Date
7-22-2025
Department
School of Education
Degree
Doctor of Philosophy in Higher Education Administration (PhD)
Chair
David Vacchi
Keywords
academic support, extrinsic motivation, higher education, student veterans, success
Disciplines
Educational Leadership | Higher Education
Recommended Citation
Stephenson, Yuki A., "A Hermeneutic Phenomenological Approach to Understanding the Academic Support Services That Influence the Success of Student Veterans" (2025). Doctoral Dissertations and Projects. 7189.
https://digitalcommons.liberty.edu/doctoral/7189
Abstract
The purpose of this hermeneutic phenomenological study was to understand the academic support services that influence the success of student veterans pursuing higher education at Fort Green of the South. The theory guiding this study was Deci and Ryan’s self-determination theory focusing on the extrinsic motivators that enhance academic support services for student veteran success. The central research question was: How do academic support services influence the success of student veterans? The methodology of this study used a qualitative approach, employing hermeneutic phenomenology to best address the research question and exploration of the lived experiences of the student veteran’s utilization of academic support services towards academic success. Participants were selected using convenience and criterion-based sampling of United States Armed Forces member population at Fort Green of the South. Data collection methods consisted of individual interviews, focus groups, and journal prompts that were further analyzed with the Stevick-Colaizzi-Keen method of analysis and thematic analysis. Findings revealed three themes that captured the essence of the student veterans lived experiences using academic support services in support of their academic success: work-life -school balance, persistence and overcoming external challenges, and academic support systems. These themes highlighted the complex relationship between personal responsibilities, resilience in the face of adversity, and the critical role of accessible veteran-specific academic resources. These findings emphasize the need for academic support services that are designed to specifically address the unique experiences, challenges, and strengths of student veterans in higher education.
