dc.contributor.author	Brock, Carolyn Michelle
dc.coverage.spatial	United States	en_US
dc.coverage.temporal	2008-2024	en_US
dc.date.accessioned	2025-03-26T17:34:17Z
dc.date.available	2025-03-26T17:34:17Z
dc.date.issued	2024-12-11
dc.identifier.other	f5bef852-78bc-41f0-ad01-139266255a85	en_US
dc.identifier.uri	https://hdl.handle.net/10428/7381
dc.description.abstract	Since the signing of the Post-9/11 GI Bill in 2008, veteran enrollment in college has increased to numbers not seen since the end of World War II. This most recent iteration of the GI Bill provides education benefits for thirty-six months at a great cost to the taxpayers. Student veterans are a unique class of non-traditional students due to their military experiences and use of the Post-9/11 GI Bill. This qualitative study was conducted using the CIPP evaluation model to assess the needs of the student veteran, what measures the institution has in place to meet those needs, and if the veterans thought the institution’s procedures, programs, and services facilitated degree completion within the timeframe of the Post-9/11 GI Bill. Data were collected through individual interviews of current and recent graduates using open-ended questions. After respondent validation of the interviews, thematic analysis was used to code the data from which the researcher identified several themes. The themes identified were mandatory policies and processes and optional services. The data and participant responses indicate that some institution services, those specifically for veterans, can be very beneficial toward degree completion. However, the policies and processes of the institution geared toward traditional students can inhibit timely progress toward degree completion for veterans. Some of these processes and policies are outside the institution’s ability to change, though there are institutional requirements for programs which should look at the veteran’s whole life experience, not only their transcripts.	en_US
dc.format.extent	1 electronic record. PDF/A document, 150 pages, 2888714 bytes.	en_US
dc.format.mimetype	application/pdf	en_US
dc.language.iso	en_US	en_US
dc.rights	This dissertation is protected by the Copyright Laws of the United States (Public Law 94-553, revised in 1976). Consistent with fair use as defined in the Copyright Laws, brief quotations from this material are allowed with proper acknowledgement. Use of the materials for financial gain with the author's expressed written permissions is not allowed.	en_US
dc.subject	Adult education	en_US
dc.subject	Education, Higher	en_US
dc.subject	Dissertations, Academic--United States	en_US
dc.subject	Veterans	en_US
dc.subject	Servicemen's Readjustment Act of 1944 (United States)	en_US
dc.subject	Post-9/11 Veterans Educational Assistance Act of 2008 (United States)	en_US
dc.title	College Completion and Combat Veterans: Barriers and Institutional Efforts to Facilitate Successful Completion	en_US
dc.type	Dissertation	en_US
dc.contributor.department	Department of Curriculum, Leadership, and Technology of the Dewar College of Education and Human Services	en_US
dc.description.advisor	Ott, Kenny
dc.description.committee	Bond, Sarah
dc.description.committee	Waugh, C.
dc.description.degree	Ed.D.	en_US
dc.description.major	Adult & Career Education	en_US