Myers, L. P. (2016) An analysis of how students construct knowledge in a course with a hierarchical knowledge structure, South African Journal of Accounting Research, 31 (3), 193–211.
Ellery, K. (2017) A code theory perspective on science access: Clashes and conflicts, South African Journal of Higher Education, 31(3): 82–98.
Mckenna, S., Quinn, L and & Vorster, J. (2018) Mapping the field of Higher Education Research using PhD examination reports, Higher Education Research & Development, 37(3): 579–592.
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.
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.
Walton, E. (2017) Inclusive education in initial teacher education in South Africa: Practical or professional knowledge?, Journal of Education, 67: 101–128.
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.
Siebörger, I. & Adendorff, R.D. (2017) “We’re talking about semantics here”: Axiological condensation in the South African parliament, Functions of Language, 24(2): 196–233.
Jackson, F. (2017) Plotting pedagogy in a rural South African english classroom: A Legitimation Code Theory analysis, Per Linguam, 33(2):1–21.
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.
Garraway, J. & Reddy, L. (2017) Analyzing work-integrated learning assessment practices through the lens of autonomy principles, Alternation, 23(1): 285–308.
Ellery, K. (2017) Conceptualising knowledge for access in the sciences: Academic development from a social realist perspective, Higher Education, 74(5): 915–931.
Clarence, S. & McKenna, S. (2017) Developing academic literacies through understanding the nature of disciplinary knowledge, London Review of Education, 15(1): 38–49.
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.
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.
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.
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.
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.
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.
Ellery, K. (2017) Conceptualising knowledge for access in the sciences: Academic development from a social realist perspective, Higher Education, 74(5): 915–931.
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.
Clegg, S. (2016) The necessity and possibility of powerful ‘regional’ knowledge: Curriculum change and renewal, Teaching in Higher Education, 21(4): 457–470.
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.
Vorster, J-A. & Quinn, L. (2015) Towards shaping the field: Theorising the knowledge in a formal course for academic developers, Higher Education Research & Development, 34(5): 1031–1044.
Siebörger, I. & Adendorff, R.D. (2015) Resemiotizing concerns from constituencies in the South African parliament, Southern African Linguistics and Applied Language Studies 33(2): 171–197.
Rusznyak, L. (2015) Knowledge selection in initial teacher education programmes and its implications for curricular coherence, Journal of Education, 60: 7–29.
Jackson, F. (2015) Using Legitimation Code Theory to track pedagogic practice in a South African English home language poetry lesson, Journal of Education, 63: 29–54.
Hollis-Turner, S. (2016) Decoding Disciplines of a national business qualification in support of learning, Journal for New Generation Sciences, 14(3): 72–90.
Shay, S. (2015) Curriculum reform in higher education: A contested space, Teaching in Higher Education, 20(4): 431–441.
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.
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.
Schudel, I. (2014) Exploring a knowledge-focused trajectory for researching environmental learning in the South African curriculum, Southern African Journal of Environmental Education, 30: 96–117.
McKenna, S. (2014) Higher education studies as a field of research, The Independent Journal of Teaching and Learning, 9: 6–44.
Arbee, A., Hugo, W. & Thomson, C. (2014) Epistemological access in Marketing – a demonstration of the use of Legitimation Code Theory in higher education, Journal of Education, 59: 39–63.
Wolff, K. (2013) ‘Reservoirs’ and ‘repertoires’: Epistemological and discursive complexities in multidisciplinary engineering practice, Journal of Academic Writing, 3(1): 84–94.
Siebörger, I. (2012) The battle of the black box: Axiological condensation’s role in building procedural knowledge in the South African parliament, 39th International Systemic Functional Congress, UTS, Sydney, July,
Shay, S. (2012) Contesting Purposes for Higher Education: A curriculum point of view, Society for Research into Higher Education Annual Conference, Newport, December.
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.
Vorster, J. & Quinn, L. (2012) Theorizing the pedagogy of a formal programme for university lecturers. In L.Quinn (Ed.), Re-imagining Academic Staff Development: Spaces for disruption (pp. 51–69). Stellenbosch: Sun Media.
Kilpert, L. & Shay, S. (2013) Kindling fires: Examining the potential for cumulative learning in a Journalism curriculum, Teaching in Higher Education, 18(1): 40–52.
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.
Shay, S. (2011) Curriculum formation: A case study from History, Studies in Higher Education, 36(3): 315–329.
Kilpert, L. (2011) Lighting fires from fires: A description of the research entitled ‘Kindling fires’, The Journal of Independent Teaching and Learning, 6: 14–24.
Luckett, K. (2010) Knowledge claims and code of legitimation: Implications for curriculum recontextualisation in South African higher education, Africanus, 40(1): 4-18.
Hlengwa, A. (2010) Infusing service-learning in curricula: A theoretical exploration of infusion possibilities, Journal of Education, 48: 155–168.
Luckett, K. (2009) The relationship between knowledge structure and curriculum: A case study in sociology, Studies in Higher Education, 34(4): 441–453.
Jackson, F. (2016) Unraveling high school English literature pedagogic practices: A Legitimation Code Theory analysis, Language and Education, 30(6): 536–553.
Clarence, S. (2015) Exploring the nature of disciplinary teaching and learning using Legitimation Code Theory Semantics, Teaching in Higher Education, 21(2): 123–137.
Wolff, K. (2017) Engineering problem-solving knowledge: The impact of context, Journal of Education and Work, 30(8): 840–853.
Ellery, K. (2017) A code theory perspective on science access: Clashes and conflicts, South African Journal of Higher Education, 31(3): 82–98.