
Empowering and Optimising Postgraduate Research: An In-Depth Exploration of the Impact of Writing Camps on Academic Writing Skills and Self-Efficacy
Issue: Vol.5 No.6 Issue Article 8 pp.887 – 903
DOI: https://doi.org/10.38159/ehass.2024568 | Published online 7th June, 2024
© 2024 The Author(s). This is an open access article under the CCBY license (http://creativecommons.org/licenses/by/4.0/).
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.
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Dr. Raymond Emekako is a Senior Academic Developer and Manager – Faculty Support Centre for Teaching & Learning and Optencia research entitiy member North-West University, South Africa. He is a seasoned academic and researcher with a diverse background spanning education, information technology, and management. Holding a PhD from North-West University, South Africa, along with a Master of Business Administration (MBA) and Master of Education (MEd), he demonstrates a strong commitment to academic excellence and professional development. As Manager for Faculty Support at the Centre for Teaching and Learning (CTL), Raymond leads initiatives aimed at staff and student development. He has spearheaded various programmes, including the Faculty Awards, Pedagogy Programme, and Postgraduate Research Support, all aimed at advancing academic and student excellence and research productivity. His multidisciplinary expertise is further underscored by memberships in prestigious organisations such as SARIMA, HELTASA, ITTPSA, and ISMN. His research focuses on student success in Higher Education
Dr. Daniel Jesuwenu Ajose is a distinguished researcher at the North-West University, South Africa currently working as a Researcher Assistant – Postgraduate Research Support Project, Centre for Teaching & Learning, North-West University, South Africa. Dr. Ajose began his career at Bells University of Technology, Nigeria in 2016 as an assistant lecturer and was later promoted to the position of a lecturer. Trained as a molecular microbiologist at the North-West University, South Africa, he specializes in natural products as alternatives to combat the imminent pandemic of antimicrobial resistance (AMR). Dr. Ajose has a knack for helping postgraduate students’ success. Ajose has authored and co-authored several journal articles and presented his research findings at national conferences. He also serves as a reviewer for South African Journal of Botany and BMC Complementary Medicine and Therapies. His research focuses on Antimicrobial Resistance.
Dr. Olaitan Shemfe is a Postgraduate Research Advising Specialist – Postgraduate Research Support Project, Centre for Teaching & Learning, North-West University, South Africa. Dr Shemfe completed his Bachelor of Science in Sociology from Bowen University, Nigeria, laying a solid foundation for his interdisciplinary approach to agricultural research and development. In his recent role as a Postgraduate Research Advising Specialist, provided critical academic and research support to pipeline students improving student retention and throughput, ensuring that postgraduate candidates successfully completed their programmes. Shemfe’s professional affiliations include memberships in several prestigious associations, such as the South African Society of Agricultural Extension (SASAE), the Southern African Research and Innovation Management Association (SARIMA), and the Higher Education Learning and Teaching Association of Southern Africa (HELTASA). These memberships reflect his commitment to advancing agricultural research and education in general, both regionally and globally. His research focuses on Sustainable development in agriculture.
Emekako,Raymond, Daniel Jesuwenu Ajose, Olaitan Shemfe. “Empowering and Optimising Postgraduate Research: An In-Depth Exploration of the Impact of Writing Camps on Academic Writing Skills and Self-Efficacy,” E-Journal of Humanities, Arts and Social Sciences 5, no.6 (2024): 887 – 903. https://doi.org/10.38159/ehass.2024568
© 2024 The Author(s). Published and Maintained by Noyam Journals. This is an open access article under the CCBY license (http://creativecommons.org/licenses/by/4.0/).