Empowering and Optimising Postgraduate Research: An In-Depth Exploration of the Impact of Writing Camps on Academic Writing Skills and Self-Efficacy

Abstract

The higher education landscape in South Africa is characterised by alarming levels of student attrition and the prolongation of academic programmes. The lack of proficient academic writing skills hinders their achievement and impacts their success rates. This study examined the transformative effects of postgraduate writing camps on students’ academic writing skills and self-efficacy. This article drew its data from the larger project, ‘Postgraduate Research Support for Enhanced Throughput’, conducted by the Centre for Teaching and Learning at the North-West University (NWU), South Africa. Based on Halpern’s four-part model of critical thinking, the research investigated the acquisition of skills, development of disposition, transfer of skills, and metacognitive processes in a sample of 50 postgraduate students. The findings revealed that writing camps effectively enhance language skills, encourage individual voices in academic discourse, and improve professional competence. A well-structured writing environment and effective feedback mechanisms play a crucial role in increasing productivity and satisfaction. Additionally, the study highlighted the acquisition of functional and self-management skills, including effective time management and collaborative interaction. The recommendation to target newly admitted postgraduate students emphasised the potential to address writing difficulties from the outset. The implications for supervisors and institutions include utilising the insights for mentoring practices, investing in conducive and structured settings, and integrating effective feedback mechanisms.

Keywords

• academic writing camp
• writing skills development
• self-efficacy
• halpern’s four-part model
• postgraduate research.