Examining the Experiences of Veterans in Higher Education Through the Lens of Veteran Critical Theory

Abstract

Colleges and universities invest in various initiatives and efforts to support veterans who enroll in higher education. One such support initiative, the focus of this paper, is a specifically designed academic 1-credit hour course for veterans, intended to support their transition to college. Through the theoretical lens of veteran critical theory (VCT) and self-directed learning (SDL), we conducted a qualitative case study and explored the experiences of veteran students who enrolled in this course specifically to learn more about the opportunities it creates to support them as they transition to college and a civilian career. Additionally, we examined the processes and experiences of the designers and instructors of the course to learn more about the administrative elements of the course and about the ways in which they perceive the course as being useful for supporting veterans and their transition to higher education as a stepping-stone for gaining meaningful employment. We collected data through semi-structured interviews, a survey, and document analysis for which we employed a thematic and content analysis. In this paper, we present the participants’ insights into the unique challenges and opportunities veterans face and outline their thoughts on the significance, relevance, and applicability of various components of the course. We ground the discussion with VCT and SDL and highlight the perceived impact of the course and recommendations for future enhancements.