Which contextual factors influence writing programme design and what are the consequences for academic and disciplinary literacy?

Other conference contribution, 2023

A recent study demonstrated how profoundly varied the writing support for students is across many European universities (Melonashi et al., 2022). Some writing programme designs simply are not feasible in some sites whereas others might seem insufficient from the perspective of any one site. Our study investigates the scaffolding of academic and disciplinary literacy by considering the continua between generic and specific, integrated and modular, subject matter expertise and communication expertise, and individual multidisciplinary teachers and multidisciplinary teaching teams. These continua are often the axes along which programmes and approaches differ in Europe. We try to explore how these dimensions of higher education are manifested in different educational settings and how they affect writing programme impact as well as faculty collaboration for promoting student learning.