Can academic writing retreats function as wellbeing interventions?

Eardley, A.F., Banister, E. and Fletcher, M. 2021. Can academic writing retreats function as wellbeing interventions? Journal of Further and Higher Education. 45 (2), pp. 183-196. https://doi.org/10.1080/0309877X.2020.1744542

TitleCan academic writing retreats function as wellbeing interventions?
TypeJournal article
AuthorsEardley, A.F., Banister, E. and Fletcher, M.
Abstract

Research and academic writing are increasingly difficult to prioritise in Higher Education. Academic writing retreats are growing in popularity as means to help academics to write. However, while they have been shown to enhance productivity their potential as wellbeing interventions has received less attention. We explore the experiences of UK-based academic participants in a structured writing programme through a structured questionnaire and in-depth interviews. Our findings suggest that writing retreats can positively impact on both hedonic and eudaimonic wellbeing. They may help mediate wellbeing threats, such as isolation, the conflict of work priorities and other pressures associated with academic research and time pressures. The opportunity to privilege writing provided our academic participants with positive benefits, yet we conclude that these effects do not endure if interventions are not maintained.

Keywordsacademic wellbeing
writing retreat
community of coping
stress
academic writing
academic identity
JournalJournal of Further and Higher Education
Journal citation45 (2), pp. 183-196
ISSN 0309-877X
Year2021
PublisherTaylor & Francis
Accepted author manuscript
File Access Level
Open (open metadata and files)
Digital Object Identifier (DOI)https://doi.org/10.1080/0309877X.2020.1744542
Publication dates
Published online09 Apr 2020
Published in print2021
Supplemental file

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