PurposeThe purpose of this paper is to study the use of writing boot camp cycles with differentiated facilitation in promoting a research culture within an academic setting by investigating its effectiveness and challenges amongst early career researchers.Design/methodology/approachThis research takes a case study approach within a teaching-focussed private institution moving towards teaching and research. A mixed-method approach captured insights of academics' feelings and perceptions at different stages of the boot camps. Participants set their writing objectives prior to the programme. The initial writing boot camp was followed by a post-programme survey. Two months later, a focus group was conducted and the outcomes were used to refine the subsequent boot camp session.FindingsThe findings confirmed that writing boot camps are beneficial in enabling staff members to progress in their writing and in building a research culture. The study further highlighted some of the associated challenges.Research limitations/implicationsThis study used only the largest private institution in the country as a case.Practical implicationsThis paper highlights some of the key considerations and challenges for practitioners who wish to run effective writing boot camps, e.g. environment, facilitation, debriefing, frequency and duration.Originality/valueThis study introduces the concept of “Writing Boot Camp Cycles” coupled with “Differentiated Facilitation” to enhance the output of writing boot camps while at the same time promoting a research culture.

Characterised by strong human capital dependency, Small Island Development States (SIDS) such as Mauritius depend largely on work-ready graduates to boost their economy. Yet, Graduate Work Readiness (GWR) and graduate unemployment feature prominently on the Mauritian government agenda. This paper investigates the previously unexplored issue of GWR in Mauritius through four key stakeholder lenses – those of the government, employers, universities, and undergraduates – before suggesting collaborative strategies to enhance graduate employability. The paper findings build on government and parastatal body interviews and qualitative survey responses from the Top 100 companies, higher education institution directors and final year undergraduates in Mauritius. Study results and recommendations are derived from a thematic content analysis of interview transcripts and qualitative survey data. Results indicate that there is a strong need to (1) strengthen stakeholder links, (2) enforce industry-centric university curricula, (4) improve graduate work experience, (4) hone graduate soft skills, and (5) their attitude to work.  A Graduate Work Readiness Integrated Stakeholder Framework (GWRISF) supported by a National Work Integrated Learning Committee (NWILC) is then recommended. It is envisaged that proposed strategies will not only assist Mauritian stakeholders in better joining forces for GWR improvement but can also be useful to other comparable SIDS.

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