Standing Out in a Sea of Camouflage: A Strategy of Recruiting and Retaining Active-Duty and Veteran Servicemembers for Competitive Advantage in Higher Education

8/16/2019 Standing Out in a Sea of Camouflage: A Strategy of Recruiting and Retaining Active-Duty and Veteran Serviceme…

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Sarah Martin, Myra Franzone, Sandy Zimmermann & Kelley IgDr. Don Lee, BUS 4690: Strategic Manageme

Seattle Pacific UniversSpring 20

in a Sea of Camouflage

A Strategy of Recruiting and Retaining Active-Duty and Veteran Servicemembersfor Competitive Advantage in Higher Education


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STANDING OUT IN A SEA OF CAMOUFLAGE

IntroductionIn the past century, companies like Boeing, Amazon, Deloitte and T-Mobile built

successful powerhouses to become industry leaders. Beyond their history of operational success,however, these companies also share a key strategy that differentiates them from their rivals: anactive effort to attract and hire military veterans. These corporations understand that veterans possess unique skills that translate into valuable resources for firms. While much work remains

to be done in the realm of veteran employment efforts, the movement continues to gainmomentum due to strong support and adoption by leading firms that seek to make a differencefor America’s servicemembers.

Unfortunately, this strategic pursuit of veterans has not taken off in higher educationinstitutions, which often represent the bridge between military service and future careers formany veterans. American colleges lack serious effort and adequate infrastructural support forstudent veteran programs, despite the positive impact that veteran recruitment, matriculation, andgraduation can have on student diversity, enrichment of the learning environment, and financialsecurity. As a result, Student Veterans of America estimates that roughly 51.7% of veterans thatattend college will earn their undergraduate degree while 48.3% will drop out (SVA, 2014,Million Records Project), but an article in the Huffington Post paints a far bleaker picture with an

88% veteran dropout rate (Wood, 2012, “Veterans’ College Drop-Out Rate Soars”). While someuniversities like the University of Arizona excel at forming strategies to combat this staggeringdropout rate – such as reintegration courses, “accelerated admission”, and drop-in centers – lowveteran graduation rates continue to exist as a systemic problem across the nation.

Furthermore, servicemembers share a common susceptibility to suicide, ranging fromcontemplation to actual attempts and, tragically, completed suicides. A recent investigation forthe Army Study to Assess Risk and Resilience in Servicemembers found that “it might be timesof transition, rather than the ongoing strain of combat and long deployments, that stress veteransthe most” (JAMA, 2016, “Risk Factors, Methods, and Timing of Suicide Attempts Among USArmy Soldiers” and Fox, 2016, “Military Suicides”). During the transition out of military serviceand into college, veterans undoubtedly face high levels of stress that require services to ensure

their success. Additionally, as high school students consider enlistment for the promise of futureeducational and career opportunities, actual follow-through in the graduation and hiring of

veterans is vital to sustain strong force levels and ultimately bolster national security. If veterans

do not receive the promised benefits of military service in higher education and the workforce

after separation from active duty, the nation’s force strength will suffer from a lack of incentives

to enlist. The higher education industry must prioritize student veteran programs to improve

these national statistics and contribute to national security.

Strategic Issue Statement

These factors culminate in an issue of strategic value for Seattle Pacific University

(SPU). In the next five years, SPU can implement the recommendations of this strategic business plan, leveraging the university’s strengths of an interconnected service infrastructure, valuablecommunity partnerships, unique location, and growing veteran support community to increasethe student veteran population from 5% to 10% of undergraduates, secure $7 million inguaranteed tuition payments, and transform campus diversity. As a result, the university can gaina competitive advantage in the higher education industry through veteran recruiting and retentionmethods that will increasingly attract active-duty and veteran servicemembers to join the ranksof SPU’s undergraduate students.


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As this strategic business plan will explain in the pages that follow, the university should put the comprehensive, long-term infrastructure in place to support student veterans before engaging in the mission of recruiting more veterans into the ranks of undergraduate students.Only an organized and carefully-created structure for the available resources and capabilities willenable SPU to obtain a competitive advantage in higher education.

This strategic issue presents not only the intangible benefits of an enriched classroom

experience and diverse student body, but also the practical and tangible benefits of financialsecurity for the university and the opportunity to offset any budget deficits that the universitymay currently face. From a visionary perspective, strategically implementing a plan to increasethe enrollment of veterans will aid the university in fulfilling its mission of “graduating people ofcompetence and character, becoming people of wisdom, and modeling grace-filled community”(SPU Mission Statement).

Veterans provide diversity among the student body that will prepare all students to beculturally competent in the workplace. Furthermore, the benefits of financial sustainabilityresulting from veteran enrollment will equip SPU to continue shaping students to “engage theculture and change the world” (SPU University Vision). Finally, this plan will help to resolve the prevalence of high unemployment and low graduation rates among veterans in the community.

The opportunities for promoting human flourishing and creating positive change within theveteran space are innumerable, but this initiative also brings financial and social rewards for thehigher education institution that chooses to strategically position itself to reap the benefits.

At this juncture in the university’s life cycle, it is essential for SPU to maintain acompetitive position. The university must overcome the threat of rival universities that arealready realizing the financial and educational benefits of an increased student veteran population as well as the positive impact of successful veteran alumni who contribute to theiralma maters through academic, social, and financial means. The administration and board oftrustees should prioritize this strategic initiative because each veteran represents valuableresources that will enable the university to obtain a competitive advantage. By implementing thestrategic recommendations of this business plan, Seattle Pacific University will be able to stand

out in a sea of undifferentiated colleges that merely blend in to the camouflaged landscape of thevast higher education industry.

Root Cause Analysis for the Strategic IssueIn order to understand the broader strategic context and the necessity of this issue, a

SWOT Analysis (see Appendix A) and Root Cause Analysis (see Appendix B) provide a clear picture. As this analysis indicates, higher education institutions suffer from the main root causesof ambiguity, inconsistency, a limited customer base, lack of personnel and physical resources,and an overall lack of adequate systems and processes. These high-level problems cascade downto quantifiable issues such as high unemployment and low graduation rates, as well as qualitativefactors of student diversity, social isolation, and an unnecessarily difficult transition for veterans.

The root causes are not limited to Seattle Pacific University only, but rather transcend tothe higher education field as a whole and remain unsolved until now. These dilemmas areaddressed in the analysis and recommendations that follow, providing a way for SPU to move beyond blending in to the status quo by standing out in the market as a veteran-friendly school.

External AnalysisAny firm seeking to craft a strategy must consider the myriad external factors that can

influence strategic success or failure. Michael Porter’s Five Forces Model (1979) analyzes the


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external context through the firm’s buyers, suppliers, rivals, substitutes, and new entrants in themarket. For this strategic issue, rivals represent the most relevant external force. In the end, SPUmust differentiate its strategy and outcompete its rivals through the use of valuable resources andcapabilities to win the competitive advantage. The first step in forming the most competitivestrategy in higher education begins with an assessment of the student veteran programs and benefits (or lack thereof) within the current market.

To accomplish this mission, the team coordinated research with 25 of Washington’s mostwell-known universities, community colleges and trade schools across a range of counties, classsizes, and tuition rates. While not all of the colleges responded to inquiries, the veteran programleaders at many schools in the local area are tightly interconnected in a network with each other,and they are eager to assist other universities in forming their own veteran services for theoverarching goal of helping American servicemembers. As a result, this collaboration enrichedthe research and the team owes these talented leaders much of the credit for the findings andrecommendations contained in the following pages.

The team discovered a few key highlights from the external environment research. First,most universities do not have consistent tracking of veteran students, nor do they know exactlyhow many veterans and active-duty servicemembers currently attend their schools at any given

point in the academic year. Similarly, most schools do not track the graduation rates of theirveteran students, which would determine whether there is any improvement in the state andnational rate of college completion among veterans. This indicates that there is a considerableneed for growth in data tracking and management operations within higher education.

However, the Department of Veterans Affairs recently developed a resource for veteransto analyze and compare schools when selecting a university. For this business plan, the team willlook specifically at the Chapter 33 educational benefit program (known as the Post-9/11 GI Bill).Using the GI Bill® Comparison Tool for Chapter 33 benefits, the team created a chart that provides a larger picture of the veteran-services landscape in Washington higher education (seeAppendix E). The research team believes that this data is roughly two years old, because FY2014 is the latest record for historical school information. However, the team believes that this

two-year gap in data can still be relevant for strategic analysis, and the Comparison Tool enablesresearchers to draw important inferences. Using eight of the top services that veterans seek, theresearch team evaluated each school on an 8-point scale. While many schools are experts atcreating veterans through strong ROTC programs that are essential for building national securityand the military force of the next generation, very few schools follow through to assist thesesoldiers, sailors, marines, airmen and coast guardsmen separating from active duty.

Schools that earned the highest achievement of 6 out of 8 points for veteran servicesaccording to the strategic management team’s metrics included Washington State University,Western Washington University, Eastern Washington University, Seattle Pacific University,Saint Martin’s University, The Art Institute of Seattle, and Lake Washington Institute ofTechnology. For the purposes of learning from others to improve SPU’s competitive advantage,

the team believes that most of these schools are leaders in veteran-friendly higher education thatshould be emulated. However, it is important to note that Saint Martin’s University and The ArtInstitute of Seattle were both flagged by the Comparison Tool for caution, specifically in regardsto “Heightened Cash Monitoring” and “Settlements with the U.S. Government”. This indicatesthat while these two institutions may provide many veteran services, money intended forveterans may not be used in a financially responsible and honest manner. Since the highest scorein the team’s comparison (Appendix E) is only 6 out of 8, SPU has the unique opportunity toimprove not only the final 2 metrics of veteran friendliness (for a score of 8 out of 8 points), but


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also expand the university’s services beyond the minimum level of programs and resources thattheir veteran customers seek. For this strategic business plan and its metrics, the Washingtonstate leaders for veteran programs include:

• Washington State University

• Western Washington University

• Eastern Washington University

•

Seattle Pacific University

• Lake Washington Institute of TechnologyThe second key discovery reveals that large state schools and community colleges tend to

have a Veteran Center, Office of Veteran Affairs, or Veteran Services Point of Contact in somecapacity. The research team assessed this feature through a simple internet search, which is acommon method that veterans would also use to determine which college to attend (seeAppendix C). Programs may exist at the universities on the list, but they are still not sufficientlyvisible to the external customer base. This represents a tactical recommendation for alluniversities: visibility on the university website is vital for advertising student groups andavailable services. As the chart indicates, many of SPU’s niche market competitors (i.e. other private Christian universities) do not currently have veteran programs or any designated points ofcontact for veterans – and neither does SPU. This is an opportunity for the university to createvaluable differentiation through their strategy if they make small but necessary changes.

In addition to the force of rivals, perhaps the most important force for SPU comes fromthe buyers. These are the active-duty servicemembers, veterans, and military family memberswho are in the market for college and ready to invest in higher education. The NationalConference of State Legislatures (NCSL) notes that veteran students are leading the charge fordiversity among minority and nontraditional sub-groups in ways that differentiate them frommany of their peers:

“Veterans are typically older than other students . . . Nearly half of veteran students havefamilies, either a spouse (47 percent) and/or children (47 percent). Despite only makingup 10 percent to 12 percent of military personnel, women make up 27 percent of veteransenrolled in post-secondary education . . . Sixty-two percent of veterans and militaryservice members are the first in their family to attend college” (NCSL, 2014, “State andCommunity Roles in Supporting College Completion for Veterans”).

By understanding these buyers, who “purchase a firm’s products or services” and impact a firm’srevenues, SPU can better serve their customers and create the infrastructure that will retain theirloyalty while increasing profitability (Barney and Hesterly, 2008, p. 51). At this point, buyers donot meet the small-size qualifications as a threat, because there are many veterans on the marketfor higher education. However, SPU currently supplies services that are “undifferentiated andstandard”, which is the second indicator of a buyer threat (p. 51).

Another threat from SPU’s buyers is the fact that “products sold to buyers are asignificant percentage of a buyer’s final costs” (p.51). Translated to this case, this means that

veterans have a high out-of-pocket expense of $14,387 to attend SPU, and they would thereforeseek more affordable options for college that would be fully covered by the 100% instate tuition benefits of the Post-9/11 GI Bill. As a result, state colleges that offer services similar to those provided by SPU (i.e. ranking 6 out of 8 points in the Appendix B metrics) while also benefittingfrom full GI Bill coverage at 100% of the state tuition rate are likely to attract larger numbers ofveterans. This is true for Washington State University, Western Washington University, EasternWashington University, and Lake Washington Institute of Technology, but SPU is the onlycollege among the top veteran-friendly colleges without this 100% in-state tuition advantage


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since it is a private university. Arrangements like the Yellow Ribbon Program that help toalleviate veterans’ out-of-pocket expenses are vital for attracting buyers when the cost of theuniversity’s tuition is greater than the instate coverage value. SPU should continue to grow inthis area until there is no difference in out-of-pocket expenses between this university and thefour other industry leaders for veterans and other GI Bill recipients.

Veterans represent SPU’s best buyers due to the payment structure that comes with each

of these students. As indicated in Appendix B, SPU receives the national maximum of $21,085in payment from the GI Bill rate of instate tuition coverage (U.S. Department of VeteransAffairs, “Education and Training”). This represents over $20,000 per veteran in guaranteed payment from the U.S. Department of Veterans Affairs to the school. According to Victor Jabri, the Military Outreach Coordinator at Northeastern University (Seattle), schools receive fiscaladvantages from veteran students, and “from a simple financial-gains perspective, the variety ofVA benefits as well as tuition assistance for active, guard and reserve forces guarantee [that]higher education institutions [will receive] tuition payments that are both on time, and in full”(personal communication, May 6, 2016). For 160 current students receiving GI Bill benefits atSPU, the university has a guaranteed source of $3.2 million from this demographic alone. If SPU“forgives” the other $14,387 in out-of-pocket expenses through the Yellow Ribbon matching

program and an increase in scholarship awards specifically for veterans, the university still benefits from a highly profitable source of guaranteed tuition payment. In fact, by requiringveterans to make up the difference and meet the full tuition amount without additional giftassistance, universities demotivate veteran buyers from choosing their school for highereducation; this is an opportunity cost that SPU simply cannot afford. Lowering the out-of-pocketcost for veterans to attend SPU is vital for the university’s opportunity to gain competitiveadvantage and financial security.

For the other components of the Five Forces, there are also threats of substitutes for SPU.According to the National Survey of Veterans in 2010, 64.8% of veterans used their benefits forcollege education (National Survey of Veterans, 2010, p. 147). This indicates that 35.2% ofveterans are using substitutes to a four-year institution. Instead, 23.5% of these veterans are

going to a business, technical, or vocational school, while 11.8% of veterans do not enter into theeducation system at all and will instead take other paths such as direct entrance into theworkforce (p. 147). Some veterans in this study did a combination of educational options – forexample, a veteran might use their benefits to attend college, but also use the benefits towardstutorial assistance, flight training, or business school if there are enough funds to allocate. Manyveterans do not wish to go back to a four-year university because of the time commitment andobstacles they may face as a non-traditional student. Substitutes such as a shorter timecommitment for schooling or a career that does not require further education are small butsignificant external threats to SPU that inhibit attracting veterans to the university. The threat ofsuppliers is low for SPU, and suppliers to universities include professors, personnel, and otherstaff members. Currently, SPU has adequate staffing and does not have trouble attracting

applicants due to the location, size, and religious components of the university. New entrants inthe industry are also a low threat, due to the difficulty in starting a four-year university thatwould even reach a competitive level in a short period of time. However, there is a growingthreat of two-year community colleges transitioning to become four-year institutions, providing aless expensive option for veterans to earn their four-year degree with full tuition coverage.

As Appendix A notes, several key opportunities and threats impact the university from itsexternal environment. Many of these factors are outside of SPU’s control, such as the veterancommunities that are already six or seven times larger at other universities, or the negative


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economic impact that could arise from budget cuts, incorrect budgeting, and financialuncertainty. However, there are some threats that the university can easily guard against,including any reduction in the Yellow Ribbon program percentage that the university sustains1,the potential for rising tuition costs, and the low national veteran graduation rates. In therecommendations that follow, the team suggests strategies to mitigate weaknesses and threats inorder to leverage the university’s strengths and maximize its opportunities. If the university can

move towards the realization of key opportunities available, such as increased diversity, enrichedclassroom dialogues, and financial security, SPU will be in the position to reap many otherhigher-level benefits of an effective veteran program, including the practical fulfillment of theuniversity’s mission and a thriving veteran community.

Internal AnalysisSPU possesses unique resources and capabilities that the university should develop in

order to address the issue in this strategic business plan. When this development is accomplished,it will enable SPU to obtain even more valuable resources that will provide a long-termcompetitive advantage as a result of differentiation. To begin internal analysis, a firm can use theVRIO framework to evaluate its current resources by determining which assets are valuable,

rare, not easily imitable, and organized. The team believes that there are a handful of key assetsamong SPU’s current resources and capabilities that can help to position the university as themarket leader, given proper asset cultivation.

The first of these resources is the current infrastructure of campus services, comprised ofa network of academic tutors, disability support, counseling care, financial assistance, and careerguidance. This is valuable because the existing infrastructure saves the university millions ofdollars and countless hours that would be necessary for establishing these services or similardepartments from the ground up. There is no need to create office spaces or make room in the budget for these services since they already exist to serve students. Additionally, theinfrastructure provides a valuable capability because it includes highly-skilled employees that arealready experts in their field; from counseling to financial advising, SPU’s staff members are

experienced and trained to deliver results. There is no need to hire an entirely new team andexpend more funds for hiring, onboarding or basic job training. The various learning centers,clinics and designated offices that comprise SPU’s internal resources, as well as the internalcapabilities of an exceptional and well-trained staff, give the university a valuable advantage.Furthermore, the interconnectedness of SPU’s services is likely the result of a close-knitcommunity and an emphasis on staff collaboration, so these resources provide a rare type ofsynergy within the university. Other universities may find that the collaborative nature of SPU’ssocial complexity is not easily imitable, and it would be difficult to implement thisinterconnected web of services on a larger scale without the organization and coordination thatSPU has developed within the scope of its close-knit campus.

Beyond the campus infrastructure, SPU can most notably benefit from the strength of its

proximity to downtown Seattle and community partners in the local business network (seeAppendix A). The university’s strategic geographic location provides value from the perspective

1 The Yellow Ribbon Program is a matching program. For example, SPU may volunteer to cover 50% of the

remaining balance for veterans, while the VA will cover the other 50%. However, if SPU only offers 40%, the VA

will only match 40%, leaving veterans with 20% of out-of-pocket expenses left to cover. It is essential that SPU

maintain the current Yellow Ribbon Program commitment for undergraduates (up to $16,000 per year for tuition:

$8,000 from SPU and $8,000 in VA matching funds). The SPU portion (currently up to $8,000) can also come

through gift assistance such as merit scholarships, which SPU already offers to other undergraduate students as well.


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of buyers (future students) seeking career opportunities and networks in the city. This location israre because it sits at the center of business hubs like Fremont, Queen Anne, Ballard, anddowntown Seattle. Other colleges could not easily imitate this valuable location because thereare barriers to entry with limited land available in this unique area and high costs to develop afull campus in Seattle. Since SPU’s establishment in 1891, the campus grew and introduced new buildings for campus housing and academic departments. For schools just starting to establish a

university in the same region, this physical organization would take several years to develop.SPU’s other strengths include its small class sizes, an emphasis on Christian theology and

ethics that attracts veterans with faith backgrounds, and the university’s serious efforts to valuethe diversity of students while seeking to understand their particular needs in the context ofavailable capabilities. In recent years, a new strength started to emerge as veteran professorsestablished an organized veteran community through the Veteran’s Cadre, and the groupcontinues to grow. All of these strengths can help to mitigate some of the university’s internalweaknesses, which vary from the lack of a physical veteran space to the feelings of isolation anddisconnect that are prevalent among veteran students on a national level (see Appendix A). SPUfaces the main weaknesses of process ambiguity throughout the college experience, gaps inadequate program provisions, and a lack of data tracking and management. The university can

still implement innovative changes for this strategic issue, however, by selecting among thefollowing realistic alternatives for the business.

Identification of AlternativesSince higher education institutions tend to have ambiguous and lengthy degree

completion processes, a lack of physical resources to meet the needs of veterans, and an overalllack of the necessary systems and structures to support a growing veteran community, theseuniversities can benefit from weighing several strategic alternatives for implementation.

Alternative A

The first alternative involves the improvement of the campus infrastructure to supportveterans that SPU has already attracted. As mentioned in the preceding pages, the universitymust put the comprehensive, long-term infrastructure in place to support student veterans beforeengaging in the ultimate mission of recruiting more veterans into the ranks of undergraduatestudents.

This requires an organized and carefully-created structure that utilizes the resources andcapabilities currently available to SPU. The university should develop a designated program forstudent veterans with specific points of contact and a physical space. There needs to be moreinfrastructure to support the veterans that the university currently attracts and retains, merely toget to a sustaining position. From there, the university can engage in further recruitment to growthe veteran community.

This objective can be accomplished through a designated Vet Center, which will allowveterans to have a space to meet with other veterans, hear about the resources available for themat SPU, and have a learning environment that caters to the veterans’ unique experiences andneeds. Many veterans have been away from the educational environment for several years andoften come from previous combat experiences that make classroom learning more challengingfor them in comparison to most of their 18-year-old peers. By establishing a designated VetCenter, SPU can build a learning environment that will foster the academic success of studentveterans in addition to promoting successful reintegration and connection with others. One of thegreatest risks facing today’s veterans is the high veteran unemployment rate and the high veteran


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suicide rate. One estimate from the Department of Veterans Affairs’ Mental Health ServicesSuicide Prevention Program suggests the following:

“Among cases where history of U.S. military service was reported, Veterans comprisedapproximately 22.2% of all suicides reported during the project period . . . If this prevalence estimate is assumed to be constant across all U.S. states, an estimated 22Veterans will have died from suicide each day in the calendar year 2010” (Kemp and

Bossarte, 2012, p. 15).It is vital for the sake of the veteran community that universities do their part to eliminateisolation and disconnect among their student veterans. Unfortunately, SPU has already lost someveteran students who fell through the cracks, lacked financial assistance, and even ended up inhomeless situations while failing their classes. In such a situation, it is only a matter of time before the lack of support for these veterans culminates in a life-or-death situation that maycontribute to the tragic number of veteran suicides.

As a matter of critical importance, SPU should focus on establishing a Vet Center for thecamaraderie and growth of the current veteran demographic in order to promote humanflourishing in the community. Once this is accomplished, the university can focus on expandingthe student veteran base through recruiting. SPU also offered a “Boots to Books” veteran

reintegration course in Winter Quarter 2016, and the team believes that the university shouldcontinue these transitional classes in cooperation with the Vet Center.

When a center is established on campus, active-duty servicemembers and veterans cansee visible proof of a successful program already in place and a systemic dedication to veterans,which will attract them to SPU in even greater numbers. If the university selects this alternative,a source of additional benefit may also arise from community partnerships. Local familyorganizations have already sponsored the Ames Library and Arnett Hall through their donations,and it may be possible to secure the support of other foundations to build a Veteran Center oncampus with additional resources at no cost to the university. This Vet Center strategicalternative will successfully contribute to student veteran retention as well as the continuedrecruitment of veterans for years to come.

The counseling center at SPU is another component of campus infrastructure thatdeserves further development. Within the military, warriors are trained to tackle situationsindependently and maintain mental strength under pressure. As they reintegrate into the civiliansector, veterans (specifically male servicemembers) carry this warrior ethos with them. Whilethis mentality may be helpful for overcoming the hurdles of reintegration to a certain degree,military service “may influence males’ perception of stigma when seeking help for mental health problems,” since “high levels of conformity to masculine norms [have] significantly higherlevels of stigma toward help-seeking” (Steinfeldt and Steinfeldt, 2012, qtd. in Lindinger-Sternart,2014, p. 2). Lindinger-Sternart also notes a correlation between self-assured psychology and U.S.Army Special Forces promotions, indicating an institutional pattern in the military that rewards psychological hardiness with career advancement (Bartone, Roland, Picano, & Williams, 2008,

qtd. p. 4). This is necessary for the strength of the force, but is associated all too often with therejection and stigmatization of help-seeking behavior, even in the form of professionalcounseling.

Military servicemembers commonly “identify themselves to a higher level with . . .norms of masculinity and toughness and may not recognize the benefits of seeking counseling”(Steinfeldt and Steinfeldt, 2012, qtd. p. 4). For veterans, counseling is essentially telling yourselfthat you have failed. To combat this stigma, psychologists can effectively reach student veterans by focusing on the strengthening effects that counseling can have on receptive individuals, which


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in turn improves veterans’ success in school and future careers. As a part of the campus-wideeffort to assist veterans, the counseling center can take this approach and directly promote theirservices through visibility in the Vet Center, as well.

Alternative B

Another strategic alternative would be the addition of the two missing measures on the 8- point scale featured in Appendix E, with the overall goal of changing the university’s culture toserve veterans’ needs. SPU and its closest rivals sit at 6 out of 8 points, and the universitycurrently supports a Student Veteran Group, the Yellow Ribbon Program, Principles ofExcellence, Military Tuition Assistance (TA), Credit for Military Training, and a Single Point ofContact for financial assistance with veteran benefits.

Credit for Military Training is “evaluated on a case-by-case basis,” and veterans can sendtheir official transcript to the university (Student Academic Services: Veterans EducationBenefits, “Credit for Military Training”, para. 8). At this point, SPU “evaluates Initial EntryTraining (e.g. Basic Combat Training in the Army) with 3 credits of elective physical education”(“Credit for Military Training”). In the event of more advanced training, such as a language

school or special forces experience, SPU’s Student Academic Services will evaluate if it iscongruent with other courses offered at the university. This provision is attractive to veterans andwill continue to bring students from military backgrounds to the school.

Of the eight metrics, SPU does not currently support VetSuccess on Campus, nor does itinclude the 8 Keys to Veteran Success. VetSuccess on Campus (VSOC) “aims to help Veterans,Servicemembers, and their qualified dependents succeed and thrive through a coordinateddelivery of on-campus benefits assistance and counseling, leading to completion of theireducation and preparing them to enter the labor market in viable careers” (VocationalRehabilitation and Employment: “VetSuccess on Campus”). SPU should take advantage of theopportunity to gain a VA Vet Center Outreach Coordinator through this program.

While the university currently benefits from having a VetCorps Navigator (funded by an

AmeriCorps grant to the Washington State Department of Veterans Affairs), this position pays aminimal stipend of approximately $1,200 per month for a full-time commitment and $5,500 ineducation benefits upon completion of 1700 volunteer hours over 10 months. Historically, theVetCorps program at SPU fails to retain a Navigator for more than one year due to theopportunity cost that veterans in the Navigator role must face; individuals can earn far moremoney to support their families in a full-time job, rather than a volunteer position for a meagerstipend. Without a consistent staff member supporting veterans’ success on campus, progress has been slow. A VSOC program can introduce “peer-to-peer counseling and referral services,” tohelp veterans transition from military service to college with the “support and assistance neededto pursue their educational and employment goals” (“VetSuccess on Campus”). VSOCCounselors can also assist with disability accommodations and other factors that may impede aveteran’s learning experience.

The other program, 8 Keys to Veteran Success, is a series of steps that higher educationinstitutions can take to help active-duty and veteran servicemembers in their transition process,degree completion, and career readiness (U.S. Department of Education, 8 Keys to Veterans'Success Sites, para. 1). Appendix F lists these eight steps, which provide an excellent benchmarkfor SPU to strive for in its long-term goals of creating a comprehensive student veteran program.If VSOC and the 8 Keys are adopted by the university, SPU has an opportunity to become the best in its field for veteran friendliness.

The team also believes that this alternative should include a deeper cultural change within


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higher education, which begins with equipping staff and faculty with the necessary tools andresources to serve their veteran students. While many veterans have adjusted to civilian life andsucceed beyond their peers in the classroom, their unique experiences from the military can posechallenges that interrupt the learning process.

Professors can help veterans by adapting their teaching styles to respect the needs ofcombat veterans (i.e. sensitivity to sudden movements or intense noise), providing seating

accommodations in the classroom that allow veterans to select desks where they feel safe enoughto learn (i.e. away from the door, with a view of the entire room, etc.), and communicatingfeedback that helps veterans understand the purpose of coursework they are completing (i.e.veterans are accustomed to having a particular objective for a task or mission, and they may lackmotivation to excel when coursework seems purposeless).

Alternative C The third strategic alternative is a corporate partnership program specifically designed for

veteran students. Large companies with operations in the greater Seattle area – like Amazon,Boeing, Microsoft, Starbucks, etc. – would make valuable partners for building an SPU veteran

track for mentorship and career development. Through an apprenticeship or internshiparrangement, SPU could partner with these companies to establish a comprehensive programgeared towards improving veteran graduation and employment rates.

In the team’s conversations with student veterans at SPU, as well as an interview with theAssociate Director Sean Murphy from the Strategic Initiatives Department at Pacific MountainWorkforce Development Council, we discovered that many veterans consider dropping out ofcollege because they believe that they can earn a greater income in the same long four years thatare required for earning a degree (personal communication, May 15, 2016).

Considering this factor, universities should actively pursue an alternative that does notforce veterans to choose between providing for their families and earning a degree. Not onlywould a corporate partnership program (CPP) supply reliable employment for veterans during

college, but it could also be used for career mentoring and internship credits towards coursecompletion. After veterans successfully graduate, they will already have a foot in the door toestablish a meaningful career at a leading company. This strategic alternative combats the highcollege dropout and unemployment rates prevalent among current veterans, but companies willalso benefit from the unique skills and experiences that veterans bring with them from theirmilitary service. This alternative would require coordination and networking with leaders from avariety of corporations. The team believes that the most effective way to build a CPP will comethrough veteran-to-veteran connections: corporate contacts with military backgrounds assistingother veterans in climbing the career ladder.

This can be realized in two ways. First, veteran leaders at local companies can enter intoa partnership with SPU to have direct access to student veterans available for hire. Alternately,veterans working at local companies can volunteer to mentor student veterans specifically, and provide career guidance, personal encouragement, and navigation for the difficult transition outof military service.

By collaborating with professionals who share similar experiences and have been in theshoes of veteran students, many stakeholders in the community will benefit. Veterans will beable to grow their professional networks, companies will gain access to a highly qualified groupof potential future employees, and the university will benefit from this unique program asveterans see SPU’s strategic differentiation and dedication to helping servicemembers succeed beyond graduation.


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Alternative D: The Strategic Recommendation

The optimal alternative for SPU to differentiate its strategy and gain competitiveadvantage lies in the final alternative. The university should implement a combination of all ofthe previous alternatives by establishing the Vet Center, obtaining a designated point of contactfor student veterans (i.e. VSOC Counselor), changing the university culture by equipping facultyand adding the two missing metrics, and creating a corporate partnership program. While eachalternative above can stand on its own and improve veteran services on campus in importantways, the most beneficial strategy for veterans and the university will integrate all of thealternatives. Implementing these alternatives would allow SPU to increase their competitiveadvantage against their competitors through a differentiated strategy that attracts the growingstudent veteran population. Appendix G provides a value analysis for this strategicrecommendation. The following implementation plan prescribes specific, measureable actions ina reasonable timeline that will leverage SPU’s strengths and maximize opportunities.

Implementation PlanWithin the next five years, SPU can make a strategic shift that will increase the GI Bill

recipient population from 5% of the entire undergraduate student population (160 students) toover 10% of undergraduates (a goal of 350 total students, which trends toward the low end ofveteran populations in Washington colleges).

As the National Conference of State Legislatures (NCSL) noted in 2014, “veteranundergraduates make up roughly 4 percent of the national student body, and although a relativelysmall percentage, the number is expected to increase as more service members return home fromserving in Iraq and Afghanistan” (Veterans and College). Implementing a strategic plan in atimely manner will maximize the opportunities available from a growing veteran population thatcurrently seeks higher education.

The timeline begins with the Vet Center (Alternative A) as the first priority of thestrategic recommendation. This long-term investment not only provides a meeting place for

veterans that will allow them to pursue academic achievement and reintegration throughcamaraderie, but it will be the cornerstone upon which the other components of the strategicrecommendation are founded. SPU needs the stability and longevity of a physical space forstudent veterans in order to sustain the campus objective of moving towards optimum veteranfriendliness. The team believes that SPU can establish a Vet Center before the end of the 2016-2017 academic year, and this timeline could be accelerated if community partners contributedonations (i.e. desks, appliances, sofas, etc.). If an organization funds the development andfurnishings for the Vet Center, the university can honor their contribution to SPU studentveterans by dedicating the center in the organization’s name (just as the library is named after theAmes family, etc.). Another option for furnishing the Vet Center can come from a reorganizationof the Military and Veteran Support Club (2012-2016) as a chapter of the Student Veterans of

America (SVA) national student organization. Through a partnership with the Home DepotFoundation, SVA’s Vet Center Initiative has “built and improved veteran spaces on 61 campusesimpacting over 30,000 [veterans]” at deserving chapters (SVA, “Vet Center Initiative). Afterqualifying as a chapter and proving its contributions to the SVA organization over a few years,an SPU club could assist the university in obtaining full funding for the Vet Center. While thisSVA option will take several years to execute, it is a reliable backup plan if other donors aredifficult to find. The only other infrastructural change required in the first phase of theimplementation plan is the outreach method of SPU’s counseling services. The Student


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Counseling Center (SCC) can immediately and easily implement dedicated efforts towardassisting student veterans. This can begin with breaking down stigmas and showing veterans thatstrength can come through one’s willingness to seek help to accomplish the mission ofreintegration and graduation.

Next, SPU should implement Alternative B, transforming the university’s culture to serveveterans’ needs. This includes the addition of the two missing measures on the 8-point scale: 8

Keys and VSOC. This can be accomplished within one year by gaining a VSOC counselor whichcould potentially replace the VetCorps position, and by training professors to understand theveterans in their classes. When SPU fulfills the different metrics of the 8 Keys to VeteranSuccess, it will boost SPU’s reputation as a veteran-friendly university.

Once this cultural change at SPU begins, the university can implement Alternative C, thecorporate partnership program (CPP). This initiative can commence after the VSOC Counselor isestablished at the university as the main point of contact. SPU can implement the CPP during the2017-2018 academic year after SPU locates and confirms willing corporate contacts.

Finally, after a comprehensive, long-term infrastructure is set in place to support theuniversity’s current student veterans, SPU can develop other strategic options, beginning withthe external recruitment of other veterans and GI Bill recipients. An organized and carefully-

created structure that utilizes the available resources and capabilities of the university will enableSPU to obtain a competitive advantage in the higher education industry, attracting the growing population of active-duty and veteran servicemembers who served in Iraq and Afghanistan.

Application to Christian Faith and ValuesSPU is founded upon Free Methodist principles that guide the university’s actions. As a

Christian institution, SPU is called to reach out to overlooked populations. Veterans make up11% of the U.S. population, but comprise 26% of the homeless population (Homeless ResearchInstitute, 2007, qtd. in Veterans, Inc.). There are several contributing factors:

“The number of homeless Vietnam-era veterans, male and female, is greater than thenumber of soldiers who died during the war . . . Causes of homelessness among veterans

are: lack of income due to limited education and lack of transferable skills from militaryto civilian life (especially true of younger veterans returning from Iraq and Afghanistan) .. . combat-related physical [and mental] health issues and disabilities . . . substance abuse problems that interfere with job retention . . . weak social networks due to problemsadjusting to civilian life . . . [and] lack of services” (Veterans, Inc. “Statistics”).

Recent research studies indicate that there are 682 homeless veterans in Seattle alone, which isthe 9th largest number of homeless veterans in the nation (Pickford, 2014). As mentioned previously, veterans face risks of high dropout, unemployment and suicide rates. It is vital for thesake of the veterans in our community that universities remove barriers of isolation and increaseservices to improve veterans’ chances of success in obtaining meaningful employment.

Despite their selfless sacrifice to protect the nation’s freedoms and the valuable

experiences that enable them to contribute to our schools, business organizations andcommunities, veterans are a largely under-served population. By differentiating a component ofthe university’s overall strategy, SPU can leverage its strengths and maximize the innumerableopportunities to promote veteran reintegration and career success. In response to the institution’sunique calling and founding principles, SPU can stand out in the higher education industry with adistinguished dedication to the American servicemembers who selflessly protect our rights tolife, liberty, and the pursuit of happiness – a pursuit that can transform lives through the growthof knowledge in a supportive, grace-filled learning environment.


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References

8 Keys to Veterans' Success Sites. U.S. Department of Education. (n.d.). Retrieved May 27,2016, from http://www.ed.gov/veterans-and-military-families/8-keys-success-sites

Barney, J. B., & Hesterly, W. S. (2008). Strategic management and competitive advantage:Concepts and cases. Upper Saddle River, NJ: Pearson/Prentice Hall.

Education and Training. U.S. Department of Veterans Affairs. (n.d.). Retrieved May 28, 2016,from http://www.benefits.va.gov/GIBILL/resources/benefits _ resources/rates/ch33/ch33rates080115.asp

Fox, M. (2016, May 25). Military Suicides: Most Attempts Come Before Soldiers Ever SeeCombat. Retrieved May 28, 2016, from http://www.nbcnews.com/health/health-news/military-suicides-most-attempts-come-soldiers-ever-see-combat-n580276

GI Bill Comparison Tool. Vets.gov. (n.d.). Retrieved May 28, 2016, fromhttps://www.vets.gov/gi-bill-comparison-tool/

Jabri, V. (2016, May 6). LinkedIn Personal Communication.

Kemp, J., & Bossarte, R. (n.d.). Suicide Data Report, 2012 (Rep.). Department of VeteransAffairs' Mental Health Services Suicide Prevention Program. Retrieved May 28, 2016,from http://www.va.gov/opa/docs/suicide-data-report-2012-final.pdf

Lindinger-Sternart, S. (2014). Help-Seeking Behaviors of Men for Mental Health and the Impactof Diverse Cultural Backgrounds. International Journal of Social Science Studies, 3(1).

doi:10.11114/ijsss.v3i1.519

Million Records Project [Scholarly project]. (2014). In Student Veterans of America. RetrievedMay 28, 2016, from https://studentveterans.org/images/Reingold_Materials/mrp/download-materials/mrp_Full_report.pdf

Mission, Signatures, and Vision. (n.d.). Retrieved May 28, 2016, from http://spu.edu/about-spu/mission-and-signatures

Murphy, S. (2016, May 15). Personal Communication [phone interview].

Pickford, O. (2014, August 20). Seattle/King County: 3rd Largest Homeless Population in 2013HUD Report. Retrieved May 28, 2016, from https://www.theurbanist.org/2014/08/20/2013-homelessness-introduction-to-hud-report-and-cocs/

Porter, M. E. (1979, March). How Competitive Forces Shape Strategy. Retrieved May 28, 2016,from https://hbr.org/1979/03/how-competitive-forces-shape-strategy/ar/1

Resources for Veterans and Dependents at Seattle Pacific University. (n.d.). Retrieved May 28,2016, from http://spu.edu/administration/veterans


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Statistics: Veterans & Homelessness. Veterans, Inc. (n.d.). Retrieved May 28, 2016, fromhttp://www.veteransinc.org/about-us/statistics/#homelessness

Student Academic Services: Veterans Education Benefits. (n.d.). Retrieved May 28, 2016, fromhttps://spu.edu/depts/sas/students/va.asp

Ursano RJ, Kessler RC, Stein MB, et al. Risk Factors, Methods, and Timing of Suicide AttemptsAmong US Army Soldiers. JAMA Psychiatry. Published online May 25, 2016.doi:10.1001/jamapsychiatry.2016.0600.

Vet Center Initiative. Student Veterans of America. (n.d.). Retrieved May 28, 2016, fromhttp://www.studentveterans.org/programs/vetcenter-initiative

Vet Corps. Washington State Department of Veterans Affairs (n.d.). Retrieved May 28, 2016,from http://www.dva.wa.gov/program/vet-corps

Veterans and College: State and Community Roles in Supporting College Completion forVeterans. (2014, May 30). Retrieved May 28, 2016, fromhttp://www.ncsl.org/research/education/veterans-and-college.aspx

Vocational Rehabilitation and Employment (VR&E): VetSuccess on Campus. (n.d.). RetrievedMay 28, 2016, from http://www.benefits.va.gov/vocrehab/vsoc.asp

Westat Statistical Survey Research Corporation. (2010, October 18). National Survey ofVeterans, Active Duty Service Members, Demobilized National Guard and Reserve Members, Family Members, and Surviving Spouses (Rep.). Washington, D.C.:Department of Veterans Affairs. Retrieved May 28, 2016, from http://www.va.gov/

survivors/docs/nvssurveyfinalweightedreport.pdf

Wood, D. (2012, October 25). Veterans' College Drop-Out Rate Soars. Retrieved May 28, 2016,from http://www.huffingtonpost.com/2012/10/25/veterans-college-drop-out_n_2016926.html


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Appendices

Appendix A: SWOT Analysis


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Appendix B: Root Cause Analysis

Symptoms Root Causes

Low veteran student graduation rates nationwide

Long (4 years) and ambiguous process to complete

the "mission" of earning the degree, with little to noguidance or measurable progress.

High veteran unemployment rates nationwide

Very few adequate "bridges" between military serviceand civilian work life in higher education (colleges,

trade schools, etc.) that equip veterans with pathwaysfor successful careers

Incorrect budgeting/financial uncertainty in budgetingand planning

Lack of consistent, guaranteed tuition sources

Lack of age and life-experience diversity in student

bodyLimited recruiting practices, targeted to specific

customer base and current market (high school

graduates and transfers).Class discussions informed by traditional students'

perspective, preventing diversity in exchange of ideas

and thus inhibiting learning.

Veterans slipping between the cracks: Socialisolation, learning challenges, discouragement, feelingmisunderstood/alone, lack of support

system/camaraderie in time of need

No physical location for meeting other veterans andconnecting with existing campus/community

resources

Transition from military to university system difficult

to navigate for veterans

No specific point-person in admissions designated for

helping veterans and easing the process –

they have nobody to ask for help

Appendix C: Informal Survey of Veteran Programs at Washington Schools

Adapted from internet search of school websites.

Does the college have a Veteran Center, Office of Veteran Affairs, or

Veteran Services Point of Contact of some kind?

YES NOUniversity of Washington Seattle Pacific University

Washington State University University of Puget Sound

Western Washington University Seattle University

Central Washington University Whitman College

Eastern Washington University Walla Walla University

Gonzaga University Whitworth University

Pacific Lutheran University St. Martin's University

UW-Tacoma Northwest University

UW-Bothell Trinity Lutheran CollegeEdmonds Community College Bastyr University

Everett Community College The Art Institute of Seattle

Clark College Lake Washington Institute of Technology

Bellevue College


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Appendix D: Acknowledgements

The team would like to thank the following individuals for their direct and indirect contributions to the content of this strategicmanagement business plan. We appreciate the valuable recommendations and resources that these individuals provided, and their

cooperation with our research endeavors.

Dr. Jim Rand, SPHR, CPT, CPN, SHRM-SCP – Veteran, Executive in Residence and Clinical Professor, Seattle Pacific University Dr. Don Lee – Associate Professor of Management, Seattle Pacific University

Jared Wymer, MBA – Veteran and I-O Psych Ph.D. Candidate, Seattle Pacific University Sean Murphy, MBA – Associate Director of Strategic Initiatives, Pacific Mountain Workforce Development Council

Daniel McConnell – Veteran, VetCorps Navigator and Business Administration: Finance Major, Seattle Pacific UniversityVictor Jabri – Veteran, Graduate Fellow: Master of Science Candidate, and Military Outreach Coordinator, Northeastern University

Chad Hutchins – Veterans Career Advancement Program, Bellevue College Niki Amarantides – Director, Center for Learning, Seattle Pacific University

Myra Veltkamp – Visits and Events Coordinator, Seattle Pacific UniversityJerimiah Meyer – Director of Military Education and Veteran Services, Olympic College

Erin Mulka – Veteran, VetCorps Navigator, and Bachelor Degree Graduate: Social Welfare and Criminal Justice, UW-TacomaAndrea M. Wynne, M.Ed. – Veteran and Career Development Specialist, University of Washington

Tiffany Windmeyer – Career Development Coordinator, Masters in I-O Psych and Adjunct Professor, Clover Park Technical College Nigeria Bell, M.Ed., MA. – Licensed Marriage & Family Therapist Associate, Foundations Couple and Family Therapy, PLLC

Andrea Coker-Anderson, MPA – Higher Education Professional and Registrar, UW-TacomaKevin Henry – Green Beret Veteran, Digital Media Fellow, and Business Administration Major Candidate, RP/6 Service Organization

Jack Barry – Veteran and Special Funding Coordinator, Yakima Valley Community College


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Appendix E: College Comparison of 25 Washington Schools

Appendix E chart continued on next pa


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Appendix E Continued: College Comparison of 25 Washington Schools


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Appendix F: The 8 Keys to Veteran’s Success

The 8 Keys to Veterans’ Success are the “steps that postsecondary institutions can take to assistVeterans and Service members in transitioning to higher education, completing their college programs, and obtaining career-ready skills” (U.S. Department of Education, 8 Keys to Veterans'

Success Sites, para. 1). The 8 Keys to Veterans’ Success1. Create a culture of trust and connectedness across the campus community to promote

well-being and success for veterans.2. Ensure consistent and sustained support from campus leadership.3. Implement an early alert system to ensure all veterans receive academic, career, and

financial advice before challenges become overwhelming.4. Coordinate and centralize campus efforts for all veterans, together with the creation of a

designated space for them (even if limited in size).5. Collaborate with local communities and organizations, including government agencies, to

align and coordinate various services for veterans.

6.

Utilize a uniform set of data tools to collect and track information on veterans, includingdemographics, retention, and degree completion.7. Provide comprehensive professional development for faculty and staff on issues and

challenges unique to veterans.8. Develop systems that ensure sustainability of effective practices for veterans.


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Appendix G: Value Analysis for Strategic Recommendation

Cost:New Vet Center Space $ 0.00*

Allocate space from one of SPU’s

current buildings – McKenna, Eaton,

or future Student Center.

*Potential opportunity cost for allocated space

Furnish Vet Center 50,000.00* Includes paint, desks, appliances, etc.*If contribution from local donor or

Home Depot cannot be obtained

Counseling Center Promotion & Specialization 500.00* *Potential cost for printing materials or

providing training to SCC staff to meet

specific veteran needs

Implement VSOC and 8 Keys 0.00

Equip Staff and Faculty with Tools & Resources 1,000.00*

to Serve Veteran Students*Honorarium fee for conference speakers at one-time

staff and faculty in-service training event

Corporate Partnership Program 0.00**No costs beyond labor required to coordinate partnerships

Maximum Anticipated Cost of Implementation*: $51,500.00

*Anticipated cost if no outside donations are obtained

Revenue/Value of Implementation:Current Value of Student Veteran Population:

160 veterans x $20,000/each = $3,200,000.00 Anticipated Value of Increased Student Veteran Population:

350 veterans x $20,000/each = $7,000,000.00

Minimum Anticipated Value of Implementation: $7,000,000.00

ROI for Full Implementation:ROI=Benefit/CostROI = $7,000,000/$51,500.00ROI = 135.92


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Appendix H: Interview Reports

Interview 1:

Team 5 – Sarah Martin, Myra Franzone, Sandy Zimmermann and Kelley Ige

Seattle Pacific University Business ProposalInterviewee:

Sean Murphy

Strategic Initiatives DepartmentPacific Mountain Workforce Development Council

Specific purpose of interview: to gain knowledge about ways in which universities can improvetheir services for student veterans, and what works for most colleges.

Minutes: Phone interview on May 15, 2016.

Conclusive summary: Colleges need to have a welcoming environment with the right

personnel, and veterans need people to help them when they get to college in order to understandtheir purpose in higher education. Veterans face a difficult goal of a 4-year degree that is far in

the distance and requires significant time to accomplish the mission. Universities seeking togrow their student veteran population should build career pathways and be at the right events for

recruiting veterans. If these universities lead the way in getting fellowships or internships forveterans, this is one way that they can differentiate themselves from other universities.

List of questions and answers:

- What are some areas where local colleges are excelling at veteran-friendliness?

o Evergreen College Vet Center – excellent personnel ! They have someone who is personable, offers to help veterans walk

through the process.

! “Personal touch” of a caring individual must be present in any Vet Center.

o Centralia College – training staff/faculty

!

Beyond a Vet Center, universities should have a “friendly ear”. Professorsdon’t always understand their veteran students, but many want to.

! Certify and instruct professors and staff. ! This college uses stickers for the office windows saying that this person is

a safe person and this is a safe space for vets to talk and receive help. - What areas do veterans struggle in when it comes to education, or why is it so difficult

for many to graduate?! Veteran demographic – traditional vs. nontraditional

! Many join for financial reasons to go to college. ! They don’t know what they want to do, just like most 18-year-olds don’t

know.!

Sense of purpose is a challenge for college completion.

! Many don’t know what community services are available to them.

- What do you think SPU can do/what are some areas of opportunity?

o Create a welcoming environment! WDVA (Washington Department of Veterans Affairs) has a school

process for becoming veteran friendly.! Affinity groups, work together – i.e. the Cadre


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o Help veterans when they get there (i.e. from Day 1 or before), and help them tounderstand their purpose in college.

o Does SPU have an individual like the expert at Evergreen that will help veteransand has that “personal touch” and empathy?

o Look into programs like Starbucks and other companies that are just now looking

into employment for student veterans.o Be at the right events for recruiting – but only focus on marketing when you have

the infrastructure.

! There may be challenges with JBLM marketing and other bases, so it’s best to focus on off-base events and attend annual transition summits that

are held in the local area every year (i.e. Boeing Veterans in AerospaceSymposium).

o Build career pathways – similar to how it’s done in the military! Cycle of experience " education " experience " education, etc.

! Internships and corporate partnerships may be a great place to start.! Find options for vets to receive training/education in shorter time periods

– for example, if they want to be a PM, they can get a certificate in PM in6 months.

! Recognize that in the military, there is a goal, mission, manageable task,you get there and you get it done.

• For veterans, the goal is so far out there that it is difficult to hangin there for 4 years.

! Teach veterans how to translate their life experience into civilian, and

they’ll outcompete nonveterans every time.! Teach veterans how to embrace their experiences and the skills that they

have – and help them gain the necessary work experience to fulfill their personal objectives so that they are on track to graduate.

o

Form strategic alliances! Create a fellowship program with training and interning in corporate

world.! Potential programs to look into: US Chamber of Commerce Foundation

Hiring Our Heroes Fellowship, Starbucks veteran college program.


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Interview 2:

Team 5 – Sarah Martin, Myra Franzone, Sandy Zimmermann and Kelley IgeSeattle Pacific University Business Proposal

Interviewee:

Daniel McConnellVetCorps Navigator (Internal SPU “Manager”)Seattle Pacific University

Specific purpose of interview: to gain knowledge about the financial impact of veterans foruniversities, the needs of student veterans, and the most effective ways to deliver these resources.Minutes: In-person interview on May 2, 2016 at Seattle Pacific University.Conclusive summary: SPU sincerely wants to bring more veterans to campus. The best way todo this is to build the right infrastructure to support the veterans that currently attend SPU, before the university recruits any more. There must be a physical location for veterans – otherwise, the permanence of the student veteran population is not evident to outsiders. SPU should have aveteran’s senator in student government (ASSP) and make counseling services more visible for

veterans.


- How does the GI Bill work, and what are the financial implications for SPU?

o GI Bill pays max tuition at the public university in that state. ! UW is completely covered, vets go for free, and UW pays nothing. ! At SPU, the VA and school split the difference that GI Bill doesn’t pay –

roughly $7,500 per veteran per year

• Yellow Ribbon Program helps make up the difference.

o Does not apply to graduate school veterans at SPU. o If SPU chooses to support 50%, the VA will support the

other 50%, with a 100% coverage. However, if SPU choseonly 40% and 40%, then only 80% is covered, and theveteran would have to pay an additional 20%.

! There may be a financial incentive for SPU in that there may be a betterchance of getting federal grants.

- What do veterans want/need?

o Vet Center (UW has one – in fact, they have such a large Vet Center and so manyvet center employees that a VetCorps Navigator is not necessary).

- What about counseling?o Veterans see counseling as telling yourself you’ve failed, and that’s why it’s hard

to get help. o The real solution is to fix the mentality that you’re a failure if you seek help. o

More visibility is needed for SPU’s counseling center; if there was a Vet Center,counseling services could advertise better and get the word out.

- Why would a university want veterans?o A majority of adult learners in undergraduate programs are veterans.

! They contribute years of experience outside of the educational world thatenriches the classroom and shows a reality outside of the academic bubble.


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! They possess leadership experience, get things done, learn what the professors want them to learn, and they are beneficial to non-veteran

students by their contribution in the classroom. - How do we make resources more known?

o Veteran Center – as it is now, veterans learn about most events from the

commuter lounge or through email; a one-stop location would be ideal for promoting services available to veterans.

o Have a veteran’s senator in student government to advocate for this demographic

since they don’t always fall into the current categories of ASSP Senators.


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Interview 3:

Team 5 – Sarah Martin, Myra Franzone, Sandy Zimmermann and Kelley Ige

Seattle Pacific University Business Proposal

Interviewee:

Victor Jabri Military Outreach Coordinator Northeastern University (Seattle)

Specific purpose of interview: to gain knowledge about the financial impact of veterans foruniversities (i.e. bottom line, self-interest), the value that veterans bring to organizations, the

external factors affecting 4-year universities, and the best programs available for universities touse in their efforts to become more veteran-friendly.

Minutes: In-person conversation at Seattle aerospace event and LinkedIn message on May 6,2016.

Conclusive summary: Investing in veterans by eliminating financial constraints, while providing ample opportunity to fully utilize their VA benefits, brings veterans into a school.

Making this process seamless is what retains them. From there, the intrinsic value of specificdegree programs and/or reputation of the school will build strong alumni. That is, so long as they

(veterans) are treated equally as thought leaders and students.


- From a self-interested perspective of mere profitability, without any thought of social

impact, is it beneficial for universities to have veteran students? Why should universities pursue/recruit veterans to become students?

o You identified a key aspect of where the bottom line and self-interest meet theequally important benefits of gaining higher education credentials and learning

how to reintegrate into the civilian community.

o Academia seems to be an ideal transition hub for veterans who have either been

wholly dedicated to the military lifestyle and their respective service, and notready to accept the fact that the civilian market rarely offers a hand-holding path

to success. Simply, many veterans are not prepared to enter the business andnonprofit world, or feel as though they are not prepared to make this journey.

! In general terms, the transition process does not empower the majority ofveterans to build upon their trained and innate skills that the civilian

market craves in the workforce (i.e. leadership, organization, teamwork,etc.)

o From a simple financial gains perspective, the variety of VA benefits, as well astuition assistance for active, guard and reserve forces, guarantees higher education

institutions tuition payments that are both on time, and in full.

o

I would posit that veterans afford a greater financial benefit for higher ed [sic]

than foreign students in this way. Despite the initial higher revenues generatedfrom foreign students, investing in our nation by creating paths to success for

student veterans has important strategic implications. Given that many foreignstudents return to their countries of origin, veterans do not. Student veterans enter

the workforce after graduation with new technical skills, an understanding oftheoretical frameworks that only exist within academia, and the drive to be a team


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player within their respective communities.o Student veterans become the future leaders within business, nonprofit, and

governmental sectors throughout the nation post-graduation.! Simply, from a financial perspective, investing in student veteran

programs within academia is concomitant to investing in our nation's

future, and building the strategic framework for sustained return oninvestment in this vein.! Moreover, veterans make great alumni when they are gainfully employed

post-graduation. The financial investment back into the university is notonly possible after veterans gain employment, but also an active,continuous investment for years to come.

- Are there some areas where this can go wrong? o The for-profit colleges and universities actually figured out how to build this

framework, but took advantage of it instead of fulfilling their overtly statedobjectives.

! For example, the for-profits designed the support infrastructure to ensure

that VA benefits were coordinated rather easily, that veterans receivedtheir benefits on time, and that there was little to nothing student veteranshad to do to continue this effort.

! They also provided veterans access to hybrid (on-ground) classes yearround, so housing benefits (BAH) were continuous.

! Simply, student veterans could focus on school without the worry of bills

getting in the way of their education.! They also aren’t burdened by heavy student loan debt, which is another

strategic investment for our nation on the part of any higher ed [sic]institution that takes this approach.

! Where some colleges and universities fail, despite the fact that they offerquality degree programs, is in how they deliver their services to veterans.

• For example, when classes aren’t available year round in a waythat provides veterans complete and full access to VA benefits,retention becomes an issue.

• This pushes many veterans away from traditional colleges anduniversities. The financial losses are significant when oneconsiders the fact that most VA education benefits provide $19k+ per veteran annually.

- What other financial incentives are there?

o As for grants, some states offer financial incentives to colleges and universities to build strong veteran programs, but these are rare. I don’t have any insight in this

regard other than how some higher ed [sic] institutions have succeeded in gaininggrants of this nature.

o Some colleges and universities assume that bringing the Student Veterans ofAmerica into a university is a good investment. I would have to disagree. Of thosewho have SVA chapters, I would ask, where’s the beef? Other than having astudent council for veterans, what financial benefits does the SVA provide?

o Real investments from a higher ed [sic] perspective may best come from industry.! This may not be a great sell for liberal arts programs, or schools that shy


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away from industry, but industry trends should be the driving force of program development.

! This is equally true for nonprofit, public institutions. For instance, aninvestment in STEM by industry through a school provides the financialimpetus to build new liberal arts programs that would otherwise not exist.

o

Lastly, the Yellow Ribbon program provides colleges and universities investmentopportunities to propel their respective student veteran programs. This isespecially true for universities that have tuitions well above $19k annually. Insimple terms, the Yellow Ribbon program is a tax incentive. For every dollarspent by the university in Yellow Ribbon allocations, the university receives100% back from the federal government.

! It’s simple, when tuition isn’t a hurdle for veterans, the degree programs

and culture of the institution becomes the central focus. This is a win forthe veterans and the institution.


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This Strategic Management Business Planis dedicated in memory of:

1LT Nicholas Madrazo

SPU Alumnus

School of Business

Nic was KIA on September 9, 2008 in Afghanistan when Taliban fighters detonated a roadside

bomb under his Humvee only four months before he was scheduled to return home.

He was laid to rest in Arlington National Cemetery after receiving the Purple Heart “in honor ofone who gave his blood in defense of his homeland,” and the Bronze Star “V” for valor.

Nic decided that he would join the Marine Corps during his sophomore year in college, and

earned his business degree from Seattle Pacific University in 2005 before enlisting in the Corps.

During his time in Afghanistan, he was responsible for training Afghan troops, finding Talibaninsurgents, building roads, and helping villagers. He enjoyed serving his country and made it his

goal to make the lives of the Afghan people a little better. As a favorite among the Afghanchildren in the village, Nic asked his family to send school supplies for him to distribute, since

these children did not even have their own pencils. He had a heart for children, and enjoyed hiswork in rebuilding Afghan villages.

Dr. Rand, co-chair of the SPU Veteran’s Cadre and clinical professor in the School of Business,Government, and Economics, had Nic in his Operations Management course. He remembers Nicas “an outstanding individual and a true American hero” with “academic ability . . . grounded in

a sharp intellect and an excellent moral character”.

Nic will always be remembered for how he lived, and SPU will continue to keep his memoryalive as the university continues to honor all of our nation’s servicemembers.


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“As we express our gratitude, we must never forgetthat the highest appreciation is not to utter words

but to live by them.”

President John F. Kennedy

Documents

Standing Out in a Sea of Camouflage: A Strategy of Recruiting and Retaining Active-Duty and Veteran Servicemembers for Competitive Advantage in Higher Education