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Dr. Kirstin Wilmot

Senior Lecturer
Name: Kirstin Wilmot
Location: B-Ring 221 Auckland Park Kingsway Campus
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About Dr. Kirstin Wilmot

Dr. Kirstin Wilmot is a Senior Lecturer in the Ali Mazrui Centre for Higher Education Studies at the 欧美福利100000 of Johannesburg.

Kirstin combines her background and love of linguistics with higher education studies in her work on academic literacies and knowledge-building. Her current research focuses on doctoral education, with a particular interest in developing theoretical tools for analysing and understanding disciplinary knowledge-building practices, particularly through the practice of doctoral writing and the supervision of doctoral research. Kirstin鈥檚 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 holds a PhD from the 欧美福利100000 of Sydney, an MPhil in Theoretical Linguistics from the 欧美福利100000 of Cambridge, and an MA in Sociolinguistics from the 欧美福利100000 of Cape Town. She is an NRF Y1 rated researcher.

Selected Publications

Wilmot, K. (2024). Structured doctoral programmes for developing the scholar and the scholarship: Lessons from practice. Critical Studies in Teaching and Learning, 12(1), 1鈥�21. .

Clarence, S. & Wilmot, K. (2024). 鈥楴avigating co-supervision: Creating supportive relationships between peers in supervision teams鈥�, in C. Rolph (ed.) Supervising Doctoral Candidates: Surviving and Thriving in Academia, pp. 61鈥�74. Bingley, UK: Emerald Publishing.

Wilmot, K. & McKenna, S. (2023). 鈥楥ollaboration, collegiality, and commitment: Cultivating critical hope in a doctoral programme鈥�, in M. Samuels & H. Hariaye (eds) . Alternation African Scholarship Book Series, pp. 33鈥�56. Pietermaritzburg: CSSALL Publishers (Pty) Ltd. Open access:

Wilmot, K. (2023). Constructing research findings: A tool for teaching doctoral writing. Teaching in Higher Education, 30(4), 805鈥�820.

Wilmot, K., Iqani, M. & Madondo, N. (2023). Commentary: Science and Language, Knowledge and Power. South African Journal of Science, 119(11/12), 1鈥�3.

Wilmot, K. (2022). 鈥楩ail early and fail fast鈥�: The value of group supervision for doctoral candidates. Higher Education Research and Development, 41(6),听2108-2121.

Wilmot, K. & McKenna, S. (2021). 鈥楶utting knowledge at the centre: The uptake of Legitimation Code Theory in Higher Education Studies in South Africa鈥� in, J. Huismann & M. Tight (eds), Theory and Method in Higher Education Studies, pp. 147鈥�160. Bingley: Emerald Publishing Limited, Bingley. ISBN:听978-1-80262-442-7

Winberg, C., McKenna, S., & Wilmot, K. (2021). 鈥楴othing so practical as good theory鈥�: 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鈥�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鈥�141. London: Routledge.

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