Date

4-7-2026

Department

School of Education

Degree

Doctor of Philosophy in Higher Education Administration (PhD)

Chair

Richard Segovia

Keywords

student veterans, higher education leadership, lived experiences, Schlossberg’s theory

Disciplines

Educational Leadership

Abstract

The purpose of this hermeneutic phenomenological study was to explore the lived experiences of student veterans as they transition into 4-year universities in the southern region of the United States. The problem guiding this work is that student veterans often face significant challenges in achieving academic and personal success during the transition from military service to civilian campus life. The theory guiding this study was Schlossberg's transition theory, as it provides a framework for understanding the factors that influence individuals' experiences during change and transition how veterans navigate the academic, social, and psychological dimensions of this pivotal life change. The central research question was: How do military veterans experience the transition into higher education at 4-year universities? This was a hermeneutic phenomenological study, and data collection was through questionnaires, semi-structured individual interviews, and focus groups of 10 student veterans. Data were analyzed through a systematic interpretive process to uncover themes and capture the lived experiences of transitioning veterans within the context of higher education. The findings of this study revealed that student veterans navigate the transition to higher education through a three-stage adaptive process. First, participants engaged in disciplined learning, where they repurposed military practices into structured academic routines. Second, veterans negotiated social integration by moving from isolation toward a sense of belonging through veteran peer networks and inclusive classroom environments. Finally, successful persistence was sustained through layered support systems. These results suggest that when institutions provide structured autonomy and culturally competent support, student veterans can translate their military-developed resilience into academic success.

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