Dr Kirstin Wilmot

Coordinator - PhD in Higher Education Programme

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

k.wilmot@ru.ac.za

Kirstin is the coordinator of the Higher Education Studies Doctoral Programme in CHERTL. Part of this role includes designing and facilitating three ‘Doc Weeks’ per year and supervising a number of doctoral candidates. She also teaches on the Postgraduate Diploma in Higher Education for Rhodes University lecturers and co-facilitates the Writing in the University: Ways of knowing, ways of doing short course.

Recent publications (ORCID

BOOKS

Winberg, C. McKenna, S., & Wilmot, K. (eds). (Forthcoming, June 2020). Building knowledge in higher education: New directions in teaching and learning. London: Routledge.

BOOK CHAPTERS

Winberg, C., McKenna, S., & Wilmot, K. (Forthcoming, June 2020). ‘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: New directions in teaching and learning. London: Routledge.

Wilmot, K. (Forthcoming, June 2020). 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: New directions in teaching and learning. London: Routledge.

JOURNAL ARTICLES

Wilmot, K. & McKenna, S. (2021 forthcoming). ‘Putting knowledge at the centre: The uptake of Legitimation Code Theory in Higher Education Studies in South Africa’ in, J. Huismann & M. Tight, Theory and Method in Higher Education Studies. Bingley: Emerald Publishing.

Winberg, C., McKenna, S. & Wilmot, K. (eds). (2021). Building knowledge in higher education: Enhancing Teaching and Learning with Legitimation Code Theory. London: Routledge. 

Wilmot, K. (2020). Building knowledge with theory: Unpacking complexity in doctoral writing. Critical Studies in Teaching and Learning, 8(2), 18–38.

 

Wilmot, K. & McKenna, S. (2018). Writing Groups as Transformative Spaces. Higher Education Research and Development, 37(4), 868–882. https://doi.org/10.1080/07294360.2018.1450361 

Wilmot, K. (2018). Designing writing groups to support postgraduate students’ academic writing: a case study from a South African university. Innovations in Education and Teaching International, 55(3), 257–265. http://dx.doi.org/10.1080/14703297.2016.1238775 

Wilmot, K. (2015). Providing ‘auxiliary’ academic writing support to postgraduate students: A socio-cultural approach.Journal for Language Teaching, 49(2), 129–147.  http://dx.doi.org/10.4314/jlt.v49i2.6 

Wilmot, K. (2014). “Coconuts” and the middle-class: Identity change and the emergence of a new prestigious English variety in South Africa. English World-Wide: A Journal of Varieties of English, 35(3), 306–337.http://dx.doi.org/10.1075/eww.35.3.03wil 

TEACHING RESOURCES

Wilmot, K. & Lotz-Sisitka, H. (2015). Supporting Academic Writing Practices in Postgraduate Studies: A sourcebook of academic writing support approaches and initiatives. Rhodes University, Grahamstown: Rhodes University Printers. Available at: https://www.ru.ac.za/media/rhodesuniversity/content/chertl/document/Wilmot_and_Lotz-Sisitka_2016_RU_Writing_Source_Book.pdf

Wilmot, K. (2015). Supporting Academic Writing Practices in Postgraduate Studies: A theoretical and practice-based overview of academic writing support approaches and initiatives. Rhodes University, Grahamstown: Rhodes University Printers.

POPULAR PRESS ARTICLES

Wilmot, K. (June, 2018). Learning how to theorise data in doctoral writing. Guest contributor post on DoctoralWriting SIG blog, https://doctoralwriting.wordpress.com/2018/06/04/learning-how-to-theorise-data-in-doctoral-writing/

Wilmot, K. & McKenna, S. (May, 2018). University writing groups provide an unexpected space for change. The Conversation, http://theconversation.com/university-writing-groups-provide-an-unexpected-space-for-change-96553

 

Last Modified: Tue, 08 Jun 2021 13:43:47 SAST