Unpacking the Transition: A Phenomenological Study of Veteran College Students

This qualitative phenomenological study explores how U.S. military veterans make meaning of their transition into higher education at a large, public university in the Southeast (n=10). Using Schlossberg’s Transition Theory—specifically the 4S framework (Situation, Self, Support, Strategies)—as an analytic lens, we conducted semi-structured interviews with participants and applied thematic analysis to derive cross-case patterns. Findings show that veterans’ academic engagement and well-being hinge on (a) institutional Support (veteran-savvy advising, disability accommodations, after-hours access), (b) Situation factors (anticipated vs. unanticipated transitions; concurrent family/work demands), (c) Self resources (age/maturity, prior military learning, mental health), and (d) Strategies (peer mentorship, navigation work-arounds). The study clarifies where campus practices align with or fall short of veterans’ needs and offers a time-bound, actionable implementation guide for institutions.