| Writing groups as transformative spaces K Wilmot, S McKenna Higher Education Research & Development 37 (4), 868-882, 2018 | 47 | 2018 |
| Designing writing groups to support postgraduate students’ academic writing: A case study from a South African university K Wilmot Innovations in Education and Teaching International 55 (3), 257-265, 2018 | 26 | 2018 |
| “Coconuts” and the middle-class: Identity change and the emergence of a new prestigious English variety in South Africa K Wilmot English World-Wide 35 (3), 306-337, 2014 | 23 | 2014 |
| Building Knowledge in Higher Education: Enhancing Teaching and Learning with Legitimation Code Theory C Winberg, S McKenna, K Wilmot Routledge, 2020 | 17 | 2020 |
| Enacting knowledge in dissertations: An exploratory analysis of doctoral writing using Legitimation Code Theory KD Wilmot University of Sydney, 2019 | 10 | 2019 |
| ‘Nothing so practical as good theory’: Legitimation Code Theory in higher education C Winberg, S McKenna, K Wilmot Building Knowledge In Higher Education, 1-15, 2020 | 7 | 2020 |
| Building knowledge with theory: Unpacking complexity in doctoral writing K Wilmot Critical Studies in Teaching and Learning 8 (2), 2020 | 6 | 2020 |
| Socio-cultural change in two prestigious secondary schools in South Africa: a sociophonetic study of black and white females K Wilmot University of Cape Town, 2011 | 5 | 2011 |
| Providing ‘auxiliary’academic writing support to postgraduate students: A socio-cultural approach K Wilmot Journal for Language Teaching 49 (2), 129-147, 2015 | 4 | 2015 |
| Putting knowledge at the centre: the uptake of Legitimation Code Theory in higher education studies in South Africa K Wilmot, S McKenna Theory and Method in Higher Education Research 7, 147-160, 2021 | 3 | 2021 |
| Learning how to theorize in doctoral writing: A tool for teaching and learning K Wilmot Building Knowledge In Higher Education, 126-141, 2020 | 3 | 2020 |
| ‘Fail early and fail fast’: the value of group supervision for doctoral candidates K Wilmot Higher Education Research & Development 41 (6), 2108-2121, 2022 | 2 | 2022 |
| Navigating Co-Supervision: Creating Supportive Relationships Between Peers in Supervision Teams S Clarence, K Wilmot Supervising Doctoral Candidates, 61-74, 2024 | | 2024 |
| Science and language, knowledge and power K Wilmot, M Iqani, N Madondo South African Journal of Science 119 (11/12), 2023 | | 2023 |
| Constructing research findings: a tool for teaching doctoral writing K Wilmot Teaching in Higher Education, 1-16, 2023 | | 2023 |
| Collaboration, Collegiality, and Commitment: Cultivating Critical Hope in a Doctoral Programme K Wilmot, S McKenna Transforming Postgraduate Education in Africa, 33–56, 2023 | | 2023 |
| Pedagogies in Context: A selection of papers from the HELTASA 2019 Conference K Wilmot, L Quinn, JA Vorster Critical Studies in Teaching and Learning 9 (SI), 2021 | | 2021 |
| 1.‘Nothing so practical as good theory’ C Winberg, S McKenna, K Wilmot | | |
