Institutional Coherence in Veteran Student Experience
A Structural Complement to Transition Theory
Bibliographic Data
| ID | 22158235 |
|---|---|
| Authors | Robert Gordon Spencer (0009-0002-4925-3861, Film Independent, corresponding author) |
| Year | 2026 |
| Volume | 12 |
| Issue | 1 |
| Pages | 160-171 |
| Publication date | 2026-06-18 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Veterans Studies (JOURNAL) |
| Journal identifiers | ISSN: 2470-4768 • E-ISSN: 2470-4768 |
| Publisher | Virginia Tech Libraries (PUBLISHER) |
| DOI | 10.21061/jvs.v12i1.892 |
| OpenAlex | W7165119255 |
| Language | EN |
| References cited | 16 |
Research on veteran students in higher education has largely been framed through transition and student success models that emphasize individual adjustment, coping, and resilience. While these frameworks have generated important insights, phenomenological evidence suggests that many challenges experienced by veteran students persist beyond initial enrollment and are shaped by how institutional systems are organized and experienced over time. Drawing on prior qualitative research documenting veterans’ lived experiences, this article advances institutional coherence as a provisional analytic construct for examining how policies, supports, administrative processes, and timelines align from the student’s perspective. Institutional coherence does not assess the mere presence of services or overall effectiveness; rather, it conceptualizes the degree to which institutional components function as an integrated pathway that is intelligible and navigable. Reframing veteran experiences through this lens helps explain why high motivation and persistence may coexist with frustration, fatigue, and diminished institutional trust. By shifting analytic attention from individual transition to institutional structure, this article contributes a complementary perspective to existing models and underscores the role of institutional design in shaping cumulative educational experience. Implications for research, institutional responsibility, and broader nontraditional student populations are discussed
Cognitive reframing · Higher education · Institutional theory · Timeline · Education and Military Integration · Higher Education Research Studies · Identity, Memory, and Therapy
“Is that paper really due today?”
Assessing Student Veterans’ Academic Outcomes and Wellbeing
Experiences and Challenges of Students with a Military Background at an Academic Medical Center
Student Veterans at Two-Year Institutions
Unlearning As Learning? A Critical Analysis of Student Veteran Support at a Veteran-Friendly Campus
Student Veterans in Transition
A Model for Analyzing Human Adaptation to Transition
Unseen disadvantage
| Citation velocity | historical |
|---|---|
| Highly cited | No |