a traditional student.” The remaining participants agreed that they enjoyed the
workplace culture but that more focus is needed on advising student veterans.
The orientation and training for advisors was universally designed so it would be helpful
for support of any student and thus, did not include materials or other aids regarding support for
student veterans. The focus, as described in the advising handbook, is that each new advisor
must understand his or her responsibilities and to have knowledge about academic policies and
procedures, general education requirements, and ensure effective delivery of service. All of the
participants indicated that the orientation was helpful in their transition and onboarding and that
if there was more specific information related to transitioning service members, that it would
make tailoring advising sessions easier. Therefore, the key finding is that the organizational
culture did not cater to the transitioning needs of student veterans and that the training that
advisors received, was not sufficient in advising student veterans and thus can be considered a
gap.

ADVISOR IMPACT ON STUDENT VETERANS 46

Finding 6. The organizational culture encourages student advisors to identify
practices for improvement that support effective transition to student veterans. At UWS,
advisors felt supported in providing recommendations for process improvement. Interview
participants commented that the focus has never explicitly been on student veterans but rather on
the overall student population. Multiple participants responded that they had a few suggestions
on how the current advising and other services could improve the lives of student veterans. For
example, Participant 10 proposed an onboarding program designed specifically for transitioning
veterans to create a sense of community at UWS and to answer some of the more commonly
asked questions. The participant also referenced her recent advisor training and how helpful
information could be included for other new advisors.
Lastly, the respondent provided, “there are multiple avenues where suggestions can be
raised to decision-makers at UWS including the advisor’s council and her supervisors.”
Participant 8 shared an example on how he believed that the organizational culture supported
recommendations for improvement. He indicated that in his five years with UWS, he has
“recommended a process change and it was eventually adopted.” He was happy with the process
and knew that if he had an idea on how to support veterans, that he “trusted that his suggestion
would be taken seriously and hopefully adopted.” Participant 2, Participant 5 and Participant 9
also commented that UWS has a process to gather anonymous feedback, should advisors be
reluctant to submit recommendations through normal channels. Participant 9 described UWS,
“as committed to process improvement, in particular when it involves its student population.”
She expressed that creating a “cheat sheet” for advisors would be helpful so that advisors could
better understand the needs and questions that student veterans ask.” Given the positive
responses provided by the interviewees, the qualitative interviews confirmed that the
ADVISOR IMPACT ON STUDENT VETERANS 47

organizational culture appears to encourage advisors to identify practices for improvement,
including support for transition for student veterans.
Finding 7. The organizational culture does not provide advisors adequate time to
advise student veterans in order to aid in transitioning to student life. Over half of the
interview participants complained about not having sufficient time to advise student veterans. A
typical advising session lasts approximately 30 minutes. Interview participants commented that
a regular session does not allow sufficient time to get to know or make a connection with a
student veteran. When asked about the possibility of extending sessions, respondents said that
they had, during certain periods in the semester, busy schedules with back-to-back sessions;
making lengthening sessions prohibitive. Participant 3 expressed that he can get frustrated when
“advising sessions feel rushed due time constraints and [he] then [has] to reschedule an
additional slot in the future.” This participant also shared that when advising student veterans,
he knows that he will run out of time because veterans take the time to ask thorough questions
and seek to make a connection. He also commented that he has been with the office for a year
and is just now seeing the full rotation of an academic year. Concerning student veterans, he
replied, “I really want to ensure that I am providing the best possible experience every time,
sometimes that means that I have to reschedule to achieve this.” Additionally, Participant 2,
Participant 5, Participant 7, Participant 8, Participant 9, and Participant 11 commented that they
appreciated having a set time limit for advising sessions but they acknowledged that it was not
conducive to the needs of student veterans. “Just when things are getting good, I look at my
watch and realize I’ve ran out of time,” commented Participant 2.
As compared with traditional students, the student veteran population has more questions
and can benefit from longer sessions. Over 63% of respondents had concerns regarding the
ADVISOR IMPACT ON STUDENT VETERANS 48

amount of time that student veterans require for advising. Two of the eleven participants
commented that when advising traditional students, the standard 30-minute session is sufficient.
Advisors saw their advising load as a hindrance in their ability to spend enough time with student
veterans. This is evidence that gap exists with the organizational culture of providing adequate
time for advisors to aid student veterans during the school term. Table 8 shows the
organizational findings that were validated and not validated as gaps.
Table 8
Organizational Findings Validated and Not Validated as Gaps
Category Findings Validated
Gap
Not a
Validated
Gap
Cultural Models

The organizational culture is limited
in supporting a culture that caters to
the transitioning needs of student
veterans.
X
Cultural Models

The organizational culture
encourages student advisors to
identify practices for improvement
that support effective transition to
student veterans.
X
Cultural Settings The organizational culture does not
provide advisors adequate time to
advise student veterans in order to
aid in transitioning to student life.
X

Summary of Validated Gaps
This study set out to evaluate the goal of meeting with student veterans and implementing
best practices in advising. Through comprehensive data analysis, that included interviews along
with documents and artifacts reviews, the validated knowledge and organizational gaps are
summarized below. On several occasions during this study, evidence of a lack of focus on the
ADVISOR IMPACT ON STUDENT VETERANS 49

student veteran population has highlighted the need for advisors to make changes in their
approach to advising this special population of student. From having a better understanding for
the backgrounds of veterans to standardizing a process to best engage this group, the gathering of
data from advisors is proof that more can be done to refine the approach to student veteran
advising. From an organizational culture perspective, UWS did not incorporate the needs of
student veterans in its advising training programs nor did it provide adequate time for effective
advising during sessions.
Knowledge Influences
There were two knowledge influences that could be considered validated gaps based on
data collection and analysis. The first validated gap was declarative knowledge and found that
advisors needed to increase their understanding of the experiences and mindsets on student
veterans. In the review of the literature, Rumann and Hamrick (2009) explained the importance
of advisors understanding and knowing the challenges that are unique to student veterans. In the
findings, several advisors shared that they were unaware of the backgrounds and challenges
student veterans faced while enrolled at UWS. Advisors were trained in advising programs to
advise a more traditional student body that consisted of recent graduates from high school. The
recommended techniques and basics of academic advising did not provide enough depth to
support the unique backgrounds and challenges that student veterans faced while enrolled at
UWS.
The second validated gap was procedural knowledge and found that advisors needed to
incorporate effective advising strategies to manage the transition of student veterans. Advisors
were taught the UWS method for advising students, however, it did not place sufficient emphasis
on the needs of student veterans and recognition of prior military service. Advisors
ADVISOR IMPACT ON STUDENT VETERANS 50

acknowledged the use of an advising syllabus but recognized that it did not incorporate anything
related to advising student veterans. It was also determined that advisors were not always aware
of whether they were advising a veteran. By knowing this information up front, advisors
commented, that it could assist with tailoring the advising session to meet the needs of veterans.
Motivational Influences
There were two motivational influences that were not considered validated gaps based on
data collection and analysis. For attribution, advisors shared that they firmly believed that their
role in advising student veterans is an important one. Without their role, student veterans would
not have a resource to turn to for questions and assistance. For self-efficacy, advisors
demonstrated a high degree of confidence in their ability to understand and effectively assist
student veterans. Advisors were accustomed to advising all populations of students so this was
not considered a challenge.
Organizational Influences
There were two organizational influences that could be considered validated gaps based
on data collection and analysis. The first validated gap was that the organization’s culture was
limited in supporting a philosophy that catered to the transitioning needs of student veterans and
failed to provide orientation or training to advisors to better support student veterans. During the
review of the literature, other institutions prepared advisors by creating an inclusive community
that embraces student veterans and required advisors to participate in orientation programs
(Heineman, 2016). Based on interview data and the advisement handbook, UWS did not place
enough emphasis on training its advisors to meet the transitioning needs of student veterans.
Every interview revealed a lack of focus in support of this special population of university
students. Interview results revealed that the organizational culture supported advisors in general
ADVISOR IMPACT ON STUDENT VETERANS 51

but that it required more concentration in providing resources and training that caters to student
veterans.
The second validated organizational gap was that the organization’s culture did not
provide advisors adequate time to advise student veterans in order to aid in transitioning to
student life. Advisors responded that when advising student veterans, the allotted time was not
adequate. Advisors tried to establish connections with student veterans and they did not feel that
the normal 30-minute session met the needs of veterans. They also found it difficult when
sessions ran late because during different times of the term, they may be back-to-back with other
advising sessions. Table 9 shows the KMO findings validated as gaps.
Table 9
KMO Findings Validated as Gaps
Category Findings Validated
Gap
Not a
Validated Gap
Declarative Knowledge Advisors of student veterans need to
increase their understanding of the
experiences and mindsets on student
veterans.
X
Procedural Knowledge

Advisors of student veteran
transition services need to
incorporate effective advising
strategies to manage the transition of
student veterans.
X
Cultural Models

The organizational culture is limited
in supporting a culture that caters to
the transitioning needs of student
veterans.
X
Cultural Settings The organizational culture does not
provide advisors adequate time to
advise student veterans in order to
aid in transitioning to student life.
X

ADVISOR IMPACT ON STUDENT VETERANS 52

Validated Gaps Conclusion
The interviews and document analysis highlighted several KMO gaps that prevented
advisors at UWS from meeting its goal of meeting with student veterans and implementing best
practices in advising. The university’s goals of better preparing advisors to provide effective
advising sessions to student veterans are at risk. The likelihood of achieving the goal can be
improved by placing more of an emphasis on how to advise this special population of students.
By identifying these validated gaps, UWS has a starting point on how to address the challenges
facing advisors at the school and improve the interaction with student veterans.
Recommendations for Practice to Address KMO Influences
As the assumed influences have been analyzed and gaps established through Clark and
Estes’ (2008) gap analysis framework, context-specific recommendations can now be offered.
The recommendations were developed through an extensive process that incorporated a
comprehensive evaluation and implementation plan, provided in Appendix F, and is based on the
New World Kirkpatrick Model (Kirkpatrick & Kirkpatrick, 2016). This model along with the
Clark and Estes (2008) gap analysis framework, served as the basis to evaluate the knowledge,
motivation and organizational recommendations for UWS. Krathwohl (2006) provided the
framework for discussing the knowledge influences, stating that procedural and metacognitive
knowledge are important for developing mastery and assessing cognitive awareness. Table 10
illustrates the recommendations for the high probability influences based on theoretical
principles.
Program recommendation. The New World Kirkpatrick Model was used to create an
assessment and evaluation plan for this study in order to determine the effectiveness of the
ADVISOR IMPACT ON STUDENT VETERANS 53

recommendations for increasing the effectiveness of advisors in advising student veterans
(Kirkpatrick & Kirkpatrick, 2016). The four levels of training evaluation were used to ensure
that advisors obtain the knowledge, motivation, and organizational resources to meet the needs
of student veterans by gaining the necessary skills and resources to confidently provide advising
sessions that are valuable to student veterans. The plan begins with results, which is considered
level four and includes identifying internal and external outcomes that indicate progress toward
achievement of the stakeholder and organizational goals. In addition, metrics and measurement
methods are used to track the growth of specific areas. Next, the plan identifies critical
behaviors that advisors should demonstrate following training, and the organizational drivers that
must be in place to support these behaviors. The plan then defines learning goals, a detailed
training program to meet the learning goals, and methods to evaluate the learning components of
the program. Finally, methods are identified to evaluate participant reactions in relation to
overall satisfaction, engagement, and relevance of the training materials and experience.
After the implementation of training, data must be gathered to track key metrics.
Kirkpatrick and Kirkpatrick (2016) suggested that it should be represented in reports or
dashboards, to visualize the effectiveness of the program. These reports or dashboards will be
provided to advisors and managers to show how the trainings are helping to meet the
organizational and stakeholder goals. These reports are both formative, providing information
throughout the program, and summative, examining how the program leads to the organization
and teachers meeting their goals. This method of tracking assists with evaluating the overall
success of the training program to ensure that advisors are being equipped with the right strategy
to effectively engage student veterans at UWS.
ADVISOR IMPACT ON STUDENT VETERANS 54

Recommendations to Address the Knowledge and Organizational Gaps
These program-based solutions were generated to correspond with the Clark and Estes
(2008) KMO framework. There were four validated gaps found that resulted in UWS not
meeting its goal of meeting with student veterans and implementing best practices in advising.
These four validated gaps, found in Table 9, were identified using the Clark and Estes (2008) gap
analysis framework and includes two knowledge gaps and two organizational culture gaps.
The two recommendations targeted at the knowledge gaps would benefit the most if
implemented within the advisor-training program. The first validated gap is declarative
knowledge type and asserts that advisors of student veterans need to increase their understanding
of the experiences and mindsets on student veterans. The second validated knowledge gap is
procedural and recommends that advisors of student veteran transition services need to
incorporate effective advising strategies to manage the transition of student veterans.
The two discovered organizational gaps incorporated both cultural models and cultural
settings. Cultural models influence trust, feelings toward change, and accountability whereas
cultural setting focuses on the presence of goals, incentives, feedback, and communication. The
identified cultural model gap related to how the organization needed to create a supporting
culture for advisors that catered to the transitioning needs of student veterans. The identified
cultural setting gap related to how the organizational culture did not provide adequate time to
advise student veterans in order to aid in the transition to student life. Table 10 depicts the
validated knowledge and organization findings and gaps that influenced the achievement of the
stakeholder goal and the theoretical principles supporting the potential recommendations.

ADVISOR IMPACT ON STUDENT VETERANS 55

Table 10
Summary of Validated Knowledge and Organization Findings/Gaps and Recommendations
Finding/Gap Principle and Citation Context-Specific
Recommendation
(D) Advisors of student
veterans need to increase their
understanding of the
experiences and mindsets on
student veterans.
Designing learning tasks that
are novel, varied, diverse,
interesting, and reasonably
challenging promotes master
orientation (Yough &
Anderman, 2006)
Job Aids are necessary for
advisors to have a
reference that explains
different backgrounds,
experiences and mindsets
that are typical to student
veterans.
(P) Advisors of student veteran
transition services need to
incorporate effective advising
strategies to manage the
transition of student veterans.
To develop mastery,
individuals must acquire
component skills, practice
integrating them, and know
when to apply what they have
learned (Schraw &
McCrudden, 2006).
Provide training to
advisors on how to run
effective advising sessions
with student veterans by
utilizing the Schlossberg
Model for Analyzing
Human Adaptation to
Transition.
Cultural Model -1
The organizational culture is
limited in supporting a culture
that caters to the transitioning
needs of student veterans.

Organizational culture is
created through shared
experience, shared learning
and stability of membership. It
is something that has been
learned and cannot be imposed
(Schein, 2004).
The organization will
communicate the why, not
just the what, of the value
that advisors bring in
utilizing effective
resources.
Cultural Setting – 1
The organizational culture does
not provide advisors adequate
time to advise student veterans
in order to aid in transitioning
to student life.
Effective change efforts ensure
that everyone has the resources
(equipment, personnel, time,
etc.) needed to do their job,
and that if there are resource
shortages, then resources are
aligned with organizational
priorities (Clark & Estes,
2008).
The organization will
provide advisors with the
resources needed to meet
their performance goal.

ADVISOR IMPACT ON STUDENT VETERANS 56

Increasing the understanding of advisors on the backgrounds of student veterans.
Interview data demonstrated that advisors of student veteran transition services struggled to
understand how the experiences and mindsets of service members impacted student veterans at
UWS. In order to increase the knowledge that advisors have regarding the backgrounds of
student veterans, principles based on declarative theory will be implemented. Specifically,
Yough and Anderman (2006) explained that by designing learning tasks that are novel, varied,
diverse, interesting, and reasonably challenging, they promote mastery orientation. By making
the learning experience fun and engaging, advisors are more receptive to relating to the materials
and establish a standard level of knowledge. The recommendation is for advisors to have, at
their disposal, job aids that explain the different backgrounds, experiences and mindsets that are
typical to student veterans. This recommendation is supported with Level 3 of the integrated
implementation and evaluation plan (Appendix E) where advisors regularly review and update
materials used to advise student veterans.
During advising sessions, advisors would benefit from utilizing job aids that provide
background and expectations of military life and culture of student veterans. These job aids
contain important demographics of the composition of service members that make up the United
States military and includes race, gender, educational achievement, marital status, family status,
and military campaign experiences (Kelty & Kleykamp, 2010; Borsari et al., 2017; McCaslin et
al., 2013). In addition to demographics, a job aid also contains challenges that student veterans
face in their transition from military life. One of these challenges includes the need for student
veterans to understand the culture of student life compared to the more rigid lifestyle of active
duty service members. Other challenges consist with on-campus support for transition support,
how to apply for veterans educational benefits, and how to cope with the feeling of being
ADVISOR IMPACT ON STUDENT VETERANS 57

overwhelmed from all the change (Rumann & Hamrick, 2009; Bell et al., 2013; Naphan &
Elliott, 2015). These resources provide student veterans with information related to local
community and nationwide organizations that support supplemental veteran transition assistance,
orientation programs, and on-campus veterans resource offices (Kirchner, 2015). Given the
amount of resources available to advisors regarding student veterans, job aids serve as a tool to
manage and organize all of the information available to them while on-the-job.
Incorporating effective advising strategies to manage the transition of student
veterans. Interview data demonstrated that advisors of student veteran transition services were
unable to provide effective advising strategies to specifically address the needs of student
veterans. In order to increase advisor’s knowledge about effective advising strategies, principles
based on procedural theory will be implemented. Specifically, Schraw and McCrudden (2006)
explained how conceptual knowledge is useful for individuals to develop mastery by acquiring
skills, practicing using them, and then applying what is learned. Advisors of student veteran
transition services need to incorporate effective advising strategies to manage the transition and
advising needs of student veterans by integrating effective advising models such as the
Schlossberg (1981) model for analyzing human adaptation to transition as an advising strategy.
Having learners identify knowledge before learning a task is important as it assists with
highlighting what they do not know about a topic (Mayer, 2011). Therefore, it is recommended
to provide specific training to advisors on how to run effective advising sessions with this unique
student veteran population by utilizing the Schlossberg (1981) model for analyzing human
adaptation to transition.
Advisors are more effective if they receive advising training on effective strategies that
provides long lasting results. Advisors will receive training and demonstrations to incorporate
ADVISOR IMPACT ON STUDENT VETERANS 58

sensitivity training, orienting advisors to services offered on-campus, understanding agreements
with other institutions and local organizations, and how to create a long-lasting relationship with
student veterans (Dillard & Yu, 2016; Brown & Gross, 2011; Heineman, 2016). Effective
advising sessions also include various models for transition assistance. The Schlossberg (1981)
model for analyzing human adaptation to transition serves as a best practice method that other
institutions of higher learning utilize nationwide (Rodriguez-Kiino, 2013). This model serves as
a helpful resource for advisors as it provides a roadmap to provide kind, resourceful and
knowledgeable information to student veterans. It also assists advisors with creating the space
necessary for student veterans to acclimate to student life.
Organization Recommendations
Introduction. Two organizational influences were validated and have a strong impact on
achieving the stakeholder goal. Organizational culture focuses on cultural models and cultural
setting influences. Cultural models can be better explained as being invisible beliefs or values
that help guide behaviors and processes within an organization; cultural settings are tangible
indicators of those models (Gallimore & Goldenberg, 2001; Rueda, 2011). In order for or an
organization’s mission and goals to be achieved, cultural models and setting must be aligned.
Table 10 presents the assumed organizational influences and recommendations based on
empirical evidence and theoretical principles.
Supporting a culture that caters to the transitioning needs of student veterans.
Interview data demonstrated that UWS’ culture was limited in the support of advisors catering to
the transition needs of student veterans. The organization needed to support a culture that
leveraged advisors to deliver effective resources that support the needs of transitioning student
veterans. Specifically, Schein (2004) suggested that organizational culture is created through
ADVISOR IMPACT ON STUDENT VETERANS 59

shared experience, shared learning, and stability of membership. It is something that has been
learned and cannot be imposed. This suggests that the organization will communicate the why,
not just the what, of the value that advisors bring in utilizing effective resources.
For advisors to impact student veterans, the organization needs to create helpful seminars
for staff to educate and raise awareness to the backgrounds and life experiences of student
veterans (Dillard & Yu, 2016). UWS can explain the “why” by explaining themes and resources
that highlight the shared experience and academic life that student veterans face (Dillard & Yu,
2016). Heineman (2016) also suggested the use of sensitivity training to create a more inclusive
atmosphere in a post-secondary setting. Therefore, by providing a variety of diverse
opportunities, advisors are able to share in a culture that caters to the transitioning needs of
student veterans. This recommendation is supported with Level 3 of the integrated
implementation and evaluation plan (Appendix E) where advisors run effective advising sessions
that incorporate strategies to interact with student veterans.
Providing advisors adequate time to advise student veterans. Interview data
demonstrated that UWS did not provide advisors with sufficient time to adequately advise
student veterans. The organizational culture needed to provide advisors adequate time to advise
student veterans in order to aid in transitioning to student life. Specifically, Clark and Estes
(2008) suggested that effective change efforts ensure that everyone has the resources (equipment,
personnel, and time) needed to do their job, and that if there are resource shortages, then
resources are aligned with organizational priorities. Therefore, the recommendation is that the
organization will provide advisors with the resources needed to meet their performance goal.
ADVISOR IMPACT ON STUDENT VETERANS 60

Advisors at institutions of higher learning require resources for providing assistance to
student veterans. During the review of the literature, Kirchner (2015) offered recommendations
related to increasing the interactions of student veterans with other students to reduce feelings of
isolation, dedicating sufficient time to carry out advising sessions, and institute orientation
programs that support student veteran transition. Based on interview findings, UWS did not
provide its advisors with adequate time to advise student veterans and did not tailor any of the
advising orientation to meet the needs of student veterans. UWS can support advisors to provide
kind, resourceful and knowledgeable information (Rodriguez-Kiino, 2013). By investing in the
resources required by advisors, UWS benefits in establishing an organization that caters to the
transitioning needs of student veterans. In the integrated implementation and evaluation plan
(Appendix E), managers will be held accountable for ensuring that advisors have sufficient time,
and resources to provide advising sessions.
Recommendations for Future Research
The researcher discovered multiple areas of opportunities that for future research. These
various recommendations were not part of the original scope of the research and may contribute
additional data sets to aid advisors in their student veteran advising sessions.
1. In addition to advisors, further investigation with the advising management and school
administration may provide insight on their perspectives and attitudes towards the
student veteran population.
2. In addition to advisors, further investigation with student veterans may reveal their
thoughts and feelings regarding the services provided by advisors and what, if
anything is needed.
3. Lastly, conducting research with the Department of Veterans Affairs to determine
ADVISOR IMPACT ON STUDENT VETERANS 61

feasibility of establishing a national advisor training or seminar that caters to the needs
of student veterans at post-secondary institutions.
Conclusion
This study set out to evaluate the advisors on their ability to effectively advise student
veterans at UWS. Through a comprehensive literature review and the Clark and Estes (2008)
KMO framework, this study was able to present several assumed influences. These influences
were then validated with the use of triangulation from interviews, documents and artifacts, and
analysis. Findings from this research suggested that advisors needed to increase their
understanding of the backgrounds and needs of student veterans in order to run effective advising
sessions. This study discovered that the organizational culture at UWS needed to support an
environment that supported advisors in advising student veterans and allowed them adequate
time for advising sessions. According to Clark and Estes (2008) organizational resources,
including people and time, require alignment to organizational priorities. The implementation
and evaluation plan, based on the New World Kirkpatrick Model, found in Appendix F, will
provide assistance with closing the identified gaps and helps to assure that advisors have the
required resources to conduct effective advising sessions for student veterans.

ADVISOR IMPACT ON STUDENT VETERANS 62

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Appendix A: Participating Stakeholders: Sampling and Recruitment for Interviews
Although a complete gap analysis would focus on all stakeholders, for practical purposes,
the focus of this study was on advisors that provided advising support to student veterans at
UWS. The criterion for selecting this group related to the amount of time and influence spent in
advising the student veteran population. An advisor was defined as any person responsible for
providing the necessary guidance and counseling that these unique students relied upon for a
successful semester. The group of advisors consisted of eleven participants.
Interview Sampling Criteria
Criterion 1. UWS advisors within the office of student advising that were responsible
for providing academic advising to transitioning student veterans.
Criterion 2. UWS advisors that provided transitional support to student veterans.
Criterion 3. UWS advisors that provided any additional support to student veterans
throughout the main campus at UWS.
Interview Sampling Strategy and Rationale
The sampling strategy used was a typical purposeful, non-probability method, which,
according to Merriam and Tisdell (2016), is appropriate for qualitative research. Specifically,
this method was useful for discovering, learning and gaining insight for a specific population,
including a typical sample appropriate for a grouping of advisors (Merriam & Tisdell, 2016).
The UWS advisors that met the necessary criteria of having direct contact with student veterans
and were responsible for providing academic advising, transition assistance, additional campus
support, and agreed to participate in the interviews. Of the 40 available advisors, 11 elected to
participate in the interviews resulting in a 23% response rate. The work that advisors performed
at UWS was not atypical because their role was to support student veterans with their transition
ADVISOR IMPACT ON STUDENT VETERANS 72

and academic advising. The interview sampling strategy focused on a small population and did
not seek to generalize to a population (Maxwell, 2013). The interview sample was comprised of
eleven participants that provided transition, academic, assimilation, and classroom support to
student veterans. All advisors that provided support to student veterans were invited to
participate. A qualitative approach offered an opportunity for the researcher to collect data
where the problem of study occurred and served to gather, interpret and validate data (Creswell,
2014). The individual interviews provided helpful insights from advisors on what was important
to them and their knowledge of advising student veterans. The interviews were open-ended and
the researcher asked questions to advisors that allowed for an open forum for responses.

ADVISOR IMPACT ON STUDENT VETERANS 73

Appendix B: Interview Protocol
I would like to first begin with expressing my gratitude for agreeing to participate in my study.
Thank you for taking some time out of your extremely busy schedule to meet with me and
answer some questions. This interview will take about an hour, although we have allocated an
hour and half for some cushion time.

I am currently enrolled in a doctoral program at USC and I am conducting a study on the services
that advisors offer student veterans.

Today, I am not here as an employee of this organization to make a professional assessment or
judgment of your performance as an advisor. I would like to emphasize that today I am only
here as a researcher collecting data for my study. The information you share with me will be
placed into my study as part of the data collection. In addition, this interview is completely
confidential and your name or responses will not be disclosed to anyone or anywhere outside the
scope of this study and will be known only to me specifically for this data collection. While I
may choose to utilize a direct quote from you in my study, I will not provide your name
specifically and will make the best effort possible to remove any potential identifying data
information. I will gladly provide you with a copy of my final product upon request.

During the interview, I will be utilizing a recording device to assist me in capturing all of your
responses accurately and completely. This recording will not be shared with anyone outside the
scope of this project. The recording will be transferred to my password-protected files on a
cloud file storage account and deleted from the recording device immediately upon transfer. The
ADVISOR IMPACT ON STUDENT VETERANS 74

recording will then be destroyed after two years from the date my dissertation defense is
approved.

With that, do you have any questions about the study before we get started? If not, I would like
your permission to begin the interview. May I also have your permission to record this
conversation?

1) How long have you been employed with UWS?
2) Do you currently possess an undergraduate degree?
3) What gender do you identify with?
4) What approximate percentage of students that you advise are Veterans?
5) What advising strategies or methods do you use when supporting student veterans?
6) How often do you meet with student veterans?
7) Are there any challenges that you encounter when advising student veterans?
8) How much time do you spend when advising student veterans?
9) Tell me what you do when you advise student veterans and what have you found is most
valuable to them?
10) What initial training have you received to advise student veterans, if any?
11) In what ways does your department provide you with additional support and advising
training?
12) How do others in your group feel about supporting student veterans?
13) What is your understanding of how experiences and mindsets of student veterans impact
their ability to succeed at UWS?
14) How do you feel about your ability to advise student veterans?
ADVISOR IMPACT ON STUDENT VETERANS 75

15) How would you rank where you see the support that you provide student veterans
compared to other available support at UWS such as mental health support, financial aid,
registrar’s office, etc. ?
16) What other services are offered at the school that also support student veterans?
17) What additional offerings or services should be included when advising student veterans?

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Appendix C: Credibility and Trustworthiness
Crafting a careful design of the study allows for a trustworthy process that is credible and
reliable (Merriam & Tisdell, 2016). Credibility uses the internal validity of a study to ensure the
data is accurate and unbiased (Merriam & Tisdell, 2016). I increased the internal validity of this
study by utilizing interviews and document collection. These methods, according to Merriam
and Tisdell (2016) help reduce the limitations by comparing the data across interviews and
document collection and analysis. For this study, all 40 student advisors within the office of
advising were provided an opportunity to participate, which provided different perspectives,
experience levels, and subject area knowledge. Credibility was enhanced by the use of rich data.
All of the data collected through interviews were detailed and descriptive to increase the richness
of the research (Maxwell, 2013).
In an effort to maintain credibility and trustworthiness, in addition to triangulation, I
utilized critical self-reflection throughout the process. Utilizing descriptive memorandums and
notes during interviews and document gathering helped in maintaining credibility and
trustworthiness during the research (Miles, Huberman, & Saldana, 2014). Documenting
observations before and after interviews and during document retrieval provided an opportunity
for analysis and reflection. Merriam and Tisdell (2016) described this process as developing an
“audit trail” when conducting research (p. 252).

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Appendix D: Ethics
This research incorporated key ethical elements to ensure that the data collected did not
cause harm to the participants involved in the study. The responsibilities of the researcher
incorporated elements such as informed consent, avoidance of harm, confidentiality, and the
need to maintain a reliable and valid process that promoted trust and integrity for all participants
(Glesne, 2011; Merriam & Tisdell, 2016). Prior to initiating the survey and interviews,
participants were provided an information sheet that explained the purpose of the study, the
voluntary nature of participation, and indicated that they could withdraw at any time. In
addition, there was a strict level of confidentiality; no identifiers were recorded, all data was
anonymous and only reported out via the assigned participant’s number. Furthermore, in order
to protect the rights of advisors and to verify that this study followed necessary rules and
guidelines, it was submitted through an Institutional Review Board (IRB) process.
For this research, I am not in a position to influence the participants in neither a leader
nor a subordinate capacity. I have no employment with the university and no ability to influence
the work of the participants. I had no prior interactions with any of the advisors prior to the
interviews. It is important to identify hidden bias as experiential knowledge to ensure that the
research is not swayed one way or another (Maxwell, 2013).
The bias that I bring to the study is that I am a veteran of the United States Marine Corps
and seek to evaluate methods to help ease in the transition of service members into post-
secondary institutions. When I transitioned from active duty service, I elected to return to school
and pursue my undergraduate degree. I faced many challenges as I assimilated to a post-
secondary culture and found that it was taking longer than expected to achieve my degree. One
of those challenges included advising sessions that were not helpful in achieving academic goals.
ADVISOR IMPACT ON STUDENT VETERANS 78

The various interactions with advisors served as experiential bias. Lastly, I explained to study
participants that they would not be incentivized for their participation. Their participation in the
study is strictly voluntary and they were free to provide open answers during the interviews.

ADVISOR IMPACT ON STUDENT VETERANS 79

Appendix E: Integrated Implementation and Evaluation Plan
Implementation and Evaluation Framework
The New World Kirkpatrick Model serves as the implementation and evaluation
framework to assess the behavior changes as a result of training (Kirkpatrick & Kirkpatrick,
2016). This model, derived from a previous Kirkpatrick evaluation model in the 1950’s,
incorporates updates to overlooked teachings, corrects misuses of the model, and recognizes the
talent development needs of the modern workforce (Kirkpatrick & Kirkpatrick, 2016). The most
significant change from the original model is the reversal of the four levels. Levels one through
four are linear and start with reaction, or rather how participants experience the training and the
degree of relevance to their work. The second level, learning, involves the knowledge and skills
acquired by participants based on their respective levels of participation. Level three centers
around the post-training behaviors and how participants apply the learning in the workplace.
Lastly, level four focuses on results and whether the training has achieved its desired outcomes.
Organizational Purpose, Need and Expectations
The University of Western States’ goal for 2020 is to increase utilization of educational
benefits and transition assistance for enlisted transitioning service members compared to school
year 2017. University records indicate that in 2017, usage was at 50% utilization of educational
benefits for student veterans. Though no specific goal has been generated, an increase is desired.
The uniqueness of student veteran backgrounds serves as a catalyst for the university in
acknowledging the various challenges and situations that a transitioning service member brings
to an institution of higher learning.
The stakeholder group for this research is comprised of advisors for student veterans at
UWS. These advisors work within the office of academic advising and are permanent staff.
ADVISOR IMPACT ON STUDENT VETERANS 80

Additionally, advisors act as a resource to navigate the challenges often faced by transitioning
service members including: enrollment into classes and educational assistance programs offered
by the VBA, counseling for assimilation to civilian life, offering techniques for academic
assistance, and identifying strategies to overcome difficult situations in the classroom (Borsari et
al., 2017). The stakeholder’s goal is aspirational, created by advising team managers, and can be
expressed in specific terms such as that by May 2019, advisors at UWS will meet with their
student veterans at least three times per semester and implement best practices in advising. In
response to this need, UWS expects that advisors to student veterans possess the necessary skills
to execute effective advising sessions.
Level 4: Results and Leading Indicators
Table E1 illustrates the proposed Level 4 Results and Leading Indicators, showing
outcomes, metrics, and methods for both the external and internal measurements for the
University of Western States. If both the internal and external outcomes are met, the stakeholder
group, advisors, should meet their goal of effectively carrying out advising sessions.

ADVISOR IMPACT ON STUDENT VETERANS 81

Table E1
Outcomes, Metrics, and Methods for External and Internal Outcomes

Outcome Metric(s) Method(s)
External Outcomes
Increase in confidence
levels and utilization of
services by student
veterans.
Number of requests for
transition and academic
assistance.
Survey and focus groups of
student veterans.
Increase recognition as a
military friendly school
for educating student
veterans.
Attain designation as military
friendly school by Military
Friendly organization.
Measurement by Military
Friendly organization based
on public data sources,
proprietary data from
surveys, and personal data
from veterans themselves.
Internal Outcomes
Increase in utilization of
educational benefits and
transition assistance of
student veterans.
Achieve 10% or higher
utilization by student veterans.

Attendance rosters of
completed training sessions.
Increase in effectiveness
of advising sessions for
student veterans.
Achieve 80% or higher on
satisfaction levels.
Monthly report that
produces satisfaction levels
of student veterans from
experience survey.

Level 3: Behavior
Critical behaviors. Advisors of student veterans were the stakeholder group of focus.
The first critical behavior requires that advisors articulate available services for student veterans.
The second critical behavior is that advisors run effective advising sessions that incorporate
strategies to interact with student veterans. The third critical behavior is that advisors regularly
review and update materials used to advise student veterans. The fourth critical behavior is that
advisors regularly scan programs and services offered by UWS that contribute to student veteran
ADVISOR IMPACT ON STUDENT VETERANS 82

academic success and wellness. The specific metrics, methods, and timing for each of these
behaviors are illustrated in Table E2.
Table E2
Critical Behaviors, Metrics, Methods, and Timing for Evaluation
Critical Behavior Metric(s)
Method(s)
Timing
1) Advisors articulate
available services for
student veterans.
Student satisfaction report
with a question regarding
an understanding of
available services at
UWS.
Student Survey All academic
terms
2) Advisors run
effective advising
sessions that
incorporate strategies
to interact with
student veterans.
Student satisfaction report
with a question regarding
effective advising
sessions at UWS.
Student Survey and
Observations
All academic
terms
3) Advisors regularly
review and update
materials used to
advise student
veterans.
Advisors report this
practice.
Self-reporting by
advisors.
Annual survey
4) Advisors regularly
scan programs and
services offered by
UWS that contribute
to student veteran
academic success and
wellness.
Advisors report this
practice.
Self-reporting by
advisors.
Annual survey

Required drivers. According to Kirkpatrick and Kirkpatrick (2016), in order to assure
that the desired results are obtained in level 4, critical behaviors must be achieved in level 3.
This can be further facilitated through the implementation of required drivers, or processes that
reinforce, encourage, reward, and monitor the critical behaviors. Therefore, in order for advisors
ADVISOR IMPACT ON STUDENT VETERANS 83

to effectively learn how to advise student veterans, there must be frequent reinforcement,
coaching, and monitoring of the critical behaviors, as well as rewards for achievement of critical
behaviors. Table E3 shows the recommended drivers to support the critical behaviors for
advisors.
Table E3
Required Drivers to Support Critical Behaviors
Methods Timing
Critical Behaviors
Supported
Reinforcing
Post-training job aid to remind
advisors technical staff of key
resources.
Ongoing, as needed 1, 4
Video demonstrating the steps
to effectively advise student
veterans.
Ongoing, as needed 2
Encouraging
Managers review progress and
any issues with completion of
activities with advisors.
Ongoing, At least monthly 1, 2, 3
Rewarding
Managers provide recognition
for progress toward the goal.
Monthly 1, 2, 3
Managers reward advisors for
goal achievement.
Ad hoc 1, 2, 3
Monitoring
Managers meet with advisors
to provide individual feedback.
Monthly 1, 2
Managers communicate team
performance.
Monthly 1, 2

ADVISOR IMPACT ON STUDENT VETERANS 84

Organizational support. In order to support the critical behaviors listed in Table E2, the
organization will provide a variety of resources, incentives and assistance. The organization will
ensure that managers provide each advisor with encouragement, assistance, and feedback on the
completion of activities and trainings. Recognition of demonstrated behavior and results is
important. Managers in the advising office need to acknowledge the results and may provide
types of incentives including time off, spot awards or nominations for a school achievement
award. Managers will be held accountable for ensuring that advisors have sufficient time, and
resources to provide advising sessions.
Level 2: Learning
Learning goals. At the end of training, advisors will:
1. Explain the different backgrounds, experiences and mindsets that are typical to
student veterans (Conceptual).
2. Incorporate effective advising strategies to manage the transition and advising needs
of student veterans by integrating the Schlossberg Model for Analyzing Human
Adaptation to Transition as an advising strategy (Procedural)
3. Describe other services and programs offered to student veterans from other parts of
the school (Attribution).
4. Have confidence in their ability to understand and effectively assist student veterans.
(Self-Efficacy)
Program. The learning goals will be achieved through training and activities that
increase the knowledge and motivation of advisors at the University of Western States. This will
lead to advisors being able to run effective advising sessions and increase their awareness
regarding the backgrounds and experiences that is unique to student veterans. To develop their
ADVISOR IMPACT ON STUDENT VETERANS 85

knowledge and skills, as well as their efficacy, advisors will regularly meet with their manager to
monitor their progress, and will be provided feedback on their development. Advisors will also
have activities to complete with their peers that offer experiential learning using job aids and
role-play. Advisors will also participate in a “get to know” activity that includes other services
available on-campus for student veterans.
Each advisor will also attend a half-day training each semester to receive refreshers
regarding any new services offered to student veterans and peer coaching activities. On a
monthly basis, advisors will also reflect on their progress to their manager. All participants will
be required to update an advisor progress report where they can document the activities and
training for the month and any challenges. Managers will monitor the progress to ensure that
feedback is provided and that any barriers to success are identified. Every advisor will also be
required to attend one meeting per semester at the Veterans Resource Center to connect with
student veterans.
Evaluation of the components of learning. For advisors to apply what they have
learned in the program to meet the performance goals they must have the knowledge and
motivation to effectively advise student veterans at UWS. It is therefore important to assess
learning for both the procedural and conceptual learning that they will undergo. It is also
imperative that advisors value the training and have confidence in their ability to apply their
learning when interacting with student veterans. Table E4 lists the evaluation methods and
timing for the activities and trainings.

ADVISOR IMPACT ON STUDENT VETERANS 86

Table E4
Evaluation of the Components of Learning for the Program
Methods and Activities Timing
Declarative Knowledge “I know it.”
Discussion / Group Activity After the training.
Role playing activity One time, during training.
Procedural Skills “I can do it right now.”
Practice demonstrations One time, during training.
Spot check of actual initial responses to
student veterans’ issues with follow-up
demonstrations as needed.
Monthly and as needed.
Attitude “I believe this is worthwhile.”
In-class discussion with instructors. One time, during training.
End of course survey. One time, end of training.
Post-training survey. One time, end of training.
Confidence “I think I can do it on the job.”
In-class discussion with instructors. One time, during training.
End of course survey. One time, end of training.
Post-training survey. One time, end of training.
Commitment “I will do it on the job.”
Evidence of classroom activities. After the training.
Advisor reflections regarding implementation. After the training.

Level 1: Reaction
According to Kirkpatrick and Kirkpatrick (2016) level one, recognized as reaction,
evaluates whether participants believe that learning is enjoyable, engaging and useful. Level 1
learning is usually evaluated both during and after training. It is important to measure the
reactions to training sessions that advisors are receive to determine whether the training is being
ADVISOR IMPACT ON STUDENT VETERANS 87

received properly and that they are engaged. Table E5 lists the methods and tools used to
determine the participants’ reactions to the learning events.
Table E5
Components to Measure Reactions to the Program
Methods Timing
Engagement
Training evaluations Two weeks after training
One-on-one feedback with managers Ongoing after training
Documented observation survey by managers
and trainers
Ongoing after training
Relevance
Training evaluations Two weeks after training
One-on-one feedback with managers Ongoing after training
Customer Satisfaction
Training evaluations Two weeks after training
One-on-one feedback with managers Ongoing after training
Advisor satisfaction survey At the end of each program level

Evaluation Tools
Immediately following the program implementation. For Level 1 evaluation, the
instructor will observe the advisors during training, discussions and activities to determine levels
of engagement and provide responses on a survey (see Appendix F). The instructor will also
periodically ask participants if the material is relevant to their work. At the end of the training, a
paper survey will be distributed to all attendees to assess their overall satisfaction with the
training, and their perception of its relevance to their job performance (see Appendix H). For
Level 2 evaluation, managers and trainers will also complete an observation survey following
each training session to document information about the learning environment.
ADVISOR IMPACT ON STUDENT VETERANS 88

To evaluate levels 1 and 2, managers will also provide feedback to participants on the
evidence provided through the advisor progress report. As advisors provide examples and
knowledge learned in the trainings, managers will provide feedback on the evidence and evaluate
whether the training enhanced advising sessions.
Delayed for a period after the program implementation. Sixty-days following the
training session, an electronic survey will be sent via email to advisors containing both Likert
scale and open-ended questions (see Appendix I for survey questions). The survey will evaluate
participants’ overall satisfaction and engagement with the workshop experience, as well as the
perceived relevance of the workshop materials to advisor’s daily work. The survey will also
evaluate conceptual and procedural knowledge gained during the training, relevance of training
content to their daily work, their confidence in being able to perform the skills and achieve the
goal, and their commitment to make the effort to achieve the goals. The survey will evaluate
engagement, relevance, and satisfaction (Level 1), knowledge, skills, attitude, confidence, and
commitment (Level 2), the degree to which the training was applicable in the classroom (Level
3), and the degree to which it impacted advisors (Level 4).
Data Analysis and Reporting
In order to track the progress that is made as a result of training, the goals set for advisors
will be tracked in a variety of ways, including an advisor progress report. The advisors must
gain the knowledge, skills and motivation to execute effective advising sessions with student
veterans. The length of time spent with student veterans, survey responses on effectiveness of
advising sessions, and confidence levels from advisors will be illustrated using a dashboard.
Figures E1-E3 are a representation of data that can be collected and reported.
ADVISOR IMPACT ON STUDENT VETERANS 89

Figure E1. Engagement hours by advisor – July.

Figure E2. Efforts to positively impact student veterans.

ADVISOR IMPACT ON STUDENT VETERANS 90

Figure E3. Student veteran survey responses – effectiveness of advising sessions.
Summary
The New World Kirkpatrick Model was used to create an assessment and evaluation plan
for this study in order to determine the effectiveness of the recommendations for increasing the
effectiveness of advisors in advising student veterans (Kirkpatrick & Kirkpatrick, 2016). The
four levels of training evaluation are used to ensure that advisors obtain the knowledge,
motivation, and organizational resources to meet the needs of student veterans by gaining the
necessary skills and resources to confidently provide advising sessions that are valuable to
student veterans. The plan begins with results, which are considered level four and include
identifying internal and external outcomes that indicate progress toward achievement of the
stakeholder and organizational goals. In addition, metrics and measurement methods are used to
track the growth of specific areas. Next, the plan identifies critical behaviors that advisors
should demonstrate following training, and the organizational drivers that must be in place to
support these behaviors. The plan then defines learning goals, a detailed training program to
meet the learning goals, and methods to evaluate the learning components of the program.
ADVISOR IMPACT ON STUDENT VETERANS 91

Finally, methods are identified to evaluate participant reactions in relation to overall satisfaction,
engagement, and relevance of the training materials and experience.
After the implementation of training, data must be gathered to track key metrics.
Kirkpatrick and Kirkpatrick (2016) suggested that it should be represented in reports or
dashboards, to visualize the effectiveness of the program. These reports or dashboards will be
provided to advisors and managers to show how the trainings are helping to meet the
organizational and stakeholder goals. These reports are both formative, providing information
throughout the program, and summative, examining how the program leads to the organization
and teachers meeting their goals. This method of tracking assists with evaluating the overall
success of the training program to ensure that advisors are being equipped with the right strategy
to effectively engage student veterans at UWS.

ADVISOR IMPACT ON STUDENT VETERANS 92

Appendix F: Limitations and Delimitations
A limitation of this study included the selected participant group. Limiting the
participants to an advising office was done based on accessibility and availability of participants
that had direct exposure to supporting student veterans during the school year. A second
limitation focused on the timing of the school year and time constraints for conducting the
interviews. All available student veteran advisors were invited to participate in the interviews.
However, not all advisors chose to participate, which presented a limitation as to how reflective
the data, was of the entire population of advisors. The time spent away from advising student
veterans was at the forefront of ensuring that the interviews were conducted within the allotted
time of 30-45 minutes.
The delimitations of the study included the participant group selected for this study, along
with those who wanted to participate in the interview process. The study did not include any
managers or senior leadership at UWS, all of who have a potential impact on influencing the
advising of student veterans. These leadership positions were not explored due to the limited
opportunity to gather data and the relationship between them and the research purpose.

ADVISOR IMPACT ON STUDENT VETERANS 93

Appendix G: Instructor Observations
Please answer the following questions regarding the trainings that you administered:
1. How did the overall training session engage participants?
2. What material did you find to be the most relevant or useful in your teaching? Please explain.
3. Was there any material that was not useful? If so, please explain.
4. What were the major concepts or skills that participants found helpful?
5. What additional support could be provided to participants to enhance their learning
experience?

ADVISOR IMPACT ON STUDENT VETERANS 94

Appendix H: Sample Evaluation Immediately Following Program
Participant Post-Training Survey
Strongly
Disagree
Disagree Neither
Agree nor
Disagree
Agree Strongly
Agree
The training was
relevant to the work that
I do.
1 2 3 4 5
The quality of
instruction was high.
1 2 3 4 5
Overall, the training was
engaging.
1 2 3 4 5
The training has
increased my knowledge
of the challenges and
background faced by
student veterans.
1 2 3 4 5
I believe this training is
worthwhile.
1 2 3 4 5
I would recommend this
training to others.
1 2 3 4 5
I am confident that I can
take what I learned in
the training and apply it
in the workplace.
1 2 3 4 5

ADVISOR IMPACT ON STUDENT VETERANS 95

Appendix I: Sample Delayed Follow-Up Evaluation
Sixty-Day Participant Survey
For each of the questions below, circle the response that best characterizes how you feel about
the statement.
Strongly
Disagree
Disagree Neither
Agree nor
Disagree
Agree Strongly
Agree
I have used what I learned in
the training in my daily
work.
1 2 3 4 5
Looking back, the training
were a productive use of my
time.
1 2 3 4 5
The information from the
trainings was helpful to
provide an effective
advising session.
1 2 3 4 5
I am already seeing positive
results from the information
learned from training.
1 2 3 4 5
My efforts have positively
impacted student veterans.
1 2 3 4 5
I received adequate support
following the training to
effectively implement what I
learned.
1 2 3 4 5

ADVISOR IMPACT ON STUDENT VETERANS 96

Please provide feedback for the following questions:
1. What elements from the training were the most beneficial? Why?
2. How have you implemented what you learned in the training to your regular advising duties?
3. How has what you learned in the training impacted the information provided to student
veterans? Please provide examples.
4. Describe any challenges you have experienced trying to apply what you learned in the
training.
5. What else can be integrated into the training to make it useful for you to apply in your daily
work?

Abstract (if available)

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Asset Metadata

Creator Ortega, Denis Antonio (author)

Core Title Advisor impact on student veterans at a post-secondary institution: an evaluation study

School Rossier School of Education

Degree Doctor of Education

Degree Program Organizational Change and Leadership (On Line)

Publication Date 11/13/2019

Defense Date 05/06/2019

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

Tag advisors,higher learning,impact,OAI-PMH Harvest,student veterans

Language English

Contributor Electronically uploaded by the author (provenance)

Advisor Seli, Helena (committee chair), Lynch, Douglas (committee member), Shirey, Joe (committee member)

Creator Email daortega@verizon.net,denisort@usc.edu

Permanent Link (DOI) https://doi.org/10.25549/usctheses-c89-232030

Unique identifier UC11673170

Identifier etd-OrtegaDeni-7918.pdf (filename),usctheses-c89-232030 (legacy record id)

Legacy Identifier etd-OrtegaDeni-7918.pdf

Dmrecord 232030

Document Type Dissertation

Rights Ortega, Denis Antonio

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