Belonging in Higher Education, defined as a “dynamic, relational and nonlinear process” (Raaper, 2021, p. 593), has a significant impact on the student experience. With results from the National Student Survey indicating a consistently lower positive response in this area, it has emerged as a theme of national strategic importance. A common emphasis within existing literature is that there is no one-size-fits-all approach to enhancing community and belonging (Cheng, 2004), validating a focus on the needs and experiences of distinct student cohorts and sub-populations. One group whose experience has not yet been examined through this lens are military veteran students. In the context of HE, we know that ex-service personnel are significantly less likely to have a degree or equivalent (21%) than non-veterans (30%) (Ministry of Defence, 2019). In the US context, Barry et al.’s (2021) assessment of belonging in HE identified significantly lower levels among student service members/veterans (SSM/V) when compared with civilians, highlighting them as less likely to ‘fit in’ or feel part of the community on campus. Yet, there is no Scottish or UK based research which examines the lived experience of military veteran students in HE institutions with a focus on community and belonging.
This project aims to explore the lived experience of and attitudes to community and belonging among military veteran students in Higher Education in Scotland. The successful candidate will develop and carry out a research project to address the following objectives:
• To understand what community and belonging means to military veteran students, taking into account the military, civilian and education contexts.
• To explore the nature of transitions and how these shape adaptation to, and belonging within, HEIs for military veteran students.
• To throw light on the formation of student identities amongst former military personnel, and the ways in which other aspects of identity shape these (e.g. forms of military identities, pre-existing education identities; familial and demographic factors such as social class, gender, age, disability etc.).
• To provide insight into how military experiences and their consequences (positive and negative), may mediate peer relationships and a sense of community at university; what needs to be addressed and what can be capitalised on?
• To identify institutional and national strategies that can better support the progression of military veteran students, and their sense of belonging within their universities and the wider HE community.
The student will gain a wealth of skills and experience in qualitative research by conducting and designing a qualitative study which uncovers in-depth, reflective, contextual accounts of the journeys to and through higher education for ex-military personnel. This is an opportunity to lead and shape the project by identifying appropriate methods for data collection. Envisaged approaches may include qualitative interviews and the use of participatory methods to map belonging. The successful candidate will gain experience of developing a recruitment approach to sample this hard to reach population, drawing on all Scottish HEIs, using institutional and national networks (e.g. HE:FE Armed Forces Champions Network), as well as social media and snowball sampling. The intended sample are student veterans who are less educationally advantaged, with a diversity across key factors within the military veteran student population.
The student will become a member of strong and rapidly growing institutional PhD community and will gain the opportunity to engage with the multi-disciplinary research and practitioner collaborations currently housed at Edinburgh Napier University. The study will benefit from embedding in Edinburgh Napier’s growing Centre for Military Research, Education and Public Engagement, and newly established Centre for Higher Education Research. The student will also benefit from links with external networks such as QAA Scotland and the Cross Party Working Group for the Armed Forces and Veterans Community.
Academic qualifications
A first degree (at least a 2.1) ideally in the social sciences or an allied subject with a high degree of knowledge of qualitative research methods and knowledge in at least one of the following areas: the sociology of the military; the scholarship of learning and teaching.
English language requirement
IELTS score must be at least 6.5 (with not less than 6.0 in each of the four components). Other, equivalent qualifications will be accepted. Full details of the University’s policy are available online.
Essential attributes:
· Experience of key social research skills, with experience of qualitative research
· Demonstrable competency in independent research, project management, and critical analysis skills with evidence of independent research relevant to the project
· Knowledge of relevant core literature relating to sociology of the military and the scholarship of learning and teaching
· Good written and oral communication skills
· Strong motivation, with evidence of independent research skills relevant to the project
· Good time management
Desirable attributes:
· A completed (or nearing completion) Masters degree in a relevant subject area, with an empirical research component
· Experience of communicating academic research evidence to non-academic and practitioner audiences
· Experience of developing and maintaining relationships with a range of stakeholders
To apply, please click on the ‘Institution Website’ link on the right-hand side of this page. Scroll down to ‘The application forms’ and click on ‘PHD APPLIED SCIENCES full-time.
Interviews are expected to take place in December. The post will begin on March 1st 2023.
When applying, please quote the application reference SAS0173 on your form.
APPLICATION CHECKLIST
· Completed application form
· CV
· 2 academic references, using the Postgraduate Educational Reference Form (Found on the application process page)
· Personal research statement. This should include (a) a brief description of your relevant experience and skills, (b) an indication of what you would uniquely bring to the project and (c) a statement of how this project fits with your future direction. (800 words maximum)
· Evidence of proficiency in English (if appropriate)
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