Articulation of Military Members into Texas Higher Education Programs: A Cross-Case Analysis

摘要

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.