Agency and commitment in sustaining a university writing centre: A social realist perspective

Abstract

Background: Massification of higher education has led to increased student diversity, and the growing realisation that academic discourse is a very specialised practice that students from all language backgrounds groups struggle to master. In addition, this article also examines the implications for writing centre practices and institutional level involvement, emphasising spaces where strategic mediation is needed. The inadequate writing skills of students is a result of the lack of guidance students often receive from lecturers. To address this problem, writing centres were established in universities and delegated to assist students to master academic writing.
Objectives: The study aims to demonstrate how lecturers and students as primary agents apply their powers and properties to ensure the sustainability of the writing centre.
Method: A qualitative method was employed in this study by conducting focus group interviews with 20 lecturers and 48 students from four different faculties through purposive sampling to evaluate their commitment to ensure the sustainability of the writing centre. This study draws from the theory of agency as a theoretical lens to evaluate how lecturers employ their emergent power and properties of adaptability, teamwork, and knowledgeability to ensure the sustainability of the writing centre.
Results: The results highlight the significant role of lecturers in working towards solid collaborations with the writing centre to ensure writing centre sustainability.
Conclusion: The study concludes that lecturers demonstrated a high level of commitment through exercising their agency by restructuring their resources to transform the situation.
Contribution: The study recommends the need for improved communication and collaboration between writing centre staff and lecturers given their position in the institution.