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1. United Kingdom Veteran Landscape

Author:
Emma Moore, Kayla M. Williams, and Zachary Jaynes
Publication Date:
08-2020
Content Type:
Special Report
Institution:
Center for a New American Security
Abstract:
Aclose history of collaboration in national security and diplomacy between the United States and United Kingdom leads to many similarities between military personnel of both countries, both during and following service. These similarities mean both countries have much to learn from one another regarding best practices for supporting the military community broadly, despite differences in political systems, governance, and cultural norms. The United Kingdom’s veteran support landscape is sometimes considered behind that of the United States, in part due to the sector’s smaller size; however, the robust nature of the U.K.’s welfare state, combined with renewed engagement from the government, have led to significant progress in recent years. U.K. charities fill gaps in areas the government does not serve, while corporations look to recognize veteran skill sets and challenge existing societal narratives of service. The unique role of the Royal Family and Royal Foundation adds a nationwide focus on mental well-being with a key focus on the armed forces community. This landscape analysis provides an overview of support for veterans in the United Kingdom to better understand how the United States’ closest ally supports veterans from a government, charity, and corporate perspective. In addition to examining the efforts of each sector’s support for veterans, this analysis examines the status of veterans across the United Kingdom’s devolved nations.
Topic:
Diplomacy, National Security, Military Affairs, and Veterans
Political Geography:
United Kingdom and Europe

2. Called to Lead: Discovering the Connections Between Military Service and Higher Education Leadership

Author:
Barrett Y. Bogue and Andrew Morse
Publication Date:
06-2020
Content Type:
Special Report
Institution:
Center for a New American Security
Abstract:
A secondary education for service members, many of whom would otherwise have delayed enrollment or deemed the opportunity of a higher education unaffordable altogether. The commitment began in earnest in 1944 through the Servicemen’s Readjustment Act, which provided federal benefits to veterans to defray the cost of unemployment, education, and purchasing a home. This landmark legislation established the GI Bill, led to a historic increase of veterans pursuing a degree, and effectively democratized higher education. America’s promise to service members and veterans in higher education remains vibrant through the 2017 Forever GI Bill, which made education benefits for military-connected students available for life. Nearly eight decades later, the GI Bill continues to pay dividends. Student veterans in college campuses across the country engage as some of the best-performing nontraditional students compared to other adult learners.1 Simultaneous to the GI Bill’s evolution, higher education also evolved with a distinct set of challenges in the 21st century, including a changing demography of prospective students, increasing out-of-pocket costs and decreasing state support, and growing skepticism on the value of a post-secondary degree. Service members and veterans who earned a degree though the GI Bill, or by other means, will choose to enter higher education as a career and continue to serve an important role leading, teaching, and mentoring the next generation of Americans. This report examines the connection between military service and veterans who work in higher education, and how they navigate profound change in the higher education landscape. The report also provides recommendations to explicitly target the recruitment of veterans into higher education leadership roles and support their careers. Higher education in America is at an inflection point. The rapidly changing demography of its prospective students, persistent increases in the out-of-pocket costs for an increasingly low- to middle-income student demographic, growing skepticism of the value of post-secondary attainment, and the compounding student debt owed by Americans place increasing pressure on the seams of our nation’s post-secondary educational infrastructure. The country must continue to address these challenges with a sense of urgency, and we must continue exploring new ways to approach solutions to these challenges. Developing a critical mass of adaptive leaders across organizations is critical to higher education’s success now and for generations to come. While military service provides a critical avenue for the development of skills and competencies required for success in higher education leadership, there is (1) an inadequate understanding by many in higher education, as in the general public, about the virtues of military service in forging the knowledge and skill profile required for higher education leadership roles; and (2) a gap in the literature and corresponding policy recommendations about pathways for service members and veterans into executive-level higher education leadership roles. Therefore, the purposes of this study are (1) to identify the connections between military service and higher education leadership competencies; and (2) offer recommendations for growing the number of service members and veterans who are positioned to assume leadership roles in higher education settings. Using a semi-structured qualitative interview design of currently serving higher education leaders and practitioners with prior military service, this paper identifies the reasons why veterans choose to work in higher education, captures the leadership skills and traits learned in the military that practically apply to their roles, identifies current challenges in higher education’s mission to serve students, and provides recommendations for recruiting more veterans into leadership roles.
Topic:
Education, Military Affairs, and Veterans
Political Geography:
North America and United States of America