Quality of academic writing courses in selected doctoral training programs in Uganda

This study explores the quality of academic writing courses in enhancing doctoral students’ writing skills in Ugandan public universities. Drawing on Vygotsky's constructivist theory and data collected from four public universities in Uganda, the study reveals gaps in practical academic writing activities, limited collaboration, and a lack of real-world application of academic writing courses. The findings suggest that an overemphasis on theory stifles the development of crucial writing competencies. To address this, the study advocates for more hands-on tasks, flexible learning approaches, and curriculum revisions to better equip students for real-world challenges, ultimately improving doctoral education and outcomes in Uganda.