1. Ali, A., Crawford, J., Cejnar, L., Harman, K., & Sim, K. (2021). What student evaluations are not: scholarship of teaching and learning using student evaluations. Journal of University Teaching & Learning Practice, 18(8). https://doi.org/10.53761/1.18.8.1
2. Ashton-Hay, S. & Chanock, K. (in press). How managers influence learning advisers’ communications with lecturers and students. Journal of Academic Language & Learning.
3. Ashton-Hay, S., Gilawaii, A., Khatri, B., & Singh, A. (2020a). Leveraging diversity as peer role models. Peer Programs Network Newsletter, 4, September. https://blogs.deakin.edu.au/peers4peers/leveraging-diversity-as-peer-role-models-southern-cross-university/
4. Ashton-Hay, S., Hsu, J., Timmis, S., Hegh, E., Magarry, C., & Brady-Jones, R. (2020b). Connection in a time of disconnection. Peer Programs Network Newsletter, 5, September. https://blogs.deakin.edu.au/peers4peers/connection-in-a-time-of-disconnection/
5. Biddle, C. (2019). Pragmatism in student voice practice: What does it take to sustain a counter-normative reform in the long-term? Journal of Educational Change, 20, 1–29. https://doi.org/10.1007/s10833-018-9326-3