References and citations as well

SECTION FOUR: MULTIPLE PERSPECTIVES & TEST SOLUTION Indiana Wesleyan University's enrollment of military students has decreased significantly. Military students encompass active duty, reserve, National Guard, veterans, and family members. Therefore, the Military Relations Officer has requested a study to determine how to increase military enrollment and retention. The specific problem is IWU is not meeting targeted military enrollment or retention goals, which impacts the financial bottom line. Mr. Haight stated IWU's military enrollment goal should be 5,300 Tuition Assistance (TA) students. This goal would ensure IWU would be in the top 10 military-friendly schools. Ultimately the final goal would be to be in the top 5, which is approximately 9,500 TA students (KC Haight, personal correspondence, August 25, 2022). Over 2 million active-duty service members are in the U.S. armed forces (USA Facts, n.d.-a). There are 17.42 million veterans, with 8.43 percent between 18 and 34. (USA Facts, n.d.-b). IWU enrolled 362 military service members in the spring of 2021(KC Haight, personal communication, September 21, 2021). Unfortunately, military student enrollment and retention are trending downward. Organizations often have different perspectives. Introducing multiple-frame perspectives to the data collection aids in understanding the problem and evaluating potential solutions. This study will use four frames: structural, human resources, political, and symbols. The following section focuses on the potential solutions derived from interviews and surveys viewed through a multiple-frame perspective. Multiple Frames Associated with the Problem Bolman and Deal (2017) introduced four frames, identifying different perspectives (see Table 4). 79 IWU MILITARY RECRUITMENT AND RETENTION Table 4 Reframing Change The structural frame includes setting measurable goals. Communication is an essential portion of this frame. The human resource frame emphasizes the needs of the staff and the student. Therefore, an important aspect is ensuring staff and faculty understand the specific needs of the military student. Training is also a part of this frame, developing skills needed for the project. The political frame establishes the power base. The power base may involve one centralized office for all the military students to process through. The last frame is symbolic. The symbolic frame addresses the needs of the employees. In this case, it would be the needs of the military student. What can IWU do to care for the military students that are different from other universities in the area? The primary purpose of the MRO is to assist the military student with various issues that may 80 IWU MILITARY RECRUITMENT AND RETENTION arise and to evaluate credit hours obtained through military service and military education. IWU's Four Frame Perspective Frame: MRO perspective. Decreased military student enrollment/retention Structural Frame: Increasing student enrollment/retention. The structural frame includes resources, technology, physical structure, and systems and processes. Human Resource Frame: The goal is to increase military enrollment and retention. Admissions and MRO need to communicate effectively. Political Frame: Ensure faculty/staff receive training on how to respond to military students, i.e., deployments and field training. Symbolic Frame: Military students have different needs and beliefs. It would be beneficial to have a military point of contact/mentor. Multiple Frames Associated with Ethics & Compliance Scriptural Perspective IWU, following Wesleyan beliefs, identifies scripture as the first authority (Indiana Wesleyan, n.d.-p). Testing tradition, reason, and experience against scripture, military students can relate this to their military service and the philosophy associated with each service. Tradition Tradition is essential in understanding the military student. What practices do they hold dear? One military rule is showing respect to officers in the chain of command, rendering the hand salute, except when in combat (Bulletin, 2016). When a service member steps off the bus at boot camp, respect for leaders, peers, and subordinates is highly encouraged. Continuing the tradition of respect in the school environment, the service member respects the professors and staff. Reason 81 IWU MILITARY RECRUITMENT AND RETENTION Individuals should use the Holy Spirit to reason. Reason does not produce faith but enhances it. The reasoning is a critical component of military decision-making (Wade, 2021). The military student can transfer those skills to the classroom. Experience Personal experience enhances one's faith and belief in Christianity. In addition, military students often bring their military experience into the classroom by leading team members or providing invaluable insight into various areas of mentorship. Multiple Frames Associated with the VBM IWU, specifically the DeVoe school of business, follows the three domains of the virtuous business model (VBM) (Indiana Wesleyan University, n.d.-f, p. 43). 1. Social capital encompasses the BE-KNOW-Do tenants first espoused by the U.S. Army (Allen, 2016). 2. Several interviewed IWU military students reported IWU was sincere in recruiting military students and supportive of all regardless of rank or designation. 3. The military family member is as important as the active-duty military member. 4. IWU can demonstrate its virtuous organization by providing a valued service. The second domain, spiritual capital, ensures IWU provides excellent service. IWU is creative, as seen in the pathways established to use military experience and education as credit hours. IWU is compassionate. Quite a few active-duty service members indicated the professors understood deployments. One interviewee had personal issues affecting his schooling. She stated the professors understood, provided assistance, and continued tracking their progress. 82 IWU MILITARY RECRUITMENT AND RETENTION The last domain is the economic capital. IWU is principled, proficient, and profound. Principled is the trait of acting following what is moral and right (Merriam-Webster, n.d.-d). Planned Inquiry Inquiry Design In 2019, over 17 million veterans were in the U.S. (Duffin,2021). Several barriers prevent military personnel from pursuing higher education. First, military personnel from Iraq and Afghanistan often have difficulty reintegrating with families (Alsehuler & Yarab, 2018). Second, there are approximately 2.2 million wounded veterans. Of those seriously injured veterans, 54 percent indicated difficulty readjusting to civilian life (Morin, 2020). Third, the cost of tuition may be a deterrent. Fourth, the veteran may be experiencing financial difficulties as they do not have well-paying jobs (Terry, 2019; Baskas, 2021; Troester-Trate, 2017). Fourth, combat veterans post 9-11 reported deployment to combat zones contributed to mental health issues. About 33 percent of combat veterans have post-traumatic disorder (Parker et al., 2019). Military students diagnosed with PTSD often experience disaffection and loneliness (Di Ramio, 2017; Ghosh et al., 2021). The method used in this study to address the remaining knowledge gaps included semi-structured interviews and open-ended survey questions. The most common qualitative studies research approach is semi-structured interviews (Mitchell 2011). The IRB committee exempted this consulting report from full IRB review. Additionally, the DeVoe School Business screening committee reviewed the report, which approved the methodology used for the report (see Appendix N). 83 IWU MILITARY RECRUITMENT AND RETENTION Inquiry Methods Structured interviews are often cookie-cutter, meaning the same questions for each interviewee (Wroblewski, 2021). Unstructured interviews allow more discussion and are not as formal (Wroblewski, 2021). Semi-structured interviews differ from unstructured interviews and are a combination of structured and unstructured interviews (Lovan, 2022). Semi-structured interviews tend to be a discussion, not an interrogation, and interviewees are more comfortable (Lovan, 2022). The role of the consultant was to analyze the interviews and surveys. The primary intent was to present an unbiased report. Mr. Haight and Ms. Simos provided a list of currently enrolled military students. Mr. Haight identified twenty-five potential students more likely to participate in the study. The consultant sent 70 emails to IWU students to request an interview, and 19 IWU students responded. Using Facebook and Linked In, the consultant sent a request to former co-workers for interviews, and 11 former military personnel responded. The interviews occurred over three weeks. The average time for the interview was twenty minutes. Although the interviewer had questions, the interviews were more of a discussion. The interview questions are in Appendix I. Mr. Haight provided a list of staff members. Twelve surveys went to IWU staff, and one survey was emailed to a non-IWU member for input as he had worked at another university in the military relations department. The mailing included questions (see Appendix J) and a self-addressed envelope for return. Five IWU employees responded, along with a military peer of the consultant. The results from the interviews and surveys are in the collection of the data section. Gap Analysis One methodology used by the consultant to identify gaps in the existing knowledge was gap analysis. Gap analysis has four primary steps. Laoyan (2022) notes the first step is to identify the organization's goals. Identifying the specific, measurable, attainable, and relevant steps will assist the organization in achieving 84 IWU MILITARY RECRUITMENT AND RETENTION the strategic goal. For example, the goal of IWU is to increase military enrollment and retention. In addition, the military relations officer's goal is to be in the top 10 schools identified by the Department of Defense. The ultimate goal is to be one of the top 5 schools. The second step is benchmarking the organization against other organizations in the same field. For example, IWU is not in the top 10 military-friendly schools. Identifying what IWU should do to grow military student enrollment and retention is part of this process. Step three is to analyze the gap data. Again, each potential solution was identified and analyzed for the best possible outcome. The last step is to close the identified gaps. Execution of Inquiry The consultant emailed IWU students using a list provided by Mr. Haight, the military relations officer. The emails requested permission to interview the IWU students. The consultant contacted the non-IWU students through LinkedIn or Facebook. All the non-IWU respondents were former coworkers of the consultant. The purpose of the interviews was to uncover the various reasons students attend a university or college. Each interviewee received a consent form (see Appendix G). The interviews were over Zoom, Teams, WhatsApp, or a phone call. The consent forms and the recorded and transcribed interviews are in a secure location. Likewise, the written survey responses are in a secure location. 85 IWU MILITARY RECRUITMENT AND RETENTION Military student Interviews Figure 15 Military students-Interviews The consultant sent 70 emails to Indiana Wesleyan students to request a consultation. The consent form was attached to each email (see Appendix G). Nineteen IWU students participated in the interview (see Figure 15). Before starting the recording, the consultant asked each interviewee for their concurrence. After the interviewee responded in affirmative, the consultant validated the agreement with the informed consent process. All the participants agreed. Interviews Non-IWU students In addition to interviewing IWU students, the consultant interviewed 11 non-IWU students using the same semi-structured interview questions. The interview questions are in Appendix H. 86 IWU MILITARY RECRUITMENT AND RETENTION Surveys The consultant sent surveys to IWU faculty and staff once Mr. Haight sent a list of potential participants. The researcher sent 12 surveys to IWU faculty and staff and one to a retired military officer not affiliated with IWU. As a result, six people responded to the study. In addition, open questions allowed the participants to provide various answers reflecting their viewpoints (Tonthan, 2020). The survey questions are in Appendix I. Collection of Data Figure 16 IWU students & Non-students- Type of Degree The 11 non-IWU military students interviewed had at least one BA degree. Six had a master's, and four had a Ph.D. The 19 IWU students were in the process of obtaining a degree (see Figure 16). The degrees pursued ranged from associate degrees to doctorate/Ph.D. 87 IWU MILITARY RECRUITMENT AND RETENTION Figure 17 Admission Experience The IWU student interviewees indicated an enrollment or admissions officer only contacted 59 percent of them. Most expressed a pleasant interaction. However, only 37 percent stated someone from the MRO had contacted them during the enrollment process. Of the IWU students interviewed, 63 percent did not realize IWU had an MRO. Kelley et al. (2013) listed essential areas for military students: VA school certifying official, registrar's office, financial aid, academic advising, career services, student health and counseling, and disability services. One IWU student stated his admission counselor periodically contacted him to ask how it was going and to provide encouragement. Two other IWU students expressed their satisfaction with the admissions counselors. However, many non IWU military students noted they had little contact with the admissions counselor after enrollment (see Figure 17). Why do Veterans Enroll in College or Universities? There were various reasons why the interviewed students chose a university or college to attend. Schools that accepted the G.I. Bill were the number-one reason, followed by online courses. Military students are more likely to choose a military 88 IWU MILITARY RECRUITMENT AND RETENTION friendly school (Ward et al., 2021; Dinnel, 2021). Military students prefer universities with veteran-affiliated student services (Sikes et al., 2020; Beck, 2021; Alschuler & Yarab, 2018). One non-IWU student indicated the attractiveness of the curriculum was a deciding factor in returning to school. However, over 1/3 of all the interviewees said they wanted to use their G.I. Bill before they lost the opportunity (see Figure 18). Figure 18 Reasons Why Students Enroll in Universities or Colleges Was Tuition a Factor? Tuition was a concern for both IWU students and non-IWU students. Nine IWU military students stated tuition was a factor when choosing a college or university. Eleven non-IWU veterans expressed the same feelings (see Figure 19). Tuition was not a Factor Figure 19 depicts the number of students who indicated tuition was not a factor in choosing the school. Nine IWU students and four non-IWU reported that tuition 0 2 4 6 8 10 12 1 2 3 4 5 6 7 8 Reasons to enroll in university /college Series1 Series2 89 IWU MILITARY RECRUITMENT AND RETENTION was not a factor. Figure 19 Was tuition a factor? Was Tuition a Factor? Tuition was a factor IWU 10 (53%) Non-IWU 7 (64%) Tuition was not a factor IWU 9 (47%) Non-IWU 4 (36%) 90 IWU MILITARY RECRUITMENT AND RETENTION Funding TA is only for active-duty members; three IWU students utilize tuition assistance (TA). Five IWU students used the G.I. Bill. Eleven indicated some other means to pay tuition, such as student loans. In addition, four non-IWU students received the GI bill to pay for a college education. Finally, seven non-IWU students noted they used student loans or savings (see Figure 20). The high cost of tuition and books is one reason students drop out of school (DiRamio, 2017; Terry, 2018; Troester-Trate, 2017). Figure 20 Receiving Tuition Assistance, GI Bill, or other 3 5 11 0 4 7 1 2 3 FUNDING Series1 Series2 91 IWU MILITARY RECRUITMENT AND RETENTION Credit for Joint Service Transcript Figure 21 Credit for Joint Service Transcript (JST) The Joint Service Transcript (JST) is a transcript of the joint services: Army, Air Force, Navy, Marines, and Coast Guard. The American Council on Education (ACE) has evaluated different military courses and provided a college credit recommendation. More than 2300 colleges and universities accept the JST (American Council on Education, n.d.). Only 2 of the 19 IWU students interviewed stated they received credit from the JST. Likewise, only 2 of the 11 non-IWU students received recognition from the JST (see Figure 21). An area of frustration for many veterans is institutions not accepting credit for military service and education (Kelley et al., 2013). Military students desire recognition for military education and jobs (Money & Griffin, 2017; Ward et al., 2021). IWU offers 45 credit hours from the JST for the Associate of Science in Public Service Management (ASPSM). 92 IWU MILITARY RECRUITMENT AND RETENTION Figure 22 Veterans Support Center Usage-Non-IWU Students IWU does not have a veteran support center. Therefore, the data in the chart is for non-IWU students only (see Figure 22). Kirchner (2015) reports veteran centers to provide an atmosphere of belonging and give the service member a safe place. Veteran-affiliated student services are essential to military students (Sikes et al., 2020; Beck, 2021; Alschuler & Yarab, 2018). Fifty-five percent of the non-IWU students reported their school had a veteran's support center. Three of the 11 students said they assisted in establishing a center.

1. What is the problem, as described by the author? Do you detect any bias or presupposition of solutions in the researchers' description of the problem?
2. What is the driving research question posed by the authors? Does it align well with the problem? How so?
3. What gaps did the authors identify after their literature review that needed to be explored with further research?
4. What methodology did the researchers choose to address these gaps? Does this methodological approach align with the research gaps? How so?
5. Do the recommendations align with the research findings? How so?

References and citations as well