Wolstencroft, P, Whitfield, E and Dinning, T (2023) A tale of two objectives: The challenge of meeting diverse targets in UK Business School. PRISM:Casting New Light on Learning, Theory & Practice. ISSN 2514-5347

Wolstencroft, P, Whitfield, E and Talbot, D (2023) Joyful Influencers: A day at the University of Greenwich Learning and Teaching Festival. University of Greenwich School of Business.

Gandy, RJ, Wolstencroft, P, Geer, K and de Main, L (2023) Clear vision: a step towards unravelling student recruitment in English universities? Benchmarking: An International Journal. ISSN 1463-5771

Wolstencroft, P and Whitfield, E (2023) Will England’s universities and students embrace lifelong learning? Times Higher Education Blog.

Wolstencroft, P and Silverwood, J (2023) The easy option: How the Ruskin Speech has become a cipher for change in British education. BERA.

Wolstencroft, P and Dinning, TM (2023) Leading a large and disparate school in higher education. In: Outhwaite, Deborah and Simon, Catherine, (eds.) Leadership and Management for Education Studies. Taylor & Francis. ISBN 9781003321439

Cronshaw, S and Wolstencroft, P (2023) Student Engagement Guidelines: Learning from innovative practices introduced in response to COVID-19 A collaboration of 10 UK modern universities. Project Report. Quality Assurance Agency.

Silverwood, J and Wolstencroft, P (2023) The Ruskin Speech and Great Debate in English education, 1976–1979: A study of motivation. British Educational Research Journal. ISSN 0141-1926

Wolstencroft, P, Whitfield, E and Dinning, TM (2023) Convergence in the English and French education systems: Vive la difference! Emerald.

Dinning, TM and Wolstencroft, P (2023) It takes two: Co-leadership in British higher education. CABS Chartered Association of Business Schools.

Wolstencroft, P, Whitfield, E and Dinning, TM (2022) But what do the numbers say? How the movement towards datafication might change English higher education. SRHE The Society for Research into Higher Education.

Wolstencroft, P and Darnell, J (2022) The Impact of Widening Participation on Further Education Settings in England. In: McCaig, R, Rainford, J and Squire, R, (eds.) The Business of Widening Participation Policy, Practice and Culture. Emerald Publishing Limited, pp. 147-165. ISBN 9781800430501

Zhou, X and Wolstencroft, P (2022) A home away from home: building an organic online support community for Chinese students using WeChat. Journal of Learning Development in Higher Education (24).

Gretton, G and Wolstencroft, P (2022) When the subject becomes the object: Redefining the teacher standards as learner standards. BERA.

Lloyd, C and Wolstencroft, P (2022) Yes, but what happens next? Succession planning in English further education colleges. Research in Post-Compulsory Education, 27 (3). pp. 391-412. ISSN 1359-6748

Wolstencroft, P and Beech, R (2022) From passivity to partnership: how the student-university relationship has evolved in the era of the National Student Survey. Chartered Association of Business Schools.

Wolstencroft, P, Kivits, R and De Main, L (2021) Finding a balance: Leadership in a time of chaos. Wonkhe.

Wolstencroft, P (2021) Knowledge is Power: The Struggle for Education for All. English Heritage.

Wolstencroft, P and Gretton, G (2021) Thinking like a teacher: Is the early career framework the answer to early career teachers’ prayers? BERA: British Educational Research Association, BERA Blog.

Wolstencroft, P, De Main, L and Kivits, R (2021) “Sorry about the mess” – vulnerability and authenticity in an online world. British Educational Leadership, Management and Administration Society (BELMAS).

Wolstencroft, P and Gretton, GA (2021) Eyes on the Prize: Creating Lifelong Learners Through Engagement with Assessment. Impact Journal of the Chartered College of Teaching, 12. ISSN 2514-6955

De Main, L and Wolstencroft, P (2021) Value for Money or a Transformative Experience: What do students actually value about university? Chartered Association of Business Schools.

Wolstencroft, P and de Main, L (2021) Clearing the Final Hurdle: Getting Students to Engage with Feedback in Higher Education. In: SHS Web of Conferences , 99. (International Scientific Conference “Delivering Impact in Higher Education Learning and Teaching: Enhancing Cross-Boarder Collaborations” (DIHELT 2021), 6-9th April 2021, Russia).

McGrath, L and Wolstencroft, P (2021) ‘I Want to Break Free’ How Online Breakout Rooms have Become a Modern Educational Curse,. Chartered Association of Business Schools.

Zhou, X, Wolstencroft, P and Orim, S-MI (2020) Please don’t put your phones away: the application of learning technology in UK Higher Education, presenting a Framework for Implementation. Compass: Journal of Learning and Teaching, 13 (2). ISSN 2044-0073

Wolstencroft, P and Lloyd, C (2019) Process to practice: The evolving role of the academic middle manager in English further education colleges. Management in Education, 33 (3). pp. 118-125. ISSN 0892-0206

Thompson, C and Wolstencroft, P (2018) Trust into mistrust: the uncertain marriage between public and private sector practice for middle managers in education. Research in Post-Compulsory Education, 23 (2). pp. 213-230. ISSN 1359-6748

Wolstencroft, P and Thompson, C (2017) 'Chained and Engrained' – Breaking the PowerPoint Dependency Cycle in English Education. Journal of Pedagogical Development, 7 (1). ISSN 2047-3265