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Date of Graduation
Fall 2018
Document Type
Dissertation
Degree Name
Doctor of Philosophy (PhD)
Department
School of Strategic Leadership Studies
Advisor(s)
Benjamin S. Selznick
Karen A. Ford
Jennifer A. Taylor
Abstract
As more veterans and service members enroll in higher education, institutions are investing greater resources in the establishment and enhancement of centers to support them. However, little is known about the outcomes associated with utilization of the centers. Furthermore, researchers have consistently aggregated veterans and service members under “student veterans” with little regard for potential differences. Using regression analyses and analysis of variance, this case study explored the effect of visits to a veterans center on grade point average (GPA), the effect of academic need on frequency of visits, and differences in academic achievement for different types of military-affiliated students. Results did not reveal a significant effect of visits on GPA; however, academic need was associated with an increased likelihood of visits. Additionally, differences in academic achievement were found between veterans and those still serving in the military, with the latter students achieving lower cumulative GPAs. Further research to better understand the relationship between utilization of a center and academic achievement is discussed, recommendations for future practice are made, and critical quantitative research approaches are considered to further understand within-group differences for military-affiliated students in higher education.
Recommended Citation
Morgan, Paul, "The influence of engaging centralized student support on the academic achievement of student veterans" (2018). Dissertations, 2014-2019. 191.
https://commons.lib.jmu.edu/diss201019/191
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Educational Leadership Commons, Higher Education Commons, Higher Education Administration Commons, Leadership Studies Commons
