Commitment in navigating constraints and enablers in integrating the writing centre as an institutional structure

Abstract

Writing centres in higher education were historically established as remedial support structures for students perceived to have writing deficiencies. Positioned within academic development units or language departments, they were often regarded as add-on services rather than integrated institutional structures. Recent scholarship, however, highlights a shift towards viewing writing centres as collaborative partners in disciplinary writing instruction. Guided by Social Realist Theory, this study explores the enabling and constraining mechanisms affecting the integration of writing centres within universities. A qualitative design using focus group discussions with students, lecturers, and management was employed to gain an in-depth understanding of the research problem. The findings reveal that despite structural changes, underfunding, staff shortages, inadequate resources, and limited infrastructure continue to hinder the institutional integration of writing centres. The study recommends stronger structural and cultural support, alongside increased collaboration with academic departments, to enable stakeholder agency and facilitate the sustainable integration of writing centres within universities.