CHAPTER 1

INTRODUCTION

‘Knowledge is so last season. Wisdom is the new black.’

(Unattributed, Overheard conversation in Officers Mess)

This chapter will introduce my topic of research for the Master of Arts in Teaching and

Learning at the Institute of Technology, Carlow (from this point referred to as IT Carlow).

The Irish Defence Forces (DF) provide multiple training and educational opportunities for its

personnel both commissioned (officers) and enlisted (non commissioned) across the spectrum

of level 5-9 learning on the National Framework of Qualifications (NFQ). Accredited

programmes are available from officer on NFQ levels 7-9 and levels 6-7 for enlisted

personnel. The gradual move to accredited training for line appointees or non technical

personnel has brought new training and educational challenges in the administration and

delivery of approved DF courses. The necessity for programme validation has seen a

concentration on the delivery and assessment of learning outcomes. While DF quality

assurance has been a constant of the training environment the assimilation of the vocabulary

and practices of Higher Education (HE) has required an organisational transition in the

concept of course organisation and design. Where once we spoke of training outcomes, then

learning outcomes, wisdom is an emerging theme. The introduction of the Leadership

Management and Defence Studies programme for enlisted personnel in 2012 is a case in

point of the changes that have been implemented throughout organisational training and

education. The programme is accredited at NFQ level 6 & 7 and is available to enlisted

personnel through the access route of lifelong learning. The programme is delivered in

collaboration with IT Carlow and is intended to provide personal and professional

development opportunities.

The result will be that DF soldiers and airmen/airwomen will be equipped to fulfill

the diverse roles that they will perform throughout their careers and further towards

best preparing them for their return to civilian life.

(DF, 2012c, p.13)

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The programme is open to all Air Corps and Army enlisted personnel.

The DF is committed to the recognition of lifelong learning in collaboration with its

partners in order to justifiably achieve professional parity for its personnel across the

employment sector, and to increase its own organisational worth on an international

basis.

(DF, 2012c, p.13)

Owning to the confusing nature of military branches and rank systems this study will group

Air Corps and Army personnel as soldiers to avoid confusion and misinterpretation. There is

validity in this move as all Air Corps and Army personnel must complete the same Recruit

Training course in order to be inducted and socialised into the military.

A Personal Professional Perspective

The genesis of the desire to access student experiences on the dissertation module has three

features that make this capsule of learning unique in DF training and education. The DF’s

training environment is heavily structured within a recognisable hierarchal and bureaucratic

system. Being a military native I am familiar and comfortable in this environment. The

LMDs dissertation module presents some anomalies to the recognised structure of military

courses. Firstly this learning is not organised or coordinated by a recognised DF training

institution. Secondly there is no officer in charge or tutor who has responsibility for the

provision of learning in the dissertation module. Finally the instructors here termed

supervisors have no syllabus of training or curriculum to revert to for guidance. In both the

military and HE these features of the LMDS dissertation module present management and

learning challenges. As a staff officer in the DF’s Training and Education Branch I have

responsibilities over the LMDS programme without being its commander. My role does not

fit any of the appointments or duties above. However I am the agent to promote change.

My interest is based on the experiences of DF students transitioning to the dissertation

module at level 7 within the boundaries of the LMDS programme. These students are at the

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upper end of the LMDS programme. Their journey within the programme is condensed into

the dissertation module and allows them few or none of the benefits that younger soldiers

entering the programme now will benefit from as organisational competence to provide

academic education alongside military training develops.

Context of study

The nexus of this case study on the LMDs programme is where non-commissioned officers

(NCOs) embark on the career courses that qualify them to hold the rank and responsibilities

of a Senior NCO. This equates to the NATO scale of Other Ranks (OR) 7 -9 (NATO,

STANAG 2116) or to middle management in an organisational context. The majority of

these students have served over two decades in the military and would have joined the DF

when there were few educational stipulations prior to enlistment. Students do not require

second or third level achievements to join the LMDS programme as Recognition of Prior

Learning allows them access through the provision of lifelong learning with IT Carlow. By

obtaining a place on the Senior NCO or Logistics Accountancy course they are offered access

to the LMDS programme and must complete a 5,000 word dissertation project as the

capstone assessment to the programme. This dissertation module contributes 10 ECTS

toward the 180 required for conferral at NFQ level 7, see Appendix A. The dissertation

module is the point of academic transition within the programme. Access to the experiences

of students on this module will enlighten future policy decisions in preparation for an

upcoming programme review in 2017.

Aims and Objectives

The purpose of this research is to identify the experiences of students at level 7 within the

LMDS Programme and to recommend measures which will support student transition. This is

intended to improve the student experience, encourage uptake of the programme by future

students and create a sustainable model for academic transition. Successful identification and

implementation may create the circumstances where individual academic performance can be

improved through individual and organisational awareness of student learning styles.

On the surface and with limited investigation it is suggestive that the LMDS challenges and

experiences can be are attributed to mature students entering the accessing a lifelong learning

3

programme. The objectives identified below have been developed to be consistent with and

support the research aim, while providing students with the opportunity to introduce their

own perspectives to the study.

To collect qualitative and quantitative information on student experiences and

engagement with the LMDS programme.

To compare the traditional military pedagogical experience to Higher

Education learning.

To identify what challenges students encounter with academic transition

within the framework of the LMDS programme.

To determine conditions to support student transition to meet the learning

outcomes of the LMDS programme.

Conclusion

Through career progression in the DF, NCOs have successfully completed a variety of

mentally and physically challenging residential military courses. Many will have spent parts

of their careers activity instructing or teaching both peers and subordinates. Their experience

of military education is solid. Their understanding of military learning is likely to influence

their expectations of HE. All will are recognised as mature learners and it is likely that many

will be first generation learners. Previous exposure to the Living Learning (LL) environment

where ‘programs are residential communities with a shared academic or thematic focus’

(Inkelas et al., 2007, p. 405) and the DF emphasis on teamwork is expected to influence peer

interactions.

Student identity and self-concept have been developed and are placed in context of military

experience. Many students will have gained access to the Senior NCO or Logistics

Accountancy course by virtue of being the senior woman or senior man. This sense of

accomplishment in gaining a place on the course and LMDS programme could be challenged

by the transitional challenges moving into HE. The pressures and uncertainties of the

learner’s first academic assessment within a short academic cycle, create an entirely new

learning environment from their know experiences from military training courses. The

operationally confident NCO can find herself/himself simultaneously the uninitiated

4

freshman submitting their first HE assessment and final year student submitting the

culmination of their undergraduate learning in a dissertation. This study seeks to identify

and analysis student experiences on the dissertation module of the LMDS programme in

order to refine and improve the learning of future students.

5

CHAPTER 2

LITERATURE REVIEW

“No one learns ‘by themselves’ of in isolation. The best scholars value the intellectuals who precede them, and demonstrate this intellectual allegiance and inheritance through research

and dense footnotage.”

(Tara Brabazon in University of Google: Education in the (Post) Information Age)

Introduction

This study is concerned with the experiences of enlisted military personnel in the Leadership

Management and Defence Studies (LMDS) programme. Enlisted personnel are the non

commissioned ranks of a military organisation, often referred to as the ‘men’ they fill the

ranks from private to sergeant major. The military courses they attend develop applied

military skills and critical thinking, but this is not displayed in the media of HE. I will

examine the challenges to their transition to HE through this literature review.

The LMDS student experience is representative of their transition to HE. Transition is the

significant change related to a student’s life, self-concept and learning, crystallised through

vital events in education which students recognise as significant (Hussey & Smith, p.156

2010). The academic skills of research, referencing and writing are required to progress from

novice to skilled participant (Hussey & Smith, 2010). A 5,000 word dissertation paper is the

capstone assessment for the programme. It marks the most significant transition within the

LMDS programme.

There is no literature exploring the specific combination of factors influencing the unique

experiences of LMDS learners. These include mature living learning (LL) military learners

making the transition through lifelong learning (LLL) to HE. There is sufficient literature to

consult the military learning environment and Military Pedagogy (MPED) to gain an

understanding of LMDS students conceptualisation of learning prior to engaging with the

programme. LMDS students should be identified as soldier-students, their identity as a

6

soldier (airmen in military aviation) is central to the understanding of their needs and

experiences as students. I will firstly address the self-concept of the soldier before

progressing to the challenges faced in student transition.

Military Pedagogy

The origins of Military Pedagogy or MPED as a term are rooted in the philosophy of the

Soviet military’s Cold War education system in the early 1970’s. It first received considered

interpretation and analysis when brought to the west by the US Air Force translation of

Military Pedagogy: A Soviet View, Soviet Military Thought Series. MPED’s application today

can be seen from American, European and Russian literature. It remains a distinct disciple

through the presentation of doctrinal thesis for Viva in Russia (Novikov et al., n.d.). MPED’s

context in this study is that it defines a soldiers learning environment and their concepts of

learning, which is turn will influence their transition into HE.

MPED Definitions

Not surprisingly the Soviet Cold War definition of MPED gives status to both training and

operations. It is also heavily weighted toward the overall inclusive socialist societal

educational doctrine of the 1970’s;

Military Pedagogy – the science of communist education, training and

indoctrination of Soviet soldiers and of the preparation of subunits and units (or

ships) for successful operations under the conditions of modern warfare – is a

branch of Soviet pedagogy.

(Danchenko & Vydrin, 1973, p.16)

This definition asserts training over education and specifies the inclusion of knowledge, skills

and abilities demonstrating the operational imperative of Military Pedagogy within the

overarching Soviet Pedagogy of the Cold War period (Danchenko & Vydrin, 1973, p. 18).

Not surprisingly since the collapse of the Soviet Union and the demise of its armed forces

there has been a greater western influence on the development of MPED as a discipline.

7

Literature is dominated by civilian tutors very few of whom have served in the military

previously. A North American and European bias exists in contemporary MPED literature

where perspectives of programme provider military academies and colleges are to the fore

(Annen et al., 2013, Higbee, 2010 and Toiskallio, 2005). Toiskallio is the leading European

academic publishing on MPED, he defines it as;

...the part of military sciences that inquires into the philosophies, conceptions,

visions, doctrines, aims, methods, and technologies of military education and

training.

(Toiskallio 2005, p. 52)

This definition broadens the scope by adopting critical thinking as fundamental to the

meaning of MPED. While critical thinking has traditionally been the reserve of officer

education, modern theatres of operation require critical thinking from NCOs (Krulak, 1999).

MPED in the modern operational context

MPED philosophies will be dictated by current and future military operations. The

intervening years since Toiskallio’s definition have seen developments to the international

asymmetric treat including attacks executed on mainland Europe. MPED is as relevant now

as it was during the Cold War, Hasik argues with reflection on American’s recent wars in

Iraq and Afghanistan that failings in training can lead to fatalities on the modern battlefield

(2014). NCOs are now required to shoulder a greater burden of leadership at that tactical

level (United States Army, 2006), where there interaction on the street can have strategic

implications for of their home nation in an age of instant media. Krulak’s predication of the

importance of the Strategic Corporal (Krulak, 1999), came to life negatively in Iraq for the

US military. This is most notably in the torture, humiliation and deliberate cultural infractions

by US Military Police in Abu Ghraib Prison. Operationally NCOs are expected to act in

traditional and non conventional rolls such as teachers, police and social workers (Hasik,

2014) or as a heavily armed action competence post modern soldiers (Toiskallio, 2004 and

Dilke et al., 2006). Military leaders of all levels have significant part to play in military

operations where critical thinking in a changing and unfamiliar environment is needed for

8

operational success (Krulack, 1999 and United States Army, 2006). The nature and continual

development of twenty first century conflicts demands that critical thinking capacities among

military leaders, inclusive of NCOs, are included in their training and education (United

States Army, 2006).

MPED and the LMDS programme

Soldier-students do not come to the LMDS programme out of an educational wilderness.

They have engaged with a selection of elective and mandatory continuous professional

development courses throughout their careers. These are completed before reaching the

dissertation module. Their experiences of learning are contextualised in the military

environment. Soldier-students as they transition to the dissertation module carry expectations

of the learning environment based on their experiences with military learning. MPED

creates a learning environment similar to that found with other applied skills professions.

Fire fighting has been largely based on experiential face-to-face learning and is considered by

instructors to meet the expectation of all parties (Holmgren, 2014).

The learning environment that MPED creates goes beyond the classroom and learning

outcomes. Military autobiographies widely attest to this by recognising the formation of

character through military training (De la Billiere and 1994 Dannatt, 2010). All DF

instruction is rooted in standardised techniques and practices prescribed by Training

Instruction 07/2011 The Conduct and Administration of Authorised Defence Courses (DF,

2011). Enlisted personnel first experience these during their initial 17 week residential

training phase. It provides the standardised practices and procedure that develop the

competencies of servicemen and servicewomen that are desired by a modern professional

military organisation. The same learning environments are replicated throughout the

continued professional development of enlisted personnel during their careers. Military

training is structured by the principles and practices of MPED, these create a recognisable

and familiar environment throughout the full spectrum of organised career learning for

military students.

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Initial training builds a soldier’s professional character and introduces him or her to the

attributes desired by the organisation (DF, 2012 a). These are based on the behaviourist

approaches in Gagne’s 9 Events of Instruction (Gagne et al, 1985). The development of a

soldier’s professional competences and attributes encapsulated by MPED form the basis of

her or his self-concept within the military, where rank and qualifications indicate professional

competence. Individual and collective identities are created within this environment and

influence how military students engage with HE.

MPED supports military culture and values. Organisational culture in the DF influences the

beliefs, norms, values and conduct of soldiers (English, 2004 p.10). Specifically within the

DF the six core values are Respect, Loyalty, Selflessness, Physical Courage, Moral Courage

and Integrity (DF, 2012a). DF students are influenced by these throughout their careers.

The introduction and development of organisational values begins in formative training of

recruits. Less formally it is displayed in the participation in military life. The majority of

LMDS students have completed over 20 years service before beginning the dissertation

module. Soldiers are formed by the collective and personal challenges experienced in their

training and educational (De la Billiere, 1994, Dannatt, 2010 and Hennessey, 2010). By

acknowledging the influence of organisational culture (English, 2004) there can be little

surprise if military students define themselves as soldier first and have differing expectations

of HE compared to other mature students (Cook & Kim, 2009).

In comparison the experiences of US veterans using the Post 9/11 GI Bill to access HE

reflects challenges associated to self-concept in their transition to HE (Cook & Kim, 2009).

The transition to HE education by soldier-student presents challenges to their previous

experiences, understanding of and position within a new learning environment.

10

Transition to HE

This section will outline from literature the challenges to transition for students entering HE.

Soldier-students are mature lifelong learners (LLL) these tags present identifiable challenges

which can be contextualised within the LMDS programme. By taking the LLL skip and jump

into HE students must develop information literacy, research and writing skills at an

advanced rate to meet the complexities of modern academic assessments.

Farrell who has seen active service as an enlisted soldier and civilian tutor in HE, identifies

that MPED introduces the student to humanity, endurance and resolve, which are not

encountered in Learning Outcomes of Higher Education (Farrell, 2004). These associated

with the physical and mental resolve required in military training and education (Carter, 2014

and Farrell, 2004) mean that military students face transitional challenges from applied

learning in MPED to academic learning in HE. In the current Irish economic climate of

austerity, both the Military and HEI’s are unlikely within their financial constraints to have

additional resources available to cushion transition. The military and HEI operate on

different frameworks which apply weighting according to their own understanding of the

learning process and the outcomes they require. This is most notable is assessment where DF

learning at both Levels 6 and 7 favours examination through the demonstration of rote

learning. The transition to adequately schedule, research and write a paper compared to

preparing for an exam is the knowledge gap for LMDS students.

Mature students face challenges in their transition that may not factor in the experiences of

traditional student groups. These include families, relationships and temptation to drop out

(O’Brien et al., 2009). First generation learners can experience difficulties in transition.

(Inkelas, et al., 2007). O’Brien et al. identify that it is the first academic year that presents

the most difficult problems for mature students (O’Brien et al., 2009). First year mature

nursing students academic challenges included study skills, essay writing and time

management (O’Brien et al., 2009). Soldier-students on the Senior and Logistical

Accountancy courses can access and complete the LMDS programme in a six (6) month

period through LLL compounding the intensity of the experience. LMDS students transitional

challenges can be condensed into a shorter time scale compared to other mature students on

11

conventional LLL programmes. Transition for undergraduates is considered a long-term

process (Sheridan, et al. 2012) and is undertaken through a typical 3-4 year programme and

sometimes beyond. The transition framework and timeframe for LMDS students is

significantly shorter. Transition of students should be seen as an integral part of any HE

programme rather than an add-on (Sheridan, et al. 2012). For the LMDS programme this

would suggest that the transitional process should begin a number of years before the

undertaking of the research project within the dissertation module.

Challenges in providing the best learning environment for students from a professional

background is not limited to the military. A study of Swedish fire fighters proposes the need

for a dynamic training environment in a hierarchal training institution to get the best out of

students and instructors. (Holmgren, 2014). The provision of dynamic interactive on-

campus experiences by learners is proposed to provide better learning opportunities for

mature police learners in the UK (Beighton & Poma, 2015). HE offers many students their

first opportunity to interact with other students from different socio-political or economic

backgrounds (Nelson et al., 2003) this opportunity is largely lost on LMDS students due to

the DF delivering the preponderance of the programme in military installations. The third

level living learning (LL) experience, where students live on campus and regularly interact

with other students, is attributed to provide good transitional experiences (Inkelas, et al

2007). While soldier-student experience LL in the military through residential courses, they

have little or no interaction with the broader student community. Soldier-students interact

almost exclusively within their own peer group while on the IT Carlow campus. This in part

can be attributed to the limited organised programme time, maximising at five days, that

student spend on the IT Carlow campus (DF 2012d).

Current literature recommends the transition to distance and self directed learning for

Swedish fire fighters prior to practical skill phases of learning, not surprisingly this has met

with opposition from the instructor cohort citing structural and organisational quality

assurance concerns (Holgren, 2014 p.16). Holgren’s suggestions present the challenge for

removing the ‘the sage on the stage’ (Holmgren, 2014) which is such an integral part of

military instructional design that it present significant organisational challenges to implement

in the DF.

12

The relationship between LMDS supervisors and students shows many of the characteristics

that Smyth associates with ‘grinds’ in his study of private tuition and transition into Irish HE

(Smyth, 2009). Sheridan et al. identify the ‘nexus’ of institutional lecturer and students

concerns and expectations as the point of transition (2012, p.238). Transitional challenges do

not necessarily impede academic performance of mature students as the nursing students the

case study by O’Brien’s et al do not show negative consequences to student marks (O’Brien

et al., 2009, p.637). Turning again to the example of grinds, they are disproportionately taken

by students who have already received higher grades in examination conditions (Smyth,

2009, p.18). Bringing the example of grinds and the case study of mature nursing students

together creates tangible links to the LMDS programme. There students have been successful

in military career courses and receive extra tuition or grinds from supervisors. Grinds do not

necessarily boost marks received in examinations, but rather assist the student when they find

a subject difficult and fear failure (Smyth, 2009, p.18). Student confidence and self worth are

needed for a successful transition (O’Brien et al., 2009, p.639) as well as knowledge of their

own approaches to learning (Smyth, 2009, p.18), mentoring through dissertation provides this

to LMDS students. Students understanding of the different ways of learning and is part in

their transition (Sheridan, et al. 2012, p.237) is crucial for LMDS supervisors to identify their

students.

Student Supports

This section will examine student supports that provide buttressing for academic transition.

LMDS student must transition from surface to deep learning through the demonstration of

critical thinking. Formative assessment is critical to student development and the

achievement of learning outcomes (Hussey & Smith, 2010). The LMDS programme has an

ambitious time schedule for student transition in which students must develop an

understanding of the requirements of this transition in order to bridge the gap successfully

(Hussey & Smith, 2010). Time constraints for the LMDS programme widen the gap,

requiring students support to provide a metaphorical mid way structural point for transition.

Research on mature nursing students found that peer assistance was the single most important

support measure available and utilised particularly in maintaining motivation for the

13

programme (O’Brien et al., 2009). This is very much part of the concept of the LL

environment experiences (Inkelas, et al 2007). The MPED environment encourages this with

the value based on ‘teamwork’ while in the residential stage of learning. Teamwork in the

DF can be a term that catches multiple meanings. In practice is consistent with the principles

of student on student support (Glaser et al. 2006) and could assist the deeper knowledge

found through PAL (peer-assisted learning) identified through a number of recent studies

(Hodgson et al., 2015 & Sudhakar et al., 2015). Accessing student views of the support in

their transition is key to identifying and solving any problems encountered (Tate & Swords,

2013).

Formal supports to students are of most importance when the residential elements of the

LMDS programme finish. Formal support after the residential phase is provided by DF

dissertation supervisors. There are few study facilities in the DF for students and a culture of

distance learning has not yet developed. A study of fire fighting training found that fire

fighters can spend less than 10 percent of their working time on emergencies (Childs, 2002,

p.1). While routine operations, maintenance and administration will always absorb a

significant amount of a soldier’s time the challenge of part-time study is to fit the variables of

life around a study schedule (Kahu et al., 2014). Programme flexibility and targeting of

support are important for mature students to gain the best from distance learning (Kahu et al.

2014, p. 523).

Summary

Emerging themes are multi facetted and revolve around the transition in learning styles of

mature learners who have engaged with the recognisable practices of MPED. Their

experiences are expected to include meeting the challenges faced by students emerging from

rote learning to the display of critical thinking in the media of academic writing in which they

have no previous experiences of assessment and feedback. In order to achieve this they

must acknowledge new learning methods through the mentoring of their DF dissertation

supervisors.

The LMDS programme requires that soldier-students display written critical thinking through

their capstone dissertation assessment (DF, 2012c). The need for critical thinking throughout

14

from NCOs is required by the DF in a time of limited resources. The DF organisational

restructuring and downsizing of 2012 demands, that the greatest asset of the organisation, its

men and women, are trained, educated and professionally developed to provide a greater

output. In military terms this is displayed in their operational leadership were NCOs must

adapt quickly and often through self directed learning to new and challenging appointments

at home and overseas.

MPED is typically concerned with learning institutions that are also programme providers,

where both civilian and military tutors deliver programmes to cadets and officers (Annen et

al., 2013, Higbee, 2010, Kvernbekk, et al., 2008). The focus of the majority of MPED

literature to the officer training environment (NFQ Level 8 &9) fails to fully appreciate the

needs of all military leaders. Critical thinking is recognised for junior NCOs in the Three

Block War (Krulak, 1999), but no evidence of literature for HE critical thinking exists for

enlisted ranks. Their expectations and experiences would provide valuable contextualisation

of the complexities of MPED transition. In the absence of the full package of literature the

perspective of the student in the LMDS programme will provide a valuable contribution to

the understanding to the challenges of MPED transition at level 7.

Literature on the transition to HE in the Irish context is also limited. However, comparable

experiences of first generation learners (Inkelas et al, 2007), Life Long Learning and

requirements of academic submissions (Sheridan & Dunne, 2012) have been identified. In

the broader context of transition, Hussey and Smith identify that the student must have

developed an understanding of the requirements of their transition in order to transition

successfully (Hussy & Smith, 2010). For this LMDS students need a grounded

understanding of the differences between the MPED and the HE learning environment.

Additionally the development of a package of academic skills must take place in a condensed

timeframe. Soldier-students must then come to terms with a new learning environment and

learn and develop new skills at an accelerated speed to achieve successful transition.

For a programme to develop to meet the needs of accreditation and the demonstration of

broader competences required for the postmodern era, professional development for

15

instructors and structural changes that facilitate distance learning are needed. (Holmgren,

2014 p.17). In this light, military courses are not merely a path to fulfil occupational

qualifications but an opportunity for broader post modernist education to develop not just

knowledge, but wisdom (Micewski, 2003). The absence of a student voice is seen as an issue

is second level to HE transition by Tate and Swords who identify a gap between curriculum

match-up in UK Geography teaching (Tate & Swords, 2013). There is some concern that this

could also be the case for LMDS students, so there input to this case study is of upmost

importance to evaluate their experiences.

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CHAPTER 3

RESEARCH METHODS and METHODOLOGIES

‘There are known knowns. These are things we know that we know. There are known

unknowns. That is to say, there are things that we know we don't know. But there are also

unknown unknowns. There are things we don't know we don't know.’

(Donald Rumsfeld, US DoD News briefing, Feb 12, 2002)

Introduction

The review of literature in Chapter 2 identified that Defence Forces (DF) Leadership

Management and Defence Studies (LMDS) students experience influences in their transition

to HE, these can be traced in the experiences non military students making similar transitions.

Additionally soldier- students face challenges which are influenced by their military

experiences. Chapter 3 will outline my research methodology and methods used in this

dissertation to answer the study question:

What are the experiences of Irish Defence Forces enlisted personnel in the Leadership

Management and Defence Studies programme dissertation module at NFQ Level 7?

The LMDS programme was validated in 2012 this is the first specific study into the

programme since its inauguration. In the absence of previous study on the subject

assumptions have been made in the management of the programme based on experiences

with from other DF training and education programmes. These do not have the same student

processes and journey as the LMDS programme. This study intends to address the gap in

empirical research on the LMDS programme while examining student identity, expectations

and experiences. DF education leaders have an organisational understanding of the ‘knowns’

based on structured military learning. The challenges of LMDS students in their academic

transition are indicative of the ‘unknowns’ in this study. This chapter will detail how I

accessed the ‘unknowns’ with reference to my own epistemological influences. I will describe

and justify the methods and methodology used to conduct my primary research and describe

the data analysis employed.

17

Epistemology

The military training and education environment has been central to my professional

development both as student and instructor. During my time in the military educational

environment I have developed a constructivist position for my experiences and interactions.

My own development of meaning from my experiences follows Crotty’s interpretation of

constructivism, ‘According to constructivism, we do not create meaning. We construct

meaning...What we have to work with is the word and objects in the world.’ (Crotty, 1998,

pp.43-4). My own experiences prior to and during my military service help me construct my

own meaning. These deserve brief consideration in how they influenced my approach.

My undergraduate background in Anthropology has made me aware of the role and

limitations of participant observation in research (Gosden, 1999, p41 and Rudenstam &

Newton, 2001, p. 42). My military identity, rank and appointment are identifying features of

my role and position within the DF. These can exclude or include me from different

groupings in the DF organisation structure. For instance it would be impossible for me to act

as a participant observer (Cohen et al, 2011) with a group of junior NCO’s who are required

by organisational norms to call me ‘Sir’ recognising my superior rank. This self and

organisational awareness has led me to favour a mixed approach which I will defend through

my research strategy.

Research strategy

The LMDS programme is at the heart of my research, it forms the hub for student

experiences and challenges. The Literature Review in Chapter 2 confirmed that there is a

need for empirical research on experiences within the LMDS programme. This is because

LMDS students are likely to experience additional challenges than the average mature Irish

student as they adjust to a new and alien learning environment which they may be little

prepared for. In one step by choosing to study the experiences of students, it was determined

that this research will be a case study within the boundaries of the LMDS programme. There

is no perfect storm for this case study and the methodology employed is mixed using both

qualitative and quantitative approaches.

18

I will draw on the strengths of both qualitative and quantitative methods while providing real-

life contextual understanding of the experiences of LMDS students (Creswel et al., 2011). As

this study is student centred a greater weighting has been given to accessing student

experiences using qualitative research methods. Quantitative methodology was adopted to

validate the results while incorporating a light ex posta facto research approach which used

information from students who had completed the LMDs programme (Redestam & Newton,

2001 p. 29 and Cohen et al., 2011 p. 303). With this mixed methods approach I have sought

to bring a measure of pragmatism to my research. Validation is based on a foundation of first

hand experiences for soldier-students.

Sampling

The programme was initiated in 2012, with conferral ceremonies held in 2013 and 2014. The

entire graduate body proved to be too widely geographically separated to provide a coherent

group that could be studied with any economy within the allotted timeframe. It was decided

to focus on a single year grouping. The 2014 graduate group were chosen with the rationale

that the inaugural group in 2013 was too small constituting only 20 students and was likely to

have had a different experience due to the programme being in its first cycle. The 2014 group

were favoured being more recent, greater in number and containing recognisable subgroups.

The subgroups were dependant on the final accredited DF course completed by students as

part of the LMDS programme. These courses are the Senior NCO or the Logistics

Accountancy courses.

Supervisors were chosen from the academic year 2014- 2015. These supervisors had just

completed the dissertation mentoring process allowing for a fresh account of experiences.

They were readily accessible and willing to participate in the research as organised supervisor

feedback had been arranged separately providing an opportunity for concurrent activity.

The cohort of 60 students from the 2014 group could not be sampled completely.

Participation in the research is voluntary, some have retired from the DF and are no longer

contactable through work email. Others are serving overseas where communication can be

sporadic because of operational imperatives, limited resources and climatic interference.

Taking non response into account a bottom up probability sample of 20 students representing

19

one third of the 2014 group, is considered to sufficiently represent student experiences. The

youth of the LMDS programme matched with the small numbers of students graduating at

level 7 (20 in 2013 and 60 in 2014) restricts the potential of the group to meet the 30 cases

per research variable (Cohen, 2011, p. 144). Decision on sample size must be case specific

and allow for a measure of researcher judgement (Litchmen, 2013, p. 193). It does meet the

suggested 25% of group capture for sample randomness (Cohen, 2011, p.145).

Data collection

Four research methods were chosen for the study, these were a dissertation supervisor survey

group, a student questionnaire, student semi-structured interviews and documentary analysis

of student dissertation submissions.

Focus Group

A focus group was planned first with five LMDS supervisors from the 2014 group and was

conducted concurrently to a dissertation supervisor symposium. Of the five supervisors

involved, three were NCO’s, the remaining two being officers. All five were NFQ level 8

graduates with one officer being a level 9 graduate also. One supervisor had supervised the

previous year for the 2013 student group. An agenda was distributed prior to the focus group

and allowed for additional topics to be introduced by supervisors. LMDS supervisors are

volunteers, their engagement with the process is motivated for the greater good of the DF and

its enlisted personnel. Supervisor engagements with the dissertation process allowed for a

collegial interactive mood among supervisors where knowledge of academic processes broke

down the distinctions of military rank in the focus group. Directed conversation was based

around well articulated discussions on supervisor and student experiences. An atmosphere

where participant’s views could emerge (Cohen et al., 2011, p. 436) unmolested by rank was

established. My own involvement with the focus group was to shepherd conversation and

topic development specifically relating to participant reflections (Cohen et al., 2011, p.437)

within the parameters of the research agenda and to avoid introducing any of my own biases.

By doing this I was challenged but managed to remain non participatory in general

discussion.

The focus group was organised and scheduled first to access supervisor qualitative

experiences to assist the development of a student questionnaire and semi-structured

20

interviews using emerging themes. The strategy to introduce the focus group first was

employed to mitigate for any potential in students to tailor their responses based on my rank,

appointment and association with the LMDS programme. This has allowed greater validation

for triangulation between three research methods of focus group, questionnaire and semi-

structured interviews.

Questionnaire

A questionnaire using emerging themes from both the focus group and literature review was

drafted for a pilot. Following feedback from five test respondents of the 2013 student group

the questionnaire was refined to place questions into manageable sections where a variety of

information could be gathered under one question heading. Additionally the questionnaire

was adjusted to allow for both electronic and postal responses. It was distributed with a

covering letter to all 60 students who graduated in 2014. A target of 20 random respondents

was set to for the return of questionnaires.

The final version of the questionnaire contained 15 questions, which contributed to 34 pieces

for information that could be gained from a completed form. These were based mainly on

closed questions providing quantitative information that could be displayed relating to

student experiences during the LMDS dissertation, providing validity for the research

(Biggam, 2008, p.99). The questionnaires give students the opportunity to make their open

ended comments on the LMDS programme in a remarks box. Where students used this it

provided qualitative information that could be used to supplement semi-structured interviews.

The version of the questionnaire used can be found in Appendix 3.

Semi-structured interviews

The use of individual semi-structured interviews in this research is supported by the outlined

methodology. They were of particular importance to record student qualitative experiences

and gave the opportunity to explore topics in more depth than with questionnaire, providing

detailed evidence (Biggam, 2008, p.81) of student experiences. Interviews were based largely

on the same topics identified for the student questionnaire, these allowed me to clarify

student experiences and expectations (Silverman, 2010, p.197).

21

In addition to the preparation of topics subdivided into specific pro forma questions

(Rudestam, 2001, p. 95) free uninterrupted speech of the interviewee while the interviewer

displaced ease and enjoyment with the process was displayed (Cohen et al., 2011, p. 426).

Allowing interviewees the freedom to speak with reflection on their experiences did create

the need for constant adjustment to guide students back onto topic.

Three students were selected for individual semi-structured interviews based on snowball

sampling through the DF Registrars Office who manage the LMDS programme. Selections

were based on educational levels achieved prior to engaging with the LMDS programme.

This provided a sample across the spectrum of previous learning. The criteria for selection

was based on the NFQ punctuated by the following stages (a) up to level 4, (b) level 5-6 and

(c) level 7-9.

Documentary Analysis

LMDS dissertation reference lists formed the documentary analysis for this research. This

provided quantitative information that could be formed into statistics to validate

questionnaires and interviews. While documentary analysis may be a lesser used method

(Cohen et al., 2011, p. 248) it is worthwhile to this study as it provides confirmation of

student transition to academic referencing, this transition is a key to the successful transition

to critical thinking. In addition it would act as a true indicator of student transition to critical

thinking using academic referencing. A sample of 20 dissertations from the 2014 student

group was chosen, 10 each from the Senior NCO and Logistics Accountancy courses.

Sampling within the courses was random.

Data analysis

This study requires the integration of information gathered in a mixed methods approach. The

sequential design of this model, where one method follows another, means that analysis had

to identify the emerging themes from one method before proceeding to the next (Creswell et

al. 2011, p. 9). The focus group and interviews were treated largely the same way for data

analysis. By conducting the focus group first followed by student interviews I followed the

steps outlined by Cohen et al. in my analysis:

22

generating natural units of meaning;

classifying, categorizing and ordering these units of meaning;

structuring narratives to describe the interview contents;

interpreting the interview data.

(2011, p.427)

The focus group and interviews were transcribed with pseudonyms for each speaker. This

facilitated the use of transcriptions with research findings. Some preparation was made for

initial coding during interviews by pre identifying themes (Cohen et al., p. 428). Open coding

was then used with transcripts to explore student qualitative experiences (Cohen et al., 2011

p. 600) using a grounded theory model.

Quantitative information from the questionnaire and documents went through a number of

steps of analytical refinement. This was to associate the statistical tables and graphs with the

emerging student themes while ensuring the information was accessible to the reader. This

was especially true for the questionnaire from which a large volume of information was

available. Quantitative data rarely appears with the first application of analysis (Rudestam,

2001, p. 89). The single consolidated table for the questionnaire went through several

metamorphoses’ and continued analysis until a suitable model with multiple table displays

evolved. Documentary analysis was rather more straightforward as a limited set of variables

existed in dissertation references.

Limitations and potential problems

Using a mixed approach to research will leave it open to added observation and scrutiny.

Opportunity for criticism exits if the integration between information from different

approaches is not sufficiently validated (Lichtman, 2013, p.106 and Wisdom & Creswell,

2013, p.4). Basing my research on a case study of the LMDS programme brought with it

limitations in the total graduate students available to participate in the research. The

programme began in 2012, with 20 graduates at level 7 in 2013 and 60 in 2014. This

presented immediate limitations as to the breadth of graduate students available to partake in

the study.

My own rank as a Captain and appointment as a staff officer in the Defence Forces

Headquarters, Training and Education Branch certainly influenced student engagement with

23

the questionnaire and required constant refinement of interview techniques to access the true

experiences of students during semi-structured interviews. Conversely my rank and

appointment had the opposite effect on the supervisor focus group, they were eager to express

their own mentoring values and experiences with the programme.

Limitations to time are a feature of many studies, this research presents no new departure

from these constraints. The small number of interviewees was prescribed by time pressures to

identify interviewees, plan, arrange and conduct interviews. Annual leave cycles meant some

students who had been identified for interview through snowball sampling were unavailable.

Ethical Statement

The building blocks on which I formed the ethical boundaries of this study rest on the

foundations of Litchman’s definition, ‘Ethical behaviour represents a set of moral principles,

rules, or standards governing a person or a profession.’ (2013, p.51). This study recognises

and follows IT Carlow’s Policy Statement on Ethics in Research (2014) policies in student

research. These form an integral part of any study. Punch asserts ‘Empirical research in

education inevitably carries ethical issues.’ (2009, p.49). As researcher I recognise my

responsibility of care to the LMDS students and supervisors who were participants in my

study, to meet these responsibilities I used the American Psychological Association’s

guidelines for research with human participants (Rudestam & Newton, 2001, p. 267). Ethical

consideration to the subordinate position of students to this researcher’s position in the DF’s

organisation hierarchical structure was ever-present.

A written outline of the intentions and conditions of the study was presented to all

participants. Participants were provided with anonymity for all aspects of the research.

Permission was sought to conduct research internally within the Defence Forces. All

participants were serving members of the Defence Forces whose informed consent was

requested and received prior to research. Gaining confirmed consent was guided by and

adhered to Rudestam’s and Newton’s 11 elements for confirmed consent (2001, pp.270-273).

Participant comments were agreed prior to inclusion in the study.

Where constructive criticism was given in relation to certain management decisions rather

than organisational planning, these were not used. Participants retained a veto to withdraw

from the study, even after data had been analysed. Participants were made aware that there

24

were no negative consequences to withdrawing from the study (Lichtman, 2013, p. 54). A

copy of the final dissertation was made available to the participants.

Conclusion

I have presented the blueprint for methodology and methods that for research in this study.

The advantages and disadvantages of the employment of a mixed methods approach have

been traced in the context of the LMDS programme. In summary a mixed method approach

based on a case study to gain insight into student experiences is favoured because of the

‘What’ research question. The documentary information available on the LMDS programme

supports the decision to approach (Yin, 2009). The research question seeks to explore and

measure student experiences. The hierarchical rank system of the military excluded the use

of many observation techniques and would have limited the employment of direct

observation. By using these approaches I attempt to describe and explain the experiences

(Yin, 2009, pp.19-20) of LMDS soldier-students in their academic journey.

25

CHAPTER 4

FINDINGS: Description, Analysis and Synthesis

‘Students learning to recite and be assessed by rote is the lowest level at which they can display their knowledge.’

(Anonymous LMDS student, during semi-structured interview)

Introduction

This chapter follows the standard format of providing the data revealed from the research

described in Chapter 3, Methodology and Methods. Research methods used a focus group,

semi-structured interviews and the examination of student work submitted as part of the

LMDS dissertation module. Overall a mixed approach has been used to assess the experience

of students in the structured context of the completion of the LMDS dissertation module.

These two groupings represent the main stakeholders in the LMDS programme and provide

this study with the experiences of academic transition to critical thinking. Supervisors

mentored students through the transition from military learning in an MPED environment to

the display of critical thinking within HE learning. It is worthwhile to re-examine the

research topic in order to remind the reader of the focus of study:

What are the experiences of Irish Defence Forces enlisted personnel in the Leadership Management and Defence Studies programme dissertation module at NFQ Level 7?

I have used empirical research to access the experiences and the academic development of

LMDS students. Academic referencing is contextualised in the development of critical

thinking within the LMDS programme and specifically the dissertation module, see Appendix

A. Students of the LMDS programme are military leaders, they require the capacity for

critical thinking to meet the challenges of modern military operations (Toiskallio, 2004 and

Dilke et al., 2006 and Hasik, 2014). Findings of student experiences will be displayed

against results from a student questionnaire broken down into relevant topic headings with

statistical analysis of student dissertations. Specific comments and responses from semi-

structured interviews with students and a focus group with supervisors will be used to support

and analyse emerging themes. Synergies with emerging themes and literature identified in

Chapter 2 Literature Review will be used to refine the emerging themes of the LMDS

26

programme. These in turn will be brought forward to develop research conclusions in Chapter

5.

Student Questionnaire

A written survey was distributed to a sample of 60 LMDS students who completed the

programme in academic year 2013-14. Of these 20 students had completed the Logistics

Accountancy Course and 40 the Senior NCO Course as their penultimate module in the

LMDS programme giving them access to the dissertation module, see Appendix A for an

outline of LMDS modules. All students undertook and completed the dissertation module.

The survey contained 15 questions of which eight had additional subsections. The survey

produced 34 pieces of information from each student. 23 students completed and returned

surveys. Due to time restrictions the first 20 completed surveys received were used for

analysis. All respondents retained anonymity in their survey completion. In the first section

of this chapter I will introduce the themes that emerged from student questionnaires

beginning with student profile.

Table 4.1: STUDENT PROFILES

Student Profiles

Number of years Military service ≥15 yrs 15% ≥20 yrs 65% ≥25 yrs 20%

Number of years since last in external formal education

≥15 yrs 15% ≥20 yrs 60% ≥25 yrs 25%

First Generation Learner 50%

Qualifications accessed in DF prior to beginning LMDS programme (NFQ Level 6&7)

60%

Children undertaking or have graduated from 3rd level learning (where they have completed 2nd level learning )

80%

In a permanent relationship where partner domestic and emotional support is rated as high or very high during residential courses and part-time studies

95%

27

Table 4.1 provides information on the profile of students. Of the twenty respondents to

complete the survey two were female representing 10% of questionnaire respondents. This is

slightly greater than the average where in Quarter 3 of 2015, seven percent of personnel

across all ranks and services in the DF are female. Domestic pull and professional push

(related to unhappiness) factors influence decisions to engage with the requirements of

residential courses and overseas deployments, these can give career promotion opportunities.

It has been found that females are less likely to progress to senior ranks due to these push and

pull factors (Heneghan, 2013). The female sample was very low, if slightly larger than the

organisational norm. Female results showed no discernible differences from those of male

students. A larger and gender balanced survey group is required in order to determine gender

based differences between LMDS students.

Student Educational Background

A largely historically based assumption on enlisted personnel is that the majority come from

socio-cultural backgrounds where third level educational opportunities may not available.

The results show 50% of LMDS soldier-students as the first person in their family to access

HE as a first generation leaner. The education base of soldier-students is greater than

anticipated. Eighty percent had accessed educational opportunities in the DF since their

enlistment. Six students of the 20 surveyed completed the Learning Certificate examination

process while serving in the DF, showing that a general appetite for personal development

exists. Other opportunities at NFQ levels 6 and 7 were based around the skills sets required

by a large self supporting military organisation. These include apprenticeship training

indicating the match of personal and professional development.

There is evidence of broader awareness of 3rd level education from the student body. One

student who had left school without completing intermediate second level state exams formed

his career progression solidly on military skill sets commented, ‘When you get older you

realise that military training and third level education are just as important as each other’ .

Where students have children of Leaving Certificate age 80% of those children had advanced

to the HE system. The awareness of HE is linked to compulsory retirement ages and shorter

service contracts in the military. These may force personnel to prepare for the transition to

28

the civilian work place for a second career. One student recognised during interview the

value of accredited learning both inside and outside of the DF.

There are guys in the Defence Forces now who want to continually develop their

skills and learning because they are on the post 1994 contract. If they don’t they

could find themselves without a job in the DF or without one to go to on civvy

street.’

(Student A)

Domestic Support

Those in a permanent relationship indicated that the domestic, emotional and practical

support provided to them at home was of significant value. Partners at home often had

previous experiences of their spouses deploying on overseas service. The stresses of these

deployments on the family can be compounded with operational rhythm and

telecommunications difficulties restricting the ability to contact home. The awareness and

experiences at home of military service provide a solid base for support of LMDS students.

These domestic support received by LMDS students is rated higher to that of mature Irish

nursing students who did not receive the same level of domestic support (O’Brien, et al.

2009). Significantly financial difficulties associated with paying course fees are a feature of

the worries and concerns of mature nursing students (O’Brien, et al. 2009), these are not

present in the LMDS programme as fees are paid by the military.

29

Table 4.2: STUDENT REASONS TO GET INVOLVED, MOTIVATIONS AND

PERSPECTIVES

Student reasons to get involved, motivations and perspectives

% of students rating expectations/experiences/motivation of LMDS programme in respect of;

Promotion opportunities Motivation:High to Very High

90%

Professional development Motivation:High to Very High

85%

Gaining an accredited award Motivation:High to Very High

85%

Expectations of similarities between Military and HE learning

Expectations:High to Very High

80%

Experience of similarities between Military and HE learning

Not similar 10%

Some similarities 15%

Moderately similar 30%

Highly of very highly similar

45%

Table 4.2 gives an indication of student perspectives of the LMDS programme. Questions

were posed on motivation to engage with the LMDS programme and embedded DF career

courses. Questions were weighted individually to identify any preferences among the group

in the motivating factors to undertake the DF course and LMDS dissertation module. Results

show that students value these opportunities almost equally with promotion opportunities

given a marginally higher weighting. When accessed between the distinctions of ‘high’ and

‘very high’, there are no additional distinctions to be gained.

Expectation and Experience

The majority of the group expected that there would be recognisable similarities between

military learning and HE. Student experience at the end of the process found a distinct

difference from their original expectations. Experiences were judged to have been moderately

similar and not similar by 55% of respondents. The analysis of this finding is that students are

not adequately prepared for their transition into HE. This is evident in the lack of

30

development of academic referencing in the earlier stages of the LMDS programme (DF,

2012c). The cultural understanding of MPED (Military Pedagogy) for enlisted personnel in

the DF may also influence these experiences. The dominance to demonstrate learning by rote

and applied skills in DF assessments does not develop the skills needed at NFQ level 7.

Table 4.3: STUDENT VALUE OF LMDS PROGRAMME SKILLS DELIVERED IN CLASS

Student Value of LMDS programme skills delivered in class

Level of value Very Low

Low Moderate High Very High

Study Skills - - 30% 30% 40%

Academic Research and Writing

- 15% - 10% 75%

Time Management 10% 10% 10% 15% 55%

Structure and Formatting of Dissertation

- 15% 55% 15% 15%

Knowledge of Pass Standard

30% 5% 35% - 30%

Table 4.3 above provides value to the academic skills utilised during the dissertation module.

These skills are presented in class during a one week academic table of instruction. Students

were asked to list how they valued each skill from very low to very high. The results provide

insight into the academic challenges faced by students reflecting on their own experiences.

Some skills are new from students who have not encountered them in their previous military

or accredited learning. Time management is developed throughout DF courses. This skill is

different in a HE context demanding students to adjust to the demands of part-time study.

The LMDS programme requires students to transition to a new and different media, the

dissertation. Students have identified the delivery of lessons on academic research and

31

writing with the greatest overall weighting. The significance this was judged as very high by

75% of respondents. In retrospect students see the value of research and writing skills as they

are used to demonstrate independent critical thinking in their dissertations. This is different to

DF NCO learning where courses are assessed by practical application and written testing

which places an emphasis on the recall of information and demonstration of skills (DF, 2012

d). The values given to the skills of research and academic writing links with Table 4.2.

Student experiences on completion of the programme did not match their expectations of

learning at the outset. The emergence of academic transition as a challenge within the

programme is an emergent theme from this research.

Table 4.4: USE OF ACADEMIC RESOURCES

Use of academic resources

Access to PC or Laptop with MS Word

100%

Used DF Library Yes 75% No 25%

Checked out books from DF Library Yes 20% No 80%

Used IT Carlow Library outside of timetabled hours

Yes 25% No 75%

Used IT Carlow eLibrary 100%

Accessed peer reviewed articles and journals through IT Carlow eLibrary

Yes 75% No 25%

Rate standard of support provided by DF Supervisor

High to Very High

85%

Used peer support from previous LMDS conferred student

Yes 75% No 25%

Rate standard of peer support (if used)

High to Very High

93%

Table 4.4 tracks the use of available resources by LMDS students. The use of academic

resources marks the liminal stage between applied military learning and level 7 learning in

32

HE. The Senior NCO and Logistics Accountancy courses are residential. Training institutions

and accommodation are located a short walk from the DF Library. A quarter of students did

not use the DF Library as a resource. Of greater significance is of those who did us it 80% did

not check out any referenced material. This suggests that the DF Library is used as an internet

cafe rather than academic resources. A link is evident between the value placed on research

and writing skills and the apparent lack of engagement with academic resources. All

respondents indicated that they had used the IT Carlow eLibrary. Of these 75% replied that

they had used peer reviewed articles in their dissertation. This response will be examined

further in the analysis of Tables 4.5 and 4.6.

Support to students offered internally within the DF is structured with supervisors. Informally

students also used peer support from graduates of the LMDS and other programmes. Both

forms of support were rated highly. Students showed a slight preference to the unstructured

support given by peers. This can be attributed to good peer relationships allowing impromptu

and casual encounters can give support the soldier-student. A student finding the transition

difficult is more likely to benefit for peer support transition (Glaser et al., 2006).

33

Documentary Analysis of Dissertation References

The 20 sampled dissertations provided information that was analysed to produce one graph

and a table indicating the academic behaviour of students through the application of

referenced sources. The 5,000 word dissertation is preceded by a 1,000 word proposal. The

dissertation components are the first academically referenced assessments submitted in the

programme.

Table 4.5: SAMPLE GROUP AVERAGE REFERENCE MATERIAL USED

Journal articles11%

Text Books20%

Websites34%

Industry/Military Manuals and Re-

ports36%

Sample Group Average Reference Material Used (20 Samples)

Table 4.5 indicates by average the percentages of sources used in dissertation references.

When the 20 dissertations were averaged a dominance of Industry Reports, Military Manuals

and web sources prevails. Analysis of text books found that dominant sources were

associated with the Methodology and Methods chapter. Table 4.4 shows that 75% of students

responded that they had used the eLibrary facility through IT Carlow to access journals.

Table 4.5 suggests that the volume of journals used is disproportionately low if students had

successfully accessed suitable journal databases. The eLibrary provides access to a wide

34

variety of databases inclusive of journals that are military specific. The challenge in finding,

using and managing information is widely acknowledged in academic text (Lauretta-Edwards

& Bruce, 2002, Brabazon, 2013 and Delaney, 2014). LMDS students are undoubtedly

encountering these challenges.

Table 4.6: REFERENCE SOURCES USED BY INDIVIDUAL STUDENTS

Reference Sources used by individual students

Average Most

Least No. of students who did not use sources

Students who did not use sources as % of sample

Journal Articles

2.35 11 0 8 40%

Text Books 4.3 9 0 2 10%

Websites 5 30 0 3 15%

Total references

22 43 8 - -

Table 4.6 provides a deeper analysis of the basic information displayed in table 4.5. This is

indented to further give context to the sources used by students in the completion of

dissertations. The same sample of 20 students was used to compare this table as Table 4.5.

The average amount of reference sources used by students was just under 22. As identified in

Table 4.5, journal articles made up the least amount of academic sources. Table 4.6 finds that

eight students did not reference any journal articles. Text book referencing was dominated

by qualitative and qualitative referencing. The two students who did not use text books used

website references for this purpose. One student used exclusively website referencing in the

completion of the dissertation. There is evidence of an overreliance by some students on web

based sources, over peer reviewed sources. Not only could this be evident of student

laziness, but worse it is poor scholarship (Brabazon, 2012).

35

Learning Reflections

Students completed and graduated from the LMDS programme in November 2014, allowing

sufficient time to reflect on their experiences and consider any further engagement with HE.

Table 4.7: REFLECTION ON LEARNING

Reflection on learning

Most comfortable in which learning environment

Military 90% HE 10%

Plan to progress to Level 8 learning Yes 95% No 5%

The transition to the challenges of part-time learning for LMDS students places a heavy

weight on the work-life-study balance. There is a change from military learning where a

syllabus details each period of learning (DF, 2011), to independent self directed learning. All

students had 15 or more year’s military service with 85% exceeding 20 year’s service, see

Table 4.1. Continuous engagement in the MPED environment through professional

developmental course throughout their careers may have influenced 90% of LMDS students

to state that they are most comfortable in the military learning environment.

Despite challenging experiences all students successfully completed the LMDS programme.

All but one student indicated that they planned to progress to a level 8 programme at an

undefined point in the future. The challenges of academic transition for students can

evidently be overcome successfully. Students are aware of the benefits of accredited learning

to their opportunities for second careers outside the DF. This creates an appetite among

LMDS graduates to build on their current level of learning. Students used the comments box

on the questionnaire to articulate their approaches to future learning.

Learning is about a will from within to better yourself and see and end goal

achieved. Whether military or academic the approach and self motivation of the

student should be the same.

(Student X)

36

I feel as a soldier that I am more comfortable learning in a military environment.

Since finishing the level 7 I would be more comfortable to continue my education

in a civilian environment.

(Student Y)

Supervisor Focus Group Semi-Structured Student Interviews and Comments

This section will introduce the qualitative findings from the focus group and semi-structured

interviews. Three students were approached and agreed to conduct semi-structured

interviews based on their experiences within the LMDS programme. Interviews were held

individually and participants retained anonymity. These experiences covered initial

engagement with the LMDS programme to the conferral ceremony in IT Carlow. One

student described his initial anxiety as the prospect of beginning the dissertation module:

The first day in IT Carlow was challenging, the tutor came in and I thought how

am I going to do this? I’ve never done anything like this before. All of us felt it,

but all of use completed the dissertation and passed.

(Student A)

This view and the wider theme of student transition from one learning environment to another

is echoed through a student comment on the questionnaire:

Been in the DF a long time. It took a lot of getting used to the academic side of

things.

(Student Z)

37

Student A elaborated further after mentioning his initial anxieties on beginning the academic

process:

Keeping with the dissertation format and template was very hard. Going from

military terminology and the types of forms we use in the DF to learning how to

cite, reference and use quotes was the most difficult part of the dissertation.

(Student A)

The dissertation module represents a challenge to students as it introduces and develops new

skills based on critical thinking displayed in academic writing (DF, 2012c). A comment

included in the questionnaire presents the perspective of a career soldier:

Learning to write academically was probably one of the most daunting

experiences of completing the dissertation.

(Student Y)

One supervisor who had completed the role of supervisor twice commented with a total of

four students over two academic cycles commented:

My experience as a supervisor is that 90% of my time spent with students was

given over to developing basic English writing skills, rather than focusing on the

dissertation project. While the student might have strong and developed ideas, the

process of communicating them in writing and by the norms of referencing is

something that they are not used to.

(Supervisor E)

38

Another supervisor, who is also an NCO confirmed the desire by students of a gradual

introduction of academic writing skills throughout DF career learning:

From my own experience as a student through military career courses, if my

skills had been developed through them, I wouldn’t be fearful when undertaking

the dissertation because I would know that I could do it.

(Supervisor B)

A third supervisor who by the DF appointment has routine work related contact with many of

the LMDS students commented that:

The feedback that I’m getting from a lot of students is that they are straight in the

deep end. Academic writing is very new to them.

(Supervisor A)

Supports are embedded into the LMDS programme in order to assist student transition. Chief

among support these are DF supervisors who mentor and supervise students in their

completion of dissertations.

Outside the DF lecturers and supervisors come from purely academic

backgrounds. In the DF having a supervisor who understands the organisation

and where you are coming from is very beneficial.

(Student C)

Additional organisational support was identified by another student interviewed who

experienced an accommodating work environment and work schedule to complete his

dissertation. While time can be given to students during their normal working day full value

39

from this study opportunity is not realised. There are limited study resources distributed both

organisationally and geographically throughout the DF.

Sympathetic commanders and superiors allowing study during working hours.

This was especially beneficial for students with families, but some students have

nowhere to go to study. They end up using their own laptops or phones.

(Student B)

Student C commented later in the interview on his experiences of critical thinking in HE. He had completed two self funded programmes at levels 8 and 9:

You develop a deeper level of knowledge when you understand the problem

rather than being able to just recite facts. That is the point at which learning

becomes something more substantial.

(Student C)

This point is crucial in brining to light the transition needed from military learning to HE. At

the root of solving this problem is the development of dynamic assessment strategies in the

DF that cater for the critical thinking in the military operational environment as well as the

academic environment.

Two main criticisms were expressed where LMDS integration of the transition to academic

writing did not begin early enough in career courses as (a) it is integrated at the last career

course and (b) that integration between military and HE elements of the LMDS programme

require further coordination and planning.

I’d imagine on an intensive military course that a week of instruction and

tutoring in IT Carlow is a great relief from the intensity of the course. In these

circumstances students are not getting the best learning experience as the return

to the military course is hanging over them.

(Supervisor E)

40

Summary

Student semi-structured interviews have identified four issues, (a) student anxiety at the

transition to HE learning, (b) opportunities to study during the working day at the discretion

of unit commanders, (c) lack of onsite computer and research resources and (d) DF

supervisors are recognised as providing valued industry expertise owing to their military

background.

There are two themes emerging from the supervisor focus group, (a) development of student

research and writing skills at the last safe moment and (b) need to integrate military and

academic learning. This contrasts somewhat from the themes identified in semi-structured

student interviews.

41

CHAPTER 5

CONCLUSION AND RECOMMENDATIONS

‘He was old and wise, which meant tired and disappointed...’

(T.E. Lawrence, Seven Pillars of Wisdom)

Introduction

This chapter will bring the dissertation to a conclusion. The research question will be

matched to the answers that have emerged throughout this study. Recommendations will be

offered that provide solutions to improving the soldier-students experiences in the LMDS

programme. The research question is presented again to remind readers of the hub of the

study.

What are the experiences of Irish Defence Forces enlisted personnel in the Leadership

Management and Defence Studies programme dissertation module at NFQ Level 7?

It is desirable that soldier-students who complete the LMDS programme reach and surpass

the Learning Outcomes. They should retain the military knowledge and skills they have

developed and have the critical thinking skills that support professional and personnel

development. This level of learning should be achieved through engagement with a positive

learning environment to avoid Lawrence’s observation above about Nuri a tribal leader and

military commander during the First World War in Palestine.

The Question Answered

The experiences identified below have been proffered by students and supervisors with recent

experience in the LMDS programme:

Positive DF support for dissertation: Both structured and informal support is

available. Dissertation supervisors are highly valued by students.

42

Lack of preparation for academic assessment prior to dissertation module: This

is supported by the opinion of students and by programme supporting documentation.

Lack of information literacy among students: Student dissertation references

indicate that there is a wide lack of information literacy among students. Many failed

to access and evaluate suitable academic literature.

Challenges can be overcome: While challenges have been identified, all students

overcame these to complete the LMDS programme and meet the requirements for

conferral at level 7.

The transition to the academic learning environment presents the prominent challenging

experiences of the LMDS programme. The development of critical thinking is a feature of

military career learning, however the media and methods needed to display critical thinking

in HE often require new skills from soldier-students. These skills have to be developed,

practiced and refined in a short period often less than a full academic year. Bracken’s study

of critical thinking for officer students at Master’s level identified that students have the

opportunity to develop their research and writing skills through a variety of essay based

assessments prior to submitting their thesis (2014, p.45). Critical thinking is not the preserve

of officers, it belongs to all levels of leadership.

Recommendations

The LMDS programme is in the ownership of the general enlisted educating community in

the DF Army and Air Corps. While changes can be made to course syllabi, there must be

buy-in matched with capabilities in training institutions to ease the transition to HE.

Borrowing from Slowey’s and Pakenham’s report on the officer MA programme we can see

that this is not an issue for enlisted ranks alone:

‘We recommend that critical thinking should be the unity of purpose that connects all military education and should become the cornerstone of military pedagogy.’

(Slowey & Pakenham, 2005, p.6).

43

To improve the experiences of LMDS students their transition to academic critical thinking

must be further facilitated through DF policy and planning. The recommendations for this

study are listed below:

Introduction of academic research skills and assessment: Research is practised by

students in the LMDS programme at level 6. The focus of this is to develop

communication skills through presentations and requires some research on the chosen

topic. Students would benefit from applying the principles of academic research at

this earlier stage in their journey with the LMDS programme.

Early introduction of academic writing skills and assessment: The dissertation

module is the first assessment element of the LMDS programme which tests academic

writing skills. The development of these skills needs time and requires reflection by

students. Academic writing should be introduced to students in a standalone course or

embedded into mandatory elements of the LMDS programme.

Development of in barracks study facilities: There are limited study resources

available throughout the DF. Some barracks do not have any dedicated facilities. In

order for students to make the best use of what time may be available during the

working day dedicated facilities are needed to promote the concept and experiences of

the DF campus.

Consideration of distance learning courses to develop skills in a timely fashion:

Where military courses are unable to facilitate the academic development of students

the gap could be bridged through distance learning through the Information and

Knowledge Online (IKON) platform.

Development of information literacy policy: Information literacy and good

academic practice go hand in hand in the modern information age. Basic IT skills do

not form a sufficient base for the development of information literacy in the limited

time of the LMDS dissertation module. More broadly the challenge to develop

44

student information literacy is a feature of contemporary HE. A DF policy for all

ranks on the development of information literacy is required to meet student deficits.

Development of assessment strategies to assess skills for HE: The development of

critical thinking at level 7 is a key outcome of the LMDS programme. In order to

develop the skills of research, information literacy, academic writing and referencing

they must assessed through a coherent assessment strategy throughout the LMDS

programme and in preparation for the dissertation module.

Professional education training for instructors to assist and promote academic

transition: The success of all recommendation of this research are pivoted on the

ability of the spectrum of DF training establishments to accept, comprehend and

implement changes. The level of success is dependent on all instructional staff in

training institutions developing their own competences to deliver and assess the

variety of skills that contribute to the display of academic critical thinking.

Professional development training for DF instructors should be inclusive of the

competences to promote academic transition in soldier-students.

Conclusions

This research through a five chapter framework had introduced the topic of student

experiences in the LMDS programme. The Literature Review in Chapter 2 identified that

there has been little consideration for the development of critical thinking for enlisted ranks

outside of immediate operational capacities. Further the challenges of academic transition

were identified, showing the need for cohesion to build academic skills in preparation for

transition. Methods and Methodology were outlined in Chapter 3 describing the process in

which information was gathered and processed for analysis. Student experiences in the

LMDS programme were presented and analysed to provide recommendations through

chapters 4 and 5.

45

The outcome of the LMDS programme seeks to provide students with personnel and

professional competences that are transferrable into the civilian work environment:

The result will be that DF soldiers, sailors and airmen/airwomen will be

equipped to fulfill the diverse roles that they will perform throughout their

careers and further towards best preparing them for their return to civilian life.

(DF, 2012c, p. 13)

The research has found that the programme goals above are being meet. The integration of

academic skills at an earlier point in professional developmental courses within the DF is

needed. To achieve this, the skills and competences of instructors must be developed to

assist student transition. Military skills and drills have not diminished in value, rather the

competences of post modern military personnel have broadened. This creates the

requirement for strategic educational policies for enlisted personnel and matching

professional development for instructors at the point of delivery.

46

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Appendix A: Leadership Management and Defence Studies

Programme Progression Route

51

Appendix B: LMDS Student Questionnaire

LMDS Programme Questionnaire

Thank you for taking the time to complete this voluntary and anonymous questionnaire which will contribute to a survey about the LMDS programme, which I manage through my appointment in the DF Registrars’ Office. I am currently working towards the completion of an MA in Teaching and Learning in IT Carlow. This questionnaire will be used in part completion for my dissertation research requirements.

This programme is funded by the DF and my study is intended to identify the student experience in the LMDS programme specifically while transiting for military to the academic learning. Key in this process is the LMDS student’s completion of the capstone dissertation submission at Level 7 BA which is associated with the Logs Acc and Senior NCO Cse’s. The intention is to explore the student experience and introduce training and education policies that can enhance it.

All returns will be treated as anonymous and will comply with IT Carlow Policy for Ethical Research.

Your time and cooperation to complete and return is much appreciated.

Capt E. McGeeney, 01 July 2015.

Returns are requested by Mon 13 Jul to eoin.mcgeeney@defenceforces.ie or

Capt E. McGeeneyDF Registrars’ OfficeO’Higgins RoadDFTC

Instructions;

Marking scales are used from 1-5. Ascending from the lowest mark of 1 to the highest mark of 5. An example of values is contained in the table below;

1. 2. 3. 4. 5.Very Low Low Average Moderately High High

1. 2. 3. 4. 5.Similar Less Similar Same Different Very Different

Use an X in appropriate boxes to indicate response.

Circle appropriate multiple choice questions. If responding electronically use the symbols and images as appropriate through copy and paste: X

52

Background and Work Life Balance1. Gender Male Female

2. Year of enlistment?

__________________

What was your age on enlistments

________________

In what year did you finish your last formal education (excluding military training and education)?

4. Indicate year of LMDS study

2012 2013 2014 2015

5. Which element of LMDS did your undertake?

Logs Acc Cse Senior NCO Cse

6. Indicate your highest level of qualification prior to undertaking the LMDS programme.

None Junior/Inter Cert Leaving Cert Apprenticeship Certificate

Ordinary Degree (Level 7) Higher Degree (Level 8) Masters Degree (Level 9)

Other: Describe________________________________________________________

7. Are you the first person in your generation and immediate family to achieve a degree (parents, brothers, sisters)?

Yes No

Do your children hold or are they currently studying towards 3rd Level qualifications? Not applicable on age

Yes No

How many children do you have?Not applicable

__________________

What are the age ranges of your children (youngest to oldest)?

Not applicable

__________________

Are you in a permanent relationship? Not applicable

Yes NoRate the level of support you received from home through the course and dissertation process.

Low High1...2...3...4...5...

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Learning Experience13. Rate your motivation to undertake the Logs/Senior Cse

relevant to promotion opportunities.Low High

1...2...3...4...5...

Rate you motivation to undertake the Logs/Senior Cse relevant to professional development opportunities.

Low High1...2...3...4...5...

Rate you motivation to undertake the Logs/Senior Cse relevant to accredited educational development opportunities.

Low High1...2...3...4...5...

16. Rate you expectations as to how similar you thought military and academic learning would be.

Similar V. Different . 1...2...3...4...5...

Rate from your experiences how similar you now believe military and academic learning are.

Similar V. Different 1...2...3...4...5...

18. How would you rate the delivery of lessons from the Log/Senior Cse to your learning needs?

Low High1...2...3...4...5...

How would you rate the delivery of lessons from the LMDS block with IT Carlow to your learning needs?

Low High1...2...3...4...5...

20. Rate the following learning needs individually in accordance to the relevance you place on them from 1-5 .

Study skills __________________________

How to write academically ______________

Time Management _____________________

Understanding of dissertation marking______________________________

Standard required to pass_______________

Low High1...2...3...4...5...

Time and Resources21. Did you have access to a PC/ Laptop for your studies? Yes No

If you have access to a PC/ Laptop, was Microsoft word installed?

Not applicable

Yes No

Did you use the DF Library? Yes No

Did you check books out from the DF Library? Not applicable

Yes No

Did you go to the IT Carlow Library outside of programmed time (in your own time)?

Yes No

54

Did you access the IT Carlow online Library? Yes No

Did you use peer reviewed articles in your dissertation? Yes No

28. How many hours do you estimate you spent completing your dissertation? ________________hrs

How does this rate to the amount of time you expected to spend on your dissertation before you began the LMDS programme?

Similar V. Different 1...2...3...4...5...

30. How would you rate the feedback you received from your DF supervisor?

Low High1...2...3...4...5...

Did you use any peer support, ie someone who completed the LMDS programme previously or simultaneously?

Not applicable

Yes No

How would you rate this support? Low High1...2...3...4...5...

Learning styles and Future Learning33. Do you plan to build on your Level 7 BA award by

studying toward a Level 8? Yes No

34. In which learning environment do you feel most comfortable?

Military Civilian

55

Please take the opportunity to make observations about the transition from military learning to academic learning in the space provided below.

56

ANNEX C: Informed Consent LMDS Student Questionnaire

What are the experiences of Irish Defence Forces enlisted personnel in the Leadership

Management and Defence Studies programme dissertation module at NFQ Level 7?

July 2015

Dear Respondent, I am a student on the MA programme in Teaching and Learning at the

Institute of Technology Carlow and I am conducting a study of LMDS graduates. The

objective of this research project is to attempt to understand student experiences of the LMDS

programme and specifically the dissertation module.

Through your participation, it is expected to arrive at a better understanding of how best to

address student transitional issues. Enclosed with this letter is a brief questionnaire that asks a

variety of questions about your attitudes toward your current job. I am asking you to look

over the questionnaire and, if you choose to do so, complete the questionnaire and send it

back to me in the enclosed postage-paid envelope or electronically. If you choose to

participate, do not write your name on the questionnaire.

I do not need to know who you are and no one will know whether you participated in this

study. Your responses will not be identified with you personally, nor will anyone be able to

determine your unit or appointment. Nothing you say on the questionnaire will in any way

influence your present or future employment with your company.

I hope you will take a few minutes to complete this questionnaire. Without the help of people

like you, research of this nature cannot be conducted. Your participation is voluntary and

there is no penalty if you do not participate. If you have any questions or concerns about

completing the questionnaire or about being in this study, you may contact me, Eoin

McGeeney at Ext 5082 or at eoin.mcgeeney@defencforces.ie.

If you have any concerns about your rights within this study, please contact the Chair of the

Research Ethics Committee, Institute of Technology Carlow by email at

chairofethicscommittee@itcarlow.ie. This study was approved by the Research Ethics

Committee and J1 Defence Forces HQ.

Yours Faithfully

Eoin McGeeney

57

INTENTIONALLY BLANK

58