A framework for the training needs of writing centre staff supporting the development of postgraduate students at selected UoTs in KZN

Abstract

This study explored the training and development needs of Writing Centre staff who supported postgraduate students at two Universities of Technology (UoTs) in KwaZulu-Natal, South Africa. Drawing on human capital, behaviourist, cognitivist, constructivist, social learning, and humanistic learning theories, this research aimed to develop a contextually grounded framework for tutor preparation that would enable responsive, discipline-sensitive academic writing support. A parallel mixed-methods design was employed: qualitatively, data was gathered through semi-structured interviews with 6 Writing Centre practitioners and 10 postgraduate students, and focus-group discussions with 10 tutors; quantitatively, a closed-ended questionnaire was completed by 336 postgraduate students. Qualitative data was subjected to Thematic Content Analysis with the aid of NVivo version 15 software to identify prevailing training gaps and participants’ experiences, while quantitative responses were analysed for frequencies and correlations among key Writing Centre support dimensions using SPSS version 28. The findings suggest that while Writing Centre staff are generally perceived as competent and supportive, there is a clear need for ongoing training and professional development. Findings revealed that existing tutor training had not been tailored to postgraduate needs and relied primarily on initial orientation, peer learning, role-play and reflective exercises. On the basis of these results, a conceptual training framework was constructed, encompassing foundational pedagogical theories, discipline-specific genre conventions, scaffolding, diversity awareness, reflective practice feedback strategies and ongoing professional development through mentorship and communities of practice. This study has demonstrated the transformative potential of well-trained tutors in addressing the challenges of postgraduate writing support and in contributing to the broader goals of higher education. As Writing Centres continue to evolve, the insights and recommendations from this study serve as a valuable resource for fostering excellence in academic support and empowering postgraduate students to achieve their full potential.