Standing Out

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

Sarah Martin, Myra Franzone, Sandy Zimmermann & Kelley Ige

Dr. Don Lee, BUS 4690: Strategic Management
Seattle Pacific University
Spring 2016

STANDING OUT IN A SEA OF CAMOUFLAGE

!
!
Introduction
In the past century, companies like Boeing, Amazon, Deloitte and T-Mobile built
successful powerhouses to become industry leaders. Beyond their history of operational success,
however, these companies also share a key strategy that differentiates them from their rivals: an
active effort to attract and hire military veterans. These corporations understand that veterans
possess unique skills that translate into valuable resources for firms. While much work remains
to be done in the realm of veteran employment efforts, the movement continues to gain
momentum due to strong support and adoption by leading firms that seek to make a difference
for Americas servicemembers.
Unfortunately, this strategic pursuit of veterans has not taken off in higher education
institutions, which often represent the bridge between military service and future careers for
many veterans. American colleges lack serious effort and adequate infrastructural support for
student veteran programs, despite the positive impact that veteran recruitment, matriculation, and
graduation can have on student diversity, enrichment of the learning environment, and financial
security. As a result, Student Veterans of America estimates that roughly 51.7% of veterans that
attend college will earn their undergraduate degree while 48.3% will drop out (SVA, 2014,
Million Records Project), but an article in the Huffington Post paints a far bleaker picture with an
88% veteran dropout rate (Wood, 2012, Veterans College Drop-Out Rate Soars). While some
universities like the University of Arizona excel at forming strategies to combat this staggering
dropout rate such as reintegration courses, accelerated admission, and drop-in centers low
veteran graduation rates continue to exist as a systemic problem across the nation.
Furthermore, servicemembers share a common susceptibility to suicide, ranging from
contemplation to actual attempts and, tragically, completed suicides. A recent investigation for
the Army Study to Assess Risk and Resilience in Servicemembers found that it might be times
of transition, rather than the ongoing strain of combat and long deployments, that stress veterans
the most (JAMA, 2016, Risk Factors, Methods, and Timing of Suicide Attempts Among US
Army Soldiers and Fox, 2016, Military Suicides). During the transition out of military service
and into college, veterans undoubtedly face high levels of stress that require services to ensure
their success. Additionally, as high school students consider enlistment for the promise of future
educational and career opportunities, actual follow-through in the graduation and hiring of
veterans is vital to sustain strong force levels and ultimately bolster national security. If veterans
do not receive the promised benefits of military service in higher education and the workforce
after separation from active duty, the nations force strength will suffer from a lack of incentives
to enlist. The higher education industry must prioritize student veteran programs to improve
these national statistics and contribute to national security.
Strategic Issue Statement
These factors culminate in an issue of strategic value for Seattle Pacific University
(SPU). In the next five years, SPU can implement the recommendations of this strategic business
plan, leveraging the universitys strengths of an interconnected service infrastructure, valuable
community partnerships, unique location, and growing veteran support community to increase
the student veteran population from 5% to 10% of undergraduates, secure $7 million in
guaranteed tuition payments, and transform campus diversity. As a result, the university can gain
a competitive advantage in the higher education industry through veteran recruiting and retention
methods that will increasingly attract active-duty and veteran servicemembers to join the ranks
of SPUs undergraduate students.
1
!

!
!

STANDING OUT IN A SEA OF CAMOUFLAGE

As this strategic business plan will explain in the pages that follow, the university should
put the comprehensive, long-term infrastructure in place to support student veterans before
engaging in the mission of recruiting more veterans into the ranks of undergraduate students.
Only an organized and carefully-created structure for the available resources and capabilities will
enable SPU to obtain a competitive advantage in higher education.
This strategic issue presents not only the intangible benefits of an enriched classroom
experience and diverse student body, but also the practical and tangible benefits of financial
security for the university and the opportunity to offset any budget deficits that the university
may currently face. From a visionary perspective, strategically implementing a plan to increase
the enrollment of veterans will aid the university in fulfilling its mission of graduating people of
competence and character, becoming people of wisdom, and modeling grace-filled community
(SPU Mission Statement).
Veterans provide diversity among the student body that will prepare all students to be
culturally competent in the workplace. Furthermore, the benefits of financial sustainability
resulting from veteran enrollment will equip SPU to continue shaping students to engage the
culture and change the world (SPU University Vision). Finally, this plan will help to resolve the
prevalence of high unemployment and low graduation rates among veterans in the community.
The opportunities for promoting human flourishing and creating positive change within the
veteran space are innumerable, but this initiative also brings financial and social rewards for the
higher education institution that chooses to strategically position itself to reap the benefits.
At this juncture in the universitys life cycle, it is essential for SPU to maintain a
competitive position. The university must overcome the threat of rival universities that are
already realizing the financial and educational benefits of an increased student veteran
population as well as the positive impact of successful veteran alumni who contribute to their
alma maters through academic, social, and financial means. The administration and board of
trustees should prioritize this strategic initiative because each veteran represents valuable
resources that will enable the university to obtain a competitive advantage. By implementing the
strategic recommendations of this business plan, Seattle Pacific University will be able to stand
out in a sea of undifferentiated colleges that merely blend in to the camouflaged landscape of the
vast higher education industry.
Root Cause Analysis for the Strategic Issue
In order to understand the broader strategic context and the necessity of this issue, a
SWOT Analysis (see Appendix A) and Root Cause Analysis (see Appendix B) provide a clear
picture. As this analysis indicates, higher education institutions suffer from the main root causes
of ambiguity, inconsistency, a limited customer base, lack of personnel and physical resources,
and an overall lack of adequate systems and processes. These high-level problems cascade down
to quantifiable issues such as high unemployment and low graduation rates, as well as qualitative
factors of student diversity, social isolation, and an unnecessarily difficult transition for veterans.
The root causes are not limited to Seattle Pacific University only, but rather transcend to
the higher education field as a whole and remain unsolved until now. These dilemmas are
addressed in the analysis and recommendations that follow, providing a way for SPU to move
beyond blending in to the status quo by standing out in the market as a veteran-friendly school.
External Analysis
Any firm seeking to craft a strategy must consider the myriad external factors that can
influence strategic success or failure. Michael Porters Five Forces Model (1979) analyzes the
2
!

STANDING OUT IN A SEA OF CAMOUFLAGE

!
!
external context through the firms buyers, suppliers, rivals, substitutes, and new entrants in the
market. For this strategic issue, rivals represent the most relevant external force. In the end, SPU
must differentiate its strategy and outcompete its rivals through the use of valuable resources and
capabilities to win the competitive advantage. The first step in forming the most competitive
strategy in higher education begins with an assessment of the student veteran programs and
benefits (or lack thereof) within the current market.
To accomplish this mission, the team coordinated research with 25 of Washingtons most
well-known universities, community colleges and trade schools across a range of counties, class
sizes, and tuition rates. While not all of the colleges responded to inquiries, the veteran program
leaders at many schools in the local area are tightly interconnected in a network with each other,
and they are eager to assist other universities in forming their own veteran services for the
overarching goal of helping American servicemembers. As a result, this collaboration enriched
the research and the team owes these talented leaders much of the credit for the findings and
recommendations contained in the following pages.
The team discovered a few key highlights from the external environment research. First,
most universities do not have consistent tracking of veteran students, nor do they know exactly
how many veterans and active-duty servicemembers currently attend their schools at any given
point in the academic year. Similarly, most schools do not track the graduation rates of their
veteran students, which would determine whether there is any improvement in the state and
national rate of college completion among veterans. This indicates that there is a considerable
need for growth in data tracking and management operations within higher education.
However, the Department of Veterans Affairs recently developed a resource for veterans
to analyze and compare schools when selecting a university. For this business plan, the team will
look specifically at the Chapter 33 educational benefit program (known as the Post-9/11 GI Bill).
Using the GI Bill Comparison Tool for Chapter 33 benefits, the team created a chart that
provides a larger picture of the veteran-services landscape in Washington higher education (see
Appendix E). The research team believes that this data is roughly two years old, because FY
2014 is the latest record for historical school information. However, the team believes that this
two-year gap in data can still be relevant for strategic analysis, and the Comparison Tool enables
researchers to draw important inferences. Using eight of the top services that veterans seek, the
research team evaluated each school on an 8-point scale. While many schools are experts at
creating veterans through strong ROTC programs that are essential for building national security
and the military force of the next generation, very few schools follow through to assist these
soldiers, sailors, marines, airmen and coast guardsmen separating from active duty.
Schools that earned the highest achievement of 6 out of 8 points for veteran services
according to the strategic management teams metrics included Washington State University,
Western Washington University, Eastern Washington University, Seattle Pacific University,
Saint Martins University, The Art Institute of Seattle, and Lake Washington Institute of
Technology. For the purposes of learning from others to improve SPUs competitive advantage,
the team believes that most of these schools are leaders in veteran-friendly higher education that
should be emulated. However, it is important to note that Saint Martins University and The Art
Institute of Seattle were both flagged by the Comparison Tool for caution, specifically in regards
to Heightened Cash Monitoring and Settlements with the U.S. Government. This indicates
that while these two institutions may provide many veteran services, money intended for
veterans may not be used in a financially responsible and honest manner. Since the highest score
in the teams comparison (Appendix E) is only 6 out of 8, SPU has the unique opportunity to
improve not only the final 2 metrics of veteran friendliness (for a score of 8 out of 8 points), but
3
!

STANDING OUT IN A SEA OF CAMOUFLAGE

!
!
also expand the universitys services beyond the minimum level of programs and resources that
their veteran customers seek. For this strategic business plan and its metrics, the Washington
state leaders for veteran programs include:
! Washington State University
! Western Washington University
! Eastern Washington University
! Seattle Pacific University
! Lake Washington Institute of Technology
The second key discovery reveals that large state schools and community colleges tend to
have a Veteran Center, Office of Veteran Affairs, or Veteran Services Point of Contact in some
capacity. The research team assessed this feature through a simple internet search, which is a
common method that veterans would also use to determine which college to attend (see
Appendix C). Programs may exist at the universities on the list, but they are still not sufficiently
visible to the external customer base. This represents a tactical recommendation for all
universities: visibility on the university website is vital for advertising student groups and
available services. As the chart indicates, many of SPUs niche market competitors (i.e. other
private Christian universities) do not currently have veteran programs or any designated points of
contact for veterans and neither does SPU. This is an opportunity for the university to create
valuable differentiation through their strategy if they make small but necessary changes.
In addition to the force of rivals, perhaps the most important force for SPU comes from
the buyers. These are the active-duty servicemembers, veterans, and military family members
who are in the market for college and ready to invest in higher education. The National
Conference of State Legislatures (NCSL) notes that veteran students are leading the charge for
diversity among minority and nontraditional sub-groups in ways that differentiate them from
many of their peers:
Veterans are typically older than other students . . . Nearly half of veteran students have
families, either a spouse (47 percent) and/or children (47 percent). Despite only making
up 10 percent to 12 percent of military personnel, women make up 27 percent of veterans
enrolled in post-secondary education . . . Sixty-two percent of veterans and military
service members are the first in their family to attend college (NCSL, 2014, State and
Community Roles in Supporting College Completion for Veterans).
By understanding these buyers, who purchase a firms products or services and impact a firms
revenues, SPU can better serve their customers and create the infrastructure that will retain their
loyalty while increasing profitability (Barney and Hesterly, 2008, p. 51). At this point, buyers do
not meet the small-size qualifications as a threat, because there are many veterans on the market
for higher education. However, SPU currently supplies services that are undifferentiated and
standard, which is the second indicator of a buyer threat (p. 51).
Another threat from SPUs buyers is the fact that products sold to buyers are a
significant percentage of a buyers final costs (p.51). Translated to this case, this means that
veterans have a high out-of-pocket expense of $14,387 to attend SPU, and they would therefore
seek more affordable options for college that would be fully covered by the 100% instate tuition
benefits of the Post-9/11 GI Bill. As a result, state colleges that offer services similar to those
provided by SPU (i.e. ranking 6 out of 8 points in the Appendix B metrics) while also benefitting
from full GI Bill coverage at 100% of the state tuition rate are likely to attract larger numbers of
veterans. This is true for Washington State University, Western Washington University, Eastern
Washington University, and Lake Washington Institute of Technology, but SPU is the only
college among the top veteran-friendly colleges without this 100% in-state tuition advantage
4
!

STANDING OUT IN A SEA OF CAMOUFLAGE

!
!
since it is a private university. Arrangements like the Yellow Ribbon Program that help to
alleviate veterans out-of-pocket expenses are vital for attracting buyers when the cost of the
universitys tuition is greater than the instate coverage value. SPU should continue to grow in
this area until there is no difference in out-of-pocket expenses between this university and the
four other industry leaders for veterans and other GI Bill recipients.
Veterans represent SPUs best buyers due to the payment structure that comes with each
of these students. As indicated in Appendix B, SPU receives the national maximum of $21,085
in payment from the GI Bill rate of instate tuition coverage (U.S. Department of Veterans
Affairs, Education and Training). This represents over $20,000 per veteran in guaranteed
payment from the U.S. Department of Veterans Affairs to the school. According to Victor Jabri,
the Military Outreach Coordinator at Northeastern University (Seattle), schools receive fiscal
advantages from veteran students, and from a simple financial-gains perspective, the variety of
VA benefits as well as tuition assistance for active, guard and reserve forces guarantee [that]
higher education institutions [will receive] tuition payments that are both on time, and in full
(personal communication, May 6, 2016). For 160 current students receiving GI Bill benefits at
SPU, the university has a guaranteed source of $3.2 million from this demographic alone. If SPU
forgives the other $14,387 in out-of-pocket expenses through the Yellow Ribbon matching
program and an increase in scholarship awards specifically for veterans, the university still
benefits from a highly profitable source of guaranteed tuition payment. In fact, by requiring
veterans to make up the difference and meet the full tuition amount without additional gift
assistance, universities demotivate veteran buyers from choosing their school for higher
education; this is an opportunity cost that SPU simply cannot afford. Lowering the out-of-pocket
cost for veterans to attend SPU is vital for the universitys opportunity to gain competitive
advantage and financial security.
For the other components of the Five Forces, there are also threats of substitutes for SPU.
According to the National Survey of Veterans in 2010, 64.8% of veterans used their benefits for
college education (National Survey of Veterans, 2010, p. 147). This indicates that 35.2% of
veterans are using substitutes to a four-year institution. Instead, 23.5% of these veterans are
going to a business, technical, or vocational school, while 11.8% of veterans do not enter into the
education system at all and will instead take other paths such as direct entrance into the
workforce (p. 147). Some veterans in this study did a combination of educational options for
example, a veteran might use their benefits to attend college, but also use the benefits towards
tutorial assistance, flight training, or business school if there are enough funds to allocate. Many
veterans do not wish to go back to a four-year university because of the time commitment and
obstacles they may face as a non-traditional student. Substitutes such as a shorter time
commitment for schooling or a career that does not require further education are small but
significant external threats to SPU that inhibit attracting veterans to the university. The threat of
suppliers is low for SPU, and suppliers to universities include professors, personnel, and other
staff members. Currently, SPU has adequate staffing and does not have trouble attracting
applicants due to the location, size, and religious components of the university. New entrants in
the industry are also a low threat, due to the difficulty in starting a four-year university that
would even reach a competitive level in a short period of time. However, there is a growing
threat of two-year community colleges transitioning to become four-year institutions, providing a
less expensive option for veterans to earn their four-year degree with full tuition coverage.
As Appendix A notes, several key opportunities and threats impact the university from its
external environment. Many of these factors are outside of SPUs control, such as the veteran
communities that are already six or seven times larger at other universities, or the negative
5
!

STANDING OUT IN A SEA OF CAMOUFLAGE

!
!
economic impact that could arise from budget cuts, incorrect budgeting, and financial
uncertainty. However, there are some threats that the university can easily guard against,
including any reduction in the Yellow Ribbon program percentage that the university sustains1,
the potential for rising tuition costs, and the low national veteran graduation rates. In the
recommendations that follow, the team suggests strategies to mitigate weaknesses and threats in
order to leverage the universitys strengths and maximize its opportunities. If the university can
move towards the realization of key opportunities available, such as increased diversity, enriched
classroom dialogues, and financial security, SPU will be in the position to reap many other
higher-level benefits of an effective veteran program, including the practical fulfillment of the
universitys mission and a thriving veteran community.
Internal Analysis
SPU possesses unique resources and capabilities that the university should develop in
order to address the issue in this strategic business plan. When this development is accomplished,
it will enable SPU to obtain even more valuable resources that will provide a long-term
competitive advantage as a result of differentiation. To begin internal analysis, a firm can use the
VRIO framework to evaluate its current resources by determining which assets are valuable,
rare, not easily imitable, and organized. The team believes that there are a handful of key assets
among SPUs current resources and capabilities that can help to position the university as the
market leader, given proper asset cultivation.
The first of these resources is the current infrastructure of campus services, comprised of
a network of academic tutors, disability support, counseling care, financial assistance, and career
guidance. This is valuable because the existing infrastructure saves the university millions of
dollars and countless hours that would be necessary for establishing these services or similar
departments from the ground up. There is no need to create office spaces or make room in the
budget for these services since they already exist to serve students. Additionally, the
infrastructure provides a valuable capability because it includes highly-skilled employees that are
already experts in their field; from counseling to financial advising, SPUs staff members are
experienced and trained to deliver results. There is no need to hire an entirely new team and
expend more funds for hiring, onboarding or basic job training. The various learning centers,
clinics and designated offices that comprise SPUs internal resources, as well as the internal
capabilities of an exceptional and well-trained staff, give the university a valuable advantage.
Furthermore, the interconnectedness of SPUs services is likely the result of a close-knit
community and an emphasis on staff collaboration, so these resources provide a rare type of
synergy within the university. Other universities may find that the collaborative nature of SPUs
social complexity is not easily imitable, and it would be difficult to implement this
interconnected web of services on a larger scale without the organization and coordination that
SPU has developed within the scope of its close-knit campus.
Beyond the campus infrastructure, SPU can most notably benefit from the strength of its
proximity to downtown Seattle and community partners in the local business network (see
Appendix A). The universitys strategic geographic location provides value from the perspective
!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!
1

The Yellow Ribbon Program is a matching program. For example, SPU may volunteer to cover 50% of the
remaining balance for veterans, while the VA will cover the other 50%. However, if SPU only offers 40%, the VA
will only match 40%, leaving veterans with 20% of out-of-pocket expenses left to cover. It is essential that SPU
maintain the current Yellow Ribbon Program commitment for undergraduates (up to $16,000 per year for tuition:
$8,000 from SPU and $8,000 in VA matching funds). The SPU portion (currently up to $8,000) can also come
through gift assistance such as merit scholarships, which SPU already offers to other undergraduate students as well.

6
!

STANDING OUT IN A SEA OF CAMOUFLAGE

!
!
of buyers (future students) seeking career opportunities and networks in the city. This location is
rare because it sits at the center of business hubs like Fremont, Queen Anne, Ballard, and
downtown Seattle. Other colleges could not easily imitate this valuable location because there
are barriers to entry with limited land available in this unique area and high costs to develop a
full campus in Seattle. Since SPUs establishment in 1891, the campus grew and introduced new
buildings for campus housing and academic departments. For schools just starting to establish a
university in the same region, this physical organization would take several years to develop.
SPUs other strengths include its small class sizes, an emphasis on Christian theology and
ethics that attracts veterans with faith backgrounds, and the universitys serious efforts to value
the diversity of students while seeking to understand their particular needs in the context of
available capabilities. In recent years, a new strength started to emerge as veteran professors
established an organized veteran community through the Veterans Cadre, and the group
continues to grow. All of these strengths can help to mitigate some of the universitys internal
weaknesses, which vary from the lack of a physical veteran space to the feelings of isolation and
disconnect that are prevalent among veteran students on a national level (see Appendix A). SPU
faces the main weaknesses of process ambiguity throughout the college experience, gaps in
adequate program provisions, and a lack of data tracking and management. The university can
still implement innovative changes for this strategic issue, however, by selecting among the
following realistic alternatives for the business.
Identification of Alternatives
Since higher education institutions tend to have ambiguous and lengthy degree
completion processes, a lack of physical resources to meet the needs of veterans, and an overall
lack of the necessary systems and structures to support a growing veteran community, these
universities can benefit from weighing several strategic alternatives for implementation.
Alternative A
The first alternative involves the improvement of the campus infrastructure to support
veterans that SPU has already attracted. As mentioned in the preceding pages, the university
must put the comprehensive, long-term infrastructure in place to support student veterans before
engaging in the ultimate mission of recruiting more veterans into the ranks of undergraduate
students.
This requires an organized and carefully-created structure that utilizes the resources and
capabilities currently available to SPU. The university should develop a designated program for
student veterans with specific points of contact and a physical space. There needs to be more
infrastructure to support the veterans that the university currently attracts and retains, merely to
get to a sustaining position. From there, the university can engage in further recruitment to grow
the veteran community.
This objective can be accomplished through a designated Vet Center, which will allow
veterans to have a space to meet with other veterans, hear about the resources available for them
at SPU, and have a learning environment that caters to the veterans unique experiences and
needs. Many veterans have been away from the educational environment for several years and
often come from previous combat experiences that make classroom learning more challenging
for them in comparison to most of their 18-year-old peers. By establishing a designated Vet
Center, SPU can build a learning environment that will foster the academic success of student
veterans in addition to promoting successful reintegration and connection with others. One of the
greatest risks facing todays veterans is the high veteran unemployment rate and the high veteran
7
!

STANDING OUT IN A SEA OF CAMOUFLAGE

!
!
suicide rate. One estimate from the Department of Veterans Affairs Mental Health Services
Suicide Prevention Program suggests the following:
Among cases where history of U.S. military service was reported, Veterans comprised
approximately 22.2% of all suicides reported during the project period . . . If this
prevalence estimate is assumed to be constant across all U.S. states, an estimated 22
Veterans will have died from suicide each day in the calendar year 2010 (Kemp and
Bossarte, 2012, p. 15).
It is vital for the sake of the veteran community that universities do their part to eliminate
isolation and disconnect among their student veterans. Unfortunately, SPU has already lost some
veteran students who fell through the cracks, lacked financial assistance, and even ended up in
homeless situations while failing their classes. In such a situation, it is only a matter of time
before the lack of support for these veterans culminates in a life-or-death situation that may
contribute to the tragic number of veteran suicides.
As a matter of critical importance, SPU should focus on establishing a Vet Center for the
camaraderie and growth of the current veteran demographic in order to promote human
flourishing in the community. Once this is accomplished, the university can focus on expanding
the student veteran base through recruiting. SPU also offered a Boots to Books veteran
reintegration course in Winter Quarter 2016, and the team believes that the university should
continue these transitional classes in cooperation with the Vet Center.
When a center is established on campus, active-duty servicemembers and veterans can
see visible proof of a successful program already in place and a systemic dedication to veterans,
which will attract them to SPU in even greater numbers. If the university selects this alternative,
a source of additional benefit may also arise from community partnerships. Local family
organizations have already sponsored the Ames Library and Arnett Hall through their donations,
and it may be possible to secure the support of other foundations to build a Veteran Center on
campus with additional resources at no cost to the university. This Vet Center strategic
alternative will successfully contribute to student veteran retention as well as the continued
recruitment of veterans for years to come.
The counseling center at SPU is another component of campus infrastructure that
deserves further development. Within the military, warriors are trained to tackle situations
independently and maintain mental strength under pressure. As they reintegrate into the civilian
sector, veterans (specifically male servicemembers) carry this warrior ethos with them. While
this mentality may be helpful for overcoming the hurdles of reintegration to a certain degree,
military service may influence males perception of stigma when seeking help for mental health
problems, since high levels of conformity to masculine norms [have] significantly higher
levels of stigma toward help-seeking (Steinfeldt and Steinfeldt, 2012, qtd. in Lindinger-Sternart,
2014, p. 2). Lindinger-Sternart also notes a correlation between self-assured psychology and U.S.
Army Special Forces promotions, indicating an institutional pattern in the military that rewards
psychological hardiness with career advancement (Bartone, Roland, Picano, & Williams, 2008,
qtd. p. 4). This is necessary for the strength of the force, but is associated all too often with the
rejection and stigmatization of help-seeking behavior, even in the form of professional
counseling.
Military servicemembers commonly identify themselves to a higher level with . . .
norms of masculinity and toughness and may not recognize the benefits of seeking counseling
(Steinfeldt and Steinfeldt, 2012, qtd. p. 4). For veterans, counseling is essentially telling yourself
that you have failed. To combat this stigma, psychologists can effectively reach student veterans
by focusing on the strengthening effects that counseling can have on receptive individuals, which
8
!

STANDING OUT IN A SEA OF CAMOUFLAGE

!
!
in turn improves veterans success in school and future careers. As a part of the campus-wide
effort to assist veterans, the counseling center can take this approach and directly promote their
services through visibility in the Vet Center, as well.
Alternative B
Another strategic alternative would be the addition of the two missing measures on the 8point scale featured in Appendix E, with the overall goal of changing the universitys culture to
serve veterans needs. SPU and its closest rivals sit at 6 out of 8 points, and the university
currently supports a Student Veteran Group, the Yellow Ribbon Program, Principles of
Excellence, Military Tuition Assistance (TA), Credit for Military Training, and a Single Point of
Contact for financial assistance with veteran benefits.
Credit for Military Training is evaluated on a case-by-case basis, and veterans can send
their official transcript to the university (Student Academic Services: Veterans Education
Benefits, Credit for Military Training, para. 8). At this point, SPU evaluates Initial Entry
Training (e.g. Basic Combat Training in the Army) with 3 credits of elective physical education
(Credit for Military Training). In the event of more advanced training, such as a language
school or special forces experience, SPUs Student Academic Services will evaluate if it is
congruent with other courses offered at the university. This provision is attractive to veterans and
will continue to bring students from military backgrounds to the school.
Of the eight metrics, SPU does not currently support VetSuccess on Campus, nor does it
include the 8 Keys to Veteran Success. VetSuccess on Campus (VSOC) aims to help Veterans,
Servicemembers, and their qualified dependents succeed and thrive through a coordinated
delivery of on-campus benefits assistance and counseling, leading to completion of their
education and preparing them to enter the labor market in viable careers (Vocational
Rehabilitation and Employment: VetSuccess on Campus). SPU should take advantage of the
opportunity to gain a VA Vet Center Outreach Coordinator through this program.
While the university currently benefits from having a VetCorps Navigator (funded by an
AmeriCorps grant to the Washington State Department of Veterans Affairs), this position pays a
minimal stipend of approximately $1,200 per month for a full-time commitment and $5,500 in
education benefits upon completion of 1700 volunteer hours over 10 months. Historically, the
VetCorps program at SPU fails to retain a Navigator for more than one year due to the
opportunity cost that veterans in the Navigator role must face; individuals can earn far more
money to support their families in a full-time job, rather than a volunteer position for a meager
stipend. Without a consistent staff member supporting veterans success on campus, progress has
been slow. A VSOC program can introduce peer-to-peer counseling and referral services, to
help veterans transition from military service to college with the support and assistance needed
to pursue their educational and employment goals (VetSuccess on Campus). VSOC
Counselors can also assist with disability accommodations and other factors that may impede a
veterans learning experience.
The other program, 8 Keys to Veteran Success, is a series of steps that higher education
institutions can take to help active-duty and veteran servicemembers in their transition process,
degree completion, and career readiness (U.S. Department of Education, 8 Keys to Veterans'
Success Sites, para. 1). Appendix F lists these eight steps, which provide an excellent benchmark
for SPU to strive for in its long-term goals of creating a comprehensive student veteran program.
If VSOC and the 8 Keys are adopted by the university, SPU has an opportunity to become the
best in its field for veteran friendliness.
The team also believes that this alternative should include a deeper cultural change within
9
!

STANDING OUT IN A SEA OF CAMOUFLAGE

!
!
higher education, which begins with equipping staff and faculty with the necessary tools and
resources to serve their veteran students. While many veterans have adjusted to civilian life and
succeed beyond their peers in the classroom, their unique experiences from the military can pose
challenges that interrupt the learning process.
Professors can help veterans by adapting their teaching styles to respect the needs of
combat veterans (i.e. sensitivity to sudden movements or intense noise), providing seating
accommodations in the classroom that allow veterans to select desks where they feel safe enough
to learn (i.e. away from the door, with a view of the entire room, etc.), and communicating
feedback that helps veterans understand the purpose of coursework they are completing (i.e.
veterans are accustomed to having a particular objective for a task or mission, and they may lack
motivation to excel when coursework seems purposeless).
Alternative C
The third strategic alternative is a corporate partnership program specifically designed for
veteran students. Large companies with operations in the greater Seattle area like Amazon,
Boeing, Microsoft, Starbucks, etc. would make valuable partners for building an SPU veteran
track for mentorship and career development. Through an apprenticeship or internship
arrangement, SPU could partner with these companies to establish a comprehensive program
geared towards improving veteran graduation and employment rates.
In the teams conversations with student veterans at SPU, as well as an interview with the
Associate Director Sean Murphy from the Strategic Initiatives Department at Pacific Mountain
Workforce Development Council, we discovered that many veterans consider dropping out of
college because they believe that they can earn a greater income in the same long four years that
are required for earning a degree (personal communication, May 15, 2016).
Considering this factor, universities should actively pursue an alternative that does not
force veterans to choose between providing for their families and earning a degree. Not only
would a corporate partnership program (CPP) supply reliable employment for veterans during
college, but it could also be used for career mentoring and internship credits towards course
completion. After veterans successfully graduate, they will already have a foot in the door to
establish a meaningful career at a leading company. This strategic alternative combats the high
college dropout and unemployment rates prevalent among current veterans, but companies will
also benefit from the unique skills and experiences that veterans bring with them from their
military service. This alternative would require coordination and networking with leaders from a
variety of corporations. The team believes that the most effective way to build a CPP will come
through veteran-to-veteran connections: corporate contacts with military backgrounds assisting
other veterans in climbing the career ladder.
This can be realized in two ways. First, veteran leaders at local companies can enter into
a partnership with SPU to have direct access to student veterans available for hire. Alternately,
veterans working at local companies can volunteer to mentor student veterans specifically, and
provide career guidance, personal encouragement, and navigation for the difficult transition out
of military service.
By collaborating with professionals who share similar experiences and have been in the
shoes of veteran students, many stakeholders in the community will benefit. Veterans will be
able to grow their professional networks, companies will gain access to a highly qualified group
of potential future employees, and the university will benefit from this unique program as
veterans see SPUs strategic differentiation and dedication to helping servicemembers succeed
beyond graduation.
10
!

!
!

STANDING OUT IN A SEA OF CAMOUFLAGE

Alternative D: The Strategic Recommendation

The optimal alternative for SPU to differentiate its strategy and gain competitive
advantage lies in the final alternative. The university should implement a combination of all of
the previous alternatives by establishing the Vet Center, obtaining a designated point of contact
for student veterans (i.e. VSOC Counselor), changing the university culture by equipping faculty
and adding the two missing metrics, and creating a corporate partnership program. While each
alternative above can stand on its own and improve veteran services on campus in important
ways, the most beneficial strategy for veterans and the university will integrate all of the
alternatives. Implementing these alternatives would allow SPU to increase their competitive
advantage against their competitors through a differentiated strategy that attracts the growing
student veteran population. Appendix G provides a value analysis for this strategic
recommendation. The following implementation plan prescribes specific, measureable actions in
a reasonable timeline that will leverage SPUs strengths and maximize opportunities.
Implementation Plan
Within the next five years, SPU can make a strategic shift that will increase the GI Bill
recipient population from 5% of the entire undergraduate student population (160 students) to
over 10% of undergraduates (a goal of 350 total students, which trends toward the low end of
veteran populations in Washington colleges).
As the National Conference of State Legislatures (NCSL) noted in 2014, veteran
undergraduates make up roughly 4 percent of the national student body, and although a relatively
small percentage, the number is expected to increase as more service members return home from
serving in Iraq and Afghanistan (Veterans and College). Implementing a strategic plan in a
timely manner will maximize the opportunities available from a growing veteran population that
currently seeks higher education.
The timeline begins with the Vet Center (Alternative A) as the first priority of the
strategic recommendation. This long-term investment not only provides a meeting place for
veterans that will allow them to pursue academic achievement and reintegration through
camaraderie, but it will be the cornerstone upon which the other components of the strategic
recommendation are founded. SPU needs the stability and longevity of a physical space for
student veterans in order to sustain the campus objective of moving towards optimum veteran
friendliness. The team believes that SPU can establish a Vet Center before the end of the 20162017 academic year, and this timeline could be accelerated if community partners contribute
donations (i.e. desks, appliances, sofas, etc.). If an organization funds the development and
furnishings for the Vet Center, the university can honor their contribution to SPU student
veterans by dedicating the center in the organizations name (just as the library is named after the
Ames family, etc.). Another option for furnishing the Vet Center can come from a reorganization
of the Military and Veteran Support Club (2012-2016) as a chapter of the Student Veterans of
America (SVA) national student organization. Through a partnership with the Home Depot
Foundation, SVAs Vet Center Initiative has built and improved veteran spaces on 61 campuses
impacting over 30,000 [veterans] at deserving chapters (SVA, Vet Center Initiative). After
qualifying as a chapter and proving its contributions to the SVA organization over a few years,
an SPU club could assist the university in obtaining full funding for the Vet Center. While this
SVA option will take several years to execute, it is a reliable backup plan if other donors are
difficult to find. The only other infrastructural change required in the first phase of the
implementation plan is the outreach method of SPUs counseling services. The Student
11
!

STANDING OUT IN A SEA OF CAMOUFLAGE

!
!
Counseling Center (SCC) can immediately and easily implement dedicated efforts toward
assisting student veterans. This can begin with breaking down stigmas and showing veterans that
strength can come through ones willingness to seek help to accomplish the mission of
reintegration and graduation.
Next, SPU should implement Alternative B, transforming the universitys culture to serve
veterans needs. This includes the addition of the two missing measures on the 8-point scale: 8
Keys and VSOC. This can be accomplished within one year by gaining a VSOC counselor which
could potentially replace the VetCorps position, and by training professors to understand the
veterans in their classes. When SPU fulfills the different metrics of the 8 Keys to Veteran
Success, it will boost SPUs reputation as a veteran-friendly university.
Once this cultural change at SPU begins, the university can implement Alternative C, the
corporate partnership program (CPP). This initiative can commence after the VSOC Counselor is
established at the university as the main point of contact. SPU can implement the CPP during the
2017-2018 academic year after SPU locates and confirms willing corporate contacts.
Finally, after a comprehensive, long-term infrastructure is set in place to support the
universitys current student veterans, SPU can develop other strategic options, beginning with
the external recruitment of other veterans and GI Bill recipients. An organized and carefullycreated structure that utilizes the available resources and capabilities of the university will enable
SPU to obtain a competitive advantage in the higher education industry, attracting the growing
population of active-duty and veteran servicemembers who served in Iraq and Afghanistan.
Application to Christian Faith and Values
SPU is founded upon Free Methodist principles that guide the universitys actions. As a
Christian institution, SPU is called to reach out to overlooked populations. Veterans make up
11% of the U.S. population, but comprise 26% of the homeless population (Homeless Research
Institute, 2007, qtd. in Veterans, Inc.). There are several contributing factors:
The number of homeless Vietnam-era veterans, male and female, is greater than the
number of soldiers who died during the war . . . Causes of homelessness among veterans
are: lack of income due to limited education and lack of transferable skills from military
to civilian life (especially true of younger veterans returning from Iraq and Afghanistan) .
. . combat-related physical [and mental] health issues and disabilities . . . substance abuse
problems that interfere with job retention . . . weak social networks due to problems
adjusting to civilian life . . . [and] lack of services (Veterans, Inc. Statistics).
Recent research studies indicate that there are 682 homeless veterans in Seattle alone, which is
the 9th largest number of homeless veterans in the nation (Pickford, 2014). As mentioned
previously, veterans face risks of high dropout, unemployment and suicide rates. It is vital for the
sake of the veterans in our community that universities remove barriers of isolation and increase
services to improve veterans chances of success in obtaining meaningful employment.
Despite their selfless sacrifice to protect the nations freedoms and the valuable
experiences that enable them to contribute to our schools, business organizations and
communities, veterans are a largely under-served population. By differentiating a component of
the universitys overall strategy, SPU can leverage its strengths and maximize the innumerable
opportunities to promote veteran reintegration and career success. In response to the institutions
unique calling and founding principles, SPU can stand out in the higher education industry with a
distinguished dedication to the American servicemembers who selflessly protect our rights to
life, liberty, and the pursuit of happiness a pursuit that can transform lives through the growth
of knowledge in a supportive, grace-filled learning environment.
12
!

!
!
References
8 Keys to Veterans' Success Sites. U.S. Department of Education. (n.d.). Retrieved May 27,
2016, from http://www.ed.gov/veterans-and-military-families/8-keys-success-sites
Barney, J. B., & Hesterly, W. S. (2008). Strategic management and competitive advantage:
Concepts and cases. Upper Saddle River, NJ: Pearson/Prentice Hall.
Education and Training. U.S. Department of Veterans Affairs. (n.d.). Retrieved May 28, 2016,
from http://www.benefits.va.gov/GIBILL/resources/benefits_resources/rates/ch33/ch33
rates080115.asp
Fox, M. (2016, May 25). Military Suicides: Most Attempts Come Before Soldiers Ever See
Combat. Retrieved May 28, 2016, from http://www.nbcnews.com/health/healthnews/military-suicides-most-attempts-come-soldiers-ever-see-combat-n580276
GI Bill Comparison Tool. Vets.gov. (n.d.). Retrieved May 28, 2016, from
https://www.vets.gov/gi-bill-comparison-tool/
Jabri, V. (2016, May 6). LinkedIn Personal Communication.
Kemp, J., & Bossarte, R. (n.d.). Suicide Data Report, 2012 (Rep.). Department of Veterans
Affairs' Mental Health Services Suicide Prevention Program. Retrieved May 28, 2016,
from http://www.va.gov/opa/docs/suicide-data-report-2012-final.pdf
Lindinger-Sternart, S. (2014). Help-Seeking Behaviors of Men for Mental Health and the Impact
of Diverse Cultural Backgrounds. International Journal of Social Science Studies, 3(1).
doi:10.11114/ijsss.v3i1.519
Million Records Project [Scholarly project]. (2014). In Student Veterans of America. Retrieved
May 28, 2016, from https://studentveterans.org/images/Reingold_Materials/mrp/
download-materials/mrp_Full_report.pdf
Mission, Signatures, and Vision. (n.d.). Retrieved May 28, 2016, from http://spu.edu/aboutspu/mission-and-signatures
Murphy, S. (2016, May 15). Personal Communication [phone interview].
Pickford, O. (2014, August 20). Seattle/King County: 3rd Largest Homeless Population in 2013
HUD Report. Retrieved May 28, 2016, from https://www.theurbanist.org/2014/08/20/
2013-homelessness-introduction-to-hud-report-and-cocs/
Porter, M. E. (1979, March). How Competitive Forces Shape Strategy. Retrieved May 28, 2016,
from https://hbr.org/1979/03/how-competitive-forces-shape-strategy/ar/1
Resources for Veterans and Dependents at Seattle Pacific University. (n.d.). Retrieved May 28,
2016, from http://spu.edu/administration/veterans
13
!

!
!
Statistics: Veterans & Homelessness. Veterans, Inc. (n.d.). Retrieved May 28, 2016, from
http://www.veteransinc.org/about-us/statistics/#homelessness
Student Academic Services: Veterans Education Benefits. (n.d.). Retrieved May 28, 2016, from
https://spu.edu/depts/sas/students/va.asp
Ursano RJ, Kessler RC, Stein MB, et al. Risk Factors, Methods, and Timing of Suicide Attempts
Among US Army Soldiers. JAMA Psychiatry. Published online May 25, 2016.
doi:10.1001/jamapsychiatry.2016.0600.
Vet Center Initiative. Student Veterans of America. (n.d.). Retrieved May 28, 2016, from
http://www.studentveterans.org/programs/vetcenter-initiative
Vet Corps. Washington State Department of Veterans Affairs (n.d.). Retrieved May 28, 2016,
from http://www.dva.wa.gov/program/vet-corps
Veterans and College: State and Community Roles in Supporting College Completion for
Veterans. (2014, May 30). Retrieved May 28, 2016, from
http://www.ncsl.org/research/education/veterans-and-college.aspx
Vocational Rehabilitation and Employment (VR&E): VetSuccess on Campus. (n.d.). Retrieved
May 28, 2016, from http://www.benefits.va.gov/vocrehab/vsoc.asp
Westat Statistical Survey Research Corporation. (2010, October 18). National Survey of
Veterans, Active Duty Service Members, Demobilized National Guard and Reserve
Members, Family Members, and Surviving Spouses (Rep.). Washington, D.C.:
Department of Veterans Affairs. Retrieved May 28, 2016, from http://www.va.gov/
survivors/docs/nvssurveyfinalweightedreport.pdf
Wood, D. (2012, October 25). Veterans' College Drop-Out Rate Soars. Retrieved May 28, 2016,
from http://www.huffingtonpost.com/2012/10/25/veterans-college-dropout_n_2016926.html

14
!

!
!

Appendices
Appendix A: SWOT Analysis

15
!

!
!
Appendix B: Root Cause Analysis
Symptoms

Root Causes
Long (4 years) and ambiguous process to complete
the "mission" of earning the degree, with little to no
guidance or measurable progress.
Very few adequate "bridges" between military service
and civilian work life in higher education (colleges,
trade schools, etc.) that equip veterans with pathways
for successful careers

Low veteran student graduation rates nationwide

High veteran unemployment rates nationwide

Incorrect budgeting/financial uncertainty in budgeting
and planning
Lack of age and life-experience diversity in student
body

Lack of consistent, guaranteed tuition sources

Limited recruiting practices, targeted to specific

customer base and current market (high school
graduates and transfers).

Class discussions informed by traditional students'

perspective, preventing diversity in exchange of ideas
and thus inhibiting learning.
Veterans slipping between the cracks: Social
isolation, learning challenges, discouragement, feeling
misunderstood/alone, lack of support
system/camaraderie in time of need

No physical location for meeting other veterans and

connecting with existing campus/community
resources

Transition from military to university system difficult

to navigate for veterans

No specific point-person in admissions designated for

helping veterans and easing the process
they have nobody to ask for help

Appendix C: Informal Survey of Veteran Programs at Washington Schools

Adapted from internet search of school websites.
Does the college have a Veteran Center, Office of Veteran Affairs, or
Veteran Services Point of Contact of some kind?
YES
NO
University of Washington
Washington State University
Western Washington University
Central Washington University
Eastern Washington University
Gonzaga University
Pacific Lutheran University
UW-Tacoma
UW-Bothell
Edmonds Community College
Everett Community College
Clark College
Bellevue College

Seattle Pacific University

University of Puget Sound
Seattle University
Whitman College
Walla Walla University
Whitworth University
St. Martin's University
Northwest University
Trinity Lutheran College
Bastyr University
The Art Institute of Seattle
Lake Washington Institute of Technology

16
!

!
!
Appendix D: Acknowledgements
The team would like to thank the following individuals for their direct and indirect contributions to the content of this strategic
management business plan. We appreciate the valuable recommendations and resources that these individuals provided, and their
cooperation with our research endeavors.
Dr. Jim Rand, SPHR, CPT, CPN, SHRM-SCP Veteran, Executive in Residence and Clinical Professor, Seattle Pacific University
Dr. Don Lee Associate Professor of Management, Seattle Pacific University
Jared Wymer, MBA Veteran and I-O Psych Ph.D. Candidate, Seattle Pacific University
Sean Murphy, MBA Associate Director of Strategic Initiatives, Pacific Mountain Workforce Development Council
Daniel McConnell Veteran, VetCorps Navigator and Business Administration: Finance Major, Seattle Pacific University
Victor Jabri Veteran, Graduate Fellow: Master of Science Candidate, and Military Outreach Coordinator, Northeastern University
Chad Hutchins Veterans Career Advancement Program, Bellevue College
Niki Amarantides Director, Center for Learning, Seattle Pacific University
Myra Veltkamp Visits and Events Coordinator, Seattle Pacific University
Jerimiah Meyer Director of Military Education and Veteran Services, Olympic College
Erin Mulka Veteran, VetCorps Navigator, and Bachelor Degree Graduate: Social Welfare and Criminal Justice, UW-Tacoma
Andrea M. Wynne, M.Ed. Veteran and Career Development Specialist, University of Washington
Tiffany Windmeyer Career Development Coordinator, Masters in I-O Psych and Adjunct Professor, Clover Park Technical College
Nigeria Bell, M.Ed., MA. Licensed Marriage & Family Therapist Associate, Foundations Couple and Family Therapy, PLLC
Andrea Coker-Anderson, MPA Higher Education Professional and Registrar, UW-Tacoma
Kevin Henry Green Beret Veteran, Digital Media Fellow, and Business Administration Major Candidate, RP/6 Service Organization
Jack Barry Veteran and Special Funding Coordinator, Yakima Valley Community College

!
!
Appendix E: College Comparison of 25 Washington Schools

Appendix E chart continued on next page.

!!

18

!
!
Appendix E Continued: College Comparison of 25 Washington Schools

!!

19

!
!
Appendix F: The 8 Keys to Veterans Success
The 8 Keys to Veterans Success are the steps that postsecondary institutions can take to assist
Veterans and Service members in transitioning to higher education, completing their college
programs, and obtaining career-ready skills (U.S. Department of Education, 8 Keys to Veterans'
Success Sites, para. 1).
The 8 Keys to Veterans Success
1.! Create a culture of trust and connectedness across the campus community to promote
well-being and success for veterans.
2.! Ensure consistent and sustained support from campus leadership.
3.! Implement an early alert system to ensure all veterans receive academic, career, and
financial advice before challenges become overwhelming.
4.! Coordinate and centralize campus efforts for all veterans, together with the creation of a
designated space for them (even if limited in size).
5.! Collaborate with local communities and organizations, including government agencies, to
align and coordinate various services for veterans.
6.! Utilize a uniform set of data tools to collect and track information on veterans, including
demographics, retention, and degree completion.
7.! Provide comprehensive professional development for faculty and staff on issues and
challenges unique to veterans.
8.! Develop systems that ensure sustainability of effective practices for veterans.

20
!

!
!
Appendix G: Value Analysis for Strategic Recommendation
Cost:
New Vet Center Space

0.00*

Allocate space from one of SPUs

current buildings McKenna, Eaton,
or future Student Center.
*Potential opportunity cost for allocated space

Furnish Vet Center

50,000.00*

Includes paint, desks, appliances, etc.

*If contribution from local donor or
Home Depot cannot be obtained

Counseling Center Promotion & Specialization

500.00*

*Potential cost for printing materials or

providing training to SCC staff to meet
specific veteran needs

Implement VSOC and 8 Keys

0.00

Equip Staff and Faculty with Tools & Resources

to Serve Veteran Students

1,000.00*

*Honorarium fee for conference speakers at one-time

staff and faculty in-service training event

Corporate Partnership Program

0.00*

*No costs beyond labor required to coordinate partnerships

Maximum Anticipated Cost of Implementation*:

$51,500.00

*Anticipated cost if no outside donations are obtained

Revenue/Value of Implementation:
Current Value of Student Veteran Population:
160 veterans x $20,000/each = $3,200,000.00
Anticipated Value of Increased Student Veteran Population:
350 veterans x $20,000/each = $7,000,000.00
Minimum Anticipated Value of Implementation: $7,000,000.00
ROI for Full Implementation:
ROI=Benefit/Cost
ROI = $7,000,000/$51,500.00
ROI = 135.92

21
!

Appendix H: Interview Reports

Interview 1:
Team 5 Sarah Martin, Myra Franzone, Sandy Zimmermann and Kelley Ige
Seattle Pacific University Business Proposal
Interviewee:
Sean Murphy
Strategic Initiatives Department
Pacific Mountain Workforce Development Council
Specific purpose of interview: to gain knowledge about ways in which universities can improve
their services for student veterans, and what works for most colleges.
Minutes: Phone interview on May 15, 2016.
Conclusive summary: Colleges need to have a welcoming environment with the right
personnel, and veterans need people to help them when they get to college in order to understand
their purpose in higher education. Veterans face a difficult goal of a 4-year degree that is far in
the distance and requires significant time to accomplish the mission. Universities seeking to
grow their student veteran population should build career pathways and be at the right events for
recruiting veterans. If these universities lead the way in getting fellowships or internships for
veterans, this is one way that they can differentiate themselves from other universities.
List of questions and answers:
-! What are some areas where local colleges are excelling at veteran-friendliness?
o! Evergreen College Vet Center excellent personnel
!! They have someone who is personable, offers to help veterans walk
through the process.
!! Personal touch of a caring individual must be present in any Vet Center.
o! Centralia College training staff/faculty
!! Beyond a Vet Center, universities should have a friendly ear. Professors
dont always understand their veteran students, but many want to.
!! Certify and instruct professors and staff.
!! This college uses stickers for the office windows saying that this person is
a safe person and this is a safe space for vets to talk and receive help.
-! What areas do veterans struggle in when it comes to education, or why is it so difficult
for many to graduate?
!! Veteran demographic traditional vs. nontraditional
!! Many join for financial reasons to go to college.
!! They dont know what they want to do, just like most 18-year-olds dont
know.
!! Sense of purpose is a challenge for college completion.
!! Many dont know what community services are available to them.
-! What do you think SPU can do/what are some areas of opportunity?
o! Create a welcoming environment
!! WDVA (Washington Department of Veterans Affairs) has a school
process for becoming veteran friendly.
!! Affinity groups, work together i.e. the Cadre

22

o! Help veterans when they get there (i.e. from Day 1 or before), and help them to
understand their purpose in college.
o! Does SPU have an individual like the expert at Evergreen that will help veterans
and has that personal touch and empathy?
o! Look into programs like Starbucks and other companies that are just now looking
into employment for student veterans.
o! Be at the right events for recruiting but only focus on marketing when you have
the infrastructure.
!! There may be challenges with JBLM marketing and other bases, so its
best to focus on off-base events and attend annual transition summits that
are held in the local area every year (i.e. Boeing Veterans in Aerospace
Symposium).
o! Build career pathways similar to how its done in the military
!! Cycle of experience " education " experience " education, etc.
!! Internships and corporate partnerships may be a great place to start.
!! Find options for vets to receive training/education in shorter time periods
for example, if they want to be a PM, they can get a certificate in PM in
6 months.
!! Recognize that in the military, there is a goal, mission, manageable task,
you get there and you get it done.
! For veterans, the goal is so far out there that it is difficult to hang
in there for 4 years.
!! Teach veterans how to translate their life experience into civilian, and
theyll outcompete nonveterans every time.
!! Teach veterans how to embrace their experiences and the skills that they
have and help them gain the necessary work experience to fulfill their
personal objectives so that they are on track to graduate.
o! Form strategic alliances
!! Create a fellowship program with training and interning in corporate
world.
!! Potential programs to look into: US Chamber of Commerce Foundation
Hiring Our Heroes Fellowship, Starbucks veteran college program.

23

Interview 2:
Team 5 Sarah Martin, Myra Franzone, Sandy Zimmermann and Kelley Ige
Seattle Pacific University Business Proposal
Interviewee:
Daniel McConnell
VetCorps Navigator (Internal SPU Manager)
Seattle Pacific University
Specific purpose of interview: to gain knowledge about the financial impact of veterans for
universities, the needs of student veterans, and the most effective ways to deliver these resources.
Minutes: In-person interview on May 2, 2016 at Seattle Pacific University.
Conclusive summary: SPU sincerely wants to bring more veterans to campus. The best way to
do this is to build the right infrastructure to support the veterans that currently attend SPU, before
the university recruits any more. There must be a physical location for veterans otherwise, the
permanence of the student veteran population is not evident to outsiders. SPU should have a
veterans senator in student government (ASSP) and make counseling services more visible for
veterans.
List of questions and answers:
-! How does the GI Bill work, and what are the financial implications for SPU?
o! GI Bill pays max tuition at the public university in that state.
!! UW is completely covered, vets go for free, and UW pays nothing.
!! At SPU, the VA and school split the difference that GI Bill doesnt pay
roughly $7,500 per veteran per year
! Yellow Ribbon Program helps make up the difference.
o! Does not apply to graduate school veterans at SPU.
o! If SPU chooses to support 50%, the VA will support the
other 50%, with a 100% coverage. However, if SPU chose
only 40% and 40%, then only 80% is covered, and the
veteran would have to pay an additional 20%.
!! There may be a financial incentive for SPU in that there may be a better
chance of getting federal grants.
-! What do veterans want/need?
o! Vet Center (UW has one in fact, they have such a large Vet Center and so many
vet center employees that a VetCorps Navigator is not necessary).
-! What about counseling?
o! Veterans see counseling as telling yourself youve failed, and thats why its hard
to get help.
o! The real solution is to fix the mentality that youre a failure if you seek help.
o! More visibility is needed for SPUs counseling center; if there was a Vet Center,
counseling services could advertise better and get the word out.
-! Why would a university want veterans?
o! A majority of adult learners in undergraduate programs are veterans.
!! They contribute years of experience outside of the educational world that
enriches the classroom and shows a reality outside of the academic bubble.

24

!! They possess leadership experience, get things done, learn what the
professors want them to learn, and they are beneficial to non-veteran
students by their contribution in the classroom.
-! How do we make resources more known?
o! Veteran Center as it is now, veterans learn about most events from the
commuter lounge or through email; a one-stop location would be ideal for
promoting services available to veterans.
o! Have a veterans senator in student government to advocate for this demographic
since they dont always fall into the current categories of ASSP Senators.

25

Interview 3:
Team 5 Sarah Martin, Myra Franzone, Sandy Zimmermann and Kelley Ige
Seattle Pacific University Business Proposal
Interviewee:
Victor Jabri
Military Outreach Coordinator
Northeastern University (Seattle)
Specific purpose of interview: to gain knowledge about the financial impact of veterans for
universities (i.e. bottom line, self-interest), the value that veterans bring to organizations, the
external factors affecting 4-year universities, and the best programs available for universities to
use in their efforts to become more veteran-friendly.
Minutes: In-person conversation at Seattle aerospace event and LinkedIn message on May 6,
2016.
Conclusive summary: Investing in veterans by eliminating financial constraints, while
providing ample opportunity to fully utilize their VA benefits, brings veterans into a school.
Making this process seamless is what retains them. From there, the intrinsic value of specific
degree programs and/or reputation of the school will build strong alumni. That is, so long as they
(veterans) are treated equally as thought leaders and students.
List of questions and answers:
-! From a self-interested perspective of mere profitability, without any thought of social
impact, is it beneficial for universities to have veteran students? Why should universities
pursue/recruit veterans to become students?
o! You identified a key aspect of where the bottom line and self-interest meet the
equally important benefits of gaining higher education credentials and learning
how to reintegrate into the civilian community.
o! Academia seems to be an ideal transition hub for veterans who have either been
wholly dedicated to the military lifestyle and their respective service, and not
ready to accept the fact that the civilian market rarely offers a hand-holding path
to success. Simply, many veterans are not prepared to enter the business and
nonprofit world, or feel as though they are not prepared to make this journey.
!! In general terms, the transition process does not empower the majority of
veterans to build upon their trained and innate skills that the civilian
market craves in the workforce (i.e. leadership, organization, teamwork,
etc.)
o! From a simple financial gains perspective, the variety of VA benefits, as well as
tuition assistance for active, guard and reserve forces, guarantees higher education
institutions tuition payments that are both on time, and in full.
o! I would posit that veterans afford a greater financial benefit for higher ed [sic]
than foreign students in this way. Despite the initial higher revenues generated
from foreign students, investing in our nation by creating paths to success for
student veterans has important strategic implications. Given that many foreign
students return to their countries of origin, veterans do not. Student veterans enter
the workforce after graduation with new technical skills, an understanding of
theoretical frameworks that only exist within academia, and the drive to be a team

26

player within their respective communities.

o! Student veterans become the future leaders within business, nonprofit, and
governmental sectors throughout the nation post-graduation.
!! Simply, from a financial perspective, investing in student veteran
programs within academia is concomitant to investing in our nation's
future, and building the strategic framework for sustained return on
investment in this vein.
!! Moreover, veterans make great alumni when they are gainfully employed
post-graduation. The financial investment back into the university is not
only possible after veterans gain employment, but also an active,
continuous investment for years to come.
-! Are there some areas where this can go wrong?
o! The for-profit colleges and universities actually figured out how to build this
framework, but took advantage of it instead of fulfilling their overtly stated
objectives.
!! For example, the for-profits designed the support infrastructure to ensure
that VA benefits were coordinated rather easily, that veterans received
their benefits on time, and that there was little to nothing student veterans
had to do to continue this effort.
!! They also provided veterans access to hybrid (on-ground) classes year
round, so housing benefits (BAH) were continuous.
!! Simply, student veterans could focus on school without the worry of bills
getting in the way of their education.
!! They also arent burdened by heavy student loan debt, which is another
strategic investment for our nation on the part of any higher ed [sic]
institution that takes this approach.
!! Where some colleges and universities fail, despite the fact that they offer
quality degree programs, is in how they deliver their services to veterans.
! For example, when classes arent available year round in a way
that provides veterans complete and full access to VA benefits,
retention becomes an issue.
! This pushes many veterans away from traditional colleges and
universities. The financial losses are significant when one
considers the fact that most VA education benefits provide $19k+
per veteran annually.
-! What other financial incentives are there?
o! As for grants, some states offer financial incentives to colleges and universities to
build strong veteran programs, but these are rare. I dont have any insight in this
regard other than how some higher ed [sic] institutions have succeeded in gaining
grants of this nature.
o! Some colleges and universities assume that bringing the Student Veterans of
America into a university is a good investment. I would have to disagree. Of those
who have SVA chapters, I would ask, wheres the beef? Other than having a
student council for veterans, what financial benefits does the SVA provide?
o! Real investments from a higher ed [sic] perspective may best come from industry.
!! This may not be a great sell for liberal arts programs, or schools that shy

27

away from industry, but industry trends should be the driving force of
program development.
!! This is equally true for nonprofit, public institutions. For instance, an
investment in STEM by industry through a school provides the financial
impetus to build new liberal arts programs that would otherwise not exist.
o! Lastly, the Yellow Ribbon program provides colleges and universities investment
opportunities to propel their respective student veteran programs. This is
especially true for universities that have tuitions well above $19k annually. In
simple terms, the Yellow Ribbon program is a tax incentive. For every dollar
spent by the university in Yellow Ribbon allocations, the university receives
100% back from the federal government.
!! Its simple, when tuition isnt a hurdle for veterans, the degree programs
and culture of the institution becomes the central focus. This is a win for
the veterans and the institution.

28

This Strategic Management Business Plan

is dedicated in memory of:
1LT Nicholas Madrazo
SPU Alumnus
School of Business

Nic was KIA on September 9, 2008 in Afghanistan when Taliban fighters detonated a roadside
bomb under his Humvee only four months before he was scheduled to return home.
He was laid to rest in Arlington National Cemetery after receiving the Purple Heart in honor of
one who gave his blood in defense of his homeland, and the Bronze Star V for valor.
Nic decided that he would join the Marine Corps during his sophomore year in college, and
earned his business degree from Seattle Pacific University in 2005 before enlisting in the Corps.
During his time in Afghanistan, he was responsible for training Afghan troops, finding Taliban
insurgents, building roads, and helping villagers. He enjoyed serving his country and made it his
goal to make the lives of the Afghan people a little better. As a favorite among the Afghan
children in the village, Nic asked his family to send school supplies for him to distribute, since
these children did not even have their own pencils. He had a heart for children, and enjoyed his
work in rebuilding Afghan villages.
Dr. Rand, co-chair of the SPU Veterans Cadre and clinical professor in the School of Business,
Government, and Economics, had Nic in his Operations Management course. He remembers Nic
as an outstanding individual and a true American hero with academic ability . . . grounded in
a sharp intellect and an excellent moral character.
Nic will always be remembered for how he lived, and SPU will continue to keep his memory
alive as the university continues to honor all of our nations servicemembers.

29

As we express our gratitude, we must never forget

that the highest appreciation is not to utter words
but to live by them.
President John F. Kennedy