Continuing Professional Education in the Military

Gleiman, Ashley; Zacharakis, Jeff

doi:10.1002/ace.20197

Cited by 5 publications

(3 citation statements)

References 9 publications

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“…According to oft repeated colloquialism, “one trains for certainty whereas education is for handling uncertainty.” This article examines military education, not training. Admittedly, differentiating training from education is easier said than done—and there is a “cognitive tension or dissonance” between the two (Gleiman & Zacharakis, 2016; Metz, 2013). However, focusing on the curricular content and the qualifications of the faculty, civilian and military, provides some insights into whether the focus is on training or education.…”

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confidence: 99%

Educating the Professional Military

Mukherjee

2017

Armed Forces & Society

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This article analyzes the ways in which civil–military relations shape professional military education (PME). Its main argument is that military education benefits from a civil–military partnership. In doing so, the article examines the role of civil–military relations in shaping PME in India. While describing the evolution of military education in India, it analyzes its weaknesses and argues that this is primarily due to its model of civil–military relations, with a limited role for civilians. Theoretically, this argument challenges Samuel Huntington’s notion of “objective control”—which envisaged a strict separation between the civil and military domains. Conceptually, this article argues for a greater dialogue on military education among civilians, both policy makers and academics, and military officers and not to leave it to the military’s domain—as is currently the practice in most countries.

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confidence: 99%

Educating the Professional Military

Mukherjee

2017

Armed Forces & Society

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“…Professional education is a prerequisite for a successful military organisation (Gleiman & Zacharakis, 2016). Since both the planning and execution of military operations are characterised by uncertainty, military students must be prepared for the unpredictable (Torgersen & Herner, 2015;Sookermany, 2017).…”

Section: Military Education: Leadership Planning and Conduct Of Operationsmentioning

confidence: 99%

Twisting the Pedagogy in Military Education – Experiences Drawn from a Problem-based Teaching Approach at the Norwegian Defence University College

Johansen¹,

Sookermany²,

Isaksen³

2021

Transformations of the Military Profession and Professionalism in Scandinavia

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“…As such she made the most of the educational options that recruits are provided with to enable them to progress in their career and partake in professional development. The army offer and encourage formal education to allow service personnel to build professional development and support their army training (Gleiman & Zacharakis, 2016). This is one characteristic that makes Juliet stand apart from the other participants.…”

Section: Int: MMMmentioning

confidence: 99%

An interpretative phenomenological analysis exploring the transition from army to civilian life.

Jones¹

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This thesis presents an Interpretative Phenomenological Analysis (IPA) exploring the transition from army to civilian life. The research purpose was to explore the experiences of ex-army personnel of their transition from army to civilian life by building an in-depth picture of each participant’s experience of transitioning from the army to civilian life, as well as an understanding of how they felt about their time in the army. The following research questions were used to guide the research, Question 1: How do ex-army personnel perceive their experience of their transition from military to civilian life? Question 2: How do ex-army personnel adjust to a civilian lifestyle? Question 3: How do ex-army personnel make sense of their identity during their transition to civilian lifestyle? Question 4: How do ex-army personnel perceive support could be further developed or introduced, to facilitate individuals in the transition from military to civilian life? The thesis addressed three research aims, Aim 1: to examine how ex-army personnel perceive their experience of their transition from military to civilian life, Aim 2: to explore how ex-army personnel adjust to a civilian lifestyle, Aim 3: to develop an interpretation of the best ways in which to support ex-army personnel during their transition to civilian life. The three aims were achieved through the use of an IPA approach to the analysis of 9 interviews. Participants were individuals who had served in the army and experienced the transition from army to civilian life first hand. Nine master themes were developed as a result of the analysis. The nine master themes identified were: Identity, Control, Personality, Perception of the army, Wellbeing, Civilian lifestyle, Civilian connection, Army life, and Support. In its unique contribution to knowledge, this thesis builds upon the existing quantitative research on the topic of the transition from army to civilian life creating further depth and understanding. It explores how individuals perceive their transition experience and how they made meaning of this in their reflections. In addition to this, it uses the examination and evaluation of the transition experience to develop an interpretation of how ex-army personnel may be better supported in their transition to civilian life.

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Continuing Professional Education in the Military

Cited by 5 publications

References 9 publications

Educating the Professional Military

Educating the Professional Military

Twisting the Pedagogy in Military Education – Experiences Drawn from a Problem-based Teaching Approach at the Norwegian Defence University College

An interpretative phenomenological analysis exploring the transition from army to civilian life.

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