Doctoral boot camps: from military concept to andragogy

Abstract

Purpose

The 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/approach

This 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.

Findings

The 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/implications

This study used only the largest private institution in the country as a case.

Practical implications

This 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/value

This 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.

Citation

Rowtho, V., Gopee, S. and Hingun, A. (2020), "Doctoral boot camps: from military concept to andragogy", Education + Training, Vol. 62 No. 4, pp. 379-392. https://doi.org/10.1108/ET-11-2018-0233