Analysis of writing programmes for academics: application of a transactional and systems approach

Larissa Kempenaar*, Rowena Murray

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

6 Citations (Scopus)
152 Downloads (Pure)


In an international culture of performance-based funding systems for higher education institutions (HEIs), research productivity and output are essential for the ability of HEIs to continue. While many institutions have performance targets for the next performance assessment, few institutions have an operational strategy for how staff are to produce research publications. A transactional and systems approach to academic writing may be helpful in identifying how academics’ structures and beliefs influence their writing productivity. This paper aims to provide an overview and analysis, using a transactional and systems approach, of a selection of theory-based writing programmes available for academics. The authors summarise the strengths and weaknesses of each these programmes and demonstrate the gap in academic writing programmes which currently exists, based on the transactional and systems approach. The paper provides recommendations in terms of strategic development to support academic to increase their research and scholarly output.
Original languageEnglish
Pages (from-to)2371-2384
Number of pages14
JournalStudies in Higher Education
Issue number12
Early online date22 May 2017
Publication statusPublished - 2018


  • academics’ writing
  • transactional model
  • perceived control
  • behaviour
  • systems model


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