Exploring Extra-Curricular Bootcamps: A Qualitative Study on Accelerated Learning in Higher Education

Abstract

In response to the persistent challenge of study delay in higher education in the Netherlands, innovative approaches such as extra-curricular bootcamps have emerged. These dynamic and intensive programs offer an alternative to traditional education, providing accelerated learning experiences for students. Teachers are increasingly taking on coaching roles, guiding students through their study progress and choices. This article presents the findings of a qualitative research project of graduation bootcamps during three study years with 225 last year students with substantial study delay. We used open coding to get to the themes of key elements such as collaboration, peer interactions, teaching methods, motivation, and coaching within the context of bootcamps. We subsequently used selective coding based on the Self Determination Theory to further analyse the data. Although the implementation faced challenges, the results show that ongoing support and a community of like-minded individuals are essential for success. This study confirms the literature on the need for motivation and structured support in overcoming academic delays and provides practical insights for the development of effective educational interventions.