Piper A. Bell1
1Flinders University, College of Humanities, Arts and Social Sciences, Sturt Road, Bedford Park South Australia 5042
Abstract: In Australia, existing Australian Defence Force and Department of Veterans’ Affairs transition programs largely focus on vocational training and reskilling, mental health, well-being, and physical rehabilitation. Higher education has historically not been well supported as a pathway for many transitioning veterans, yet it can in fact provide a pathway from service to civilian life that gives meaning, identity and a sense of belonging to a veteran’s life and, critically, helps them develop a sense of individuality and self-efficacy – key features required for a ‘successful’ transition out of the structured constraints of military life. The Military Academic Pathway Program (MAPP) was piloted at Flinders University, South Australia in 2019 as an intensive four-week program that aimed to develop independent learning skills and prepare students for university study and culture. This paper reviews the MAPP, from design, implementation and post-delivery reflection, from the unique position of teacher-researcher using a naturalistic inquiry methodology and employing qualitative methods for data collection, including observation and semi-structured testimonial interviews, as well as academic results and admission rates. The findings present modest yet promising results for the merit of the novel program.
Keywords: Veterans, Pathway Program, Higher Education, Belonging, Veteran Transition, Researcher Positionality
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International Journal of Social Sciences & Educational Studies
ISSN 2520-0968 (Online), ISSN 2409-1294 (Print), June 2021, Vol.8, No.2