Description
Review the rubric to make sure you understand the criteria for earning your grade.Study Rabianski’s (2003) article Primary and Secondary Data: Concepts, Concerns, Errors, and Issues(new tab).This article will familiarize you with the tradeoffs of primary versus secondary data. It also considers the issues around primary and secondary data from an interesting business perspective: The appraisal of real estate!Study the example ADP(PDF document) provided, paying particular attention to Section 4.This is a draft ADP from an actual recent graduate from the DBA program! Names have been removed, but the document is shared with permission for this class.Write a short paper, 350-500 words in length, analyzing the example ADP. In your essay, respond to the following questions:From what scientific paradigm did the DBA student seem to approach the subject?What types of primary data did this study use? What types of secondary data did it use?What tradeoffs did the DBA student researcher make in choosing these data collection techniques? What were the benefits? What were the costs and risks?What do you think of the choice of data collection technique? Is it justified? Why or why not?Your paper should be properly formatted per APA guidelines. Robustly support your points with appropriate sources. Cite these sources and provide a correctly formatted reference list.
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1
Military
Student
Enrollment
and
Retention
Applied Doctoral Project
Accomplished Student
In Partial Fulfillment of the
Requirements for the
Degree of Doctorate of
Business Administration at
Indiana Wesleyan University
Whoever loves
discipline loves
knowledge,
but whoever hates
correction is
stupid.
Proverbs 12:1 (King James Bible,
1769/2017)
1
Signature Page
MILITARY RECRUITMENT AND RETENTION
This Applied Doctoral Project has been approved for the degree of Doctor of Business Administration.
______________________________
Dr. Research Chair
______________________________
Date
Research Chair and DBA Faculty
DeVoe School of Business
Indiana Wesleyan University
______________________________
______________________________
Dr. Program Chair
Date
Chair, DBA Program
DeVoe School of Business
Indiana Wesleyan University
IWU MILITARY RECRUITMENT AND RETENTION
2
Acknowledgment
My deepest gratitude to….
Of course, this project would not have been completed without ….
Additionally, I would like to thank …
It would be remiss of me not to mention …
Lastly, I would like to recognize …
IWU MILITARY RECRUITMENT AND RETENTION
3
DEDICATION
This report is dedicated to …
It is also dedicated to …
IWU MILITARY RECRUITMENT AND RETENTION
4
Modifications to APA
The publications Manual of the American Psychological Association, the
seventh edition, was used for formatting.
The following modifications were approved by Dr. Research Chair, DBA
Research Chair:
Figures and Tables: APA notes (p. 198) there are two approved
placements of figures. Either a separate page or embedded within the
text after a callout and align to the left margin. Not all figures and tables
in this paper are aligned to the left in this report.
Spacing: Single line spacing is used, except between paragraphs.
Font: Font is not the standard 12 points.
IWU MILITARY RECRUITMENT AND RETENTION
5
Table of Contents
SIGNATURE PAGE …………………………………………………………………………………………………………2
ACKNOWLEDGMENT …………………………………………………………………………………………………….3
DEDICATION ………………………………………………………………………………………………………………..4
MODIFICATIONS TO APA ……………………………………………………………………………………………….5
TABLE OF CONTENTS …………………………………………………………………………………………………….6
LIST OF TABLES …………………………………………………………………………………………………………….9
LIST OF FIGURES ………………………………………………………………………………………………………… 10
LIST OF ABBREVIATIONS AND ACRONYMS ……………………………………………………………………… 11
EXECUTIVE SUMMARY ………………………………………………………………………………………………… 12
SECTION ONE: BACKGROUND OF THE PROBLEM …………………………………………………………….. 15
ORGANIZATION OVERVIEW …………………………………………………………………………………………. 15
MISSION, VISION, VALUES, AND GOALS OF THE ORGANIZATION ………………………………………… 17
7-S Model Overview of the Organization ………………………………………………………………………………………….. 18
SWOT Analysis for IWU …………………………………………………………………………………………………………………. 24
Financial Analysis …………………………………………………………………………………………………………………………. 27
CULTURE, HUMAN, ECONOMIC, SOCIAL AND SPIRITUAL (CHESS) ……………………………………….. 28
PORTER’S FIVE FORCE ANALYSIS …………………………………………………………………………………… 32
STEEPLE……………………………………………………………………………………………………………………. 34
Organizational Competitive Advantage ……………………………………………………………………………………………. 38
How the Research Supports Organizational Goals ……………………………………………………………………………… 38
Alignment with the Virtual Business Model ……………………………………………………………………………………… 39
PROBLEM STATEMENT ……………………………………………………………………………………………….. 40
Problem Identification ………………………………………………………………………………………………………………….. 40
Detailed Overview of the Problem ………………………………………………………………………………………………….. 40
Significance of the Problem ……………………………………………………………………………………………………………. 41
Scope of the Problem ……………………………………………………………………………………………………………………. 42
PURPOSE OF THE PROJECT ………………………………………………………………………………………….. 43
SIGNIFICANCE OF THE PROJECT ……………………………………………………………………………………. 44
SUMMARY ………………………………………………………………………………………………………………… 44
SECTION TWO: PROBLEM IDENTIFICATION & INVESTIGATION ………………………………………… 47
Environment-at-a-Glance ………………………………………………………………………………………………………………. 47
Industry-at-a-Glance …………………………………………………………………………………………………………………….. 47
IWU Facts: …………………………………………………………………………………………………………………………………… 49
Assumptions………………………………………………………………………………………………………………………………… 52
Knowledge Gaps …………………………………………………………………………………………………………………………… 53
Hypothesis & Hunches ………………………………………………………………………………………………………………….. 53
GUIDING RESEARCH QUESTIONS ………………………………………………………………………………….. 55
SCOPE OF THE PROBLEM …………………………………………………………………………………………….. 55
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Assumptions, Limitations, and Delimitations ……………………………………………………………………………………. 57
SUMMARY ………………………………………………………………………………………………………………… 58
SECTION THREE: DIAGNOSING THE PROBLEM ……………………………………………………………… 60
LITERATURE REVIEW ………………………………………………………………………………………………….. 60
Relevant Questions: ……………………………………………………………………………………………………………………… 60
Gaps in the Literature……………………………………………………………………………………………………………………. 67
BEST PRACTICES ………………………………………………………………………………………………………… 68
BENCHMARK …………………………………………………………………………………………………………….. 70
SUMMARY ………………………………………………………………………………………………………………… 76
SECTION FOUR: MULTIPLE PERSPECTIVES & TEST SOLUTION …………………………………………….. 78
Multiple Frames Associated with the Problem ………………………………………………………………………………….. 78
IWU’s Four Frame Perspective ……………………………………………………………………………………………………….. 80
Multiple Frames Associated with Ethics & Compliance ………………………………………………………………………. 80
Multiple Frames Associated with the VBM ……………………………………………………………………………………….. 81
PLANNED INQUIRY …………………………………………………………………………………………………….. 82
Inquiry Design ……………………………………………………………………………………………………………………………… 82
Inquiry Methods…………………………………………………………………………………………………………………………… 83
Gap Analysis ………………………………………………………………………………………………………………………………… 83
Execution of Inquiry ……………………………………………………………………………………………………………………… 84
Military student Interviews ……………………………………………………………………………………………………………. 85
Collection of Data …………………………………………………………………………………………………………………………. 86
Information and Data Analytics ………………………………………………………………………………………………………. 96
IDENTIFICATION OF A MULTIPLE SOLUTIONS FRAMEWORK ………………………………………………. 97
SUMMARY ………………………………………………………………………………………………………………. 100
SECTION FIVE: CHANGE MANAGEMENT PLAN ……………………………………………………………… 102
MAKING A CASE FOR CHANGE: REFRAMING THE ORGANIZATION …………………………………….. 102
………………………………………………………………………………………………………………………………………………… 106
Evaluating the Four Potential Solutions ………………………………………………………………………………………….. 107
Focus on Establishing a Centralized Portal ………………………………………………………………………………………. 109
Gap analysis ………………………………………………………………………………………………………………………………. 111
USING A MULTIFRAME PERSPECTIVE …………………………………………………………………………… 113
Planned Change Intervention Modeling …………………………………………………………………………………………. 113
MODIFIED CHANGE MODEL ……………………………………………………………………………………….. 114
MODIFIED CHANGE MANAGEMENT PLAN (MCMP) ………………………………………………………… 115
CHANGE MANAGEMENT PLAN …………………………………………………………………………………… 116
Implementation of Interventions ………………………………………………………………………………………………….. 116
Communication Plan …………………………………………………………………………………………………………………… 117
Evaluation: Measuring the Managed Change ………………………………………………………………………………….. 118
Scenario Planning ……………………………………………………………………………………………………………………….. 121
Action Planning ………………………………………………………………………………………………………………………….. 121
CONCLUSION…………………………………………………………………………………………………………… 124
REFERENCES ……………………………………………………………………………………………………………. 126
APPENDIX A …………………………………………………………………………………………………………….. 150
APPENDIX B …………………………………………………………………………………………………………….. 151
APPENDIX C …………………………………………………………………………………………………………….. 152
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APPENDIX D…………………………………………………………………………………………………………….. 155
APPENDIX E …………………………………………………………………………………………………………….. 161
APPENDIX F …………………………………………………………………………………………………………….. 162
APPENDIX G ……………………………………………………………………………………………………………. 163
APPENDIX H ……………………………………………………………………………………………………………. 164
APPENDIX I ……………………………………………………………………………………………………………… 166
APPENDIX J ……………………………………………………………………………………………………………… 167
APPENDIX K …………………………………………………………………………………………………………….. 168
APPENDIX L …………………………………………………………………………………………………………….. 169
APPENDIX M……………………………………………………………………………………………………………. 170
APPENDIX N ……………………………………………………………………………………………………………. 171
APPENDIX O ……………………………………………………………………………………………………………. 176
(1 OF 4) ………………………………………………………………………………………………………………….. 176
APPENDIX P …………………………………………………………………………………………………………….. 180
APPENDIX Q ……………………………………………………………………………………………………………. 181
APPENDIX R …………………………………………………………………………………………………………….. 182
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List of Tables
Table
Title
Page
1
2
3
4
5
6
7
8
IWU graduation rates
Factors & Ranking of Schools
Number of Veterans attending school by university
Reframing Change
Recommendation from interviews
Recommendation from surveys
Evaluation of Possible solutions from interviews
Gap Analysis
52
73
75
79
104
105
106
112
9
10
11
12
13
14
Balanced Scorecard
5-year Vertical Analysis
5-year Horizontal Analysis
5-year Consolidated Cash Flow
IWU 5-year Consolidated Statements
Industry Metrics
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150
151
152-154
155-160
161
9
List of Figures
Figure
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
Title
Page
IWU’s Strategic Plan
IWU’s Academic Structure
IWU’s Leadership
IWU SWOT
Proposed Feedback Loop
IWU CHESS
Porter’s Five Forces
Number of Post-secondary schools
Number of enrolled students-post secondary schools
Percentage distribution of total revenue
50/20 Benchmarks
8 years of military enrollments
Average University tuition
IWU competition
IWU student interviews
IWU/Non-IWU degree types
Admission Experience
Reasons why students enroll
Was tuition a factor?
Received Tuition Assistance or the GI Bill
Credit from the Joint Transcript (JST)
Veteran Support Center Usage
Students by military rank
Did a servicing organization assist with finding a postsecondary school?
Online Schools versus Brick & Mortar campuses
VBM (leader) funnel into MCMP
VBM (organization) funnel into MCMP
MCMP questions
Strategy Map
18
19
21
26
28
31
32
48
48
48
51
56
64
72
85
86
87
88
89
90
91
92
93
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95
114
114
115
123
10
LIST OF ABBREVIATIONS AND ACRONYMS
ACAP: Army Career and Alumni Program: Services for transitioning military personnel
ACE: American Council of Education
ADP: Applied Doctoral Project
ASPSM: Associate of Science in Public Service Management
CAS: College of the American Soldier
CAS: College of Arts and Science
CCAF: Community College of the Air Force
CGSC: Command and General Staff College located at Fort (F.T.) Leavenworth, KS:
school for senior-level officers
DAV: Disabled American Veterans, a veteran’s service organization.
DOD-Department of the Defense
DOME: Division of Military Excellence
G.I. Bill: V.A. provided education benefits for military and family members
I.T.: Informational Technology department
JST: Joint Service Transcript
MyCAS: My career advancement account-Tuition discount for military spouses
Microsoft Teams: a Microsoft 365 hub for teamwork
Military student: active, reserve, veteran, and family members
MRO: Military Relations Office
N&G: National and Global
PTSD: Post Traumatic Stress Disorder is a psychiatric disorder that can occur after
someone has experienced a traumatic event.
ROTC: Reserve Officers Training Corp
SMART: Specific, Measurable, Achievable, Relevant, Time-Bound
STEEPLE: Social, Technological, Economic, Environmental, Political, and Ethical
TBI: Traumatic Brain Injury
VA: Veteran Administration is an organization tasked to assist military veterans with
healthcare, education, and other benefits.
VBM: Virtuous Business Model
Veteran: a military member who served but is no longer serving in the military.
Veteran Friendly: The campus meets the needs of the military. Including tuition
assistance, mental health, and knowledgeable advisors.
VFW: Veterans of Foreign Wars, a veteran’s service organization
What’s APP: “an internationally available American freeware, cross-platform for
instant messaging (I.M.) and voice-over-IP (VoIP) services owned by Meta Platforms
Zoom: online web and audio-conferencing platform
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EXECUTIVE SUMMARY
Many educational institutions in the United States are seeing increased veteran
enrollments (Morris et al., 2019). Unfortunately, this is not true with Indiana
Wesleyan University (IWU). As many as 3.6 million veterans are enrolling in
institutions of higher learning (Morris et al., 2019). In 2018, 780 military students
enrolled at IWU. However, by the fall of 2021, military students had dropped to 362
(KC Haight, personal correspondence, 2021). Since 2018, military student
enrollment has dropped by 50 percent.
Significance and Purpose of the Study
IWU’s military students comprise 10 percent of the online student population (KC
Haight, Personal communication, July 6, 2022). This study’s specific problem is
Indiana Wesleyan University is not meeting its military enrollment and retention
goals set by the military relations officers. There are many reasons why military
student enrollments and retention have decreased. Interviews with IWU and nonIWU military students were part of the research. Based on the interviews, surveys
and research, the consultant developed several potential solutions. After reviewing
these options with IWU, the consensus was to develop a centralized portal for
military students.
Research Question
The specific problem is Indiana Wesleyan University (IWU) is not meeting targeted
military enrollment or retention goals, significantly impacting IWU’s financial
bottom line. Per Mr. Haight, the target is to match the top 5 universities. The
enrollment for tuition-assisted (TA) students at the top 5 universities averaged
9500 students (KC Haight, personal communication, August 25, 2022).
Therefore, the guiding research question is: What can IWU do to increase military
student enrollment and retention?
The consultant established guiding questions to formulate possible solutions. In
addition, benchmarking was compared with other military-friendly universities,
and best practices were researched for recruitment and retention methods of
military students.
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Process
The Applied Doctoral Project (ADP) has five major sections: problem identification,
diagnosing the problem, exploring the solutions, multiple perspectives, and testing
the solutions and the change management plan.
Section one focuses on IWU’s history, identification of the problem, and how the
problem has affected enrollment and retention. Section two delves further into the
specific problem, looking at environmental and industry analysis. Porter’s five
forces and STEEPLE are the driving force of the research. The third section explored
several possible solutions and what other universities were doing to attract military
students. A qualitative methodology identified multiple perspectives and test
solutions in the fourth section. The results of the semi-structured interviews and
open-ended surveys determined the best possible solutions. The last section is the
change management plan. A change management plan combining the steps from
Prosci’s ADKAR (awareness, desire, knowledge, ability, and reinforcement), Kotter’s
8-step model, and the virtuous business model (VBM; (Brooker & Boyce, 2017)
formed the basis for the modified change plan (MCMP).
Five questions were used in developing the MCMP:
•
•
•
•
•
Is there a problem?
How is change started?
What should be done to start change?
What knowledge or skills do the employees have or need?
How is change sustained?
The military relations officer and IWU can use the MCMP template to ensure
successful change.
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SECTION ONE
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SECTION ONE: BACKGROUND OF THE PROBLEM
Indiana Wesleyan University (IWU) has two schools: Marion residential and
National & Global (N&G)-non-residential. In the fall of 2019, the enrollment for
Marion was 3,165 and for N.G. was 10,120 students. The first-time retention rates
were 79 percent (Indiana Wesleyan University, 2020b). This study examined
educational barriers and various solutions to increase military student enrollment
and retention. The increase in enrollment and retention will improve the revenue
stream and benefit military students.
Organization Overview
Brief History
IWU can trace its history back to 1920. Known initially as Marion College, the
concentration was liberal arts education. IWU is a Christian not-for-profit
institution affiliated with the Wesleyan Church (Indiana Wesleyan University,
2020a). The first graduating classes in 1921 had 22 students, including men and
women. IWU was one of the first colleges to include African Americans and women
(Indiana Wesleyan University, 2020c).
The Wesleyan Church’s roots are in the teachings of John Wesleyan. John Wesleyan
was a priest in the Church of England and founded the Methodist movement
(Wesleyan, 2021). The university has a traditional brick-and-mortar residential
campus with over 3000 students enrolled. In addition, Indiana, Kentucky, and Ohio
centers serve the student body (Indiana Wesleyan University, n.d.-c).
The traditional residential campus offers approximately 80 undergraduate degrees
and a growing list of graduate degree programs. The N&G division has more than
160 degrees to choose from at the undergraduate, graduate, and doctoral levels
(Indiana Wesleyan University, n.d.-n).
Another facet of IWU is Wesley Seminary. Ministers can continue their education
to obtain a graduate or doctoral degree while working in their ministry (Wesley
Seminary, n.d.). Then, the ministers apply their knowledge to their congregation
every week.
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In 1944, Marjorie Elder was the first female student body president. Electing a
female student body president was a gigantic step for females. Ms. Elder later
taught at the college.
The Marion College Veterans Organization was formed in 1946 to honor those who
served (Indiana Wesleyan University, 2020c).
Lewis A. Jackson was an IWU graduate in 1939. In 2002, IWU built the Jackson
library in Mr. Jackson’s honor. However, IWU’s memoirs did not mention that Lewis
was an aviator, innovator, educator, and administrator (African American Registry,
2021). More importantly, he was the Director of Training at the Army Air Corps 66th
Flight Training Detachment in Tuskegee, Alabama, training African Americans to
become pilots. Mr. Jackson’s tenure as one of the first Tuskegee airmen is an aweinspiring piece of history (Explore Xenia, n.d.). African Americans were not treated
fairly during this period, so Mr. Jackson’s
rise was phenomenal.
Lewis A. Jackson Library (Lewis A. Jackson,
n.d.)
IWU’s ties to the military throughout the university’s history make the university
more amenable to military students.
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Mission, Vision, Values, and Goals of the Organization
Mission
Indiana Wesleyan University’s mission is “committed to changing the world by
developing students in character, scholarship, and leadership” (Indiana Wesleyan
University, n.d.-j, n.p.).
Vision
IWU’s vision is to continue to be a great Christian University while serving the
world.
Values
IWU’s “primary value is Christlikeness” (Indiana Wesleyan University, n.d.-j, n.p.).
Following Christ’s tenants in “leadership, service, stewardship, innovation, and
diversity” is an IWU imperative (Indiana Wesleyan University, n.d.-j, n.p.). IWU has
a long and proud history of being inclusive of all people, regardless of race, gender,
or nationality. Celebrating its 100th anniversary is an example of how it has
continued to grow with the times, maintaining its Christian values (Indiana
Wesleyan University, n.d.-j).
Goals
Identifying diversity issues is the first goal for IWU (Indiana Wesleyan University,
n.d.-g). The plan calls for N&G to watch for diversity progress and opportunities.
N&G developed a team to foster a culture of reconciliation and grace. The team is
responsible for identifying diversity opportunities and reporting to the ChancellorIWU N&G. A goal identified in education and scholarship states faculty will model
missional inclusion and celebrate diversity in their pedagogical development.
Curriculum development aims to represent diverse voices to increase student
knowledge and cultural responsiveness. One goal aligning with recruitment and
retention is ensuring the university hires and retains diverse faculty, staff, and
IWU MILITARY RECRUITMENT AND RETENTION
17
administrators. Attracting and retaining diverse students is another goal. Finally,
the goals apply to recruiting and retaining military students. Figure 1 depicts IWU’s
strategic plan. IWU’s mission, vision, values, and goals are the foundation for each
operational unit to form a strategic plan (Indiana Wesleyan University, n.d.-o).
N&G’s strategic plan is in Appendix Q.
Figure 1
Strategic Plan
7-S Model Overview of the Organization
McKinsey’s 7-S model is used to analyze businesses or organizations and was
created in the 1980s by Tom Peters, Robert Waterman, and Julien Philips
(Jurevicius, 2013). Structure, strategy, skills, staff, style, systems, and shared values
are elements of McKinsey’s 7-S model. The seven elements are interconnected;
therefore, a change in one aspect will require a change in the organization to
remain effective. Therefore, reviewing the 7-S model for IWU will be beneficial
when discussing the identified problem.
IWU MILITARY RECRUITMENT AND RETENTION
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Structure
Indiana Wesleyan University (IWU) has six colleges under its purview. The first is
the College of Adult and Professional Studies (CAPS). Within the CAPS are four
schools, the DeVoe School of Business, School of Educational Leadership, School of
Service and Leadership, and Division of Liberal Arts. CAPS has over 100
undergraduate and graduate programs. See Figure 2 for the academic structure.
Figure 2
Academic structure
The president is the CEO of the university. He is the highest-ranking member of the
organization, responsible for managing the six colleges. In addition, the provost,
chancellors of N&G and CAS, and the president of Wesley Seminary report directly
to the president. Other staff members who report directly to the president are the
Vice President for Advancement, Vice President for Diversity and Inclusion, the
Chief Financial Officer, and the Executive Vice President.
IWU MILITARY RECRUITMENT AND RETENTION
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Strategy
Aleong (2018) notes Roger Martin, author of “The Big Lies of Strategic Planning,”
listed three things a university should ensure they have as they design their
strategic plan: a vision, set initiatives, and money to match. IWU’s vision is to serve
the global community. The university lists four key strategies: great students, great
people, great programs, and great scope (Indiana Wesleyan University, n.d.-j). First,
the intent is to recruit and graduate outstanding students. Second, providing the
resources and tools needed to the faculty and staff and ensuring they maintain
Christian values will guarantee learning is diversified, unified, and enjoyable for the
student. Third, providing affordable and sustainable programs is all part of
delivering great programs. Last, by expanding its reach globally, the university plans
to provide great scope.
Skills
Merriam-Webster (n.d.-e) defines skills as the ability to use knowledge effectively
and to be ready to execute. The faculty and staff’s skills range from communication
to emphatic skills. Communication skills, written and oral, are necessary for
communicating with students, domestic and international. Although teaching skills
are self-evident, the teaching style has changed in the last decade. Rowbotham’s
(2015) study confirms teaching skills improve over time. Teaching online is a skill.
The instructors must know how to post requirements, host ZOOM meetings, access
discussion posts, and, most importantly, communicate with students.
IWU MILITARY RECRUITMENT AND RETENTION
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Figure 3
IWU’s leadership
The university cannot run its many operations without adequate staff.
The administration is responsible for leading IWU. The leadership staff includes:
(see Figure 3).
•
•
•
•
•
•
•
•
•
President of IWU
Executive Council
Provost, chancellors for N&G and CAS
President of Wesley Seminary
Executive vice president
Chief financial officer
Vice president for advancement
Vice president for diversity, equity, and inclusion
Board of Trustees
The business affairs department includes:
▪ Executive Vice President/Chief Financial Officer
▪ Director of Internal Audit, University Counsel
▪ Controller, Director, of Risk Management
▪ Title IX Coordinator
▪ Director of Procurement Services
IWU MILITARY RECRUITMENT AND RETENTION
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The Intercultural & Global office (IGO) coordinates education abroad, exchange
programs, and global engagement. The Dean of the Chapel is “unapologetically
Christ-Centered” (Indiana Wesleyan University, 2021a, n.p.). Other offices include
human resources, the provost’s office, the registrar’s office, student account
services, and facilities service. In addition, facilities service provides maintenance,
grounds, landscaping, housekeeping, transportation, an
