Date of Award

2025

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Philosophy

First Advisor

Dr. Bea Baaden

Abstract

This exploratory study investigates how integrating distance learning technologies within the U.S. Army impacts enlisted soldiers in terms of implementation, usability, and long-term career mobility. With internet-based education, active-duty enlisted personnel can pursue academic degrees from accredited military-affiliated institutions while simultaneously fulfilling operational duties, deployments, and daily training. The U.S. Army Recruiting Command has capitalized on this advancement by framing online education and digital accessibility as core components of its enlistment strategy. This approach is particularly relevant given that a significant proportion of new recruits originate from rural and economically disadvantaged areas, where access to higher education is often limited, and many rely on minimum-wage employment or public assistance. For many, the promise of tuition-free college education is a decisive factor in choosing military service. Attaining a Bachelor's degree during one’s initial term can serve as a launchpad to broader civilian opportunities, offering a tangible pathway out of socio-economic stagnation. In this sense, the degree becomes more than a credential, representing an exit strategy from underserved communities. However, this dynamic introduces a strategic dilemma for the U.S. Army’s retention mission. While distance learning empowers soldiers academically and professionally, it may also reduce the incentive for reenlistment once educational goals are met. The Army’s long-term operational effectiveness relies heavily on retaining experienced personnel, especially those who have cultivated leadership skills and battlefield insight. Therefore, this exploratory study assesses whether the widespread adoption of digital education tools strengthens or undermines force recruitment and retention.

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