Abstract

One of the most specialised and demanding of student learning experiences imaginable is
that of the serving member of the military forces who is undertaking a higher education
programme of study. Not only is there a challenge in dividing their time between that spent
on base, at home and when posted − often overseas and sometimes in a combat situation
− but there is often little or no advanced warning of significant and disruptive changes
to those allocations of time. Military students, probably more than any other category,
experience multiple challenging transitions: from service to study, between civilian and
military culture, into and return from combat, planning for then leaving their service and
so on.
In this essay the authors consider the learning experience of students employed by the
UK military and address some of the barriers and challenges they face. A focus is put onto
the transitions experienced by these students and a theoretical framework is applied to help
understand how these transitions might affect their learning and their ability to study.