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Life Factors Affecting U.S. Army Junior-Enlisted Soldiers in Reaching Their Educational Goals

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Life Factors Affecting U.S. Army Junior-Enlisted Soldiers in Reaching Their Educational Goals Western Kentucky University TopSCHOLAR® Dissertations Graduate School Spring 2020 Life Factors Affecting U.S. Army Junior-Enlisted Soldiers in Reaching Their Educational Goals Irina Rader [email protected] Follow this and additional works at: https://digitalcommons.wku.edu/diss Part of the Adult and Continuing Education Commons, Educational Leadership Commons, and the Military, War, and Peace Commons Recommended Citation Rader, Irina, "Life Factors Affecting U.S. Army Junior-Enlisted Soldiers in Reaching Their Educational Goals" (2020). Dissertations. Paper 178. https://digitalcommons.wku.edu/diss/178 This Dissertation is brought to you for free and open access by TopSCHOLAR®. It has been accepted for inclusion in Dissertations by an authorized administrator of TopSCHOLAR®. For more information, please contact [email protected]. LIFE FACTORS AFFECTING U.S. ARMY JUNIOR-ENLISTED SOLDIERS IN REACHING THEIR EDUCATIONAL GOALS A Dissertation Presented to The Faculty of the Department of Educational Administration, Leadership, and Research Western Kentucky University Bowling Green, Kentucky In Partial Fulfillment Of the Requirements for the Degree Doctor of Education By Irina Rader May 2020 PREFACE The purpose of this study is to gain insight into the United States (U.S.) Army’s Voluntary Education (VolEd) Tuition Assistance (TA) Program’s dynamics in the context of usage, to expand the understanding of patterns in an adult’s participation in learning, and to identify barriers within the U.S. Army junior-enlisted soldier population serving on active duty in Regular Army (RA) in the rank of specialist (E-4). U.S. Army specialists represent the largest sector of the U.S. Army soldier population, yet have the lowest participation in the VolEd Program, specifically TA. Hence, U.S. Army soldiers in the rank of specialist may have been labeled as underserved. The Integrated Army Personnel Database (ITAPDB, 2019) revealed that 110,188 men and women were serving in the rank of specialist in the RA in 2019. The highest levels of education held by the RA specialists as of September 30, 2019, included 4,676 associate’s degrees, 10,263 bachelor’s degrees, 829 master’s degrees, and 55 doctoral degrees. Further, 85.65% of soldiers in the rank of specialist did not have an academic degree beyond a high school diploma (ITAPDB, 2019). In addition, 88.57% of all RA specialists had a basic GoArmyEd account, the automated online portal for education needs, which enables soldiers to request TA. In terms of age, U.S. Army RA specialists were represented by 18 to 50-year-old soldiers, with a significant number between 22 and 25 years, a range that has historically represented the distinct college age in the U.S. postsecondary education system (American Council on Education [ACE], 2019; Cross, 1981; Hussar & Bailey, 2016). This study identifies and reviews various factors encountered by the U.S. Army RA junior-enlisted soldiers in the rank of specialist to determine to what extent these factors played in meeting their educational goals while taking into consideration the U.S. iii Army’s VolEd Program and the U.S. Army’s leadership development process through policies, procedures, models, and approaches. The overarching purpose of this study is to help the U.S. Army to determine whether current practices adequately provide an individualized approach to soldiers’ educational goals and leadership development that is required for the organization’s sustained success. Nested in that purpose is a desire to increase participation in the VolEd Program. This research could influence the U.S. Army’s future decision making to facilitate its strategic goals in developing adaptive and self-aware leaders who, through VolEd, are open to the constant changes of the modern operational environment. According to General Mark Milley, former Chief of Staff of the Army, “We want leaders that are tough, resilient, that can think and out-fight and out-smart the enemy. We want them to be adaptive and agile, and flexible. Moreover, we want them not only competent, but we want leaders of character” (as cited in Department of the Army [DA], 2014, p. 1). The current research creates the opportunity to gain knowledge that may be transferable to the corporate sector, nonprofit organizations, and other governmental institutions. iv CONTENTS CHAPTER I: STATEMENT OF THE PROBLEM .......................................................1 Introduction ..........................................................................................................................1 The United States (U.S.) Army ............................................................................................2 Adult Learning .....................................................................................................................3 The Statement of the Problem..............................................................................................5 Purpose of the Study ............................................................................................................7 Research Questions ..............................................................................................................8 General Methodology ..........................................................................................................9 Significance of the Study .....................................................................................................9 Assumptions of the Study ..................................................................................................11 Limitations of the Study.....................................................................................................11 Definition of Key Terms and Concepts .............................................................................14 Chapter I Summary ............................................................................................................26 CHAPTER II: REVIEW OF THE LITERATURE .....................................................28 Introduction ........................................................................................................................28 Literature Review Design Concept ....................................................................................30 Chapter II Overview ..........................................................................................................32 U.S. Army Educational Philosophy and Soldier’s Life Cycle ...........................................34 v What is the DoD VolEd? ...........................................................................................36 How VolEd Impacts a Soldier’s Life .........................................................................37 Change Is an Inside Job .............................................................................................38 Evolving Change in Postsecondary Education ..........................................................40 Historical Aspect of the U.S. Army VolEd ................................................................42 ACES Role in Soldiers’ Academic Pursuit ................................................................43 Tuition Assistance (TA) Benefits at a Glance ...........................................................45 Expanding Capabilities: Credentialing Assistance Program .....................................46 Soldiers’ Available Educational Benefits ..................................................................49 Understanding Degree Pursuit in a Soldier’s Life Cycle ...........................................50 Soldiers’ Reasons to Pursue VolEd Opportunities ....................................................57 U.S. Army Educational Philosophy and Soldiers’ Life Cycle Section Summary .....58 U.S. Army Leader Development Strategy .........................................................................61 The U.S. Army Leader Development Model .............................................................62 U.S. Army Self-Development Approach ...................................................................64 Self-Awareness ..........................................................................................................68 U.S. Army Leader Development Strategy Section Summary ....................................70 Adult Learning Participation..............................................................................................71 The Historical Aspect of Adult Participation Theories ..............................................72 Theories About Behavior ...........................................................................................74 vi Theoretical Framework ..............................................................................................77 Schlossberg’s Life Transitions Theory as Competitive Theory ................................80 Chapter II Summary ...........................................................................................................82 CHAPTER III: METHODOLOGY ...............................................................................86 Introduction ........................................................................................................................86 Research Design and Logic Model ....................................................................................87 Research Questions ............................................................................................................91 Evidence Influencing Hypotheses
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