The Experience of Military Personnel Who Participate in College Programs: A Transcendental Phenomenological Study

The focus of this qualitative transcendental phenomenological study was to explore the motivational influences that drove military personnel to participate in college programs while serving in one of the United States military branches, viewed through the lens of expectancy theory. While historical contexts highlight shifts in military education towards broader skill sets beyond combat proficiency, contemporary motivations remain underexplored. The researcher drew from expectancy theory to uncover motivational influences that shaped military members' engagement in higher education. The research addressed the central question: What are the motivational influences that drive military personnel to participate in college programs while serving actively in the military as perceived through the lens of Expectancy Theory? Sub-questions delve into perceptions of career advancement, beliefs driving educational pursuits, and external influences. The study's significance lies in informing policy, practice, and scholarship within military education and career development, offering practical insights for optimizing support systems and enhancing recruitment and retention efforts. By bridging gaps in existing literature and applying a theoretical framework, this research contributes to a deeper understanding of military personnel's educational motivations and their implications for professional development. As a result of data gathered via surveys, interviews, and focus groups, there were four main themes as a result: Personal Objectives for Participating in College Programs, Improving Career Advancement Opportunities, Skills and Knowledge Acquired through College Programs, and Outcome for Participating in College Programs. Also, there were nine sub-themes identified as a result of the analysis from military personnel experiences.