Realizing the dream: a study of United States Marine Corps adult learner choice in colleges and universities offering educational services at Marine Corps Base-Hawaii

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Content REALIZING THE DREAM: A STUDY OF UNITED STATES MARINE CORPS ADULT LEARNER CHOICE IN COLLEGES AND UNIVERSITIES OFFERING EDUCATIONAL SERVICES AT MARINE CORPS BASE-HAWAII by Ronnie Wayne Tucker A Dissertation Presented to the FACULTY OF THE ROSSIER SCHOOL OF EDUCATION UNIVERSITY OF SOUTHERN CALIFORNIA In Partial Fulfillment of the Requirements for the Degree DOCTOR OF EDUCATION November 2007 Copyright 2007 Ronnie Wayne Tucker DEDICATION To my loving wife, Loretta Manley Tucker, who has been my friend, editor, and counselor, I love you and thanks. To the brave fighting men and women of the United States Marine Corps, I hope this study helps you realize your dreams; Semper Fi! ii ACKNOWLEDGEMENTS I heartily recognize the faculty and staff of the University of Southern California’s Rossier School of Education with special thanks to my committee, Dr. Melora Sundt, Dr. Felicia Hunt, and Dr. Norm Evans. Your guidance and counsel were unparalleled. I pay special tribute to my father, the late Randall E. Tucker, and my mother, Virginia Bagby Tucker, for their love and support. I pay tribute to my son, Todd, for his inspiration and his abilities as a medical doctor. I am grateful to the United States Marine Corps as well as Ms. Loretta Cornet-Huff, Education Services Director, Marine Corps Base-Hawaii for her help and patience. Finally, I cannot express the gratitude and admiration I feel for my committee chairperson, Dr. Melora Sundt. Your patience, your nudging, and your friendship pushed me over the top. Thank you. iii TABLE OF CONTENTS DEDICATION ii ACKNOWLEDGEMENTS iii LIST OF TABLES viii LIST OF FIGURES x ABSTRACT xi CHAPTER 1: INTRODUCTION 1 Introduction of the Problem 1 Background of the Problem 3 Education and the Retention of Marines 4 Marine Education Profile Compared to the U.S. Population 6 Statement of the Problem 7 Purpose of the Study 10 The Research Questions 10 Importance of the Study 11 Limitations 13 Delimitations 14 Definitions of Terms 15 Organization of the Dissertation 16 CHAPTER 2: REVIEW OF THE LITERATURE 19 Non-traditional Students as Marine Adult Learners 19 College Choice and the Marine Adult Learner 25 Personal Characteristics 25 Parents 25 Ethnicity of the Student 26 Self Efficacy and Perception 26 Situational Conditions 27 Institutional Responsiveness 27 Flexibility of Course Scheduling 28 iv TABLE OF CONTENTS (continued) CHAPTER 2: Distance Learning 29 Cost of College and Strategies to Finance One’s Education 30 Institutional Reputation 30 Faculty Interaction 31 Positive Commandments: Another Way of Looking at Ways Institutions can Attract Students 31 Military to Academia 33 Options for College: How Choices Available to Military Differ from those of the General Public 34 Primary Access: Service Members’ Opportunity Colleges 34 SOCMAR Online 35 On-base Education 36 Conclusion 36 CHAPTER 3: RESEARCH DESIGN AND METHODOLOGY 38 Introduction 38 Research Design 39 Site for the Study 41 Sample and Population 42 Dependent Variables 45 Independent Variables 45 The Survey Design and Instrumentation 49 Data Collection 50 Survey Administration 50 Document Analysis 51 Data Analysis 52 Researcher’s Background 53 Data Reliability and Validity 54 Conclusion 54 v TABLE OF CONTENTS (continued) CHAPTER 4: DATA ANALYSIS AND PRESENTATION 55 First Research Question 56 Survey Participant Demographics 56 Is This Sample Representative of Non-traditional Students? 59 Why They Enroll 61 Second and Third Research Questions 64 Second Research Question and School Attributes 64 Third Research Question 65 School Choice and Importance of “Positive Commandments” 67 Future College Choice 77 Anecdotal Responses 81 USMC Support 83 Triangulation of Domains 90 Conclusion 96 CHAPTER 5: DISCUSSION, CONCLUSIONS, AND RECOMMENDATIONS 99 Findings 99 Attributes of the Student 100 Positive Commandments 100 Online Courses 100 Student Needs 101 Influence of Chain of Command 102 JEC 103 Limitations of the Study 103 Recommendations for Future Study 106 Conclusion 108 REFERENCES 110 vi TABLE OF CONTENTS (continued) APPENDICES 123 APPENDIX A: LETTER OF PERMISSION: COVERT 124 APPENDIX B: LETTER OF PERMISSION: HAGEDORN 125 APPENDIX C: INFORMATION SHEET: NON-MEDICAL RESEARCH 127 APPENDIX D: SURVEY QUESTIONNAIRE 132 vii LIST OF TABLES Table 1: Summary of Key Non-traditional Student Research 22 Table 2: Marine Corps Base-Hawaii Demographics 57 Table 3: Sample Population Time in Service and Months Assigned 58 Table 4: Sample Population Current/Pursued Degrees 58 Table 5: Why Marines Chose to Participate in Voluntary Off-duty Education 62 Table 6: Importance of Professor Contact 70 Table 7: Importance of Affordability 71 Table 8: Importance of Flexibility 72 Table 9: Maintain Transfer Centers 73 Table 10: Hire and Retain Expert Faculty 74 Table 11: Promote Student Skills 75 Table 12: Provide Technology 76 Table 13: Provide Key Location 76 Table 14: Hold Career Days 77 Table 15: Group Statistics — HPU vs. Chaminade University 79 Table 16: Group Statistics — HPU vs. Other Universities 80 Table 17: Group Statistics — Chaminade vs. Other Universities 80 Table 18: Triangulation of Individual Domain 91 viii TABLE OF CONTENTS (continued) Table 19: Triangulation of School Domain 92 Table 20: Triangulation of USMC Domain 94 ix LIST OF FIGURES Figure 1: Enlisted Years of Active Duty 3 Figure 2: U.S. Population Educational Percentages 7 Figure 3: Demographics (Marines and Families) 24 Figure 4: Enlisted Educational Profile 43 Figure 5: Coding Process, Tucker 2006 52 Figure 6: Perceived School Attributes 68 Figure 7: Importance of “Positive Commandments” 69 Figure 8: Student Perception of USMC Support to Education 84 x ABSTRACT The purpose of this research was to gain insight into the non-traditional characteristics of the Marine adult learner at Marine Corps Base-Hawaii and to understand which colleges and universities they chose and why. A quantitative methodology was employed in which 73 individual Marines from a variety of units were surveyed. The Marines were all participants in voluntary off-duty education and all were receiving tuition assistance from the Marine Corps. Data were collected by the use of a multiple choice survey. The study examined the relationship of three domains to the institutional choice: (1) the individual Marine; (2) the school; and (3) the Marine Corps. The survey used questions from previous research on non-traditional students and military adult learners. The dependent variable of the research was student choice in schools. The independent variables were military occupation, time in service, chain of command support, flexible work schedules, school affordability, flexible course offerings, professor contact, professor knowledge, student assistance, access to technology, student transfer centers, need for work study and career days. Demographic variables were gender, current degree, degree pursued, age, race/ethnicity, marital status, first time college student, and time in Hawaii. Also examined were characteristics of the student’s current school and satisfaction with the programs. xi Findings revealed that marital status, first generation college student status, and time in service affected student choice of schools available. The variables of affordability, professor contact, class location, professor knowledge, and access to technology were important to married Marines with five years service and first generation college students, but did not distinguish choice of one institution over another. xii CHAPTER 1 INTRODUCTION Introduction of the Problem The United States military has four branches — the Army, the Navy, the Air Force, and the Marine Corps. A fifth branch, the Coast Guard, an instrument of the Department of Homeland Defense, answers to the Department of Navy in time of war. The Marine Corps was established in 1775 with the mission of providing an expeditionary arm to the military that could fight outside continental America (USMC, 2006). As a seaborne service, they are unique in that they serve aboard ships, in the air, and on the ground. They are usually the first military service deployed when the U.S. Government responds to an international crisis, such as those in Somalia, Lebanon, numerous African coups d’etat and the recent Indonesian tsunami. A Marine’s life can be chaotic. While there have been only five declared wars (CRS, 1996) as of 1996, the United States military has been deployed outside the continental United States 250 times since 1798. This number has increased even more with deployments to Afghanistan and Iraq. My research allowed me to understand the conditions that attract Marines to choose a particular college and program of study, during this time of increased operations. 1 The Marine Corps is weathering the increased operations tempo caused by the "war on terrorism." The Marines have three, approximately 47,000 personnel, Marine Expeditionary Forces (MEF) stationed strategically around the world (USMC, 2006). At any given time, units from all three of these MEF are either in combat in Iraq or Afghanistan or deployed to “hotspots” elsewhere in the world. There are 178,231 active duty Marines and 7,242 are presently assigned to Marine Corps Base-Hawaii (TFDW, 2005). In addition to the deployment schedule, the Marine Corps is plagued by personnel turnover. Marine enlistments are for three and four years. As of 2005, 63% of the Marine Corps had served fewer than four years of service. These data suggest that almost two-thirds of the organization are leaving after completing the first enlistment (TFDW, 2005), more than double the 30% turnover rate in the Army (GAO 5-952, 2005). This significant personnel turnover is detrimental to the Marine Corps from both an organizational and a strategic perspective. For most organizations, including the military, the recruitment and training costs to replace lost or “termed out” recruits are significantly greater than the costs to retain employees already in the system (Weis, 2003 ). More specifically, approximately 44% of all Marines hold the rank of private (E-1 and E-2), private first class (E-3), or lance corporal (E-4) (TFDW, 2005). These ranks represent the beginning ranks of the Marine Corps. The rank of sergeant usually represents service of at least five years. This percentage reveals that the Marine Corps is a very young organization. It also reflects significant 2 change in the organization if the preponderance (63%) of the Marine workforce has less than four years of service. In a study of military retention within the armed forces, military personnel turnover was exposed as an increasing problem throughout the military services (See Figure 1) (Weiss, 2003). 63% 24% 5% 5% 3% 0% 20% 40% 60% 80% Les s than 4 yrs 5-10 yrs 11-14 yrs 15-19 yrs 20+ yrs Enlisted Years of Active Service (%) Data Source: TFDW - June 2005 Average Years of Service: 4 Enlisted Years of Active Service (% ) Figure 1: Enlisted Years of Active Duty Background of the Problem The armed forces traditionally face difficulty attracting and recruiting new members (Bachman, Freed-Doan, & O’Malley, 2000). In a Purdue University 3 study of military retention (Weis, 2003), two factors were cited as predictive of whether a Marine departs the Marine Corps: (1) If the Marine is finishing his or her first enlistment (3-4 years), were expectations met?; and (2) If the Marine is in his or her second or third re-enlistment (5-25 years), are economic needs satisfied and if not, are there civilian job alternatives available? Since September 11, 2001, the Marine Corps has reached its enlistment goals, but retention is still an issue (TFDW, 2005). The high turnover rate can be costly and can impact readiness because of the need to train a continuously new work force (Weis, 2003). Education and the Retention of Marines A military contracted study determined that educational incentives are one of the most promising policy change options for attracting college-bound youth (BCSSE, 2003). The military may offer the non-traditional learner an avenue to gain a college degree. Under the title “Voluntary Off-duty Education,” the military services offer a number of opportunities to attend college courses leading toward a college degree while on active duty. The military also offers significant financial support to pay for college. The two most prevalent military financial options are: (1) tuition assistance; and (2) the New G.I. Bill Continuation Act (Montgomery G.I. Bill, 1987) (DANTES, 2006). The G.I. Bill was designed to provide educational benefits to returning service members from World War II. Bound and Turner (2002) believe that this 4 legislation led to democracy in higher education. Education had previously been for only a select few, but the G.I. Bill opened colleges and universities to anyone who had served in the armed forces. The program was popular and has evolved to represent robust legislation of the United States Code Chapter 30 or the Montgomery G.I. Bill, named for its sponsor, Congressperson Sonny Montgomery, Democrat from Mississippi. This legislation provides 36 months of college education to any serving member of the armed forces, including the Marine Corps. Another equally popular educational program available to the Marines is the Tuition Assistance Program. This program provides tuition and laboratory fees up to $4,500 per student per year to active duty armed forces members. These two programs are not mutually exclusive; the Tuition Assistance Program benefits are provided in addition to those of the G.I. Bill to active duty service members. In fact, educational surveys administered to enlisting and departing Marines list education as one of the primary reasons for enlistment (MCB-HI, 2006). “You’ll not only have access to the funds to pay for college, but you’ll be able to attend one of hundreds of colleges and universities across the United States” (USMC, 2006, 1). The educational opportunities afforded active-duty Marines are impressive when compared to their civilian counterparts. In fact, the Princeton Review (2006) notes that military educational benefits are legendary and virtually unparalleled in any corporate package. Despite what appears to be a generous educational incentive program, few Marines participate. A RAND report found that approximately 20% of Marines 5 take advantage of the tuition assistance educational benefit during their first four years in the Marine Corps. Only 13% of all Marines ever use the program (Buddin & Kapur, 2002). Those who do are actually two percent less likely to re-enlist. The RAND report determined that the tuition assistance was neutral to Marine retention; tuition assistance neither caused a Marine to re-enlist nor not to re-enlist (Rand, 2002). Marine Education Profile Compared to the U.S. Population In 2005, the Marine Corps had 178,231 active members (TFDW, 2005). Eighty-six percent of all commissioned officers (Warrant through General) had at least a baccalaureate degree. Nearly 15% of the same group had either a masters or doctoral degree. Ninety-four percent of all Marines had a high school diploma or equivalent. The Marine Corps statistics showed a higher number of actual high school graduates (minus equivalency diplomas) at almost 91%, which was more than the general American population in the 2000 U.S. Census, which showed that out of 175.2 million adults, only 33%, had high school diplomas. Four percent of enlisted Marines had Associates, Bachelors, or Masters Degrees. The American population as a whole had more college degrees than the Marine Corps. Figure 2 gives a detailed look at U.S. general population educational percentages. 6 7% 9% 33% 18% 8% 17% 6% 1% 2% 0% 10% 20% 30% 40% 8th G rade or Less S ome High S chool/No Diploma High S chool D iploma S ome C olleg e/ N o D eg ree As s ociate D egree B accalaureate Degree Mas ter Degree Doctora te P rofes s iona l D eg ree US Population Educational Percentages (%) Data Source: US Census 2000 US P opualtion E ducational P ercentages Figure 2: U.S. Population Educational Percentages Statement of the Problem The Marine Corps, like other branches of the U.S. military, is experiencing a number of challenges such as reduced voluntary re-enlistments, increased operations tempo, and rapid turnover in personnel. One of the key strategies for the military in retaining military members is the offering of an educational benefit; however, few Marines are participating. A few studies (Covert, 2002; Jackson, 2002) examined reasons why some soldiers access the benefit and others do not, and found that chain of command (supervisors), work schedules, military occupational specialties (MOS), and unit of assignment impact a military person’s 7 ability to participate in voluntary off-duty education. These studies, however, were conducted using other branches of the military and under a different, slower, operations tempo. Different variables may affect a Marine’s decision to use tuition assistance such as work schedules, supervisor’s influence, or deployments. Perhaps one strategy for keeping more Marines in the Corps would be to increase their participation in supported educational programs. If so, it would be helpful to determine if Marines are actually able to use the educational benefits offered in the recruiting literature. To increase their participation, I needed to know what was working — what academic programs were attracting Marines and why. Studies of enlisted Marines’ reasons for educational choices are limited. I examined, as part of a thematic study with one other researcher, the characteristics of Marine Corps Base-Hawaii (MCB-HI) Marine learners and compared their choices of certain educational programs to the non-traditional students of contemporary literature. My research explored three areas: (1) the characteristics of Marines who participated in educational programs; (2) the characteristics of the most highly enrolled programs for these Marines; and (3) the factors identified by the Marines as influencing their choice of program. For the purposes of this study, I focused on Marine educational participants using tuition assistance. My research colleague focused on non-participant Marines and the barriers to their educational success (Murphy, 2007). 8 Military service may be part of a path that also includes additional schooling and eventual entrance into the civilian labor market (BCSSE, 2003, 98). Both Covert (2002) and Jackson (2002) believe that specific aspects of the military service contributed to Army learner participation or non-participation in post- secondary education. The aspects that deterred soldiers from participating included more frequent deployments, unpredictable work schedules, and looming transfers. Both researchers also found that institutional barriers such as parents’ educational level, lack of rigorous high school preparation, friend participation, and cost of education, affected an Army adult learner’s ability to pursue voluntary off-duty education. These barriers are similar to those facing first-generation college students, minorities, and women (Choy, 2002). Non-traditional students’ attributes are associated with lower persistence and attainment rates among baccalaureate seeking students (Choy, 2002). Choy highlighted that the first year of college for any student is critical, but more so for non-traditional students. He also described how most students who leave during their first year return to college within six years, but to a different institution. As was stated earlier, the military uses educational incentives to attract young people to join; the choices of enlisting in the military and continuing in post- secondary education are not mutually exclusive (BCSSE, 2003). The Marine Corps recruiting literature supports the fact that Marines are recruited under this policy (USMC, 2006). Thus, these adult learners’ expectations are that education is readily available while they are on active duty. Circumstances beyond their 9 control, however, may force them to make certain choices in their off-duty education participation and college choice. Purpose of the Study The purpose of this study was to focus on participating Marine learners to better understand who they are in the non-traditional student population and why they chose the school they are attending. I broadened the research on this community of non-traditional adult learners to better understand what they consider important in school selection. I also wanted to compare the previous research completed by Hagedorn and Perrakis (2002) on the “Positive Commandments, Ten Ways the Community College Helps Students Succeed” to the preferences of Marines attending college. Although developed for community colleges, these commandments are germane to any institution serving non-traditional students at Marine Corps Base- Hawaii. The Research Questions The research questions guiding this study were: 1. What are the characteristics of Kaneohe-based Marine higher education participants? To what extent do these participants resemble those from earlier studies of military participants? 10 2. Which institutions of higher learning do the Marine adult learners choose from the group of colleges and universities offering educational services at Kaneohe Marine Corps Base-Hawaii (MCB-HI)? 3. What factors do Marine adult learners place as a priority in choosing a particular school or program over another from the institutions of higher learning offering educational services at MCB-HI? Importance of the Study This study provides a window into a population that is rarely researched — the military student. Understanding who the Marine participants/students are and why they made their school choices may help the Marine Corps develop better ways to fulfill a Marine enlistee’s dream of higher education. Similarly, findings from this study can assist the institutions that provide post-secondary educational services to MCB-HI and enhance their services to the Marine adult learner. Lastly, the study adds to the knowledge based on non-traditional students and validates Hagedorn’s and Perrakis’ “Positive Commandments” in schools successfully providing education services at MCB-HI. By studying a sample population who are voluntary off-duty education participants and beyond their first enlistment, I developed recommendations for new policies and procedures that can assist military educators and college administrators develop programs to better assist Marine adult learners in meeting their educational goals. 11 In 1996, the American College Personnel Association (ACPA) developed the “Principles of Good Practice for Student Affairs” that : (1) engage students in active learning; (2) help students develop coherent values and ethical standards; (3) set and communicate high expectations for students; (4) use systematic inquiry to improve student and institutional performance; (5) use resources effectively to achieve institutional missions and goals; (6) forge educational partnerships that advance student learning; and (7) build supportive and inclusive communities (ACPA, 1996, 1). These principles within institutions providing services to Marines are monitored by the MCB-HI Joint Education Center. The Joint Education Center provides educational support services to Marines assigned to Hawaii and acts as the conduit between the Marine learner and the schools that provide educational services to MCB-HI. The eight institutions of higher learning that provide educational services at MCB-HI offer counseling, courses, and class schedules to Marine adult learners (MCB-HI, 2005). Each school provides extension services from its main campus student services to MCB- HI students. Hagedorn and Perrakis (in press-a) in their “Positive Commandments” succinctly described ten ways that community colleges could help students be successful. From interviews of key personnel from administration, faculty, and students, they developed ten ways with which schools could help non-traditional students succeed: (1) the school was to encourage faculty-student interaction; (2) the school was to offer affordable education together with multiple forms of 12 financial aid; (3) the school was to offer flexibility in course times and offerings based on student demand and convenience; (4) the school was to maintain transfer centers where students can receive information to allow them to identify four-year schools that offer the student’s course of study; (5) the school was to hire and retain faculty who are experts in their field; (6) the school was to promote student skills and academic preparation through on-campus assistance with writing, computer skills, and learning skills; (7) the school was to provide sufficient technology and computer access for all students; (8) the school was to provide campuses in key locations so that students can attend classes locally; (9) the school was to incorporate work-study programs; and (10) the school was to hold career days and fairs and to provide counseling. The model was designed to help administrators and faculty as well as policy makers. I compared school catalogues to the commandments to determine whether school policies and procedures matched Hagedorn and Perrakis (2002) findings. Limitations The limitations of the study were sample size and subject availability. I used the Education Services Officer (ESO) at MCB-HI to assist in the selection of the sample population. This was a random selection based on participant appearance at the education center for either in-processing, out-processing, class registration, or in an assembled group of survey volunteers randomly selected by 13 the ESO. I had planned on a sample population of 100, but was able to survey only 73 participants. Once the sample had been selected for the individual surveys, each participant was invited verbally to join the research project. A consent form was provided to each study participant. At the same time, the participants were provided information, orientation to the study, and were informed of the importance of answering each question in the subsequent surveys honestly. A signed consent form (See Appendix B) was collected from participants in the individual survey prior to the event. The ESO established the survey schedule and provided the physical space for completion of the surveys. I had planned to survey Marines in the Summer of 2006 to take advantage of scheduled troop rotations; however, unit availability forced me to begin the survey in March 2007. Delimitations The study was limited by its location, sample population responses, time, and previous research. I chose MCB-HI because of my previous military experience and a review of the geographic and demographic attributes of the base indicated that MCB-HI was typical of most USMC bases. MCB-HI was near the ocean, providing Marines with sea and air points of departure. Located at the base were both combat (field) and base operations (garrison) type units. These units 14 were a demographic mix, representative of the Marine Corps in ethnicity, gender, rank structure, and mission. Definitions of Terms Marine adult learner participants. I defined this group as those USMC members who participated in the Department of Defense voluntary off-duty educational opportunities at MCB-HI. In this study, the adult learners were Marine Corps members who: (1) had at least five years service; (2) had taken at least two college courses within the five years; (3) were currently enrolled in a college course; and (4) had a valid educational plan on file at MCB-HI Education Center. Learning activities. I defined these activities as key steps to the learning process. Cross (1981) described a “chain of response” that occurs during participation in a learning activity, which are self-evaluation, attitudes about education, the importance of attaining goals/expectations, life transitions, opportunities/barriers, information on educational opportunities, and the decision to participate. Non-traditional students. I used previous research definitions of Valdez (1993), of Moses (1990), and of the American Council on Education. All described these students as being financially independent, having delayed entry into college, attending school part-time, working full-time, having dependents, being single parents, earning a General Equivalency Diploma (GED) certificate, or being an 15 ethnic minority. Seventy-three percent of all undergraduates at four-year institutions of higher learning currently have one or more of these characteristics. Marine adult learners met these criterions for non-traditional status (Choy, 2002). Organization of the Dissertation In this chapter, I defined the research problem to be solved by the study and how it relates to Marine adult learners at MCB-HI. Additionally, I outlined the purpose and the details behind the development of the study’s three research questions. I defined the demographics of the sample population of the research project. I described the research site and the factors affecting the Marine adult learner. For the reader, I developed and defined terms of reference for the study. In Chapter 2, I examined the various definitions of non-traditional students and specifically reviewed the literature associated with non-traditional students and adult learner motivation and choice. I developed the linkage that described the colleges and universities providing educational services to Marine adult learners at MCB-HI and that of the Marine adult learner who appeared to possess many of the same non-traditional student characteristics. I also explored student motivational and choice literature. In Chapter 3, I developed the study’s research design and methodology. I also described the process that I followed in determining the correct tools and models that best answered my research questions. I opted to use the quantitative 16 method of research design with a sample population of 73 participants. In addition to the individual surveys, I added ten questions derived from the “Positive Commandments.” I used the individual surveys to correlate demographic and non- demographic data with previous responses from Covert’s (2002) study. I also compared these responses with the Marine student academic records and with the findings of Choy (2002). In tailoring my approach, I focused on three domains in my survey questionnaire — the individual student, the institution, and Marine Corps. I used the questions on student choice to determine which school the Marine adult learners choose to attend and why. I used the “Positive Commandments” as a template in individual survey questions to determine which of these commandments were most important to the Marine adult learner. I reviewed the 2006-2007 catalogues of the two most popular schools chosen to determine if they adhered to the “Positive Commandments.” In Chapter 4, I presented the findings in the following two categories: (1) Demographic — this included individual history, parental history, ethnicity, gender, age, marital status, employment status, financial independence and first- generation college student; and (2) Non-demographic — this included student choice, time in service, military specialty, and the importance of school cost, class scheduling, courses offered, friends attendance, family influence, leader influence, and counselor/teacher influence. I compared my findings in both categories to five years of empirical data collected by the MCB-HI Education Center on student 17 demographics and school choice. From these findings, I developed conclusions to answer the three research questions. I synthesized these findings and comparisons into recommendations that are presented in Chapter 5. I provided actionable recommendations to the MCB-HI Education Center staff and the colleges and universities providing educational services to Marine adult learners at MCB-HI. These recommendations were designed to help administrators, faculty, and counselors better understand the Marine adult learner and to create educational programs that help them succeed in post-secondary education endeavors at MCB-HI. 18 CHAPTER 2 REVIEW OF THE LITERATURE The purpose of this chapter is to synthesize the research literature about non-traditional students and college choice. This research helped me understand college choice among Marines, whom I assert are non-traditional adult learners facing unusual learning conditions. First, I reviewed the attributes of the non- traditional students and their application to the military adult learner, specifically, the Marine adult learner. Second, I examined research on the needs of adult learners in higher education. Third, I reviewed the educational models associated with student choice, and what makes colleges successful in attracting non- traditional students. Finally, I addressed what we know about choice for military students and what we could gain from a study of choice and its applicability to Marine adult learners. Non-traditional Students as Marine Adult Learners Demographics in higher education are changing. Brown (1996) identified the end of World War II and school desegregation in 1954 as the critical events that increased access to colleges and universities. She concluded that fundamental changes were needed in education in order to improve the quality of access and level of success achieved by minority students. Brown’s research covered the 19 increases of minority attendance in higher education from the mid-1970s to the 1990s. She noted that since the World War II and desegregation, changes had occurred slowly. Her conclusion was that institutions needed to act on their diversity goals with policy changes that include the needs of diverse populations. One of the primary needs of non-traditional students is program diversity (Benshoff & Lewis, 1992). The definition of non-traditional students varies in the literature. The designation is used to distinguish these students from “traditional” students typically aged 18-24, unmarried, and not working full-time. In contrast, then, “non-traditional” students are usually defined, at a minimum, as being older. Valdez (1993) defined them as being over 25 years, minority, immigrant, or working students. Other researchers included those who attended college part- time, or were poor, gay, or first generation college goers (Moses, 1990). Fielstein (1992) considered students with lapses of school enrollment (two years or more), non-traditional. Older students who did not enter college as full time students out of high school were also considered as non-traditional (Cross, 1973). Students who drop out of traditional education (Aslanian & Brickell, 1980) are also considered non-traditional. Choy (2002), in her ten-year longitudinal study of student access and persistence, used the variables of financial independence, delayed entry into college, part-time student, fully employed, with dependents, single parent, and general equivalency diploma or GED recipients to define non-traditional students. 20 This cohort of older, part-time, under-represented and working students was “the fastest growing segment of all population groups” in higher education (Brazziel, 1989, 116). Given this constellation of characteristics, most military students would meet the general definition of “non-traditional.” Meadors (1984) described Army students as non-traditional students. Enlisted soldiers usually entered military service before starting higher education, or before completing requirements for a college degree. Brown (1995) and Cox and Jobe (1988) wrote two articles that discussed military education, minority involvement, and events in adult education. Included in the group of non-traditional learners were military service members who were working on college degrees (Meadors, 1984). A parallel can be drawn among the Marine students, Army adult learners, and the non-traditional students described in contemporary educational literature (See Table 1). 21 Table 1: Summary of Key Non-traditional Student Research Author Article Summary Meadors 1984 Benshoff and Lewis 1992 Brown 1996 Freeman 1997 Kezar and Moriarty 2000 Hagedorn and Perrakis 2002 Choy 2002 Journal article: Educational Research Quarterly ERIC Digest article: Non- traditional students Qualitative inquiry across a range of cities of African American high school students perspectives on higher education Journal Article: Journal of College Development The Positive Commandments: Ten Ways the Community College Helps Students Succeed off-shoot of TRUCCS, a five-year longitudinal study of 5,000 community college students of the Los Angeles Community College System American Council on Education: Ten-year Longitudinal Study of Access and Persistence, four-year colleges and universities - Schools should provide credit for life experiences - Military students are a distinctly disadvantaged group of non-traditional students - School should prepared for an influx of non-traditional learners. - Non-traditional students seem to be consumer oriented. - Multiple non-school related responsibilities. - Limited support for traditional student status. - Changes must occur to enhance access to minorities. - Institutions must act on their diversity goals. - Researchers do not understand the historical and structural differences in cultures. - Researchers tend to apply majority focused models and policies to all students. - Researchers need to reassess traditional approaches to student affairs in light of a changing student population. - Course scheduling, coast, transfer credit, counseling, faculty interface, class location, technology, faculty qualification are important to the student consumer. - Sixty percent of college students have at least one non-traditional characteristic - Academic preparation, parents’ educational level, and non-traditional status affect student access and persistence. 22 The factors that differentiate non-traditional students from traditional students — being older, often married or with dependents, working, and attending part-time — suggest the unique challenges these students face in choosing an institution. The literature suggests that because they are older, their expectations and needs are different (Schlossberg, 1995). Schlossberg’s research found that older students are more goal-driven. Many of them have a greater sense of what they want from their educational experience than do younger students. Schlossberg et al. (1991) defined non-traditional students as students for whom school was not a primary focus, but rather one of the many competing demands in their lives. Further, Schlossberg et al. (1995) suggested that an adult student's ability to successfully deal with any major transition such as returning to school hinges on their personal balance of assets and liabilities. Such adaptations as flexible course times, convenient class locations, and child care, become important in a non- traditional student’s decision to return to school. Schools providing educational services to this community of college students must be cognizant of these needs. A review of the demographic data of the Marine Corps indicated that Marines have many of these same attributes. For example, over half of the Marines are married and many have dependent children. Figure 3 shows the broad demographics of the Marine Corps (TFDW, 2005). 23 Figure 3: Demographics (Marines and Families) Covert (2002) and Jackson (2002) both found that Army adult learners exhibit many of the characteristics of non-traditional students found in contemporary literature. Marine learners at MCB-HI display similar characteristics. Non-traditional status combines both demographic and behavioral attributes that are interdependent (Choy, 2002). How a particular college interacts with a non-traditional Marine student can influence that student’s choice to attend. 24 College Choice and the Marine Adult Learner The model I chose that best explained the relationship of the variables that affect student choice was the Characteristics of Adults as Learners (CAL) model Cross (1981). The CAL model contains the three dimensions of aging, life phases, and developmental stages. While aging results in the deterioration of certain sensory motor abilities (e.g., eyesight, hearing, reaction time), intelligence abilities (e.g., decision-making skills, reasoning, vocabulary) tend to improve. Life phases and developmental stages (e.g., marriage, job changes, retirement) involve a series of plateaus and transitions which may or may not be directly related to age. These dimensions are contained in two classes of variables — personal characteristics and situational characteristics. Personal characteristics are those attributes associated with the individual. Situational characteristics consist of part- time versus full-time learning, and voluntary versus compulsory learning. The administration of learning (i.e., schedules, locations, procedures) is strongly affected by the first variable; the second pertains to the self-directed, problem- centered nature of most adult learning. Personal Characteristics Parents McDonough (1997) suggested that there are strong ties among a parent’s school involvement, student academic process, and the access to college. She 25 further believes that parents and peers affect a student’s choice in schools, particularly in light of the student’s socio-economic status (SES). College choice is a complex social and organizational decision influenced by the student’s family and college choice. Ethnicity of the Student Ethnicity is another issue that can affect student choice of institutions. Hurtado, Inkelas, Briggs, and Rhee (1997) contended that based on their background, opinions, financial status, and abilities, students’ approach the college selection process differently. These differences are noted in the way they apply, how they apply, or to which school they choose to apply. The Marines at MCB-HI were not only representative of the Marine Corps, but the United States in ethnic diversity (USMC, 2005). Self Efficacy and Perception Schlossberg et al. (1995) believe that adults facing a transition were prompted by the stress of that transition to recycle through issues like belongingness and competency. These transitions contain three parts: (1) approaching transitions; (2) resources available to cope with the transition; and (3) taking action to cope with the transition (Schlossberg, 1995). The resources used may be situational, within self, from support elements, or through developed strategies. The decision to attend college is a transition that Schlossberg would identify as triggering this recycling process (Schlossberg, 1995). Therefore, it is 26 possible that adult learners like Marines are attracted to institutions that appear responsive to (anticipate) their needs for belonging and for educational competency. A Marine’s self efficacy and perception of the institution’s related responsiveness might contribute to the selection of one school over another. Therefore, research needs to continually examine the support resources provided by institutions such as flexibility in course offerings, convenient class locations, affordability, and Marines’ awareness of and perceptions about these services. Situational Conditions Cross (1981) believe that adult learning programs should capitalize on the experience of participants, should adapt to the aging limitations of the participants, should be challenged to move to increasingly advanced stages of personal development, and should have a variety of choices in the availability and organization of learning programs. These situational conditions could affect a student’s choice in colleges. The following topics explain those situational conditions. Institutional Responsiveness Several colleges and universities use feedback tools to better understand their students’ needs (Chaffee, 1998, 20). Feedback tools include student course evaluations, comment cards on student services, surveys of student opinions, program advisory councils with industry, service area needs assessments, student 27 market research, student academic achievement assessments, students leaving the institution comments (their reasons), and student course-taking patterns (Chaffee, 1998). Chaffee thought educational leaders in governance should ask the following questions: (1) How well are we meeting the needs of the students we serve?; (2) How do you know?; (3) Are you improving; and (4) How can we help? According to Chaffee (1998, 36), “A caring university knows whether it has a large number of undecided students who do not leave their major or career selection to gut-level reactions as they sample diverse courses.” Psychosocial and study factors (PSF) such as achievement motivation, academic goals, social support, social involvement, academic self-efficacy, self- concept, academic related skills, SES, high school GPA, ACT/SAT scores, retention, and grade point average can be used to predict retention (Carlstrom, 2004). These factors and other variables facing the adult learner influence a Marine’s choice in the schools providing voluntary off-duty education and often reflect the student’s satisfaction with a particular college or a university’s academic programs. Flexibility of Course Scheduling Covert (2002) and Jackson (2002) both described the importance of course scheduling flexibility to military adult learners. Likewise, Hagedorn and Perrakis (2002) found that the non-traditional college students within the Los Angeles Community College System placed great importance on flexible class schedules. Two thirds of the participants within a NCES study of non-traditional students saw 28 themselves as employed first and students second (Choy, 2002). Course scheduling needs flexibility to accommodate these employed students’ needs. Distance Learning Schlossberg, Lynch and Chickering (1991) believe that the rigid and hierarchical nature of traditional post-secondary educational institutions does not serve adult learners’ academic or personal needs. Recent technological advances and the beginning of the information age make distance learning a reality (Hooker, 1997). Distance learning created a paradigm shift in education that equalize access to higher education. Distance learning design is embraced by many who intend to improve education, such as the Sloan Foundation, the Olin Foundation, and the Pew Grant Program (Gould, 2003). Students with non-traditional attributes are more likely to participate in distance learning than their traditional counterparts (Choy, 2002). Additionally, over 2.3 million students within the United States are taking at least one online course (Sloan, 2005). Sargent (2000) described how non-traditional students can obtain college degrees, but criticized distance-learning programs that are completely online with no campus interaction. Trends in American higher education indicate growing numbers of online universities and 2.3 million college students currently enrolled in at least one online course (Sloan Consortium, 2005). My research attempts to understand how a college or university offering online courses makes a student feel that they are part of the college. 29 Cost of College and Strategies to Finance One’s Education St. Johns and Paulsen (1996) believe that choices related to financing one’s college education has both a direct and indirect relationship to a student’s persistence in college. Specifically, they referred to the fact that college costs escalated over the last two decade, and government grants were decreased while government loans increased. These changes in the costs of college affected the opportunities of students in different income levels to attain a higher education. In a NCES study of non-traditional undergraduates, students within this category were more likely to attend a two year versus four year institution (Choy, 2002). Additionally, Choy made the point that choices in work schedule, attending school full-time, and high school preparation could affect a student’s choice of colleges. Choy contended that a college’s awareness of these factors could help better serve the student. Institutional Reputation Another situational condition that can affect a student’s choice of institutions is the college’s reputation. Litten (1991) and Chapman (1980) believe that a prospective student is influenced by the information received on a particular school. This information could come from the school itself, unfounded rumor, comparative research on the school, and/or from peer influence. Chapman (1980) also established a clearing house at the University of Michigan for student choice called the Center for Helping Organizations Improve Choice in Education 30 (CHOICE). This effort focused on what schools can do to better disseminate information to prospective students. Faculty Interaction Chickering and Ehrmann (1996) expanded the idea of increased service to students and developed seven principles that might be able to help schools better serve students, which are to: (1) encourage contact between students and faculty; (2) develop reciprocity and cooperation among students; (3) encourage active learning; (4) give prompt feedback; (5) emphasize time on task; (6) communicate high expectations; and (7) respect diverse talents and ways of learning. Later, they added the need for technology to the seven principles. These principles support the work of Maslow in the idea of safety, belongingness, and self-actualization. In later studies, Hagedorn and Perrakis (2002) believe that faculty- student interaction was important to non-traditional students in selecting a college or university. Their research developed a series of commandments that schools should consider in providing educational services to non-traditional students. Positive Commandments: Another Way of Looking at Ways Institutions can Attract Students Another effort to prepare colleges to ensure student success was developed by Hagedorn and Perrakis (in press-a) with “The Positive Commandments: Ten Ways the Community College Helps Students Succeed.” Hagedorn and Perrakis 31 described ten ways that community colleges could help students to be successful, which were derived from their data and interviews of key personnel from administration, faculty, and students. These ten ways state that the school needs to: (1) encourage faculty-student interaction; (2) offer affordable education together with multiple forms of financial aid; (3) offer flexibility in course times and offerings based on student demand and convenience; (4) maintain transfer centers where students can receive information to allow them to identify four-year schools that offer the student’s course of study; (5) hire and retain faculty who are experts in their field; (6) promote student skills and academic preparation through on- campus assistance with writing, computer skills, and learning skills; (7) provide sufficient technology and computer access for all students; (8) provide campuses in key locations so that students can attend classes locally; (9) incorporate work-study programs; and (10) hold career days and fairs and to provide counseling. The model was designed to help administrators and faculty as well as policy makers attract non-traditional college students. “The Positive Commandments” model can also be apply to the Hawaii institutions of higher learning enrolling Marine students and using the Corps’ tuition assistance monies. The “Positive Commandments” complement previous research by Maslow, Chickering, and Schlossberg, and reflect concrete actions that schools could embrace to better serve non-traditional adult learners. This model relates to work previously done with Tierney, Jun, Colyar, Wilson, and Solomon 32 (2002) by getting to the cause and effect of student success and those influences that affect that equation. Military to Academia Meadors (1984) described Army students as non-traditional students. Given the pathway into military service, this designation makes sense. While many high school seniors choose to enroll in two- and four-year colleges right after graduating, others wait (Choy, 2002). Among those who wait, people who “opt out” of college right after high school, are more likely to choose other alternatives to post-secondary education (e.g., civilian employment or military service (BSSE, 2003)). While 60% of all military recruits cited educational opportunities as the primary reason they enter the military, only 13% of USMC enlisted members took advantage of the tuition assistance program available to them while on active duty (Buddin & Kapur, 2002). The vast majority of service members (nearly 90%) used their educational benefits after separating from service (Asch & Klerman, 1999). Two previous researchers, Covert (2002) and Jackson (2002), focused on Army adult learners’ choices to participate or not to participate in post-secondary education. Both researchers examined senior enlisted members of the Army with over 15 years of service; however, little or no educational research had been done on Marines. I found a small body of literature regarding why military adult learners chose to attend college while in the military, but I did not find anything 33 regarding on why a they select a particular college or university over another in pursuing off-duty educational opportunities. Covert (2002) explained senior Army adult learner motivation and barriers to post-secondary education by examining the relationship of student attitudes, self- evaluation, life transitions, information, and barriers to an Army adults learner’s participation or non-participation in off-duty education opportunities (Covert, 2002). I used both Covert (2002) and Jackson (2002) to draw parallels between their findings on the supervisors impact on Army personnel’s ability to participate in voluntary off-duty education with my findings on Marines. I also deduced that Marines’ challenges to pursuing voluntary off-duty education are similar to the “field” units described by Covert (2002). Covert described field units as combat units with “uncertain” deployment schedules. Options for College: How the Choices Available to the Military Differ from Those of the General Public Primary Access: Service Members’ Opportunity College Institutions of higher learning were aware of the need to address the growing number of non-traditional students (Meadors, 1984; Benshoff, 1991). Awarding credit for life experience was one strategy many institutions use, and it is one of the basic tenets of the Service members’ Opportunity College (SOC) agreements with colleges serving the needs of service members (SOC, 2007). SOC 34 was created in 1972 to provide educational opportunities to service members, who, because of the rigors of military service, had trouble completing college degrees. The SOC program was designed to assist service members with educational pursuits by providing liberal transfer policies. All 1,800 SOC participating institutions within the consortium agreed to accept each other’s course credit, thus helping the non-traditional student service member as she or he continues educational pursuits. Additionally, all SOC participant schools agreed to provide liberal acceptance of experiential credit as outlined by the 1998 American Council of Education standards for extra-institutional learning. The Marine Corps has further established its own variant of SOC called SOC Marines (SOCMAR). These SOCMAR colleges and universities have more liberal residency requirements and have outlined specific degree programs for maximum transfer of credits from other SOCMAR schools. Additionally, this consortium of schools accepts more non-traditional course substitutes such as CLEP testing and life experiences. SOCMAR Online A new program developed to better serve the needs of the non-traditional Marine student is SOCMAR Online. This program is a distance learning effort between the Marines and participating colleges. This program offers enlisted (non- officer) Marines the opportunity to earn a college degree while on active duty, totally online. It also offers accredited and reputable online certificate and degree programs. Three of the colleges in this program are the University of Maryland 35 University College, Thomas Edison State College, and Coastline Community College. Marines desiring to participate in the program go through a rigorous application process called “College 101” (USMC, 2006). Once a Marine is accepted into the program, the Marine Corps funds 100% of the Marine’s tuition and course fees, and provides a notebook computer, and e-mail account. As long as the Marine continues in the program, the schooling is free. If the Marine fails to make satisfactory progress in the program as outlined by the participating institutions, she or he is dis-enrolled and then had to reimburse the Marine Corps for the costs incurred. On-base Education The education center provides financial assistance, counseling services, testing and online capabilities to Marines stationed at the Kaneohe base. These functions enable the Marine and/or family member to make appropriate choices in career and academic course work. Schools providing educational services at KMCB-HI are required to be SOC members. Conclusion While abundant researches exist on college choice among traditional students, less exist on non-traditional students, and even less on the military students. Most literature on non-traditional students address the likelihood of these students to attend college or not, but these literatures do not address the reason why 36 they choose a particular college. Many students who are limited by financial difficulties and the availability of class schedules to accommodate necessary job schedules have little or no choice of colleges and must depend on the local institutions available (McDonough, 1997). These available schools are often community colleges (Choy, 2002). What we can conclude is that both personal and situational factors can be expected to influence the Marine’s choice of college. Therefore, this study investigated the Marine Corps policies and procedures in order to determine which are beneficial to a Marine adult learner’s pursuit of post-secondary education. I also examined how the role of supervisors, work schedules, and the education center support a Marine’s efforts to pursue a voluntary off-duty education. With my research, I wanted to examine what was important to the Marine adult learner in choosing a college or university and the variables that contributed to that decision. I used the literature to establish a research strategy to capture three domains — the individual student, the college, and the Marine Corps. This study would be able to assist Marine education center personnel, the Marine chain of command, and the Marine Corps as a whole to better understand the challenges facing a Marine adult learner in choosing an institution of higher learning. Recommendations presented to the colleges and universities providing educational services to Marines at MCB-HI should be able to help them develop curricula, class schedules, and educational program challenges to better serve this segment of non- traditional college students. 37 CHAPTER 3 RESEARCH DESIGN AND METHODOLOGY Introduction This study was an analysis of Marine adult learners, their characteristics, and their reasons for selecting certain institutions of higher learning at MCB-HI. I focused on enrolled Marines because the focus of this study was college choice, not the decision to attend college. Understanding more about the issues that were important to Marines as they chose an educational program could help the Marine Corps and the participating colleges produce curricula and programs that better meet the Marines’ needs. The research design, rationale, and methodology that were used to determine the attributes and disposition of enlisted Marines toward available post- secondary educational opportunities at Marine Corps Base-Hawaii (MCB-HI) are described in this chapter. First addressed are the study’s sample and population. Second, the reasons are explained why I chose quantitative measures and used a survey, followed by the survey design and instrumentation. Lastly, the research data collection, reliability, analysis, and validity are discussed. Primarily, I was concerned with the participants’ choice of institutions of higher learning and the reasons behind their choices. The study addressed the following research questions: 38 1. What are the characteristics of Kaneohe-based Marine higher education participants? To what extent do these participants resemble those from earlier studies of military participants? 2 Which institutions of higher learning do the Marine adult learners choose from the group of colleges and universities offering educational services at Marine Corps Base-Hawaii (MCB-HI)? 3 What factors do Marine adult learners place as a priority in choosing a particular school or program over another from the institutions of higher learning offering educational services at MCB-HI? Research Design I chose to administer a survey to gain answers to my research questions for a variety of reasons. First, the nature of the research questions, which imply a comparison of student characteristics across multiple colleges, can be best addressed through data that lends itself to statistical analysis. Second, I wanted to compare the responses of the participants in this study to those from the studies by Covert and Jackson. Third, the current operations tempo of the Marines made the use of qualitative methodology interviews and focus groups logistically challenging. Of my available research options, a survey was less intrusive and required less time from my sample population. 39 This study used a methodology similar to Covert’s (2002) to determine if there were parallels between Army and Marine learners in their choice of a particular institution, while in pursuit of post-secondary educational opportunities at MCB-HI. Unlike Covert, I chose to examine only participants’ choices and did not compare the characteristics of participants with non-participants as those data were explored by another researcher in my study group. As near as possible, I quantitatively replicated the 2002 Covert questions to Army senior non- commissioned soldiers; however, instead of Army personnel, l applied the same questions in survey form to the Marines. I chose a cross-sectional survey, specifically, as the quantitative tool to examine Marine adult learner characteristics and student choice in institutions of higher learning. I chose the survey format because it would allow statistical tests of significance, and because the variables indicated by Hagedorn’s and Perrakis’ (2002) “Positive Commandments” and the Covert (2002) and Jackson (2002) interview questions were easily transformed to a quantitative format. A strictly quantitative research effort, however, would not sufficiently identify the reasons a student makes educational choices. I included questions soliciting open-ended responses at the end of each questionnaire for Marine students to elaborate on any answers they had selected. Lastly, I chose a quantitative survey approach because of my military bias. In qualitative methods, observer bias could affect outcome. Likewise, selection bias could also affect outcome. A quantitative survey, with a randomly selected 40 sample population, was designed to counteract these biases within the study (Creswell, 2003). Site for the Study I chose to study Marine enlisted learners on active duty versus continuing the study of Army learners. To that end, I chose a small military installation, MCB-HI, with both genders, with different ethnic groups, and with the ability to use multiple data collection means. The gender and ethnic percentages were representative of the population percentages of the Maine Corps and MCB-HI. The Joint Education Center at Marine Corp Base-Hawaii is centrally located and easily accessible to all Marines stationed there. It is a two-storey building that houses an administrative center with four government counselors and a director, who assist Marines in the choice and processing of college applications and the financing of college course work with tuition assistance and/or Montgomery G.I. Bill funds. The Kaneohe Joint Military Education Center also maintains three computer labs (two for academic coursework and testing, and one for training) for use by Marine students and provides a DANTES testing site providing academic and military testing. This center also provides office space for university counselors and classroom space for academic and military education courses. On average, this center has contact with 318 Marines daily (Joint Education Center, 2007). Contact is defined as providing “one-on-one counseling” via walk-ins, telephone inquiry, or e-mail. Operating hours are 0730 to 1700 Monday to Friday, for administrative, testing and counseling offices. The center schedules the use of 41 18 classrooms; six at Camp Smith and 12 at Kaneohe Marine Base. Classrooms are available for use 0730-1030 Monday thru Friday, Saturday 0730-1800 and Sunday 1300-1700. The computer lab hours vary in accordance with college terms and military training requirements. Traditional classroom instruction is offered on-site by four universities: Chaminade, Hawaii-Pacific, Embry Riddle, and Wayland Baptist. Coastline, Thomas Edison, University of Maryland-University College, and Central Texas College provide part-time representatives to assist with registration and online degree completions. Central Michigan and the University of Oklahoma also have part-time counselors on-base to assist Marines in completion of Masters degree programs offered on-island. All colleges and universities providing educational services on MCB-HI were SOC members who had agreed to provide flexible scheduling and ease of credit transfer to Marines. They also granted college credit for life experiences such as military training and education. Sample and Population The total number of Marines of all ranks stationed at MCB-HI at the time of the study was 7,242. Of this number, 6,608 were enlisted Marines (versus officers) assigned to MCB-HI. However, I discovered that only 6,171 Marines were eligible for post-secondary educational tuition assistance benefits at MCB-HI (MCB-HI, 2006). The reasons for the difference were that: (1) many Marines already had baccalaureate degrees or greater; (2) some were not high school graduates; and (3) some were under disciplinary or administrative action. Each of these issues 42 made those Marines ineligible for tuition assistance. The enlisted Marines who were eligible for tuition assistance ranged from the most junior enlisted Marine, E- 1 or Private, to E-9 or Sergeant Major, the most senior. The students that this study examined were those in the “some college and Associate/professional degree” category. This group was less than 2% of the total population of the Marine Corps. Based on that, one could deduce from Figure 4 that few opportunities existed for active duty enlisted Marines to pursue off-duty college courses. 0.6% 90.7% 0.4% 1.5% 1.2% 0.1% 0.1% 5.4% 0.0% 20.0% 40.0% 60.0% 80.0% 100.0% Les s tha n H igh S chool High S chool/E quivalent Some C olleg e As s ocia te D eg ree B accalaureate Degree Master Degree Doctora te Unknown Enlisted Marine Educational Profile (%) Data Source: TFDW - June 2006 E nlis ted Marine E ducation P rofile (% ) Figure 4: Enlisted Educational Profile Time in service may be a factor in a Marine’s decision to choose a particular school’s educational program. Hence, Marine learners with five years of 43 service or more were selected. The rationale for selecting this group of Marines was that each would had been deployed to at least one other Marine base before arriving at MCB-HI and had faced at least one promotion board in which points for education were awarded. These Marines were at a key point in their military service, a time when they must decide whether or not to continue their service in the Marine Corps. This group of Marines was also chosen because the MCB-HI Education Center was examining better ways to serve this Marine adult learner population. If I determined that Marine learners made certain decisions in their education preference of schools based on time in service, this might benefit colleges and universities sampling Marine adult learners at MCB-HI. Therefore, I defined “participating Marine” as someone in post-secondary education who had at least five years of service, had taken two college courses in that time period, and had an educational plan on file at the MCB-HI Education Center. The target sample was 100 participants who had at least five years of service. The ESO, who is a staff member on base, identified potential participants meeting the service requirement from those who visited the education center. The plan was for me to invite the visitors to complete the survey until I obtained the required 100 participants. The surveys were administered to Marines during in and out processing and to a group of volunteers at the Base Chapel. Dependent Variables 44 For this study, the one-dependent variable was Marine adult learners’ choice in colleges from among the eight colleges providing services on-base. Although the Marines have numerous options of online degree programs available to them, and tuition assistance and Montgomery G.I. Bill funds are not limited to those colleges having representatives on-base, for the purpose of this study, I have concentrated mainly on those programs that have campus representatives on-base. Independent Variables I created three clusters of independent variables: (1) those describing the Marine learner; (2) those describing their priorities for and perceptions of their academic programs; and (3) those describing their connection to and perceptions of the Marine Corps. Each of these clusters, or domains, is described in greater detail below. The Marine learner These variables are primarily demographic characteristics of the participants that the literature reviewed in Chapter 2 suggested might be related to choice of institution. Among these variables were age, gender, ethnicity, parents’ educational level, the participant’s current education level, and expectations for future career paths, either with the Marines or after they left the service, depending on how long they had been with the service (Choy, 2002; Chaffee, 1998). 45 For this last variable regarding aspiration and motivation, Jackson (2002) found six areas in which enlisted Army participants were distinguishable from non- participants: 1. Advancement — An orientation that increased education leads to career advancement. 2. Contingency Plan — An orientation to focus on life after the military. 3. Self-Development — An orientation to self improvement. 4. Stimulation/change — An orientation that stimulates the mind and fills voids. 5. External motivation — An orientation based on external factors such as family. 6. Degree goal — An orientation to complete a degree. I therefore created questions on the survey that explored the importance of these motivations to the participants. Priorities for and perceptions of the academic programs These variables were developed from the ten “Positive Commandments” of Hagedorn and Perrakis (2002): “affordability,” which I define as a dichotomous variable, which occurs when the cost of full-time enrollment met or fell below the annual military tuition assistance figure; “contact with professors,” is defined as the time a Marine has to interact with an instructor either in person, telephonically or via e-mail/chat rooms; “flexibility of classes” is defined by how well the course scheduling options could be incorporated into the Marine’s hectic work schedule, 46 as even online options sometimes have inflexible time restraints; “class locations” is defined by the ability of the marine to participate with ease. Thus, an online course might be convenient when stationed on-base, but when deployed, the marine might have to wait for a computer to access the coursework. Some colleges might conduct courses on-base in close proximity to a Marine’s work location, but only in Hawaii. Other colleges might actually provide classroom instruction afloat. As in Hagedorn and Perrakis (2000), professor knowledge might prove important to Marine learners. Professor knowledge is defined as the expertise the professor had in the field and what he/she brought to the curriculum outside the textbook. Also important in Hagedorn (2000) was access to technology, defined primarily as the ability to access computers and internet capabilities. Other areas considered in my research were student assistance, career days and work study. Student assistance is defined as the assistance provided by the chosen college as needed to the student enrollment process, transfer credits, and the help provided by degree program transfer centers. Unlike Hagedorn (2000) where transfer centers in most community colleges are concerned with the transfer of the community colleges credit to a four-year university, transfer centers are defined as centers that assisted in the accumulation of credits from alternate sources such as military training, testing or life experiences, and advised the Marine on the credits earned toward a specific degree. Career days are opportunities for a student either to interview with other professionals or to shadow a professional in a chosen 47 career. Work study programs are defined as the opportunity to make additional dollars through school sponsored employment. In some instances, this might include employment related to the degree being pursued. As stated earlier, career days and work study programs are not expected to be perceived as important by the Marines surveyed, because the Marines are fully employed and with the exception of possibly shadowing, they had little opportunity to explore other career options. Connection to and perceptions of the Marine Corps For this aspect, I used Jackson’s and Covert’s variables of time in service (expressed in months), time assigned specifically to this base (expressed in months), support from the commanding officers (expressed through a Likert scale), deployment schedule (expressed in frequency and length of time off-island), job assignment (a categorical variable) and work schedule (time actually present at 24- 7 work site). Covert (2002) identified the type of unit assignment and unsupportive supervisors as the two variables that most influenced Army soldiers’ ability to participate in college level education. Military personnel are recruited, trained, and assigned to specific military occupational specialties before their first duty station. Marines are no exception. I included them in this domain because I wondered whether or not these variables might also be related to the specific program one chose, 48 The Survey Design and Instrumentation Based on the work of Covert (2002) and Jackson (2002), my co-researcher (studying the decision to participate in education at all) and I created a survey instrument to record demographic and self-reported attitudinal and behavioral information about the Marine adult learners and their perceptions of schools providing educational services at MCB-HI. The survey consisted of 42 questions exploring the respondents’ backgrounds, attitudes toward schools they attended, and their attitudes toward the USMC support to education. I developed the questionnaire in three sections: (1) student demographic information; (2) school information; and (3) USMC questions. Within the demographic section of the survey, I asked questions about race/ethnicity, gender, marital status, military specialty, time in service, type of degree, degree pursued, educational aspirations, and time at MCB-HI. I also asked attitudinal questions that used a Likert scale to address the respondent’s attitude on education before entering the Marine Corps, attitude now, and whether education was needed for career advancement. In the school portion of the survey, I included ten questions that addressed Hagedorn’s and Perrakis (in press-a) “Positive Commandments” and the importance of each question to each Marine. I then added follow-up questions to each attitudinal question to better understand why the respondent chose a particular 49 school from the institutions providing educational services at MCB-HI. The survey also included modified Covert (2002) interview questions. The third section of the survey focused on the Marine Corps domain. Each Marine was asked to respond to questions regarding their supervisor’s support, work schedules, and base education center support, and how these affected their educational pursuits. The complete survey appears in Appendix D. Written consent was obtained from each Marine learner and the administrators of Marine Corps Base-Hawaii (See Appendix B). Data Collection Survey Administration The survey was administered in March 2007, coinciding with college course registrations at MCB-HI Education Center. All Marine adult learners wanting to register for Spring term (April to June 2007) were required to visit the education center in order to obtain tuition assistance monies. To take advantage of this timing, I collaborated with the Education Services Officer at MCB-HI who acted as liaison between me and the Marines. The researchers met individually with prospective participants to orient them to the purpose of the study, inform them about the researchers’ affiliation with the military and express appreciation for participating. This discussion was 50 guided by script. Written consent was obtained from each participant prior to the administration of the survey. Participants were handed the survey and were asked to complete it on site; the researchers stayed in the area to answer participant questions concerning the survey. The education center staff assisted the researchers in monitoring the survey administration. Once the survey was completed, participants placed the survey in a box at the back of the survey site, which was later secured at the Joint Education Office. Document Analysis I reviewed the empirical data from Marine Corps demographics and five years of school enrollment records managed by the Joint Education Center (MCB- HI Education Center) to verify that survey results matched historical demographic and school enrollment trends. I next examined school catalogues of the two most popular colleges using the “Positive Commandments” as a guide to determine if these schools were adhering to these factors. I compared the programs offered by these schools at MCB-HI to a 2005 Marine Corps study of education centers across the Marine Corps. I compared the most popular courses of study with the courses offered on MCB-HI by these two schools. I later used this data to triangulate the data from the survey with current school and program of study. My military background assisted me in the examination of the collected data because I was familiar with military jargon and acronyms. I was aware that 51 the military like any culture possessed its own language, terminology, and colloquiums. Based on my life experiences, I was an expert witness in military nuances and terminology. Data Analysis Each question on the survey reflected one of the three domains described above. The mapping of the survey items to independent variables and their related domains is described in Figure 5 below. Research Questions Independent Variables** Survey Questions Perceived Importance DOMAIN Age 3 Gender 5 Ethnic Background 6 Parent's Education 10, 11a, 11b, 12a, 12b Military Speciality 9 Unit of Assignment 9 Time at MCB-HI 1 Time in Service 8 Education Attitudes 2a, 2b, 3, 10 11, 13, 34 Martial Status 7 Career as Asperations 14, 15a, 15b, 16 School Attended 16, 29a, 29b, 29c, 30, 31 Cost 19, 20a, 31, 33a, 36, 37, 42a, 42b 19, 20b, 33b Transfer Credit 17a, 19, 24a, 31, 35a, 36, 37, 39a, 42a, 42b 17b, 19, 24b, 35b, 39b Faculty Interaction 17a, 19, 28, 31, 36, 38a, 42a, 42b 17b, 19, 38b Faulty Knowledge 17a, 19, 23a, 28, 31, 36, 37, 42a, 42b 17b, 19, 23b Class Location 19, 26a, 31, 36a, 37a, 42a, 42b 19, 26b, 36b, 37b Job Fairs 19, 28a, 31, 41a, 42a, 42b, 19, 28b, 41b Class Schedules 19, 21a, 31, 32a, 34a, 36, 37, 42a, 42b 19, 25b, 29b, 36b Counseling 17a, 19, 22a, 24a, 28, 31, 42a, 42b 17b, 19, 22b, 24b Modern Technology 18, 25a, 31, 36a, 37, 42a, 42b 19, 25b, 29b, 36b Peer Attendance 17a, 19, 22a, 28, 29a, 31, 42a, 42b 17b, 19 Degrees Offered 19, 31, 36, 37, 42a, 42b 17b, 19 Online Courses 17a, 19, 28, 31, 36, 37, 42a, 42b 17b, 19, 24b, 35b, 39b Friends Attend 17a, 19, 28, 31, 36, 37, 42a, 42b 17b, 19 Work Study 19, 27a, 28, 31, 36, 40a, 42a, 42b 19, 27b, 40b Chain of Command Support 43a, 44b 43b, 44b Peer Support and Influence 19, 31, 36 19, 31 USMC Policies 43a, 44a 43b, 44b Work Schedules 44a 44b Unspoken Policies 43a, 44a 43b, 44b Perceived Organizational Expectations 43a, 44a, 45a 43b, 44b, 45b Education Center 45a 45b What are the characteristics of Janeohe-based Marine higher education participants? Which institutions of higher learning do the Marine adult learners choose from the group of colleges and universities offering educational services at Marine Corps Base- Hawaii (MCB-HI)? What factors cause Marine adult learners to choose a particular school or program over another from from the institutions of higher learning offering educational services at MCB-HI? INDIVIDUAL SCHOOL USMC Figure 5: Coding Process, Tucker 2006 52 To answer the research questions, first I examined the frequency of responses and developed the mean for each question’s response. Using the frequencies, I determined which institutions had the greatest enrollment of Marines from the sample. I ranked the institutions on the basis of that enrollment and made several comparisons: (1) participant perceptions and characteristics across all colleges; and (2) the characteristics and perceptions of students enrolled in the most popular college(s) versus all others. I used simple correlations, Chi-Square and T- tests, to determine significance depending on the types of variables being compared. Researcher’s Background Like Covert (2002), I was a product of the Department of Defense’s continuing education program. In fact, all of my post-secondary education beyond baccalaureate was financed by the Montgomery G.I. Bill (U.S. Government, 2004). My life experiences and choices generated a keen interest in this study. I opted for a quantitative approach to my research for that reason. I chose to use similar questions as previous researchers Covert (2002) and Hagedorn (2002). I modified Covert (2002) to reflect quantitative versus qualitative responses. I made these modifications for three reasons: (1) to make the questions more objective; (2) to make comparison easier; and (3) to eliminate personal bias. 53 Data Reliability and Validity I was concerned that the data collected in the study was reliable and valid. Lincoln (2002) established five criterions to be followed in defining evidence in social life as admissible in social life research: (1) Researchers should be deeply involved and closely connected to the study setting; (2) Researchers should achieve enough distance from the study process; (3) Claims should be based on adequate selection of the total collection of data; (4) Data should come in part from publicly accessible observation records; and (5) Data and analysis should include the possibility of inference and interpretation by the researcher. I was aware of these criteria and included them in my research procedures. Conclusion This chapter reviewed the research questions for this study, the rationale for choosing quantitative versus qualitative research methodology, the variables being explored, the study’s design including sample selection and design of the survey, and my plan for data analysis. Chapter 4 presents the findings based on these procedures. 54 CHAPTER 4 DATA ANALYSIS AND PRESENTATION A total of 131 Marines completed the survey, of whom 73 were participating in educational programs. The original goal was to secure participation from 100 participants assigned to MCB-HI. Unfortunately, the Global War on Terrorism impacted my survey numbers. I contacted 75 potential respondents, but two refused based on time limitations. The dependent variable of this study was the students’ choice in schools. The independent variables of the study were linked to the three domains — Individual, School, and the United States Marine Corps. Within the domains, I examined the demographic variables of race/ethnicity, gender, marital status, and first generation college status to determine the characteristics of Marine adult learners, the schools they choose at MCB-HI, and why they choose a particular school over another. To summarize my findings, I used my three research questions to showcase individual and school findings. Second, I discussed the answers to my research questions to include anecdotal responses and I analyzed how the USMC might affect a Marine learner’s choice in colleges or universities. Finally, I triangulated the previous research to discover similarities with my findings in the domains of individual, school, and the USMC. 55 First Research Question 1. What are the characteristics of Kaneohe-based Marine higher education participants? To what extent do these participants resemble those from earlier studies of military participants? To answer the first research question, I explored survey participant demographics; whether my sample met the previous research criteria of non-traditional students; and why Marine students enroll in college. Survey Participant Demographics Within the Individual Domain, I grouped the following independent variables: age, gender, ethnicity, parental education, military specialty, unit of assignment, time assigned in Hawaii, time in service, educational attitudes, marital status, and career aspirations. By asking questions associated with each one of these independent variables, I was able to collect data that described the sample of Marines within the research study and answered the first research question. The average age of Marines within the research project was 28 years old. The youngest participant was 21 years old and the oldest was 46. The majority of participants in the study were men (90%). The sample population was 58.8 % White, 16.2 % African American, 11.8% Hispanic, 4.4 % Pacific Islander/Native American, 7.4 % Asian, and 1.5% Other. As such, the sample differed from the total base population because officers were not accounted for and Pacific 56 Islanders/Native Americans were separated from other population categories. The sample population also had a higher percentage of African American and Asian participants as well as a lower number of Hispanic and White participants than reflected in MCB-HI demographics. Table 2: Marine Corps Base-Hawaii Demographics Rank Active Duty Married (%) Male (%) Female (%) - Officer 634 71% 93% 7% - Enlisted 6608 41% 96% 4% - Total 7242 44% 95% 5% - Asian Black Hispanic White Other Pacific Islander/ Native American 3.0% 11.0% 14.0% 65.0% 7.0% - 7.4% 16.2% 11.8% 58.8% 1.5% 4.4% MCB-HI Sample Population Demographics Unit of assignment, military occupation, time assigned at KMCB-HI, and time in service, were independent variables also considered in the Individual Domain. Table 3 shows the ‘Mean’ for survey respondents’ time assigned to MCB-HI and the percentage of the sample population at five years, five to ten years, and over ten years with the sample population. The preponderance (45.1%) of time in service variable was at the five-year mark within the sample population. Time assigned at MCB-HI was an important fact to consider because Marines stationed at MCB-HI were stabilized at MCB-HI for a minimum of 12 months before they were eligible for deployment off Hawaii. The average assigned time to MCB-HI of 29.4 months was not what it seemed. Depending on the type unit, a 57 Marine could be deployed after 12 months and still be assigned to Hawaii with duty elsewhere. A shortcoming in my survey was that I did not ask when the respondent was last deployed. Deployments impacted Army soldiers in both studies of Jackson (2002) and Covert (2002). Table 3: Sample Population Time in Service and Months Assigned Time in Service Population (%) 5 Years 45.1% Mean 29. 4 Months 5 - 10 Years 31.0% Minimum 1 Month Over 10 Years 23.9% Maximum 74 Months Months at MCB-HI To better understand the sample population, I asked questions to determine current degree and degree pursued. Table 4: Sample Population Current/Pursued Degrees Current Population (%) Pursued Population (%) MA/MS or higher 1.4% MA/MS or higher 9.9% BS 4.2% BS 23.9% BA 2.8% BA 32.4% AA 23.6% AA 28.2% None 29.2% None 2.8% Table 4 shows that 28.2 % of the degrees pursued were Associates. Of the sample population, at the time of the survey, 29.2 % had no college degree. Of the Marines currently with no degree, all were pursuing either an Associates or Bachelors Degree. The 2.8 % of Marines pursuing no-degree were Marines who already had degrees and were pursuing job relevant course work (languages, computer skills) or certifications. Over 90% of all Marines surveyed thought 58 education was important. MCB-HI was populated with combat arms-type military specialties (infantry, artillery, armor/tank, aviation) as well as combat support specialties (legal, communications, logistics, maintenance, food service, Marine Corps Exchange/MCEX, command and control, and transportation). Of the 73 voluntary off-duty education participants, 13.9% or 11 Marines listed a combat arms MOS (infantry, armor, and aviation). These are the specialties described as “field” by Covert (2002). The remaining 86.1% or 62 Marines designated combat support specialties or what Covert (2002) called “garrison.” In laymen’s terms, this meant that 19 out of 100 Marines in the survey participating in voluntary off-duty education at MCB-HI were in combat arms jobs, while over 50% of the total Marine Corps population is designated as combat arms specialists. Is this Sample Representative of Non-traditional Students? I used elements of the currently accepted definition of a non-traditional college student from the National Center for Educational Statistics (NCES) (2005) study on non-traditional college students (Choy 2002) and to compare the characteristics of Marine adult learners stationed at Marine Corps with the previous research. Non-traditional student attributes included: 1. delayed enrollment in post-secondary education from the year high school finished; 2. attended college part time during part of the academic year; 3. worked full-time (35 hours or more per week); 59 4. was financially independent for purposes of determining eligibility for school financial aid; 5. had dependents other than spouse; 6. was a single parent; and 7. did not possess a high school diploma (completed high school with a GED or other form of equivalency). I also chose other attributes from the earlier research of Valdez (1993) and Moses (1990) to add to the commonly accepted definition of a non-traditional student as it applied to the Marine adult learner assigned in Hawaii. Valdez (1993) listed characteristics as: 1. was over 25 years of age; 2. was a minority; 3. was an immigrant; and 4. was a working student. Additionally, Moses (1990) added the following definition of non-traditional college students as: 5. was an older (over 28) student; 6. was a student of color; 7. was a part-time student; 8. was poor; 9. was gay; and 10. was a first generation college student. 60 In contemporary research, students classified as non-traditional must have at least one of the above attributes. The majority of respondents to my survey were male, white, and about 28 years old; however, within the sample, there were students of color, females, married respondents, attending part-time, first generation college students, and all of the sample population worked full-time. Why They Enroll Using Jackson’s categories of “Why Soldiers choose to participate in voluntary off-duty education,” I asked a similar question in my survey for Marines “to provide the reason or reasons why they were pursuing a college degree” and to better understand what a school needed to know about non-traditional Marine students whom they wanted to attract. Respondents answered in the following manner shown in Table 5. Within Jackson’s (2002) study, 35% of all Army respondents were pursuing a degree for career advancement. In my survey, only 13.9% chose career advancement as the sole reason to pursue a degree; however, another 48.6% of respondents had it as one of the multiple reasons for pursuing a degree, which included more than a promotion — assignment of choice, becoming a recruiter, or becoming an officer. Additionally, my survey delved deeper into career advancement to determine if getting promoted and becoming an officer were also factors that influenced Marines to pursue education. These factors provided a detailed reason beyond advancement as to why Marines pursue a college degree. It 61 was normally not a single reason, but a combination of reasons as seen in Table 5. I believe that schools that provide education services at MCB-HI should consider why a Marine chooses to go to school. This knowledge will assist them in developing an outreach program to attract these non-traditional students. Table 5: Why Marines Chose to Participate in Voluntary Off-duty Education Reasons Percentage (%) Single Career after the military (Contingency Plan) 18.1% Career advancment (Jackson's advancement) 13.9% Personal/Family satisfication (Jackson's self-development/external motivation) 6.9% Get promoted (Jackson' s advancement) 2.1% Become an officer (Jackson's advancement) 2.0% Multiple Career advancment, Personal/family satisfaction, Career after Military 25.0% Career advancment, Personal/family satisfaction, Get promoted, Become an Officer, Career after Military 6.9% Personal/Family satisfication, Career after Military 5.6% Career advancment, Personal/family satisfaction 4.2% Selected all except "I am not" and Other 2.8% Personal/Family satisfication, Become an officer, Career after Military 1.4% Career advancement, Become an officer, Career after the military 1.4% Jackson (2002) showed advancement (35%) as his number one reason soldiers pursued a degree. In my survey, no Marine adult learners chose “get promoted” as their sole reason to attend college. Like career advancement, 11% of all Marine respondents did include “getting promoted” as one of their multiple 62 reasons for pursuing a degree. Only 2.0% of Marine survey respondents chose “becoming an officer” as the prime reason they were pursuing education. That said, 15.1% of Marine respondents listed “becoming an officer” as one of the reasons why they were participating in higher education. According to Jackson (2002), 22% of soldiers in his sample stated that self- development caused them to pursue education and 16% of soldiers within the sample stated that external influences caused them to pursue education. In my survey, 6.9% of the respondents chose “personal” as the sole reason for pursuing a degree; however, 45.8% listed “personal” as one of the multiple reasons for their college pursuits. Within my survey, 18.1% of my respondents were seeking a degree purely for a career after the Marine Corps. These numbers compared with Jackson (2002) in that 12% of Jackson’s respondents sought degrees for contingency purposes to prepare them for a career beyond the military. However, an additional 26.4% of Marine adult learner participants listed “a career after the military” as one of their multiple responses as to why they were pursuing college courses. To conclude, Marine respondents provided multiple reasons for wanting a degree, the most frequently noted of which was “a career after the military.” Over 40% of the sample population said they were leaving the Marine Corps within five years. 63 Second and Third Research Questions 2. Which institutions of higher learning do the Marine adult learners choose from the group of colleges and universities offering educational services at Kaneohe Marine Corps Base-Hawaii (KMCB-HI)? 3. What factors do Marine adult learners place as a priority in choosing a particular school or program over another from the institutions of higher learning offering educational services at MCB-HI? I next examined the two remaining domains of my research — School and the USMC — to answer the two remaining research questions. I chose school attributes, Marine adult learner choices in the available schools at MCB-HI, and their choices in future schools as aspects to examine the second research question. Second Research Question and School Attributes Within the school domain, I developed questions to prompt respondents to describe the attributes of their current and desired college or university. Of the students currently attending college, 59.7% attended either Hawaii Pacific University (35.5%) or Chaminade University (24.2%). The next two most popular schools were Wayland Baptist University and Embry-Riddle Aeronautical University, with 2.7 % of the students attending each. Note that each of these colleges offered degree programs on-base. However, 32.1% of the respondents attended colleges out of the area, via the internet. 64 When asked in Question 30 to pick a local school they would like to attend in the future, respondents chose Hawaii Pacific University (HPU) 48.1%, Chaminade 14.8%, Central Texas State College 7.4%, and University of Maryland 5.6%. Almost 33.9% of the respondents selected other programs that included online coursework and degrees such as Coastline Community College (1.9%). I verified the top two schools with the Joint Education Center and the data on file confirmed that HPU and Chaminade University traditionally had the “greatest share” of Hawaii-based Marine adult learners (JEC, 2007). These responses answered the second research question: ‘Which institutions of higher learning do the Marine adult learners choose from the group of colleges and universities offering educational services at Kaneohe Marine Corps Base-Hawaii (KMCB-HI)?’ Third Research Question The next research question was to determine the reason for the choice of institution for higher learning discussed above. I used curricula popularity, credit for experiential learning, cost per credit, online courses, and the “Positive Commandments” as indicators of school acceptability to Marine learners. The 2005 report on USMC education centers surveyed each education center within the Marine Corps. In this assessment, programs of schools offering educational services were inventoried and percentages of students enrolled in a particular type of program were assessed for usage. 65 The most popular program at MCB-HI was Business Management with 21.1%, followed by Criminal Justice and Computer/Information Systems, both at 8.6% (Capellini, 2005). I then moved to the two most popular schools by survey response (HPU and Chaminade) and examined their program offerings at MCB-HI. Both showed Associate and Bachelor programs at MCB-HI as the most popular programs of study. Both Chaminade and HPU are SOCMAR members and give credit for experiential learning offered by military service. Costs were similar: HPU cost $360 per three-hour lower division course and $510 for upper division, while Chaminade was $369 per three-hour lower division course and $519 for upper division courses. The other colleges offering traditional classroom programs, Wayland Baptist University ($468) and Embry-Riddle Aeronautical University ($540), were significantly higher in cost, as they offered no financial break on lower division coursework. The Marine Corps Tuition Assistance program paid $250 per semester hour up to a total of $4,500 per student per year. Both HPU and Chaminade offered affordable classroom and online courses that were well below the Marine Corps tuition assistance limits. Cost was a major factor in both schools advertising and school web-sites, specifically designed to attract the military adult learner. HPU and Chaminade also offered tuition discounts to military family members. 66 School Choice and Importance of “Positive Commandments” To determine why students chose one college over another, I developed questions based on the previous research of Hagedorn and Perrakis (2002) and Covert (2002). I developed questions that reflected student attitudes toward the attributes most desired in their current or prospective college or university. I applied the ten tenets of Hagedorn and Perrakis (2006) “Positive Commandments” to my question template, which advocated that schools provide specific services to non-traditional college students. I used sets of questions within the survey’s school domain to understand respondents’ views about the services offered to the Marine adult learner at MCB- HI and the importance of each to the respondent. I also examined any differences in these preferences by race/ethnicity, gender, marital status, first generation student status, and time in service. My goal was to see if students’ preferences in school services affected their choice in colleges or universities. The first set of questions asked about affordability, flexibility in class schedules, professor contact, professor knowledge, student assistance, class locations, transfer centers, access to technology, career days, and work study programs for a respondent’s current institution. Figure 6 shows the ‘Mean’ student responses to these items, wherein number one represents the strongest agreement and number five as the most disagreement in responses. The importance of each question to the student was evaluated in Part B of the question. 67 2.42 2.42 1.81 2.12 2.28 1.69 2.17 1.78 1.94 2.03 1.00 2.00 3.00 4.00 5.00 Ca reer D a y Work S tudy C lass Locations Acces s to T echnolog y S chool T ra ns fer C enter P rofes s or knowledg e Assistance in S kills F lexibility of C la s s es Affordability C ontact with P rofess ors MEAN: Perceived School Attributes in Current School Data Source: SPSS, 2006 P erceived S chool Attributes Figure 6: Perceived School Attributes In order to understand the importance of each of the student responses to the service questions, I developed a follow-up question that asked the respondent as to the importance of the service to the respondent. I used the ‘Mean’ of each response to calculate the importance of the service questions, wherein number one represents the least important and number seven represents the most important response. Figure 7 shows the importance to the student of his or her current school service attributes. One could easily discern that the questions based on the “Positive Commandments” were important to most students in the survey sample. 68 4.89 4.48 5.60 5.39 5.05 5.91 5.00 5.51 5.17 4.94 12 3456 7 Ca reer D a y Work S tudy Class Locations Acces s to T echnolog y S chool T ra ns fer C enter P rofes s or knowledg e As sis tance in S kills F lexibility of C la s s es Affordability C ontact with P rofess ors MEAN: Importance of Positive Commandments in Current School Data Source: SPSS, 2006 P os itive C omma ndments Figure 7: Importance of “Positive Commandments” The following detailed analysis addressed the results of each of the ten factors (independent variables) that comprise “Positive Commandments” of what schools could do to better serve the non-traditional college learner (Hagedorn & Perrakis 2002). Questions 17a and 17b addressed the need for faculty-student interaction outside of class. In the response for Question 17a, students agreed that this should be considered in their current school. The ‘Mean’ for this question was 2.03. The ‘Mean’ for Question 17b was 4.94. The percentage of importance for current school selection supported the premise that student-faculty contact is important to the sample population. Of 66 participating respondents, 68.2% said this independent variable was ‘slightly 69 important’ to ‘very important’ in their current school (See Table 6). The comparison showed that faculty interaction was considered an attribute that should be included in the services a college or university provided to its non-traditional students. Table 6: Importance of Professor Contact Valid Frequency Percent Valid Percent Cumulative Percent 1 11 15.1 16.7 16.7 2 4 5.5 6.1 22.7 4 6 8.2 9.1 31.8 510 13.7 15.2 47 6 12 16.4 18.2 65.2 7 23 31.5 34.8 100 Total 66 90.4 100 - Missing 7 9.6 - - System Total 73 100 - - Note: Importance scale 1=Very Unimportant, 2= Unimportant, 3=Slightly unimportant, 4= Not sure, 5= Slightly important, 6= Important, 7= Very important. The need to offer affordable education was addressed by Questions 20a and 20b. In the response to Question 20a, students agreed that this should be considered in their current school. The ‘Mean’ for this question was 1.35. Likewise, the sample population considered this factor important in selecting a school. The ‘Mean’ for Question 20b was 5.17. In describing their current school's ability to offer affordable education with multiple forms of financial aid, 64 respondents (71.9%) reported that affordability of the school was ‘slightly important’ to ‘very important’, while 20.3% said it was ‘unimportant’ to ‘very unimportant’. Since all participants used Marine Tuition 70 Assistance and most would have the G.I. Bill upon departing the Marine Corps, these percentages reflect that affordability was still an important attribute for participants. Table 7 shows the percentages. Table 7: Importance of Affordability Valid Frequency Percent Valid Percent Cumulative Percent 16 8.2 9.4 9.4 2 5 6.8 7.8 17.2 3 2 2.7 3.1 20.3 4 5 6.8 7.8 28.1 5 9 12.3 14.1 42.2 6 15 20.5 23.4 65.6 7 22 30.1 34.4 100 Total 64 87.7 100 - Missing 9 12.3 - - System Total 73 100 - - Note: Importance scale 1=Very Unimportant, 2= Unimportant, 3=Slightly unimportant, 4= Not sure, 5= Slightly important, 6= Important, 7= Very important. Flexibility in course times and offerings based on student demand and convenience was the context of Questions 21a and 21b. In the response for Question 21a, students agreed that flexible course schedules should be considered in their current school. The ‘Mean’ for this question was 1.78. Likewise, the sample population considered this factor important in selecting a school. The ‘Mean’ for Question 21b was 5.51. Of 67 participants, 77.7% said flexibility in class schedules was ‘slightly important’ to ‘very important’. Table 8 shows the breakdown of importance. 71 Table 8: Importance of Flexibility Valid Frequency Percent Valid Percent Cumulative Percent 1 10 13.7 14.9 14.9 3 1 1.4 1.5 16.4 4 4 5.5 6 22.4 5 3 4.1 4.5 26.9 6 18 24.7 26.9 53.7 7 31 42.5 46.3 100 Total 67 91.8 100 - Missing 6 8.2 - - System Total 73 100 - - Note: Importance scale 1=Very Unimportant, 2= Unimportant, 3=Slightly unimportant, 4= Not sure, 5= Slightly important, 6= Important, 7= Very important. The importance of maintaining transfer centers where students can receive information to allow them to identify four-year schools that offer the student’s course of study was considered in Questions 24a and 24b. In the response for Question 24a, students agreed that transfer centers should be considered by their current school. The ‘Mean’ for this question was 2.28. Likewise, the sample population considered this factor important in selecting a school. The ‘Mean’ for Question 24b was 5.05. Of 64 participant responders, 61% rated the need for transfer centers ‘slightly important’ to ‘very important’ in their current school. Table 9 demonstrates the percentage breakdown of the importance of this factor to Marine adult learners. 72 Table 9: Maintain Transfer Centers Valid Frequency Percent Valid Percent Cumulative Percent 1 6 8.2 9.4 9.4 2 2 2.7 3.1 12.5 3 2 2.7 3.1 15.6 4 15 20.5 23.4 39.1 57 9.6 10.9 50 6 12 16.4 18.8 68.8 7 20 27.4 31.3 100 Total 64 87.7 100 - Missing 9 12.3 - - System Total 73 100 -- Note: Importance scale 1=Very Unimportant, 2= Unimportant, 3=Slightly unimportant, 4= Not sure, 5= Slightly important, 6= Important, 7= Very important. Questions 23a and 23b addressed the hiring and retaining of expert faculty. In the responses for Question 23a, students agreed that expert faculty should be considered in their current school. The ‘Mean’ for this question was 1.69. Likewise, the sample population considered expert faculty as an important factor in selecting a school. The ‘Mean’ for Question 23b was 5.91. Of the 64 participants responding to this Question 23b, 86% said this factor was ‘slightly important’ to ‘very important’. Table 10 shows the percentages of importance. Note that 12.5% thought this factor very unimportant. The need to promote student skills and academic preparation through on- campus assistance with writing, computer skills, and learning skills was addressed in Questions 22a and 22b. In the response for Question 22a, students agreed that promoting student skills was considered in their current school. The ‘Mean’ for this question was 2.17. Likewise, the sample population considered this 73 “commandment” important in selecting a school. The ‘Mean’ for Question 22b was 5.00. Table 10: Hire and Retain Expert Faculty Valid Frequency Percent Valid Percent Cumulative Percent 1 8 11 12.5 12.5 4 1 1.4 1.6 14.1 5 5 6.8 7.8 21.9 6 9 12.3 14.1 35.9 7 41 56.2 64.1 100 Total 64 87.7 100 - Missing 9 12.3 - - System Total 73 100 - - Note: Importance scale 1=Very Unimportant, 2= Unimportant, 3=Slightly unimportant, 4= Not sure, 5= Slightly important, 6= Important, 7= Very important. Within the current participant population, of 63 responders, 60.3% said that assistance with student skills was ‘slightly important’ to ‘very important’, while 23.8% were not sure of a response. Table 11 provides a breakdown of importance of promoting student skills among Marine adult learners surveyed. Providing sufficient technology and computer access for all students was the topic of Questions 25a and 25b. The sample respondents agreed that student access to technology (Question 25a) should be considered in their current school. The ‘Mean’ for this question was 2.12. Likewise, the sample population considered this access to technology an important factor when selecting a school. The ‘Mean’ for Question 25b was 5.39. In describing their current school, 70.3% of the 64 participant responders said providing student access to technology was 74 ‘slightly important’ to ‘very important’, while 18.8% were not sure. Table 12 outlines the importance percentages. Table 11: Promote Student Skills Valid Frequency Percent Valid Percent Cumulative Percent 16 8.2 9.5 9.5 2 2 2.7 3.2 12.7 3 2 2.7 3.2 15.9 4 15 20.5 23.8 39.7 5 5 6.8 7.9 47.6 6 17 23.3 27 74.6 7 16 21.9 25.4 100 Total 63 86.3 100 - Missing 10 13.7 - - System Total 73 100 -- Note: Importance scale 1=Very Unimportant, 2= Unimportant, 3=Slightly unimportant, 4= Not sure, 5= Slightly important, 6= Important, 7= Very important. Providing campuses in key and convenient locations for students was the factor addressed in Questions 26a and 26b. In the response to Question 26a, students agreed that local access to courses should be considered in their current school. The ‘Mean’ for this question was 1.81. Likewise, the sample population considered this factor important in selecting a school. The ‘Mean’ for Question 26b was 5.60. Of the 65 participants answering the question on providing classes in key locations regarding their current school, 76.9% responders said this factor was ‘slightly important’ to ‘very important’. Table 13 describes the Marine adult learners’ perceived importance of this factor. 75 Table 12: Provide Technology Valid Frequency Percent Valid Percent Cumulative Percent 15 6.8 7.8 7.8 2 2 2.7 3.1 10.9 4 12 16.4 18.8 29.7 5 5 6.8 7.8 37.5 6 17 23.3 26.6 64.1 7 23 31.5 35.9 100 Total 64 87.7 100 - Missing 9 12.3 - - System Total 73 100 - - Note: Importance scale 1=Very Unimportant, 2= Unimportant, 3=Slightly unimportant, 4= Not sure, 5= Slightly important, 6= Important, 7= Very important. Table 13: Provide Key Locations Valid Frequency Percent Valid Percent Cumulative Percent 1 8 11 12.3 12.3 4 7 9.6 10.8 23.1 5 3 4.1 4.6 27.7 6 16 21.9 24.6 52.3 7 31 42.5 47.7 100 Total 65 89 100 - Missing 8 11 - - System Total 73 100 - - Note: Importance scale 1=Very Unimportant, 2= Unimportant, 3=Slightly unimportant, 4= Not sure, 5= Slightly important, 6= Important, 7= Very important. The need to hold career days and fairs and to provide counseling was the topic of Questions 28a and 28b. In the response for Question 28a, students agreed that career days and counseling should be considered in their current school. The ‘Mean’ for this question was 2.42. Likewise, the sample population considered this need important in selecting a school. The ‘Mean’ for Question 28b was 4.52. 76 Of the 64 participant respondents answering this question and currently attending school, 45.3% responded that career days were ‘slightly important’ to ‘very important’, while 32.8% were not sure, and 21.8% checked ‘slightly’ to ‘very unimportant’. Table 14 explains the frequency and percentages. Table 14: Hold Career Days Valid Frequency Percent Valid Percent Cumulative Percent 1 7 9.6 10.9 10.9 2 5 6.8 7.8 18.8 3 2 2.7 3.1 21.9 4 21 28.8 32.8 54.7 5 5 6.8 7.8 62.5 6 11 15.1 17.2 79.7 7 13 17.8 20.3 100 Total 64 87.7 100 - Missing 9 12.3 - - System Total 73 100 -- Note: Importance scale 1=Very Unimportant, 2= Unimportant, 3=Slightly unimportant, 4= Not sure, 5= Slightly important, 6= Important, 7= Very important. I discounted work study as an option because all Marines were employed and were receiving Marine Corps Tuition Assistance monies. Future College Choice To better understand why Marine students chose one school over another, I used a simple T-test to examine the two most popular schools, then I used the same methodology to examine each one of the most popular schools against all other institutions of higher learning operating at MCB-HI. According to the survey 77 results, the Marine adult learner chose either Hawaii Pacific University (HPU) or Chaminade University 59% of the time. Eighty-five percent were satisfied with her or his program of study. To better define why Marine adult learners chose one school over another, I compared the top two schools, Hawaii Pacific University and Chaminade University, to each other and each to the aggregate other schools currently attended by the sample population. I used the “Positive Commandments” (Hagedorn & Perrakis, 2002) as baseline factors that schools should include in the offerings and services for non- traditional students. The sample population ‘Mean’ for all respondents rated each one of the “commandments” worthy of inclusion in what schools provided to non- traditional students. I opted to use independent sample T-tests to compare HPU to Chaminade, then HPU to Other schools and Chaminade to Other schools. The HPU and Chaminade comparisons are shown in Table 15. No single variable in the HPU and Chaminade comparison proved to be statistically significant (p<.05). The HPU population scored higher on the importance of each of the "Positive Commandment" factors than Chaminade. The importance of affordability, flexibility of course offerings, professor knowledge, and school transfer center demonstrated a possible marginal difference between the school responses. Both schools offered reduced tuition for lower level courses, both offered courses on Marine Corps Base-Hawaii, and both offered transfer credit assistance. 78 Table 15: Group Statistics — HPU vs. Chaminade University Positive Commandments Schools N Mean Std. Deviation Std. Error Mean t df Sig. (2-tailed) HPU 24 4.83 2.278 0.465 0.315 37 0.754 Chaminade 15 4.60 2.197 0.567 Importance of affordability HPU 23 5.39 1.948 0.406 1.287 36 0.206 Chaminade 15 4.53 2.100 0.542 Importance of flexibility HPU 26 4.81 2.530 0.496 -1.436 39 0.159 Chaminade 15 5.87 1.727 0.446 Importance of assistance with student skills HPU 23 5.13 1.914 0.399 0.999 36 0.325 Chaminade 15 4.47 2.134 0.551 Importance of Professor knowledge HPU 23 6.22 1.731 0.361 1.640 36 0.110 Chaminade 15 5.07 2.604 0.672 Importance of school information center HPU 23 5.17 2.037 0.425 0.955 36 0.346 Chaminade 15 4.53 1.995 0.515 Importance of student access to technology HPU 24 5.08 1.932 0.394 -0.413 37 0.682 Chaminade 15 5.33 1.676 0.433 Importance of class locations HPU 24 5.71 2.032 0.415 0.340 37 0.736 Chaminade 15 5.47 2.356 0.608 Importance of work study-programs HPU 24 4.42 1.840 0.376 0.246 37 0.807 Chaminade 15 4.27 1.870 0.483 Importance of career days HPU 25 4.56 1.873 0.375 0.440 37 0.662 Chaminade 14 4.29 1.858 0.496 Importance of contact with Professor outside of class Note: Importance scale 1=Very Unimportant, 2= Unimportant, 3=Slightly unimportant, 4= Not sure, 5= Slightly important, 6= Important, 7= Very important. Statistical significance p < .05 The comparison of HPU to all other schools was conducted using independent sample T-tests. All other schools attended were captured in a single data set. Table 16 shows the comparison of HPU and other universities. Other schools scored higher than HPU in all areas of the “Positive Commandments” except the importance of class locations and career days. Flexibility in classes (p=.136) and access to technology (p=.089) demonstrate a difference between other schools and HPU. Although students at Chaminade ranked all the items higher than students elsewhere, the differences were not significant. 79 Table 16: Group Statistics — HPU vs. Other Universities Positive Commandments Schools N Mean Std. Deviation Std. Error Mean t df Sig. (2-tailed) HPU 24 4.83 2.278 0.465 -0.615 48 0.541 All Others 26 5.23 2.286 0.448 Importance of affordability HPU 23 5.39 1.948 0.406 -0.015 46 0.988 All Others 25 5.40 2.041 0.408 Importance of flexibility HPU 26 4.81 2.530 0.496 -1.903 49 0.063 All Others 25 5.96 1.695 0.339 Importance of assistance with student skills HPU 23 5.13 1.914 0.399 -0.227 45 0.822 All Others 24 5.25 1.700 0.347 Importance of Professor knowledge HPU 23 6.22 1.731 0.361 0.035 46 0.972 All Others 25 6.20 1.708 0.342 Importance of school information center HPU 23 5.17 2.037 0.425 -0.193 46 0.848 All Others 25 5.28 1.768 0.354 Importance of student access to technology HPU 24 5.08 1.932 0.394 -1.308 46 0.197 All Others 24 5.79 1.817 0.371 Importance of class locations HPU 24 5.71 2.032 0.415 0.125 47 0.901 All Others 25 5.64 1.777 0.355 Importance of work study-programs HPU 24 4.42 1.840 0.376 -0.472 47 0.639 All Others 25 4.68 2.056 0.411 Importance of career days HPU 25 4.56 1.873 0.375 -0.114 47 0.910 All Others 24 4.63 2.123 0.433 Importance of contact with Professor outside of class Note: Importance scale 1=Very Unimportant, 2= Unimportant, 3=Slightly unimportant, 4= Not sure, 5= Slightly important, 6= Important, 7= Very important. Statistical significance p < .05 Table 17: Group Statistics — Chaminade vs. Other Universities Positive Commandments Schools N Mean Std. Deviation Std. Error Mean t df Sig. (2-tailed) Chaminade 15 4.60 2.197 0.567 -0.863 39 0.393 All Others 26 5.23 2.286 0.448 Importance of affordability Chaminade 15 4.53 2.100 0.542 -1.286 38 0.206 All Others 25 5.40 2.041 0.408 Importance of flexibility Chaminade 15 5.87 1.727 0.446 -0.167 38 0.868 All Others 25 5.96 1.695 0.339 Importance of assistance with student skills Chaminade 15 4.47 2.134 0.551 -1.269 37 0.213 All Others 24 5.25 1.700 0.347 Importance of Professor knowledge Chaminade 15 5.07 2.604 0.672 -1.666 38 0.104 All Others 25 6.20 1.708 0.342 Importance of school information center Chaminade 15 4.53 1.995 0.515 -1.232 38 0.225 All Others 25 5.28 1.768 0.354 Importance of student access to technology Chaminade 15 5.33 1.676 0.433 -0.789 37 0.435 All Others 24 5.79 1.817 0.371 Importance of class locations Chaminade 15 5.47 2.356 0.608 -0.264 38 0.793 All Others 25 5.64 1.777 0.355 Importance of work study-programs Chaminade 15 4.27 1.870 0.483 -0.636 38 0.528 All Others 25 4.68 2.056 0.411 Importance of career days Chaminade 14 4.29 1.858 0.496 -0.497 36 0.622 All Others 24 4.63 2.123 0.433 Note: Importance scale 1=Very Unimportant, 2= Unimportant, 3=Slightly unimportant, 4= Not sure, 5= Slightly important, 6= Important, 7= Very important. Statistical significance p < .05 Importance of contact with Professor outside of class 80 Anecdotal Responses To better understand why Marine adult learners chose one school over another, I asked participants if they were satisfied with their current college or university program; 85% responded positively. However, when asked whether they would desire a different course of study, 43.1% said they would. A summary of the anecdotal responses to: “Yes, I am satisfied with my current school and program of study,” follow: Yes, I am satisfied with the quality of professors, the wide- range of courses offered, the degrees offered, course flexibility (night and weekend classes), online courses, and low cost, academically challenging, ease of transfer, accreditation, good curriculum, and good treatment by faculty/counselors, and good education. The summary of anecdotal responses to the second question inquiring whether students would consider a different course of study was: Yes, I would consider a different course of study if the location were near home, if schedules were more flexible, if transfer credit were easily accepted, if I were a traditional student, if the school was more prestigious, if the school offered the degree desired, if online, if it offered the right major, if the institution did not require 30 hours at their school to graduate, and if the school offered better services. Non-traditional students tend to view the “Positive Commandments” as necessary school attributes. Schools do not always differentiate between traditional and non-traditional students (Choy, 2002). These commandments need to be considered by colleges offering services to non-traditional students. Students may view the "commandments" as unimportant if the school they are currently attending 81 provides the service. In colleges where certain services are not being provided, students might express the desire to fulfill a "commandment" when they do not currently have a specific item, such as reduced tuition in lower courses and financial assistance to family members. In the school domain questions, all of the sample student responses showed importance except “the need for work study programs” which was only ‘slightly important’. This could be explained because all participants were using the Marine Corps Tuition Assistance Program and all were employed. The importance would probably be different for a community college student in Los Angeles whose financial aid was uncertain and career plans fluid. However, an interesting fact obtained from the demographic data was that 46% of the surveyed population saw themselves leaving the Marine Corps within five years. Also interesting was the importance of affordability of the school, contact with professors outside class, professor knowledge, student assistance, availability of technology, and class location between the schools. Covert (2002) and Jackson (2002) discovered that the policies, procedures, work schedule, type unit, chain of command (supervisors), and the education center contributed to a military member’s opportunity to participate and make choices in pursuing voluntary off-duty education. Within the USMC domain, I examined these factors to isolate those variables that impacted a Marine learner’s opportunity to choose a college or university and to pursue a college degree. 82 USMC Support Within the third USMC Domain, Questions 43a, 44a, and 45a were designed to examine the surveyed population’s opinions of the USMC support for off-duty education. Chain of command, work schedule, and the Joint Education Center support were examined by these questions. These questions, like the questions in the previous two domains, were used to examine the impact of these factors on student choice in institutions of higher learning. I used the demographic variables used previously in the individual and school domain such as race/ethnicity, gender, marital status, time in service, and first generation college student status, to discover statistical significance. I added an additional demographic variable — military specialty. Both Jackson (2002) and Covert (2002) saw military specialty as an independent variable that impacted a military person’s ability to participate in voluntary off-duty education, but did not examine if having a particular military specialty affected the student’s choice of a particular institution of higher learning. Question 43a addressed the chain of command, which refers to the supervisors of each survey respondent. The question was designed to determine the perceived amount of support given to the students as they pursued off-duty education. Question 44a examined the impact of work schedules had on the sample population and their pursuit of higher education. Question 45a looked at the support the student’s received from the Joint Education Center at MCB-HI. Figure 83 8 shows the students’ perceptions about USMC support of voluntary off-duty education. 1.61 2.58 2.23 1.00 2.00 3.00 4.00 5.00 Educ a tion C enter s upport F lexible work schedule support C hain of C ommand S upport Student Perception of USMC Support to Education Data Source: Tucker 2006 Mea n of S tudent P erceptions N=66. "1"= strongly agree; "3"= neither agree nor disa gree; "5"= Strongly Disagree. Figure 8: Student Perception of USMC Support to Education The ‘Mean’ of chain of command support was 2.23, which was a positive response; it was the most positive answer. This response indicated that the chain of command supported the students’ educational pursuits. This also supported Marine Corps literature found on the official Marine Corps website where recruits were enticed to join the Marine Corps and complete their college degrees. With the 84 sample population that participated in educational programs, command support was expected to be high. This fact was further verified by the Covert (2002) findings that command support was important and could preclude class attendance. However, this command support suggests that certain colleges were chosen because of their proximity to a Marine’s workplace. The chain of command could release Marines for school if the classroom was close and the Marines could be quickly recalled. The ‘Mean’ for the work schedule question was 2.58. This was an almost neutral response. I applied the demographic variables to see if statistical significance existed between these questions and the demographics. The USMC is experiencing an extremely high turnover rate, with nearly 44% leaving every four years (NMCIS, 2005). By the survey responses to Question 16 that asked where the Marines envisioned themselves in five years, 46% of the respondents said “leave the USMC.” Exit surveys of Marines leaving the USMC indicated that pay, amount of personal/family time, quality of leadership, job enjoyment, and deployments, were the top reasons to leave the USMC (Purdue, 2003). Marines at MCB-HI expected only 12 months at Kaneohe before they were eligible for deployment to Afghanistan, Iraq, or other volatile areas around the globe (NMCIS, 2007). I used the demographic variable of Military Occupational Specialty (MOS) to understand the possible impact MOS had on participation in voluntary off-duty education and school selection. Unit of assignment seemed to exacerbate the 85 situation because combat arms (infantry, artillery, and combat engineers) specialized Marines had more difficulty participating in educational programs. Within the survey population, this was demonstrated by the percentage of combat arms personnel who chose to participate in off-duty education versus the number of support-type MOS that chose to participate. I hope to understand what schools that provide educational services at MCB-HI were doing in course and curriculum development to attract the various MOS Marine adult learners. I also want to determine what “commandments” were most important to the field or combat MOS. It appears that Marines in combat arms are most interested in colleges that provide flexible course schedules, online course options, and maximum credits for military training, as well as other college coursework and examinations. Thus, counseling services provided by the college or education center were considered necessary. Since the base support specialties provided the Marines a more predictable work schedule that allowed the individual to easily further pursue post- secondary educational opportunities at MCB-HI, these “commandments” were not rated as important. I wanted to explore the possibility of a correlation between a Marine’s military specialty and unit assignment to his or her choice of colleges and universities. Hence, I added the survey questions regarding unit of assignment and military specialty. The top schools that provide educational services at MCB-HI (HPU and Chaminade) recognized the requirement to develop course schedules that 86 supported both a predictable work schedule and those work schedules that were more chaotic than the ones found in deploying units. Of the participants within the sample population of 73, only 13 had a combat arms military job specialty and the rest were assigned to a support MOS. This ratio of combat arms specialties participating in off-duty education programs at MCB-HI was similar to the findings of Covert (2002) and Jackson (2002). A review of the sample MOS participants against their choice of school revealed no significant pattern of a particular MOS attending a specific college. However, most of the combat arms were enrolled or expressed a desire for online course options. Even with the chain of command support and encouragement, a Marine’s military specialty and work schedule might have contributed to determine the college chosen. If a Marine’s schedule is unpredictable, the student may choose a school that offers flexible courses on-base or online courses in his or her major. Unfortunately, I did not include any survey questions that addressed the major area of study, the sample participants’ desires and/or were pursuing, and whether that was a determining factor in their choice of college. Chaminade primarily provides a liberal arts curriculum and Hawaii Pacific University conducts predominately business and computer science courses on–base. I believe that Marine adult learners are interested in whether the schools they attended have transfer centers or not. I also believe that most of them are more interested in the liberal acceptance of credit transfer offered by the school they selected. Oftentimes, students select the school with the most liberal transfer 87 policy versus a particular course of study. In retrospect, I should have not only asked what MOS a Marine participant is involved but also the student’s major. Another issue that may have complicated a Marine’s choice in schools was time assigned to MCB-HI. The average ‘Mean’ of time assigned to MCB-HI was 27 months for Marines who were surveyed. Time in Marine Corps of those surveyed indicated that 45.2% had served at least five years, 35.5% had between five and ten years, and 16% had more than ten year’s service. Marines assigned to MCB-HI were normally deployed to Afghanistan, Iraq, and other “hot spots” around the world. Even while their unit was deployed, the Marines were still technically assigned to MCB-HI. This meant that the Marines stationed at MCB- HI realistically expected only twelve months in Hawaii before they were deployed, and no more than twelve months upon return from a deployment before they would be deployed again. Schools were asked by the Joint Education Services Office to develop ways where a Marine student could finish 30 semester hours in a year (JEC, 2007). Again, the two most popular schools, HPU and Chaminade, created the opportunity to attend either one intensive five-week course, or two sequential courses within a 10-week semester and online coursework that was available in either 10- or 15-week semester formats. To address the residency requirements of most colleges or universities, the average participating Marine enrolls in two college courses (6- to 7-semester hours) per accelerated 10-week semester. A Marine attending two courses for each term and two or three interim sessions could complete from 30- to 36-semester hours in 88 one calendar year. With the addition of online coursework and lengthy grace periods for completion, HPU and Chaminade have created a very viable choice for most Marines needing to complete a residency requirement of 15-semester hours for an Associates Degree and 30-semester hours for a Bachelors Degree (JEC, 2007). Both schools also provided unofficial degree plan checklists at enrollment to help Marines determine what courses are needed to graduate and to keep the student from unnecessarily duplicating college credits. After completing 6- semester hours, the plan becomes a contract between the school and the student. This provided a plan that students could follow even in chaotic schedule situations to continue pursuit of a college degree. Anecdotal information provided by the Marines surveyed indicated that many had experienced at least two deployments to Iraq or Afghanistan while assigned at the Kaneohe Marine Base. This operations tempo took its toll on the Marine workforce and challenged colleges and universities providing educational services to Marines at MCB-HI. Both Chaminade and HPU have adjusted their curriculum strategy to better serve the Marine adult learner by developing courses that follow not only the accelerated 10-week semester cycle, but accelerated courses that have been further reduced to five weeks. Oftentimes, two courses are piggy-backed together such as scheduling History 101 and History 102 sequentially. A student could sign up for the 10-week course and, if deployed, the student could opt to get credit for the first 5-week session and withdraw from the second 5-week course. This policy worked 89 very well for students with MOSs with high operations tempo such as combat arms. Furthermore, in addition to the 5- and 10-week courses, both HPU and Chaminade offered 3-week interim courses during holidays and term breaks. The support for the Joint Education Center was positive. The ‘Mean’ for that question was 1.61 better than the perceived chain of command support and flexible work schedules. It appeared that the educational support apparatus existed in the USMC. However, the increased deployments and erratic work schedules inhibited a Marine’s ability to truly realize their educational dreams while in the USMC. To better serve the Marine units on MCB-HI, the Education Services Officer (ESO) schedules frequent meetings and orientations for the Marines and leadership of MCB-HI. I was fortunate to observe a meeting with the ESO and the top Marine enlisted person in the Pacific, the Sergeant Major of Marines Forces Pacific. During this meeting, the ESO discussed the health of the Marine off-duty program at MCB-HI and the colleges and universities providing services to Marine adult learner. HPU and Chaminade programs were particularly mentioned during the meeting. To better understand each domain, I triangulated the data available for the three domains — individual Marine, school, and Marine Corps. Triangulation of Domains I triangulated the survey data gathered from my research with the demographics of Covert (2002), Choy (2002), and MCB-HI (2005), to determine if 90 the respondents were representative of other military adult learners, non-traditional students, and of the Marines Corps. I previously concluded that the 73 Marine participants were a fair sample and indicative of Marines stationed at Marine Corps Base-Hawaii and the Marine Corps as a whole. Covert’s (2002) sample population had at least 15 years military service. My sample population had at least five. Additionally, the 73 participants in my study were indicative of non-traditional students in contemporary literature. Over 80% of the respondents believed that college education is important. Table 18: Triangulation of Individual Domain Attributes Choy 2002 Covert 2002 Moses 1990 Valdez 1993 MCB-HI Adult Learners Delays enrollment in post secondary education from the year high school finished. XX X Attends college part time during part of the academic year. XX X X Works full-time (35 hours or more per week). XX X X Is financial independent for purposes of determining eligibility for school financial aid. XX X X Has dependents other than spouse. X No Input No Input Is a single parent. X No Input No Input Does not possess a high school diploma (completed high school with a GED or other form of equivalency). XX X Being over 25 years of age. XX X X Being a minority XX X X X Being an immigrant. X No Input X Being a working student. XX X X Is an older (over 28) student. XX X Is a student of color. XX X X X Is a part-time student. XX X Is poor. XX Veteran of Armed Forces XX X Are first generation college goers XX X The triangulation of individual data illuminated that Marine adult learners at MCB-HI had at least one non-traditional characteristic, were indeed a sub-group of 91 non-traditional students defined by traditional literature, and that Marine learners were similar in individual characteristics to the Army personnel studied by Covert (2002). In the triangulation of the school domain, I considered the previous research of Hagedorn and Perrakis (2002), particularly, the “Positive Commandments” and of Covert’s (2002), the school catalogues of two most selected schools by Marine adult learners, Hawaii Pacific University (35.5%) and Chaminade University (24.2%), and the survey responses pertaining to the importance of key school attributes. Table 19 shows the cross-referenced for each attribute. Table 19: Triangulation of School Domain School Attributes HPU 1 Chaminade 1 Students Saying 2 Important (%) Non-Traditional 3 Student Needs Contact with Professors X X 68.2% X Affordability X X 58.9% X Flexibility of Classes X X 77.7% X Assistance in Skills X X 60.3% X Professor knowledge X X 76.0% X Transfer Assistance X X 61.0% X Access to Technology X X 70.3% X Class Locations X X 72.9% X Work Study 44 41.5% X Career Days 44 45.3% X Friendly Counselors X X - X Program of Study Degrees Offered X X - X On-line Courses X X - X Friends Attend X X - X 3 Source Hagedorn (2002), Covert (2002), Choy (2003) 1 Source School Catalog 2 Source Survey, Current School 4 On Campus 92 All “Positive Commandments” (2002) appeared in some form in the school catalogues of HPU and Chaminade University. Additionally, the “commandments” ranked important to the survey respondents. These desired school attributes were prevalent in the writings of Hagedorn (2002), Covert (2002), and Choy (2003) as being important to non-traditional students. In triangulating the USMC’s domain, I considered the previous research of Boeke and Paulson, “Adult Learners in the United States: A National Profile” for American Council on Education (2006), Covert (2002), Purdue Armed Forces Retention Study (Weis, 2003), and the Sloan Foundation’s 2005 study of online education. I compared each study to the results of this research survey. The ACA (2006) attributed the work-related educational increase to the fact that supervisors were sending employees back to school. In this study, 46% of employed adults were enrolled in work-related educational courses. This corresponded to the chain of command support in military parlance. Covert (2002) found that the supervisor, work schedule, military occupational specialty, and unit of assignment impacted a military member’s opportunities to participate in voluntary off-duty education. Likewise, the Purdue (Weis, 2003) study on military retention in exit interviews of departing Marines cited leaders, job satisfaction, family/free time, the type of unit assignment, and increased deployments as primary factors that caused Marines to leave the USMC. The Marine Corps Official web-site, the robust USMC Tuition Assistance Program, and the results of the survey regarding the chain of command support of 93 education indicated that the Marine Corps official position on voluntary off-duty education was favorable. However, a Marine’s military specialty, unit of assignment, and the increased operations tempo due to the Global War on Terrorism, made it difficult for many combat specialized Marines to participate in educational programs. They seemed to make the “commandments” even more important to the college choices of the Marines participating. Table 20 shows the importance placed on the attributes of the USMC Domain by previous research and by the responders to my survey. Table 20: Triangulation of USMC Domain Student Attitudes ACA 2006 Covert 2002 Purdue (Weis) 2003 Sloan Consortium 2005 MCB-HI Adult Learners Supervisor/ Chain of Command/ Support Important: Trend in Work-related Education Important for Pursuit of Voluntary Education Important for retention - Important Flexible Work Schedule - Important for Pursuit of Voluntary education - On-line Courses 31.5% growth 2002- 2004, 2.3 million Students are taking at least one on-line course Important: Marines complain of unpredictable work schedules Counselor/Education Center Support Important Important Important for Retention - Important Job/ Military Specialty 46% of adults in Work-related Courses - Important - Important: Combat specialties have difficulty participating in voluntary off-duty education Unit of Assignment - Important Important - Important: Combat specialties have difficulty participating in voluntary off-duty education Importance in Career of a college degree Important: Trend in Work-related Education Important - - Important: 42.7% of 129 Respondents Both participants/ Non- participants 94 The triangulation of data within this area focused on the importance of supervisor “buy in” to education, flexible work schedules to allow employees to attend classes, job specialty consideration, and the importance of education to career aspirations. The similarities between current educational initiatives in American industry and those of the military services are interesting. Forty-six percent of adults in industry are in some type of job-related educational program (ACA, 2006) and only 13% of Marines are participating in the Tuition Assistance Program. The fact that both participant and non-participant survey respondents believed that education is important to their careers. We also saw in the USMC literature and official web-site that education is important to the Marine Corps. From my study, the Marines’ occupational specialty, unit of assignment, and extreme operations tempo affect Marines’ college choice. The college or university should approach the student with programs designed for the rigors of the Marine Corps. SOCMAR is a start in creating a pool of schools that cater to the Marine learner. Schools such as Chaminade and HPU have gone beyond the SOCMAR charter in an outreach to the military learner. This situation relates to Maslow’s (1970) safety and belongingness where these Marines joined the USMC to be part of a team, but many of them also joined to pursue a college degree (BCSSE, 2003). The environment these men and women now face does not currently allow both. The opportunity is there, but the system does not allow a Marine, particularly a combat specialty Marine, to safely (career-wise or family-wise) pursue off-duty education because of the daily 95 requirements of the job. The Marine is caught in a conundrum. Schlossberg (1995) described this as transition. Unfortunately, this transition often times ends with a number of Marines leaving the USMC, because they perceive recruiting promises, especially education promises, broken. Conclusion The Marine adult learner is indeed a non-traditional student who fits the contemporary definition. Additionally, the Marines in this study were representatives of Marines worldwide who face the same competing requirements. Most of the survey respondents agreed that education was important to a career in the Marine Corps. Most Marines attended either Hawaii Pacific University or Chaminade, and most were content with their choice; reasons for this contentment varied. From my research, I discovered that all “Positive Commandments” were important to my research sample. Career days and work study were less important, but still important to the respondents. I expected that affordability, flexibility of classes, professor knowledge and accessibility, access to technology, and class, would be discriminators between the two most popular schools (HPU and Chaminade) and the other institutions providing educational services at MCB-HI. What I found was interesting. 96 It appeared that if schools were providing the minimum services expected by students, then the students placed lesser importance on those services than in schools that were not providing the service. For example, HPU and Chaminade both provided such services as reduced tuition for lower level courses, family assistance with tuition, flexible course offerings with both classroom and online delivery, and computer laboratories at MCB-HI. Students attending both schools rated those services of lesser importance than students attending schools not providing those services. The responses to the questions within the school domain demonstrated that the attributes defined by Hagedorn’s and Perrakis’ (2002)study were important to Marine adult learners choosing a particular school to attend among the colleges and universities that provided educational services at MCB-HI. The Marine adult learners surveyed believed that chosen schools should provide an environment that promoted faculty-student interaction, were affordable, and had flexible course times and offerings. Additionally, Marine students wanted schools with transfer centers with information on obtaining credit for experiential life experiences as well as expert faculties. Assistance in student skills and academic preparation through on-campus assistance with writing, computer skills, and learning skills were also important. Schools that provided technology and computer access were important to Marine responders. Finally, students wanted campuses in key locations so that they can attend classes locally. These responses identified some of the reasons why they chose particular schools; the responses also helped to partially answer my third research question. 97 The chain of command support and flexible work schedules also played a part in the sample Marines’ abilities to pursue education while in the USMC. Discussions, conclusions, and recommendations of how the colleges providing educational services to MCB-HI could better serve the Marine non-traditional student, and suggestions for how the USMC could make that education more attainable, are addressed in Chapter 5. 98 CHAPTER 5 DISCUSSION, CONCLUSIONS AND RECOMMENDATIONS This chapter will summarize the findings of my study, will discuss the limitations, will discuss recommendations for future research, and will provide conclusions. Findings I will describe my findings by comparing them to previous studies. At the completion of my research, I found that Marines adult learners were similar to the respondents of the previous research by Choy (2002), Hagedorn and Perrakis (2002), Covert (2002), and Jackson (2002). These previous researchers, particularly the “Positive Commandments” of Hagedorn and Perrakis (2002) highlighted that accommodations such as class location, flexible course offerings, flexible class schedules, professor-student interaction, faculty knowledge, and technology access were important to non-traditional college students. Online courses were more important to Marine learners in this study than to the Army adult learners of Covert (2002) and Jackson (2002). I discovered that the two most popular schools Hawaii Pacific University (HPU) and Chaminade University treated students as customers and catered to the needs of Marine learners at MCB- 99 HI. I will discuss the importance of chain of command support and the support of the Joint Education Center to Marine adult learners. Attributes of the Student Marine learners surveyed matched at least five non-traditional student attributes described in Choy (2002) and in NCES (2005). The NCES definition of ‘non-traditional’ is that a student must possess at least one attribute to be classified as such. The Marine adult learner by this definition is considered non-traditional. Additionally, over 60% of the Marines within my study were married or in a committed relationship. “Positive Commandments” Additionally, the “Positive Commandments” were important to the Marines within my study. Most important of these commandments were class flexibility, class location, and affordability. Career Days and Work Study Programs were the least important to Marine adult learners at MCB-HI. ‘Mean’ and percentages of importance were used to verify these responses. Online Courses Many of the Marine learners preferred online courses. This was contrary to Covert (2002) where almost all respondents preferred traditional classroom settings. This difference might reflect that participants in my study were younger, were computer literate, and were deployed more frequently due to the increased op- 100 tempo. HPU and Chaminade both offered affordable online courses that provided the flexibility needed to support the Marine’s active and unpredictable work schedule. While other schools offered online courses, few had local counselors and/or faculty to offer assistance. Additionally, many other online programs cost considerably more than HPU and Chaminade. In order to better understand the dynamics of the top two most chosen schools, HPU and Chaminade, I compared student survey responses. In a comparison of respondent answers between HPU and Chaminade, then both HPU and Chaminade individually compared to all other school responses, I found no significant difference among school responses. However, the “Positive Commandments” were seen as important by student respondents regardless of school. Both HPU and Chaminade University had active outreach programs to MCB-HI. Both offered on-site counseling and active online advertising in programs geared for military students on their web-sites. Student Needs The strength of Hawaii Pacific University (HPU) and Chaminade was the ability to recognize the student’s needs as a Marine. The competition between these two universities resulted not only in the application of the “Positive Commandments” to student services but positive adaptations of curriculum and a variety of delivery options such as the design of the special 3-, 5-, and 10-week traditional classroom courses for Marine units at MCB-HI. This flexibility and 101 innovation, coupled with the enduring credit for courses and liberal transfer policy afforded by SOCMAR membership, accounts for why these two schools topped the list of colleges selected by the Marines in this sample. Influence of Chain of Command Both Covert (2002) and Jackson (2002) discovered that supervisors or chain of command affected the Army adult learners’ abilities to pursue off-duty education. I believed that a Marine’s ability to pursue a particular college or university in voluntary off-duty adult education was also affected by the USMC. I created a separate domain to analyze this portion of the issue. Covert (2002), Boeke and Paulson (2005) in research for the American Council of Education, and Weis (2003), discovered that supervisors could be a catalyst or an obstacle to participation in adult education. Boeke and Paulson (2005) noted that work-related education was on the rise with almost 46% of employed Americans attending some type of work-related courses. Covert (2002) and Weis (2003) discussed the negativism associated with a supervisor who hindered pursuit of education; this also affected a service member’s retention. Covert (2002) listed ‘unit of assignment’ as the primary factor that impeded service members’ efforts in higher education. He singled out uncooperative chains of command (captains, sergeants, and immediate supervisors). He also said that supportive supervisors could be positive influences in pursuing off-duty education. Since all of the sample respondents were participating in educational programs, it 102 followed that the Marine Corps leadership was viewed as supportive. Student responses within the survey and USMC online information highlighted the Marine Corps’ support of voluntary off-duty education. I found that USMC supervisor support was important to Marine adult learners and existed at MCB-HI. However, Marines’ work schedules were chaotic and schools such as HPU and Chaminade adjusted their class schedules and location to take advantage of command support and to support the unpredictable work schedules. A Marine’s choice of college was thus influenced mostly by the ability of the college to adapt a curriculum that provided options for attendance and earning of credit despite frequent deployments and chaotic work schedules. . Joint Education Center The Joint Education Center’s (JEC) support was positive; 84.7% of the sample responded positively as to the importance of the Education Center to their education efforts. This finding was supported by a Marine Corps study of Education Centers; in fact, the MCB-HI Joint Education Center was judged the best within the USMC (Capellini, 2005). Limitations of the Study In describing the limitations not discussed previously in my research, I will discuss sample size, question design, Marines’ deployability status, greater 103 examination of HPU and Chaminade faculty and staff, and the use of the “Academic Scorecard.” These adjustments might enhance future study on why a particular college is selected over another by adult learners. In constructing a future quantitative survey, I would attempt to get a much larger sample population, possibly from other Marine bases, and I would use the same Likert scale for all the questions. This would make computing the results easier and would avoid confusion in analysis. I would also address the deployment schedule, and likelihood and/or desire of a deployed Marine to participate in college. Further analysis of the “Positive Commandments” and how important they are to the deployed Marine might offer some insight into a variety of colleges offering online and/or distance learning programs. I was unable to specifically identify why HPU and Chaminade were chosen as the top schools in Hawaii by Marine learners. I uncovered numerous indicators of attributes that were important to students at MCB-HI. If I were designing my research project again, I would focus on HPU and Chaminade administrators and professors to determine beyond the “Positive Commandments” as to what these schools did to attract and retain students. Another measure I might consider incorporating into a future study would be the University of Southern California Academic Scorecard, addressing the student as a customer and consumer of education. Since this model centered on school performance and accountability rather than student needs, I chose not to use the scorecard in developing the survey questions, but now believe it may provide 104 some useful information about why Marine adult learners chose the two most popular schools, Hawaii Pacific University (HPU) and Chaminade. Recommendations for Future Study In this portion of my study, I will discuss my recommendations for future research in this area. My research project only touched the effects of demographic variables such as gender, race/ethnicity, military specialty, and marital status on a Marine’s decision to choose a college to attend at MCB-HI. While my research uncovered no statistical significance between the programs of colleges and universities providing educational services to Marine adult learners at MCB-HI, more studies are needed to understand how demographic variables might affect students’ choice of schools and their educational persistence as non-traditional students. Colleges that provided flexibility in course scheduling, accessible locations and a variety of delivery methods were the most desirable. The competition for Marine students and their tuition dollars have also pushed some colleges to be more innovative and adaptive in meeting many of the “Positive Commandments.” A larger sample size in multiple Marine base locations is needed to fully understand the dynamics of a Marine adult learner’s choice. More research on Marines who are deployed in combat locations is needed. While these Marines are destined for combat, hours and days are spent waiting. To ward off boredom, this 105 wasted time might be better used for education. Creative solutions that allow a Marine to continue to earn credits with the school of choice while deployed are needed. A further research study that will focus on student completion and graduation rates might provide information and solutions for other colleges offering a variety of coursework to non-traditional students. Additionally, one question to focus on is as follows: “Does adhering to the “Positive Commandments” build loyalty between the student and the school?” There was consistency between my research results and those of Covert (2002), Jackson (2002), Hagedorn and Perrakis (2002), Choy (2002), and Weis (2003). Work-related education will continue to grow as the American workforce re-invents itself to meet the changes in the work place (Boeke & Paulson, 2006). Finally, I propose additional study in inculcating education into the Marine units’ daily training schedules and establishing a trial program at MCB-HI to study its effects on USMC high education efforts. This program would require coordination among the Marine Corps, the schools providing educational services, the Marines, and the Joint Education Center. It would be interesting to apply this research to other government organizations such as the Department of Homeland Defense or agencies offering work-related educational opportunities. My research provided the tools colleges and universities could use to better serve the non-traditional Marine adult learner. The “Positive Commandments” provide a touchstone for schools to employ in developing programs for non- 106 traditional college students. Non-traditional students are the new traditional student according to Robinson (2006). Conclusion The dream of a college education is an American dream. Recruiting Marine Corps use the promise of education to attract young men and women to the Marine Corps. Operations requirements, coupled with uncertain schedules, cause Marines to choose work and family/personal time over education or a more flexible college over another college just because it better meets his or her needs in family time and work schedules. As stated previously, 62.5 % of the Marines surveyed were married or in a committed relationship. Planners of educational programs should consider affordability, class location, professor contact, student assistance, professor knowledge, and technology availability, in developing programs for Marine non-traditional students. They should consider the importance married Marines place on education within their career. In a recent Wall Street Journal article, the following quotation by William Navas, assistant Navy secretary for manpower affairs (Shellenbarger, 2007), appeared: “We recruit individuals, but we retain families.” Tuition Assistance offered an opportunity unparalleled in the civilian world (BCSSE, 2003). Unfortunately, only about 13% of the Marine Corps took advantage of the opportunity (Rand, 2002). Coupled with global requirements and 107 extreme personnel turnover faced by the Marine Corps, education could be a force multiplier to better the Marine Corps as a whole and keep Marines in uniform by providing the chance to go to the college of choice while on active duty. It could also keep a recruiter’s promise “of the ability to finish college while in the Marine Corps at one of hundreds of colleges and universities across the nation” (USMC Website, 2006). While there were no statistical differences among the top schools offering educational services at MCB-HI, this research showed that the tenets of affordability, contact with professors, course flexibility, access to technology, professor knowledge, class location, school transfer centers, and even career days and work study, were important to Marine educational participants at MCB-HI. An analysis of school catalogues showed HPU and Chaminade University embracing all of these factors to better serve the non-traditional student. This research suggests that students attending other schools also hold these attributes important. Both HPU and Chaminade have embraced non-traditional military students as customers and have made meeting their needs important and profitable. As far as the Marines in my research, these young men and women were exceptional. Their enthusiasm was infectious. I was truly inspired by their sense of duty, honor, and patriotism. They are heroes. 108 REFERENCES AASCU. 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Retrieved 06/11/2003, 2003, from http://chronicle.com/free/v48/i28/28a03301.html. 121 APPENDICES 122 APPENDIX A LETTER OF PERMISSION: COVERT To: Dr. Melora Sundt Associate Dean for External Relations Professor of Research Rossier School of Education University of Southern California Los Angeles, California 900089-0031 sundt@usc.edu Dear Dr. Sundt, I give my permission for Ronnie (Randy) W. Tucker and Don A. Murphy, doctoral students in the Rossier School of Education, to use my dissertation research questionnaire and survey format as part of their research effort to determine Marine student demographics, educational choice, and perceived barriers to academic process. //ORIGINAL SIGNED// Clinton. M. Covert, Ed.D. Equal Employment Opportunity Officer USAG Grafenwoehr CMR 411, Box 482 APO AE 09112 011-49-9662-421870 123 APPENDIX B LETTER OF PERMISSION: HAGEDORN Dr. Hagedorn’s Permission E-mail ----- Original Message ----- From: Hagedorn, Linda Serra To: Randy Tucker ; sundt@usc.edu Cc: DON MURPHY Sent: Saturday, November 05, 2005 5:50 PM Subject: RE: Aloha Dear Randy and Don, I am honored that you would like to use the survey. Yes, you have my permission. I will have the letter printed on U of FL letterhead and sent. A word of caution. If you can collect data from more than 100, it would be preferable. Also remember that TRUCCS triangulated the survey with transcript data. Also important is the fact that the commandment papers were based on focus groups and interviews that were a part of TRUCCS Project but not a part of the data collected via questionnaires. Of course you are not replicating all of the parts of TRUCCS, but I did want to remind you that conclusions from our project are based on more than the questionnaires. Best wishes on your dissertations. I hope you will keep me posted on your progress. Sincerely, Linda Serra Hagedorn ----------------------------- Linda Serra Hagedorn, Ph.D. Professor and Chair Educational Administration and Policy College of Education University of Florida P.O. Box 117049 Gainesville, FL 32611-7049 124 Email: Hagedorn@coe.ufl.edu Tel: 352-392-2391 x263 Fax: 352-392-0038 Director: Institute of Higher Education Director: TRUCCS Project www.truccs.org <http://www.truccs.org/ From: Randy Tucker [mailto:tuckerr004@hawaii.rr.com] Sent: Sat 11/5/2005 4:23 PM To: Hagedorn, Linda Serra Cc: DON MURPHY Subject: Aloha Aloha Dr. Hagedorn, Hope this email finds you well. Don Murphy and I are developing our dissertation methodology. Don and I are researching Marine Corps Adult Learners. Don is focusing on barriers and I on choice. We hope to provide universities and colleges in Hawaii, tools to better serve the non traditional student. We would also like to expand on your work with the "Ten Commandments" of things to do and not to do. One of our research questions is whether Marine Adult learners match the US DOE definition of non-traditional students. As we discussed during our class (EDPT 552) with you, we would like to administer the TRUCCS Community College Student Survey to approximately 100 Marine Adult learners in Hawaii. We would use the data to triangulate the Marine population data with the TRUCCS data base on demographics and student attributes. We would also draw correlation between the TRUCCS focus group and Marine focus group on questions of choice and barriers. We have certified test proctors prepared to administer the surveys and the cooperation of the Marine Corps Education Services Officer in Hawaii. Of course we will follow USC procedures with regard to the Institutional Review Board process. We request favorable consideration to our request. In anticipation of your approval; I have attached a letter of permission to Dr. Sundt our Committee Chair. Thank you for your time in the matter. Very Respectfully, Randy Tucker 808-625-3992 125 APPENDIX C INFORMATION SHEET: NON-MEDICAL RESEARCH University of Southern California Rossier School of Education INFORMATION SHEET FOR NON-MEDICAL RESEARCH A Review of Marine Corps Adult Learner Educational Barriers and Choice You are asked to participate in a research study conducted by Mr. Randy Tucker, Mr. Don Murphy, and Dr. Melora Sundt, from the Rossier School of Education at the University of Southern California. The results will be used in a study for a doctorial dissertation. You were selected as a possible participant in this study because you are a Marine NCO an educational support to Marine NCO is the subject of this study. You must be at least 18 years of age to participate. A total of 200 subjects will be selected from Kaneohe Marine Corps Base to participate. Your participation is voluntary. PURPOSE OF THE STUDY We are asking you to take part in a research study because we are trying to learn more about the choices and barriers that Marine NCOs face in pursuing higher education while on active duty. Completion and return of the questionnaire will constitute consent to participate in this research project. 126 PROCEDURES You will be asked to answer this questionnaire anonymously and honestly. It will take 30-45 minutes of your time. You name will not be identified with your answers or with this study. POTENTIAL RISKS AND DISCOMFORTS There are no anticipated risks to your participation; you may experience some discomfort at completing the questionnaire or you may be inconvenienced from taking time out of your day to complete the questionnaire. POTENTIAL BENEFITS TO SUBJECTS AND/OR TO SOCIETY You may not directly benefit from your participation in this research study; however, Marine NCOs may benefit if access to higher education is improved through the efforts of this study. PAYMENT/COMPENSATION FOR PARTICIPATION You will not receive any payment for your participation in this research study. CONFIDENTIALITY There will be no information obtained in connection with this study and that can be identified with you. Your name, address or other information that may identify you will not be collected during this research study. 127 Only members of the research team will have access to the data associated with this study. The data will be stored in the investigator’s office in a locked file cabinet/password protected computer. The Marine Corps will only not have access to the aggregate data. The Marine Corps will be provided a copy of the dissertation study when complete. The data will be stored for three years after the study has been completed and then destroyed. When the results of the research are published or discussed in conferences, there will be no information that will be included that may reveal your identity since no identifiers are being collected from you. PARTICIPATION AND WITHDRAWAL You can choose whether to be in this study or not. If you volunteer to be in this study, you may withdraw at any time without consequences of any kind. You may also refuse to answer any questions you don’t want to answer and still remain in the study. The investigator may withdraw you from this research if circumstances arise which warrant doing so. RIGHTS OF RESEARCH SUBJECTS You may withdraw your consent at any time and discontinue participation without penalty. You are not waiving any legal claims, rights or remedies because of your participation in this research study. If you have questions regarding your rights as a research subject, contact the University Park IRB, Office of the Vice 128 Provost for Research Advancement, Grace Ford Salvatori Hall, Room 306, Los Angeles, CA 90089-1695, (213) 821-5272 or upirb@usc.edu. IDENTIFICATION OF INVESTIGATORS If you have any questions or concerns about the research, please feel free to contact Mr. Ronnie W. Tucker Fort Shafter, HI (808) 438-1187 Dr. Melora Sundt University of Southern California Los Angeles, CA (213) 740-7218 Mr. Don A. Murphy Camp Smith, HI (808) 477-9346 Ms. Loretta Cornett-Huff (Command Sponsor) Education Center MCBH Kaneohe Bay, HI (808) 257-6730 129 REQUEST TO PARTICIPATE The following statement will be read by Loretta Cornet-Huff, Kaneohe Marine Corps Base –Hawaii (KMCB-HI) Education Services Director prior administering the study survey during educational processing activities: Good morning or afternoon, I am Loretta Cornett-Huff, Education Services Director at KMCB-HI. You are asked to participate in this research study sponsored by the KMCB- HI Educational Services Director (Ms. Cornet-Huff) and conducted by Mr. Ronnie W. Tucker, Mr. Don Murphy, and Dr. Melora Sundt, Ph.D., from the Center for Higher Education Policy Analysis at the University of Southern California. Your participation is voluntary. You were randomly selected as a possible participant in this study because of your current classification as an enlisted Marine or non- commissioned officer. A total of 200 participants will be selected from the different commands located at KMCB. The data collected will primarily be used to meet the requirements of Mr. Tucker and Mr. Murphy's dissertation research. The Marine Corps will not have access to the data. The survey is anonymous, and should take approximately forty-five minutes to complete. Statement of Purpose: This study pertains to the analysis of factors that either facilitate or inhibit the participation of noncommissioned officers in college education programs. Although much information is available regarding participation patterns of nontraditional students such as you, little research has been conducted that specifically addresses the unique issues related to USMC enlisted Marines. Thank you for your participation in the survey and for your service to our Nation. 130 APPENDIX D SURVEY QUESTIONNAIRE USMC Marines’ Participation in Postsecondary Educational Opportunities Mr. Tucker and Mr. Murphy are trying to understand the motivational orientations of enlisted Marines and non-commissioned officers participating in postsecondary educational opportunities. The questions will be divided up into three groups: questions about yourself, questions about your school, and questions about the Marine Corps. All your answers will remain anonymous. You will not be identified as in individual who volunteered to take this survey. Please answer each question honestly. Please do not place your name or signature on this questionnaire. Thank you for your participation. Tell us about yourself. (Darken box of best answer). Questions 1-9. 1. How long have you been stationed here? _____ months (2 years = 24 months) 2a. What type of college degree(s) do you have? Associates Bachelors of Science Bachelors of Arts Masters None 2b. What type of college degree(s) are you pursuing? Associates Bachelors of Science Bachelors of Arts Masters None 3. How important is this degree to your career in the USMC? Unimportant Slightly unimportant Not sure Slightly important Important 4. What year were you born? __________________ (i.e., 1973) 131 5. What is your gender? Male Female 6. What is your racial or ethnic background? Check all that apply. African American Hispanic White Native American/Native Alaskan Asian Native Hawaiian/Pacific Islander Other_________________ 7. What is your marital status? Married Single Divorced In a committed relationship 8. What is your time in service? Five years Five to ten years More than ten years 9. What is your Military Occupational Field? (Use Field Number and Name, i.e. 02 - Intelligence, 21 – Ordnance) ______________________________ Tell us about your family’s view of education. Questions 10-12. 10. What was your mother’s highest level of education? Less than high school High School or equivalent Some college Associates Degree Bachelors Degree Masters Degree or higher 11a. Growing up, what was your father’s perspective or outlook toward college? Very Unimportant Unimportant Not sure Slightly important Very important 11b. Growing up, what was your mother’s perspective or outlook toward college? Not sure Slightly important Important Slightly important Very important 12a. Today, what is your father’s perspective toward higher education? Very Unimportant Unimportant Slightly unimportant Not sure Slightly important 132 Important Very important 12b. Today, what is your mother’s perspective toward higher education? Very Unimportant Unimportant Slightly unimportant Not sure Slightly important Important Very important This section, questions 13-16 examines your level of agreement/disagreement with the following statements. 13. Going to college was important to me before I joined the USMC. Strongly agree Agree Neither agrees nor disagrees Disagree Strongly disagree 14. From my USMC experience, I believe higher education is important. Strongly agree Agree Neither agrees nor disagrees Disagree Strongly disagree 15a. Why are you pursuing a college degree? Check all that apply. Career advancement Personal/family satisfaction Get promoted Become an officer For a career after the military I am not Other __________________ 15b. If you are currently not enrolled, would you pursue a college degree? Check all that apply. Career advancement Personal/family satisfaction Get promoted Become an officer For a career after the military Other ___________________ 16. What are your plans in the next 5 years? Check all that apply. Get promoted Change military specialties Re-enlist Leave the USMC Other __________________ 133 This portion of the survey deals with your college or university. This section is for those Marines participating in off-duty education at KMCB-HI. (Darken box of best answer). Questions 17-29. If not enrolled please skip to question 30. 17a. My school encourages me to talk to the Professor outside of class. Strongly agree Agree Neither agrees nor disagrees Disagree Strongly disagree 17b. How important is this to you? Very unimportant Unimportant Slightly unimportant Not sure Slightly important Important Very important 18. What school do you currently attend? Hawaii Pacific University Chaminade University University of Maryland Thomas Edison State University Central Texas State College Coastline Community College Other________________ 19. Why did you choose the school you are attending? (Assign a number beginning with 1 continuing to 10 in each box of its importance to you). __ Cost __ Course offerings __ Class schedules __ Friendly counselors __ Professors __ Location __ Degrees offered __ Online courses __ My friends attend __ Other____________ 20a. My school offers affordable education together with multiple forms of financial aid. Strongly agree Agree Neither agrees nor disagrees Disagree Strongly disagree 20b. How important is this to you? Very unimportant Unimportant Slightly unimportant Not sure Slightly important Important Very important 21a. My school offers flexibility in course times and offerings that are convenient. Strongly agree Agree Neither agrees nor disagrees Disagree Strongly disagree 134 21b. How important is this to you? Very unimportant Unimportant Slightly unimportant Not sure Slightly important Important Very important 22a. My school promotes student skills and academic preparation through on-campus assistance in writing, computer, and learning skills. Strongly agree Agree Neither agrees nor disagrees Disagree Strongly disagree 22b. How important is this to you? Very unimportant Unimportant Slightly unimportant Not sure Slightly important Important Very important 23a. My school’s Professors know their subjects. Strongly agree Agree Neither agrees nor disagrees Disagree Strongly disagree 23b. How important is this to you? Very unimportant Unimportant Slightly unimportant Not sure Slightly important Important Very important 24a. My school maintains transfer centers where students can receive information to allow them to identify other schools that offer the student’s course of study. Strongly agree Agree Neither agrees nor disagrees Disagree Strongly disagree 24b. How important is this to you? Very unimportant Unimportant Slightly unimportant Not sure Slightly important Important Very important 25a. My school provides sufficient technology and computer access for all students. Strongly agree Agree Neither agrees nor disagrees Disagree Strongly disagree 135 25b. How important is this to you? Very unimportant Unimportant Slightly unimportant Not sure Slightly important Important Very important 26a. My school provides classes in key locations that are convenient to my needs. Strongly agree Agree Neither agrees nor disagrees Disagree Strongly disagree 26b. How important is this to you? Very unimportant Unimportant Slightly unimportant Not sure Slightly important Important Very important 27a. My school provides work- study programs. Strongly agree Agree Neither agrees nor disagrees Disagree Strongly disagree 27b. How important is this to you? Very unimportant Unimportant Slightly unimportant Not sure Slightly important Important Very important 28a. My school holds career days and fairs and provides on-base counseling. Strongly agree Agree Neither agrees nor disagrees Disagree Strongly disagree 28b. How important is this to you? Very unimportant Unimportant Slightly unimportant Not sure Slightly important Important Very important 29a. What do you like most about your college or university? Explain. 29b. Are you satisfied with your current college program? (Yes or No) ______________________________ 136 29c. If given the choice would you have chosen a different college if they offered other programs? Explain. If you are not enrolled, whether you have ever been enrolled or not, this portion of the survey deals with what you think would matter in choosing a college or university. (Darken box of best answer). Questions 30-42. 30. If you chose a local school, which school do you think you would attend? Hawaii Pacific University Chaminade University University of Maryland Thomas Edison State University Central Texas State College Coastline Community College None, I have no intention of attending off-duty education Other________________ 31. Why would you choose a school to attend? (Number of 1 through 10 based on its importance to you). __ Cost __ Course offerings __ Class schedules __ Friendly counselors __ Professors __ Location __ Degrees offered __ Online courses __ My friends attend __ Other____________ 32a. The school offers flexibility in course times and offerings that are convenient. Strongly agree Agree Neither agrees nor disagrees Disagree Strongly disagree 32b. How important is this to you? Very unimportant Unimportant Slightly unimportant Not sure Slightly important Important Very important 33a. The school offers affordable education together with multiple forms of financial aid. Strongly agree Agree Neither agrees nor disagrees Disagree Strongly disagree 137 33b. How important is this to you? Very unimportant Unimportant Slightly unimportant Not sure Slightly important Important Very important 34a. The school promotes student skills and academic preparation through on-campus assistance in writing, computer, and learning skills. Strongly agree Agree Neither agrees nor disagrees Disagree Strongly disagree 34b. How important is this to you? Very unimportant Unimportant Slightly unimportant Not sure Slightly important Important Very important 35a. The school professors know their students. Strongly agree Agree Neither agrees nor disagrees Disagree Strongly disagree 35b. How important is this to you? Very unimportant Unimportant Slightly unimportant Not sure Slightly important Important Very important 36a. The school provides sufficient technology and computer access for all students. Strongly agree Agree Neither agrees nor disagrees Disagree Strongly disagree 36b. How important is this to you? Very unimportant Unimportant Slightly unimportant Not sure Slightly important Important Very important 37a. The school provides classes in key locations that are convenient to my needs. Strongly agree Agree Neither agrees nor disagrees Disagree Strongly disagree 138 37b. How important is this to you? Very unimportant Unimportant Slightly unimportant Not sure Slightly important Important Very important 38a. The school encourages me to talk to the Professor outside of class. Strongly agree Agree Neither agrees nor disagrees Disagree Strongly disagree 38b. How important is this to you? Very unimportant Unimportant Slightly unimportant Not sure Slightly important Important Very important 39a. The school maintains transfer centers where students can receive information to allow them to identify other schools that offer the student’s course of study. Strongly agree Agree Neither agrees nor disagrees Disagree Strongly disagree 39b. How important is this to you? Very unimportant Unimportant Slightly unimportant Not sure Slightly important Important Very important 40a. The school provides work- study programs. Strongly agree Agree Neither agrees nor disagrees Disagree Strongly disagree 40b. How important is this to you? Very unimportant Unimportant Slightly unimportant Not sure Slightly important Important Very important 41a. The school holds career days and fairs and provides on-base counseling. Strongly agree Agree Neither agrees nor disagrees Disagree Strongly disagree 139 41b. How important is this to you? Very unimportant Unimportant Slightly unimportant Not sure Slightly important Important Very important 42a. What would you want most in a college or university? Explain. ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ 42b. Are you dissatisfied with the current college programs? Yes__________No_____________ What dissatisfies you the most about the programs that are offered? Explain. ______________________________ ______________________________ ______________________________ ______________________________ 140 141

Abstract (if available)

Abstract The purpose of this research was to gain insight into the non-traditional characteristics of the Marine adult learner at Marine Corps Base-Hawaii and to understand which colleges and universities they chose and why. A quantitative methodology was employed in which 73 individual Marines from a variety of units were surveyed. The Marines were all participants in voluntary off-duty education and all were receiving tuition assistance from the Marine Corps. Data were collected by the use of a multiple choice survey.

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University of Southern California Dissertations and Theses

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Educating the Corps: real and perceived barriers to higher education for United States Marine non-commissioned officers

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Under reporting of male sexual assault in the United States Marine Corps: a gap analysis

Asset Metadata

Creator Tucker, Ronnie Wayne (author)

Core Title Realizing the dream: a study of United States Marine Corps adult learner choice in colleges and universities offering educational services at Marine Corps Base-Hawaii

School Rossier School of Education

Degree Doctor of Education

Degree Program Education

Publication Date 11/13/2007

Defense Date 05/10/2007

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

Tag adult learners,OAI-PMH Harvest,student choice

Place Name Hawaii (states), USA (countries)

Language English

Advisor Sundt, Melora A. (committee chair), Evans, Norman (committee member), Hunt, Felicia (committee member)

Creator Email tuckerr004@hawaii.rr.com

Permanent Link (DOI) https://doi.org/10.25549/usctheses-m921

Unique identifier UC1255548

Identifier etd-tucker-20071113 (filename),usctheses-m40 (legacy collection record id),usctheses-c127-590968 (legacy record id),usctheses-m921 (legacy record id)

Legacy Identifier etd-tucker-20071113.pdf

Dmrecord 590968

Document Type Dissertation

Rights Tucker, Ronnie Wayne

Type texts

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

Repository Name Libraries, University of Southern California

Repository Location Los Angeles, California

Repository Email cisadmin@lib.usc.edu