Associate Professor Mark James Barrow

MSc EdD Auck., DipTchg ACE

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Dean of Fac of Educ & Soc Work


Mark was appointed as Dean of the Faculty of Education and Social Work in 2018.  He has worked as a secondary school science teacher and as an academic developer and academic director within the NZ polytechnic sector.  Mark joined the University in 2007 in the role of Associate Dean Academic in the Faculty of Medical and Health Sciences.

Mark’s research interest is the theory and teaching of higher education. In general this involves the applications of poststructural approaches to address his interest in identity and power relations. He has published in the area of academic development in the university sector and the role of universities in preparing students for collaborative health care practice.

Research | Current

  • Academic development in universities
  • Academic identity
  • Interprofessional learning for Higher Education
  • Collaborative Practice in Health Care

Postgraduate supervision

Lisa Stewart (PhD) Aligning undergraduate nursing education to meet the future health needs of an ageing population
Jayaram Subramanian (PhD) Implementation and Sustainability of Research and Policy in Clinical Practice
Michael Crossan (PhD) How do undergraduate student nurses learn to care for patients' bodies?


Selected publications and creative works (Research Outputs)

  • Shulruf, B., Booth, R., Baker, H., Bagg, W., & Barrow, M. (2017). Using the Objective Borderline Method (OBM) to support Board of Examiners’ decisions in a medical programme. Journal of Further and Higher Education, 41 (3), 425-434. 10.1080/0309877X.2015.1117603
    Other University of Auckland co-authors: Warwick Bagg, Boaz Shulruf, Roger Booth
  • Barrow, M. J., & Grant, B. M. (2016). Changing mechanisms of governmentality? Academic development in New Zealand and student evaluations of teaching. Higher Education, 72 (5), 589-601. 10.1007/s10734-015-9965-8
    Other University of Auckland co-authors: Barbara Grant
  • McNaughton, S., Barrow, M., Bagg, W., & Frielick, S. (2016). Capturing the Integration of Practice-Based Learning with Beliefs, Values, and Attitudes using Modified Concept Mapping. Journal of Medical Education and Curricular Development, 3, 17-24. 10.4137/JMECD.S30079
    Other University of Auckland co-authors: Warwick Bagg
  • Wearn, A., O'Callaghan A, & Barrow, M. (2016). Becoming a Different Doctor: Identifying Threshold Concepts When Doctors in Training Spend Six Months with a Hospital Palliative Care Team. In R. Land, J. H. F. Meyer, M. T. Flanagan (Eds.) Threshold Concepts in Practice (pp. 223-238). Rotterdam, The Netherlands: Sense Publishers. Related URL.
    Other University of Auckland co-authors: Andy Wearn, Anne O'Callaghan
  • Dowie, M. J., Barrow, M., & Nicholson, L. F. (2015). "It was like I had found my tribe": Influence of a neuroscience outreach program on high achievers. The Neuroscientist, 23 (1), 7-15. 10.1177/1073858415600150
  • Barrow, M., McKimm, J., Gasquoine, S., & Rowe, D. (2015). Collaborating in healthcare delivery: Exploring conceptual differences at the "bedside". Journal of Interprofessional Care, 29 (2), 119-124. 10.3109/13561820.2014.955911
  • Grant, B., & Barrow, M. J. (2012). Fashioning docile teacher bodies? The strange space of the 'staff teachingseminar'. International Journal for Academic Development, Online, 1-12. 10.1080/1360144X.2012.688208
    Other University of Auckland co-authors: Barbara Grant
  • Barrow, M. J., & Grant, B. M. (2011). The ‘truth’ of academic development: How did it get to be about ‘teaching and learning’?. Higher Education Research & Development, Online.10.1080/07294360.2011.602393
    Other University of Auckland co-authors: Barbara Grant


Contact details

Primary office location

Level 1, Room 101
New Zealand

Web links