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Andrew M., & Mueller, B. (2025). “Is that all there is?” Work-integrated learning educators meet GenAI: upskilling journeys to “the deep end” (Chapter 19). Handbook of Artificial Intelligence in Higher Education (Ed. S. Popenici, J. Randolph, F. Ismael, & S. Tan). Edward Elgar Publishing.
Andrew, M., Henry, S. & Taylor, J. (2025). “How Have You Transformed?” What Features of Practice Doctoral Journeys Bring About Transformation?. Scope: Contemporary Research Topics (Work-based Learning), 71-78.
Andrew, M. & Razoumova, O. (2024). One TESOL practicum, nine maxims and countless dilemmas. Clesol (Community Languages Association of New Zealand) 2024 International Conference, Exploring new skills and knowledge through language, Victoria University Wellington, 20-21 April, 2024.
Andrew, M. (2024). Mentoring Doctoral Journeys in Professional Practice Spaces. Work-Integrated Learning International Conference Theme: Thriving Together: Partners & Practice, 8-10 April 2024, Wellington, New Zealand.
Andrew, M. (2024). Neoliberalism and the Crisis in Higher Education. The Palgrave Handbook of Crisis Leadership in Higher Education, pp. 29-54. Palgrave Macmillan, Cham.
Andrew, M. & McGirr, O. (2024). Prospecting Educational Leadership in the Wake of COVID-19: An Aotearoa/New Zealand Narrative Study. The Palgrave Handbook of Crisis Leadership in Higher Education. Palgrave Macmillan, Cham.
Dobbins, K., Pollard, E., Andrew, M. & Middleton, R. (2024). Editorial: Making Unstructured Abstracts More Concrete. Journal of University Teaching and Learning Practice, 21(6).
Andrew, M. (2024) .Features of Good Mentoring: Insights from Professional Practice Doctoral Mentors. Scope (Work-Based Learning), 6, 16-24.
Andrew, M. (2024). Professional Practice Mentors: The Quest for Authentic Excellence. Scope. (Teaching & Learning), 14.
Taylor, J., Andrew, M. & Woodward, D. (2024). Adapting to Change: Pedagogical Insights from Chinese Transnational Programmes in Chendu and Dalian. Scope (Work-Based Learning), 6, 62-70.
Müller, B., Andrew, M. & Rook, L. (2024) “So, How Are You Using Gen AI?” Professional Learning on GenAI (Roundtable) ACEN (Australian Collaborative Education Network), Advancing Quality WIL for Learning and Employability in an Ever-Changing World, Sydney, Australia, October 21-22, 2024.
Andrew, M. (2024) Transforming Doctoral Learning, Transformed Graduates, Changed Workplaces. ACEN (Australian Collaborative Education Network), Advancing Quality WIL for Learning and Employability in an Ever- Changing World, Sydney, Australia, 20-21 October, 2024.
Andrew, M. (2024). Making excellence authentic: kōrero with doctoral mentors, OPSITARA Research Symposium, Christchurch.
Andrew, M., Taylor, J. & Henry, S, (2024). How do practice doctoral journeys bring about learner transformation? OPSITARA Research Symposium, Christchurch
Cotter, R. & Andrew. M. (2024) The application of a holistic wellbeing framework within work-integrated learning Refereed Proceedings of the 26th Work-Integrated Learning New Zealand Conference, held in person on the 9th and 10th of April, 2024, at Victoria University of Wellington, New Zealand.
Andrew, M. & Razoumova, O. (2024) One TESOL practicum, nine maxims and countless dilemmas Clesol (Community Languages Association of New Zealand) 2024 International Conference, Exploring new skills and knowledge through language, Victoria University Wellington, 20-21 April, 2024
Andrew, M. (2024) The Great Resignation: The simple joys of not belonging Journal of Applied Learning & Teaching, 7(1), 1-13.
Andrew, M. (2024) Mentoring Doctoral Journeys in Professional Practice Spaces Work-Integrated Learning International Conference Theme: Thriving Together: Partners & Practice 8-10 April 2024, Wellington, New Zealand
Andrew, M. (2024) ‘Just get them over the line’: Neoliberalism and the execution of ‘excellence’. Journal of Applied Learning and Teaching, 7(1), 1-11.
Fleming, J., Hay, K., Taffard, K., Lucas, P., Wolf, A., & Andrew, M. (2024) Methodologies for WIL Research Work-Integrated Learning International Conference Theme: Thriving Together: Partners & Practice 8-10 April 2024, Wellington, New Zealand
Andrew, M. B. (2023) Come to the cabaret: Voices from the modern university. Journal of Applied Learning & Teaching, 6(2),(2023), 1-11 https://journals.sfu.ca/jalt/index.php/jalt/article/view/1019
Andrew, M. B. (2023) Neo-neoliberalist capitalism, intensification by stealth and campus real estate in the modern university in Aotearoa/New Zealand Journal of Applied Learning & Teaching, 6(2), 1-9.
Sakkir, G., Rukmana, N. S., Muslim, A. B., Andrew, M. & Muhuyyang, M. (2023) The Challenges Faced by Students in Learning English (Post-Pandemic Era). INTERFERENCE, Journal of Language, Literature, and Linguistics, 4(1), 1-8.
Andrew, M (2023) Neoliberalism in higher education. Royal Holloway University of London and Kaplan Singapore Symposium on the Scholarship of Teaching and Learning.
Taylor, J., Andrew, M. & Woodward, D. (2023) Reflexivity and the Quest for Reflective Practice Enhancement. Scope Contemporary Research Topics, Workbased Learning, 5.
Abduh, A., Rosmaladewi, & Andrew M. (2023) Strategies of Implementing Multicultural Education: Insights from Bilingual Educators. International Journal of Language Education, 7 (2), 343-353.
Andrew, M. (2023) What does excellence in doctoral mentoring look like? Teaching Excellence Symposium held at Te Pūkenga | Otago Polytechnic 29-30 June, Dunedin.
Andrew, M. (2023) Weaving the threads of postgraduate work-integrated learning: Experiential learnings 11 from Doctor of Professional Practice mentors. Proceedings of the 25th Work-Integrated Learning New Zealand Conference, held in person on the 20th to 21st of April, 2023, at Te Pae, Christchurch, New Zealand, pp. 11-15.
Andrew, M. B., Dobbins, K., Pollard, E., Mueller, B., & Middleton, R. (2023) The role of compassion in higher education practices Journal of University Teaching & Learning Practice, 20(3).
Andrew, M. (2022). COVID made me to it: Narratives of pivoting in research. Scope work-Based Learning, 4. https://doi.org/10.34074/scop.6003014
Harrison, J. & Andrew, M. (2022). Capability and the professional practice mentor. Scope work-Based Learning, 4. https://doi.org/10.34074/scop.6003001
Andrew, M. & Karetai, M. (2022). Bricolage as a method in professional practice. (2022). Scope work-Based Learning, 4. https://doi.org/10.34074/scop.6003002
Andrew, M. et al. (2022). Horns of Dilemmas: Doctoral Learners Share Their Work-Arounds. Scope work-Based Learning, 4. https://doi.org/10.34074/scop.6003013
Müller, B., Andrew, M. & Connor, M. (2022). Building belonging in online WIL environments – lessons (re)learnt in the pandemic age: a collaborative enquiry. Journal of University and Teaching Practice, 19 (4), article 16. https://ro.uow.edu.au/jutlp/vol19/iss4/16
Press, N., Andrew, M. B., Percy, A. & Pollard, V. (2022). Pedagogies of belonging in an anxious world: A collaborative autoethnography of four practitioners, Journal of University and Teaching Practice, 19 (4), article 1, editorial.
https://ro.uow.edu.au/jutlp/vol19/iss4/01
Müller, B., Andrew, M. & Connor, M. (2022). Belonging in online work-integrated learning (eWIL) spaces. ACEN Conference, Creating the Future with WIL, Melbourne, October 23-5.
Andrew, M. (2022). Informing postgraduate work-integrated learning: Learnings from professional practice stakeholders. ACEN Conference, Creating the Future with WIL, Melbourne, October 23-5.
Andrew, M. & Razoumova, O. (2022). Different voices, diverse journeys: Exploring reflections on practicum learning. Scope Teaching and Learning, 11, 9-19. https://doi.org/10.34074/scop.4011003
Andrew, M. & Razoumova, O. (2022). One TESOL practicum, nine maxims and countless dilemmas. University of Sydney Journal of TESOL, 1, 59-88.
Andrew, M; Kirkwood, J; Mann, S (2022). Collective learnings on building a team in a new Doctorate. 8th Postgraduate Supervision Conference. Centre for Higher and Adult Education, Stellenbosch University (online). March 15-17 2022.
Andrew, M. (2021) Book Review: Teaching English to Second Language Learners in Academic Contexts, by Jonathan M. Newton, Dana R. Ferris, Christine C.M. Goh, William Grabe, Fredricka L. Stoller, and Larry Vandergrift, London and New York: Routledge, 2018. Asian EFL Journal, 25(2), 95-97
Crawford, J.A., Andrew, M.B., Rudolph, J., Lalani, K., & Butler-Henderson, K.A. (2021) Editorial: The cross-cultural effects of COVID-19 on higher education learning and teaching practice Journal of University Teaching and Learning Practice, 18(5)
Ker, G., Andrew, M. (2021) Malcolm Macpherson: 'I cannot teach anybody anything; I can only make them think'. Scope: Contemporary Research Topics (Work-based Learning) 2, issn: 2703-6235, doi: 10.34074/scop.6002016
Andrew, M. (2021) Interventions to assure rigour in a professional practice doctorate. Scope: Contemporary Research Topics (Work-based Learning) 2, issn: 2703-6235, doi: 10.34074/scop.6002011
Goode, C., Andrew, M. (2021) 'You don’t have to be who you’re not': Reflections on the learner-mentor journey in a professional doctorate. Scope: Contemporary Research Topics (Work-based Learning) 2, issn: 2703-6235, doi: 10.34074/scop.6002003
Johnson, M., Andrew, M., & Ker, G. (2021) Eclectic critical conversations as a strategy for learning in professional contexts. Scope: Contemporary Research Topics (Learning and Teaching) 10, issn: 1179-9528, doi: 10.34074/scop.4010012
Andrew, M., Mann, S., & Kirkwood, J. (2021) Nurturing a new Doctorate of Professional Practice – voices from three academic mentors. OPSITARA conference. October 14-15 October 2021. Online.
Connor, M., Mueller, B., Mann, S., and Andrew, M, (2021) Pivots, pirouettes and practicalities: Actions and reactions of work-integrated learning practitioners. Journal of University Teaching & Learning Practice, 18(5), 2021. Available at:https://ro.uow.edu.au/jutlp/vol18/iss5/2
Percy, Al., Press, N., Andrew, M. and Pollard, V. (2021) Reframing theory of, and for, practice in higher education. Journal of University Teaching & Learning Practice, 18(4), 2021.
Andrew, M. (2020). Behind voluntary redundancy in universities: The stories behind the story. Australian Universities' Review, 62(2), 14-24.
Andrew, M. (2020). Ethics, Autoethnography and the world of writers. International Journal of Arts and Social Science, 3(6), 99-109.
Andrew, M. (2020). Building Vietnamese English teachers' evaluation capability: Filling needs via training programs, TESL-EJ, 24(3). Available: http://www.tesl-ej.org/wordpress/issues/volume24/ej95/ej95a7/.
Andrew, M. (2020). Action research to build TESOL teacher capacity in Vietnamese master-level programmes. New Zealand Studies in Applied Linguistics, 26(1). Available: https://www.alanz.org.nz/journals/261-2020/
Andrew, M. (2020). Reflecting on then and now: pedagogical being in lockdown via zoom. Collective Voices of Covid-10 (Otago Polytechnic, Dunedin, Ebook, 109-115).
Henry, S., Te Maiharoa, K, Gaulter, J., Woodward, D., Hogan R. & Andrew, M. (2020). Communities of Practice for Independent Learning Pathways at Otago Polytechnic. Scope Work-Based Learning, 1, 112-117. Otago Polytechnic, Dunedin.
Andrew, M. (2020). Book Review: Globalisation and its Effects on Team-teaching, by Naoki Fujimoto-Adamson. Cambridge Scholars, Newcastle upon Tyne, United Kingdom, 2020, Asian EFL Journal, 24 (5), 108-110.
Andrew, M. & Tran Hong Le (2019). Using Weekly Group Political Presentations to Enhance the Phonological Learning of Second-Year English Major Students at a University in Vietnam. 3 (2), 115-127. DOI: https://doi.org/10.26858/ijole.v3i2.9611
Andrew, M. & Razoumova, O. (2019). 'Learning on my feet': The learning value of a structured TESOL practicum portfolio, TESOLANZ Journal, 27, 44-60.
Kearney, C. & Andrew, M. (2019). Southern Celts: Voices from Aotearoa New Zealand. Studi irlandesi. A Journal of Irish Studies, 9, 1-21. DOI: http://dx.doi.org/10.13128/SIJIS-2239-3978-23389
Andrew, M. (2019). Double Negative: When the Neoliberal Meets the Toxic, Chapter 3 in D. Bottrell and C. Manathunga (eds.), Resisting Neoliberalism in Higher Education Volume I, 59-51, Palgrave Critical University Studies, Palgrave, https://doi.org/10.1007/978-3-319-95942-9_3.
Amirullah A. & Andrew, M. (2017). Investment and Imagined Identities of Biliterate Indonesian Lecturers: An Exploratory Case Study. International Journal of Indonesian Studies, 1(4). Available: http://artsonline.monash.edu.au/indonesian-studies-journal/ijis-4-2017/
Andrew, M. (2017). Using innovation and action research to build TESOL teacher capacity in Vietnam, International Journal of Language Education, 1(2), 17-28. Available: http://ojs.unm.ac.id/index.php/ijole/article/view/4311ojs.unm.ac.id/index.php/ijole/article/view/4311
Andrew, M. & Le Rossignol, R. (2017). Autoethnographic writing inside and outside the academy and ethics, Writing and Pedagogy, 9(2), 225-249.
Andrew, M. & Razoumova, O. (2017). Being and becoming TESOL educators: Embodied learning via practicum, Australian Journal of Language and Literacy 40(3), 174-185.
Andrew, M. (2016). Using listening portfolios to promote agency in English language learners, TESOLANZ, 24, 72-87.
Andrew, M. (2016). Exemplifying TESOL practices informed by critical pedagogy. TESOLANZ, 24, Special Edition, 1-12. Available: http://www.tesolanz.org.nz/Site/Publications/TESOLANZ_Journal/default.aspx#H138990-2
Amirullah, Andrew, M. & Eckesley, B. (2015). Portraits of Indonesian Language Learners as Imagined Bilinguals. New Zealand Studies in Applied Linguistics, 21, 39-52.
Andrew, M. & Romova, Z. (2015). Embedding learning for future and imagined communities in portfolio assessment. Journal article. www.unitec.ac.nz/epress.
Andrew, M. (2015). Mind the research gaps: drawing on the self in autoethnographic writing. TEXT Special Edition. Papers – The Refereed Proceedings Of The 18th Conference Of The Australasian Association Of Writing Programs, 2014 ISBN 978-0-9807573-7-8. Available:
www.aawp.dreamhosters.com/wp.../05/Andrew__M_AAWP_2014.pdf.
Andrew, M. (2014). ‘Using innovation and action research to Build TESOL teacher capacity in Vietnam’. Refereed Proceedings International Conference Foreign Languages in the trend of international integration, 164-175, Hanoi: Hanoi University.
Andrew, M. & Romova, Z. (2014). Teaching and learning academic writing: narratives of future direction. TESOLANZ Journal, Vol 22, 43-54.
Andrew, M. (2014). Community and individuality: Teaching and learning insights from a postgraduate online writing program. SAGE Open, 2014 (4), July-December. DOI: 10.1177/2158244014544292. Available: http://sgo.sagepub.com/content/4/3/2158244014544292.full.pdf?ijkey=M9Az2wRYZoFz4hi&key
Rajendran, D. & Andrew, M. (2014), Using Film to Elucidate Leadership Effectiveness Models: Reflections on Authentic Learning Experiences. JUTLP 11 (1). Available: http://ro.uow.edu.au/jutlp/vol11/iss1/8/
Andrew, M. (2013). Language learners can ‘make a difference’: Benefits of a volunteering option for students of English as an additional language. European Journal of Business and Social Sciences, 1 (12), 201-215. Available: http://www.ejbss.com/volume-1-no-12-2013.aspx
Banks, G. & Andrew, M. (2013). Populating a Historical Novel: a case study of a practice-led research approach to historiographic metafiction, Bukker Tillibul, 7. Available: http://bukkertillibul.net/Text.html?VOL=7&INDEX=2
Andrew, M. (2013). Autonomy as agency in listening portfolios in Autonomy in a networked world (ed. M. Hobbs & K. Dofs), 147-149 (Independent Learning Association: Christchurch). Available: http://www.independentlearning.org/proceedings-wellington-2012.html
Andrew, M. (2012). “Like a newborn baby”: Using Journals to Record Changing Identities Beyond the
Classroom, TESL Canada Journal, 29 (1). Available: http://teslcanadajournal.ca/index.php/tesl/article/view/1089/908
Andrew, M. (2012). Forewarned is forearmed: The brave new world of (Creative) Writing online, TEXT 16 (2), (Oct 2012). Available: http://www.textjournal.com.au/april12/banks_andrew.htm
Andrew, M. (2012). Supervising doctorates at a distance: three trans-Tasman stories, Quality Assurance in Education, 20 (1), 42 – 53. DOI: 10.1108/09684881211198239 . Available: http://www.emeraldinsight.com/journals.htm?articleid=17014515&show=abstract
Andrew, M. (2012). Authentic Cultural and Linguistic Learning through Practicum in a Nursing Home, TESL EJ Journal, 16 (1) (June 2012), 1-19. Available: http://www.tesl-ej.org/wordpress/issues/volume16/ej61/ej61a2/
Andrew, M. (2012). Humanizing e-lecturers and engaging online writing learners via dialogic video. In M. Brown, M. Harnett & T. Stewart (Eds), Future challenges, sustainable futures. In Proceedings ASCILITE Wellington 2012. (pp.40-49). Available: http://www.ascilite.org.au/conferences/wellington12/2012/pagec16a.html.
Banks, G. & Andrew, M. (2012). Migrating from nonfiction to fiction: a practice-led approach drawing on a literary journalist's notional tool-box. TEXT, 16 (1), (Apr 2012). Available: http://www.textjournal.com.au/april12/banks_andrew.htm
Andrew, M. & Romova, Z. (2012). Genre, discourse and imagined communities: the learning gains of academic writing learners. Journal of Academic Language and Learning, 6 (1), A77-A88. Available: http://journal.aall.org.au/index.php/jall/issue/view/11
Andrew, M. (2012). One law for us and another for them? The ethics of autoethnography in the academy and the real world. Paper presented at the 3rd Annual Conference of the Popular Culture Association of Australia and New Zealand (POPCAANZ), Melbourne, Victoria, Australia, 27-29 June 2012.
Kearney, C. & Andrew, M. (2011/2012). Southern Celts: Exploring attitudes to and the use of Scots Gaelic in New Zealand. Proceedings, Language, Education and Diversity (University of Auckland, 22 November – 25 November 2011).
Andrew, M. (2011). Collaboration, community, identity: Engaged e-learning and e-teaching in an online writing course. ASCILITE, Hobart, December, 2011. Available: http://www.ascilite.org.au/conferences/hobart11/proceedings.php.
Andrew, M. (2011). The real world: lived literacy practices and cultural learning from community placement. Australian Journal of Language and Literacy, 34 (2), 219-235.
Andrew, M. (2011). 'You can really practice English in real life': mediating culture and language learning in a rest home. Refereed Proceedings of 'Context and Communication: Mediating Language Learning', the 12th National Conference for Community Languages and ESOL (CLESOL 2010), Dunedin, New Zealand, 01-04 October, 2010. Available: http://www.tesolanz.org.nz/Site/CLESOL/CLESOL_2010.aspx
Andrew, M. (2011). Reshaping educational experience by volunteering in the community: language learners in the real world. Journal of Intercultural Communication, 25. Available: http://www.immi.se/intercultural/nr25/andrew.htm
Andrew, M. & Romova, Z. (2011). Teaching and assessing academic writing via the portfolio: benefits for learners of English as an additional language. Assessing Writing, 16 (2), 112-122. Available: http://www.sciencedirect.com/science/journal/10752935/16/2.
Andrew, M. & Kearney, C. (2011). Reshaping educational experience by investing in community. Southern Institute of Technology Journal of Applied Research (SITJAR). Available: http://sitjar.sit.ac.nz/Pages/Publication.aspx?ID=58
Romova, Z. & Andrew, M. (2011). Learning and assessing for future imagined communities: academic writing texts within portfolios. 'Writing the Future: Genres, Professions and Texts', Refereed proceedings of the Tertiary Writing Network Colloquium (TWN 2010), Wellington, New Zealand, 02-03 December, 2010.
Andrew, M. (2010). Double agents and triple: teacher-researcher-writers. The Strange Bedfellows or Perfect Partners Papers: The Refereed Proceedings of the 15th Conference of the Australasian Association of Writing Programs (AAWP 2010), Melbourne, Australia, 25-27 November, 2010. Available: http://aawp.org.au/publications-aawp
Andrew, M. (2010). Strategically maintaining online learning community in a postgraduate writing program. Refereed Proceedings of 'Curriculum, technology & transformation for an unknown future', the 27th Australasian Society for Computers in Learning in Tertiary Education Conference (ASCILITE 2010), Sydney, Australia, 05-08 December 2010 / Caroline Steel, Mike Keppell, Philippa Gerbic & Simon Housego (eds.), 49-59. Available: http://www.ascilite.org.au/conferences/sydney10/
Andrew, M. (2009). Community chest: Varieties of learning from Kiwi communities. Refereed Proceedings of Language and identity: Building communities of learning CLESOL conference, 2-6 October, Auckland, New Zealand. Available: http://www.tesolanz.org.nz/Site/CLESOL/CLESOL_2008.aspx.
Kearney, C., & Andrew, M. (2009). Beyond Buzzy Bees and Kiwi Fruit: Constructing culture in Aotearoa/New Zealand. Journal of Adult Learning Aotearoa New Zealand, 37 (1), 44-56.
Andrew M. & Romova, Z. (2009). Progress 'from here to there' in academic writing. Refereed Proceedings of the Tertiary Writing Colloquium, Auckland University of Technology, Auckland, New Zealand, December 2, 2008. Available: http://www.tertiarywritingnetwork.org.nz/2008_peer_reviewed_papers.html
Andrew, M. (2009). Deepened mirrors of cultural learning: The potential of learning management systems. CALICO (The Computer Assisted Language Instruction Consortium) Journal, 26 (2) Southwest Texas State University, USA. Available: https://calico.org/memberBrowse.php?action=article&id=745.
Andrew, M., & Kearney, C. (2007). Practicing in and learning from community placements. New Zealand Studies in Applied Linguistics, 13 (2), 31-45.
Andrew M. (2007). E-text and Paper-text Reflections on Cultural Learning. In E. Gray & L. Emerson (Eds.) Proceedings of Tertiary Writing Network Colloquium, 7-8 December, Napier, New Zealand.
Andrew, M. (2006). Speaking about film and learning about speaking: Teaching speaking through film study. The TESOLANZ Journal, 14, 16-31. Available: http://www.tesolanz.org.nz/Site/Publications/TESOLANZ_Journal/.
Hadfield, J., Hadfield, C., & Andrew, M. (2006). Estate Agent Language (Mae West meets the metaphysical: the language of real estate advertising). ELT Journal, 60 (1), 71-75. Available: http://eltj.oxfordjournals.org/content/60/1.toc
Andrew, M. (2005). Marking for process, self-reflection and autonomy: Designing item specifications for business writing. The TESOLANZ Journal, 13, 57-75. Available: http://www.tesolanz.org.nz/Site/Publications/TESOLANZ_Journal/.
Andrew M. & Kearney, C. (2005). Windows into understanding and the formation of authentic being. Refereed proceedings from the second annual teaching and learning symposium, pp.11-24, Unitec, Auckland, New Zealand.
Andrew, M. (2005). Even business students can reflect: Gleaning insights about research. In J. Howard & J. Major (Eds.), CLESOL 2004: Refereed conference proceedings of the 9th Community Languages and English for Speakers of Other Languages Conference. Christchurch: CLESOL 2004. Paper presented at the Ninth National Community Languages and ESOL (English to Speakers of Other Languages) conference (CLESOL 2004), 24-27 September 2004, Christchurch. Available: http://www.tesolanz.org.nz/Site/CLESOL/CLESOL_2004.aspx
Andrew, M. (1996). “Cut So like [her] Character”: Preconstructing Celia in Volpone. Medieval and Renaissance Drama in England 8 (ed. J. Leeds Barroll), 94-118. Associated University Presses Inc.: Washington, US.
Thesis Supervision/Mentoring
Recent D.Prof. Prac. and Ph.D Completions
2025: Hanshaw, J. Micro-credentials as a disruptive power of good: A qualitative descriptive inquiry (Co-supervised professional doctorate).
2025: Verma, N. Professional identity formation in Occupational Therapy |whakaora ngangahau (Co-supervised professional doctorate).
2025: Taylor, J. An investigation of teaching pedagogy at two Chinese Transnational Education Institutions: Preparing learners for local and global educational pathways - Ka mua, ka muri – 'walking backwards into the future' (Co-supervised transnational professional doctorate).
2025: Duncan, G. Integrating modalities in the support professional. How practitioners, accredited in both coaching and Neuro-Linguistic Programming (NLP), apply their knowledge and skill within their professional practice (Co-supervised professional doctorate).
2025: Phillips, L. Joe's Horses (Professional/Creative doctorate)
2025: Henry, S. Becoming a transformational learner in vocational education (Collaboratively mentored professional doctorate)
2024: Murray, V. Ko Ngāti Awa te Toki - Unravelling the Adze, an Inside Look at Tribal Governance (Co-supervised professional doctorate).
2024: Terry, S. The Making of a Professional: Insights from Four Decades of Tertiary Education (Co-supervised professional doctorate).
2023: Wilderspin, H. Embodied Creativity: Creative play as a catalyst for adult learning, spirituality and a ludic (playful) mindset (Third supervisor, Co-supervised professional doctorate).)
2021: Goode, C. An excellent adventure: Investigating the stories of Tertiary Teaching Excellence awardees (Lead, (Co-supervised professional doctorate) https://hdl.handle.net/10652/5480
2021: Alkema, A. The Case of Tapatoru: Building the Capability of Foundation Educators Through Professional Standards (Lead, Co-supervised professional doctorate). https://hdl.handle.net/10652/5511
2021: McNeil, A. Product Stewardship: Linking waste back to primary production (Lead, Co-supervised professional doctorate). https://hdl.handle.net/10652/5492
2021: Karetai, M. The Evolution of an Identity Activist: An Indigenous Autoethnographic Journey (Co-supervised professional doctorate).
2021: Woodhouse, A. Torn Identītīes – A Kāi Tahu Pūrākau of Whiteness (Co-supervised professional doctorate).
2021: James Harrison: A developmental framework of practice for vocational and professional roles (PhD, Creative Education, Victoria University, Melbourne; Lead, Co-supervised professional doctorate). https://vuir.vu.edu.au/42717/
2021: Cuong Duc Le: Using Technology-Enhanced Language Learning Environments to Influence the Communicative Potential of Adult Learners of English as a Foreign Language in Vietnam (Integrated PhD, Victoria University, Melbourne) (Lead) https://vuir.vu.edu.au/43125/
2016: Lydia Fuksco: Children, Learning and Environmental Education (PhD by artefact and exegesis, Science Education, Swinburne University of Technology, Melbourne), Associate Supervisor (Co-supervised creative doctorate). https://researchbank.swinburne.edu.au/items/8a796255-b10b-4773-b9d6-117b55ae0934/1/?search=%2Fsearching.do&index=35&available=41
2016: Celine Kearney: Southern Celts: an investigation of how people with a Celtic/Gaelic background live out their traditions in Aotearoa New Zealand (PhD by artefact and exegesis, history and narrative enquiry, Victoria University, Melbourne) (Lead) https://vuir.vu.edu.au/32765/
2016: Bunga Ayu Wulandari: Reminiscing Lives: Exploring Professional Identities Development of Indonesian English Language Teacher Educators (traditional PhD in Education, narrative enquiry, Victoria University, Melbourne) (Lead)
2015: Amirullah: Bilingual Higher Education in Indonesia: Negotiating Imagined Identities and Multifaceted Forms of Investment (traditional PhD in Education, narrative enquiry, Victoria University, Melbourne (Lead)
2014: Rachel Le Rossignol: Re-storying the earth: writing a new meta-narrative through eco-fiction (PhD by artefact and exegesis, Creative Writing/ Earth Science Education, Swinburne University of Technology, Melbourne) (Initial Lead) https://researchbank.swinburne.edu.au/items/601c907b-85ae-4dcd-ad25-d9a7119c422f/1/?search=%2Fsearching.do&index=1&available=38
2014: James Phelan: Young adult fiction: novel and exegesis (PhD by artefact and exegesis, Creative Writing/ Youth Fiction, Swinburne University of Technology, Melbourne) – Associate supervisor https://researchbank.swinburne.edu.au/items/1ae76981-5931-4526-895f-e651672f0a0e/1/?search=%2Fsearching.do&index=0&available=65
2014: Wendy J. Dunn: The light in the labyrinth: young adult novel and exegesis (PhD by artefact and exegesis, Creative Writing/ Tudor history, Swinburne University of Technology, Melbourne) – 50% Co-supervisor https://researchbank.swinburne.edu.au/items/17dc371d-0749-48d2-9f8b-b9f1d5f4efa1/1/?search=%2Fsearching.do&index=22&available=41
2013: Scott Hopkins: Writing hegemonic masculinities: 'My Brother's War' and its exegesis (PhD by artefact and exegesis, Creative Writing/ Gender Studies, Swinburne University of Technology, Melbourne) – Associate supervisor
2012: Todd, Ted Tibor: The inheritance: a novel and exegesis (PhD by artefact and exegesis, Creative Writing/ Autoethnography, (Swinburne University of Technology, Melbourne) – Associate supervisor https://researchbank.swinburne.edu.au/items/dda4b9dd-a548-4d1f-80d2-2fa4a520a46b/1/?search=%2Fsearching.do&index=0&available=2
2011: Carthew, Mark. Can you keep a secret? An artefact and exegetical essay investigating the poetics of children's rhymes and verse (Swinburne University of Technology, Melbourne) – Associate supervisor
https://researchbank.swinburne.edu.au/items/9bc4398c-a39b-4d14-b0bb-7eda1fb9b794/1/?search=%2Fsearching.do&index=0&available=6
2011: Banks, Glenda: Migrating from nonfiction to fiction: writing between porous borders (PhD by artefact and exegesis, Creative Writing/ Goldrush History Education, Swinburne University of Technology, Melbourne) (Lead)
https://researchbank.swinburne.edu.au/items/152bad3c-e169-4610-8711-5aecad7af907/1/?search=%2Fsearching.do&index=0&available=5
Andrew M., & Mueller, B. (2025). “Is that all there is?” Work-integrated learning educators meet GenAI: upskilling journeys to “the deep end” (Chapter 19). Handbook of Artificial Intelligence in Higher Education (Ed. S. Popenici, J. Randolph, F. Ismael, & S. Tan). Edward Elgar Publishing.
Andrew, M., Henry, S. & Taylor, J. (2025). “How Have You Transformed?” What Features of Practice Doctoral Journeys Bring About Transformation?. Scope: Contemporary Research Topics (Work-based Learning), 71-78.
Andrew, M. & Razoumova, O. (2024). One TESOL practicum, nine maxims and countless dilemmas. Clesol (Community Languages Association of New Zealand) 2024 International Conference, Exploring new skills and knowledge through language, Victoria University Wellington, 20-21 April, 2024.
Andrew, M. (2024). Mentoring Doctoral Journeys in Professional Practice Spaces. Work-Integrated Learning International Conference Theme: Thriving Together: Partners & Practice, 8-10 April 2024, Wellington, New Zealand.
Andrew, M. (2024). Neoliberalism and the Crisis in Higher Education. The Palgrave Handbook of Crisis Leadership in Higher Education, pp. 29-54. Palgrave Macmillan, Cham.
Andrew, M. & McGirr, O. (2024). Prospecting Educational Leadership in the Wake of COVID-19: An Aotearoa/New Zealand Narrative Study. The Palgrave Handbook of Crisis Leadership in Higher Education. Palgrave Macmillan, Cham.
Dobbins, K., Pollard, E., Andrew, M. & Middleton, R. (2024). Editorial: Making Unstructured Abstracts More Concrete. Journal of University Teaching and Learning Practice, 21(6).
Andrew, M. (2024) .Features of Good Mentoring: Insights from Professional Practice Doctoral Mentors. Scope (Work-Based Learning), 6, 16-24.
Andrew, M. (2024). Professional Practice Mentors: The Quest for Authentic Excellence. Scope. (Teaching & Learning), 14.
Taylor, J., Andrew, M. & Woodward, D. (2024). Adapting to Change: Pedagogical Insights from Chinese Transnational Programmes in Chendu and Dalian. Scope (Work-Based Learning), 6, 62-70.
Müller, B., Andrew, M. & Rook, L. (2024) “So, How Are You Using Gen AI?” Professional Learning on GenAI (Roundtable) ACEN (Australian Collaborative Education Network), Advancing Quality WIL for Learning and Employability in an Ever-Changing World, Sydney, Australia, October 21-22, 2024.
Andrew, M. (2024) Transforming Doctoral Learning, Transformed Graduates, Changed Workplaces. ACEN (Australian Collaborative Education Network), Advancing Quality WIL for Learning and Employability in an Ever- Changing World, Sydney, Australia, 20-21 October, 2024.
Andrew, M. (2024). Making excellence authentic: kōrero with doctoral mentors, OPSITARA Research Symposium, Christchurch.
Andrew, M., Taylor, J. & Henry, S, (2024). How do practice doctoral journeys bring about learner transformation? OPSITARA Research Symposium, Christchurch
Cotter, R. & Andrew. M. (2024) The application of a holistic wellbeing framework within work-integrated learning Refereed Proceedings of the 26th Work-Integrated Learning New Zealand Conference, held in person on the 9th and 10th of April, 2024, at Victoria University of Wellington, New Zealand.
Andrew, M. & Razoumova, O. (2024) One TESOL practicum, nine maxims and countless dilemmas Clesol (Community Languages Association of New Zealand) 2024 International Conference, Exploring new skills and knowledge through language, Victoria University Wellington, 20-21 April, 2024
Andrew, M. (2024) The Great Resignation: The simple joys of not belonging Journal of Applied Learning & Teaching, 7(1), 1-13.
Andrew, M. (2024) Mentoring Doctoral Journeys in Professional Practice Spaces Work-Integrated Learning International Conference Theme: Thriving Together: Partners & Practice 8-10 April 2024, Wellington, New Zealand
Andrew, M. (2024) ‘Just get them over the line’: Neoliberalism and the execution of ‘excellence’. Journal of Applied Learning and Teaching, 7(1), 1-11.
Fleming, J., Hay, K., Taffard, K., Lucas, P., Wolf, A., & Andrew, M. (2024) Methodologies for WIL Research Work-Integrated Learning International Conference Theme: Thriving Together: Partners & Practice 8-10 April 2024, Wellington, New Zealand
Andrew, M. B. (2023) Come to the cabaret: Voices from the modern university. Journal of Applied Learning & Teaching, 6(2),(2023), 1-11 https://journals.sfu.ca/jalt/index.php/jalt/article/view/1019
Andrew, M. B. (2023) Neo-neoliberalist capitalism, intensification by stealth and campus real estate in the modern university in Aotearoa/New Zealand Journal of Applied Learning & Teaching, 6(2), 1-9.
Sakkir, G., Rukmana, N. S., Muslim, A. B., Andrew, M. & Muhuyyang, M. (2023) The Challenges Faced by Students in Learning English (Post-Pandemic Era). INTERFERENCE, Journal of Language, Literature, and Linguistics, 4(1), 1-8.
Andrew, M (2023) Neoliberalism in higher education. Royal Holloway University of London and Kaplan Singapore Symposium on the Scholarship of Teaching and Learning.
Taylor, J., Andrew, M. & Woodward, D. (2023) Reflexivity and the Quest for Reflective Practice Enhancement. Scope Contemporary Research Topics, Workbased Learning, 5.
Abduh, A., Rosmaladewi, & Andrew M. (2023) Strategies of Implementing Multicultural Education: Insights from Bilingual Educators. International Journal of Language Education, 7 (2), 343-353.
Andrew, M. (2023) What does excellence in doctoral mentoring look like? Teaching Excellence Symposium held at Te Pūkenga | Otago Polytechnic 29-30 June, Dunedin.
Andrew, M. (2023) Weaving the threads of postgraduate work-integrated learning: Experiential learnings 11 from Doctor of Professional Practice mentors. Proceedings of the 25th Work-Integrated Learning New Zealand Conference, held in person on the 20th to 21st of April, 2023, at Te Pae, Christchurch, New Zealand, pp. 11-15.
Andrew, M. B., Dobbins, K., Pollard, E., Mueller, B., & Middleton, R. (2023) The role of compassion in higher education practices Journal of University Teaching & Learning Practice, 20(3).
Andrew, M. (2022). COVID made me to it: Narratives of pivoting in research. Scope work-Based Learning, 4. https://doi.org/10.34074/scop.6003014
Harrison, J. & Andrew, M. (2022). Capability and the professional practice mentor. Scope work-Based Learning, 4. https://doi.org/10.34074/scop.6003001
Andrew, M. & Karetai, M. (2022). Bricolage as a method in professional practice. (2022). Scope work-Based Learning, 4. https://doi.org/10.34074/scop.6003002
Andrew, M. et al. (2022). Horns of Dilemmas: Doctoral Learners Share Their Work-Arounds. Scope work-Based Learning, 4. https://doi.org/10.34074/scop.6003013
Müller, B., Andrew, M. & Connor, M. (2022). Building belonging in online WIL environments – lessons (re)learnt in the pandemic age: a collaborative enquiry. Journal of University and Teaching Practice, 19 (4), article 16. https://ro.uow.edu.au/jutlp/vol19/iss4/16
Press, N., Andrew, M. B., Percy, A. & Pollard, V. (2022). Pedagogies of belonging in an anxious world: A collaborative autoethnography of four practitioners, Journal of University and Teaching Practice, 19 (4), article 1, editorial.
https://ro.uow.edu.au/jutlp/vol19/iss4/01
Müller, B., Andrew, M. & Connor, M. (2022). Belonging in online work-integrated learning (eWIL) spaces. ACEN Conference, Creating the Future with WIL, Melbourne, October 23-5.
Andrew, M. (2022). Informing postgraduate work-integrated learning: Learnings from professional practice stakeholders. ACEN Conference, Creating the Future with WIL, Melbourne, October 23-5.
Andrew, M. & Razoumova, O. (2022). Different voices, diverse journeys: Exploring reflections on practicum learning. Scope Teaching and Learning, 11, 9-19. https://doi.org/10.34074/scop.4011003
Andrew, M. & Razoumova, O. (2022). One TESOL practicum, nine maxims and countless dilemmas. University of Sydney Journal of TESOL, 1, 59-88.
Andrew, M; Kirkwood, J; Mann, S (2022). Collective learnings on building a team in a new Doctorate. 8th Postgraduate Supervision Conference. Centre for Higher and Adult Education, Stellenbosch University (online). March 15-17 2022.
Andrew, M. (2021) Book Review: Teaching English to Second Language Learners in Academic Contexts, by Jonathan M. Newton, Dana R. Ferris, Christine C.M. Goh, William Grabe, Fredricka L. Stoller, and Larry Vandergrift, London and New York: Routledge, 2018. Asian EFL Journal, 25(2), 95-97
Crawford, J.A., Andrew, M.B., Rudolph, J., Lalani, K., & Butler-Henderson, K.A. (2021) Editorial: The cross-cultural effects of COVID-19 on higher education learning and teaching practice Journal of University Teaching and Learning Practice, 18(5)
Ker, G., Andrew, M. (2021) Malcolm Macpherson: 'I cannot teach anybody anything; I can only make them think'. Scope: Contemporary Research Topics (Work-based Learning) 2, issn: 2703-6235, doi: 10.34074/scop.6002016
Andrew, M. (2021) Interventions to assure rigour in a professional practice doctorate. Scope: Contemporary Research Topics (Work-based Learning) 2, issn: 2703-6235, doi: 10.34074/scop.6002011
Goode, C., Andrew, M. (2021) 'You don’t have to be who you’re not': Reflections on the learner-mentor journey in a professional doctorate. Scope: Contemporary Research Topics (Work-based Learning) 2, issn: 2703-6235, doi: 10.34074/scop.6002003
Johnson, M., Andrew, M., & Ker, G. (2021) Eclectic critical conversations as a strategy for learning in professional contexts. Scope: Contemporary Research Topics (Learning and Teaching) 10, issn: 1179-9528, doi: 10.34074/scop.4010012
Andrew, M., Mann, S., & Kirkwood, J. (2021) Nurturing a new Doctorate of Professional Practice – voices from three academic mentors. OPSITARA conference. October 14-15 October 2021. Online.
Connor, M., Mueller, B., Mann, S., and Andrew, M, (2021) Pivots, pirouettes and practicalities: Actions and reactions of work-integrated learning practitioners. Journal of University Teaching & Learning Practice, 18(5), 2021. Available at:https://ro.uow.edu.au/jutlp/vol18/iss5/2
Percy, Al., Press, N., Andrew, M. and Pollard, V. (2021) Reframing theory of, and for, practice in higher education. Journal of University Teaching & Learning Practice, 18(4), 2021.
Andrew, M. (2020). Behind voluntary redundancy in universities: The stories behind the story. Australian Universities' Review, 62(2), 14-24.
Andrew, M. (2020). Ethics, Autoethnography and the world of writers. International Journal of Arts and Social Science, 3(6), 99-109.
Andrew, M. (2020). Building Vietnamese English teachers' evaluation capability: Filling needs via training programs, TESL-EJ, 24(3). Available: http://www.tesl-ej.org/wordpress/issues/volume24/ej95/ej95a7/.
Andrew, M. (2020). Action research to build TESOL teacher capacity in Vietnamese master-level programmes. New Zealand Studies in Applied Linguistics, 26(1). Available: https://www.alanz.org.nz/journals/261-2020/
Andrew, M. (2020). Reflecting on then and now: pedagogical being in lockdown via zoom. Collective Voices of Covid-10 (Otago Polytechnic, Dunedin, Ebook, 109-115).
Henry, S., Te Maiharoa, K, Gaulter, J., Woodward, D., Hogan R. & Andrew, M. (2020). Communities of Practice for Independent Learning Pathways at Otago Polytechnic. Scope Work-Based Learning, 1, 112-117. Otago Polytechnic, Dunedin.
Andrew, M. (2020). Book Review: Globalisation and its Effects on Team-teaching, by Naoki Fujimoto-Adamson. Cambridge Scholars, Newcastle upon Tyne, United Kingdom, 2020, Asian EFL Journal, 24 (5), 108-110.
Andrew, M. & Tran Hong Le (2019). Using Weekly Group Political Presentations to Enhance the Phonological Learning of Second-Year English Major Students at a University in Vietnam. 3 (2), 115-127. DOI: https://doi.org/10.26858/ijole.v3i2.9611
Andrew, M. & Razoumova, O. (2019). 'Learning on my feet': The learning value of a structured TESOL practicum portfolio, TESOLANZ Journal, 27, 44-60.
Kearney, C. & Andrew, M. (2019). Southern Celts: Voices from Aotearoa New Zealand. Studi irlandesi. A Journal of Irish Studies, 9, 1-21. DOI: http://dx.doi.org/10.13128/SIJIS-2239-3978-23389
Andrew, M. (2019). Double Negative: When the Neoliberal Meets the Toxic, Chapter 3 in D. Bottrell and C. Manathunga (eds.), Resisting Neoliberalism in Higher Education Volume I, 59-51, Palgrave Critical University Studies, Palgrave, https://doi.org/10.1007/978-3-319-95942-9_3.
Amirullah A. & Andrew, M. (2017). Investment and Imagined Identities of Biliterate Indonesian Lecturers: An Exploratory Case Study. International Journal of Indonesian Studies, 1(4). Available: http://artsonline.monash.edu.au/indonesian-studies-journal/ijis-4-2017/
Andrew, M. (2017). Using innovation and action research to build TESOL teacher capacity in Vietnam, International Journal of Language Education, 1(2), 17-28. Available: http://ojs.unm.ac.id/index.php/ijole/article/view/4311ojs.unm.ac.id/index.php/ijole/article/view/4311
Andrew, M. & Le Rossignol, R. (2017). Autoethnographic writing inside and outside the academy and ethics, Writing and Pedagogy, 9(2), 225-249.
Andrew, M. & Razoumova, O. (2017). Being and becoming TESOL educators: Embodied learning via practicum, Australian Journal of Language and Literacy 40(3), 174-185.
Andrew, M. (2016). Using listening portfolios to promote agency in English language learners, TESOLANZ, 24, 72-87.
Andrew, M. (2016). Exemplifying TESOL practices informed by critical pedagogy. TESOLANZ, 24, Special Edition, 1-12. Available: http://www.tesolanz.org.nz/Site/Publications/TESOLANZ_Journal/default.aspx#H138990-2
Amirullah, Andrew, M. & Eckesley, B. (2015). Portraits of Indonesian Language Learners as Imagined Bilinguals. New Zealand Studies in Applied Linguistics, 21, 39-52.
Andrew, M. & Romova, Z. (2015). Embedding learning for future and imagined communities in portfolio assessment. Journal article. www.unitec.ac.nz/epress.
Andrew, M. (2015). Mind the research gaps: drawing on the self in autoethnographic writing. TEXT Special Edition. Papers – The Refereed Proceedings Of The 18th Conference Of The Australasian Association Of Writing Programs, 2014 ISBN 978-0-9807573-7-8. Available:
www.aawp.dreamhosters.com/wp.../05/Andrew__M_AAWP_2014.pdf.
Andrew, M. (2014). ‘Using innovation and action research to Build TESOL teacher capacity in Vietnam’. Refereed Proceedings International Conference Foreign Languages in the trend of international integration, 164-175, Hanoi: Hanoi University.
Andrew, M. & Romova, Z. (2014). Teaching and learning academic writing: narratives of future direction. TESOLANZ Journal, Vol 22, 43-54.
Andrew, M. (2014). Community and individuality: Teaching and learning insights from a postgraduate online writing program. SAGE Open, 2014 (4), July-December. DOI: 10.1177/2158244014544292. Available: http://sgo.sagepub.com/content/4/3/2158244014544292.full.pdf?ijkey=M9Az2wRYZoFz4hi&key
Rajendran, D. & Andrew, M. (2014), Using Film to Elucidate Leadership Effectiveness Models: Reflections on Authentic Learning Experiences. JUTLP 11 (1). Available: http://ro.uow.edu.au/jutlp/vol11/iss1/8/
Andrew, M. (2013). Language learners can ‘make a difference’: Benefits of a volunteering option for students of English as an additional language. European Journal of Business and Social Sciences, 1 (12), 201-215. Available: http://www.ejbss.com/volume-1-no-12-2013.aspx
Banks, G. & Andrew, M. (2013). Populating a Historical Novel: a case study of a practice-led research approach to historiographic metafiction, Bukker Tillibul, 7. Available: http://bukkertillibul.net/Text.html?VOL=7&INDEX=2
Andrew, M. (2013). Autonomy as agency in listening portfolios in Autonomy in a networked world (ed. M. Hobbs & K. Dofs), 147-149 (Independent Learning Association: Christchurch). Available: http://www.independentlearning.org/proceedings-wellington-2012.html
Andrew, M. (2012). “Like a newborn baby”: Using Journals to Record Changing Identities Beyond the
Classroom, TESL Canada Journal, 29 (1). Available: http://teslcanadajournal.ca/index.php/tesl/article/view/1089/908
Andrew, M. (2012). Forewarned is forearmed: The brave new world of (Creative) Writing online, TEXT 16 (2), (Oct 2012). Available: http://www.textjournal.com.au/april12/banks_andrew.htm
Andrew, M. (2012). Supervising doctorates at a distance: three trans-Tasman stories, Quality Assurance in Education, 20 (1), 42 – 53. DOI: 10.1108/09684881211198239 . Available: http://www.emeraldinsight.com/journals.htm?articleid=17014515&show=abstract
Andrew, M. (2012). Authentic Cultural and Linguistic Learning through Practicum in a Nursing Home, TESL EJ Journal, 16 (1) (June 2012), 1-19. Available: http://www.tesl-ej.org/wordpress/issues/volume16/ej61/ej61a2/
Andrew, M. (2012). Humanizing e-lecturers and engaging online writing learners via dialogic video. In M. Brown, M. Harnett & T. Stewart (Eds), Future challenges, sustainable futures. In Proceedings ASCILITE Wellington 2012. (pp.40-49). Available: http://www.ascilite.org.au/conferences/wellington12/2012/pagec16a.html.
Banks, G. & Andrew, M. (2012). Migrating from nonfiction to fiction: a practice-led approach drawing on a literary journalist's notional tool-box. TEXT, 16 (1), (Apr 2012). Available: http://www.textjournal.com.au/april12/banks_andrew.htm
Andrew, M. & Romova, Z. (2012). Genre, discourse and imagined communities: the learning gains of academic writing learners. Journal of Academic Language and Learning, 6 (1), A77-A88. Available: http://journal.aall.org.au/index.php/jall/issue/view/11
Andrew, M. (2012). One law for us and another for them? The ethics of autoethnography in the academy and the real world. Paper presented at the 3rd Annual Conference of the Popular Culture Association of Australia and New Zealand (POPCAANZ), Melbourne, Victoria, Australia, 27-29 June 2012.
Kearney, C. & Andrew, M. (2011/2012). Southern Celts: Exploring attitudes to and the use of Scots Gaelic in New Zealand. Proceedings, Language, Education and Diversity (University of Auckland, 22 November – 25 November 2011).
Andrew, M. (2011). Collaboration, community, identity: Engaged e-learning and e-teaching in an online writing course. ASCILITE, Hobart, December, 2011. Available: http://www.ascilite.org.au/conferences/hobart11/proceedings.php.
Andrew, M. (2011). The real world: lived literacy practices and cultural learning from community placement. Australian Journal of Language and Literacy, 34 (2), 219-235.
Andrew, M. (2011). 'You can really practice English in real life': mediating culture and language learning in a rest home. Refereed Proceedings of 'Context and Communication: Mediating Language Learning', the 12th National Conference for Community Languages and ESOL (CLESOL 2010), Dunedin, New Zealand, 01-04 October, 2010. Available: http://www.tesolanz.org.nz/Site/CLESOL/CLESOL_2010.aspx
Andrew, M. (2011). Reshaping educational experience by volunteering in the community: language learners in the real world. Journal of Intercultural Communication, 25. Available: http://www.immi.se/intercultural/nr25/andrew.htm
Andrew, M. & Romova, Z. (2011). Teaching and assessing academic writing via the portfolio: benefits for learners of English as an additional language. Assessing Writing, 16 (2), 112-122. Available: http://www.sciencedirect.com/science/journal/10752935/16/2.
Andrew, M. & Kearney, C. (2011). Reshaping educational experience by investing in community. Southern Institute of Technology Journal of Applied Research (SITJAR). Available: http://sitjar.sit.ac.nz/Pages/Publication.aspx?ID=58
Romova, Z. & Andrew, M. (2011). Learning and assessing for future imagined communities: academic writing texts within portfolios. 'Writing the Future: Genres, Professions and Texts', Refereed proceedings of the Tertiary Writing Network Colloquium (TWN 2010), Wellington, New Zealand, 02-03 December, 2010.
Andrew, M. (2010). Double agents and triple: teacher-researcher-writers. The Strange Bedfellows or Perfect Partners Papers: The Refereed Proceedings of the 15th Conference of the Australasian Association of Writing Programs (AAWP 2010), Melbourne, Australia, 25-27 November, 2010. Available: http://aawp.org.au/publications-aawp
Andrew, M. (2010). Strategically maintaining online learning community in a postgraduate writing program. Refereed Proceedings of 'Curriculum, technology & transformation for an unknown future', the 27th Australasian Society for Computers in Learning in Tertiary Education Conference (ASCILITE 2010), Sydney, Australia, 05-08 December 2010 / Caroline Steel, Mike Keppell, Philippa Gerbic & Simon Housego (eds.), 49-59. Available: http://www.ascilite.org.au/conferences/sydney10/
Andrew, M. (2009). Community chest: Varieties of learning from Kiwi communities. Refereed Proceedings of Language and identity: Building communities of learning CLESOL conference, 2-6 October, Auckland, New Zealand. Available: http://www.tesolanz.org.nz/Site/CLESOL/CLESOL_2008.aspx.
Kearney, C., & Andrew, M. (2009). Beyond Buzzy Bees and Kiwi Fruit: Constructing culture in Aotearoa/New Zealand. Journal of Adult Learning Aotearoa New Zealand, 37 (1), 44-56.
Andrew M. & Romova, Z. (2009). Progress 'from here to there' in academic writing. Refereed Proceedings of the Tertiary Writing Colloquium, Auckland University of Technology, Auckland, New Zealand, December 2, 2008. Available: http://www.tertiarywritingnetwork.org.nz/2008_peer_reviewed_papers.html
Andrew, M. (2009). Deepened mirrors of cultural learning: The potential of learning management systems. CALICO (The Computer Assisted Language Instruction Consortium) Journal, 26 (2) Southwest Texas State University, USA. Available: https://calico.org/memberBrowse.php?action=article&id=745.
Andrew, M., & Kearney, C. (2007). Practicing in and learning from community placements. New Zealand Studies in Applied Linguistics, 13 (2), 31-45.
Andrew M. (2007). E-text and Paper-text Reflections on Cultural Learning. In E. Gray & L. Emerson (Eds.) Proceedings of Tertiary Writing Network Colloquium, 7-8 December, Napier, New Zealand.
Andrew, M. (2006). Speaking about film and learning about speaking: Teaching speaking through film study. The TESOLANZ Journal, 14, 16-31. Available: http://www.tesolanz.org.nz/Site/Publications/TESOLANZ_Journal/.
Hadfield, J., Hadfield, C., & Andrew, M. (2006). Estate Agent Language (Mae West meets the metaphysical: the language of real estate advertising). ELT Journal, 60 (1), 71-75. Available: http://eltj.oxfordjournals.org/content/60/1.toc
Andrew, M. (2005). Marking for process, self-reflection and autonomy: Designing item specifications for business writing. The TESOLANZ Journal, 13, 57-75. Available: http://www.tesolanz.org.nz/Site/Publications/TESOLANZ_Journal/.
Andrew M. & Kearney, C. (2005). Windows into understanding and the formation of authentic being. Refereed proceedings from the second annual teaching and learning symposium, pp.11-24, Unitec, Auckland, New Zealand.
Andrew, M. (2005). Even business students can reflect: Gleaning insights about research. In J. Howard & J. Major (Eds.), CLESOL 2004: Refereed conference proceedings of the 9th Community Languages and English for Speakers of Other Languages Conference. Christchurch: CLESOL 2004. Paper presented at the Ninth National Community Languages and ESOL (English to Speakers of Other Languages) conference (CLESOL 2004), 24-27 September 2004, Christchurch. Available: http://www.tesolanz.org.nz/Site/CLESOL/CLESOL_2004.aspx
Andrew, M. (1996). “Cut So like [her] Character”: Preconstructing Celia in Volpone. Medieval and Renaissance Drama in England 8 (ed. J. Leeds Barroll), 94-118. Associated University Presses Inc.: Washington, US.
Thesis Supervision/Mentoring
Recent D.Prof. Prac. and Ph.D Completions
2025: Hanshaw, J. Micro-credentials as a disruptive power of good: A qualitative descriptive inquiry (Co-supervised professional doctorate).
2025: Verma, N. Professional identity formation in Occupational Therapy |whakaora ngangahau (Co-supervised professional doctorate).
2025: Taylor, J. An investigation of teaching pedagogy at two Chinese Transnational Education Institutions: Preparing learners for local and global educational pathways - Ka mua, ka muri – 'walking backwards into the future' (Co-supervised transnational professional doctorate).
2025: Duncan, G. Integrating modalities in the support professional. How practitioners, accredited in both coaching and Neuro-Linguistic Programming (NLP), apply their knowledge and skill within their professional practice (Co-supervised professional doctorate).
2025: Phillips, L. Joe's Horses (Professional/Creative doctorate)
2025: Henry, S. Becoming a transformational learner in vocational education (Collaboratively mentored professional doctorate)
2024: Murray, V. Ko Ngāti Awa te Toki - Unravelling the Adze, an Inside Look at Tribal Governance (Co-supervised professional doctorate).
2024: Terry, S. The Making of a Professional: Insights from Four Decades of Tertiary Education (Co-supervised professional doctorate).
2023: Wilderspin, H. Embodied Creativity: Creative play as a catalyst for adult learning, spirituality and a ludic (playful) mindset (Third supervisor, Co-supervised professional doctorate).)
2021: Goode, C. An excellent adventure: Investigating the stories of Tertiary Teaching Excellence awardees (Lead, (Co-supervised professional doctorate) https://hdl.handle.net/10652/5480
2021: Alkema, A. The Case of Tapatoru: Building the Capability of Foundation Educators Through Professional Standards (Lead, Co-supervised professional doctorate). https://hdl.handle.net/10652/5511
2021: McNeil, A. Product Stewardship: Linking waste back to primary production (Lead, Co-supervised professional doctorate). https://hdl.handle.net/10652/5492
2021: Karetai, M. The Evolution of an Identity Activist: An Indigenous Autoethnographic Journey (Co-supervised professional doctorate).
2021: Woodhouse, A. Torn Identītīes – A Kāi Tahu Pūrākau of Whiteness (Co-supervised professional doctorate).
2021: James Harrison: A developmental framework of practice for vocational and professional roles (PhD, Creative Education, Victoria University, Melbourne; Lead, Co-supervised professional doctorate). https://vuir.vu.edu.au/42717/
2021: Cuong Duc Le: Using Technology-Enhanced Language Learning Environments to Influence the Communicative Potential of Adult Learners of English as a Foreign Language in Vietnam (Integrated PhD, Victoria University, Melbourne) (Lead) https://vuir.vu.edu.au/43125/
2016: Lydia Fuksco: Children, Learning and Environmental Education (PhD by artefact and exegesis, Science Education, Swinburne University of Technology, Melbourne), Associate Supervisor (Co-supervised creative doctorate). https://researchbank.swinburne.edu.au/items/8a796255-b10b-4773-b9d6-117b55ae0934/1/?search=%2Fsearching.do&index=35&available=41
2016: Celine Kearney: Southern Celts: an investigation of how people with a Celtic/Gaelic background live out their traditions in Aotearoa New Zealand (PhD by artefact and exegesis, history and narrative enquiry, Victoria University, Melbourne) (Lead) https://vuir.vu.edu.au/32765/
2016: Bunga Ayu Wulandari: Reminiscing Lives: Exploring Professional Identities Development of Indonesian English Language Teacher Educators (traditional PhD in Education, narrative enquiry, Victoria University, Melbourne) (Lead)
2015: Amirullah: Bilingual Higher Education in Indonesia: Negotiating Imagined Identities and Multifaceted Forms of Investment (traditional PhD in Education, narrative enquiry, Victoria University, Melbourne (Lead)
2014: Rachel Le Rossignol: Re-storying the earth: writing a new meta-narrative through eco-fiction (PhD by artefact and exegesis, Creative Writing/ Earth Science Education, Swinburne University of Technology, Melbourne) (Initial Lead) https://researchbank.swinburne.edu.au/items/601c907b-85ae-4dcd-ad25-d9a7119c422f/1/?search=%2Fsearching.do&index=1&available=38
2014: James Phelan: Young adult fiction: novel and exegesis (PhD by artefact and exegesis, Creative Writing/ Youth Fiction, Swinburne University of Technology, Melbourne) – Associate supervisor https://researchbank.swinburne.edu.au/items/1ae76981-5931-4526-895f-e651672f0a0e/1/?search=%2Fsearching.do&index=0&available=65
2014: Wendy J. Dunn: The light in the labyrinth: young adult novel and exegesis (PhD by artefact and exegesis, Creative Writing/ Tudor history, Swinburne University of Technology, Melbourne) – 50% Co-supervisor https://researchbank.swinburne.edu.au/items/17dc371d-0749-48d2-9f8b-b9f1d5f4efa1/1/?search=%2Fsearching.do&index=22&available=41
2013: Scott Hopkins: Writing hegemonic masculinities: 'My Brother's War' and its exegesis (PhD by artefact and exegesis, Creative Writing/ Gender Studies, Swinburne University of Technology, Melbourne) – Associate supervisor
2012: Todd, Ted Tibor: The inheritance: a novel and exegesis (PhD by artefact and exegesis, Creative Writing/ Autoethnography, (Swinburne University of Technology, Melbourne) – Associate supervisor https://researchbank.swinburne.edu.au/items/dda4b9dd-a548-4d1f-80d2-2fa4a520a46b/1/?search=%2Fsearching.do&index=0&available=2
2011: Carthew, Mark. Can you keep a secret? An artefact and exegetical essay investigating the poetics of children's rhymes and verse (Swinburne University of Technology, Melbourne) – Associate supervisor
https://researchbank.swinburne.edu.au/items/9bc4398c-a39b-4d14-b0bb-7eda1fb9b794/1/?search=%2Fsearching.do&index=0&available=6
2011: Banks, Glenda: Migrating from nonfiction to fiction: writing between porous borders (PhD by artefact and exegesis, Creative Writing/ Goldrush History Education, Swinburne University of Technology, Melbourne) (Lead)
https://researchbank.swinburne.edu.au/items/152bad3c-e169-4610-8711-5aecad7af907/1/?search=%2Fsearching.do&index=0&available=5
