| Researching from within: External and internal ethical engagement A Floyd, L Arthur International Journal of Research & Method in Education 35 (2), 171-180, 2012 | 254 | 2012 |
| Supporting academic middle managers in higher education: do we care? A Floyd Higher Education Policy 29, 167-183, 2016 | 130 | 2016 |
| ‘Turning Points’ The Personal and Professional Circumstances That Lead Academics to Become Middle Managers A Floyd Educational Management Administration & Leadership 40 (2), 272-284, 2012 | 111 | 2012 |
| ‘Jugglers’,‘copers’ and ‘strugglers’: academics' perceptions of being a head of department in a post-1992 UK university and how it influences their future careers A Floyd, C Dimmock Journal of Higher Education Policy and Management 33 (4), 387-399, 2011 | 88 | 2011 |
| Supporting the role of associate dean in universities: An alternative approach to management development D Preston, A Floyd Higher Education Quarterly 70 (3), 264-280, 2016 | 57 | 2016 |
| Narrative and life history A Floyd Research methods in educational leadership and management, 230-241, 2012 | 54 | 2012 |
| The role of the associate dean in UK universities: distributed leadership in action? A Floyd, D Preston Higher Education 75, 925-943, 2018 | 52 | 2018 |
| Focusing the kaleidoscope: exploring distributed leadership in an English university A Floyd, D Fung Studies in Higher Education 42 (8), 1488-1503, 2017 | 40 | 2017 |
| Exploring identities and cultures in inter-professional education and collaborative professional practice A Floyd, M Morrison Studies in continuing education 36 (1), 38-53, 2014 | 36 | 2014 |
| Female School Leaders’ Perceptions and Experiences of Decentralisation and Distributed Leadership in the Tatweer System in Saudi Arabia R Alyami, A Floyd Education Sciences 9 (1), 25, 2019 | 35 | 2019 |
| Strategic narrative in Multi Academy Trusts in England: principal drivers for expansion J Baxter, A Floyd British Educational Research Journal, 2019 | 30 | 2019 |
| Supporting researching professionals: EdD students’ perceptions of their development needs H Lindsay, L Kerawalla, A Floyd Studies in Higher Education 43 (12), 2321-2335, 2018 | 25 | 2018 |
| Researching from Within: Moral and Ethical Issues and Dilemmas A Floyd, L Arthur | 23 | 2010 |
| The Contribution of Conferences to Teachers' Professionalism. W Rimmer, A Floyd TESL-EJ 24 (1), n1, 2020 | 20 | 2020 |
| Life histories of academics who become Heads of Department: socialisation, identity and career trajectory A Floyd University of Leicester, 2009 | 19 | 2009 |
| Investigating the PDR process in a UK university: continuing professional development or performativity? A Floyd Professional Development in Education 48 (2), 315-329, 2022 | 15 | 2022 |
| Leadership identity in a small island developing state: the Jamaican context A Floyd, C Fuller Compare: A Journal of Comparative and International Education 46 (2), 251-271, 2016 | 15 | 2016 |
| Why do UK academics become Associate Deans and what are their future career plans? A Floyd, D Preston Journal of Higher Education Policy and Management, 2019 | 11 | 2019 |
| Pandemic, a catalyst for change: Strategic planning for digital education in English secondary schools, before during and post Covid J Baxter, A Floyd, K Jewitt British Educational Research Journal 49 (2), 329-351, 2023 | 9 | 2023 |
| Female English Teachers Perceptions and Experience of Continuing Professional Development in Qatar S Qadhi, A Floyd Education Sciences 11 (4), 160, 2021 | 9 | 2021 |
