Mixed Method Evaluation of Writing Retreats to Support Dissertation Completion in Undergraduate Students

Dissertations are a critical component of many undergraduate programmes and are often seen as daunting, leading to anxiety and feelings of isolation among students. This study explores the role of writing retreats in supporting undergraduate students during their dissertation process, addressing the unique challenges they face, such as ethical approvals, complex data analysis, and writing and editing the final report. Using a mixed-method approach over two academic years (2022–2024), the study found that retreats significantly increased students’ academic self-perception and decreased academic anxiety. Qualitative analysis identified themes such as the development of a learning community, the demystification of the dissertation process, and the enhancement of academic self-efficacy. The retreats offered students a chance to work alongside peers, access to continuous tutor support, and engagement in structured activities that broke down the dissertation into manageable tasks. The findings suggest that writing retreats not only improve students’ academic outcomes but also contribute to their mental well-being by reducing stress and fostering a sense of belonging. This research highlights the importance of implementing such effective interventions in undergraduate education to enhance student success and well-being during the dissertation process. Further studies are recommended to explore the long-term benefits of writing retreats across various disciplines.