Mark Millin

2025

Journal - Research Article

Millin, T., Millin, M., & Pearce, J. (2025). Asynchronous video-based scaffolding of English academic writing skills for distance tertiary students: an innovative approach to supporting postgraduate students in hybrid courses. Video Journal of Education & Pedagogy, 10, 1-23.

2023

Journal - Research Article

Millin, M., Fielding, D., & Owen, P. D. (2023). Education spending, economic development, and the size of government. Public Sector Economics, 47(3), 285-333. doi: 10.3326/pse.47.3.1

2022

Journal - Research Article

Millin, T., Spronken-Smith, R., & Millin, M. (2022). Master’s research supervision and academic support: A benchmarking of best practice at a New Zealand research-intensive university. New Zealand Journal of Educational Studies, 57, 231-252. doi: 10.1007/s40841-021-00215-2

2020

Journal - Research Article

Millin, T., Millin, M., & Pearce, J. (2020). Unpacking the efficacy of Reading to Learn using Cognitive Load Theory. Journal of Academic Language & Learning, 14(1), 113-126. Retrieved from https://journal.aall.org.au/index.php/jall/article/view/693

Working Paper; Discussion Paper; Technical Report

Millin, M., Fielding, D., & Owen, P. D. (2020). Education spending and Wagner’s law: New international evidence [Economics Discussion Papers No. 2002]. Dunedin, New Zealand: School of Business, University of Otago. 31p. Retrieved from http://hdl.handle.net/10523/9947

2019

Chapter in Book - Research

Millin, T., & Millin, M. (2019). An equity-based model of teaching and learning: Bridging the academic literacy skills divide in the English classroom in South Africa. In J. Hoffman, P. Blessinger & M. Makhanya (Eds.), Strategies for fostering inclusive classrooms in higher education: International perspectives on equity and inclusion. (pp. 129-151). Bingley, UK: Emerald Publishing. doi: 10.1108/S2055-364120190000016012

Conference Contribution - Published proceedings: Abstract

Millin, T., & Millin, M. (2019). Harnessing the power of process-based data to strengthen academic literacy intervention assessment. Te Hā o te Takata: Proceedings of the New Zealand Association for Research in Education (NZARE) Conference. MIL19161. Retrieved from http://www.eenz.com/nzare19/

Millin, T., & Millin, M. (2019). Scaffolding academic writing for equity amongst non-native speakers of English. Proceedings of the Applied Linguistics Conference: Applied Linguistics and Language Teaching: Making Connections. (pp. 58). Retrieved from http://alaa-alanz2019conference.com

Awarded Doctoral Degree

Millin, M. (2019). An analysis of public spending on education (PhD). University of Otago, Dunedin, New Zealand. Retrieved from http://hdl.handle.net/10523/9710

2018

Journal - Research Article

Millin, T., & Millin, M. (2018). English academic writing convergence for academically weaker senior secondary school students: Possibility or pipe-dream? Journal of English for Academic Purposes, 31, 1-17. doi: 10.1016/j.jeap.2017.12.002

2014

Journal - Research Article

Millin, T., & Millin, M. (2014). Scaffolding academic literacy using the Reading to Learn intervention: An evaluative study of a tertiary education context in South Africa. Per Linguam, 30(3), 26-38. doi: 10.5785/30-3-590

2005

Journal - Research Article

Millin, M., & Nichola, T. (2005). Explaining economic growth in South Africa: A Kaldorian approach. International Journal of Technology Management & Sustainable Development, 4(1), 47-62. doi: 10.1386/ijtm.4.1.47/1