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Legitimation Code Theory

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Tag: higher education

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.

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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.

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Winberg, C., Jacobs, C. & Wolff, K. (2017) Building knowledge and knowers in writing retreats: Towards developing the field of higher education teaching and learning, South African Journal of Higher Education, 31(2): 22–39.

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Veale, C., Krause, R. & Sewry, J. (2017) Blending problem-based learning and peer-led team learning, in an open ended ‘home-grown’ pharmaceutical chemistry case study, Chemistry Education Research and Practice, 19(1): 68–79.

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Ramírez, A. (2018) Paraphrastic academic writing as entry point for first generation advanced bilingual college students,  in Harman, R (ed.) Bilingual learners and social equity: Critical approaches to systemic functional linguistics (179–198), New York: Springer.

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McCabe, A. (2017) Knowledge and interaction in on-line discussions in Spanish by advanced language learners, Computer Assisted Language Learning, 30(3-4): 325–347.

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Kinchin, I., Hosein, A., Medland, E., Lygo-Baker, S., Warburton, S., Gash, D., Rees, R., Loughlin, C., Woods, R., Price, S. & Usherwood, S. (2015) Mapping the development of a new MA programme in higher education: comparing privately held perceptions of a public endeavour, Journal of Further and Higher Education, 41(2), 155–171.

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Hood, S. (2017) Live lectures: The significance of presence in building disciplinary knowledge, Onomázein, March: 179–208.

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Hassan, S.L. (2017) Tutors’ role in tutorials: ‘Unpacking’ and ‘repacking’ during the semantic journey, South African Journal of Higher Education, 31(3): 99–115.

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Garraway, J. & Reddy, L. (2017) Analyzing work-integrated learning assessment practices through the lens of autonomy principles, Alternation, 23(1): 285–308.

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Clarence, S. & McKenna, S. (2017) Developing academic literacies through understanding the nature of disciplinary knowledge, London Review of Education, 15(1): 38–49.

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Clarence, S. (2017) A relational approach to building knowledge through academic writing: Facilitating and reflecting on peer writing tutorials, in Clarence, S. & L. Dison (eds) Writing centres in higher education: Working in and across the disciplines (pp. 49–65). Stellenbosch: SUN Press.

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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.

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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.

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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.

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Van Heerden, M., Clarence, S. & Bharuthram, S. (2016) What lies beneath: Exploring the deeper purposes of feedback on student writing through considering disciplinary knowledge and knowers, Assessment & Evaluation in Higher Education, 42(6): 967–977.

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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): 781–90.

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Vahed, A. (2016) Legitimating supervision from different academic territories: An auto-ethnographic account, in M. Fourie-Malherbe, R. Albertyn, C. Aitchison, E. Bitzer (eds), Postgraduate Supervision: future foci for the knowledge society (pp. 367–380), Stellenbosch: SUN MeDIA

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Myers, L.P. (2016) Knowledge structures and their relevance for teaching and learning in introductory financial accounting, South African Journal of Accounting Research, 30(1): 79–95.

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McPherson, J., Tong, J.L., Fatt, S.J. & Liu, Y.T. (2016) Student perspectives on data provision and use: Starting to unpack disciplinary differences, Proceedings of the Sixth International Conference on Learning Analytics & Knowledge (pp. 158–67), New York: ACM. (Slides available)

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Luckett, K. (2016) Making the implicit explicit: The grammar of inferential reasoning in the humanities and social sciences, Universal Journal of Educational Research, 4(5): 1003–1015.

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Kelly-Laubscher, R.F & Luckett, K. (2016) Differences in curriculum structure between high school and university Biology: The implications for epistemological access, Journal of Biological Education, 50(4): 425–441.

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Hood, S. & Lander, J. (2016) Technologies, modes and pedagogic potential in live versus online lectures, International Journal of Language Studies, 10(3): 23–42.

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Ellery, K. & Boughey, C. (2016) Promoting epistemic and learning-context access in a science foundation course: Supporting student learning. Higher Education Conference (HEC2016), Amsterdam, Netherlands, July.

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Ellery, K. (2017) Conceptualising knowledge for access in the sciences: Academic development from a social realist perspective, Higher Education, 74(5): 915–931.

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Conana, H., Marshall, D. & Case, J.M. (2016) Exploring pedagogical possibilities for transformative approaches to academic literacies in undergraduate physics, Critical Studies in Teaching and Learning, 4(2): 28–44.

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Clegg, S. (2016) The necessity and possibility of powerful ‘regional’ knowledge: Curriculum change and renewal, Teaching in Higher Education, 21(4): 457–470.

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Clarence, S. (2016) Surfing the waves of learning: enacting a semantics analysis of teaching in a first-year Law course. Higher Education Research & Development, 36(5): 920–933.

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

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Arbaugh, J.B., Fornaciari, C.J., & Hwang, A. (2016) Identifying research topic development in business and management education research using Legitimation Code Theory, Journal of Management Education, 40(6): 654–691.

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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.

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Rusznyak, L. (2015) Knowledge selection in initial teacher education programmes and its implications for curricular coherence, Journal of Education, 60: 7–29.

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Hollis-Turner, S. (2016) Decoding Disciplines of a national business qualification in support of learning, Journal for New Generation Sciences, 14(3): 72–90.

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Clegg, S. (2015) Adventures in meaning-making: Teaching in Higher Education 2005-2013, Teaching in Higher Education 20(4): 373–387.

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Shay, S. (2015) Curriculum reform in higher education: A contested space, Teaching in Higher Education, 20(4): 431–441.

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

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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.

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Vahed, A., Singh, S. & McKenna, S. (2014) Examining the quality of pedagogy through a tooth morphology board game, European Conference on Games Based Learning 2 (pp. 576–585). Reading: Academic Conferences International Limited.

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Toll, M. (2014) Discerning knowers: Exploring university students’ perceptions of knowledge claims, The Australian Sociological Association Conference Proceedings, University of South Australia, Adelaide, November.

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Quinn, L. & Vorster, J. (2014) Isn’t it time to start thinking about ‘developing’ academic developers in a more systematic way?, International Journal for Academic Development, 19(3): 255–258.

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McKenna, S. (2014) Higher education studies as a field of research, The Independent Journal of Teaching and Learning, 9: 6–44.

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

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Whitcombe, S.W. (2013) Problem-based learning students’ perceptions of knowledge and professional identity: Occupational therapists as ‘knowers’, British Journal of Occupational Therapy, 76(1): 37–42.

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Szenes, E. & Tilakaratna, N. (2013) Critical thinking and employment readiness: The role of semantic waves in preparing students for life after university, 11th Biennial Conference of the Association for Academic Language and Learning, RMIT University, Melbourne, November.

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Shay, S. (2013) Conceptualizing curriculum differentiation in higher education: A sociology of knowledge point of view, British Journal of Sociology of Education, 34(4): 563–82.

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Luckett, K. & Hunma, A. (2014) Making gazes explicit: facilitating epistemic access in the Humanities, Higher Education, 67(2): 183–198.

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Shay, S. (2012) Contesting Purposes for Higher Education: A curriculum point of view, Society for Research into Higher Education Annual Conference, Newport, December.

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Vorster, J. & Quinn, L. (2012) Privileging knowledge, creating knowers: An analysis of a formal programme for university lecturers. In L. Quinn (Ed.), Re-imagining Academic Staff Development: Spaces for disruption (pp. 71–87). Stellenbosch: Sun Medi.

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Luckett, K. (2012) Disciplinarity in question: Comparing knowledge and knower codes in sociology, Research Papers in Education, 27(1): 19–40.

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Behari-Leak, K., McKenna, S., Mkhize, T., Mtombeni, T., Sabata, S., & Haupt, G. (2012) The Role of Knowledge in Social Inclusion, Symposium at HELTASA 2012, Stellenbosch University, South Africa.

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Coffin, C. & Donohue, J.P. (2012) Academic literacies and systemic functional linguistics: How do they relate?, Journal of English for Academic Purposes, 11: 64–75.

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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.

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Winter, I. (2012) Knowledge and skill building in inquiry-based instruction, part of panel on ‘Authentic and explicit research culture: Students’ induction into research’, Partnerships: 7th ERGA Conference, University of Adelaide, September.

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Shay, S. (2011) Curriculum formation: A case study from History, Studies in Higher Education, 36(3): 315–329.

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Yi, L. (2011) Bernsteinian perspectives on the Reading to Learn program, Annual Review of Functional Linguistics in China, 3: 109–123.

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Hood, S. (2011) Writing discipline: Comparing inscriptions of knowledge and knowers in academic writing. In Christie, F. & Maton, K. (eds), Disciplinarity: Functional linguistic and sociological perspectives (pp. 106–128). London: Continuum.

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Gao, L. (2011) Eclecticism or principled eclecticism, Creative Education, 2(4): 363–369.

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Shalem, Y. & Slonimsky, L. (2010) Seeing epistemic order: Construction and transmission of evaluative criteria, British Journal of Sociology of Education, 31(6): 755–778.

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Luckett, K. (2010) Knowledge claims and code of legitimation: Implications for curriculum recontextualisation in South African higher education, Africanus, 40(1): 4-18.

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Hlengwa, A. (2010) Infusing service-learning in curricula: A theoretical exploration of infusion possibilities, Journal of Education, 48: 155–168.

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Doherty, C. (2010) Doing business: Knowledges in the internationalised business lecture, Higher Education Research & Development, 29(3): 245–258.

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Stavrou, S. (2009) Negotiating curriculum change in the French university: The case of ‘regionalising’ social scientific knowledge, International Studies in Sociology of Education, 19(1): 19–36.

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Luckett, K. (2009) The relationship between knowledge structure and curriculum: A case study in sociology, Studies in Higher Education, 34(4): 441–453.

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Shay, S. (2008) Beyond social constructivist perspectives on assessment: The centring of knowledge, Teaching in Higher Education, 13(5): 595–605.

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Doherty, C. (2008) Student subsidy of the internationalized curriculum: Knowing, voicing and producing the Other, Pedagogy, Culture and Society, 16(3): 269–288.

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Gale, T. & Wright, J. (2007) Utility as a first principle for educational research: Reworking autonomy in Australian higher education, ACCESS: Critical Perspectives on communication, cultural and policy studies, 27(1/2): 115–129.

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Hood, S. (2007) Arguing in and across disciplinary boundaries: Legitimising stategies in applied linguistics and cultural studies, in McCabe, A., O’Donnell, M., & Whittaker, R. (eds), Advances in Language and Education (pp. 185–194). London: Continuum.

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Burnheim, C. (2007) External engagement and institutional autonomy in higher education, Australian Association for Research in Education Annual Conference, Fremantle, November.

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Kirk, S. (2017) Waves of reflection: Seeing knowledge(s) in academic writing, in Kemp, J. (ed), EAP in a rapidly changing landscape: issues, challenges and solutions. Proceedings of the 2015 BALEAP Conference. Reading: Garnet.

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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.

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Gibbons, J. (2017) Exploring conceptual legal knowledge building in law students’ reflective reports using theoretical constructs from sociology of education: what, how and why?, The Law Teacher, 52(1): 38–52.

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Clarence, S. (2015) Exploring the nature of disciplinary teaching and learning using Legitimation Code Theory Semantics, Teaching in Higher Education, 21(2): 123–137.

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Chen, R. T-H. (2015) L2 Blogging: Who thrives and who does not?, Language Learning & Technology, 19(2): 177–196.

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Hugo, W. (2014) Semantic density and semantic gravity, Journal of Education, 59: 1–14.

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

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Shay, S. (2016) Curricula at the boundaries, Higher Education, 71(6): 767–79.

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