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The purpose of this paper is to investigate the mediating roles of absenteeism and continuous assessments on the overall academic performance at undergraduate level using structural equation modelling (SEM).

Pragmatic worldview with a mixed-method approach was used in this study. Data were collected using a variety of tools. Subsequent analyses used both qualitative and quantitative techniques. Interviews and documentary analyses were used to identify the dimensions of student disengagement while SEM was used to determine mediation among selected variables.

The results of this study showed that absence rates mediated the relationship between performance on continuous assessments and grade point average (GPA). Absence rates also mediated the relationship between personal circumstances and GPA and finally, course selection impacted on GPA with performance on continuous assessments as the mediator. H3 were not supported and the implications are discussed.

The research was conducted in a single institution, was cross-sectional in nature and the variables used were contextualised. However, the tools used in this study can be adapted to identify the risk factors leading to poor student performance in other settings and to address them.

The outcomes of the current study can be useful to policymakers and practitioners in in addressing student performance-related issues.

On a broader perspective, societal challenges associated with student dropouts resulting from poor academic performance can be minimised.

This study shows academic performance in a different perspective where mediators reveal the complex nature of the determinants of academic performance.

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.

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.

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.

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

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.

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.