The writing centre: A site for discursive dialogue in Management Studies

Arbee, Aradhna; Samuel, Michael

doi:10.20853/29-5-518

Cited by 6 publications

(8 citation statements)

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“…The second volume (Clarence and Dison, 2017) located its chief interest outside the walls of writing centres: inside departments and disciplines. Such a shift would seem in keeping with many institutions' decision to endorse discipline-based writing centres and interventions (Arbee and Samuel, 2015;Boughey, 2012;Kennelly et al, 2010).…”

Section: Theoretical Frameworkmentioning

confidence: 91%

Establishing a Health Sciences writing centre in the changing landscape of South African Higher Education

Muna

Hoosen

Moxley

et al. 2019

CriSTaL

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This article describes, analyses, and reflects on the conceptualisation and establishment of a Writing Lab at a South African university's Faculty of Health Sciences. Drawing on the theoretical framework of New Literacy Studies, the academic literacies approach, and South African writing centre scholarship, the analysis revealed that the conceptualisation of the Writing Lab was primarily informed by the academic socialisation model but has since shifted to encompass a more transformative ideology; opening spaces where students' own knowledges and literacies practices could contribute to new forms of thinking and representation in the academy. We argue that the shift was facilitated by collaboration with disciplinary lecturers, the faculty's Primary Health Care ethos, and the Writing Lab's engagement with a large postgraduate population, leading to the Writing Lab's participation in new forms of knowledge-building that could contribute to the creation of decolonised spaces and shifts in institutional culture.

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Section: Theoretical Frameworkmentioning

confidence: 91%

Establishing a Health Sciences writing centre in the changing landscape of South African Higher Education

Muna

Hoosen

Moxley

et al. 2019

CriSTaL

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“…The level of writing centre use may be related to the amount of writing in the curriculum (LaClare & Franz, 2013;McKinley, 2011), as well as the extent to which the writing centre is integrated into the curriculum (Arbee & Samuel, 2015;Barrs, 2010). The nature and importance of the writing task may also affect whether or not students seek the writing centre's help (Okuma, 2013).…”

Section: Curriculum-related Factorsmentioning

confidence: 99%

Factors underpinning students' use or non-use of a writing centre

Arbee

2020

PLING

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Research has shown that writing centre use has a positive effect on students' performance of specific writing tasks, as well as their overall academic achievement and progression. Yet many writing centres at higher education institutions around the world report low levels of usage of their services. Surprisingly little empirical research has investigated the reasons for this situation. Focusing on students in an undergraduate marketing module at a South African university, the research reported on in this article explored what factors influenced whether or not students made use of the writing centre, as well as potential strategies for increasing the usage of writing centre services. Thematic analysis of participants' written responses to open-ended questions indicated that the major reason for non-use of the writing centre related to time. Misunderstandings around the role of the writing centre were also apparent. Participants' proposed strategies to increase voluntary use of the writing centre included providing evidence of its value to students. The findings offer insight into an overlooked perspective in writing centre research thus farthat of non-users of the service.

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“…Out of the 24 studies reviewed, eight (8), (Mngomezulu & Ramrathan, 2015;Kalenga & Mngomezulu, 2015;Bulbulia & Wassermann, 2015;Hakizimana & Jürgens, 2013;Sibanda & Jawahar, 2012;Paideya, 2011;Bengesai, 2011;Paideya & Sookraj, 2011) were classified as co-curricular as they focused on interventions such as Supplemental Instruction, peer-based learning and academic and psycho-social support for 'at-risk' students. Twelve (12) of the studies (Diab et al, 2016;Arbee & Samuel, 2015;Savage et al, 2014;Wildsmith-Cromarty & Steinke, 2014;Wildsmith-Cromarty & Steinke, 2014;Higgins & Jurgens, 2013;Chetty, 2013;Jairos et al, 2013;Ranjeeth et al, 2013;Tang, 2011;De Lange et al, 2011;Pillay & Maharaj, 2011;Singaram et al, 2010) can be classified as intra-curricular as the interventions focused on redesigning the curriculum, use of innovative teaching methods or profiling students within the curriculum. The high number of studies classified as intra-curricular can be attributed to UKZN's Teaching and Learning office's focus on the development of academics as teachers and researchers (QEP UKZN Report, 2015).…”

Section: Positioning Of Interventions In Relation To the Curriculummentioning

confidence: 99%

Academic Support at the University of KwaZulu-Natal: A Systematic Review of Peer-Reviewed Journal Articles, 2010–2015

Paideya

Bengesai

2017

JSAA

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The writing centre: A site for discursive dialogue in Management Studies

Cited by 6 publications

References 0 publications

Establishing a Health Sciences writing centre in the changing landscape of South African Higher Education

Establishing a Health Sciences writing centre in the changing landscape of South African Higher Education

Factors underpinning students' use or non-use of a writing centre

Academic Support at the University of KwaZulu-Natal: A Systematic Review of Peer-Reviewed Journal Articles, 2010–2015

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