Articulation of military members into Texas higher education programs: a cross-case study

The problem for this study was to explore factors that may contribute to the acceptance or rejection of military training for college credit. The purposes of this study were to: (a) compare the practice of awarding college credit for military training at three, Texas, four-year, higher education institutions; (b) compare the perceptions about military training of key leaders at three, Texas, four-year, higher education institutions; (c) profile factors which facilitated and inhibited the articulation of military students into three, Texas, four-year, higher education institutions; and (d) provide recommendations for policies and practices related to the award of college credit for military training. Research questions paralleled these purposes.

Using a multiple case study design, three higher education institutions with divergent views on awarding college credit for military training served as research sites. The unit of analysis was institutional leaders having input into the development of policies, practices, and programs related to awarding college credit for military training. Using an open-ended interview guide approach, eighteen formal interviews were conducted. Other sources of data included informal interviews, field notes, and journal entries.

Data analysis revealed five recurring themes. First, military members compared favorably to traditional college students. Second, consensus about what a college education should represent was lacking. This philosophical division limited organizational responsiveness to military students. Third, the linchpin of articulation, comparable curriculum, negatively impacted military students; parallel programming was often lacking in collegiate settings. Nontraditional baccalaureate degrees that included an occupational component were helpful. Fourth, organizational change in the direction of implementing policies and practices favorable to military students was more likely in the presence of a pre-existing culture of outreach to non-traditional learners. Fifth, technology was driving significant changes within higher education that should benefit military students. Answers to the research questions were embedded in these themes.

Findings suggested that targeted strategies could improve the articulation of military members into higher education programs. To facilitate the articulation of military members, colleges and universities are encouraged to join the Service-members Opportunity Colleges consortium, appoint a transfer coordinator/military liaison, and evaluate the need for applied baccalaureate programs. Educational Service Officers are encouraged to incorporate provisions related to credit acceptance in memorandums of understanding with institutions providing programs on military installations, advocate credit by examination, and counsel military students regarding limitations of transfer credit.