View in EDS HTML Full Text PDF Full Text

Building Transfer Student Interest in Computer Science PhDs: Examining an Advising Intervention Using a Staged Innovation Design

Saved in:
Bibliographic Details
Title: Building Transfer Student Interest in Computer Science PhDs: Examining an Advising Intervention Using a Staged Innovation Design
Language: English
Authors: Jennifer M. Blaney (ORCID 0000-0002-9146-6425), David F. Feldon (ORCID 0000-0003-3268-5764), Annie M. Wofford (ORCID 0000-0002-2246-1946), Kaylee Litson (ORCID 0000-0003-1296-4811)
Source: Research in Higher Education. 2025 66(4).
Availability: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Peer Reviewed: Y
Page Count: 24
Publication Date: 2025
Sponsoring Agency: National Science Foundation (NSF)
Contract Number: 2439166
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Two Year Colleges
Descriptors: College Transfer Students, Community College Students, Graduate Study, Access to Education, Computer Science Education, Student Interests, Intervention, Predictor Variables
DOI: 10.1007/s11162-025-09843-9
ISSN: 0361-0365
1573-188X
Abstract: Community college transfer students represent a diverse and talented group to recruit to PhD and other graduate programs. Yet, little is known about practical strategies to support community college transfer students' access to graduate training. Focusing specifically on transfer students in computer science and guided by social cognitive career theory, this manuscript draws on survey data from over 200 community college transfer students and utilizes a staged innovation design to examine a new intervention designed to pique transfer students' interests in PhD study. Findings suggest that brief targeted interventions can significantly predict transfer students' perceptions about PhD study, but that more sustained efforts will likely be necessary to influence transfer students' more tangible degree plans. In addition to highlighting implications for future research, we identify strategies for faculty and staff seeking to support community college transfer students and build access to graduate training.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1471269
Database: ERIC
Full text is not displayed to guests.
Description
Abstract:Community college transfer students represent a diverse and talented group to recruit to PhD and other graduate programs. Yet, little is known about practical strategies to support community college transfer students' access to graduate training. Focusing specifically on transfer students in computer science and guided by social cognitive career theory, this manuscript draws on survey data from over 200 community college transfer students and utilizes a staged innovation design to examine a new intervention designed to pique transfer students' interests in PhD study. Findings suggest that brief targeted interventions can significantly predict transfer students' perceptions about PhD study, but that more sustained efforts will likely be necessary to influence transfer students' more tangible degree plans. In addition to highlighting implications for future research, we identify strategies for faculty and staff seeking to support community college transfer students and build access to graduate training.
ISSN:0361-0365
1573-188X
DOI:10.1007/s11162-025-09843-9