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Military-veteran students' perceptio...

Pamphile, Murielle F.

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Military-veteran students' perceptions of college transition and support systems.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Military-veteran students' perceptions of college transition and support systems./
Author:	Pamphile, Murielle F.
Description:	198 p.
Notes:	Source: Dissertation Abstracts International, Volume: 75-02(E), Section: A.
Contained By:	Dissertation Abstracts International75-02A(E).
Subject:	Education, Adult and Continuing. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3601433
ISBN:	9781303525926

Military-veteran students' perceptions of college transition and support systems.
Pamphile, Murielle F.

Military-veteran students' perceptions of college transition and support systems. - 198 p.

Source: Dissertation Abstracts International, Volume: 75-02(E), Section: A.

Thesis (Ph.D.)--Keiser University, 2013.

Military veterans preparing for new careers in the civilian world are pursuing higher educational degrees to fulfill career goals. The real-life experiences of veterans in the military are beneficial tools that can effectively enhance student veterans' academic performance and success. As veterans' enrollment continues to rise, veteran's academic success has become a priority for all collegiate institutions; as a result, there is an increased need to examine the services that higher educational institutions provide student veterans. In response to this need, Congress passed H.R. 4057, "Improving Transparency of Education Opportunities for Veterans Act of 2012," which became effective on January 10, 2013. This study was an examination of student veterans' perception of the transitional services and support systems in their higher educational setting in response to the transparency of services. The Act requires a centralized mechanism for tracking and publishing feedback from student veterans and State Approving Agencies (SAA) regarding the quality of educational practices. Findings from this phenomenological study provide transparency of the multifaceted services student veterans have available to influence academic persistence. Findings of this study support the perception of student veterans as an essential component for the transparency of transitional services and support services. The results provided insight on student veterans' knowledge and use of services, which brings transparency to institutional services. Transparency will ensure institutional and governmental monitoring for ongoing improvement, including the increase of outreach to student veterans.

ISBN: 9781303525926Subjects--Topical Terms:

626632
Education, Adult and Continuing.

Military-veteran students' perceptions of college transition and support systems.
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500 $a Source: Dissertation Abstracts International, Volume: 75-02(E), Section: A.
500 $a Adviser: Andrea Thompson.
502 $a Thesis (Ph.D.)--Keiser University, 2013.
520 $a Military veterans preparing for new careers in the civilian world are pursuing higher educational degrees to fulfill career goals. The real-life experiences of veterans in the military are beneficial tools that can effectively enhance student veterans' academic performance and success. As veterans' enrollment continues to rise, veteran's academic success has become a priority for all collegiate institutions; as a result, there is an increased need to examine the services that higher educational institutions provide student veterans. In response to this need, Congress passed H.R. 4057, "Improving Transparency of Education Opportunities for Veterans Act of 2012," which became effective on January 10, 2013. This study was an examination of student veterans' perception of the transitional services and support systems in their higher educational setting in response to the transparency of services. The Act requires a centralized mechanism for tracking and publishing feedback from student veterans and State Approving Agencies (SAA) regarding the quality of educational practices. Findings from this phenomenological study provide transparency of the multifaceted services student veterans have available to influence academic persistence. Findings of this study support the perception of student veterans as an essential component for the transparency of transitional services and support services. The results provided insight on student veterans' knowledge and use of services, which brings transparency to institutional services. Transparency will ensure institutional and governmental monitoring for ongoing improvement, including the increase of outreach to student veterans.
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