Dr Kirstin Wilmot
Senior Lecturer and Coordinator of the Higher Education Studies Doctoral Programme
Kirstin’s primary role in CHERTL 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 University lecturers and facilitates the Writing in the University: 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)
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
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.
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, 01 Feb 2023 12:58:29 SAST