Engineering – Legitimation Code Theory

Kruger, K. & Wolff, K. (2022) Enabling epistemic transitions by integrating virtual and physical laboratory experiences. Proceedings of 2022 IEEE IFEES World Engineering Education Forum - Global Engineering Deans Council (WEEF-GEDC): 160-165. November 2022, Cape Town, South Africa.

Tag: Engineering

Kruger, K. & Wolff, K. (2022) Enabling epistemic transitions by integrating virtual and physical laboratory experiences. Proceedings of 2022 IEEE IFEES World Engineering Education Forum – Global Engineering Deans Council (WEEF-GEDC): 160-165. November 2022, Cape Town, South Africa.

Winberg, C. & Winberg, S. (2023) ‘There’s a machine on the team’: Employers’ perspectives on graduate employability in digitised workplaces. European Society for Engineering Education (SEFI). DOI: 10.21427/RVYE-C090

Hindhede, A. L. & Hojbjerg, K. (2022). Disciplinary knowledge, pedagogy, and assessment in non-university marine engineering education Consequences for student academic success. Teaching in Higher Education: 1 – 16.

Wolff, K. & Winberg, C. (2022) Curricula under pressure: Reclaiming practical knowledge, Teaching in Higher Education, 27:8, 1058-1067, DOI: 10.1080/13562517.2022.2119079

Wolff, K., Kruger, K., Pott, R., & de Koker, N. (2022). The conceptual nuances of technology-supported learning in engineering, European Journal of Engineering Education: 1–20.

Hindhede, A. L., & Højbjerg, K. (2022). Disciplinary knowledge, pedagogy, and assessment in non-university marine engineering education–consequences for student academic success, Teaching in Higher Education: 1-16.

Wolff, K. (2022). Enabling access to scholarly engineering practices, in Young, G. (ed) Academic Development and its Practitioners: A View from the Inside, (pp. 209–228). Sun Press.

Flening, E., Asplund, F., & Edin Grimheden, M. (2021) Measuring professional skills misalignment based on early-career engineers’ perceptions of engineering expertise, European Journal of Engineering Education, 1–27.

Pott, R. W. M. & Nortjé, S. (2021) The use of student question-posing in reactor design to encourage an open-ended approach to learning, European Journal of Engineering Education, DOI: 10.1080/03043797.2021.1923662

Evans, R., Moses, J. & Nathans-Kelly, T. M. (2020) Developing best practices for teaching scientific documentation: Toward a better understand of how lab notebooks contribute to knowledge-building in engineering design and experimentation, ASEE 2020. DOI: 10.18260/1-2–34426

Doorsamy, W. & Bokoro, P. (2019) On the use of Semantics for curriculum development of new Engineering Technology Programme, IEEE AFRICON, July.

Quintana-Cifuentes, J. & Purzer, S. (2020) Eliciting Students’ Abstract and Multidisciplinary Thinking in a Design Review, 2020 NARST Annual International Conference, US.

Simpson-Smith, C. (2020) Writing for engineering. A comparison of student and industry texts, Australian Review of Applied Linguistics. DOI: 10.1075/aral.19009.sim

Pott, R. W. M. & Wolff, K. (2019) Using Legitimation Code Theory to Conceptualize Learning Opportunities in Fluid Mechanics, Fluids, 4 (203). DOI: 10.3390/fluids4040203

Klassen, M. & Case, J. M. (2019) Legitimating Engineering Education Research: A View from Sociology of Knowledge, Research in Engineering Education Symposium, Cape Town, South Africa.

Dorfling, C., Wolff, K. & Akdogan, G. (2019) Expanding the semantic range to enable meaningful real-world application in chemical engineering, South African Journal of Higher Education, 33 (1): 42‒58.

Wolff, K. (2018) Researching the engineering theory-practice divide in industrial problem solving, European Journal of Engineering Education, DOI: 10.1080/03043797.2018.1516738

Vahed, A., McKenna, S. & Singh, S. (2016) Linking the ‘know-that’ and ‘know-how’ knowledge through games: a quest to evolve the future for science and engineering education, Higher Education, 71(6): 781–790.

Simpson-Smith, C. (2018, MA) Is it feasible? A comparison of industry and student engineering texts, Monash University, Australia.

Wolff, K. (PhD, 2015) Negotiating Disciplinary Boundaries in Engineering Problem-Solving Practice, University of Cape Town, South Africa.

Case, J. M. (2011) Knowledge matters: Interrogating the curriculum debate in engineering using the sociology of knowledge, Journal of Education, 51, 73–92.

Wolmarans, N. (2016) Exploring the role of disciplinary knowledge in engineering when learning to design, in Adams, R.S., Buzzanell, P., Siddiqui, J.A. (eds) Analyzing Design Review Conversations, Purdue University Press.

Pott, R., Wolff, K. & Goosen, N. (2017) Using an informal competitive practice to stimulate links between the theoretical and the practical in fluid mechanics: A case study in non-assessment driven learning approaches, Education for Chemical Engineers, 21: 1–10.

Wolff, K. (2017) Throwing the baby out with the bathwater? The role of fundamentals in 21st century engineering education, Global Engineering Education Conference, Athens, Greece, April.

Wolff, K. (2017) The manufacturing sector’s response to the lack of appropriate technical expertise in South Africa, Fourth biennial conference of the South African Society for Engineering Education, Cape Town, South Africa, June.

Wolff, K. (2017) A language for the analysis of disciplinary boundary crossing: Insights from engineering problem-solving practice, Teaching in Higher Education, 23(1): 104–119.

Auret, L. & Wolff, K. (2017) A control systems approach to improving final year engineering students’ conceptual and contextual grasp of dynamic systems, Fourth biennial conference of the South African Society for Engineering Education, Cape Town, South Africa, June.

Wolff, K. (2016) The innovative use of a problem-solving research model to support academic work, Teaching & Learning Conference, Central University of Technology, South Africa, June.

Winberg, C., Winberg, S., Jacobs, C., Garraway, J. & Engel-Hills, P. (2016) “I take engineering with me”: Epistemological transitions across engineering curriculum, Teaching in Higher Education, 21(4): 398–414.

Wolmarans, N. (2016) Inferential reasoning in design: Relations between material product and specialised disciplinary knowledge, Design Studies, 45(A): 92–115.

Wolff, K. (2015) Insights into conceptual and contextual engineering problem-solving practices in the 21st century: Some implications for curriculum redesign, Proceedings of the 3rd Biennial Conference of the South African Society for Engineering Education (pp. 189–198). Durban: SASEE.

Wolff, K. & Hoffman, F. (2014) Knowledge and knowers in engineering assessment, Critical Studies in Teaching and Learning, 2(1): 74–95.

Winberg, C., Rip, A. & Winberg, C. (2014) The ethics of curriculum development: Engineers and technicians in a context of development, 2014 IEEE International Symposium on Ethics in Science, Technology and Engineering, Chicago: IEEE.

Wolff, K. (2013) ‘Reservoirs’ and ‘repertoires’: Epistemological and discursive complexities in multidisciplinary engineering practice, Journal of Academic Writing, 3(1): 84–94.

Wolff, K. & Luckett, K. (2013) Integrating multidiscipinary engineering knowledge, Teaching in Higher Education, 18(1): 78–92.

Ahern, A., O’Connor, T., McRuairc, G., McNamara & M. O’Donnell, D. (2012) Critical thinking in the university curriculum – the impact on engineering education, European Journal of Engineering Education, 37(2): 125–132.

Winberg, C. (2012) ‘We’re engaged’: Mechanical engineering and the community. In Trowler, P., Saunders, M. & Bamber, V. (eds), Tribes and Territories in the 21st Century: Rethinking the significance of disciplines in higher education (pp. 142–155). London: Routledge.

Wolff, K. (2017) Engineering problem-solving knowledge: The impact of context, Journal of Education and Work, 30(8): 840–853.