Abstract Issues Facing Veterans in Higher Education by Charles Amankwaa MA, University of Baltimore, 2018 BS, University of Baltimore, 2013 Proposal Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Public Administration Walden University December, 2021 Abstract The American G.I. Forum (AGIF) contains several programs and initiatives, with the significant program being on supporting students. The AGIF is an umbrella institution consisting of over 1300 schools and almost half the number of student veterans recorded over the years. AGIF can design appropriate intervention strategies for assisting in growing the number of enrolled student veterans. Therefore, there is a need to better understand their needs as students so that the organization can better serve them. This study will focus on the issues facing veteran students in high education and the strategies that AGIF can adopt to better improve their experiences while in university. The primary theory that will guide this study is appreciative education (AE) framework as it offers theoretical infrastructure for educational practice by advocating for an adaptable, transformational, and interactive framework and is applicable to guide organizational efforts and individual interactions. The study will use convenience sampling as it will help in recruiting participants that are easily accessible and convenient. The study targets 30 veteran students that have served in the military for more than 10 years and currently enrolled in a higher education program. The research study will use content analysis to capture the opinions and attitudes of veteran students about the issues they face while in higher learning institutions. The analysis of the findings will be based on the findings of the interview’s outcomes, including the use of thematic analysis through coding and close examination of data for the identification of broad patterns and themes. Issues Facing Veterans in Higher Education by Charles Amankwaa MA, University of Baltimore, 2018 BS, University of Baltimore, 2013 Proposal Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Public Administration Walden University December 2021 Table of Contents Section 1: Introduction to the Problem ................................................................................1 Introduction ....................................................................................................................1 Problem Statement .........................................................................................................3 Purpose...........................................................................................................................5 Nature of the Needs Assessment Study .........................................................................6 Significance....................................................................................................................6 Summary ........................................................................................................................7 Section 2: Conceptual Approach and Background ..............................................................9 Introduction ....................................................................................................................9 Concepts, Models, and Theories ....................................................................................9 Relevance to Public Organizations ..............................................................................12 Organization Background and Context ........................................................................14 Role of the DPA Student/Researcher ...........................................................................15 Summary ......................................................................................................................16 Section 3: Data Collection Process and Analysis ..............................................................17 Introduction ..................................................................................................................17 Setting of objectives .............................................................................................. 17 Practice-focused Question(s) .......................................................................................18 Sources of Evidence .....................................................................................................18 Evidence Generated For the Administrative Study .....................................................19 Participants ...................................................................................................................21 i Procedures ....................................................................................................................22 Instrument used in collecting data ...............................................................................23 Data Analysis and Synthesis ........................................................................................23 Summary ......................................................................................................................25 References ..........................................................................................................................26 Appendix A: Service Order Agreement .............................................................................30 Appendix B: Set of Interview Questions ...........................................................................32 Appendix C: List of Acronyms ..........................................................................................33 ii 1 Section 1: Introduction to the Problem Introduction There has been an increase in the number of veterans enrolling in colleges. This trend is likely to continue in the future, thus increasing the number of veterans pursuing higher education (Kappell, 2017). The basis for some of the factors that contribute the issues facing veteran students is the service status, including analyzing if the student veterans are actively performing their duties or are reservists. The other deviation could be a result of a lack of experience in combat conditions. Veterans that have experience in combat are aware of the difficult life situations (Reisman, 2016). Research by Ghosh, Santana, & Opelt (2019) showed that the functional limitations and injuries that veteran students encounter are the primary factors that affect their participation in the college. Student veterans are not a unique population in colleges or universities, but a sub-group that has wide-ranging expectations, life experiences, and educational needs. Even though veterans are likely to have maturity and broad knowledge and understanding of various issues to the experience of learning due to their military services, educators should be aware of the perception of the veteran student during their transition to college. When the institution is aware of their needs, it will offer an opportunity for the development of the most appropriate techniques aimed at minimization of the challenges and increasing success. Addressing the issues facing veteran students’ higher education will help in the development of a social support system, the ability of veterans to reintegrate into civilian life, and accessibility to healthcare services. Adjusting to life in college will help veterans to reintegrate into the community. This is also important in enabling veterans to have a better social life that 2 includes interacting with other people in school and developing friendships. This is important in helping the veterans’ transition well from military life to civilian life and associate with non-veteran students. Founded in 1948 by Hector Perez Garcia in Corpus Christi, Texas, the American G.I. Forum (AGIF) has helped in the provision of motivation and education, postsecondary educational opportunities, and scholarship for veterans to attend college aimed at encouraging veterans to join higher learning institutions. Since its establishment, the Forum has offered many opportunities to veterans and soldiers interested in furthering their educational opportunities. As one of the largest Federally Chartered Hispanic Veterans firms in the country having Chapters in Puerto Rico and different states, the Forum has helped in the enhancement of educational opportunities among the veteran students. Also, it offers support to Hispanic organizations, including SER, IMAGE, NCLR, and LULAC, among others. The Corporate Advisory Board (AGIFCAP) of the Forum offer financial support and technical advice. Apart from providing education opportunities to veteran students, the AGIF focuses on the enlargement of equality of justice under the law and political and economic opportunities for all regardless of their nationality, race, or ethnicity. Similarly, it has helped in offering input on legislation enforcement aimed at protecting Hispanic veteran rights and other minority groups. The other objective of AGIF is youth motivation and leadership. Through the establishment of AGIF Youth Chapters, the Forum has been successful in training youths in motivation and leadership values. They aim to help with education through trade scholarships and academic to enhance better career opportunities. 3 Problem Statement The AGIF has played a critical role in struggling for civil rights, including advocating veterans' benefits, reducing media distortions and stereotyping, and desegregation of schools. The American G.I. Forum offers comprehensive services for the service members that transition from the military to the community as a civilian. Some of the services provided include employment services, community reintegration, chemical dependency counseling, and job counseling, among others. It advocates for improved services and cares for veterans to stabilize and assist them with job placement. The primary consumers include veterans that try to regain their role in their society, homeless veterans, those with a psychological or physical disability, creating a barrier to employment, and recently discharged veterans. Despite the success in dealing with the issue relating to the veteran administration's inability to provide earned benefits under the G.I. Bill of Rights and representation and hospital care, the AGIF has struggled with dealing with the specific issues facing veterans in the higher education. Over the past years, various researchers have discussed the challenges veterans face in their pursuit of higher education. Mendez et al. (2018) analyzed the experiences of student veterans that had engaged in a transition seminar course using a single case study. The findings indicated that there is a need to provide a purposeful transition process for veterans who decide to pursue higher education. Additionally, previous studies have asserted that drug abuse is a common occurrence for veteran students as compared to noveteran students (Bell, 2017). A study by Falkey (2016) used quantitative design in studying the Post-9/11 Era transition experiences of veteran officers to increase knowledge about the student population. He argued that despite the maturity and 4 understanding inherent to veterans as well as other broader skills gained from their services, educators should be aware of the veteran's perceptions during their transition to a college student. Although the above studies have explored the differences in the experiences of veteran students as they transition to higher education system, very little is known about the specific issues facing veterans, make it difficult for an organization such as AGIF to determine where it should place its resources. AGIF management states that limited resources and inadequate research has made it challenging for the organization to achieve this goal. American G.I. Forum (AGIF) does not receive funding or necessary resources from state, local, or federal government to monitor its activities and operations. Over the past years, the Forum has depended on donations to continue with its efforts of providing the necessary assistance to veteran students in higher education. Despite these limited resources, the management states that the Forum has been making efforts to achieve its primary goal. One of the factors contributing to this success is hardworking members and dedicated leaders such as Women’s and Youth chapters. Their engagement has played a critical role in strengthening the structure of the Forum. Inadequate resources have made it challenging for the organization to collect the input of veteran students about their experiences while in college. Such direct input from veterans is the primary source of the policies that AGIF can put in place to achieve its primary goal. It implies that the organization will require research in this area to increase its awareness about the issues and the most effective solution to the challenges. Therefore, this study will play a critical role in increasing the understanding of the issues that face 5 veteran students while in college. It will help to address the inadequate knowledge issue facing the Forum. Therefore, the study will provide relevant information about the issues facing veteran students, which will play a critical role in informing the American G.I about future policy decisions. AGIF can design appropriate intervention strategies for assisting in growing the number of enrolled student veterans (Rumann et al., 2011). Research has shown that one of the common reasons as to why veterans choose to not enroll in higher learning institutions is because they have had disappointments with the benefits and salaries they were offered while they worked (Hannon, 2019). Also, they may perceive that they were not meant for further education or training, which makes them not to see the need for pursuing education after their time of service (Hannon, 2019). Purpose The primary purpose of this qualitative needs assessment is to provide an insight into the issues facing veteran students to better inform AGIF regarding their experiences so the organization may better plan services and programs to meet their unique needs. The study will offer an insight into the most effective strategies to not only address the challenges but also to increase the benefits that veterans gain through their educational process. The guiding research question is, what challenges do veteran students face in their pursuit of higher education? The findings will be essential for the American G.I. Forum (AGIF) organization as it will enable them to learn about the challenges facing veteran students so that they may plan services and programs to better meet their needs. It will also help the organization to better meet the needs of veterans in the future. The AGIF should adopt the following in addressing the challenges faced by the veterans 6 a) Develop veteran specific communities b) Enhance smooth transitions through improving campus climate c) Ensure that the veteran receive the traditional orientation sessions Nature of the Needs Assessment Study The research will carry out a qualitative needs assessment to document the challenges facing veterans so that AGIF can formulate future programs on based on their needs. The study will conduct qualitative interviews for at least ten veterans from three different universities to gather information regarding their experiences in institutions of higher learning. It will ensure that a researcher gains firsthand insight on the experiences of veteran students in institutions of higher learning (Qu & Dumay, 2011). Also, it will assist in gathering focused textual data that will help AGIF in addressing these challenges in addition to uncovering substantial descriptive data of the individual experiences of veteran officers. In the circumstance where the veteran students are not on the campus, the researcher will request them to do a phone, Zoom, or Skype interview. A letter of the agreement and scope of work is found in the appendix. Significance This research will be instrumental in improving the experiences of veteran students while in higher education system by providing critical information to the AGIF regarding their needs. Despite the efforts of AGIF to address the issues faced by veteran students, they have limited information about the various challenges, hence the difficulties to plan for future programming. It can use these findings to address the needs and concerns of the veteran officers in higher education. AGIF can also use the results of 7 this research to advice colleges and universities on the best organizational culture that can ensure integration of veteran students' needs into their practice. Through this study, the forum will be able to determine the areas that are functioning effectively and those that need adjustments to improve the experience of veterans in the university setting. Colleges and universities can use the findings to design approaches that maximize veterans' ability and capability. It is useful in the preparation of the learner-centered programs to increase the skills and knowledge of veteran students. Through this research AGIF will be able to address some of the challenges likely to affect veteran students after they complete their tertiary education. This study will ensure that legislators understand the rights of veterans so that they pass laws, which will ensure that the latter studies without problems. Public administrators can use the findings from the needs assessment in planning for the future. For instance, it will provide adequate information on programs relating to veteran affairs and delivering services. Due to the diversity of the veteran students and broader experiences, it is challenging to adopt a one size that fits all approach to serve them (O'Herrin, 2011). Hence, the critical step for administrators is gauging the specific veterans’ needs at the university before they devote resources to new initiatives. It will help to craft successful efforts that consider enrolled student veterans’ input. Thus, it will be crucial in designing supportive programs to improve the experience of veteran students. Summary This section provided an insight into the issue the study will discuss. Higher learning institutions will find this research useful in designing the most appropriate policies that address the needs of veteran students. The study will be helpful in the 8 collection of data from the target population. Section two will outline the theoretical and conceptual framework that forms the basis of the research. 9 Section 2: Conceptual Approach and Background Introduction Over the past years, veteran students have been experiencing various challenges in the higher education system due to the practices and organizational culture that do not consider the needs of this cohort of students. The primary question is about the policies that the American G.I. Forum (AGIF) should implement to improve the experience of veteran students in higher learning institutions to increase their population. This section will discuss the theory and concepts outlined in the research as well as relevance to public organizations. It will also discuss the significance of this discussion topic to public organizations. The American G.I. Forum may use the data provided in the research to determine the factors that affect veterans in the higher education system and strategies aimed to adopt to improve their experience. It will also give an overview of the American G.I. Forum by discussing its purpose and the significance of research in the achievement of its goal. The last part will involve the discussion of the role of the DPA student in researching on behalf of AGIF. Concepts, Models, and Theories This section will introduce and describe the theories that offer an insight into the factors that ground this study. The segment will comprise concepts and their definition and reference to all the relevant scholarly literature and the available theory applicable to this study. Appreciative education (AE) is a critical framework for guiding higher education professionals' interaction with students, delivering student-centered services, and leading 10 higher education. It offers a positive and international approach to improve educational enterprises by concentrating on individuals and organizations' potential and strengths to achieve co-created goals. This concept is a powerful synthesis of appreciative advising, appreciative inquiry, positive psychology, and social constructivist approaches. Appreciative education offers a flexible framework and theoretical infrastructure for educational practice (Bloom et al., 2013). Rather than concentrating on either organizational or individual development, AE advocates for an adaptable, transformational, and interactive framework and is applicable to guide organizational efforts and individual interactions. Studies have applied the appreciative framework to develop mission-centered learning outcomes by embracing positive mindsets, empowering learners to take ownership of the learning process, and leveraging students' strengths and assets. For example, He, Hutson, & Bloom (2014) analyzed the need to engage in appreciative education. They found greater potentials for applying the AE framework in educational settings to offer learners a seamless educational pipeline that develops, leverages, and recognizes their assets and strengths. Similarly, Bloom & McClellan (2016) discussed a theory-to-practice framework, according to the AE model for higher education administrators to adopt to foster creative solutions to address challenges faced by higher education institutions to pursue the desired goals. The discussion showed that using the AE model helps create an innovative educational environment that can help address all the challenges that face higher education. 11 Jeffery & Halcomb-Smith (2020) researched different works regarding the concept of appreciative education and found out that veterans deserve feedback in their learning process to ensure that they understand their progress. The strength of this study lies in the fact that the authors inform in detail regarding the issue of appreciative education. They elaborate on the issue of how tutors and veteran students can collaborate to make the educational experience much better than it was in the past for both parties. The weakness of the study is seen where it does not give leads to other documents that could give good information regarding the concept of appreciative education. It could have ensured that readers understand other sources that they can use to develop their knowledge regarding the concept. The study has left enough room for more research regarding appreciative education. A critical component of AE framework is that, although each student is unique, educators need to concentrate on the populations with greater needs than others. It is critical to view learners as individuals as opposed to representatives of a particular group. However, educators should also be aware that students have a likelihood of belonging to groups that may put them in social or educational disadvantage. Therefore, they may require differentiated attention from the teachers. While it might be challenging to find students with identical needs, being knowledgeable of the needs of veteran students in education is vital in increasing understanding of the issues that they face and develop strategies to improve their experiences. Veterans represent a unique population because of their age and experiences. Currently, veterans result in multiple challenges to higher education, including social 12 isolation, inability to continue with education, and increased relocation. Financial issues continue to be the most challenging factor amongst this population. Despite joining college being a positive transition, this experience may be hard and, in some instances, overwhelming. Returning veterans bring higher maturity and broader knowledge to global issues due to their military expertise, educators should show them support during this period. Increasing the awareness of this population's needs from the onset allows the development of the most appropriate techniques for minimization of the attrition and enhancement of success chances. The students should start with an assessment of the commitment of the institution to provide a military-friendly environment through the creation of on-campus units such as Reserve Officer Training Corps (ROTC). Relevance to Public Organizations The signing of the G.I. Bill of Rights into law by President Franklin Roosevelt on June 22, 1944, resulted in the return of veterans into universities and colleges in the country (Murray, 2008). One of the common challenges facing veteran students is their inability to reintegrate into civilian life and lack of preparation of the schools to accommodate the student influx (Borsariet al., 2017). It led to the emergence of more issues for veterans, including the absence of transitional assistance as well as increased shortages in housing, as Murray (2008) asserts. The American G.I. Forum of the United States (AGIF) is an organization that addresses the needs and concerns of American military veterans in higher education. Since its official incorporation in 1948, AGIF has been at the forefront in the provision of support, resources, and programs to the 13 continuously changing local student veteran organization networks (Rumann, Rivera, & Hernandez, 2011). According to Hannon (2019), the number of veterans in the United States amounts to over eighteen million. Out of these eighteen million, the number of student veterans in the year 2013 was a little over one million, as indicated by those veterans who have utilized their GI benefits ("Who Are Today's Student Veterans?" n.d.). Since 2013, the statistics were estimated to increase by around twenty percent, which amounts to approximately 1.25 million veterans ("Who Are Today's Student Veterans?" n.d.). While there are aged veterans who may not have an interest in pursuing higher education, the numbers who can benefit from higher education are still high, as Hannon (2019) asserts, which prompted this research. Rumann et al. (2011) explain that the American GI Forum of the United States is an umbrella organization for student veterans' groups, which advocate improvements in veteran educational benefits. As an umbrella organization, AGIF is an association of institutions that work together to coordinate the scholarly activities of veterans. Given the collective nature of AGIF, it will help in providing data on the veterans that are pursuing higher education. The information will be useful in the research in the determination of the strategies to increase the population of student veterans. The needs assessment is critical in helping organizations such as AGIF to work with institutions of higher education to determine the gaps that hinder them from realizing the desired goal of providing quality services to all students. Being aware of what is currently working effectively and areas that require improvements is vital in progressing towards achieving such goals and making universities successful. 14 Different research could inform veterans regarding how they can navigate their application processes in institutions of higher learning. They can be given information, which could be crucial in identifying institutions with higher chances of employment to ensure that their college education becomes as meaningful as possible. G.Is must be informed to ensure that they plan their college stay long before they are able to join institutions. It could be very easy for them to plan their college stay if they set their priorities early enough and consequently, they would also have a good experience in their institution of choice (Kappell, 2017). Planning ought to be the best part of a G.I’s ambition of joining a good college in the United States. On the other hand, G.Is must plan carefully the courses they intend to take in college. They could even decide whether they would like to undertake apprenticeship or another course. It is advisable for the G.Is interested in joining college to consult the department of labor using the apprenticeship finder (Kappell, 2017). In such platforms, they could be lucky to find courses that offer favorable costs and can offer the best value possible. In some instances, the G.Is could come across courses that offer free training to any interested veteran. Organization Background and Context AGIF is an association of institutions that work together to coordinate the educational activities of veterans. Since its official incorporation in 2008, AGIF has been at the forefront in the provision of support, resources, and programs to the continuously changing local student veteran organization networks (Rumann et al., 2011). As an umbrella organization, AGIF supports over one thousand three hundred schools, which 15 justifies the relevance of the study. The mission of the organization is "to establish and maintain a comprehensive community service agency with a diversified funding source that will serve the needs of veterans, their families, and other needy individuals of the community." This research will help AGIF in the achievement of its motto of "Education is Our Freedom and Freedom should be Everybody's Business" by providing information about the issues facing veteran students. The initial concern of AGIF is ending segregation in schools to offer quality education to veteran students. The objective of AGIF was to bring the concerns of this population to mainstream politicians’ attention. Achieving this goal depends on the ability of the forum to have adequate information about the issues faced by veteran students in higher education, which is the primary purpose of this study. Thus, this study is necessary to inform AGIF to implement the necessary strategies that can help improve the experiences of veteran students in universities by addressing some of the issues they face. It will help the organization to realize its goal of establishing and maintaining comprehensive community service that aims at serving the needs of veteran students. Role of the DPA Student/Researcher I will conduct the research on behalf of the American G.I. Forum (AGIF) organization. In the study project, I will be the researcher; hence I will focus on the selected target population and analyzing the collected data. Despite the focus of AGIF of different educational issues that affect veteran students, there is still low enrollment of veterans in top-performing colleges and universities in the country. This factor prompted me to analyze some of the issues facing veteran students in high education. The good 16 results of the study can justify the validity of the strategies utilized by the research. There is the likelihood of confirmation bias due to the interpretation of the data to support the identified hypothesis. Also, I may omit some of the data that do not align with the hypothesis. Summary It is evident that the study will use appreciative education (AE) framework as the primary theory. Since there is a need to provide a purposeful transition process for veterans who decide to pursue higher education, the above discussion has shown different strategies that AGIF can adopt to improve their experience while in universities. Section three will outline the methodology used by the researcher as well as the participants and analysis and synthesis. 17 Section 3: Data Collection Process and Analysis Introduction The study will analyze some of the issues that face veteran students in the higher education system to better inform AGIF regarding their experiences so the organization may better plan services and programs to meet their unique needs. In addition to the challenges veterans face during the transition from military to civilian life, adapting to college life may also be a challenge (Kappell, 2017). Due to the struggles that veterans experienced in high school, it may be hard for them to fit into the education system. Communicating and collaborating with other students across the institution is sometimes a struggle for veteran students. Therefore, universities and colleges that provide educational programs to this population with unique characteristics should ensure they implement appropriate policies that support them in adapting to college life. The third section will discuss the research methodology, including the design, target population, and synthesis of data. Additionally, it will examine the sources of evidence and published outcomes and research. It will also provide an insight into the archival and operational data as well as evidence generated from the needs assessment. It includes the following steps; Setting objectives, selecting the audience, collecting data, selecting audience sample, picking an instrument and then analyzing the data Setting of objectives a) To examine issues facing veteran students b) To understand the most effective strategies to use in addressing the veteran student issues 18 Practice-focused Question(s) What are the most significant issues facing veteran students in their transition to higher education system? What strategies can help to improve the experience of veteran students in higher education setting? The researcher will conduct the study on behalf of AGIF to provide an insight into the issues that face this population and the most appropriate strategies that can help in addressing them to make their learning environment effective. Sources of Evidence Since AGIF offers different services to veteran students, it is challenging to determine with certainty challenges that hold back veteran students from achieving their goals. Thus, conducting a needs assessment is crucial as it will help the organization determine the gaps that prevent veteran students from realizing the desired goals. According to Norman et al. (2015), such gaps are evident in skills, practices, or knowledge. Determining what is working successfully and what the organization needs to change is vital to effective progression towards the AGIF mission and making the organization successful. Needs assessment will help address the relevant concerns from all firm levels to reach a plan with specific action for improvement. The effectiveness of any plan and action depends on up-to-date and accurate information on veteran students' needs. A needs assessment is vital in framing both problems and opportunities veteran students face and building the necessary relationship to help deal with the identified challenges (Garira, 2020). 19 It will offer the basis for action and planning to improve veteran students' experiences, performance, and learning in higher education institutions by aligning resources and strategy, setting goals for future action, and providing justifications, insights, or data for decision-making (McCawley, 2009). The basic premise for AGIF is to serve the veterans by addressing their needs and concerns while in universities or colleges. The best way to fulfill this goal is by determining the needs of this population. Therefore, conducting a needs assessment is one of the best ways to know the issues that face veteran students and design effective intervention approaches to improve their experiences. Another study by Nugraha et al. (2018) showed that the primary aim for conducting a needs assessment is gathering accurate information representative of the group under study. Therefore, it is necessary for AGIF to perform a needs assessment before it takes any action. It is also useful in determining the current situation and identifying issues for action while establishing the necessary basis for crucial planning. Conducting a needs assessment is among the most critical tool for involving the veteran students in developing goals and solving their problems (Gupta, 2011). The use of a needs assessment will be the best way to engage veteran students and contribute to the outcome. Evidence Generated For the Administrative Study Research shows that veteran students encounter the logistic challenges of transitioning from the military to higher education (Borsari et al., 2017). Since many veteran students enlist in the military as emerging adults and work under the structured military environment most of the years, they lack the desired skills to navigate the 20 available services outside the military setting context. Most veteran students are unaware of their eligibility for various helpful services, including Veteran Benefits Administration and community programs. Despite the ability to access these services, they struggle with effective coordination and fully utilize the different programs (Elliott, Gonzalez, & Larsen, 2011). For instance, it is challenging to manage finances related to education. While the educational benefits help in covering tuition, it does not include different fees. Additionally, veteran students must incur out of pocket tuition and other benefits unless there are correct processing and filing of the necessary paperwork. The process may take an extended period, which places veteran students under financial distress. The other issue relates to academic credit. Although veteran students are likely to complete their applied training and academic coursework throughout the military service, some institutions do not award credit for military training. Furthermore, despite veteran students overcoming such challenges and other barriers hindering them from enrolling in college like admission testing, benefit eligibility, and applications, retaining them in schools is challenging (Kirchner, 2015). Radford (2009) showed that more than 40% of part-time learners and 15% of full-time learners dropped out of colleges within the first academic year after enrolment. Regardless of this population's academic engagement characteristics, veteran status has a negative association with GPA. Some of the contributing factors include increased demand on their time and attention, the likelihood of being married and having children, and working full-time. Such competing commitments can affect their academic performance and degree completion. Also, veteran students experience challenges in adapting to the civilian world from their 21 hierarchical military environment. It is evident in managing time and responsibilities and unwillingness to ask for assistance. The study will use in-depth interviews with student veterans to obtain data for the AGIF. It will be useful in providing primary information on the topic under investigation. This data collection method is appropriate as it will facilitate open-ended responses from the target population for in-depth knowledge. The primary informants from the higher institutions regarding issues facing veteran students are the people with firsthand information and who understand the primary issue under investigation due to their experience with the system. Therefore, an in-depth qualitative interview allows them to discuss the problem they encounter throughout their study in higher education institutes. By establishing rapport and making them feel comfortable, the researcher will be able to generate insightful responses on sensitive questions. Participants The participants in this study will include veteran students that are currently studying in higher education institutions either through on-campus or online platforms. The study will use convenience sampling (described below) as it will help in recruiting participants that are easily accessible and convenient. The population is relevant in discussing the topic as it will provide challenges that students face virtually and physically. The study targets 30 veteran students. All the participants should have served in the military for more than 10 years. Also, they should have enrolled in higher education programs, whether online or on-campus. The study will also focus on veteran students from different age groups. The researcher will not offer any rewards to convince 22 the target population to participate in the study. The projection is that the data collection will take two weeks. Procedures The American G.I. Forum (AGIF) offered an approval letter to conduct the research and acknowledged the importance of the selected topic in the development of their strategy and increasing their knowledge so they may better serve their veterans. The organization was also willing to commit resources as well as continuous feedback, and the resources include relevant veteran information that may be helpful in this study. Recruitment of potential participants to the research will include various phases such as identification, approaching, and obtaining the target population’s consent to engage in the research. The American G.I. Forum will help in identifying the participants since they have records of the veterans who have enrolled for higher education located in various regions across the state. The researcher will also depend on the deans of students and student leaders for identification and approaching potential participation with the help of the AGIF. This type of non-probability sampling approach will depend on the collected data from the veteran students that are conveniently available to participate in the research. It will include getting participants from different higher learning institutions in the region. There will be no inclusion criteria identified before selecting the participants. The researcher will invite all the veteran students to participate in the study. Ethical protection of the participants will include assuring the participants the data collected will be confidential, and the researcher will not disclose personal data. Also, it will involve 23 preserving the anonymity of the participants and giving them a chance to participate voluntarily without coercing them. Ensuring reliability in this qualitative research will include examining the trustworthiness of the respondents. In a qualitative research, the goal is to ensure engagement in a study that aims at probing for deeper understanding than examining the surface features. The adopted approach to test the study’s reliability and validity will depend on research criterion. Instrument used in collecting data A set of interview questions were developed to help explore the problem statement of the study. Only questions relevant to the research questions were developed. This study identified 8 questions. However, the draft interview questions will be reviewed by AGIF organization before beginning the study. These questions are available in the Appendix section of this study. Data Analysis and Synthesis The research study will use content analysis to capture the opinions and attitudes of veteran students about the issues they face while in higher learning institutions. The research will analyze the findings based on the observations made and the outcomes of the interview. It will include the use of thematic analysis through coding and close examination of data for the identification of broad patterns and themes. The study uses reflexive thematic analysis in analyzing the data collected from the qualitative interview of each veteran student. Despite the various similarities between qualitative content analysis and reflexive thematic analysis such as searching themes and patterns and cutting across data, the primary difference is in the opportunity for data 24 quantification. It implies that content analysis uses descriptive approach to code and interpret data while thematic analysis offers a purely qualitative and detailed data account (Vaismoradi, Turunen, & Bondas, 2013).This type of data analysis identifies, interprets, and categorizes themes (patterns of the meaning) within a qualitative dataset (Braun et al., 2019). This concept of analysis was proposed by Braun and Clarke. Reflexive thematic analysis fits research questions associated with how people perceive things, their experiences, and their views (Bell, 2017). Veteran students encounter different challenges in the institutions of higher learning that make them shy-off enrolling in advanced learning (Babin, 2019). The study will follow the 6 steps of conducting reflective thematic analysis as proposed by Braun and Clarke (2018); 1) Familiarize with the data; - this is the first step of reflexive thematic analysis. The researcher reads and re-reads the contents of the findings to understand. 2) The coding process; - This is the stage of formulating and coming up with succinct labels (codes). These succinct labels play an integral role in establishing words or phrases that are used in answering the statement of the problem. In this research work, the identified codes included, "drug abuse", "lack of friends", "mental health", "depression", "isolation," and "lack of proper advice". These were the codes used in establishing the problems faced by veteran students in the institutions of higher learning. 3) Formulation and identification of themes; - In this stage, themes are developed from the identified codes. 25 4) Review and revision of themes; - in this stage, themes are analyzed to establish their relevance in responding to the problem statement. Additionally, in this phase, themes are re-grouped into smaller groups (sub-themes). This is also the stage of eliminating irrelevant themes. 5) The definition and naming of themes; - this is the stage of establishing the main idea or focus behind each theme. 6) Writing up; - this is the last phase of reflexive thematic analysis. At this point, the extracts of data and analytical narratives are integrated. Summary The section has discussed the different methods the research will use in collecting and analyzing data. This section has also identified the set of interview questions, the codes developed, and the themes identified. The following section will discuss the evaluation and recommendations. 26 References Babin, J. (2019). An exploration of the perceptions and experiences of veterans transitioning to higher education (Doctoral dissertation, Northeastern University Boston). Bell, B. (2017). In and Out: Veterans in Transition and Higher Education. Strategic Enrollment Management Quarterly, 5(3), 128-134. Bloom, J. L., Hutson, B. L., He, Y., & Konkle, E. (2013). Appreciative education. New Directions for Student Services, 143(2013), 5-18. Bloom, J. L., & McClellan, J. L. (2016). Appreciative administration: applying the appreciative education framework to leadership practices in higher education. Journal of Higher Education Management, 31(1), 195-210. Borsari, B., Yurasek, A., Miller, M. B., Murphy, J. G., McDevitt-Murphy, M. E., Martens, M. P., & Carey, K. B. (2017). Student service members/veterans on campus: Challenges for reintegration. American Journal of Orthopsychiatry, 87(2), 166. Braun, V., Clarke, V., Hayfield, N., & Terry, G. (2019). Thematic analysis. Handbook of research methods in health social sciences, 843-860. Falkey, M. E. (2016). An Emerging Population: Student Veterans in Higher Education in the 21st Century. Journal of Academic Administration in Higher Education, 12(1), 27-39. Garira, E. (2020). Needs assessment for the development of educational interventions to improve quality of education: A case of Zimbabwean primary schools. Social Sciences & Humanities Open, 2(1), 100020. 27 Ghosh, A., Santana, M. C., & Opelt, B. (2019). Veterans’ Reintegration into Higher Education: A Scoping Review and Recommendations. Journal of Student Affairs Research and Practice, 1-17 Volume 5. Griffin, K. A., & Gilbert, C. K. (2015). Better transitions for troops: An application of Schlossberg's transition framework to analyses of barriers and institutional support structures for student veterans. The Journal of Higher Education, 86(1), 71-97. Gupta, K. (2011). A practical guide to needs assessment. John Wiley & Sons. Hannon, G. M. (2019). Post-traumatic stress and American veterans: a historical and war literature analysis is leading to art as potential therapy (Doctoral dissertation, Rutgers University-Camden Graduate School). He, Y., Hutson, B. L., & Bloom, J. L. (2014). A call for action to engage in appreciative education. Journal of Appreciative Education, 2(1), 1-9. Johnson, R. B., & Christensen, L. (2019). Educational research: Quantitative, qualitative, and mixed approaches. SAGE Publications, Incorporated. Kappell, J. (2017). Student veterans’ participation in high-impact practices: Veterans’ experiences at three institutions of higher education in Southeastern North Carolina. Journal of Veterans Studies, 2(1), 29-49. Kirchner, M. J. (2015). Supporting student veteran transition to college and academic success. Adult Learning, 26(3), 116-123. McCawley, P. F. (2009). Methods for conducting an educational needs assessment. University of Idaho, 23, 6-14. 28 Mendez, S., Witkowsky, P., Morris, P., Brosseau, J., & Nicholson, H. (2018). Student Veteran Experiences in a Transition Seminar Course: Exploring the Thriving Transition Cycle. Journal of Veterans Studies, 3(2), 1-18. Murray, M. (2008). When war is work: The GI Bill, citizenship, and the civic generation. California Law Review, 96, 967. Norman, S. B., Rosen, J., Himmerich, S., Myers, U. S., Davis, B., Browne, K. C., & Piland, N. (2015). Student Veteran perceptions of facilitators and barriers to achieving academic goals. Journal of Rehabilitation Research & Development, 52(6). Nugraha, S. T., Suwandi, S., Nurkamto, J., & Saddhono, K. (2018). The Importance of Needs Assessment for the Implementation of E-learning in a Language program. KnE Social Sciences, 254-260. O'Herrin, E. (2011). Enhancing veteran success in higher education. Peer Review, 13(1), 15. Radford, A. W. (2009). Military service members and veterans in higher education: What the new GI Bill may mean for postsecondary institutions. American Council on Education. Reisman, M. (2016). PTSD treatment for veterans: What’s working, what’s new, and what’s next. Pharmacy and Therapeutics, 41(10), 623. Rumann, C., Rivera, M., & Hernandez, I. (2011). Student veterans and community colleges.New Directions for Community Colleges, 2011(155), 51-58. Schiavone, V., & Gentry, D. (2014). Veteran-students in transition at a Midwestern university. The Journal of Continuing Higher Education, 62(1), 29-38. 29 Vaismoradi, M., Turunen, H., & Bondas, T. (2013). Content analysis and thematic analysis: Implications for conducting a qualitative descriptive study. Nursing & health sciences, 15(3), 398-405. Who are Today’s Student Veterans? (n.d.). Retrieved from https://www.mentalhealth.va.gov/studentveteran/studentvets.asp Yilmaz, K. (2008). Constructivism: Its theoretical underpinnings, variations, and implications for classroom instruction. Educational horizons, 86(3), 161-172. 30 Appendix A: Service Order Agreement Project Proposal This Project Proposal has been drafted by Charles Amankwaa for the American G.I. Forum (AGIF) and is dated 8th January 8, 2021. Scope of Work Work Phase Estimated Time Required interactions: The researcher will discuss with the administration about the challenges facing AGIF and how inadequate data about issues facing veteran students prevents the organization from achieving its mission. It will include interacting with the management to design interview questions that will help to address the needs of this population. 1 week Outcomes/Deliverables: This study aims to discuss the issues facing veteran students in the higher education system to help the organization determine the strategies that AGIF can implement to improve the experiences of veteran education in the universities. The research will collaborate with the organization to help them develop strategies that that will ensure they achieve the goal of improving the experiences of veteran students in higher education institutions. It will include collecting data on behalf of the organization and presenting the findings. 2 months Additional Services Provided if Requested: The researcher will explain to AGIF the outcomes of the study when requested and offer an insight into the implications of the research findings. Similarly, the other additional services include advising the organizations on the areas and recommendations to prioritize to improve veteran student experience in higher education institutions. 4 months Total Services Summary Discussing the challenges facing AGIF with the administrators to determine the areas that require focus to improve experience of veteran students. Conducting research and collecting the necessary information Data analysis and presentation 7 months Estimated Length of Engagement 1 week 3 months 1 month 31 Sharing the research outcomes with AGIF management upon request 2 months This Project Proposal has been approved by Lawrence G. Romo, National Commander. 32 Appendix B: Draft Set of Interview Questions 1. The transition from military life to civilian life is associated with many challenges. What are the different ways of coping with the transition from military life to college life? What challenges have you faced transitioning from military life to being a student? 2. Institutions of higher learning that serve or wish to admit veteran students have support programs and policies in place to make sure your needs are adequately met. What are some of such programs or policies in this institution? 3. Have you ever considered leaving prior to the completion of your program? If so, what would you say leads to your thinking about it? 4. Inadequate or total lack of basic military knowledge on some professors has proven to be a challenge to understanding the needs of students with military knowledge. Describe your professors. 5. What is your general take on the drug abuse among the veteran students? 6. Do you find any age variation between the veteran students’ age groups? How do you think the age variations affect you? 7. In your opinion, what should the institution do to better the university experience of most of the veteran students? 8. What advice can you give to a veteran who wishes to join the university? 33 Appendix C: List of Acronyms AGIF American G.I. Forum DPA Doctor of Public Administration WUL Walden University Library IDP International Directory of Philosophy ERIC Educational Resource Information Center 
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