An Exploratory Journey into the Barriers for University Faculty in Developing
Interpersonal Relationships with Student Veterans.
David Wroblewski
Organizational Leadership, Shenandoah University RST 784: Qualitative Methods for Doctoral
Research
Dr. John Goss
July 20, 2021
Introduction
“Despite the increased number of student veterans on campus, there remains a continued
lack of understanding regarding this growing population at colleges across the United States”
(Jones, 2015, p. 3). Postsecondary educational institutions are still trying to better assistant
student veterans, but now its compounded with a larger influx of student veterans as military
operations in Iraq completed and are winding down in Afghanistan. The exact number varies,
but approximately one-half million veterans have used their benefits and upwards of two million
veterans will be eligible to use their benefits (Gonzalez & Elliott, 2016; Gordon et al., 2016).
Framing this in a historical context, The Serviceman’s Readjustment Act of 1944,
commonly referred to as the GI Bill, has “been heralded as one of the most significant pieces of
legislation ever produced by the federal government—one that impacted the United States
socially, economically and politically” (U.S. Department of Veterans Affairs, 2014). Designed
to provide federal assistance to veterans coming home after World War II It became known for
providing veterans with educational assistance, but it also offered veterans financial assistance
for purchasing homes and businesses (Mettler, 2012; U.S. Department of Defense, 2019). By
1956 the GI Bill helped 16 million veterans receive an education or training, and within 50 years
the number of advanced degrees increased by 20% (U.S. Department of Defense, 2019).
I have no doubt postsecondary institutions want to achieve the same rewards from the
Post-9/11 G.I. Bill just as The Serviceman’s Readjustment Act of 1944 shaped the next 50 years
of our society and economy. For colleges and universities seeking to meet the needs of student
veterans, much has been researched on what factors effect student veterans but less on how
faculty feel when trying to form relationships with student veterans.
The Purpose of the Study
My intended purpose of this study was to explore faculty members’ challenges forming
interpersonal relationships with student veterans. Faculty members as usually being the first
group student veterans met in a university environment, they may experience challenges trying
understand and communicate with student veterans as they are “often not familiar with the
challenges facing the student veteran” (Falkey, 2016, p. 34) and miscommunication during
classroom discussions about the military or the current wars “may be perceived as negative to the
student veteran” (Falkey, 2016, p. 34). These challenges present difficulties with forming
interpersonal relationships with student veterans. The combined impact of these factors suggests
that student veterans experience a variety of unique stressors that are not experienced by their
civilian peers.
The challenges student veterans experience can range from not understanding the
university learning environment, the differences between how each academic department is
managed, grading and teaching differences from class to class, difficulty in navigating the
university administration hierarchy every student (Borsari et al., 2017). They also face
challenges most of their civilian peers never have to experience.
The feeling of being socially disconnected from faculty and peers because of the different
culture of the military, invisible injuries such as post-traumatic stress from deployments, and the
transition from an orderly and structured military environment to a “more chaotic, confusing, and
less ordered” (Borsari et al., 2017, p. 169; Kranke et al., 2017; Semer & Harmening, 2015).
The challenges described can be amplified by what the student veteran faces while
“adjusting to life as a college student” (Falkey, 2016, p. 27). The student veteran is transitioning
to becoming a student but also transitioning to becoming a civilian again. I experienced this
transition and unless been through it or personally know someone who has, the concept of having
to rediscover your identity as a civilian probably makes little sense. The transition theory
This is you trying to re-enter society as a civilian and includes “relocation, loss of social
support systems, reintegration into civilian lifestyle, different or nonexistent health care services,
and possibly a new job or career path” (Falkey, 2016, p. 27). These factors can become barriers
to student veterans and their academic success. This is where faculty become the social support
for the student veteran as “higher education is a helpful transitional mechanism for student
veterans as they transition from soldier to civilian” (Semer & Harmening, 2015, p. 32).
Literature Review
Since the start of the Operation Enduring Freedom and Operation Iraqi Freedom the
number of veterans returning home and using their GI Bill has increased the interest in studying
student veterans and also their experiences in the military (Gonzalez & Elliott, 2016). However,
limited research has been done on other factors which influences not only academic success but
also social integration in a university environment. The transition from the military to the
civilian world is one I faced challenges and difficulties even with a master’s degree and
prospects for a civilian career. But for other veterans this transition not only includes back into
the civilian world, but also to a university environment. This transition to a university
environment influences the student veteran academically, socially, and personally. To
understand this transition student veterans’ take it is necessary to identify and understand factors
influencing in their ability to have positive experiences at a university and achieving academic
success.
Faculty Input and Relationship with Student Veterans
One of the factors which influences student veterans’ academic success is the role of
faculty. Astin (2010) identified faculty as a significant part of a student’s university
development. Much research has been given to the mental health of student veterans,
experiences while in the military and in a university, transitioning from the military back to
society, and academic challenges (Gonzalez & Elliott, 2016; Ghosh & Fouad, 2015; López et al.,
2016; Norman et al., 2015). However, the importance given by Astin (2010) of the faculty’s role
there is limited research done “linking faculty input to student success” (Gonzalez & Elliott,
2016, p. 36).
As I experienced while obtaining my undergraduate degree, faculty played a significant
role in my success both academically and socially. However, very limited research has been
done on faculty involvement with student veterans, specifically identifying faculty attitudes and
behaviors toward student veterans (Barnard-Brak et al., 2011; Gonzalez & Elliott, 2016) and how
this could effect their ability to form interpersonal relationships with student veterans. How
faculty interact with student veterans in and out of the classroom is influential in their academic
success (Gonzalez & Elliott, 2016; López et al., 2016).
How much influence faculty play in the academic success of students, research has shown
limited universities “offered opportunities for faculty and administrators to obtain information
about the needs of military student populations” (Ghosh & Fouad, 2015, p. 101). Because of the
different needs and challenges of student veterans than traditional students, more universities
need to better prepare faculty to address these concerns in and out of the classroom.
A persistent challenge faced by faculty is that many tend to experience difficulties
forming interpersonal relationships with student veterans due to the military culture most still
identify with and the difficulty in their transitional process from military life to civilian life.
Combined, student veterans tend to experience unique transitional factors that are often rare for
nonmilitary students, including, but not limited to: losing a sense of identity and purpose in the
transition from military to civilian world.
Significance of the Study (Rationale)
From my review of the literature I have completed thus far, I anticipate learning much
more about my topic. I anticipate some aspects in practice postsecondary institutions will be
challenged, namely the addition to the difficulties of faculty members in developing
interpersonal relationships with student veterans. This study should be able to examine
circumstances of the importance of the relationship between faculty and student veteran
education become more prevalent in future research.
Methodology
I conducted an exploratory, phenomenological study to describe the experiences
of faculty members with the military culture of student veterans. Following this approach, I
intend to seek to understand meaning in events and interactions between faculty and student
veterans. The study aims to address the lack of research that describes the experiences and
emotions of faculty members trying to form interpersonal relationships with student veterans in
addition to the discrepancies within the existing research discussing which factors and policies
are most beneficial to the academic success of student veterans (Borsari et al., 2017).
The data I will collect includes more than just text; faculty attitudes, feelings, behaviors,
body and facial expressions. The data will consist of interview transcripts with faculty, field
notes from observations, material culture, surveys, and documents. Three processes, collection,
coding, and analysis of the data are blended throughout the research study. This will allow me
the flexibility needed if a move in a new direction presents itself.
Research Question
1.
What are the daily experiences and perceptions of faculty members developing
interpersonal relationships with student veterans?
2. Which factors do faculty members believe facilitate or inhibit the successful pursuit
of forming interpersonal relationships with student veterans?
3. And which factors do faculty believe facilitate or inhibit student veterans’ transition
into civilian life?
Research Design
A qualitative study on faculty members difficulties forming interpersonal relationships
with student veterans is proposed, using semi-structured interviews as the primary research
approach. Field notes in conjunction with the interviews, observations, and casual encounters
with subjects. I also anticipate obtaining other data through material culture, including
documents obtained.
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