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RDI and Institutional Change: The Contextual Transfer of a National Program Supporting Incoming Engineering Doctoral Students

Year: 2026

Type: article

Abstract: Regardless of the quality of national doctoral support initiatives, sustained improvement in doctoral education depends on institutions’ ability to translate these models into contextually appropriate, locally meaningful practices. This study investigates the Rising Doctoral Institute (RDI) project and explores how its transfer across five U.S. research institutions catalyzed change within their respective doctoral student support systems on its first implementation cycle. Guided by Kezar’s Change Macro Framework and implementation research, the study analyzed data collected during the transfer process, including pre- and post-implementation focus groups with Collaborating Institutional Leaders (CILs) and a post-training outcome survey measuring CILs preparedness. Findings show that while local RDI implementations preserved the program’s core elements, they adapted timing, structure, and delivery to suit specific institutional conditions. Two implementation models emerged: a concentrated pre-semester workshop and a distributed academic-year series. These initial iterations primarily catalyzed first-order change by creating new support structures for doctoral transition, peer connection, and sensemaking. However, preparedness for deeper cultural change remained limited. These findings suggest that contextual transfer can drive change when implementation strategies prioritize adaptation and local leadership. However, sustained second-order change requires a more deliberate focus on mentoring, advising, and institutional culture.

Source: Education Sciences

DOI: 10.3390/educsci16060955

Authors: Juan M. Cruz-Bohorquez, Natali Huggins, Holly M. Matusovich, Stephanie G. Adams, Mayra S. Artiles, Gwen Lee-Thomas