Enhancing postgraduate research writing efficacies for improved outcomes: Insights from writing retreats

Abstract

South African higher education institutions face persistent challenges including political tensions, neoliberal reforms, and racial inequalities. Within this context, postgraduate students often encounter barriers such as inadequate funding, access disparities, and limited psychosocial and academic support. This study investigates the impact of structured writing retreats on students’ self-efficacy in academic writing. Grounded in Bandura’s social cognitive theory and guided by the Kirkpatrick evaluation model, focus group interviews were conducted with 49 master’s and doctoral students who attended five-day writing retreats. Findings reveal that these retreats enhanced students’ confidence, improved writing habits, and fostered peer collaboration. Free-writing sessions disrupted cycles of procrastination and perfectionism, while tools like reflective journals and instructional videos supported the development of academic writing skills. Access to disciplinary expertise and ongoing communication also played a motivating role. Additionally, the study emphasises the importance of responsive supervision that encourages student autonomy while offering structured guidance. The findings advocate for integrating writing retreats and relational supervision practices into institutional frameworks to support postgraduate success and timely degree completion.