Master Body Text Dissertation Eoin McGeeney LMDS Experiences

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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 themfor 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

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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

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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.

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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

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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.

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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

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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.

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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

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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.

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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

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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

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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

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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.

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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.
Researchstrategy
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.

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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

20
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

21
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).

22
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:

23
 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

24
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

25
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.

26
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:
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

27
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%

28
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

29
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.

30
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

31
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

32
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

33
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).

34
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
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
Journal
articles
11%
Text Books
19%
Websites
34%
Industry/Military
Manuals and
Reports
36%
Sample Group Average Reference Material Used (20 Samples)

35
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).

36
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)

37
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)

38
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)

39
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

40
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)

41
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.

42
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.
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.

43
 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).

44
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

45
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.

46
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.

47
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51
Appendix A: Leadership Management and Defence Studies
Programme Progression Route

52
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. McGeeney
DF Registrars’ Office
O’Higgins Road
DFTC
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

53
Background and Work Life Balance
1. 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)?
3. Indicate year of LMDS study
2012 2013 2014 2015
4. Which element of LMDS did your undertake?
Logs Acc Cse Senior NCO Cse
5. 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________________________________________________________
6. 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 No
Rate the level of support you received fromhome
through the course and dissertation process.
Low High
1...2...3...4...5...

54
Learning Experience
7. 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 High
1...2...3...4...5...
Rate you motivation to undertake the Logs/Senior Cse
relevant to accredited educational development
opportunities.
Low High
1...2...3...4...5...
8. 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...
9. How would you rate the deliveryof lessons from the
Log/Senior Cse to your learning needs?
Low High
1...2...3...4...5...
How would you rate the deliveryof lessons from the
LMDS block with IT Carlow to your learning needs?
Low High
1...2...3...4...5...
10. 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 High
1...2...3...4...5...
Time and Resources
11. 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

55
Did you access the IT Carlow online Library? Yes No
Did you use peer reviewed articles in your dissertation? Yes No
12. 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...
13. How would you rate the feedback you received from
your DF supervisor?
Low High
1...2...3...4...5...
Did you use any peer support, ie someone who
completed the LMDS programme previouslyor
simultaneously?
Not applicable
Yes No
How would you rate this support? Low High
1...2...3...4...5...
Learning styles and Future Learning
14. Do you plan to build on your Level 7 BA award by
studying toward a Level 8?
Yes No
15. In which learning environment do you feel most
comfortable?
Military Civilian

56
Please take the opportunity to make observations about the transition from military learning
to academic learning in the space provided below.

Master Body Text Dissertation Eoin McGeeney LMDS Experiences

Master Body Text Dissertation Eoin McGeeney LMDS Experiences

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