Mixed method study on University Adaptation Experience of Returning Students after the Military Service Focused on Academic, Interpersonal, and Career related areas

Cho

The Career Development Quart

et al. 2019

This study examined the measurement invariance and latent mean difference of an English version (J. H. Lee et al., 2017) of the Planned Happenstance Career Inventory (PHCI; B. Kim, Jung, et al., 2014) across cultures. Participants were 262 American and 291 South Korean undergraduates. Measurement invariance results indicated that the 5‐factor structure was adequate for both groups and that conditions for configural, metric, and partial intercept invariance were met. Latent mean analysis was used to compare the mean scores of the PHCI skills (curiosity, flexibility, persistence, optimism, and risk taking). The latent means of curiosity, flexibility, persistence, and optimism were higher among South Korean undergraduates, but no significant difference was found regarding risk taking. Career counselors should consider differences in planned happenstance perceptions across cultures to provide better career guidance. Future studies are needed to verify the distinctive nature of flexibility by replicating the factor structure of the PHCI with other samples.

Section: Discussionmentioning

confidence: 99%

The Planned Happenstance Career Inventory: A Cross‐Cultural Comparison

Cho

The Career Development Quart

et al. 2019

J Korean Acad Psychiatr Ment Health Nurs

Adaptation Experience of Male Nursing Students Who Return to University after Military Service

Hong

2018

Purpose: This study explores male nursing students' experiences with returning to school after military service. Methods: Data were collected from 18 male nursing students who returned from military service between 2015 and 2017 through focus group interviews. The collected data were analyzed using Colaizzi's method. Results: From the 325 meanings obtained from the study participants, 18 themes and 5 theme clusters were identified. The 5 theme clusters were found to be "way one has to go because he is a man," "endurance despite hard work," "gazing from the highland," "different feeling of the same place," and "expectation and desire." Conclusion: Male nursing students' experiences in the army had continuous meaning in the adaptive process of them leaving from and return to the university. Therefore, interest and effort within nursing schools and universities are needed so that the military experience can be beneficial to the university life, including the male students' departure and return.

A Narrative Inquiry of Medical Students Experiences of Expulsion and Military Service

Lee¹,

Park²

2019

Korean Med Educ Rev

The aim of this study was to use narrative inquiry to explore the experiences of medical students who faced expulsion, military service, and readmission, and their journeys of identity formation. Three medical students were recruited via snowball sampling, and each participant was interviewed twice. According to the sequence of experiences, their stories were summarized as follows: the process of being expelled, the military service experience and readmission process, and the present. Before all three students were expelled, they lived dissolute lives free of concern from the entrance examination and failed to cope well with dropping out. They felt that military experience had helped them develop interpersonal skills in the clinical setting and the strength to withstand a difficult crisis. Two students were motivated to become doctors after military service, but the other was not. They had reflected deeply over their unique experiences. The scars imprinted from their experiences became a means of stimulation, and they ultimately acquired the resilience and ability to accommodate for and counteract their weaknesses. This appears to have been an important influence on their identity formation. The narrations of their rare experiences can help medical educators more fully understand and support medical students through difficulties, specifically with regard to academic failure or expulsion. These findings may prompt medical professors to think about the kind of guidance or motivation that could help students before expulsion, rather than assuming that they are simply lacking academic ability.