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

Author

Listed:
  • Jennifer M. Blaney

    (University of Georgia)

  • David F. Feldon

    (Utah State University)

  • Annie M. Wofford

    (Florida State University)

  • Kaylee Litson

    (University of Houston)

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.

Suggested Citation

  • Jennifer M. Blaney & David F. Feldon & Annie M. Wofford & Kaylee Litson, 2025. "Building Transfer Student Interest in Computer Science PhDs: Examining an Advising Intervention Using a Staged Innovation Design," Research in Higher Education, Springer;Association for Institutional Research, vol. 66(4), pages 1-24, June.
    • Handle: RePEc:spr:reihed:v:66:y:2025:i:4:d:10.1007_s11162-025-09843-9
    DOI: 10.1007/s11162-025-09843-9
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    References listed on IDEAS

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    1. Morgan Teressa Carlton, 2015. "First Generation Students and Post-Undergraduate Aspirations," SAGE Open, , vol. 5(4), pages 21582440156, November.
    2. Peter Riley Bahr & Grant Jackson & Jon McNaughtan & Meghan Oster & Jillian Gross, 2017. "Unrealized Potential: Community College Pathways to STEM Baccalaureate Degrees," The Journal of Higher Education, Taylor & Francis Journals, vol. 88(3), pages 430-478, May.
    3. Josipa Roksa & David F. Feldon & Michelle Maher, 2018. "First-Generation Students in Pursuit of the PhD: Comparing Socialization Experiences and Outcomes to Continuing-Generation Peers," The Journal of Higher Education, Taylor & Francis Journals, vol. 89(5), pages 728-752, September.
    4. Edna Martinez & Chinasa Elue, 2020. "From Community College to Graduate School: Exploring the Role of Academic Advisors in Promoting Graduate Education at Baccalaureate Degree-granting Community Colleges," The Journal of Higher Education, Taylor & Francis Journals, vol. 91(7), pages 1003-1027, November.
    5. Annie M. Wofford & Linda J. Sax & Kari L. George & Daisy Ramirez & Chantra Nhien, 2022. "Advancing Equity in Graduate Pathways: Examining the Factors that Sustain and Develop Computing Graduate Aspirations," The Journal of Higher Education, Taylor & Francis Journals, vol. 93(1), pages 110-136, January.
    6. Di Xu & Shanna Smith Jaggars & Jeffrey Fletcher & John E. Fink, 2018. "Are Community College Transfer Students “a Good Bet” for 4-Year Admissions? Comparing Academic and Labor-Market Outcomes Between Transfer and Native 4-Year College Students," The Journal of Higher Education, Taylor & Francis Journals, vol. 89(4), pages 478-502, July.
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