Publications
Read, N and Read, S., (2025), The use of Lego Serious Play methodology to develop Degree Apprentices’ reflective practice: A case study, Active Learning in Higher Education Journal (current work in progress).
Read, S., Mortimer, K and Rushton, A., (2025), Possessions and the Digitally Extended Self: The Role of Brand Engagement in Self-Concept (BESC) on Branded Smartphone Application Usage,Journal of Marketing Communications (submitted for publication, July 2025).
Gilloolley, S and Read, S., (2025), What’s the story? The use of role-play and storyboarding to empower student agency for change in age inequality.
Journal of Communication Management (forthcoming, August 2025)
Read, S and Read, N., (2025) Adopting Lego® Serious Play® Methodology to Promote Collaborative Reflection in Rahmat, M., (Ed.) Enhancing Classroom Well-Being Through Relational Teaching, IGI Global Scientific Publishing (forthcoming, September 2025).
Read, S. (2022), Fostering Creativity through the Integration of Classroom Technologies: A Digital Storyboarding Case Study Example. In ICT and Innovation in Teaching Learning Methods in Higher Education (Vol. 45, pp. 119-137). Emerald Publishing Limited
Read, S. (2019), Fostering engagement in assessed group work with diverse cohorts. Academic as Changemakers: Addressing Challenges in HE Teaching Contexts, The University of Northampton Institute for Learning and Teaching, 1 (1).
Conference Papers
Fossey, P., Haywood, W., Read, S (2025), Supporting Transformation in Assessment at the University of Warwick [nano-presentation], Warwick Education Conference 2025, The University of Warwick
Read, S (2023), Whose assessment is it anyway?: Re-thinking assessment design to embed authentic worklife experience [Poster], Advance HE Learning and Teaching Conference, 4-6th July, Keele University
Sergeant, S., Challen, R., Read, S, Broadberry, S, Prior, N (2023) Examining the Challenges and Opportunities offered by ChatGPT, Trent Institute of Learning and Teaching Annual Conference, 20th June, Nottingham Trent University, Nottingham
Broadberry, S, Read, S, Sergeant, S., Challen, R., Prior, N and Rashid, Z (2023) The Case for Authentic and Inclusive Assessment, Trent Institute of Learning and Teaching Annual Conference, 20th June, Nottingham Trent University, Nottingham
Read, S. (2019). Developing a Personal Learning Environment (PLE) for an ABL Approach to Teaching and Learning, UoN Reflections on Active Blended Learning in Practice: Learning and Teaching Conference 2019, 18th June, University of Northampton, Northampton
Read, S. (2019). Marketing to the Digital Self [Poster], Merged Futures Conference, 14th June, The University of Northampton, Northampton
Read, S. (2018). Marketing to the Digital Extended Self; exploring the effect of digital Brand Engagement in Self-Concept (BESC) on the continued usage of branded digital possessions, Academy of Marketing Doctoral Colloquium, Academy of Marketing annual conference: Marketing the brave, 9-10th July, University of Stirling, Stirling
Read, S. (2017). The Role of Digital Possessions in Consumer Engagement, The Graduate School PGR Annual Research Conference, The University of Northampton, Northampton
Read, S. (2016). Marketing to the digital self - assessing the variables affecting the adoption and retention of branded Smartphone applications in relation to the theory of self-concept, Academy of Marketing Doctoral Colloquium, Academy of Marketing annual conference: Radical Marketing, Newcastle Business School, Newcastle
Media engagements
Read, S (2023). Introverted leaders in an extroverted world. The Active Listener [Podcast]. Available at: https://podcasts.apple.com/us/podcast/introverted-leaders-in-an-extroverted-world/id1602705138?i=1000594511313 Link opens in a new window(accessed 23/03/2023)
Read, S. (2018) Response to ‘Life in Likes’ Children’s Commissioner’s Report on the effects of social media. BBC Radio Northampton.