Dr Kirstin Wilmot

KW Profile picture 2022

Senior Lecturer and Coordinator of the Higher Education Studies Doctoral Programme

ORCid: orcid.org/0000-0001-9011-5888

k.wilmot@ru.ac.za

Kirstin’s primary role in 老虎机游戏_pt老虎机-平台*官网 is coordinating the Higher Education Studies Doctoral Programme. This role involves designing and facilitating three ‘Doc Weeks’ per year, as well as supervising a number of doctoral candidates. In her capacity as an academic developer, she teaches on the Postgraduate Diploma in Higher Education for Rhodes 老虎机游戏_pt老虎机-平台*官网 lecturers and facilitates the Writing in the 老虎机游戏_pt老虎机-平台*官网: Ways of knowing, ways of doing short course. Kirstin combines her background and love of linguistics with higher education studies in her work on academic literacies. Her current research focuses on doctoral education, with a particular interest in developing theoretical tools for analysing and understanding disciplinary knowledge-building practices, with a strong focus on the practice of doctoral writing and the supervision of doctoral research. Kirstin’s work has a strong social justice agenda in that it seeks to make explicit the often-tacit disciplinary literacy practices that act as gatekeepers to becoming members of a discipline.

Kirstin is an Associate Member of the LCT Centre for Knowledge-Building

Recent publications (see ORCID for an extensive list)

 

BOOKS

 

Winberg, C., McKenna, S. & Wilmot, K. (eds). (2021). Building knowledge in higher education: Enhancing Teaching and Learning with Legitimation Code Theory. London: Routledge. ISBN 9780367463335. https://doi.org/10.4324/9781003028215

 

BOOK CHAPTERS

 

Wilmot, K. & McKenna, S. (2023). ‘Collaboration, collegiality, and commitment: Cultivating critical hope in a doctoral programme’, in M. Samuels & H. Hariaye (eds) Transforming postgraduate research in Africa. Alternation African Scholarship Book Series, pp. 33–56. Pietermaritzburg: CSSALL Publishers (Pty) Ltd. Open access: https://doi.org/10.29086/978-0-9869937-3-2/2023/AASBS14/3 

 

Wilmot, K. & McKenna, S. (2022). "Putting knowledge at the centre: The uptake of Legitimation Code Theory in Higher Education Studies in South Africa". In, J.Huisman and M. Tight (eds.), Theory and Method in Higher Education Research, Vol. 7, pp. 147–160. Emerald Publishing Limited, Bingley. https://doi.org/10.1108/S2056-375220210000007009

 

Winberg, C., McKenna, S., & Wilmot, K. (2021). “‘Nothing so practical as good theory’: Legitimation Code Theory in higher education”. In C. Winberg, S. McKenna & K. Wilmot (eds), Building knowledge in higher education: Enhancing Teaching and Learning with Legitimation Code Theory, pp. 1–15. London: Routledge.

 

Wilmot, K. (2021).Learning to theorise data in doctoral writing: A tool for teaching and learning”. In C. Winberg, S. McKenna & K. Wilmot (eds.), Building knowledge in higher education: Enhancing Teaching and Learning with Legitimation Code Theory, pp. 126–141. London: Routledge.

 

JOURNAL ARTICLES

 

Wilmot, K. (2023). Constructing research findings: a tool for teaching doctoral writing. Teaching in Higher Education, DOI: 10.1080/13562517.2023.2280264 

 

Wilmot, K., Iqani, M. & Madondo, N. (forthcoming, 2023). Commentary: Science and Language, Knowledge and Power. South African Journal of Science, 119(11/12), 1–3. https://doi.org/10.17159/sajs.2023/16909

 

Wilmot, K. (2022). ‘Fail early and fail fast’: The value of group supervision for doctoral candidates. Higher Education Research and Development, 41(6): 2108-2121 https://doi.org/10.1080/07294360.2021.1969543

 

Wilmot, K., Quinn, L. & Vorster, J. (2021). Editorial: Pedagogies in Context: A selection of papers from the HELTASA 2019 Conference. Critical Studies in Teaching and Learning, 9(SI): ii-vi. https://doi.org/10.14426/cristal.v9iSI.478

Last Modified: Wed, 22 Nov 2023 13:04:25 SAST