Exploring Army Service Members’ Experiences with Academic Advising: A Phenomenological Study

Abstract

Since the development of the GI Bill in 1944, the student service member population at postsecondary institutions has continued to grow. The problem was the lack of academic advisors at higher education institutions who possess specific academic advising strategies and leadership skills to advise military service members who are pursuing postsecondary degrees in the United States. The purpose of this qualitative phenomenological study was to explore Army service members’ lived experiences with being academically advised by higher education leaders in Indiana. A gap in literature existed pertaining to the lived experiences of student service members in the Army who have been academically advised. Transformational leadership theory guided this study. The research questions focused on the lived experiences of Army service members who have been academically advised and how the leadership skills of academic advisors influenced Army student service members’ postsecondary journeys. This qualitative phenomenological study consisted of 15 participants identified by purposive sampling. Semi-structured interviews were used to collect data from the participants. Thematic analysis was used to identify themes from the data that was collected. Findings revealed that Army service members who worked with academic advisors who created a warm environment and showed military knowledge were more motivated to complete their academic goals. Recommendations included program evaluation and increased military support services to address the needs of student service members.